AA 100:
Introduction to Aeronautics and Astronautics
This class introduces the basics of aeronautics and astronautics through applied physics, hands-on activities, and real world examples. The principles of fluid flow, flight, and propulsion for aircraft will be illustrated, including the creation of lift and drag, aerodynamic performance including takeoff, climb, range, and landing. The principles of orbits, maneuvers, space environment, and propulsion for spacecraft will be illustrated. Students will be exposed to the history and challenges of aeronautics and astronautics.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-SMA
AA 102:
Introduction to Applied Aerodynamics
This course explores the fundamentals of the behavior of aerodynamic surfaces (airfoils, wings, bodies) immersed in a fluid across all speed regimes (from subsonic to supersonic/hypersonic). We will cover airfoil theory (subsonic and supersonic), wing theory, and introduction to viscous flows and both laminar and turbulent boundary layers, and the topic of flow transition. At the completion of this course, students will be able to understand and predict the forces and movements generated by aerodynamic configurations of interest. Assignments require a basic introductory knowledge of MATLAB or another suitable programming language. Prerequisites: CME 100 and CME 102 (or equivalent), PHYS 41, AA 100, and ME 70.
Terms: Win
| Units: 3
AA 109Q:
Aerodynamics of Race Cars
Almost as soon as cars had been invented, races of various kinds were organized. In all its forms (open-wheel, touring car, sports car, production-car, one-make, stock car, etc.), car racing is today a very popular sport with a huge media coverage and significant commercial sponsorships. More importantly, it is a proving ground for new technologies and a battlefield for the giants of the automotive industry. While race car performance depends on elements such as engine power, chassis design, tire adhesion and of course, the driver, aerodynamics probably plays the most vital role in determining the performance and efficiency of a race car. Front and/or rear wings are visible on many of them. During this seminar, you will learn about many other critical components of a race car including diffusers and add-ons such as vortex generators and spoilers. You will also discover that due to the competitive nature of this sport and its associated short design cycles, engineering decisions about a race car must rely on combined information from track, wind tunnel, and numerical computations. It is clear that airplanes fly on wings. However, when you have completed this seminar, you will be able to understand that cars fly on their tires. You will also be able to appreciate that aerodynamics is important not only for drag reduction, but also for increasing cornering speeds and lateral stability. You will be able to correlate between a race car shape and the aerodynamics effects intended for influencing performance. And if you have been a fan of the Ferrari 458 Italia, you will be able to figure out what that black moustache in the front of the car was for.
Terms: Spr
| Units: 3
| UG Reqs: WAY-AQR
AA 113:
Aerospace Computational Science
Computational methods are pervasive in analysis, design and optimization of aerospace systems. This course introduces the fundamental concepts underlying aerospace computational science. Starting from the concepts of meshes, elements and point clouds, interpolation, quadrature and time integration, the techniques of finite difference, finite volume and finite element discretization of general PDE problems, and analysis of the accuracy, consistency and stability of discretized problems including treatment of boundary conditions are developed. In depth applications to computations of ideal subsonic, transonic and supersonic flows, and viscous internal and external flow with a turbulence model are introduced. Through the use of commercial and research software (ANSYS Fluent, SU2 and AERO Suite) the student is exposed to the use of computational tools for solving practical aerospace engineering problems. The course culminates with the treatment of multidisciplinary aerospace problems involving coupling across more than one discipline, such as aero-thermal analysis (for hypersonic vehicle performance analysis or gas turbine blade cooling), fluid-structure interaction problems (such as flutter or flapping wing aeroelastic performance), and aeroacoustics (such as jet noise for next generation commercial supersonic transport or noise radiation from multi-rotor urban air mobility platform). Students are expected to pursue significant computational projects in two-person teams. nPrerequisites: CME102, CME104 (multivariable calculus, linear algebra, ODEs and some PDEs), ENGR 14, ME 30, ME70, and Recommended courses: AA102, AA103.
Terms: Win
| Units: 3
AA 114Q:
Large Spacecraft Structures
In space, large structures are often advantageous - large solar arrays are required for collecting solar power and allowing spacecraft to operate in deep space, large diameter telescopes allow us to explore the origins of our universe, and large antennas allow us to track climate change and get large amounts of data back down to Earth. However, our ability to get large structures into space is limited by the size of modern rocket fairings, causing large space structures to be designed very differently from those on Earth. This seminar focuses on the design principles used by aerospace engineers to realize large space structures. Over the quarter, we will discuss techniques for deployable space structures folded on the ground and unfolded in orbit including origami, foldable thin structures, and inflatables. The seminar will also introduce students to current developments in space structures such as on-orbit assembly, in-space manufacturing, and reconfigurable space structures. We will examine the materials used in these structures, overview mathematical principles used for their design, and learn from past failures of deployable structures. The seminar will allow students to delve deeper into the concepts with hands-on experimentation, analysis of existing space structures (ex. James Webb, the ISS solar arrays, and CubeSat missions), and will allow students to practice written and oral communication skills.nnBy the end of the course students will be able to:nnExplain the need for large space structures.nnIdentify and compare the engineering approaches for the realization of large space structures.nnAnalyze the challenges associated with large space structures.nnDesign space structures using simple numerical models.
Terms: Spr
| Units: 3
| UG Reqs: WAY-AQR
AA 115Q:
The Global Positioning System: Where on Earth are We, and What Time is It?
Preference to freshmen. Why people want to know where they are: answers include cross-Pacific trips of Polynesians, missile guidance, and distraught callers. How people determine where they are: navigation technology from dead-reckoning, sextants, and satellite navigation (GPS). Hands-on experience. How GPS works; when it does not work; possibilities for improving performance.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR
AA 131:
Space Flight
This class is all about how to build a spacecraft. It is designed to introduce undergraduate engineering students to the engineering fundamentals of conceiving, designing, implementing, and operating satellites and other space systems. Topics include orbital dynamics, attitude dynamics, mission design, and subsystem technologies. The space environment and the seven classic spacecraft subsystems - propulsion, attitude control and navigation, structure, thermal, power, telemetry and command, and payload - will be explored in detail. Prerequisites: Freshman-level physics, basic calculus and differential equations.
Terms: Aut
| Units: 3
| UG Reqs: WAY-AQR
AA 136A:
Spacecraft Design (AA 236A)
Space Capstone I. Required for Aero/Astro majors. This course is focused on the design and implementation of uncrewed spacecraft with an emphasis on nano-satellites. Practical laboratory exercises will introduce students to the fundamentals of flight software, electronics, and mechanical design while building on a flight-proven spacecraft architecture. Students will work in teams to develop and present their design of a spacecraft subsystem. Required for Aero/Astro majors. Intended for AA seniors and graduate students. For all other majors consent of instructor is required.
Terms: Win
| Units: 4
AA 136B:
Spacecraft Design Laboratory (AA 236B)
Space Capstone II. Continuation of AA136A/236A. Students will work in teams to implement, test, and demonstrate their design of a spacecraft subsystem. Emphasis on manufacturing, system testing, and operations to complete a full design cycle. Prerequisite: AA136A/236A or consent of instructor.
Terms: Spr
| Units: 3
| UG Reqs: WAY-AQR
AA 141:
Atmospheric Flight
From people's initial dreams and theories of flight to future design problems, this class introduces students to flight in the atmosphere and the multidisciplinary challenges of aircraft design. We will discuss how new approaches to airplane propulsion, structures, autonomy, and aerodynamics can lead to environmentally sustainable future transportation, supersonic flight, and personal air vehicles. We will look at how local companies are developing autonomous aircraft, inspired by natural flyers, to systems that will provide ubiquitous internet access flying at twice the altitude of airliners. Prerequisites: MATH 20, 21 or equivalents; elementary physics.
Terms: Aut
| Units: 3
AA 146A:
Aircraft Design
Air Capstone I. Required for Aero/Astro majors. This capstone design class allows students to apply knowledge from prior classes in a way that emphasizes the interactions between disciplines, and demonstrates how theoretical topics are synthesized in the practical design of an aircraft concept. Prerequisites are Math 20, 21 or 41, 42 or equivalents. Elementary physics, and AA100 or equivalent classes. Additional required AA courses dealing with aero, structures, and controls
Terms: Win
| Units: 4
AA 146B:
Aircraft Design Laboratory
Air Capstone II. Required for Aero/Astro majors. This capstone design class brings together the material from prior classes in a way that emphasizes the interactions between disciplines and demonstrates how some of the more theoretical topics are synthesized in practical design of an aircraft concept. The class will address a single problem developed by the faculty and staff. Students will spend two quarters designing a system that addresses the objectives and requirements posed at the beginning of the course sequence. They will work individually and in teams, focusing on some aspect of the problem but exposed to many different disciplines and challenges. The second quarter will focus on the demonstration of a physical system incorporating features of the design solution. This may be accomplished with a set of experiments or a flight demonstration involving data gathering and synthesis of work in a final report authored by the team.
Terms: Spr
| Units: 3
AA 149:
Operation of Aerospace Systems
This course (intended primarily for AeroAstro undergraduate students) provides a connection with the products of aerospace design through the use of tours, guest speakers, flight simulation, and hands-on exposure to systems used by pilots and space mission operators. This class will be offered in a hybrid mode for Spring 2022 due to limited opportunities to tour local facilities and bring guest speakers on campus. The class will meet in-person on the first day and for multiple tours at local facilities. For some of the days with guest speakers, we will meet via Zoom.nWe discuss real-world experiences with operators of spacecraft and launch vehicles, and we hear from pilots of manned and unmanned aircraft. Skills required to operate systems in the past, present, and future are addressed. Students will also develop an appreciation of the effects of human factors on aviation safety and the importance of space situational awareness. Anticipated tours include an air traffic control facility and a spacecraft operations center. Some class sessions will be off campus tours at local facilities; these will require some scheduling flexibility outside of normal class hours.
Terms: Spr
| Units: 1
AA 151:
Lightweight Structures
The development of lightweight structures aids in enhancing the robustness, efficiency, and cost of aerospace systems. In this course, the theoretical principles used to analyze stress-strain behavior, beam bending, torsion, and thin-walled structures will be reviewed and exercised. In addition, students will study structures under various loading conditions found in real-world applications such as the design of airframes, high-altitude balloons, and solar sails. Students from various disciplines of engineering can benefit from this course. ENGR 14 (Introduction to Solid Mechanics) is a highly recommended prerequisite.
Terms: Spr
| Units: 3
| UG Reqs: WAY-AQR
AA 156:
Introduction to Mechanics of Composite Materials
This course covers topics related to fiber reinforced composites. Students will learn about stress, strain, and design of composite laminates and honeycomb structures. The course will also provide an overview of failure modes and criteria, environmental effects, and manufacturing processes. An individual design project is required of each student, resulting in a usable computer software.
Terms: Aut
| Units: 3
AA 172:
Guidance & Navigation
Position, Navigation and Timing (PNT) is an increasingly critical element of aerospace and autonomous systems from autonomous cars to commercial jets to deep space probes. Analyze how modern navigation systems work including dead reckoning (speed, direction), radio navigation systems (ground based and satellite) and inertial navigation. Examine the safety and secure use of these systems for guiding commercial aviation and autonomous navigation applications. Explore emerging technologies that may affect the capability and design of future aerospace systems including pulsar navigation for deep space missions and cellular and other signals to aid urban navigation of UAVs, self-driving cars and rail. Prerequisites: E15 and familiarity with Matlab and Linear Algebra.
Terms: Aut
| Units: 3
AA 173:
Flight Mechanics & Controls
Aircraft flight dynamics, stability, and their control system design; frame transformations, non-linear equations of motion for aircraft; linearization of longitudinal and lateral-directional dynamics; aircraft static longitudinal and lateral/directional stability and control; observability and controllability; PID feedback control; Prerequisites: E15, E105, AA100 and familiarity with MATLAB.
Terms: Spr
| Units: 3
AA 174A:
Principles of Robot Autonomy I (AA 274A, CS 237A, EE 160A, EE 260A)
Basic principles for endowing mobile autonomous robots with perception, planning, and decision-making capabilities. Algorithmic approaches for robot perception, localization, and simultaneous localization and mapping; control of non-linear systems, learning-based control, and robot motion planning; introduction to methodologies for reasoning under uncertainty, e.g., (partially observable) Markov decision processes. Extensive use of the Robot Operating System (ROS) for demonstrations and hands-on activities. Prerequisites: CS 106A or equivalent, CME 100 or equivalent (for linear algebra), and CME 106 or equivalent (for probability theory).
Terms: Aut
| Units: 3-4
| UG Reqs: WAY-AQR
AA 174B:
Principles of Robot Autonomy II (AA 274B, CS 237B, EE 260B)
This course teaches advanced principles for endowing mobile autonomous robots with capabilities to autonomously learn new skills and to physically interact with the environment and with humans. It also provides an overview of different robot system architectures. Concepts that will be covered in the course are: Reinforcement Learning and its relationship to optimal control, contact and dynamics models for prehensile and non-prehensile robot manipulation, imitation learning and human intent inference, as well as different system architectures and their verification. Students will earn the theoretical foundations for these concepts and implement them on mobile manipulation platforms. In homeworks, the Robot Operating System (ROS) will be used extensively for demonstrations and hands-on activities. Prerequisites: CS106A or equivalent, CME 100 or equivalent (for linear algebra), CME 106 or equivalent (for probability theory), and AA 171/274.
Terms: Win
| Units: 3-4
AA 190:
Directed Research and Writing in Aero/Astro
For undergraduates. Experimental or theoretical work under faculty direction, and emphasizing development of research and communication skills. Written report(s) and letter grade required; if this is not appropriate, enroll in 199. Consult faculty in area of interest for appropriate topics, involving one of the graduate research groups or other special projects. May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 3-5
| Repeatable
for credit
Instructors: ;
Alonso, J. (PI);
Arya, M. (PI);
Bloom, E. (PI);
Boyd, S. (PI);
Bradshaw, P. (PI);
Bryson, A. (PI);
Cantwell, B. (PI);
Cappelli, M. (PI);
Chang, F. (PI);
Christensen, R. (PI);
D'Amico, S. (PI);
Dauskardt, R. (PI);
Durbin, P. (PI);
Eaton, J. (PI);
Elschot, S. (PI);
Farhat, C. (PI);
Fraser-Smith, A. (PI);
Gao, G. (PI);
Hanson, R. (PI);
Hara, K. (PI);
Hesselink, L. (PI);
Hughes, T. (PI);
Jameson, A. (PI);
Kalman, A. (PI);
Kane, T. (PI);
Kenny, T. (PI);
Khatib, O. (PI);
Khuri-Yakub, B. (PI);
Kochenderfer, M. (PI);
Kroo, I. (PI);
Lall, S. (PI);
Latombe, J. (PI);
Lele, S. (PI);
MacCormack, R. (PI);
Manchester, Z. (PI);
Moin, P. (PI);
Okamura, A. (PI);
Parkinson, B. (PI);
Pavone, M. (PI);
Powell, J. (PI);
Prinz, F. (PI);
Pulliam, T. (PI);
Rock, S. (PI);
Sakovsky, M. (PI);
Sanger, T. (PI);
Schwager, M. (PI);
Senesky, D. (PI);
Sheppard, S. (PI);
Springer, G. (PI);
Street, B. (PI);
Sturrock, P. (PI);
Tomlin, C. (PI);
Tsai, S. (PI);
Walter, T. (PI);
West, M. (PI);
Widrow, B. (PI)
AA 191:
Practical Training
For undergraduate students. Educational opportunities in high technology research and development labs in industry. Students engage in internship work and integrate that work into their academic program. Following internship work, students complete a research report outlining work activity, problems investigated, key results, and follow-up projects they expect to perform. Meets the requirements for curricular practical training for students on F-1 visas. Student is responsible for arranging own internship/employment and faculty sponsorship. Register under faculty sponsor's section number. All paperwork must be completed by student and faculty sponsor, as the Student Services Office does not sponsor CPT. Students are allowed only two quarters of CPT per degree program. Course may be repeated twice.
Terms: Spr, Sum
| Units: 1
| Repeatable
2 times
(up to 1 units total)
AA 199:
Independent Study in Aero/Astro
Directed reading, lab, or theoretical work for undergraduate students. Consult faculty in area of interest for appropriate topics involving one of the graduate research groups or other special projects. May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Alonso, J. (PI);
Arya, M. (PI);
Bloom, E. (PI);
Boyd, S. (PI);
Bradshaw, P. (PI);
Bryson, A. (PI);
Cantwell, B. (PI);
Cappelli, M. (PI);
Chang, F. (PI);
Christensen, R. (PI);
D'Amico, S. (PI);
Dauskardt, R. (PI);
Durbin, P. (PI);
Eaton, J. (PI);
Elschot, S. (PI);
Farhat, C. (PI);
Fraser-Smith, A. (PI);
Gao, G. (PI);
Hanson, R. (PI);
Hara, K. (PI);
Hesselink, L. (PI);
Hughes, T. (PI);
Jameson, A. (PI);
Kalman, A. (PI);
Kane, T. (PI);
Kenny, T. (PI);
Khatib, O. (PI);
Khuri-Yakub, B. (PI);
Kochenderfer, M. (PI);
Kroo, I. (PI);
Lall, S. (PI);
Latombe, J. (PI);
Lele, S. (PI);
MacCormack, R. (PI);
Manchester, Z. (PI);
Moin, P. (PI);
Okamura, A. (PI);
Parkinson, B. (PI);
Pavone, M. (PI);
Powell, J. (PI);
Prinz, F. (PI);
Pulliam, T. (PI);
Rock, S. (PI);
Sakovsky, M. (PI);
Sanger, T. (PI);
Schwager, M. (PI);
Senesky, D. (PI);
Sheppard, S. (PI);
Springer, G. (PI);
Street, B. (PI);
Sturrock, P. (PI);
Tomlin, C. (PI);
Tsai, S. (PI);
West, M. (PI);
Widrow, B. (PI)
AA 200:
Applied Aerodynamics
Analytical and numerical techniques for the aerodynamic analysis of aircraft, focusing on airfoil theory, finite wing theory, far-field and Trefftz-plane analysis, two-dimensional laminar and turbulent boundary layers in airfoil analysis, laminar-to-turbulent transition, compressibility effects, and similarity rules. Biweekly assignments require MATLAB or a suitable programming language. Prerequisite: undergraduate courses in basic fluid mechanics and applied aerodynamics, AA 210A.
Terms: Win
| Units: 3
AA 201A:
Fundamentals of Acoustics
Acoustic equations for a stationary homogeneous fluid; wave equation; plane, spherical, and cylindrical waves; harmonic (monochromatic) waves; simple sound radiators; reflection and transmission of sound at interfaces between different media; multipole analysis of sound radiation; Kirchoff integral representation; scattering and diffraction of sound; propagation through ducts (dispersion, attenuation, group velocity); sound in enclosed regions (reverberation, absorption, and dispersion); radiation from moving sources; propagation in the atmosphere and underwater. Prerequisite: first-year graduate standing in engineering, mathematics, sciences; or consent of instructor.
Terms: Spr
| Units: 3
AA 203:
Optimal and Learning-based Control
Optimal control solution techniques for systems with known and unknown dynamics. Dynamic programming, Hamilton-Jacobi reachability, and direct and indirect methods for trajectory optimization. Introduction to model predictive control. Model-based reinforcement learning, and connections between modern reinforcement learning in continuous spaces and fundamental optimal control ideas.
Terms: Spr
| Units: 3
AA 204:
Spacecraft Electric Propulsion
The fundamentals of electric propulsion for spacecraft, which exists at the junction of traditional fluid dynamics, plasma physics, and aerospace engineering. The design and physics of electrothermal, electrostatic, and electromagnetic propulsion devices. Prerequisites: prior familiarity and experience with electromagnetism (Maxwell's equations, Ohm's law); fluid dynamics (fluid equations, choked flow, nozzles, Mach number); chemistry (stoichiometry, heat of formation, heat of reaction); and orbital dynamics (rocket equation, thrust, specific impulse, delta-v).
Terms: Spr
| Units: 3
AA 210A:
Fundamentals of Compressible Flow
Topics: development of the three-dimensional, non-steady, field equations for describing the motion of a viscous, compressible fluid; differential and integral forms of the equations; constitutive equations for a compressible fluid; the entropy equation; compressible boundary layers; area-averaged equations for one-dimensional steady flow; shock waves; channel flow with heat addition and friction; flow in nozzles and inlets; oblique shock waves; Prandtl-Meyer expansion; unsteady one-dimensional flow; the shock tube; small disturbance theory; acoustics in one-dimension; steady flow in two-dimensions; potential flow; linearized potential flow; lift and drag of thin airfoils. Prerequisites: undergraduate background in fluid mechanics and thermodynamics.
Terms: Aut
| Units: 3
AA 212:
Advanced Feedback Control Design
Analysis and design techniques for multivariable feedback systems. State-space concepts, observability, controllability, eigenvalues, eigenvectors, stability, and canonical representations. Approaches for robust feedback control design, chiefly H2, H-infinity, and mu-synthesis. System identification and adaptive control design. Use of computer-aided design with MATLAB. Prerequisite: ENGR 105, ENGR 205. Recommended: Linear algebra (EE 263 or equivalent).
Terms: Aut
| Units: 3
AA 214:
Numerical Methods for Compressible Flows
For M.S.-level graduate students. Covers the hierarchy of mathematical models for compressible flows. Introduction to finite difference, finite volume, and finite element methods for their computation. Ideal potential flow; transonic potential flow; Euler equations; Navier-Stokes equations; representative model problems; shocks, expansions, and contact discontinuities; treatment of boundary conditions; time and pseudo-time integration schemes. Prerequisites: basic knowledge of linear algebra and ODEs (CME 206 or equivalent).
Terms: Win
| Units: 3
AA 222:
Engineering Design Optimization (CS 361)
Design of engineering systems within a formal optimization framework. This course covers the mathematical and algorithmic fundamentals of optimization, including derivative and derivative-free approaches for both linear and non-linear problems, with an emphasis on multidisciplinary design optimization. Topics will also include quantitative methodologies for addressing various challenges, such as accommodating multiple objectives, automating differentiation, handling uncertainty in evaluations, selecting design points for experimentation, and principled methods for optimization when evaluations are expensive. Applications range from the design of aircraft to automated vehicles. Prerequisites: some familiarity with probability, programming, and multivariable calculus.
Terms: Spr
| Units: 3-4
AA 228:
Decision Making under Uncertainty (CS 238)
This course is designed to increase awareness and appreciation for why uncertainty matters, particularly for aerospace applications. Introduces decision making under uncertainty from a computational perspective and provides an overview of the necessary tools for building autonomous and decision-support systems. Following an introduction to probabilistic models and decision theory, the course will cover computational methods for solving decision problems with stochastic dynamics, model uncertainty, and imperfect state information. Topics include: Bayesian networks, influence diagrams, dynamic programming, reinforcement learning, and partially observable Markov decision processes. Applications cover: air traffic control, aviation surveillance systems, autonomous vehicles, and robotic planetary exploration. Prerequisites: basic probability and fluency in a high-level programming language.
Terms: Aut
| Units: 3-4
Instructors: ;
Kochenderfer, M. (PI);
Betterton, J. (TA);
Brown, J. (TA);
Dax, V. (TA);
Delecki, H. (TA);
Kruse, L. (TA);
Lazarus Garcia, C. (TA);
Moss, R. (TA);
Peltzer, O. (TA);
Schlichting, M. (TA);
Sidrane, C. (TA)
AA 229:
Advanced Topics in Sequential Decision Making (CS 239)
Survey of recent research advances in intelligent decision making for dynamic environments from a computational perspective. Efficient algorithms for single and multiagent planning in situations where a model of the environment may or may not be known. Partially observable Markov decision processes, approximate dynamic programming, and reinforcement learning. New approaches for overcoming challenges in generalization from experience, exploration of the environment, and model representation so that these methods can scale to real problems in a variety of domains including aerospace, air traffic control, and robotics. Students are expected to produce an original research paper on a relevant topic. Prerequisites: AA 228/CS 238 or CS 221.
Terms: Win
| Units: 3-4
AA 236A:
Spacecraft Design (AA 136A)
Space Capstone I. Required for Aero/Astro majors. This course is focused on the design and implementation of uncrewed spacecraft with an emphasis on nano-satellites. Practical laboratory exercises will introduce students to the fundamentals of flight software, electronics, and mechanical design while building on a flight-proven spacecraft architecture. Students will work in teams to develop and present their design of a spacecraft subsystem. Required for Aero/Astro majors. Intended for AA seniors and graduate students. For all other majors consent of instructor is required.
Terms: Win
| Units: 4
AA 236B:
Spacecraft Design Laboratory (AA 136B)
Space Capstone II. Continuation of AA136A/236A. Students will work in teams to implement, test, and demonstrate their design of a spacecraft subsystem. Emphasis on manufacturing, system testing, and operations to complete a full design cycle. Prerequisite: AA136A/236A or consent of instructor.
Terms: Spr
| Units: 3
AA 240:
Analysis of Structures
Analyses of solid and thin walled section beams, trusses, frames, rings, monocoque and semimonocoque structures. Determination of stresses, strains, and deformations, and failure in structures; structural stability and buckling; material behavior: plasticity and fracture. Emphasis on energy methods and introduction of finite element methods. Prerequisite: ENGR 14 or equivalent.
Terms: Aut
| Units: 3
AA 242A:
Classical Dynamics
Accelerating and rotating reference frames. Kinematics of rigid body motion; Euler angles, direction cosines. D'Alembert's principle, equations of motion. Inertia properties of rigid bodies. Dynamics of coupled rigid bodies. Lagrange's equations and their use. Dynamic behavior, stability, and small departures from equilibrium. Prerequisite: ENGR 15 or equivalent.
Terms: Aut
| Units: 3
AA 244A:
Introduction to Plasma Physics and Engineering
Physics and engineering of plasmas, including space and laboratory plasmas. Debye length and distribution functions. Single-particle motion and drifts. Plasmas as fluids and fluid drifts. Waves in plasmas, including electrostatic and electromagnetic. Diffusion and resistivity. Magnetohydrodynamics.
Terms: Win
| Units: 3
AA 251:
Introduction to the Space Environment
The environment through which space probes and vehicles travel and orbit. Survey of physical phenomena in the sun, solar wind, magnetospheres, ionospheres, and upper atmospheres of objects in the solar system. Introduction to the physical processes governing space plasmas, solar-terrestrial interactions, and ionized and neutral media surrounding the Earth and other solar system bodies. Prerequisite: AA 244A.
Terms: Spr
| Units: 3
AA 252:
Techniques of Failure Analysis
Introduction to the field of failure analysis, including fire and explosion analysis, large scale catastrophe projects, traffic accident reconstruction, aircraft accident investigation, human factors, biomechanics and accidents, design defect cases, materials failures and metallurgical procedures, and structural failures. Product liability, failure modes and effects analysis, failure prevention, engineering ethics, and the engineer as expert witness.
Terms: Spr
| Units: 3
AA 256:
Mechanics of Composites
Fiber reinforced composites. Stress, strain, and strength of composite laminates and honeycomb structures. Failure modes and failure criteria. Environmental effects. Manufacturing processes. Design of composite structures. Individual design project required of each student, resulting in a usable computer software. Prerequisite: ME 80 and AA 156 or equivalent.
Terms: Win
| Units: 3
AA 272:
Global Positioning Systems
The principles of satellite navigation using Global Positioning Systems (GPS). Positioning techniques using code tracking, single and dual frequency, carrier aiding, and use of differential and assisted GPS/GNSS for improved accuracy and integrity. Students will learn the building blocks to go from raw received satellite time in nanoseconds all the way to a sophisticated position solution. Using provided Android smartphones, students will collect data and implement an open-ended course project where the goal is to get creative and solve an interesting problem using the tools developed in this course. Prerequisites: familiarity with matrix algebra and MatLab (or another mathematical programming language).
Terms: Win
| Units: 3
AA 273:
State Estimation and Filtering for Robotic Perception
Kalman filtering, recursive Bayesian filtering, and nonlinear filter architectures including the extended Kalman filter, particle filter, and unscented Kalman filter. Observer-based state estimation for linear and non-linear systems. Examples from aerospace, including state estimation for fixed-wing aircraft, rotorcraft, spacecraft, and planetary rovers, with applications to control, navigation, and autonomy.
Terms: Spr
| Units: 3
AA 274A:
Principles of Robot Autonomy I (AA 174A, CS 237A, EE 160A, EE 260A)
Basic principles for endowing mobile autonomous robots with perception, planning, and decision-making capabilities. Algorithmic approaches for robot perception, localization, and simultaneous localization and mapping; control of non-linear systems, learning-based control, and robot motion planning; introduction to methodologies for reasoning under uncertainty, e.g., (partially observable) Markov decision processes. Extensive use of the Robot Operating System (ROS) for demonstrations and hands-on activities. Prerequisites: CS 106A or equivalent, CME 100 or equivalent (for linear algebra), and CME 106 or equivalent (for probability theory).
Terms: Aut
| Units: 3-4
AA 274B:
Principles of Robot Autonomy II (AA 174B, CS 237B, EE 260B)
This course teaches advanced principles for endowing mobile autonomous robots with capabilities to autonomously learn new skills and to physically interact with the environment and with humans. It also provides an overview of different robot system architectures. Concepts that will be covered in the course are: Reinforcement Learning and its relationship to optimal control, contact and dynamics models for prehensile and non-prehensile robot manipulation, imitation learning and human intent inference, as well as different system architectures and their verification. Students will earn the theoretical foundations for these concepts and implement them on mobile manipulation platforms. In homeworks, the Robot Operating System (ROS) will be used extensively for demonstrations and hands-on activities. Prerequisites: CS106A or equivalent, CME 100 or equivalent (for linear algebra), CME 106 or equivalent (for probability theory), and AA 171/274.
Terms: Win
| Units: 3-4
AA 275:
Navigation for Autonomous Systems
Navigation is a key element in many autonomous systems, from self-driving cars to flying robots. In this course you will learn about the technologies that enable autonomous navigation. Topics: navigational system design using GPS as an example; data-driven approach using machine learning and deep learning; model-based approach using probabilistic graph model; theory-based approach using formal verification; intelligent navigational sensor fusion; cyber security and integrity monitoring for localization and navigation. Prerequisites: AA 228 or EE 278; and EE 263 or AA 212. Recommended: AA 272, EE 261, AA 273.
Terms: Aut
| Units: 3
AA 277:
Multi-Robot Control and Distributed Optimization
Survey of current research topics in multi-robot systems including multi-agent consensus, formation control, coverage control and sensor deployment, collision avoidance, cooperative mapping, and distributed Bayesian filtering. Students will develop skills in evaluating and critiquing research papers, and will conduct a final research project.
Terms: Win
| Units: 3
AA 279A:
Space Mechanics
Orbits of near-earth satellites and interplanetary probes; relative motion in orbit; transfer and rendezvous; orbit determination; influence of earth's oblateness; sun and moon effects on earth satellites; decay of satellite orbits; invited lectures from industry. Prerequisite: ENGR 15 and familiarity with MatLab.
Terms: Win
| Units: 3
AA 279B:
Advanced Space Mechanics
Restricted 3-body problem. Relative motion, Hill's and Clohessy-Wiltshire equations. Lambert's problem. Satellite constellations and optimization. Communications and link budgets. Space debris. High fidelity simulation. Interplanetary mission planning, launch windows and gravity assists. Basic trajectory optimization. Several guest lectures from practitioners in the field. Individual final project chosen in consultation with instructor. Prerequisites: 279A or equivalent with permission of instructor. Fluency with MATLAB (or another mathematical programming language with 2D and 3D plotting capabilities).
Terms: Aut
| Units: 3
AA 280:
Smart Structures
Mechanics of smart materials and current approaches for engineering smart structures to monitor health, self heal, and adapt to environment. Definition of smart structures; constitutive models for smart materials; piezoelectric ceramics; electro-active polymers; shape memory alloys; bio-inspired materials and structures; self-healing materials; sensors and sensor networks; structural health monitoring; and energy harvesting. Prerequisite: AA 240 or consent of instructor.
Terms: Win
| Units: 3
AA 289:
Robotics and Autonomous Systems Seminar (CS 529)
Seminar talks by researchers and industry professionals on topics related to modern robotics and autonomous systems. Broadly, talks will cover robotic design, perception and navigation, planning and control, and learning for complex robotic systems. May be repeated for credit.
Terms: Win, Spr
| Units: 1
| Repeatable
for credit
(up to 99 units total)
AA 290:
Problems in Aero/Astro
(Undergraduates register for 190 or 199.) Experimental, theoretical, or computational investigation. Students may work in any field of special interest. This course is designed to develop students' understanding of what a research problem is and the skills needed to successfully approach and conduct research. Register in Axess for section belonging to your research supervisor once the faculty member agrees to supervise your independent study. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Alonso, J. (PI);
Arya, M. (PI);
Chang, F. (PI);
D'Amico, S. (PI);
Elschot, S. (PI);
Farhat, C. (PI);
Gao, G. (PI);
Hara, K. (PI);
Kahn, S. (PI);
Kennedy, M. (PI);
Kochenderfer, M. (PI);
Kroo, I. (PI);
Lele, S. (PI);
Pavone, M. (PI);
Rock, S. (PI);
Sakovsky, M. (PI);
Schwager, M. (PI);
Senesky, D. (PI);
Walter, T. (PI)
AA 290S:
Problems in Aero/Astro
(Undergraduates register for 190 or 199.) Experimental, theoretical, or computational investigation. Students may work in any field of special interest. This course is designed to develop students' understanding of what a research problem is and the skills needed to successfully approach and conduct research. Register in Axess for section belonging to your research supervisor once the faculty member agrees to supervise your independent study. May be repeated for credit.
Terms: Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Alonso, J. (PI);
Arya, M. (PI);
Chang, F. (PI);
D'Amico, S. (PI);
Elschot, S. (PI);
Farhat, C. (PI);
Gao, G. (PI);
Hara, K. (PI);
Kahn, S. (PI);
Kennedy, M. (PI);
Kochenderfer, M. (PI);
Kroo, I. (PI);
Lele, S. (PI);
Pavone, M. (PI);
Rock, S. (PI);
Sakovsky, M. (PI);
Schwager, M. (PI);
Senesky, D. (PI);
Walter, T. (PI)
AA 291:
Practical Training
Educational opportunities in high-technology research and development labs in aerospace and related industries. Internship integrated into a student's academic program. Research report outlining work activity, problems investigated, key results, and any follow-on projects. Meets the requirements for Curricular Practical Training for students on F-1 visas. Student is responsible for arranging own employment and should see department student services manager before enrolling. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
for credit
Instructors: ;
Alonso, J. (PI);
Cantwell, B. (PI);
Chang, F. (PI);
D'Amico, S. (PI);
Elschot, S. (PI);
Farhat, C. (PI);
Gao, G. (PI);
Hara, K. (PI);
Ihme, M. (PI);
Kochenderfer, M. (PI);
Kroo, I. (PI);
Lele, S. (PI);
Pavone, M. (PI);
Rock, S. (PI);
Schwager, M. (PI);
Senesky, D. (PI)
AA 300:
Engineer Thesis
Thesis for degree of Engineer. Students register for section belonging to their thesis adviser.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Alonso, J. (PI);
Cantwell, B. (PI);
Chang, F. (PI);
D'Amico, S. (PI);
Elschot, S. (PI);
Farhat, C. (PI);
Gao, G. (PI);
Hara, K. (PI);
Kochenderfer, M. (PI);
Kroo, I. (PI);
Lele, S. (PI);
Pavone, M. (PI);
Rock, S. (PI);
Schwager, M. (PI);
Senesky, D. (PI);
Walter, T. (PI)
AA 301:
Ph.D. Dissertation
Prerequisite: completion of Ph.D qualifying exams. Students register for section belonging to their thesis adviser. (Staff)
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Alonso, J. (PI);
Cantwell, B. (PI);
Chang, F. (PI);
D'Amico, S. (PI);
Elschot, S. (PI);
Farhat, C. (PI);
Gao, G. (PI);
Hanson, R. (PI);
Hara, K. (PI);
Ihme, M. (PI);
Kahn, S. (PI);
Kennedy, M. (PI);
Kochenderfer, M. (PI);
Kroo, I. (PI);
Lall, S. (PI);
Lele, S. (PI);
Manchester, Z. (PI);
Moin, P. (PI);
Pavone, M. (PI);
Rock, S. (PI);
Schwager, M. (PI);
Senesky, D. (PI);
Walter, T. (PI)
AA 801:
TGR Engineer Thesis
Engineer's thesis or non-doctoral work for a TGR student.
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Alonso, J. (PI);
Bradshaw, P. (PI);
Bryson, A. (PI);
Cantwell, B. (PI);
Cappelli, M. (PI);
Chang, F. (PI);
Christensen, R. (PI);
D'Amico, S. (PI);
Dauskardt, R. (PI);
DeBra, D. (PI);
Durbin, P. (PI);
Eaton, J. (PI);
Elschot, S. (PI);
Farhat, C. (PI);
Fraser-Smith, A. (PI);
Gao, G. (PI);
Gerdes, J. (PI);
Hanson, R. (PI);
Hara, K. (PI);
Hesselink, L. (PI);
Hughes, T. (PI);
Iaccarino, G. (PI);
Jameson, A. (PI);
Kalman, A. (PI);
Kane, T. (PI);
Kenny, T. (PI);
Khatib, O. (PI);
Khuri-Yakub, B. (PI);
Kochenderfer, M. (PI);
Kroo, I. (PI);
Lall, S. (PI);
Latombe, J. (PI);
Lele, S. (PI);
MacCormack, R. (PI);
Manchester, Z. (PI);
Moin, P. (PI);
Okamura, A. (PI);
Parkinson, B. (PI);
Pavone, M. (PI);
Pitsch, H. (PI);
Powell, J. (PI);
Prinz, F. (PI);
Pulliam, T. (PI);
Rock, S. (PI);
Sanger, T. (PI);
Schwager, M. (PI);
Senesky, D. (PI);
Sheppard, S. (PI);
Springer, G. (PI);
Street, B. (PI);
Sturrock, P. (PI);
Tomlin, C. (PI);
Tsai, S. (PI);
Walter, T. (PI);
West, M. (PI);
Widrow, B. (PI)
AA 802:
TGR Ph.D. Dissertation
Doctoral dissertation for a TGR student in PhD program.
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Alonso, J. (PI);
Bloom, E. (PI);
Boyd, S. (PI);
Bradshaw, P. (PI);
Bryson, A. (PI);
Cantwell, B. (PI);
Cappelli, M. (PI);
Chang, F. (PI);
Christensen, R. (PI);
D'Amico, S. (PI);
Dauskardt, R. (PI);
DeBra, D. (PI);
Durbin, P. (PI);
Eaton, J. (PI);
Elschot, S. (PI);
Farhat, C. (PI);
Fraser-Smith, A. (PI);
Gao, G. (PI);
Gerdes, J. (PI);
Hanson, R. (PI);
Hara, K. (PI);
Hesselink, L. (PI);
Hughes, T. (PI);
Iaccarino, G. (PI);
Ihme, M. (PI);
Jameson, A. (PI);
Kalman, A. (PI);
Kane, T. (PI);
Kenny, T. (PI);
Khatib, O. (PI);
Khuri-Yakub, B. (PI);
Kochenderfer, M. (PI);
Kroo, I. (PI);
Lall, S. (PI);
Latombe, J. (PI);
Lele, S. (PI);
MacCormack, R. (PI);
Manchester, Z. (PI);
Moin, P. (PI);
Okamura, A. (PI);
Parkinson, B. (PI);
Pavone, M. (PI);
Pitsch, H. (PI);
Powell, J. (PI);
Prinz, F. (PI);
Pulliam, T. (PI);
Rock, S. (PI);
Sanger, T. (PI);
Santiago, J. (PI);
Schwager, M. (PI);
Senesky, D. (PI);
Sheppard, S. (PI);
Springer, G. (PI);
Street, B. (PI);
Sturrock, P. (PI);
Tang, S. (PI);
Tomlin, C. (PI);
Tsai, S. (PI);
Walter, T. (PI);
West, M. (PI);
Widrow, B. (PI)
ACCT 152:
Introduction to Financial Accounting
Financial accounting is the measurement of economic activity for decision-making. The objective of this course is not to train you to become an accountant but rather to help you develop into an informed user of financial statement information. Through cases, homework assignments, and classroom discussion, we will focus on understanding the mapping between underlying economic events and financial statements, and on understanding how this mapping affects inferences about future profitability and liquidity. The learning objectives are 1) Understanding accounting rules and terminology and how these are applied to construct financial statements, and 2) building an awareness of the judgment involved and the discretion allowed in choosing accounting methods, making estimates, and disclosing information in financial statements.
Terms: Win
| Units: 3
ACCT 210:
Financial Accounting
Financial accounting is the measurement of economic activity for decision-making. Financial statements are a key product of this measurement process and an important component of firms' financial reporting activities. The objective of this course is not to train you to become an accountant but rather to help you develop into an informed user of financial statement information. While financial statement users face a wide variety of decisions, they are often interested in understanding the implications of financial statement information for the future cash flows and earnings potential of a firm. We will focus on understanding the mapping between underlying economic events and financial statements, and on understanding how this mapping affects inferences about future profitability and liquidity. The following learning objectives will be emphasized: (1) familiarity with the transactions businesses engage in, (2) fluency in accounting terminology, (3) understanding the structure that maps transactions into accounting numbers, (4) understanding the rationale for various accounting methods, and (5) awareness of the judgment involved and the discretion allowed in choosing accounting methods, making estimates, and disclosing information in financial statements.
Terms: Aut
| Units: 3
ACCT 212:
Managerial Accounting: Strategic Performance Management
This course provides an introduction to the concepts and tools of managerial accounting. The first part of the course covers alternative costing methods and illustrates how the resulting cost information can be used to analyze the profitability of individual products and customers. The second part of the course will examine the role of internal accounting systems in evaluating the performance of individual business segments and divisions of the firm. Included in this part are topics related to the choice of internal pricing methods for transferring goods and services across divisions of the firm and the use of financial metrics for assessing the profitability of these divisions.
Terms: Spr
| Units: 2
ACCT 213:
Financial Accounting - Accelerated
This course develops students' ability to read, understand and critically evaluate corporate financial statements. The course is oriented toward the user of financial accounting data (rather than the preparer) and it emphasizes the reconstruction and interpretation of economic events from published accounting reports. The course is geared toward students who already have had some exposure to basic financial accounting concepts, allowing for more depth and breadth of topic coverage and discussion in class.
Terms: Aut
| Units: 3
ACCT 219:
MSx: Accounting
A characteristic of business is the extensive use of accounting data. The financial accounting course has the general objective of developing students' understanding of the nature, scope, and limitations of accounting information. To achieve this objective the course attempts to: (1) develop students' understanding of the conceptual accounting framework, including the objectives of financial reporting, and (2) develop students' ability to understand and critically evaluate the financial disclosures made by corporations. An issue of particular interest will be the managerial incentive aspects of accounting information and disclosures.
Terms: Sum
| Units: 3
ACCT 220:
Compensating Talent: A Managerial Accounting Perspective
Designing efficient compensation schemes is important for attracting, retaining, and motivating talent over time. Through cases, homework assignments, and classroom discussion, this course provides an overview of efficient compensation schemes across industries. We discuss the economic trade-offs (and best practices) behind the compensation schemes used to reward talent across industries, including CEOs, hedge fund managers, venture capitalists, consulting partners, entertainers, and professional athletes.nThe learning objectives are: (1) to understand the overall structure and individual components of compensation schemes and the incentive role that each component plays, (2) to discuss the pros and cons of alternative performance measurement systems and 3) to help you design an optimal compensation scheme based on the relevant economic environment.nThis course combines lectures and discussions with industry specialists.
Terms: Spr
| Units: 2
ACCT 311:
Global Financial Reporting
This course is designed to enhance students' understanding of current financial reporting issues through a detailed analysis and comparison of U.S. GAAP and International Financial Reporting Standards. The course will cover the development of accounting standards, implementation of these standards, and how to interpret output from these standards. The course highlights intermediate and advanced financial reporting topics including fair value accounting, consolidation including variable interest entities, foreign currency translation, derivatives and hedging, leases, revenue recognition, pensions, and equity compensation. The course also focuses on evaluating emerging financial reporting issues such as proposed financial reporting standards put forth by U.S. or international standard setting bodies. This course should help students better understand the environment governing global financial reporting and how firms develop financial statement information within this environment.
Terms: Aut, Sum
| Units: 3
ACCT 313:
Financial Statement Analysis
This course is designed to develop students' ability to interpret and use financial accounting information across various economic decision contexts. The perspective taken is that of an outsider relying on publicly available financial information for investment, credit, and strategic decision-making purposes. The course relies heavily upon financial statement analysis tools and the economic profit-based valuation framework. Through lectures, in-depth case studies, and real-time exercises, the first half of the course covers traditional financial statement analysis-based tools for critically analyzing and assessing a firm's current financial performance and economic condition, including ratio analysis, accounting quality analysis, and financial distress / bankruptcy prediction models. The second half of the course introduces the accounting-based valuation framework and develops the link between financial statement analysis, forecasting, and firm value. The capstone to the course is the completion of a comprehensive, real-time valuation of a publicly traded firm (or registered IPO candidate). The course is structured for students to gain a deeper understanding of the economic pressures behind the valuation creation and valuation process. The course will be useful to those students who anticipate making investment or credit decisions at least partially based on historical and prospective financial statement information, and those who want to have a better understanding of how to use financial information to assess whether and how any organization is creating value through its operations and strategic actions.
Terms: Win
| Units: 3
ACCT 332:
Mergers and Acquisitions
This course provides a comprehensive overview of strategic, economic and financial issues related to mergers and acquisitions. Specifically, we review the market for corporate control, discuss strategic issues related to firms' decision to acquire or be acquired, and examine the M&A regulatory environment. We analyze various valuation and deal structure considerations, identify strategies that underlay a successful negotiation, and review the financial reporting and income tax implications of M&A transactions.In covering these and other related issues, we will discuss both the theory and practice of mergers and acquisitions. To provide some specific context we will analyze many large and small M&A deals. In discussing these cases, we will examine the situation faced by the company, the issues surrounding the transaction, including the financial implications, and focus on the managerial incentives and the judgment applied. We will also review some of the related literature in accounting, economic, and finance, to gain broader perspectives and insights into the financial issues associated with M&A transactions. Class time comprises mini lectures that introduce some of the more technical concepts, case discussions, and guest speakers who will offer additional perspectives on the subject matters.The course is co-taught by Ron Kasznik (GSB) and Safra Catz (Oracle Corporation). Ms. Catz is the CEO of Oracle Corporation and a member of its Board of Directors. She has led Oracle through more than 100 acquisitions in recent years (including PeopleSoft, Siebel, BEA, Sun Microsystems, and many more). Prior to joining Oracle in 1999, Ms. Catz was Managing Director at Donaldson, Lufkin & Jenrette, a global investment bank (now part of CSFB). Ms. Catz also serves on the board of directors for Walt Disney.
Terms: Aut
| Units: 3
ACCT 340:
Alphanomics: Informational Arbitrage in Equity Markets
This is an advanced elective course on the economics of active investing in public equity markets. We will cover a set of foundational skills needed to select, and manage, a portfolio of public stocks. Specifically, the course material is designed to improve student skills in: (1) assessing the relative attractiveness of individual companies, (2) building stock screens to filter and rank firms based on user-specified parameters, (3) buying and shorting individual equity positions, and (4) monitoring and managing portfolio risk. This is a hands-on course with an emphasis on experiential learning. Students will make extensive use of the analytical tools. Some of the classes will be held in the "Real-time Analytics and Investment Lab" (R.A.I.L.) facility in the Bass Center. There is no final exam. However, there will be a number of individual cases and a final group project. 25% of the grade will be based on class participation, and 75% will be based on cases and projects. Because it is an advanced elective, students taking this class are expected to be well versed in core economic, accounting, and finance skills. Material covered in a second Financial Modeling course, as well as in Accounting 312 (Evaluating Financial Statement Information) and Accounting 313 (Accounting-based Valuation) will come in handy. However, none of these courses are required.
Terms: Spr
| Units: 3
ACCT 516:
Analysis and Valuation of Emerging Market Firms
This course examines the unique institutional, governance and transparency issues affecting corporate valuations in emerging markets. Through lectures, case discussions and the students' real-time analysis of an emerging market firm, this condensed course is structured for students to gain a deeper understanding of the economic pressures behind the value creation, value destruction, and valuation process in emerging economies. The course focuses on critically interpreting financial and non-financial information for purposes of assessing firm fundamentals and corporate governance risk in the presence of weak legal systems, strong political forces, limited investor protections, limited market development, strong macro-economic forces, opacity and resultant business arrangements. The course is beneficial for investors, consultants, managers, and entrepreneurs operating in or considering expansion to developing markets.
Terms: Win
| Units: 2
ACCT 523:
Board Governance
This course is focused on helping students understand the role boards and board members play in corporate governance and the lives of businesses large and small. This case-driven course is designed to help students who plan to serve on boards as private-equity or venture investors, entrepreneurs who will need to assemble and manage boards, and executives who realize they will need to interact with and answer to boards. The course is designed to help students understand the issues boards face both routine and non-routine through the eyes of the board member. By understanding the roles and responsibilities of board members and the mechanisms though which they exercise these duties, students will come away with an understanding of how boards function effectively (and in too many cases fail to function effectively). The course will include examining boards in a variety of contexts with a focus on three types of situations: public for-profit companies, early-stage private companies, and not-for-profit companies of different sizes.
Terms: Win
| Units: 2
ACCT 609:
Financial Reporting and Management Control
This course is aimed at doctoral students in accounting and neighboring fields including economics, finance, political economics and operations management. The course seeks to provide an introduction to the role of accounting information in (i) measuring firm performance, (ii) projecting profitability and firm value for external constituents, (iii) and motivating and controlling the firms management. The main topics covered in this course include: 1. Profitability Measurement and Accrual Accounting. 2. Performance Evaluation and Managerial Incentives. 3. Accounting-based Equity Valuation. 4. The Informational Role of Accounting Numbers 5. Earnings Quality Constructs and Measures. The primary objective of the course is to introduce students to current research paradigms on these topics and to identify promising avenues for future research. The course readings include recent theoretical and empirical papers.
Terms: Win
| Units: 3
ACCT 610:
Seminar in Empirical Accounting Research
Empirical Research on Financial Reporting: This doctoral-level course covers research on the role of accounting information in capital markets. The focus is on introducing students to key themes in empirical accounting and capital markets research, and to key research designs applied to examine information-related questions. Course topics include the informational role of financial reports, accounting measurement attributes, earnings management, earnings quality, and the role of key actors in the financial reporting environment, including management, investors, auditors, analysts and regulators. The course is interdisciplinary in nature. The readings focus on research design, and key theories, themes and approaches from the accounting, finance, economics and psychology literature. Our overall goal is develop your understanding of existing research and its strengths and limitations, and to identify new research opportunities.
Terms: Spr
| Units: 3
ACCT 611:
Disclosure and Financial Markets
This course provides a broad overview of the economic theories of corporate disclosure, with a focus on the effects that these disclosures have on financial markets. The range of topics we will study includes: voluntary disclosure, earnings management, disclosure's impact on trade, investor welfare, and asset prices, and cheap talk and reputation games.
Terms: Win
| Units: 3
ACCT 612:
Financial Reporting Seminar
The purpose of this PhD seminar is to facilitate your conception and execution of substantive individual research in financial reporting. It provides a vehicle for supplementing and integrating your knowledge of basic research tools and methods, as well as an exposure to the dimensions of contemporary research in the field of financial reporting. The focus of the research we will discuss in this seminar is on global financial reporting. Such research encompasses studies dealing with contemporary financial reporting issues as well as research addressing issues relating to the globalization of financial reporting. Because these issues are also of concern to financial reporting standard setters, we will discuss whether and how the research we study informs standard setting debates. Prerequisite: Consent of the instructor.
Terms: Aut
| Units: 3
ACCT 615:
Selected Topics in Empirical Accounting Research
This course examines selected topics in accounting research. The course features three faculty who will each give a focused look at a given area, introduce students to important questions in that area, key papers in the related literature, and critical aspects of the research designs applied in the area. The aim is to increase student's familiarity with empirical accounting research, their ability to critically evaluate research and research designs, and to prepare students to conduct independent research.
Terms: Spr
| Units: 3
| Repeatable
5 times
(up to 15 units total)
ACCT 617:
Applications of Contract Theory in Accounting Research
This course develops tools from information economics to study the strategic interactions between different agents inside a firm. Common to these studies is that agents acquire private information that is valuable to other parties. The range of applications includes: centralization vs delegation, static and dynamic contracting under moral hazard, Bayesian persuasion, and the optimal design of monitoring/auditing mechanisms.
Terms: Spr
| Units: 3
ACCT 691:
PhD Directed Reading (FINANCE 691, GSBGEN 691, HRMGT 691, MGTECON 691, MKTG 691, OB 691, OIT 691, POLECON 691, STRAMGT 691)
This course is offered for students requiring specialized training in an area not covered by existing courses. To register, a student must obtain permission from the faculty member who is willing to supervise the reading.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Beyer, A. (PI);
Choi, J. (PI);
Foster, G. (PI);
Gipper, B. (PI);
Kasznik, R. (PI);
Kepler, J. (PI);
Kim, J. (PI);
Lee, C. (PI);
Lester, R. (PI);
Marinovic, I. (PI);
McNichols, M. (PI);
Noh, S. (PI);
Piotroski, J. (PI);
Reichelstein, S. (PI);
Smith, K. (PI);
Brown, D. (GP);
Garcia, C. (GP);
Long, M. (GP);
Lumagui, S. (GP);
Rivera, S. (GP);
Smeton, K. (GP);
Vera, K. (GP);
Williams, J. (GP);
Zweig, S. (GP)
ACCT 692:
PhD Dissertation Research (FINANCE 692, GSBGEN 692, HRMGT 692, MGTECON 692, MKTG 692, OB 692, OIT 692, POLECON 692, STRAMGT 692)
This course is elected as soon as a student is ready to begin research for the dissertation, usually shortly after admission to candidacy. To register, a student must obtain permission from the faculty member who is willing to supervise the research.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Beyer, A. (PI);
Choi, J. (PI);
Foster, G. (PI);
Gipper, B. (PI);
Kasznik, R. (PI);
Kepler, J. (PI);
Kim, J. (PI);
Lee, C. (PI);
Lester, R. (PI);
Marinovic, I. (PI);
McNichols, M. (PI);
Noh, S. (PI);
Piotroski, J. (PI);
Reichelstein, S. (PI);
Smith, K. (PI);
Garcia, C. (GP);
Rivera, S. (GP);
Smeton, K. (GP);
Vera, K. (GP);
Williams, J. (GP)
ACCT 698:
Doctoral Practicum in Teaching
Doctoral Practicum in Teaching
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
25 times
(up to 50 units total)
Instructors: ;
Beyer, A. (PI);
Choi, J. (PI);
Foster, G. (PI);
Gipper, B. (PI);
Kasznik, R. (PI);
Kepler, J. (PI);
Kim, J. (PI);
Lee, C. (PI);
Lester, R. (PI);
Marinovic, I. (PI);
McNichols, M. (PI);
Noh, S. (PI);
Piotroski, J. (PI);
Reichelstein, S. (PI);
Smith, K. (PI);
Garcia, C. (GP);
Long, M. (GP);
Rivera, S. (GP);
Zweig, S. (GP)
ACCT 699:
Doctoral Practicum in Research
Doctoral Practicum in Research
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
25 times
(up to 50 units total)
Instructors: ;
Beyer, A. (PI);
Choi, J. (PI);
Foster, G. (PI);
Gipper, B. (PI);
Kasznik, R. (PI);
Kepler, J. (PI);
Kim, J. (PI);
Lee, C. (PI);
Lester, R. (PI);
Marinovic, I. (PI);
McNichols, M. (PI);
Noh, S. (PI);
Piotroski, J. (PI);
Reichelstein, S. (PI);
Smith, K. (PI);
Brown, D. (GP);
Garcia, C. (GP);
Long, M. (GP);
Lumagui, S. (GP);
Molina, M. (GP);
Rivera, S. (GP);
Smeton, K. (GP);
Vera, K. (GP);
Williams, J. (GP);
Zweig, S. (GP)
ACCT 802:
TGR Dissertation (FINANCE 802, GSBGEN 802, HRMGT 802, MGTECON 802, MKTG 802, OB 802, OIT 802, POLECON 802, STRAMGT 802)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Beyer, A. (PI);
Choi, J. (PI);
Foster, G. (PI);
Gipper, B. (PI);
Kasznik, R. (PI);
Kepler, J. (PI);
Lee, C. (PI);
Lester, R. (PI);
Marinovic, I. (PI);
McNichols, M. (PI);
Noh, S. (PI);
Piotroski, J. (PI);
Reichelstein, S. (PI);
Smith, K. (PI);
Garcia, C. (GP);
Long, M. (GP);
Rivera, S. (GP);
Williams, J. (GP)
AFRICAAM 18A:
Jazz History: Ragtime to Bebop, 1900-1940 (MUSIC 18A)
From the beginning of jazz to the war years.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II
AFRICAAM 18B:
Jazz History: Bebop to Present, 1940-Present (AMSTUD 18B, MUSIC 18B)
Modern jazz styles from Bebop to the current scene. Emphasis is on the significant artists of each style.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II
AFRICAAM 20A:
Jazz Theory (MUSIC 20A)
Introduces the language and sounds of jazz through listening, analysis, and compositional exercises. Students apply the fundamentals of music theory to the study of jazz. Prerequisite: Music 19, consent of instructor, or satisfactory demonstration of basic musical skills proficiency on qualifying examination on first day of class. This class is closed by design. Please register on the waitlist and show up on the first day of class to receive a permission number for enrollment.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-CE
AFRICAAM 28:
Health Impact of Sexual Assault and Relationship Abuse across the Lifecourse (FEMGEN 237, HUMBIO 28, SOMGEN 237)
(Human Biology students must enroll in HUMBIO 28 or AFRICAAM 28. Med/Grad students should enroll in SOMGEN 237 for 1-3 units.) An overview of the acute and chronic physical and psychological health impact of sexual abuse through the perspective of survivors of childhood, adolescent, young and middle adult, and elder abuse, including special populations such as pregnant women, military and veterans, prison inmates, individuals with mental or physical impairments. Also addresses: race/ethnicity, gender identity, sexual orientation, and other demographic and societal factors, including issues specific to college culture. Professionals with expertise in sexual assault present behavioral and prevention efforts such as bystander intervention training, medical screening, counseling and other interventions to manage the emotional trauma of abuse. Undergraduates must enroll for 3 units.To receive a letter grade in any listing, students must enroll for 3 units. This course must be taken for a letter grade and a minimum of 3 units to be eligible for Ways credit. Enrollment limited to students with sophomore academic standing or above.
Terms: Aut
| Units: 1-3
| UG Reqs: WAY-EDP
AFRICAAM 37:
Contemporary Choreography: Chocolate Heads Performance Project (DANCE 30)
An interdisciplinary project-based class to develop dance technique, collaborative choreography, and associated visual and musical arts. We invite dancers, movers, and emerging creators of all styles and backgrounds. The Autumn 21-22 project theme will be Chocolate Heads at the Cantor: Dance, Upcycled Fashion, and the Cinematic Eye. The Chocolate Heads will continue the practice of creating intermedia events using dance, film projection on bodies and surfaces, live DJ, vocals, and runway presentation. This site-specific dance performance will feature upcycled costumes co-constructed by the students under the designer's supervision. Students chosen to participate will engage in interrelated choreographic and art-making collaborations which address street performance, fashion ecologies, and social platforms. To be presented Feb. 2022 at the Cantor Art Center, we will reimagine the runway space as an arena for collective moving performance, while modeling ways of being that are body positive, transcultural, and gender expansive. All levels of experience are welcome. Week 1: TU 9/21--Introduction to project, creative team & CHs Band; THU 9/23--1st Audition Workshop. Contact Instructor (Aleta Hayes ahayes1@stanford.edu) for more information.
Terms: Aut
| Units: 1-2
| UG Reqs: WAY-CE
| Repeatable
for credit
AFRICAAM 42:
Clothing and Black Expressive Culture in African American History
This course will examine the long tradition of Black expressive culture through clothing practices. We will specifically focus on the material history of how clothing has been used to refashion and retain Black identities from slavery to the millennial era. More than simply clothing people, Black fashion and dress challenged proscribed race, sex, and gendered notions of self. In the course we will examine scholars whose research on Black sartorial practices centers the narratives of marginalized cultural workers, privileging their voices to illuminate the archive of images and objects. Whether of working-class upbringing, activist and political participants, Black bourgeoisie, or one who aspires to a particular lifestyle, African American clothing culture represents an instance of Black signifying (a spectrum of Black performance styles and expressive culture) that rewrites everyday sartorial practices to reimagine the Black subject. To do this we will apply concepts emerging out of Black performance theory and visual culture, history, and cultural studies.
Terms: Win
| Units: 3-5
AFRICAAM 45:
Dance Improvisation from Freestyle to Hip Hop (DANCE 45)
In this dance improvisation class, we will develop techniques and practices to cultivate an improvisational practice in dance and domains beyond. This class is an arena for physical and artistic exploration to fire the imagination of dance improvisers and to promote collaborative and interactive intelligence. We will draw upon dance styles and gestural vocabularies, including contemporary dance, hip-hop, vogue and more. Students will learn how to apply these improvisational dance ideas to generate and innovate across disciplines. Accompanied by a live DJ, students will practice listening with eyes, ears, and our whole bodies. Open to students from all dance, movement, and athletic backgrounds. Beginners welcome.
Terms: Spr
| Units: 1-2
| UG Reqs: WAY-CE
| Repeatable
for credit
AFRICAAM 50B:
Nineteenth Century America (CSRE 50S, HISTORY 50B)
(Same as HISTORY 150B. HISTORY 50B is for 3 units; HISTORY 150B is for 5 units.) Territorial expansion, social change, and economic transformation. The causes and consequences of the Civil War. Topics include: urbanization and the market revolution; slavery and the Old South; sectional conflict; successes and failures of Reconstruction; and late 19th-century society and culture.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-SI
AFRICAAM 50C:
The United States in the Twentieth Century (HISTORY 50C)
(Same as HISTORY 150C. 50C is for 3 units; 150C is for 5 units.) 100 years ago, women and most African-Americans couldn't vote; automobiles were rare and computers didn't exist; and the U.S. was a minor power in a world dominated by European empires. This course surveys politics, culture, and social movements to answer the question: How did we get from there to here? Suitable for non-majors and majors alike.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
AFRICAAM 53S:
Black San Francisco (HISTORY 53S)
For over a century African-Americans have shaped the contours of San Francisco, a globally recognized metropolis, but their histories remain hidden. While endangered, Black San Francisco is still very much alive, and its history is an inextricable piece of the city's social and cultural fabric. This course aims to uncover the often-overlooked history of African-Americans in the city of San Francisco. The history of Black San Francisco unravels the myth of San Francisco liberalism showing how systemic racial oppression greatly limited the social mobility of non-whites well into the 20th century. Conversely, this course will also highlight the rich cultural and artistic legacies of Black San Franciscans with special attention on their ability to create social. Starting with the small, but influential middle and upper classes of African-Americans, who supported abolitionism from the West in the mid-late nineteenth century, to the rapid growth of the black population during WWII and moving through post-war struggles against the forces of Jim Crow and environmental racism. This course will explore: What is Black San Francisco? How did African-Americans shape the culture and politics of San Francisco, and where does the history of Black San Francisco fit into the broader national historical narrative? Conversely, what is unique about San Francisco and similar black communities in the West? How do we reconstruct the past of people going South to West as opposed to South to North? And finally, as raised in the critically acclaimed 2019 film, The Last Black Man in San Francisco and eluded by the late Dr. Martin Luther King, where does black San Franciscans, go from here?
Terms: Aut
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
AFRICAAM 54S:
From Stanford to Stone Mountain: U.S. History, Memory, and Monuments (HISTORY 54S)
The future of America's memorial landscape is a subject of intense debate. How do societies remember? Who built the nation's monuments and memorials, and to what ends? Can the meaning of a memorial change over time? In this course, we will survey the history of memorialization in the United States, paying close attention to the interplay of race, gender, and nationalism. Case studies include: the political uses of textbooks and memoirs; Civil War memory and the Lost Cause; the re-interpretation of slavery at historic sites; and the renaming movement on Stanford's campus.
Terms: Win
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
AFRICAAM 69:
Black Studies Matter (AFRICAAM 269)
This interdisciplinary course will introduce students to ten foundational texts in Black Studies, including classic works by Toni Morrison, James Baldwin, Lorraine Hansberry, C. L. R. James, W. E. B. DuBois, and Audre Lorde. The discussions will connect these texts to contemporary conversations about Black feminism, Black politics, mass incarceration, policing, and Black life in America in the twenty-first century. We welcome a wide range of students to enroll in this class: undergraduates and graduate students and members of the larger Stanford community who would like to gain a deeper understanding of Black Studies. This class is particularly urgent in our current moment. Taken together, the selected readings will provide critical historical and cultural context to grasp the meanings of our own tumultuous times. n nThis course draws on primary sources that reveal the centrality of Black Studies to understanding our world and the major themes that animate our lives: history, identity, memory, gender, sexuality, belonging, exclusion, and the varied responses and forms of resistance to four hundred years of racial oppression. These texts invite students to delve deeply into the lived experiences of African Americans across time periods, class positions, sexual orientations, and geographic locations. The lectures and discussions are led by faculty in African and African American Studies (AAAS), Comparative Studies in Race and Ethnicity (CSRE), History, Theater and Performance Studies, English, and Philosophy.
Terms: Aut
| Units: 3-5
AFRICAAM 80Q:
Race and Gender in Silicon Valley (CS 80Q)
Join us as we go behind the scenes of some of the big headlines about trouble in Silicon Valley. We'll start with the basic questions like who decides who gets to see themselves as "a computer person," and how do early childhood and educational experiences shape our perceptions of our relationship to technology? Then we'll see how those questions are fundamental to a wide variety of recent events from #metoo in tech companies, to the ways the under-representation of women and people of color in tech companies impacts the kinds of products that Silicon Valley brings to market. We'll see how data and the coming age of AI raise the stakes on these questions of identity and technology. How can we ensure that AI technology will help reduce bias in human decision-making in areas from marketing to criminal justice, rather than amplify it?
Terms: Aut
| Units: 3
| UG Reqs: WAY-EDP
AFRICAAM 93:
Research Methods in Africana Studies (AFRICAAM 293)
This course introduces research methodologies in Africana Studies. Under the guidance of the Research Fellow in the African and African American Studies Program, students will study the methods that Africana scholars, artists, and activists employ to design and execute research on Africana phenomena. The class will include lectures, close readings of texts, research assignments, and lively discussions. The course materials will feature both foundational and contemporary texts in the field of Black Studies. Our engagement with Africana research methodologies will pose critical questions about interdisciplinary research and cross-disciplinary perspectives with careful attention to intersectionality, cultural competence, and ethics in research. The class will also discuss how Africana thinkers challenge conventional modes of knowledge production and, in so doing, offer critiques and contributions that advance the methodologies of related disciplines. Students will leave the course better prepared to take on the senior thesis capstone project.
Terms: Aut
| Units: 3-5
AFRICAAM 105:
Black Matters: Introduction to Black Studies
This course situates the study of Black lives, known interchangeably as African American Studies, Black Studies, Africana Studies, or African Diaspora Studies, within the context of ongoing struggles against anti-Black racism. We will explore the founding principles and purposes of the field, the evolution of its imperatives, its key debates, and the lives and missions of its progenitors and practitioners. In doing so we will survey, broadly and deeply, the diverse historical, political, social, cultural, and economic experiences and expressions of the African Diaspora.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-EDP
AFRICAAM 106:
Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices (CSRE 103B, EDUC 103B, EDUC 337)
Focus is on classrooms with students from diverse racial, ethnic and linguistic backgrounds. Studies, writing, and media representation of urban and diverse school settings; implications for transforming teaching and learning. Issues related to developing teachers with attitudes, dispositions, and skills necessary to teach diverse students.
Terms: Win
| Units: 4
| UG Reqs: WAY-EDP
AFRICAAM 112B:
African Literature: From Chinua Achebe to Afrofuturism (ENGLISH 112B)
This course will be an exploration of the major writers and diverse literary traditions of the African continent. We will examine various elements (genre, form, orality, etc.) across a variety of political, social, and literary categories (colonial/postcolonial, modernism/postmodernism, gender, class, literary history, religion, etc.). We will also address issues such as African literature and its relationship to world literature and the question of language and of translation. Writers to be discussed will include Chinua Achebe, Wole Soyinka, Tsitsi Dangarembga, Fiston Mwanza Mujila, Kamel Daoud, Tayeb Salih, and NoViolet Bulawayo, among others.nThe class will be structured around the close-reading of passages from individual texts with an attempt to relate the details derived from the reading process to larger areas of significance within the field. Students should make sure to bring their texts to class with them and must be prepared to contribute to class discussions.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
AFRICAAM 132:
Social Class, Race, Ethnicity, and Health (CSRE 122S, HUMBIO 122S)
Examines health disparities in the U.S., looking at the patterns of those disparities and their root causes. Explores the intersection of lower social class and ethnic minority status in affecting health status and access to health care. Compares social and biological conceptualizations of race and ethnicity. Upper division course with preference given to upperclassmen. Prerequisite: Human Biology Core or Biology Foundations.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
AFRICAAM 133:
Literature and Society in Africa and the Caribbean (AFRICAST 132, COMPLIT 133A, COMPLIT 233A, CSRE 133E, FRENCH 133, JEWISHST 143)
This course explores cultural productions from the French-speaking world in the 20th and 21st centuries. We will examine foundational and contemporary works from Sub-Saharan Africa, the Maghreb, and the Caribbean while considering their engagement with the historical and political contexts in which they were produced. This course will also serve to improve students' speaking and writing skills in French while sharpening their knowledge of the linguistic and conceptual tools needed to conduct literary analysis. The diverse topics discussed will include national and cultural identity, race and class, gender and sexuality, orality and textuality, transnationalism and migration, colonialism and decolonization, history and memory, and the politics of language. Authors, filmmakers, and artists include Paulette Nardal, Aimé Césaire, Frantz Fanon, Maryse Condé, Djibril Tamsir Niane, Albert Memmi, Leila Sebbar, Dany Laferrière, Abdourahman Waberi, Fatou Kiné Diakité, Alexis Peskine, Mati Diop, and special guest, Léonora Miano. Taught in French. Students are encouraged to complete FRENLANG 124 or to successfully test above this level through the Language Center.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP
AFRICAAM 141S:
Contemporary Modern: Advanced Comparative Techniques (DANCE 141S)
Students will take technique classes each week from various, diverse and notable Contemporary Modern Dance Instructors from across the Bay Area and beyond, in order to learn from and be exposed to the scope and breadth of the contemporary dance field.
Terms: Spr
| Units: 1
| UG Reqs: WAY-CE
AFRICAAM 145B:
Africa in the 20th Century (HISTORY 145B)
(Same as HISTORY 45B. Students taking 5 units, register for 145B.) CREATIVITY. AGENCY. RESILIENCE. This is the African history with which this course will engage. African scholars and knowledge production of Africa that explicitly engages with theories of race and global Blackness will take center stage. TRADE. RELIGION. CONQUEST. MIGRATION. These are the transformations of the 20th century which we shall interrogate and reposition. Yet these groundbreaking events did not happen in a vacuum. As historians, we also think about the continent's rich traditions and histories prior to the 20th century.. FICTION. NONFICTION. FILM. MUSIC. Far from being peripheral to political transformation, African creative arts advanced discourse on gender, technology, and environmental history within the continent and without. We will listen to African creative artists not only as creators, but as agents for change.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-A-II, WAY-SI
AFRICAAM 150B:
Nineteenth Century America (AMSTUD 150B, CSRE 150S, HISTORY 150B)
(Same as HISTORY 50B. 150B is for 5 units; 50B is for 3 units.) Territorial expansion, social change, and economic transformation. The causes and consequences of the Civil War. Topics include: urbanization and the market revolution; slavery and the Old South; sectional conflict; successes and failures of Reconstruction; and late 19th-century society and culture.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-SI
AFRICAAM 150C:
The United States in the Twentieth Century (AMSTUD 150C, HISTORY 150C)
(Same as HISTORY 50C. 50C is for 3 units; 150C is for 5 units.) 100 years ago, women and most African-Americans couldn't vote; automobiles were rare and computers didn't exist; and the U.S. was a minor power in a world dominated by European empires. This course surveys politics, culture, and social movements to answer the question: How did we get from there to here? Suitable for non-majors and majors alike.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
AFRICAAM 154G:
Black Magic: Ethnicity, Race, and Identity in Performance Cultures (AFRICAAM 254G, CSRE 154D, FEMGEN 154G, TAPS 154G, TAPS 354G)
In 2013, CaShawn Thompson devised a Twitter hashtag, #blackgirlmagic, to celebrate the beauty and intelligence of black women. Twitter users quickly adopted the slogan, using the hashtag to celebrate everyday moments of beauty, accomplishment, and magic. The slogan offered a contemporary iteration of an historical alignment: namely, the concept of "magic" with both Black people as well as "blackness." This course explores the legacy of Black magic--and black magic--through performance texts including plays, poetry, films, and novels. We will investigate the creation of magical worlds, the discursive alignment of magic with blackness, and the contemporary manifestation of a historical phenomenon. We will cover, through lecture and discussion, the history of black magic representation as well as the relationship between magic and religion. Our goal will be to understand the impact and history of discursive alignments: what relationship does "black magic" have to and for "black bodies"? How do we understand a history of performance practice as being caught up in complicated legacies of suspicion, celebration, self-definition? The course will give participants a grounding in black performance texts, plays, and theoretical writings. *This course will also satisfy the TAPS department WIM requirement.*
Terms: Spr
| Units: 3-4
| UG Reqs: WAY-A-II, WAY-EDP
AFRICAAM 163:
Fly Folk in the Buttermilk: A Black Music and Culture Writing Workshop (CSRE 163, MUSIC 153C)
This course in honor of the late, great music journalist and thinker, Greg Tate, is designed to introduce popular music writing as a genre to students from all academic backgrounds. From cultural criticism, liner notes, music journalism, and DJ scholarship and more - this course explores the art of music writing with lectures, discussion and ongoing feedback on student writing from Special Guest Artists DJ Lynnée Denise and Daniel Gray-Kontar. Students will also have the opportunity to read and analyze various types of music writing in public and scholarly venues, and if they choose, to build a portfolio of their own working across several possible genres. Nationally and internationally renowned guests will visit with the class regularly to share their journeys as writers and offer their views on craft, aesthetics, and principles for writers to consider as they work on their own craft. These guests will include: Cheo Hodari Coker, journalist at The Source Magazine turned television/film writer of Creed II; Joan Morgan, long-time music and culture writer who coined the phrase Hip-Hop Feminism; Fredara Hadley, ethnomusicology professor at The Juilliard School; Scott Poulsen Bryant, co-founding editor of Vibe Magazine, and others. This spring course is presented by the Institute for Diversity in the Arts, IDA.
Terms: Spr
| Units: 1-4
AFRICAAM 164A:
Race and Performance (CSRE 164A, CSRE 364A, TAPS 164)
How does race function in performance and dare we say live and in living color? How does one deconstruct discrimination at its roots?n nFrom a perspective of global solidarity and recognition of shared plight among BIPOC communities, we will read and perform plays that represent material and psychological conditions under a common supremacist regime. Where and when possible, we will host a member of the creative team of some plays in our class for a live discussion. Assigned materials include works by Lin-Manuel Miranda, Amiri Baraka, Young Jean Lee, Ayad Akhtar, Susan Lori Parks, David Henry Hwang, Betty Shamieh, Jeremy O. Harris, and Christopher Demos Brown.n nThis class offers undergraduate students a discussion that does not center whiteness, but takes power, history, culture, philosophy, and hierarchy as core points of debate. In the first two weeks, we will establish the common terms of the discussion about stereotypes, representation, and historical claims, but then we will quickly move toward an advanced conversation about effective discourse and activism through art, performance, and cultural production. In this class, we assume that colonialism, slavery, white supremacy, and oppressive contemporary state apparatuses are real, undeniable, and manifest. Since our starting point is clear, our central question is not about recognizing or delineating the issues, but rather, it is a debate about how to identify the target of our criticism in order to counter oppression effectively and dismantle long-standing structures.n nNot all BIPOC communities are represented in this syllabus, as such claim of inclusion in a single quarter would be tokenistic and disingenuous. Instead, we will aspire to understand and negotiate some of the complexities related to race in several communities locally in the U.S. and beyond.
Terms: Aut
| Units: 3-5
AFRICAAM 168:
RACE, NATURE, AND THE CITY (CSRE 168, EARTHSYS 169, SOC 168A, URBANST 168)
This course provides an introduction to the study of race and place within urban political ecology (UPE). Geographer Natasha Cornea defines UPE as a 'conceptual approach that understands urbanization to be a political, economic, social, and ecological process, one that often results in highly uneven and inequitable landscapes' in and beyond cities. The primary focus will be cities in the Americas, but we will draw on insights from scholars studying the mutually constitutive nature of race and place in other regions. In line with critical theories that frame intersectional experiences of race, the course readings also take into account class, gender, sexuality, and nation.
Terms: Spr
| Units: 4
| UG Reqs: WAY-EDP, WAY-SI
AFRICAAM 169A:
Race and Ethnicity in Urban California (AMSTUD 169, CSRE 260, URBANST 169)
The course is part of an ongoing research project that examines the consequences of longterm social, economic, and political changes in ethnic and race relations in in urban California. The required readings, discussions, and service learning component all provide a platform for students to explore important issues, past and present, affecting California municipalities undergoing rapid demographic transformation.
Terms: Aut
| Units: 4-5
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
AFRICAAM 172:
Until We Free Us: Transformative Art-Practices for Engaging Community (CSRE 172)
This course is presented by IDA, the Institute for Diversity in the Arts. nnWe will explore how artists are addressing issues such as housing, healthy food access, defunding the Police, human trafficking and prison reform as a way toward building healthy and self-sustaining communities. Our explorations will include visits from guest lecturers as well as site visits to surrounding communities to understand how the cultivation of relationships within communities creates unprecedented conditions for collective healing and repair. Our course places importance on ancestral inheritance and embodied histories (especially those of Black West Oakland and communities of color in East Palo Alto). Through a radical participatory process, this course will bring community members together for ritual-based creative visioning that will remake a home for Black and Indigenous life that can sustain us for generations to come.
Terms: Spr
| Units: 1-5
AFRICAAM 173:
Still Waters Run Deep, Troubling The Archive with filmmaking and photography (CSRE 173)
Using lens-based filmmaking and photography as a form of storytelling, students will create individual projects that explore their own family, community, environmental histories, and narratives. How has your identities or historical context been flattened, simplified, or erased? How have they been shaped, transformed, and uplifted? How has your relationship to the land affected your current social, political, or environmental circumstances? What tools can we employ as creatives to re-dress the past and rebuild new relationships to self and community? We will watch works by artists of color and read essays by Saidiya Hartman, Alice Walker, and Fred Moten. We will explore how our narratives challenge knowledge production while connecting past to present. Students will identify an archive to use as source material for a personal project. They will use filmmaking and or photography to intervene in or trouble that archive. No experience required. This course is presented by the Institute for Diversity in the Arts (IDA)
Terms: Win
| Units: 3-4
AFRICAAM 178S:
The Haitian Revolution: Slavery, Freedom, and the Atlantic World (FRENCH 178, HISTORY 78S, HUMRTS 121)
How did the French colony of Saint-Domingue become Haiti, the world's first Black-led republic? What did Haiti symbolize for the African diaspora and the Americas at large? What sources and methods do scholars use to understand this history? To answer these questions, this course covers the Haitian story from colonization to independence during the eighteenth and nineteenth centuries. Our course will center Africans and people of African descent, both enslaved and free, as they negotiated and resisted systems of racial and economic oppression in the French Caribbean. Our inquiry will critically engage with conceptions and articulations of human and civil rights as they relate to legal realities and revolutionary change over time, as well as the interplay between rights and racial thinking. Tracing what historian Julius Scott called the "common wind" of the Haitian Revolution, we will also investigate how the new nation's emergence built on the American and French Revolutions while also influencing national independence movements elsewhere in the Atlantic World. Priority given to history majors and minors; no prerequisites and all readings are in English.
Terms: Win
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
AFRICAAM 179A:
Crime and Punishment in America (AMSTUD 179A, CSRE 179A, SOC 179A, SOC 279A)
This course provides a comprehensive introduction to the way crime has been defined and punished in the United States. Recent social movements such as the Movement for Black Lives have drawn attention to the problem of mass incarceration and officer-involved shootings of people of color. These movements have underscored the centrality of the criminal justice system in defining citizenship, race, and democracy in America. How did our country get here? This course provides a social scientific perspective on Americas past and present approach to crime and punishment. Readings and discussions focus on racism in policing, court processing, and incarceration; the social construction of crime and violence; punishment among the privileged; the collateral consequences of punishment in poor communities of color; and normative debates about social justice, racial justice, and reforming the criminal justice system. Students will learn to gather their own knowledge and contribute to normative debates through a field report assignment and an op-ed writing assignment.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-EDP, WAY-SI
AFRICAAM 180D:
Designing Black Experiences (ME 180)
This discussion-rich course is for students to learn design thinking to more confidently navigate life and careers as members and allies of the Black community. This course will allow students to navigate identity while building community to uplift Black voices through design thinking tools to help leverage their experiences and gain a competitive edge. Students will gain a deeper understanding of intersectionality, how to create and cultivate alignment, and learn to effectively navigate life design schemas, ideas, and options.
Terms: Spr
| Units: 2
| UG Reqs: WAY-CE
AFRICAAM 186:
Black Experimental Narrative (ARTSTUDI 186)
How do Black video artists and filmmakers use materials, space, and language to construct the subjective space of storytelling? Black Experimental Narrative surveys the aesthetics, history, and theories that characterize experimental Black cinema and video art through a comprehensive range of filmmakers and artists that have contributed work to the canon. As a class project, we will work collectively to design and publish an original publication featuring a selection of work created during the course.
Terms: Aut
| Units: 4
| UG Reqs: WAY-CE
AFRICAAM 190:
Race and Immigration (CSRE 189, SOC 189, SOC 289)
In the contemporary United States, supposedly race-neutral immigration laws have racially-unequal consequences. Immigrants from Mexico, Central America, and the Middle East are central to ongoing debates about who's includable, and who's excludable, from American society. These present-day dynamics mirror the historical forms of exclusion imposed on immigrants from places as diverse as China, Eastern Europe, Ireland, Italy, Japan, and much of Africa. These groups' varied experiences of exclusion underscore the long-time encoding of race into U.S. immigration policy and practice. Readings and discussions center on how immigration law has become racialized in its construction and in its enforcement over the last 150 years.
Terms: Win
| Units: 4-5
| UG Reqs: WAY-EDP, WAY-SI
AFRICAAM 193:
Black and Brown: American Artists of Color (ARTHIST 293, CHILATST 293, CSRE 293)
This course explores the art history of African American and Latina/o/x artists in the United States, Latin America & the Caribbean. Focused on particular exhibition and collection histories, students will consider the artistic, social and political conditions that led Black and Brown artists to learn from each other, work together, and unite around issues of race, civil rights, immigration, and justice.
Terms: Win
| Units: 4-5
AFRICAAM 195:
Independent Study
Terms: Aut, Win, Spr, Sum
| Units: 2-5
AFRICAAM 199:
Honors Project
May be repeated for credit. Prerequisite: consent of instructor.
Terms: Spr
| Units: 1-5
| Repeatable
for credit
AFRICAAM 200N:
Funkentelechy: Technologies, Social Justice and Black Vernacular Cultures (EDUC 314, STS 200N)
From texts to techne, from artifacts to discourses on science and technology, this course is an examination of how Black people in this society have engaged with the mutually consitutive relationships that endure between humans and technologies. We will focus on these engagements in vernacular cultural spaces, from storytelling traditions to music and move to ways academic and aesthetic movements have imagined these relationships. Finally, we will consider the implications for work with technologies in both school and community contexts for work in the pursuit of social and racial justice.
Terms: Win
| Units: 4-5
AFRICAAM 200P:
Doing Religious History (AFRICAST 200, HISTORY 200P, RELIGST 210X)
What is religion, and how do we write its history? This undergraduate colloquium uses case studies from a variety of regions and periods - but with a specific focus on the African continent - to consider how historians have dealt with the challenge of writing accounts of the realm of religious and spiritual experience. We will explore the utility of oral history alongside written documentary sources as well as explore issues of objectivity and affiliation in writing religious histories. (This course has been submitted for WAY-SI and WAY-ED certification.)
Terms: Win
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
AFRICAAM 200X:
Honors Thesis and Senior Thesis Seminar
Required for seniors. Weekly colloquia with AAAS Director and Associate Director to assist with refinement of research topic, advisor support, literature review, research, and thesis writing. Readings include foundational and cutting-edge scholarship in the interdisciplinary fields of African and African American studies and comparative race studies. Readings assist students situate their individual research interests and project within the larger. Students may also enroll in AFRICAAM 200Y in Winter and AFRICAAM 200Z in Spring for additional research units (up to 10 units total).
Terms: Aut
| Units: 5
AFRICAAM 200Y:
Honors Thesis and Senior Thesis Research
Winter. Required for students writing an Honors Thesis. Optional for Students writing a Senior Thesis.
Terms: Win
| Units: 3-5
AFRICAAM 200Z:
Honors Thesis and Senior Thesis Research
Spring. Required for students writing an Honors Thesis. Optional for Students writing a Senior Thesis.
Terms: Spr
| Units: 3-5
AFRICAAM 201:
Moving the Message: Reading and embodying the works of bell hooks (AFRICAST 202, CSRE 202, DANCE 122, ENGLISH 287)
In this course, we will spend time reading, discussing and embodying the work of Black feminist theorist and teacher bell hooks. hook's work focuses on practices rooted in Black feminism, the role of love in revolutionary politics, rescuing ourselves and each other from hegemonic forces, and building the components necessary for a life of liberatory politics. Through a process grounded in movement improvisation, creative writing and expression we will explore how the words and theories of bell hooks can literally move us towards freedom and self recovery. This course is presented by the Institute for Diversity in the Arts, IDA.
Terms: Spr
| Units: 2
AFRICAAM 207:
Emergent Thinking: Abolition and Climate Change (COMPLIT 207B)
Gesturing toward adrienne marie brown's notion of 'emergent strategy,' this course asks us to think in the most radical and imaginative ways possible about two systemic failures that animate what Achille Mbembe has called 'necropolitics' decisions on who lives, and who dies: the police, and climate change. We will look at both the material aspects of police and prison abolition, and climate change and environmental justice, and theoretical approaches to the same. Using works by Ruth Wilson Gilmore, Angela Davis, Alex Vitale, Dino Gilio-Whittaker, Candace Fukijane, Ben Ehrenreich, Amitav Ghosh, Ursula LeGuin and Octavia Butler, our texts put the imagination and the political will to work. This seminar course will be capped at 25 enrollments. I expect to offer this course annually.
Terms: Win
| Units: 4
AFRICAAM 221:
Between Malcolm X and Martin Luther King, JR.: Race, Religion, and the Politics of Freedom (AMSTUD 141X, CSRE 141R, HISTORY 151M, POLISCI 126, RELIGST 141)
Malcolm X (El Hajj Malik El Shabazz) and Martin Luther King, Jr. are both icons of the twentieth-century civil rights and black freedom movements. Often characterized as polar opposites - one advocating armed self-defense and the other non-violence against all provocation - they continue to be important religious, political, and intellectual models for how we imagine the past as well as for current issues concerning religion, race, politics and freedom struggles in the United States and globally. This course focuses on the political and spiritual lives of Martin and Malcolm. We will examine their personal biographies, speeches, writings, representations, FBI Files, and legacies as a way to better understand how the intersections of religion, race, and politics came to bare upon the freedom struggles of people of color in the US and abroad. The course also takes seriously the evolutions in both Martin and Malcolm's political approaches and intellectual development, focusing especially on the last years of their respective lives. We will also examine the critical literature that takes on the leadership styles and political philosophies of these communal leaders, as well as the very real opposition and surveillance they faced from state forces like the police and FBI. Students will gain an understanding of what social conditions, religious structures and institutions, and personal experiences led to first the emergence and then the assassinations of these two figures. We will discuss the subtleties of their political analyses, pinpointing the key differences and similarities of their philosophies, approaches, and legacies, and we will apply these debates of the mid- twentieth century to contemporary events and social movements in terms of how their legacies are articulated and what we can learn from them in struggles for justice and recognition in twenty-first century America and beyond.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-EDP, WAY-ER
AFRICAAM 222:
DESIGNING FOR COMMUNAL SAFETY (DESINST 222)
How might we design for communal safety beyond the prison industrial complex? Through recognizing the prison industrial complex as a design problem, we will explore both how established institutions (like prisons and policing) are impermanent and the possibility of designing beyond them for our communal betterment. Together with partners from the community leading the movement to abolish prisons, you will generate new design concepts of freedom and safety. You will evaluate the prison industrial complex's inability to invest in communal safety and prototype design ideas that contribute to alternative systems of justice that reject carceral harm. In order to inform and inspire our work, we will uplift and center the voices of the impacted, particularly incarcerated folks. Students of all backgrounds are welcome, directly impacted folks, and Black and Brown students are highly encouraged to apply. The class will consist of Stanford students as well as underrepresented members of the community and non-traditional students.
Terms: Aut
| Units: 3
AFRICAAM 225:
Designing Towards an Antiracist Stanford (DESINST 225)
In this class, we will explore complex concepts of systemic and interpersonal oppression and racism, understand how these concepts manifest on our campus and in our communities, then design and prototype meaningful interventions for impact. We will stand on the shoulders of giants who have come before us while also blazing entirely new trails of our own discovery. Our communities are relying on us to leverage the momentum of this moment, our voices, and our unique skill sets to deconstruct systems of oppression and racism; let's stock our collective toolbox, together.
Terms: Aut
| Units: 3
AFRICAAM 230:
Community College: Designing for Policy, Ethics, AI/ML tech, Culture, the Environment (DESINST 230)
Let's design the world we want for ourselves and the next generation. Let's make space for a variety of Black & Brown voices with diverse expertise to imagine this future. Let's design, build, and test solutions to our world's most pressing problems - together. In this course, your attendance will be alongside Black and Brown community members that live, work, and play outside of the Stanford University experience. You will learn about the implications of Policy, Ethics, AI/ML tech, Culture, the Environment and their impacts on all facets of your agency as an individual as well as on our society as a whole. You will hear from subject matter experts across many fields, dig into historical societal struggles, identify challenges, prototype solutions, and present your ideas to a special panel of industry and community rock stars at the culmination of this experimental class. Each week, learners will be led in a series of participatory lectures and active provocations by Black and Brown creative misfits, leaders, and voices in policy, the arts, design, activism, technology, education, and entrepreneurship (amongst other things). They'll share their work, passions, and insights on how they've navigated and advocated for the inclusion of diverse voices as we look to solve some of the challenges of our generation. Each week, lecturers and guest speakers will challenge learners with an actionable provocation that will be worked out in the weekly on-campus design studio time. At the end of the 10-week course, learners will be armed with the design fundamentals, growth mindset, and community. They will pitch a prototype of a solution that they have worked on to address one of the issues we have touched on in previous lectures. They will present this prototype in a Demo Day format to a panel of special guests as a capstone activity. If you want to be part of a movement towards building access, opportunity, equity, and space for historically marginalized groups then you've come to the right place. Join us! ** Students of all backgrounds are welcome, and Black and Brown students are highly encouraged to apply. The class will be comprised of Stanford students as well as underrepresented members of the community, non-traditional students, and working-class adults.
Terms: Aut
| Units: 3
AFRICAAM 241A:
Gentrification (CSRE 141, URBANST 141)
Neighborhoods in the Bay Area and around the world are undergoing a transformation known as gentrification. Middle- and upper-income people are moving into what were once low-income areas, and housing costs are on the rise. Tensions between newcomers and old timers, who are often separated by race, ethnicity, or sexual orientation, can erupt; high rents may force long-time residents to leave. In this class we will move beyond simplistic media depictions to explore the complex history, nature, causes and consequences of this process. Students will learn through readings, films, class discussions, and engagement with a local community organization. (Cardinal Course certified by the Haas Center)
Terms: Spr
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
AFRICAAM 244:
Re(positioning) Disability: Historical, Cultural, and Social Lenses (CSRE 143, EDUC 144, PEDS 246D)
This course is designed to introduce undergraduate students of any major to important theoretical and practical concepts regarding special education, disability, and diversity. This course primarily addresses the social construction of disability and its intersection with race and class through the critical examination of history, law, social media, film, and other texts. Students will engage in reflection about their own as well as broader U.S. discourses moving towards deeper understanding of necessary societal and educational changes to address inequities. Successful completion of this course fulfills one requirement for the School of Education minor in Education.
Terms: Aut
| Units: 3
AFRICAAM 251J:
American Slavery and Its Afterlives (AMSTUD 251J, HISTORY 251J, HISTORY 351J)
How did the institution of American slavery come to an end? The story is more complex than most people know. This course examines the rival forces that fostered slavery's simultaneous contraction in the North and expansion in the South between 1776 and 1861. It also illuminates, in detail, the final tortuous path to abolition during the Civil War. Throughout, the course introduces a diverse collection of historical figures, including seemingly paradoxical ones, such as slaveholding southerners who professed opposition to slavery and non-slaveholding northerners who acted in ways that preserved it. During the course's final weeks, we will examine the racialized afterlives of American slavery as they manifested during the late-nineteenth century and beyond.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-EDP, WAY-SI
AFRICAAM 254G:
Black Magic: Ethnicity, Race, and Identity in Performance Cultures (AFRICAAM 154G, CSRE 154D, FEMGEN 154G, TAPS 154G, TAPS 354G)
In 2013, CaShawn Thompson devised a Twitter hashtag, #blackgirlmagic, to celebrate the beauty and intelligence of black women. Twitter users quickly adopted the slogan, using the hashtag to celebrate everyday moments of beauty, accomplishment, and magic. The slogan offered a contemporary iteration of an historical alignment: namely, the concept of "magic" with both Black people as well as "blackness." This course explores the legacy of Black magic--and black magic--through performance texts including plays, poetry, films, and novels. We will investigate the creation of magical worlds, the discursive alignment of magic with blackness, and the contemporary manifestation of a historical phenomenon. We will cover, through lecture and discussion, the history of black magic representation as well as the relationship between magic and religion. Our goal will be to understand the impact and history of discursive alignments: what relationship does "black magic" have to and for "black bodies"? How do we understand a history of performance practice as being caught up in complicated legacies of suspicion, celebration, self-definition? The course will give participants a grounding in black performance texts, plays, and theoretical writings. *This course will also satisfy the TAPS department WIM requirement.*
Terms: Spr
| Units: 3-4
| UG Reqs: WAY-A-II, WAY-EDP
AFRICAAM 257:
Histories of Racial Capitalism (CSRE 253C, HISTORY 253C)
This colloquium takes as its starting point the insistence that the movement, settlement, and hierarchical arrangements of indigenous communities and people of African descent is inseparable from regimes of capital accumulation. It builds on the concept of "racial capitalism," which rejects treatments of race as external to a purely economic project and counters the idea that racism is an externality, cultural overflow, or aberration from the so-called real workings of capitalism. This course will cover topics such as chattel slavery, settler colonialism, black capitalism, the under-development of Africa, and the profitability of mass incarceration.
Terms: Spr
| Units: 5
AFRICAAM 264:
Crossing the Atlantic: Race and Identity in the African Diaspora (COMPLIT 264, CSRE 265, FRENCH 264)
This course interrogates the relationship between literature, culture, race and identity in the African diaspora. We will analyze racial discourses through literature, and various forms of cultural expression while examining the role of class and gender in these configurations. As we follow the historical and geographical trajectories of people of African descent in different parts of the world, students will explore literary and political movements with the objective of examining how race has been constructed and is performed in different regions of the diaspora. Our readings will take us from Martinique, Guadeloupe, Guyana, France, and Senegal to Cuba, Brazil, Haiti and the Dominican Republic. Topics discussed will include: Race, identity, gender, class, memory, oral tradition, Afro-Caribbean religions, Negrismo, Négritude, Antillanité, Créolité, colonialism, modernity and national belonging. Readings will include the works of: Jean Price-Mars, Léopold Senghor, Aimé Césaire, Léon Damas, Frantz Fanon, Nicolás Guillén, Nancy Morejon, Maryse Condé, Patrick Chamoiseau, Edouard Glissant, among others. Taught in English.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
AFRICAAM 269:
Black Studies Matter (AFRICAAM 69)
This interdisciplinary course will introduce students to ten foundational texts in Black Studies, including classic works by Toni Morrison, James Baldwin, Lorraine Hansberry, C. L. R. James, W. E. B. DuBois, and Audre Lorde. The discussions will connect these texts to contemporary conversations about Black feminism, Black politics, mass incarceration, policing, and Black life in America in the twenty-first century. We welcome a wide range of students to enroll in this class: undergraduates and graduate students and members of the larger Stanford community who would like to gain a deeper understanding of Black Studies. This class is particularly urgent in our current moment. Taken together, the selected readings will provide critical historical and cultural context to grasp the meanings of our own tumultuous times. n nThis course draws on primary sources that reveal the centrality of Black Studies to understanding our world and the major themes that animate our lives: history, identity, memory, gender, sexuality, belonging, exclusion, and the varied responses and forms of resistance to four hundred years of racial oppression. These texts invite students to delve deeply into the lived experiences of African Americans across time periods, class positions, sexual orientations, and geographic locations. The lectures and discussions are led by faculty in African and African American Studies (AAAS), Comparative Studies in Race and Ethnicity (CSRE), History, Theater and Performance Studies, English, and Philosophy.
Terms: Aut
| Units: 3-5
AFRICAAM 291:
Riot: Visualizing Civil Unrest in the 20th and 21st Centuries (AFRICAAM 491, ARTHIST 291, ARTHIST 491, CSRE 290, CSRE 390, FILMEDIA 291, FILMEDIA 491)
This seminar explores the visual legacy of civil unrest in the United States. Focusing on the 1965 Watts Rebellion, 1992 Los Angeles Riots, 2014 Ferguson Uprising, and 2020 George Floyd Uprisings. Students closely examine photographs, television broadcasts, newspapers, magazines, and film and video representations of unrest. Additionally, students will visually analyze the works of artists who have responded to the instances of police brutality and challenged the systemic racism, xenophobia, and anti-Black violence leading to and surrounding these events.nNOTE: Instructor consent required for undergraduate students. Please contact the instructor for permission to enroll.
Terms: Aut
| Units: 3-5
AFRICAAM 293:
Research Methods in Africana Studies (AFRICAAM 93)
This course introduces research methodologies in Africana Studies. Under the guidance of the Research Fellow in the African and African American Studies Program, students will study the methods that Africana scholars, artists, and activists employ to design and execute research on Africana phenomena. The class will include lectures, close readings of texts, research assignments, and lively discussions. The course materials will feature both foundational and contemporary texts in the field of Black Studies. Our engagement with Africana research methodologies will pose critical questions about interdisciplinary research and cross-disciplinary perspectives with careful attention to intersectionality, cultural competence, and ethics in research. The class will also discuss how Africana thinkers challenge conventional modes of knowledge production and, in so doing, offer critiques and contributions that advance the methodologies of related disciplines. Students will leave the course better prepared to take on the senior thesis capstone project.
Terms: Aut
| Units: 3-5
AFRICAAM 355:
Black Feminism and Anti-Carceral Resistance (COMPLIT 255, FEMGEN 255A)
Black feminists throughout the Western Hemisphere have long resisted carcerality, a system that emerged as a response to antebellum Black fugitivity. In this course, we will review Black feminist theory and abolitionist activism, focusing on how the carceral state affects Black women in particular. We will draw from the work of academic scholars such as Ruth Wilson Gilmore and Angela Davis as well as the work of abolitionist activists and community leaders such as Mariame Kaba. Participants in this course will be introduced in depth to contemporary abolitionist demands and to the Black feminist theorists working in tandem with the abolitionist movement.
Terms: Aut
| Units: 3-5
AFRICAAM 361:
Comparative Methodologies in Black Gender Studies (COMPLIT 261, COMPLIT 361, FEMGEN 362)
This course takes a comparative methodological approach to Black Gender Studies, introducing students to the important terms and debates that animate this field. We will read monographs in the fields of history, anthropology, gender studies, critical theory, and Black studies that trace Black Women's and Gender Expansive people's experiences across the Western Hemisphere. Participants in this course will develop an original academic paper in Black Gender Studies or in their respective field by the end of the term. NOTE: Enrollment is capped and limited to graduate students and upperclass-persons. To be considered for enrollment in this course, please send your CV and a short statement about how your work ties/will tie to Black Gender Studies to mlrosa@stanford.edu. Applications will be reviewed until the cap is reached.
Terms: Win
| Units: 3-5
AFRICAAM 389C:
Race, Ethnicity, and Language: Pedagogical Possibilities (CSRE 385, EDUC 389C)
This seminar explores the intersections of language and race/racism/racialization in the public schooling experiences of students of color. We will briefly trace the historical emergence of the related fields of sociolinguistics and linguistic anthropology, explore how each of these scholarly traditions approaches the study of language, and identify key points of overlap and tension between the two fields before considering recent examples of inter-disciplinary scholarship on language and race in urban schools. Issues to be addressed include language variation and change, language and identity, bilingualism and multilingualism, language ideologies, and classroom discourse. We will pay particular attention to the implications of relevant literature for teaching and learning in urban classrooms.
Terms: Win
| Units: 3-4
AFRICAAM 442:
(Re)Framing Difference: Interdisciplinary Perspectives on Disability, Race and Culture (CSRE 343, EDUC 442, FEMGEN 442, PEDS 242)
This course uses social theories of difference to examine the intersections of disability, race and culture. The course will examine these concepts drawing from scholarship published in history, sociology of education, urban sociology, cultural studies, disability studies, social studies of science, cultural psychology, educational and cultural anthropology, comparative education and special education. Implications for policy, research and practice will be covered.
Terms: Aut
| Units: 4
AFRICAAM 488:
Stanford Black Academic Lab: Community-Based Participatory Methods (EDUC 488, LINGUIST 276E)
This lab-based course is an overview of research methods that are used in the development of Black educators, including survey research, individual and focus group interviews, ethnographic methods, and documentary activism. Lab participants will be guided through critical thinking about the professional and personal development of Black educators while assessing the utility and relevance of research-based responses to that development in partnership with a particular educational organization or agency.
Terms: Win
| Units: 2-5
AFRICAAM 491:
Riot: Visualizing Civil Unrest in the 20th and 21st Centuries (AFRICAAM 291, ARTHIST 291, ARTHIST 491, CSRE 290, CSRE 390, FILMEDIA 291, FILMEDIA 491)
This seminar explores the visual legacy of civil unrest in the United States. Focusing on the 1965 Watts Rebellion, 1992 Los Angeles Riots, 2014 Ferguson Uprising, and 2020 George Floyd Uprisings. Students closely examine photographs, television broadcasts, newspapers, magazines, and film and video representations of unrest. Additionally, students will visually analyze the works of artists who have responded to the instances of police brutality and challenged the systemic racism, xenophobia, and anti-Black violence leading to and surrounding these events.nNOTE: Instructor consent required for undergraduate students. Please contact the instructor for permission to enroll.
Terms: Aut
| Units: 3-5
AFRICAST 115:
Excavating Enslavement (AFRICAST 215)
This is a project-based course, intended to scaffold a joint initiative, Aftermaths of Enslavement: curating legacies publicly. Both course and project seek to better understand enslaved pasts by (a) curating materials that advance scholarly research, using technologies that maximize access and utility; and (b) by developing learning materials for schools and popular audiences by working with heritage professionals and teachers. The focus is on the Indian Ocean World, particularly the Cape (South Africa) and Mauritius, within global and comparative frameworks. Readings for each week will juxtapose Cape and other slave systems. Project partners and other guests will join individual sessions. Students unable to attend the sessions should contact the instructor to discuss asynchronous alternatives.
Terms: Spr
| Units: 1-2
| Repeatable
2 times
(up to 2 units total)
AFRICAST 117:
African Archive Beyond Colonization (ARCHLGY 166, CLASSICS 186, CLASSICS 286, CSRE 166)
From street names to monuments, the material sediments of colonial time can be seen, heard, and felt in the diverse cultural archives of ancient and contemporary Africa. This seminar aims to examine the role of ethnographic practice in the political agendas of past and present African nations. In the quest to reconstruct an imaginary of Africa in space and time, students will explore these social constructs in light of the rise of archaeology during the height of European empire and colonization. Particularly in the last 50 years, revived interest in African cultural heritage and preservation raises complex questions about the problematic tensions between European, American, and African theories of archaeological and ethnographic practice.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
AFRICAST 132:
Literature and Society in Africa and the Caribbean (AFRICAAM 133, COMPLIT 133A, COMPLIT 233A, CSRE 133E, FRENCH 133, JEWISHST 143)
This course explores cultural productions from the French-speaking world in the 20th and 21st centuries. We will examine foundational and contemporary works from Sub-Saharan Africa, the Maghreb, and the Caribbean while considering their engagement with the historical and political contexts in which they were produced. This course will also serve to improve students' speaking and writing skills in French while sharpening their knowledge of the linguistic and conceptual tools needed to conduct literary analysis. The diverse topics discussed will include national and cultural identity, race and class, gender and sexuality, orality and textuality, transnationalism and migration, colonialism and decolonization, history and memory, and the politics of language. Authors, filmmakers, and artists include Paulette Nardal, Aimé Césaire, Frantz Fanon, Maryse Condé, Djibril Tamsir Niane, Albert Memmi, Leila Sebbar, Dany Laferrière, Abdourahman Waberi, Fatou Kiné Diakité, Alexis Peskine, Mati Diop, and special guest, Léonora Miano. Taught in French. Students are encouraged to complete FRENLANG 124 or to successfully test above this level through the Language Center.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP
AFRICAST 134:
Museum Cultures: Exhibiting the African Imaginary (AFRICAST 234, ARCHLGY 134, ARCHLGY 234, ARTHIST 284B)
Museums are dynamic spaces with the potential to reinvent, rehabilitate, and recenter marginalized people and collections. This year, our seminar examines and enacts museum stewardship of material cultures of diverse African communities across space, time, and context. Legacies of colonialism inspire debates on restitution, reparation, and reconciliation, alongside actions to 'decolonize' museum practice. In engaging the politics of representation and human-object relationships, our class will challenge problematic imaginaries of Africa and recenter the complexities of cultures in the Horn of Africa spanning Ethiopia, Nubian Egypt, and Sudan. Students will acquire skills in researching, curating, and installing an exhibition based on Stanford's African archeological and ethnographic materials held at the Stanford University Archeology Collections (SUAC). This course will culminate in a student-curated exhibition that opens on Friday May 27, 2022 at the Stanford Archeology Center (Bldg 500) and is planned to feature renowned Somali-Swedish archeologist, Dr. Sada Mire, as the keynote speaker.nnBecause of limited spacing you will need to fill out this form https://forms.gle/h8F46iv5iSwiX3PY7 and receive consent to enroll in the course from the instructor. nn3 credits (no final project) or 5 credits (final project). May be repeat for credit
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-CE
| Repeatable
3 times
(up to 15 units total)
AFRICAST 142:
Challenging the Status Quo: Social Entrepreneurs Advancing Democracy, Development and Justice (AFRICAST 242, CSRE 142C, INTNLREL 142, URBANST 135)
This community-engaged learning class is part of a broader Program on Social Entrepreneurship at the Haas Center for Public Service. It will use practice to better inform theory about how innovation can help address societies biggest challenges. Working with the instructor and three visiting nonprofit social entrepreneurs in residence, students will use case studies of successful and failed social change strategies to explore relationships between social entrepreneurship, race, democracy and justice. This course interrogates approaches like design theory, measuring impact, fundraising, leadership, storytelling and policy advocacy and explores how they can address issues like ending homelessness, fighting the COVID-19 pandemic and achieving racial justice, with a particular focus on California. This is a community-engaged learning class in which students will learn by working on projects that support the social entrepreneurs' efforts to promote social change. Students should register for either 3 OR 5 units only. Students enrolled in the full 5 units will have a service-learning component along with the course. Students enrolled for 3 units will not complete the service-learning component. Limited enrollment. Attendance at the first class is mandatory in order to participate in service learning.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-SI
AFRICAST 195:
Shifting Frames
This is a student driven, dialogue based, and intellectual community focused course. We will explore and challenge the taken-for-granted framing of key African issues and debates. Engagement with discussion leaders drawing on their own research and case studies from across the African continent will guide us across shifting terrain. This course centers the scholarship and voices of African students. Topics include: Afropolitanism, Brain Drain/ Gain, Education, Leadership, Global Health, AI Application in Africa, Economic Development, Industrial Policy, LGBTQI Rights, Gender and Sexuality.
Terms: Win, Spr
| Units: 1-2
| Repeatable
for credit
AFRICAST 199:
Independent Study or Directed Reading
May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
AFRICAST 200:
Doing Religious History (AFRICAAM 200P, HISTORY 200P, RELIGST 210X)
What is religion, and how do we write its history? This undergraduate colloquium uses case studies from a variety of regions and periods - but with a specific focus on the African continent - to consider how historians have dealt with the challenge of writing accounts of the realm of religious and spiritual experience. We will explore the utility of oral history alongside written documentary sources as well as explore issues of objectivity and affiliation in writing religious histories. (This course has been submitted for WAY-SI and WAY-ED certification.)
Terms: Win
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
AFRICAST 202:
Moving the Message: Reading and embodying the works of bell hooks (AFRICAAM 201, CSRE 202, DANCE 122, ENGLISH 287)
In this course, we will spend time reading, discussing and embodying the work of Black feminist theorist and teacher bell hooks. hook's work focuses on practices rooted in Black feminism, the role of love in revolutionary politics, rescuing ourselves and each other from hegemonic forces, and building the components necessary for a life of liberatory politics. Through a process grounded in movement improvisation, creative writing and expression we will explore how the words and theories of bell hooks can literally move us towards freedom and self recovery. This course is presented by the Institute for Diversity in the Arts, IDA.
Terms: Spr
| Units: 2
AFRICAST 215:
Excavating Enslavement (AFRICAST 115)
This is a project-based course, intended to scaffold a joint initiative, Aftermaths of Enslavement: curating legacies publicly. Both course and project seek to better understand enslaved pasts by (a) curating materials that advance scholarly research, using technologies that maximize access and utility; and (b) by developing learning materials for schools and popular audiences by working with heritage professionals and teachers. The focus is on the Indian Ocean World, particularly the Cape (South Africa) and Mauritius, within global and comparative frameworks. Readings for each week will juxtapose Cape and other slave systems. Project partners and other guests will join individual sessions. Students unable to attend the sessions should contact the instructor to discuss asynchronous alternatives.
Terms: Spr
| Units: 1-2
| Repeatable
2 times
(up to 2 units total)
AFRICAST 220E:
Renaissance Africa (COMPLIT 220, ILAC 220E, ILAC 320E)
Literature, art, and culture in Central/Southern Africa during the sixteenth and seventeenth centuries. Emphasis on forms of exchange between Europeans and Africans in the Kingdom of Kongo and Angola. Readings in Portuguese and English. Taught in English.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
AFRICAST 234:
Museum Cultures: Exhibiting the African Imaginary (AFRICAST 134, ARCHLGY 134, ARCHLGY 234, ARTHIST 284B)
Museums are dynamic spaces with the potential to reinvent, rehabilitate, and recenter marginalized people and collections. This year, our seminar examines and enacts museum stewardship of material cultures of diverse African communities across space, time, and context. Legacies of colonialism inspire debates on restitution, reparation, and reconciliation, alongside actions to 'decolonize' museum practice. In engaging the politics of representation and human-object relationships, our class will challenge problematic imaginaries of Africa and recenter the complexities of cultures in the Horn of Africa spanning Ethiopia, Nubian Egypt, and Sudan. Students will acquire skills in researching, curating, and installing an exhibition based on Stanford's African archeological and ethnographic materials held at the Stanford University Archeology Collections (SUAC). This course will culminate in a student-curated exhibition that opens on Friday May 27, 2022 at the Stanford Archeology Center (Bldg 500) and is planned to feature renowned Somali-Swedish archeologist, Dr. Sada Mire, as the keynote speaker.nnBecause of limited spacing you will need to fill out this form https://forms.gle/h8F46iv5iSwiX3PY7 and receive consent to enroll in the course from the instructor. nn3 credits (no final project) or 5 credits (final project). May be repeat for credit
Terms: Spr
| Units: 3-5
| Repeatable
3 times
(up to 15 units total)
AFRICAST 242:
Challenging the Status Quo: Social Entrepreneurs Advancing Democracy, Development and Justice (AFRICAST 142, CSRE 142C, INTNLREL 142, URBANST 135)
This community-engaged learning class is part of a broader Program on Social Entrepreneurship at the Haas Center for Public Service. It will use practice to better inform theory about how innovation can help address societies biggest challenges. Working with the instructor and three visiting nonprofit social entrepreneurs in residence, students will use case studies of successful and failed social change strategies to explore relationships between social entrepreneurship, race, democracy and justice. This course interrogates approaches like design theory, measuring impact, fundraising, leadership, storytelling and policy advocacy and explores how they can address issues like ending homelessness, fighting the COVID-19 pandemic and achieving racial justice, with a particular focus on California. This is a community-engaged learning class in which students will learn by working on projects that support the social entrepreneurs' efforts to promote social change. Students should register for either 3 OR 5 units only. Students enrolled in the full 5 units will have a service-learning component along with the course. Students enrolled for 3 units will not complete the service-learning component. Limited enrollment. Attendance at the first class is mandatory in order to participate in service learning.
Terms: Spr
| Units: 3-5
AFRICAST 262:
Doing the History of Gender and Sexuality: African Perspectives (FEMGEN 200, HISTORY 200T)
What are gender and sexuality, and how do understandings of these concepts shape human experience across time and space? This course explores major topics in the history of gender and sexuality, with a focus on Africa. Course materials examine a range of themes in African history, including politics and power, marriage and motherhood, fashion and the body, and love and same-sex intimacies. This course forms part of the "Doing History" series: rigorous undergraduate colloquia that introduce the practice of history within a particular field or thematic area.
Terms: Aut
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
AFRICAST 299:
Independent Study or Directed Reading
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
AFRICAST 302:
Research Workshop
Required for African Studies master's students. Student presentations.
Terms: Spr
| Units: 1
AFRICAST 801:
TGR Project
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
ALP 303:
Analysis and Measurement of Impact
This team-based course, part of the GSB's Action Learning Program, provides students the opportunity to work with organizations that are focused on achieving impact, including impact for-profits, investment funds, and evaluators. Topics include current trends and drivers in the impact space, frameworks for measuring impact, financial instruments and techniques for achieving impact, analysis of impact fundamentals, organizational structures for impact, and challenges in fundraising for impact businesses. Students work on projects to analyze impact investments including private equity and fixed income products, assess the financial viability of an impact business, develop equitable alternative risk assessment metrics, model the economic and social value of outcomes, and evaluate the impacts of an organization. This course provides real-world opportunities for students to learn research-validated foundations, tools, and practices; apply these tools and learnings to a real project for an external organization; create value for the organization by providing insights and deliverables; and be an ambassador to the organization by exposing them to the talent, values, and expertise of the GSB. Students also have the opportunity to gain practical industry experience and exposure to the organization, its industry, and the space in which it operates; build relationships in the organization and industry; and gain an understanding of related career paths.
Terms: Spr
| Units: 4
ALP 304:
Crossing the Chasm
In this course, students work with founders, domain experts, and industry professionals to develop strategies for growth for entrepreneurs from underrepresented backgrounds. Students address elements of the marketing mix, including product, promotion, channels, and pricing, with the goal of driving business growth through new customer acquisition, as well as retention and development of existing customers. The course focuses on developing entrepreneurial skills in marketing and strategy, applying those skills to real companies looking to scale, and building equity in the startup ecosystem by supporting founders from underrepresented groups. The course will be organized as an Action Learning Project (ALP) course, and will have a cadence of in-class meetings, meetings with the clients (founders), and individual meetings with faculty members. In this intensive project-based course, you will learn research-validated foundations, tools, and practices, and a scientific and data-oriented approach to making business decisions; apply these tools and learnings to a real project for an external organization; create value for the organization by providing insights and deliverables; and be an ambassador to the organization by exposing them to the talent, values, and expertise of the GSB. You will also have the opportunity to gain practical industry experience and exposure to the organization, its industry, and the space in which it operates; build relationships in the organization and industry; and gain an understanding of related career paths.
Terms: Spr
| Units: 4
ALP 305:
Product Management
In this experiential course, you will develop skills and experience required to be a Product Manager. The course covers important facets of the PM role at different stages in the product life cycle. You will learn and apply tools and methodologies for market research and product strategy (e.g. product requirements, market briefs), early stage execution (e.g. road maps, resource planning, project management), growth (e.g. operational and development practices), and late stage management. In parallel with classroom learning, student teams will work on quarter-long projects in collaboration with sponsor organizations. The nature of the projects and deliverables for each team will vary depending on the stage of the product and needs of the product teams. Projects will be sourced from tech companies; however, the learning from the course and projects can be transferred to other industries. This course is part of the GSB's Action Learning Program, in which you will work on real business challenges under the guidance of faculty. In this intensive project-based course, you will learn research-validated foundations, tools, and practices; apply these tools and learnings to a real project for an external organization; create value for the organization by providing insights and deliverables; and be an ambassador to the organization by exposing them to the talent, values, and expertise of the GSB. You will also have the opportunity to gain practical industry experience and exposure to the organization, its industry, and the space in which it operates; build relationships in the organization and industry; and gain an understanding of related career paths.
Terms: Aut
| Units: 4
ALP 306:
Marketing for Measurable Change
Companies and organizations increasingly use tools such as product, price or communication strategies to improve metrics that directly relate to financial performance or progress toward a mission based objective. In this class, students will participate in projects with corporate or organizational sponsors developing strategies to improve these key performance indicators. Project steps and learning objectives may include (I) defining the strategic path that motivates stakeholders to dedicate needed resources, (ii) evaluating the data to identify target customers and associated opportunities, (iii) forming plans and budgets for how to change behavior using one or more marketing strategies/tools and (iv) tracking and reporting progress in ongoing data metrics. We prioritize projects facing challenges in changing behavior, such as when a new product's potential customers are strongly attached to an incumbent or when opportunities for sustainable change exist with those placing low value on sustainability. Students will have the option to source their own projects, following a multistep project development and approval process prior to the course. Who might be interested in taking this course: students interested in entrepreneurship; product management; cross-functional roles linking actions and strategies to performance objectives; and marketing roles that involve communication, product, and pricing strategies. This course is part of the GSB's Action Learning Program, in which you will work on real business challenges under the guidance of faculty. In this intensive project-based course, you will learn research-validated foundations, tools, and practices; apply these tools and learnings to a real project for an external organization; create value for the organization by providing insights and deliverables; and be an ambassador to the organization by exposing them to the talent, values, and expertise of the GSB. You will also have the opportunity to gain practical industry experience and exposure to the organization, its industry, and the space in which it operates; build relationships in the organization and industry; and gain an understanding of related career paths.
Terms: Aut
| Units: 4
ALP 307:
Public Policy Lab: Homelessness in California
Homelessness is one of the most serious social issues in California. Of the 211,000 unsheltered individuals in the United States in 2019, an estimated 108,000 of them were in California. An additional 43,000 residents of California reside in emergency shelters or temporary housing. In this 10-week team-based Action Learning Program lab course, participants will work in groups to write chapters of a report directed to a group of California state legislators on the problem of homelessness. In the past three fiscal years, at least nine California state agencies administered and oversaw 41 different programs that provided funding to address and prevent homelessness in California, spending $13.3 billion. The 2021-2022 budget adds an additional $12.4 billion on 29 programs, although the California State Auditor has criticized the existing spending as ineffective. Participants will be tasked with assessing the efficacy of the existing and new spending and making recommendations for legislative action. Students will have the opportunity to interact with state officials as well as individuals from concerned organizations in preparing the reports. In addition to submitting their reports, students will have the chance to present their results to the group of state legislators collaborating on the project.
Terms: Spr
| Units: 4
ALP 308:
Designing Experiments for Impact
This is a team-based course where students will work on a project to design and carry out an experiment intended to drive social impact in collaboration with a partner organization. The first few weeks will include lectures, hands-on tutorials, and labs designed to guide students through the process of experimental design in the digital context. Special topics include designing and selecting outcome measures that capture the impact of interventions; multi-stage experiments with applications to chatbots; learning how treatment effects vary across subgroups; adaptive experiments using bandits and artificial intelligence; and estimation of policies that target treatments based on subject characteristics. Experiments may be conducted on the customer base of a partner organization through their digital applications or on recruited subjects, such as subjects recruited to interactive chatbots. The teaching team will provide templates and technical assistance for designing and running the experiments. Students from different disciplinary backgrounds will be assigned roles to work in teams on the project. This course is part of the GSB's Action Learning Program, in which you will work on real business challenges under the guidance of faculty. In this intensive project-based course, you will learn research-validated foundations, tools, and practices; apply these tools and learnings to a real project for an external organization; create value for the organization by providing insights and deliverables; and be an ambassador to the organization by exposing them to the talent, values, and expertise of the GSB. You will also have the opportunity to gain practical industry experience and exposure to the organization, its industry, and the space in which it operates; build relationships in the organization and industry; and gain an understanding of related career paths. Prerequisites: Some experience with statistical analysis and the R statistical package. Students with less experience will have an opportunity to catch up through tutorials provided through the course. Non-GSB students are expected to have an advanced understanding of tools and methods from data science and machine learning as well as a strong familiarity with R, Python, SQL, and other similar high-level programming languages. Cardinal Course certified by the Haas Center.
Terms: Spr
| Units: 4
AMELANG 15T:
Intermediate to Advanced Turkish Conversation
Students develop communicative skills while discussing real-life issues, current events and cultural topics. The goal is to use culturally appropriate forms in formal and informal conversations, expressing emotions, feelings, and ideas in social and academic contexts. Pronunciation, vocabulary building, presentational language and daily readings are stressed. Students lead class discussions and prepare short presentations. Prerequisite: consent of instructor.
Terms: Spr
| Units: 2
| Repeatable
2 times
(up to 4 units total)
AMELANG 70A:
Accelerated First-Year Swahili, Part 1
First quarter of the two-quarter accelerated sequence. For students with little or no prior experience studying Swahili. Students acquire beginning proficiency in Swahili at an accelerated pace through intensive listening, speaking, reading, and writing, with special insight into Swahili-speaking cultures. Emphasis is on authentic materials and active use of the language in real-world contexts in order to develop functional abilities. Completion of AMELANG 70B fulfills the University foreign language requirement.
Terms: Win
| Units: 5
AMELANG 70B:
Accelerated First-Year Swahili part, Part 2
Continuation of AMELANG 70A. Completes the first-year sequence in two rather than three quarters. Students develop first-year proficiency in Swahili at an accelerated pace through active language use and participation in Swahili-speaking practices. Emphasis is on development of speaking, listening, reading, and writing through authentic materials and appropriate cultural contexts. Fulfills the University foreign language requirement. Prerequisite: AMELANG 70A or consent of instructor.
Terms: Spr
| Units: 5
| UG Reqs: Language
AMELANG 71A:
Accelerated Second-Year Swahili, Part 1
Accelerated Second-Year Swahili, Part 1. Accelerated Swahili second year is the third part of the accelerated sequence. It is designed for students who have prior experience studying Swahili. Completion of accelerated first year Swahili , or equivalent is a prerequisite. Students acquire proficiency in Swahili at an accelerated pace through intensive listening, speaking, reading, and writing, with special insight into Swahili-speaking cultures. Emphasis is on authentic materials and active use of the language in real-world contexts in order to develop functional abilities.
Terms: Aut
| Units: 4
AMELANG 84A:
Accelerated First-Year Turkish, Part 1
First part of the accelerated first-year sequence. AMELANG 84A and 84B complete the first year in two quarters rather than three quarters. Fulfills the University Language requirement.nnGoal is to engage in interactions with Turkish speakers using socially and culturally appropriate forms. Emphasis is on the accelerated development of language proficiency, listening comprehension, reading and writing skills through conversational practice and in-class/online writing activities. Discussion of culture and social life is integrated into daily language learning activities through authentic materials.
Terms: Aut
| Units: 5
AMELANG 84B:
Accelerated First-Year Turkish, Part 2
Second part of the accelerated first-year sequence. AMELANG 84A and 84B complete the first year in two rather than three quarters. AMELANG 84B (Accelerated First-Year Turkish, Part 2) fulfills the University language requirement.nGoal is to engage in interactions with Turkish speakers using socially and culturally appropriate forms. Emphasis is on the accelerated development of language proficiency, listening comprehension, reading and writing skills through conversational practice and in-class/online writing activities. Discussion of culture and social life is integrated into daily language learning activities through authentic materials.
Terms: Win
| Units: 5
| UG Reqs: Language
AMELANG 99:
Undergraduate Directed Reading
This course does not fulfill the University language requirement.
Terms: Spr
| Units: 1-3
| Repeatable
for credit
AMELANG 100A:
First-Year Amharic, First Quarter
Terms: Aut
| Units: 4
AMELANG 100B:
First-Year Amharic, Second Quarter
Continuation of AMELANG 100A. Prerequisite AMELANG 100A.
Terms: Win
| Units: 4
AMELANG 100C:
First-Year Amharic, Third Quarter
Continuation of AMELANG 100B. Prerequisite AMELANG 100B. Fulfills the University Foreign Language Requirement.
Terms: Spr
| Units: 4
| UG Reqs: Language
AMELANG 106A:
First-Year Swahili, First Quarter
This is a five-unit introductory Swahili language course for students who have little or no previous experience in studying the Swahili language. The primary focus is on developing communicative skills in Swahili through listening, speaking , reading and writing basic grammatical structures, with special insight into the Swahili culture.nThe course emphasizes the development of communicative functionality and competence through active language use; hence, classes will be geared towards real experience in spoken Swahili. This makes class participation an essential component of the course.
Terms: Aut, Spr
| Units: 5
AMELANG 106B:
First-Year Swahili, Second Quarter
Continuation of AMELANG 106A. This is a five-unit introductory Swahili language course for students who have little or no previous experience in studying the Swahili language.nThe primary focus is on developing communicative skills in Swahili through listening, speaking , reading and writing basic grammatical structures, with special insight into the Swahili culture.nThe course emphasizes the development of communicative functionality and competence through active language use; hence, classes will be geared towards real experience in spoken Swahili. This makes class participation an essential component of the course.
Terms: Aut, Win
| Units: 5
AMELANG 106C:
First-Year Swahili, Third Quarter
Continuation of AMELANG 106B. Prerequisite: AMELANG 106B. Fulfills the University foreign language requirement.
Terms: Win, Spr
| Units: 5
| UG Reqs: Language
AMELANG 128A:
First-Year Hebrew, First Quarter (JEWISHST 101A)
In the first-year program, students acquire essential Hebrew through abundant opportunities to interact in the language in meaningful ways. The students learn to function appropriately in the language in a variety of social and cultural contexts.
Terms: Aut
| Units: 5
AMELANG 128B:
First-Year Hebrew, Second Quarter (JEWISHST 101B)
Continuation of AMELANG 128A. Prerequisite: Placement Test, AMELANG 128A.
Terms: Win
| Units: 5
AMELANG 128C:
First-Year Hebrew, Third Quarter (JEWISHST 101C)
Continuation of AMELANG 128B. Prerequisite: Placement Test, AMELANG 128B. Fulfill the University Foreign Language Requirement.
Terms: Spr
| Units: 5
| UG Reqs: Language
AMELANG 129A:
Second-Year Hebrew, First Quarter (JEWISHST 102A)
Continuation of AMELANG 128C. Sequence integrating culture and language. Emphasis is on proficiency in oral and written discourse including presentational language and socio culturally appropriate discourse in formal and informal, academic, and professional contexts. Prerequisite: Placement Test, First Year Hebrew .
Terms: Aut
| Units: 4
| UG Reqs: Language
AMELANG 129B:
Second-Year Hebrew, Second Quarter (JEWISHST 102B)
Continuation of AMELANG 129A. Sequence integrating culture and language. Emphasis is on proficiency in oral and written discourse including presentational language and socio culturally appropriate discourse in formal and informal, academic, and professional contexts. Prerequisite: Placement Test, Hebrew 129A.
Terms: Win
| Units: 4
AMELANG 129C:
Second-Year Hebrew, Third Quarter (JEWISHST 102C)
Continuation of AMELANG 129B. Sequence integrating culture and language. Emphasis is on advanced proficiency in oral and written discourse including presentational language and socio culturally appropriate discourse in formal and informal, academic, and professional contexts. Prerequisite: placement Test, Hebrew129B.
Terms: Spr
| Units: 4
| UG Reqs: Language
AMELANG 131A:
Hebrew Forum (JEWISHST 104)
Intermediate and advanced level. Biweekly Hebrew discussion on contemporary issues with Israeli guest speakers. Vocabulary enhancement. Focus on exposure to academic Hebrew. May be repeat for credit up to 4 times
Terms: Aut
| Units: 1-3
| Repeatable
4 times
(up to 12 units total)
AMELANG 134A:
First-Year Igbo, First Quarter
Terms: Aut
| Units: 4
AMELANG 134B:
First-Year Igbo, Second Quarter
Continuation of AMELANG 134A. Prerequisite: AMELANG 134A
Terms: Win
| Units: 4
AMELANG 134C:
First-Year Igbo, Third Quarter
Continuation of AMELANG 134B. Prerequisite: AMELANG 134B. Fulfills University Foreign Language requirement
Terms: Spr
| Units: 4
| UG Reqs: Language
AMELANG 140A:
First-Year Yiddish, First Quarter (JEWISHST 104A)
Reading, writing, and speaking.
Terms: Aut
| Units: 4
AMELANG 140B:
First-Year Yiddish, Second Quarter (JEWISHST 104B)
Continuation of AMELANG 140A. Prerequisite: AMELANG.
Terms: Win
| Units: 4
AMELANG 140C:
First-Year Yiddish, Third Quarter (JEWISHST 104C)
Continuation of AMELANG 140B. Prerequisite: AMELANG 140B. Fulfills the University Foreign Language Requirement.
Terms: Spr
| Units: 4
| UG Reqs: Language
AMELANG 144A:
First-Year Modern Persian, First Quarter
One-year sequence. Modern Persian for beginners; concentrates on rapidly developing basic skills in speaking, reading, writing, and understanding modern Persian. Strong emphasis is on the links between language and culture. The course is based on a fully integrated multimedia program. Students will learn the language with an emphasis on communicative and interactive classroom activities.
Terms: Aut
| Units: 5
AMELANG 144B:
First-Year Modern Persian, Second Quarter
Continuation of AMLELANG 144A. One-year sequence. Modern Persian for beginners; concentrates on rapidly developing basic skills in speaking, reading, writing, and understanding modern Persian. Strong emphasis is on the links between language and culture. The course is based on a fully integrated multimedia program. Students will learn the language with an emphasis on communicative and interactive classroom activities. Prerequisite: Placement Test, AMELANG 144A.
Terms: Win
| Units: 5
AMELANG 144C:
First-Year Modern Persian, Third Quarter
Continuation of AMELANG 144B. One-year sequence. Modern Persian for beginners; concentrates on rapidly developing basic skills in speaking, reading, writing, and understanding modern Persian. Strong emphasis is on the links between language and culture. The course is based on a fully integrated multimedia program. Students will learn the language with an emphasis on communicative and interactive classroom activities. Fulfills the University Foreign Language Requirement. Prerequisite: Placement Test, AMELANG 144B. Fulfills the University Foreign Language Requirement.
Terms: Spr
| Units: 5
| UG Reqs: Language
AMELANG 145A:
Second-Year Modern Persian, First Quarter
Continuationof AMELANG 144C. Expands students' proficiency in Persian language and culture at intermediate level through various texts and multimedia. It stresses oral fluency, written expression, and reading comprehension. Students will continue to learn the language with an emphasis on communicative and interactive classroom activities. Students will be introduced to contemporary as well as classical short poems by famous Persian poets like Rumi. Prerequisite: Placement nTest, AMELANG 144C.
Terms: Aut
| Units: 5
AMELANG 145B:
Second-Year Modern Persian, Second Quarter
Continuation of AMELANG 145A. Expands students' proficiency in Persian language and culture at intermediate level through various texts and multimedia. It stresses oral fluency, written expression, and reading comprehension. Students will continue to learn the language with an emphasis on communicative and interactive classroom activities. Students will be introduced to contemporary as well as classical short poems by famous Persian poets like Rumi. Prerequisite: Placement Test, AMELANG 144A.
Terms: Win
| Units: 5
AMELANG 145C:
Second-Year Modern Persian ,Third Quarter
Continuation of AMELANG 145B. Expands students' proficiency in Persian language and culture at intermediate level through various texts and multimedia. It stresses oral fluency, written expression, and reading comprehension. Students will continue to learn the language with an emphasis on communicative and interactive classroom activities. Students will be introduced to contemporary as well as classical short poems by famous Persian poets like Rumi. Prerequisite: Placement Test, AMELANG 144B.
Terms: Spr
| Units: 5
AMELANG 146A:
Third-Year Persian, First Quarter
Continuation of AMELANG 145C. Prerequisite: Placement Test, AMELANG 145C.
Terms: Aut
| Units: 4
AMELANG 146B:
Third-Year Persian, Second Quarter
Continuation of AMELANG 146A. Prerequisite: Placement Test, AMELANG 146A.
Terms: Win
| Units: 4
AMELANG 146C:
Third-Year Persian, Third Quarter
Continuation of AMELANG 146B. Prerequisite: Placement Test, AMELANG 146B.
Terms: Spr
| Units: 4
AMELANG 153A:
First-Year Twi, First Quarter
Twi is the extensively spoken dialect of Akan, the ethnic group of Ghana in West Africa. Being the largest ethnic group of the country Akans have spread Twi in almost all major areas of Ghana. Therefore, it has become pragmatic for non-Ghanaians to acquire Twi if they are to visit Ghana and engage in communication with majority of Ghanaians. This course is the first/second of three levels in the acquisition of basic Akan cultural expressions in Twi. Its goal is to build a strong foundation for cultural awareness and familiarization with the Akan cultural components that support effective communication and social interaction in Ghana. We will emphasize three out of the five structural levels of the culture: language (phonetics/tones/pronunciation and grammar/vocabulary), ethical norms, indigenous food/dishes, and music & dance. We will also learn some Akan cultural points and worldview. Class lesson format will include role-plays and oral presentations.
Terms: Aut
| Units: 4
AMELANG 153B:
First-Year Twi, Second Quarter
Continuation of AMELANG 153A. Prerequisite: AMELANG 153A.
Terms: Win
| Units: 4
AMELANG 153C:
First-Year Beginning Twi, Third Quarter
Continuation of AMELANG 153B. Prerequisite: AMELANG 153B. Fulfills the University Foreign Language Requirement.
Terms: Spr
| Units: 4
| UG Reqs: Language
AMELANG 185A:
Second-Year Turkish, First Quarter
Continuation of AMELANG 184C. Designed for students with previous knowledge of Turkish who wish to learn in depth about Turkish culture, history, social life, literature, cuisine and artistic trends. Emphasis on developing intermediate proficiency in reading, writing, listening and speaking. Class discussions and activities aim to enable students to perform various tasks in the target language. Prerequisite: AMELANG 184C.
Terms: Aut
| Units: 4
| UG Reqs: Language
AMELANG 185B:
Second-Year Turkish, Second Quarter
Continuation of AMELANG 185A. Main focus is on class discussions and essay writing practices about daily life in Turkey. Prerequisite: AMELANG 185A.
Terms: Win
| Units: 4
AMELANG 185C:
Second-Year Turkish, Third Quarter
Continuation of AMELANG 185B. Main focus is on class discussions and essay writing practices about daily life in Turkey. End of quarter presentation in Turkish. Prerequisite: AMELANG 185B.
Terms: Spr
| Units: 4
AMELANG 187A:
First-Year Yoruba, First Quarter
This 4-unit course provides an introduction to Standard Yoruba language and culture. The primary goal of the course is to provide students a foundation in spoken Yoruba as well as some knowledge of reading and writing in the language. Emphasis will be placed on listening, speaking, reading and writing through communicative activities, enabling students to perform various tasks. Classroom participation and attendance are essential.
Terms: Aut
| Units: 4
AMELANG 187B:
First-Year Yoruba, Second Quarter
Continuation of 187A.nThis 4-unit course provides an introduction to Standard Yoruba language and culture. The primary goal of the course is to provide students a foundation in spoken Yoruba as well as some knowledge of reading and writing in the language. Emphasis will be placed on listening, speaking, reading and writing through communicative activities, enabling students to perform various tasks. Classroom participation and attendance are essential.
Terms: Win
| Units: 4
AMELANG 187C:
First-Year Yoruba, Third Quarter
Continuation of 187B.nThis 4-unit course provides an introduction to Standard Yoruba language and culture. The primary goal of the course is to provide students a foundation in spoken Yoruba as well as some knowledge of reading and writing in the language. Emphasis will be placed on listening, speaking, reading and writing through communicative activities, enabling students to perform various tasks. Classroom participation and attendance are essential.
Terms: Spr
| Units: 4
| UG Reqs: Language
AMELANG 188A:
Second - Year Yoruba, First Quarter
The continuation of 187C,
Terms: Aut
| Units: 4
AMELANG 188B:
Second Year Yoruba, Second Quarter
Continuation of 188B
Terms: Win
| Units: 4
AMELANG 188C:
Second Year Yoruba, Third Year
Continuation of 188B
Terms: Spr
| Units: 4
AMELANG 221A:
Beginning Tigrinya, first quarter
The basic introductory course in Tigrigna is designed for students who have no previous knowledge of Tigrigna and who are interested in learning about the culture, literature, social life Introductory courses in Tigrigna that will help students with all the four language skills: reading, writing, speaking and listening. nIn addition, cultural elements through audiovisual will be introduced throughout the course.
Terms: Aut
| Units: 4
AMELANG 221B:
Beginning Tigrinya,second quarter
Continuation of amelang 221A . Prerequisite 221A
Terms: Win
| Units: 4
AMELANG 221C:
Beginning Tigrinya, Third Quarter
Continuation of Amelang 211B- Prerequisite Amelang 221B- Fulfills the University Foreign Language requirement
Terms: Spr
| Units: 4
| UG Reqs: Language
AMELANG 297:
Directed Reading in African and Middle Eastern Languages
May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Spr
| Units: 1-5
| Repeatable
for credit
AMELANG 395:
Graduate Studies in African and Middle Eastern Languages
Prerequisite: consent of instructor. Restricted to Grad students only
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Ajaelo, G. (PI);
Assenyoh, K. (PI);
Emami, A. (PI);
Ergul, S. (PI);
Fashokun, A. (PI);
Levitow, J. (PI);
Mukoma, S. (PI);
Nkansah, S. (PI);
Porat, G. (PI);
Shemtov, V. (PI);
Tesfamariam, I. (PI)
AMSTUD 1B:
Media, Culture, and Society (COMM 1B)
The institutions and practices of mass media, including television, film, radio, and digital media, and their role in shaping culture and social life. The media's shifting relationships to politics, commerce, and identity.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-A-II, WAY-SI
AMSTUD 18B:
Jazz History: Bebop to Present, 1940-Present (AFRICAAM 18B, MUSIC 18B)
Modern jazz styles from Bebop to the current scene. Emphasis is on the significant artists of each style.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II
AMSTUD 43X:
Starstuff: Space and the American Imagination
(Same as AMSTUD 143X. Students who wish to take it for 5 units, register for AMSTUD 143X.) Course on the history of twentieth and twenty-first century American images of space and how they shape conceptions of the universe. Covers representations made by scientists and artists, as well as scientific fiction films, TV, and other forms of popular visual culture. Topics will include the importance of aesthetics to understandings of the cosmos; the influence of media and technology on representations; the social, political, and historical context of the images; and the ways representations of space influence notions of American national identity and of cosmic citizenship.
Terms: Aut
| Units: 3
| UG Reqs: WAY-A-II
AMSTUD 51Q:
Comparative Fictions of Ethnicity (COMPLIT 51Q, CSRE 51Q)
We may "know" "who" we "are," but we are, after all, social creatures. How does our sense of self interact with those around us? How does literature provide a particular medium for not only self expression, but also for meditations on what goes into the construction of "the Self"? After all, don't we tell stories in response to the question, "who are you"? Besides a list of nouns and names and attributes, we give our lives flesh and blood in telling how we process the world. Our course focuses in particular on this question--Does this universal issue ("who am I") become skewed differently when we add a qualifier before it, like "ethnic"?
Terms: Win, Spr
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP, Writing 2
AMSTUD 68N:
Mark Twain and American Culture (ENGLISH 68N)
Preference to freshmen. Mark Twain defined the rhythms of our prose and the contours of our moral map. He recognized our extravagant promise and stunning failures, our comic foibles and tragic flaws. He is viewed as the most American of American authors--and as one of the most universal. How does his work illuminate his society's (and our society's) responses to such issues as race, gender, technology, heredity vs. environment, religion, education, art, imperialism, animal welfare, and what it means to be "American"?
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-EDP
AMSTUD 91A:
Asian American Autobiography/W (ASNAMST 91A, CSRE 91D, ENGLISH 91A)
This is a dual purpose class: a writing workshop in which you will generate autobiographical vignettes/essays as well as a reading seminar featuring prose from a wide range of contemporary Asian-American writers. Some of the many questions we will consider are: What exactly is Asian-American memoir? Are there salient subjects and tropes that define the literature? And in what ways do our writerly interactions both resistant and assimilative with a predominantly non-Asian context in turn recreate that context? We'll be working/experimenting with various modes of telling, including personal essay, the epistolary form, verse, and even fictional scenarios. First priority to undergrads. Students must attend the first class meeting to retain their roster spot.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-CE, WAY-EDP
AMSTUD 107:
Introduction to Feminist, Gender, and Sexuality Studies (CSRE 108, FEMGEN 101, TAPS 108)
Introduction to interdisciplinary approaches to gender, sexuality, queer, trans and feminist studies. Topics include the emergence of sexuality studies in the academy, social justice and new subjects, science and technology, art and activism, history, film and memory, the documentation and performance of difference, and relevant socio-economic and political formations such as work and the family. Students learn to think critically about race, gender, and sexuality from local and global perspectives.
Terms: Spr
| Units: 4-5
| UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-EDP, WAY-SI
AMSTUD 112:
History of Asian Americans and the Law (ASNAMST 112, HISTORY 259B)
This course explores the unique role the law has played in Asian American racialization and identity formation while also introducing students to the fundamentals of legal analysis and research. Students will learn how to read legal documents such as case law, legislation, legal reviews, and executive orders alongside other primary sources such as newspaper reporting, oral histories, and cultural texts. In using the law to frame an analysis of Asian Americanness, students will put both the law and race under a critical lens and explore how the historical constructions of both have shaped the Asian American experience.
Terms: Spr
| Units: 4
AMSTUD 113:
Asian/American Literature and Pop Culture (ASNAMST 113, FEMGEN 113A)
What is Asian/American Literature? What makes something Asian or Asian American? These simple questions have been surprisingly difficult to answer for Asian American literary scholars and the broader field of Asian American Studies. This course explores a small, though broad, selection of literary works and popular culture, including fiction, drama, film, poetry, and graphic novels, and secondary literature that will introduce students to the ongoing debates within Asian American literary and popular culture studies.
Terms: Win
| Units: 5
AMSTUD 114:
Imagining the American Frontier in Popular Culture and Fiction. (CSRE 114, FEMGEN 114A)
Stories of the frontier pervade our cultural texts and linger in our imaginations. This course focuses on the continued fascination with the American West and frontier narratives as source material for a wide range of popular culture texts and fiction. From Oregon Trail to Joss Whedon's Firefly and from Quentin Tarantino to Janelle Monáe, this course draws from a wide range of genres and formats including novels, short stories, films, serialized television, board games, video games, and experimental hypertext fiction. Putting historical primary sources in conversation with contemporary cultural texts, students will examine how the entwined and sometimes conflicting process of history- and memory-making has continued to build frontier imaginaries in the present.
Terms: Aut
| Units: 5
AMSTUD 114X:
Reading Comics (FILMEDIA 114, FILMEDIA 314)
The modern medium of comics throughout its 150 year history (mostly North American). The flexibility of the medium explored through the genres of humorous and dramatic comic strips, superheroes, undergrounds, independents, kids and comics, journalism, and autobiography. Innovative creators including McCay, Kirby, Barry, Ware, and critical writings including McCloud, Eisner, Groenstee. Topics include text/image relations, panel-to-panel relations, the page, caricature, sequence, subjective expression, seriality, realism vs cartoonism, comics in the context of the fine arts, and relations to other media.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
AMSTUD 115S:
Spies, Lies, and Algorithms: The History and Future of American Intelligence (INTNLREL 115, POLISCI 115, PUBLPOL 114)
This course examines the past, present, and future of American espionage. Targeted at first years and sophomores, the class surveys key issues in the development of the U.S. Intelligence Community since World War II. Topics include covert action, intelligence successes and failures, the changing motives and methods of traitors, congressional oversight, and ethical dilemmas. The course pays particular attention to how emerging technologies are transforming intelligence today. We examine cyber threats, the growing use of AI for both insight and deception, and the 'open-source' intelligence revolution online. Classes include guest lectures by former senior U.S. intelligence officials, policymakers, and open-source intelligence leaders. Course requirements include an all-day crisis simulation with former senior officials designed to give students a hands-on feel for the uncertainties, coordination challenges, time pressures, and policy frictions of intelligence in the American foreign policy process.
Terms: Spr
| Units: 5
| UG Reqs: WAY-SI
AMSTUD 118X:
Shaping the Future of the Bay Area (CEE 118X, CEE 218X, ESS 118X, ESS 218X, GEOLSCI 118X, GEOLSCI 218X, GEOPHYS 118X, GEOPHYS 218X, POLISCI 218X, PUBLPOL 118X, PUBLPOL 218X)
The complex urban problems affecting quality of life in the Bay Area, from housing affordability and transportation congestion to economic vitality and social justice, are already perceived by many to be intractable, and will likely be exacerbated by climate change and other emerging environmental and technological forces. Reforming urban systems to improve the equity, resilience and sustainability of communities will require new collaborative methods of assessment, goal setting, and problem solving across governments, markets, and communities. It will also require academic institutions to develop new models of co-production of knowledge across research, education, and practice. This XYZ course series is designed to immerse students in co-production for social change. The course sequence covers scientific research and ethical reasoning, skillsets in data-driven and qualitative analysis, and practical experience working with local partners on urban challenges that can empower students to drive responsible systems change in their future careers. The Autumn (X) and Winter (Y) courses are focused on basic and advanced skills, respectively, and completion is a prerequisite for participation in the Spring (Z) practicum quarter, which engages teams in real-world projects with Bay Area local governments or community groups. X and Y are composed of four weekly pedagogical components: (A) lectures; (B) writing prompts linked with small group discussion; (C) lab and self-guided tutorials on the R programming language; and (D) R data analysis assignments. Open to undergraduate and graduate students in any major. For more information, visit http://bay.stanford.edu/education. Cardinal Course certified by the Haas Center.
Terms: Aut
| Units: 1-5
| UG Reqs: WAY-AQR, WAY-SI
AMSTUD 120B:
Superhero Theory (ARTHIST 120, ARTHIST 320, FILMEDIA 120, FILMEDIA 320)
With their fantastic powers, mutable bodies, multiple identities, complicated histories, and visual dynamism, the American superhero has been a rich vehicle for fantasies (and anxieties) for 80+ years across multiple media: comics, film, animation, TV, games, toys, apparel. This course centers upon the body of the superhero as it incarnates allegories of race, queerness, hybridity, sexuality, gendered stereotypes/fluidity, politics, vigilantism, masculinity, and monstrosity. They also embody a technological history that encompasses industrial, atomic, electronic, bio-genetic, and digital.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II
AMSTUD 123:
Getting the Picture: Photojournalism in Russia and the U.S. (COMM 123, REES 223, SLAVIC 123, SLAVIC 323)
The vast majority of photographs printed and consumed around the world appeared on the pages of magazines and newspapers. These pictures were almost always heavily edited, presented in carefully devised sequences, and printed alongside text. Through firsthand visual analysis of the picture presses of yesteryear, this course considers the ongoing meaning, circulation, and power of images as they shape a worldview in Russia as well as the US. In looking at points of contact between two world powers, we will cover the works of a wide array of authors, photographers, photojournalists and photographed celebrities (Lev Tolstoy, Margaret Bourke-White, Russian satirists Ilf and Petrov, John Steinbeck and Richard Capa, and many others). We will explore the relationship between photojournalistic practice of the past with that of our present, from the printed page to digital media, as well as the ethical quandaries posed by the cameras intervention into/shaping of modern history. No knowledge of Russian is required.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-SI
AMSTUD 123X:
Introduction to American Politics and Policy: Democracy Under Siege? (POLISCI 102, PUBLPOL 101, PUBLPOL 201)
This course both looks at the ways American political institutions shape policy outcomes and how Federal, state and local government have handled challenges related to increasing party polarization, climate change, heightened racial tensions and rising economic inequality. Instruction will include lectures, guest speakers, and moderated discussions.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-SI
AMSTUD 124A:
The American West (ARTHIST 152, ENGLISH 124, HISTORY 151, POLISCI 124A)
The American West is characterized by frontier mythology, vast distances, marked aridity, and unique political and economic characteristics. This course integrates several disciplinary perspectives into a comprehensive examination of Western North America: its history, physical geography, climate, literature, art, film, institutions, politics, demography, economy, and continuing policy challenges. Students examine themes fundamental to understanding the region: time, space, water, peoples, and boom and bust cycles.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-SI
AMSTUD 125:
Perspectives on American Journalism (COMM 125, COMM 225)
An examination of American journalism, focusing on how news is produced, distributed, and financially supported. Emphasis on current media controversies and puzzles, and on designing innovations in discovering and telling stories. (Graduate students register for COMM 225. COMM 125 is offered for 5 units, COMM 225 is offered for 4 units.)
Terms: Aut
| Units: 4-5
| UG Reqs: GER:DB-SocSci, WAY-SI
AMSTUD 126:
California Dreaming
'A place belongs forever to whoever claims it hardest,' writes Joan Didion, 'remembers it most obsessively, wrenches it from itself, shapes it, renders it, loves it so radically that he remakes it in his image.' From the Gold Rush to Hollywood to Silicon Valley, Yosemite to the Salton Sea, in this course we'll encounter a series of writers and artists whose work is set in California, or participates in its imagining, and throughout consider how culture and a sense of place are closely related. How does a novel, photograph, or film conjure a landscape or community? When we think of California, whose stories are included, and whose are left out? Possible texts: works by Mary Austin, Cesar Chavez, Mike Davis, the Depression-era Federal Writers Project, Rebecca Solnit, and John Steinbeck; films: Sunset Boulevard, Clueless, and There Will Be Blood; and the art of Carlton Watkins, Dorothea Lange, Richard Misrach, and Chiura Obata. For the final paper, students will write about a California place of their choice.
Terms: Win
| Units: 5
AMSTUD 128:
The American Look: Fashion and American Culture
Course on fashion and its representation in various media that considers its place in US culture from the 19th century through the present. Close study of different categories of clothing, from dresses and suits to jeans and sneakers, addresses topics such as the relationship of fashion to its historical context and American culture; the interplay between fashion and other modes of discourse; and the use of fashion as an expression of social status, identity, and other attributes of the wearer.
Terms: Spr
| Units: 5
| UG Reqs: WAY-A-II
AMSTUD 128B:
Back to the Future: Media, Art, and Politics in the 1980s (COMM 128, COMM 228, COMM 328, HISTORY 258A, HISTORY 358A)
(COMM 128 is offered for 5 units, COMM 228 is offered for 4 units. COMM 328 is offered for 3-5 units.)This seminar covers the intersection of politics, media and art in the U.S. from the end of the Vietnam War in 1975 to the fall of the Berlin Wall in 1989. Topics include globalization and financialization; the rise of the New Right; the personalization of media technology, from television to computing; postmodernism and political art; feminism, queer, and sex-positive activism; identity politics and the culture wars. Open to juniors, seniors, and graduate students.
Terms: Win
| Units: 3-5
AMSTUD 135:
Deliberative Democracy and its Critics (COMM 135, COMM 235, COMM 335, ETHICSOC 135F, POLISCI 234P, POLISCI 334P)
This course examines the theory and practice of deliberative democracy and engages both in a dialogue with critics. Can a democracy which emphasizes people thinking and talking together on the basis of good information be made practical in the modern age? What kinds of distortions arise when people try to discuss politics or policy together? The course draws on ideas of deliberation from Madison and Mill to Rawls and Habermas as well as criticisms from the jury literature, from the psychology of group processes and from the most recent normative and empirical literature on deliberative forums. Deliberative Polling, its applications, defenders and critics, both normative and empirical, will provide a key case for discussion.
Terms: Win, Spr
| Units: 3-5
| UG Reqs: WAY-ER, WAY-SI
AMSTUD 137:
The Dialogue of Democracy (COMM 137W, COMM 237, POLISCI 232T, POLISCI 332T)
All forms of democracy require some kind of communication so people can be aware of issues and make decisions. This course looks at competing visions of what democracy should be and different notions of the role of dialogue in a democracy. Is it just campaigning or does it include deliberation? Small scale discussions or sound bites on television? Or social media? What is the role of technology in changing our democratic practices, to mobilize, to persuade, to solve public problems? This course will include readings from political theory about democratic ideals - from the American founders to J.S. Mill and the Progressives to Joseph Schumpeter and modern writers skeptical of the public will. It will also include contemporary examinations of the media and the internet to see how those practices are changing and how the ideals can or cannot be realized.
Terms: Spr
| Units: 4-5
| UG Reqs: GER:EC-EthicReas, WAY-ER, WAY-SI
AMSTUD 139C:
American Literature and Social Justice (ENGLISH 139C)
How have American writers tried to expose and illuminate racism and sexism through fiction, creative nonfiction, journalism, and poetry? How have they tried to focus our attention on discrimination and prejudice based on race, gender, ethnicity, class, religion and national origin? What writing strategies can break through apathy and ignorance? What role, if any, can humor play in this process?
Terms: Win
| Units: 4-5
AMSTUD 141X:
Between Malcolm X and Martin Luther King, JR.: Race, Religion, and the Politics of Freedom (AFRICAAM 221, CSRE 141R, HISTORY 151M, POLISCI 126, RELIGST 141)
Malcolm X (El Hajj Malik El Shabazz) and Martin Luther King, Jr. are both icons of the twentieth-century civil rights and black freedom movements. Often characterized as polar opposites - one advocating armed self-defense and the other non-violence against all provocation - they continue to be important religious, political, and intellectual models for how we imagine the past as well as for current issues concerning religion, race, politics and freedom struggles in the United States and globally. This course focuses on the political and spiritual lives of Martin and Malcolm. We will examine their personal biographies, speeches, writings, representations, FBI Files, and legacies as a way to better understand how the intersections of religion, race, and politics came to bare upon the freedom struggles of people of color in the US and abroad. The course also takes seriously the evolutions in both Martin and Malcolm's political approaches and intellectual development, focusing especially on the last years of their respective lives. We will also examine the critical literature that takes on the leadership styles and political philosophies of these communal leaders, as well as the very real opposition and surveillance they faced from state forces like the police and FBI. Students will gain an understanding of what social conditions, religious structures and institutions, and personal experiences led to first the emergence and then the assassinations of these two figures. We will discuss the subtleties of their political analyses, pinpointing the key differences and similarities of their philosophies, approaches, and legacies, and we will apply these debates of the mid- twentieth century to contemporary events and social movements in terms of how their legacies are articulated and what we can learn from them in struggles for justice and recognition in twenty-first century America and beyond.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-EDP, WAY-ER
AMSTUD 142:
The Literature of the Americas (COMPLIT 142, CSRE 142, ENGLISH 172E)
This course will focus on identifying moments of continuity and discontinuity in the literatures of the Americas, both in time and space. We will look at a wide-range of literatures of the Americas in comparative perspective, emphasizing continuities and crises that are common to North American, Central American, and South American literatures, from the colonial period until today. Topics include the definitions of such concepts as empire and colonialism, the encounters between worldviews of European and indigenous peoples, the emergence of creole and racially mixed populations, slavery, the New World voice, myths of America as paradise or utopia, the coming of modernism, twentieth-century avant-gardes, and distinctive modern episodes in unaccustomed conversation with each other.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II
AMSTUD 143A:
American Architecture (ARTHIST 143A, ARTHIST 343A, CEE 32R)
A historically based understanding of what defines American architecture. What makes American architecture American, beginning with indigenous structures of pre-Columbian America. Materials, structure, and form in the changing American context. How these ideas are being transformed in today's globalized world.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
AMSTUD 143X:
Starstuff: Space and the American Imagination (ARTHIST 264B, FILMEDIA 264B)
Course on the history of twentieth and twenty-first century American images of space and how they shape conceptions of the universe. Covers representations made by scientists and artists, as well as scientific fiction films, TV, and other forms of popular visual culture. Topics will include the importance of aesthetics to understandings of the cosmos; the influence of media and technology on representations; the social, political, and historical context of the images; and the ways representations of space influence notions of American national identity and of cosmic citizenship.
Terms: Aut
| Units: 5
| UG Reqs: WAY-A-II
AMSTUD 145:
Silicon Valley
Silicon Valley. The site and source of vibrant economic growth and technological innovation. A disruptive force in social, economic, and political systems. An interface between technology and academia, with the the quirky influence of the counterculture in the background. A surprisingly agile cultural behemoth that has reshaped human relationships and hierarchies of all sorts. A brotopia built on the preferences and predilections of rich, geeky white guys. A location with perpetually sunny skies and easy access to beaches and mountains. nnThis seminar will unpack the myths surrounding Silicon Valley by exploring the people, places, industries, and ideas that have shaped it from post-WWII to the present. It takes an interdisciplinary approach to the subject and considers region's history and development; the products of Silicon Valley, from computers and circuit boards to search algorithms and social networks; and Silicon Valley's depictions in photography, film, television, and literature.
Terms: Win
| Units: 5
| UG Reqs: WAY-A-II, WAY-SI
AMSTUD 146A:
Steinbeck (ENGLISH 146A)
Introduction to the work of an American writer, beloved by general readers, often reviled by critics, whose career spanned from the Great Depression through World War II to the social upheavals of the 1960s. Focus on the social and political contexts of Steinbeck's major works; his fascination with California and Mexico; his interdisciplinary interest in marine biology and in philosophy; his diverse experiments with literary form, including drama and film.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:EC-AmerCul, WAY-A-II, WAY-EDP
AMSTUD 150:
Introduction to English II: American Literature and Culture to 1855 (ENGLISH 11B)
A survey of early American writings, including sermons, poetry, captivity and slave narratives, essays, autobiography, and fiction, from the colonial era to the eve of the Civil War.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II
AMSTUD 150A:
Colonial and Revolutionary America (HISTORY 150A)
(HISTORY 50A is 3 units. HISTORY 150A is 5 units) This course surveys early American history from the onset of English colonization of North America in the late sixteenth century through the American Revolution and the creation of the United States in the late eighteenth. It situates the origins and the development of colonial American society as its peoples themselves experienced it, within the wider histories of the North American continent and the Atlantic basin. It considers the diversity of peoples and empires that made up these worlds as well as the complex movement of goods, peoples, and ideas that defined them. The British North American colonies were just one interrelated part of this wider complex. Yet out of that interconnected Atlantic world, those particular colonies produced a revolution for national independence that had a far-reaching impact on the world. The course, accordingly, explores the origins of this revolutionary movement and the nation state that it wrought, one that would rapidly ascend to hemispheric and then global prominence.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-A-II, WAY-SI
AMSTUD 150B:
Nineteenth Century America (AFRICAAM 150B, CSRE 150S, HISTORY 150B)
(Same as HISTORY 50B. 150B is for 5 units; 50B is for 3 units.) Territorial expansion, social change, and economic transformation. The causes and consequences of the Civil War. Topics include: urbanization and the market revolution; slavery and the Old South; sectional conflict; successes and failures of Reconstruction; and late 19th-century society and culture.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-SI
AMSTUD 150C:
The United States in the Twentieth Century (AFRICAAM 150C, HISTORY 150C)
(Same as HISTORY 50C. 50C is for 3 units; 150C is for 5 units.) 100 years ago, women and most African-Americans couldn't vote; automobiles were rare and computers didn't exist; and the U.S. was a minor power in a world dominated by European empires. This course surveys politics, culture, and social movements to answer the question: How did we get from there to here? Suitable for non-majors and majors alike.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
AMSTUD 154D:
American Disaster (ENGLISH 154D, SOC 154A)
How do we make sense of catastrophe? Who gets to write or make art about floods, fires, or environmental collapse? How do disaster and its depiction make visible or exacerbate existing social and economic inequalities? Beginning with the Jamestown colony and continuing to the present, this course explores the long history of disaster on the North American continent, and how it has been described by witnesses, writers, and artists. From the 1793 Philadelphia yellow fever epidemic to Hurricane Katrina, the Dust Bowl to contemporary explorations of climate change, this seminar will put in conversation a wide range of primary and secondary materials. Possible texts include writings by Mike Davis, Katherine Anne Porter, Rebecca Solnit, Jesmyn Ward, and Richard Wright; films Wildlife (2018), First Reformed (2017), When the Levees Broke (2006), and Free Willy II (1995); and art by Dorothea Lange, Winslow Homer, and Richard Misrach. For the final paper, students will write a critical essay on a disaster novel, film, or other work or object of their choice, or develop their own creative piece or oral history.
Terms: Spr
| Units: 5
| UG Reqs: WAY-A-II
AMSTUD 156H:
Women and Medicine in US History: Women as Patients, Healers and Doctors (FEMGEN 156H)
This course explores ideas about women's bodies in sickness and health, as well as women's encounters with lay and professional healers in the United States from the eighteenth century to the present. We begin with healthy women and explore ideas about women's life cycle in the past, including women's sexuality, the history of birth control, abortion, childbirth, and aging. We then turn to the history of women healers including midwives, lay physicians, professional physicians and nurses. Finally, we examine women's illnesses and their treatment as well as the lives of women with disabilities in the past. We will examine differences in women's experience with medicine on the basis of race, ethnicity, sexuality and class. We will relate this history to issues in contemporary medicine, and consider the efforts of women to gain control of their bodies and health care throughout US history.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-EDP, WAY-SI
AMSTUD 157P:
Solidarity and Racial Justice (AFRICAAM 157P, CSRE 157P, FEMGEN 157P)
Is multiracial solidarity necessary to overcome oppression that disproportionately affects certain communities of color? What is frontline leadership and what role should people play if they are not part of frontline communities? In this course we will critically examine practices of solidarity and allyship in movements for collective liberation. Through analysis of historical and contemporary movements, as well as participation in movement work, we will see how movements have built multiracial solidarity to address issues that are important to the liberation of all. We will also see how racial justice intersects with other identities and issues. This course is for students that want to learn how to practice solidarity, whether to be better allies or to work more effectively with allies. There will be a community engaged learning option for this course. Students who choose to participate in this option will either work with Stanford's DGen Office or a community organization that is explicitly devoted to multiracial movement-building.
Terms: Win
| Units: 4-5
AMSTUD 160:
Perspectives on American Identity (ENGLISH 165)
Required for American Studies majors. In this seminar we trace diverse and changing interpretations of American identity by exploring autobiographical, literary, and/or visual texts from the 18th through the 20th century in conversation with sociological, political, and historical accounts. *Fulfills Writing In the Major Requirement for American Studies Majors*
Terms: Aut, Spr
| Units: 5
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-EDP, WAY-SI
AMSTUD 161:
The Politics of Sex: Work, Family, and Citizenship in Modern American Women's History (CSRE 162, FEMGEN 61, FEMGEN 161, HISTORY 61, HISTORY 161)
This course explores the transition from Victorian to modern American womanhood by asking how Native, European, African, Mexican, and Asian American women navigated the changing sexual, economic, and political landscapes of the twentieth century. Through secondary readings, primary sources, films, music, and literature we explore the opportunities and boundaries on groups of women in the context of historical events that included immigration, urbanization, wartime, depression, the Cold War, as well as recurrent feminist and conservative political movements.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-EDP, WAY-SI
AMSTUD 163:
Land Use: Planning for Sustainable Cities (EARTHSYS 168, PUBLPOL 163, URBANST 163)
Through case studies with a focus on the San Francisco Bay Area, guest speakers, selective readings and interactive assignments, this survey course seeks to demystify the concept of land use for the non-city planner. This introductory course will review the history and trends of land use policies, as well as address a number of current themes to demonstrate the power and importance of land use. Students will explore how urban areas function, how stakeholders influence land use choices, and how land use decisions contribute to positive and negative outcomes. By exploring the contemporary history of land use in the United States, students will learn how land use has been used as a tool for discriminatory practices and NIMBYism. Students will also learn about current land use planning efforts that seek to make cities more sustainable, resilient and equitable to address issues like gentrification, affordable housing, and sea level rise.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-SI
AMSTUD 165:
History of Higher Education in the U.S. (EDUC 165, EDUC 265, HISTORY 158C)
Major periods of evolution, particularly since the mid-19th century. Premise: insights into contemporary higher education can be obtained through its antecedents, particularly regarding issues of governance, mission, access, curriculum, and the changing organization of colleges and universities.
Terms: Win
| Units: 3-5
AMSTUD 167:
Censorship in American Art (ARTHIST 160, CSRE 160, FEMGEN 167)
This course examines the art history of censorship in the United States. Paying special attention to the suppression of queer, Black and Latinx visual and performance art, including efforts to vandalize works and defund institutions, students will explore a variety of writing such as news articles, manifestos, letters, protest signs, scholarly texts, and court proceedings. The course approaches censorship as an act to restrict freedom of expression and, however unwittingly, as a mode of provocation and publicity.
Terms: Aut
| Units: 5
| UG Reqs: WAY-A-II, WAY-EDP
AMSTUD 169:
Race and Ethnicity in Urban California (AFRICAAM 169A, CSRE 260, URBANST 169)
The course is part of an ongoing research project that examines the consequences of longterm social, economic, and political changes in ethnic and race relations in in urban California. The required readings, discussions, and service learning component all provide a platform for students to explore important issues, past and present, affecting California municipalities undergoing rapid demographic transformation.
Terms: Aut
| Units: 4-5
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
AMSTUD 177:
Contemporary Novel in U.S. Perspective (ENGLISH 177)
This course investigates a selection of novels from 2001 to the present, either authored in the United States or strongly and meaningfully received here by critics and gatekeepers. In the absence of a fixed academic canon or acknowledged tradition of exemplary works, this course includes evaluation as one of its central enterprises. Students help to make arguments for which works matter and why. Students consider topics including the demotion of the novel to a minor art form, competition from the image, transformations of celebrity culture (in literature and outside it), relevance or irrelevance of the digital age, aftermaths of the modernist and postmodernist project, eccentricity and marginality, race and gender politics in putatively post-feminist, post-racial,and post-political vantage, and problems of meaning in rich societies oriented to risk, probability, economization, health, consumption, comfort, and recognition or representation (rather than action or event). Novels and short stories may be supplemented by philosophical and sociological visions of the contemporary.
Terms: Win
| Units: 3-5
AMSTUD 179A:
Crime and Punishment in America (AFRICAAM 179A, CSRE 179A, SOC 179A, SOC 279A)
This course provides a comprehensive introduction to the way crime has been defined and punished in the United States. Recent social movements such as the Movement for Black Lives have drawn attention to the problem of mass incarceration and officer-involved shootings of people of color. These movements have underscored the centrality of the criminal justice system in defining citizenship, race, and democracy in America. How did our country get here? This course provides a social scientific perspective on Americas past and present approach to crime and punishment. Readings and discussions focus on racism in policing, court processing, and incarceration; the social construction of crime and violence; punishment among the privileged; the collateral consequences of punishment in poor communities of color; and normative debates about social justice, racial justice, and reforming the criminal justice system. Students will learn to gather their own knowledge and contribute to normative debates through a field report assignment and an op-ed writing assignment.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-EDP, WAY-SI
AMSTUD 183:
Re-Imagining American Borders
Borders of all kinds in this America have been tight for a long time, and the four years of the Trump regime have shown new violent dangers in such divisions in race, ethnicity, gender and class in this country. In the inordinately difficult years of 2020-2021 as the pandemic has uncovered even more lethal created divisions via closed crossings and early deaths reflecting difference, our task in this course is to both examine how systemic inequities have been developed as part of American history and our daily life, especially as we see the pandemic effects, and to see how American artists, including novelists, poets, visual and performance artists, filmmakers, photographers and essayists, have developed approaches to examine, resist or re-create how the shards of our fractured identities may make sense to us. Films from Raoul Peck on colonialism and white supremacy in this America, Barry Jenkins and Kara Walker on slavery in visual narratives, poets Shailja Patel, Naomi Shihab Nye, Claudia Rankine, Layli Long Soldier, Janice Lobo Sapiago, Felicia Zamora, Zhenyu Yuan, from within the power of multiple languages, and Ta-Nehisi Coates and Nikole Hannah-Jones of the '1619' Project who bring US education into the story, all speak to recent art and social action. Nearby guest speakers from the newly produced Mini Museum Honoring the Black Panther Party in West Oakland, and creators of the Stanford Graphic Novel Project's visual art book with revelations on California prison conditions will also provide more vivid examples for all. Students' work for the quarter includes both written analysis and creative final projects.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II
AMSTUD 185:
American Studies Internship
Restricted to declared majors. Practical experience working in a field related to American Studies for six to ten weeks. Students make internship arrangements with a company or agency, under the guidance of a sponsoring faculty member, and with the consent of the director or a program coordinator of American Studies. Required paper focused on a topic related to the internship and the student's studies. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
for credit
Instructors: ;
Abrams, W. (PI);
Bernstein, B. (PI);
Breitrose, H. (PI);
Bukatman, S. (PI);
Chang, G. (PI);
Eisen, A. (PI);
Elam, M. (PI);
Fishkin, S. (PI);
Freedman, E. (PI);
Gillam, R. (PI);
Jenkins, N. (PI);
Jones, G. (PI);
Mesa, C. (PI);
Obenzinger, H. (PI);
Palumbo-Liu, D. (PI);
Rakove, J. (PI);
Reich, R. (PI);
Saldivar, R. (PI);
White, R. (PI);
Wolf, B. (PI);
Wright, G. (PI)
AMSTUD 186B:
American Song in the 20th Century and after (MUSIC 186B, MUSIC 286B)
Critical and creative exploration of song in the Americas. About twenty-five key examples will guide discussion of the interactions between words, music, performance and culture. Weekly listening, reading and assignments will be organized around central themes: love, sex and romance; war and politics; labor and money; place; identity; society and everyday life. Genres include art song; blues, gospel, jazz and country; pop, soul, rock and hip-hop; bossa nova, nueva canción and salsa; electronic and experimental. Takehome and in-class assignments will include critical and creative writing, and music composition, production and performance; final projects may emphasize any of the above.
Terms: Win
| Units: 3-4
| UG Reqs: WAY-A-II, WAY-CE
AMSTUD 195:
Individual Work
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Abrams, W. (PI);
Bernstein, B. (PI);
Breitrose, H. (PI);
Bukatman, S. (PI);
Chang, G. (PI);
Eisen, A. (PI);
Elam, M. (PI);
Fishkin, S. (PI);
Freedman, E. (PI);
Gillam, R. (PI);
Gow, W. (PI);
Hamilton, J. (PI);
Herman, L. (PI);
Jenkins, N. (PI);
Jimenez, T. (PI);
Jones, G. (PI);
Kelman, A. (PI);
Kessler, E. (PI);
Koelle, A. (PI);
Mesa, C. (PI);
Obenzinger, H. (PI);
Palumbo-Liu, D. (PI);
Rakove, J. (PI);
Reich, R. (PI);
Richardson, J. (PI);
Rutten, A. (PI);
Saldivar, R. (PI);
White, R. (PI);
Wilcox, M. (PI);
Wolf, B. (PI);
Wright, G. (PI)
AMSTUD 198:
American Studies Pre-Honors Seminar
Recommended for American Studies Juniors planning to apply to the honors program
Terms: Spr
| Units: 1
AMSTUD 199A:
American Studies Honors Seminar
*Enrollment Required for American Studies Honors students in their senior year.
Terms: Aut
| Units: 1
AMSTUD 199B:
American Studies Honors Seminar
*Required for all American Studies honors students
Terms: Win
| Units: 1
AMSTUD 199C:
American Studies Honors Seminar
*Required for American Studies honors students
Terms: Spr
| Units: 1
AMSTUD 201:
History of Education in the United States (EDUC 201, HISTORY 258B)
How education came to its current forms and functions, from the colonial experience to the present. Focus is on the 19th-century invention of the common school system, 20th-century emergence of progressive education reform, and the developments since WW II. The role of gender and race, the development of the high school and university, and school organization, curriculum, and teaching.
Terms: Spr
| Units: 3-5
AMSTUD 207B:
Biography and History (HISTORY 207, HISTORY 308, JEWISHST 207)
Designed along the lines of the PBS series, "In the Actor's Workshop," students will meet weekly with some of the leading literary biographers writing today. Included this spring will be "New Yorker" staff writer Judith Thurman -- whose biography of Isak Dinesen was made into the film "Out of Africa" -- as well as Shirley Jackson biographer Ruth Franklin, now at work on a book about Anne Frank. Professor Zipperstein will share with the class drafts of the biography of Philip Roth that he is now writing. Critics questioning the value of biography as an historical and literary tool will also be invited to meetings with the class.
Terms: Spr
| Units: 4-5
| UG Reqs: GER:DB-Hum
AMSTUD 215:
Understanding Jews (JEWISHST 215)
This discussion-based course will give students an opportunity to explore the constellation of religious, ethnic, national, cultural, artistic, spiritual, and political forces that shape Jewish life in the 21st century. Drawing on historical documents, classical texts, and contemporary events, this course will give students from any background an opportunity to ask hard questions, deepen their own understandings, and challenge their conceptions of what makes Jewish life 'Jewish.' No matter where you went for Sunday school - church, synagogue, the woods, or nowhere at all - this course is a chance to question what you know, and interrogate how you came to know what you know about Jews, Judaism, and Jewish culture.
Terms: Aut
| Units: 1-2
AMSTUD 250:
Senior Research
Research and writing of senior honors thesis under the supervision of a faculty member. The final grade for the thesis is assigned by the chair based on the evaluations of the primary thesis adviser and a second reader appointed by the program. Prerequisite: consent of chair.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
AMSTUD 251J:
American Slavery and Its Afterlives (AFRICAAM 251J, HISTORY 251J, HISTORY 351J)
How did the institution of American slavery come to an end? The story is more complex than most people know. This course examines the rival forces that fostered slavery's simultaneous contraction in the North and expansion in the South between 1776 and 1861. It also illuminates, in detail, the final tortuous path to abolition during the Civil War. Throughout, the course introduces a diverse collection of historical figures, including seemingly paradoxical ones, such as slaveholding southerners who professed opposition to slavery and non-slaveholding northerners who acted in ways that preserved it. During the course's final weeks, we will examine the racialized afterlives of American slavery as they manifested during the late-nineteenth century and beyond.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-EDP, WAY-SI
AMSTUD 281:
Asian Religions in America; Asian American Religions (ASNAMST 281, RELIGST 281, RELIGST 381)
This course will analyze both the reception in America of Asian religions (i.e. of Buddhism in the 19th century), and the development in America of Asian American religious traditions.
Terms: Win
| Units: 5
| UG Reqs: WAY-EDP
AMSTUD 290:
Movies and Methods: How to Watch TV (FILMEDIA 290, FILMEDIA 490)
'How to watch TV' may seem like the most obvious thing in the world. Yet when we look at the historical development of television as a technological, social, and cultural form, we find that people have engaged with it in a variety of different ways. There is not, in other words, a single right way to watch TV. This is because television itself has undergone transformations on all of these levels: Technologically, changes such as those from black-and-white to color, analog to digital, standard to high-definition, and broadcast to cable to interactive all play a role in changing our relation to what 'television' is. Socially, changes in television integration in corporate and industrial structures, its mediation of political realities, and its ability to reflect and shape our interactions with one another all play a role in transforming who 'we' as viewers are. And culturally, varieties of programming including live broadcasting, prerecorded content, and on-demand streaming of news, movies, sit-coms, and prestige dramas series all indicate differences and distinctions in what it means to 'watch' TV. In this senior seminar, we will engage with these and other aspects of television as a medium in order to rethink not only how but why we watch TV.
Terms: Spr
| Units: 5
| UG Reqs: WAY-A-II
| Repeatable
2 times
(up to 10 units total)
ANES 70Q:
Critical Illness: Patients, Physicians, and Society
Examines the various factors involved in shaping the critical care illness experience for three groups of people: the clinicians, the patients, and patients' families. Medical issues, economic forces and cost concerns, cultural biases, and communication errors can all influence one's perception. Helps students understand the arc of critical illness, and how various factors contribute to the interactions between those various groups. Includes an immersion experience (students are expected to round with clinicians in the ICU and to attend Schwartz rounds, a debriefing meeting about difficult emotional situation) and a mentoring experience (with critical care fellows), in addition to routine class work.
Terms: Spr
| Units: 3
ANES 72Q:
The Art of Medical Diagnosis
The Art of Medical Diagnosis: Enhancing Observational Skills through the Study of Art is an interactive, multidisciplinary undergraduate course that explores various ways in which studying art increases critical observational skills vital for aspiring health care providers. Students will be introduced to the concept of `Visual Thinking Strategies' through classroom, art creation, and museum based activities. Students will apply these skills to both works of art and medical cases. Significant focus will be on engaging in group discussions where they will collaboratively use visual evidence to generate and defend hypothesis. Drawing and sketching from life will play a critical role in honing observational skills through weekly assignments, workshops, and a final project. The interactive nature of this course pivots students away from a typical lecture based course to a self-directed learning experience.
Terms: Spr
| Units: 3
| UG Reqs: WAY-CE
ANES 74Q:
Mending a broken heart: The Anatomy, Physiology and Psychology of congenital heart disease
Congenital heart defects are the most common type of birth defects and with improvements in surgical techniques and medical care these babies are living longer and healthier lives. Data indicates that approximately 1 million US children and 1.2million US adults are living with congenital heart disease. Treating congenital heart disease requires an intimate understanding of complex embryology, anatomy and physiology. In this seminar we will look at the fascinating spectrum of anatomical changes that occur in some common congenital heart defects and how these changes can be corrected with various surgical procedures and medical care. Lectures will draw from real patient cases and students will have the opportunity to visit the Stanford Anatomy Lab, engage with virtual reality models of the heart, learn the basics of cardiac ultrasound, and hear from some of the frontline anesthesiologists, surgeons, cardiologists and patients who straddle the line between life and death on a daily basis.
Terms: Spr
| Units: 3
ANES 199:
Undergraduate Research
Allows for qualified students to undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Anderson, T. (PI);
Angelotti, T. (PI);
Angst, M. (PI);
Barr, J. (PI);
Berhow, M. (PI);
Bertaccini, E. (PI);
Bhandari, R. (PI);
Bohman, B. (PI);
Boltz, M. (PI);
Braitman, L. (PI);
Brock-Utne, J. (PI);
Brodsky, J. (PI);
Butwick, A. (PI);
Carroll, I. (PI);
Caruso, T. (PI);
Carvalho, B. (PI);
Char, D. (PI);
Chen, M. (PI);
Cheung, A. (PI);
Chu, L. (PI);
Clark, D. (PI);
Claure, R. (PI);
Clements, F. (PI);
Cohen, S. (PI);
Collins, J. (PI);
Darnall, B. (PI);
Doufas, A. (PI);
Drover, D. (PI);
Fanning, R. (PI);
Feaster, W. (PI);
Fischer, S. (PI);
Flood, P. (PI);
Foppiano, L. (PI);
Furukawa, L. (PI);
Gaba, D. (PI);
Gaudilliere, B. (PI);
Giffard, R. (PI);
Goldhaber-Fiebert, S. (PI);
Golianu, B. (PI);
Good, J. (PI);
Gross, E. (PI);
Haddow, G. (PI);
Hammer, G. (PI);
Hanowell, L. (PI);
Harrison, T. (PI);
Heifets, B. (PI);
Hill, C. (PI);
Honkanen, A. (PI);
Horn, J. (PI);
Howard, S. (PI);
Jackson, E. (PI);
Jaffe, R. (PI);
Kamra, K. (PI);
Kanevsky, M. (PI);
Kaufman, D. (PI);
Kirz, J. (PI);
Krane, E. (PI);
Kuan, C. (PI);
Kulkarni, V. (PI);
Lemmens, H. (PI);
Leong, M. (PI);
Lighthall, G. (PI);
Lipman, S. (PI);
MacIver, M. (PI);
Macario, A. (PI);
Mackey, S. (PI);
Malott, K. (PI);
Mariano, E. (PI);
McGregor, D. (PI);
Mihm, F. (PI);
Mora-Mangano, C. (PI);
Mudumbai, S. (PI);
Nekhendzy, V. (PI);
Oakes, D. (PI);
Pai Cole, S. (PI);
Patterson, D. (PI);
Pearl, R. (PI);
Peltz, G. (PI);
Perreca, T. (PI);
Pollard, J. (PI);
Prasad, R. (PI);
Ramamoorthy, C. (PI);
Ramamurthi, R. (PI);
Ratner, E. (PI);
Riley, E. (PI);
Robbins, W. (PI);
Rodriguez, S. (PI);
Rosenthal, M. (PI);
Saidman, L. (PI);
Sarnquist, F. (PI);
Sastry, S. (PI);
Scherrer, G. (PI);
Schmiesing, C. (PI);
Shafer, A. (PI);
Shafer, S. (PI);
Simons, L. (PI);
Singh, V. (PI);
Tanaka, P. (PI);
Tawfik, V. (PI);
Traynor, A. (PI);
Trudell, J. (PI);
Vokach-Brodsky, L. (PI);
Williams, G. (PI);
Wise-Faberowski, L. (PI);
Yeomans, D. (PI);
Younger, J. (PI);
van der Starre, P. (PI);
Jung, C. (GP)
ANES 202:
Anesthesiology and Pathophysiologic Implications for the Perioperative Patient
Provides participants a case-based review of organ physiology and an in-depth discussion of the pathophysiologic mechanisms during the perioperative period that affect outcome in surgical patients. All major organ systems will be discussed, and subjects such as airway management, ventilatory support, transfusion practices, pharmacology and the acute management of shock will be covered. This course provides useful information for all students involved or interested in acute care of the critically ill patient. Lecturers are Stanford anesthesia faculty and visiting guest faculty. Prerequisite:ncompletion of first year curriculum is strongly encouraged.
Terms: Win
| Units: 1
ANES 207:
Medical Acupuncture
Acupuncture is part of a comprehensive system of traditional Chinese Medicine developed over the past two millennia. This course reviews the history and theoretical basis of acupuncture for the treatment of various diseases as well as for the alleviation of pain. Issues related to the incorporation of acupuncture into the current health care system and the efficacy of acupuncture in treating various diseases are addressed. Includes practical, hands-on sections.
Terms: Spr
| Units: 2
ANES 214:
Leadership in Health Disparities Program
The Leadership in Health Disparities Program (LHDP) is focused on creating the next generation of physician leaders committed to addressing health disparities. The program consists of four individual courses focused on addressing health inequities including a health disparities journal club examining research articles by Stanford researchers addressing health inequities, a clinical skills and professional identity course, an introduction to Anatomy course, and a leadership course for emerging physician leaders. In addition, the program will provide an RA to provide time for students to participate in a research experience over the summer. Students will also serve as mentors to a parallel summer community college program assisting pre-medical students. Faculty Director of the program is Dr. Felipe Perez. Students must be granted permission by the Office of Diversity in Medical Education (ODME) to register for the course. Prerequisites: Matriculated Stanford Medical Student.
Terms: Sum
| Units: 9
ANES 215:
Journal Club for Neuroscience, Behavior and Cognition Scholarly Concentration
Review of current literature in both basic and clinical neuroscience in a seminar format consisting of both faculty and student presentations.
Terms: Win
| Units: 1
| Repeatable
for credit
ANES 280:
Early Clinical Experience in Anesthesia
Provides an observational experience as determined by the instructor and student. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
for credit
Instructors: ;
Angelotti, T. (PI);
Angst, M. (PI);
Barr, J. (PI);
Berhow, M. (PI);
Bertaccini, E. (PI);
Bhandari, R. (PI);
Bohman, B. (PI);
Boltz, M. (PI);
Brock-Utne, J. (PI);
Brodsky, J. (PI);
Butwick, A. (PI);
Carroll, I. (PI);
Carvalho, B. (PI);
Char, D. (PI);
Chen, M. (PI);
Cheung, A. (PI);
Chu, L. (PI);
Clark, D. (PI);
Claure, R. (PI);
Clements, F. (PI);
Cohen, S. (PI);
Collins, J. (PI);
Darnall, B. (PI);
Doufas, A. (PI);
Drover, D. (PI);
Fanning, R. (PI);
Feaster, W. (PI);
Fischer, S. (PI);
Flood, P. (PI);
Foppiano, L. (PI);
Furukawa, L. (PI);
Gaba, D. (PI);
Giffard, R. (PI);
Goldhaber-Fiebert, S. (PI);
Golianu, B. (PI);
Good, J. (PI);
Gross, E. (PI);
Haddow, G. (PI);
Hammer, G. (PI);
Hanowell, L. (PI);
Harrison, T. (PI);
Hill, C. (PI);
Honkanen, A. (PI);
Horn, J. (PI);
Howard, S. (PI);
Jackson, E. (PI);
Jaffe, R. (PI);
Kamra, K. (PI);
Kanevsky, M. (PI);
Kaufman, D. (PI);
Kirz, J. (PI);
Krane, E. (PI);
Kuan, C. (PI);
Kulkarni, V. (PI);
Lemmens, H. (PI);
Leong, M. (PI);
Lighthall, G. (PI);
Lipman, S. (PI);
MacIver, M. (PI);
Macario, A. (PI);
Mackey, S. (PI);
Malott, K. (PI);
Mariano, E. (PI);
McGregor, D. (PI);
Mihm, F. (PI);
Mora-Mangano, C. (PI);
Mudumbai, S. (PI);
Nekhendzy, V. (PI);
Oakes, D. (PI);
Pai Cole, S. (PI);
Patterson, D. (PI);
Pearl, R. (PI);
Peltz, G. (PI);
Perreca, T. (PI);
Pollard, J. (PI);
Prasad, R. (PI);
Ramamoorthy, C. (PI);
Ramamurthi, R. (PI);
Ratner, E. (PI);
Riley, E. (PI);
Robbins, W. (PI);
Rosenthal, M. (PI);
Saidman, L. (PI);
Sarnquist, F. (PI);
Sastry, S. (PI);
Scherrer, G. (PI);
Schmiesing, C. (PI);
Shafer, A. (PI);
Shafer, S. (PI);
Singh, V. (PI);
Tanaka, P. (PI);
Traynor, A. (PI);
Trudell, J. (PI);
Vokach-Brodsky, L. (PI);
Williams, G. (PI);
Wise-Faberowski, L. (PI);
Yeomans, D. (PI);
Younger, J. (PI);
van der Starre, P. (PI);
Jung, C. (GP)
ANES 281:
Medicine in Movies: The Illness Experience
Student lead:: This virtual seminar will introduce students to films, documentaries, and shorts with medical and bioethical themes. Viewings will encourage students to examine their own pre-conceptions and evaluate topics that elucidate illness as subjectively experienced by providers, patients and their families. Movies will be viewed first by students, then class will convene via Zoom for discussion. This type of close viewing will not only allow participants to better answer the existential questions that illness provokes - what does it meant to experience suffering? to heal as well as treat? to contemplate morality? - but also encourages these future providers to incorporate effective communication techniques into their practices.
Terms: Win
| Units: 1
ANES 298:
Development of Novel Strategy for Reducing Pediatric Hospital-Acquired Pressure Injuries
Hospital-acquired pressure injuries (HAPIs) most often develop in immobilized patients, with pressure on tissues that overlie bony prominences; the most vulnerable areas being the occiput, sacrum, and heels. HAPIs result in significant patient morbidity, mortality, and cost. In this Independent study course, the student will develop preclinical and clinical data to validate the use of an existing, but untested, innovation to prevent hospital-acquired pressure injuries in children. The student will first design and conduct an ex-vivo study to establish proof-of-concept of the device with the option to continue into clinical stage testing in the OR and ICU.
Terms: Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
ANES 299:
Directed Reading in Anesthesiology
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Aggarwal, A. (PI);
Aghaeepour, N. (PI);
Angelotti, T. (PI);
Angst, M. (PI);
Barr, J. (PI);
Berhow, M. (PI);
Bertaccini, E. (PI);
Bhandari, R. (PI);
Bohman, B. (PI);
Boltz, M. (PI);
Braitman, L. (PI);
Brock-Utne, J. (PI);
Brodsky, J. (PI);
Butwick, A. (PI);
Carroll, I. (PI);
Carvalho, B. (PI);
Char, D. (PI);
Chen, M. (PI);
Cheung, A. (PI);
Chu, L. (PI);
Clark, D. (PI);
Claure, R. (PI);
Clements, F. (PI);
Cohen, S. (PI);
Collins, J. (PI);
Darnall, B. (PI);
Doufas, A. (PI);
Drover, D. (PI);
Edler, A. (PI);
Fanning, R. (PI);
Feaster, W. (PI);
Fischer, S. (PI);
Flood, P. (PI);
Foppiano, L. (PI);
Furukawa, L. (PI);
Gaba, D. (PI);
Gaeta, R. (PI);
Giffard, R. (PI);
Goldhaber-Fiebert, S. (PI);
Golianu, B. (PI);
Good, J. (PI);
Goresky, G. (PI);
Gross, E. (PI);
Haddow, G. (PI);
Hah, J. (PI);
Hammer, G. (PI);
Hanowell, L. (PI);
Harrison, T. (PI);
Hill, C. (PI);
Honkanen, A. (PI);
Horn, J. (PI);
Howard, S. (PI);
Jackson, E. (PI);
Jaffe, R. (PI);
Kamra, K. (PI);
Kanevsky, M. (PI);
Kaufman, D. (PI);
Kirz, J. (PI);
Krane, E. (PI);
Kuan, C. (PI);
Kulkarni, V. (PI);
Lemmens, H. (PI);
Leong, M. (PI);
Lighthall, G. (PI);
Lipman, S. (PI);
MacIver, M. (PI);
Macario, A. (PI);
Mackey, S. (PI);
Malott, K. (PI);
Mariano, E. (PI);
McGregor, D. (PI);
Mihm, F. (PI);
Mora-Mangano, C. (PI);
Mudumbai, S. (PI);
Nekhendzy, V. (PI);
Oakes, D. (PI);
Pai Cole, S. (PI);
Patterson, D. (PI);
Pearl, R. (PI);
Peltz, G. (PI);
Perreca, T. (PI);
Pollard, J. (PI);
Prasad, R. (PI);
Ramamoorthy, C. (PI);
Ramamurthi, R. (PI);
Ratner, E. (PI);
Riley, E. (PI);
Robbins, W. (PI);
Rosenthal, M. (PI);
Saidman, L. (PI);
Sarnquist, F. (PI);
Sastry, S. (PI);
Scherrer, G. (PI);
Schmiesing, C. (PI);
Shafer, A. (PI);
Shafer, S. (PI);
Singh, V. (PI);
Tanaka, P. (PI);
Traynor, A. (PI);
Trudell, J. (PI);
Vokach-Brodsky, L. (PI);
Williams, G. (PI);
Wise-Faberowski, L. (PI);
Yeomans, D. (PI);
Younger, J. (PI);
van der Starre, P. (PI);
Jung, C. (GP)
ANES 300A:
Anesthesia Operating Room Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This clerkship provides an introduction to the perioperative anesthetic management of the surgical patient. In this clinical setting, and under close faculty and resident supervision, students have an opportunity to learn and apply the principles of preoperative evaluation of patients, intraoperative monitoring techniques, assessment of vital organ status, pharmacology of anesthetic and related drugs, and immediate postoperative management. In addition, students have ample opportunity to learn and practice a variety of technical skills, including airway management and intravenous cannulation, which will be of value in any clinical specialty. Students are assigned to the operating room at the SUMC. Didactic lectures, clinical conferences, as well as anesthesia simulator course, will be offered throughout the rotation. Students will work closely with pre-assigned faculty and residents during the three-week clerkship. Please note: Visiting students must obtain approval from Ms. Yun Tao prior to applying for this clerkship. Please email requests to yuntao@stanford.edu. PREREQUISITES: A major clerkship in medicine or surgery is strongly recommended. PERIODS AVAILABLE: 3B-12B, full-time for 2 weeks. 5 students per period. CLERKSHIP DIRECTOR: Phillip Wang, M.D., phillipw@stanford.edu, 650-723-6412. CLERKSHIP COORDINATOR: Yun Tao, yuntao@stanford.edu, 650-724-1706, H-3580, Stanford Hospital. REPORTING INSTRUCTIONS: Where: Where: 500p OR front desk; Time: Mon 7:45 am. CALL CODE: 0. OTHER FACULTY: Stanford Department of Anesthesia Faculty. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
ANES 300B:
Anesthesia Operating Room Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Exposes students to the administration of anesthetics to surgical patients in the operating room. In this clinical setting, at the PAVAMC and under close faculty and resident supervision, students have an opportunity to learn and apply the principles of preoperative evaluation of patients, intraoperative monitoring techniques, assessment of cardiovascular and respiratory status, and the pharmacology of anesthetic and related drugs. In addition, students have ample opportunity to learn and practice a variety of technical skills, including airway management, endotracheal intubation, and intravenous and intra-arterial cannulation which would be of value in any clinical specialty. Students who wish to do this clerkship MUST get pre-approval from Ms. Yun Tao before registering. Please email requests to yuntao@stanford.edu. PREREQUISITES: A major clerkship in medicine or surgery is strongly recommended. PERIODS AVAILABLE: 3B-12, full-time for 2 weeks, 2 students per period. CLERKSHIP DIRECTOR: Natasha Funck, M.D. (650-493-5000 ext 64216). CLERKSHIP COORDINATOR: Yun Tao (650-724-1706), H-3583, Stanford Hospital. REPORTING INSTRUCTIONS: Where: PAVAHCS, Building 101, Room A3-205, 3rd Floor; Time: 8:30 am. CALL CODE: 0. OTHER FACULTY: VAPAMC Anesthesia Faculty. LOCATION: VAPAHCS.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
ANES 300C:
Anesthesia Operating Room Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This clerkship is an introductory course to anesthesiology at the Santa Clara Valley Medical Center. Clerkship students will be active participants during anesthesia cases and perform airway managements, intravenous cannulations, and administration of anesthetic agents. Students should expect considerable experiences with vascular cannulation during the first week of this clerkship. The second week will focus on airway management and administration of anesthesia. Please note: This clerkship accepts students from other medical institutions. In order to avoid overbooking, students who wish to do this clerkship MUST get pre-approval from clerkship director Dr. Lin before registering. Please email requests to yuntao@stanford.edu. PREREQUISITES: A major clerkship in medicine or surgery is strongly recommended. PERIODS AVAILABLE: 4B-12, full-time for 2 weeks or 4 weeks. 1 student per period. CLERKSHIP DIRECTOR: Mark Lin, M.D. (408-885-2604), mark.lin@hhs.sccgov.org. CLERKSHIP COORDINATOR: Yun Tao (650-724-1706), H-3580, Stanford Hospital. REPORTING INSTRUCTIONS: Where: SCVMC Department of Anesthesia Room 2M106, Kit Hardin (408) 885-3109; Time: 8:00 am. Please email a short statement explaining what you would like to get out of the rotation and what is your interest in Anesthesia to the Director prior to starting rotation. CALL CODE: 0. OTHER FACULTY: SCVMC Anesthesia Faculty. LOCATION: SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
ANES 300D:
Anesthesia Operating Room Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Three weeks are spent learning theoretical and practical anesthetic fundamentals under the supervision of the anesthesiology staff at the Kaiser Permanente Medical Center, Santa Clara. The student will rotate with several anesthesiologists and thus receive a diverse exposure to anesthesia techniques and plans. Teaching during this rotation is intensive, didactic, and most importantly individualized; resulting in a rotation of value both to those considering anesthesiology as a future subspecialty and those who are not. Students on this clerkship are expected to prepare and deliver a presentation at one of the Departmental Noon Conferences, to prepare on a daily basis a topic for informal discussion with the attending anesthesiologist, and to attend all educational conferences offered by the Stanford University Hospital Anesthesiology Department. Basic textbook and supporting materials will be loaned to the student. An exit interview from the clerkship will be conducted to mutually exchange feedback regarding the rotation. PREREQUISITES: A major clerkship in medicine or surgery is required. Please note: students who wish to do this clerkship MUST get pre-approval from Yun Tao before registering. Please email requests to yuntao@stanford.edu. PERIODS AVAILABLE: THIS CLERKSHIP IS NOT OFFERED DURING 2021-22, For 2022-23, 1-12, full-time for 2 weeks or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Jonathan Chow, M.D., 408-820-0607 pager. CLERKSHIP COORDINATOR: Yun Tao, 650-724-1706, H-3583, Stanford Hospital. REPORTING INSTRUCTIONS: Where: KPMC, 710 Lawrence Expressway, Dept 384, Santa Clara, CA 95051, 408-851-3836. Report to Susan Krause; Time: 8:00 am. CALL CODE: 2. OTHER FACULTY: Kaiser Santa Clara Anesthesiologist. LOCATION: KPMC.
Terms: Sum
| Units: 3-6
ANES 300E:
Anesthesia Operating Room Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The Anesthesia 300E clerkship exposes students to the fundamentals of anesthetic practice in a variety of clinical settings. Students will work one on one with private practitioners from the Palo Alto Medical Foundation at Sequoia Hospital in Redwood City, as well as several outpatient surgery centers throughout the community. A wide variety of cases (including all specialties) will give students exposure to general and regional anesthetic techniques in both adult and pediatric patients. Personalized discussion on topics including applied physiology, pharmacology, and pathophysiology of the surgical patient will take place on a daily basis. Students will need to arrange transportation to the various workplaces. The clerkship is open to all students given prior approval by Dr. Kurt Fink. Please email requests to yuntao@stanford.edu. PREREQUISITES: A major clerkship in medicine or surgery is strongly recommended. PERIODS AVAILABLE: 1-12, full-time for 2 weeks. 1 student per period. CLERKSHIP DIRECTOR: Kurt Fink, M.D., kfink75@gmail.com. CLERKSHIP COORDINATOR: Yun Tao, 650-724-1706, yuntao@stanford.edu, Stanford Hospital. REPORTING INSTRUCTIONS: Where: Contact Dr. Kurt Fink one week prior; Time: TBA. CALL CODE: 0. OTHER FACULTY: Palo Alto Medical Clinic Anesthesiologist. LOCATION: Palo Alto Medical Foundation.
Terms: Aut, Spr, Sum
| Units: 3-6
ANES 300P:
Pediatric Anesthesia Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: An introduction to the perioperative and intraoperative anesthetic management of the pediatric patient in a clinical setting. Under close supervision by faculty, fellows and residents, students learn and apply the principles of preoperative evaluation of pediatric patients, intraoperative monitoring techniques, assessment of vital organ status, pharmacology of anesthetic and related drugs, and immediate postoperative management. In addition, students will be exposed to many anesthetic procedures including arterial and central venous line placement, regional anesthesia and airway management. Opportunities to observe in the pediatric cardiac anesthesia venue and pediatric acute/chronic pain service are available if requested. Students are assigned to the operating room at LPCH and are notified by the clerkship director of the actual daily assignment the night before. Students will work closely with assigned faculty/fellows/residents during this 2-week clerkship. PREREQUISITES: Anes 300A. PERIODS AVAILABLE: 1-12, full-time for 2 weeks, 1 student per 2 week period. Please note: students who wish to do this clerkship MUST get pre-approval from clerkship director Dr. Asheen Rama before registering. Please email requests to yuntao@stanford.edu. CLERKSHIP DIRECTOR: Dr. Asheen Rama. CLERKSHIP COORDINATOR: Yun Tao, 650-724-1706, H-3583, Stanford Hospital. REPORTING INSTRUCTIONS: Where: Students should attend anesthesia grand rounds if their first day is a Monday. Grand rounds are held in the Li Kai Shing center auditorium starting at 6:45 am almost every Monday. Students should get in touch with the clerkship site director, Dr. Asheen Rama, by email asheen21@stanford.edu before they start to get specific instructions and assignments, as well as reading material, and for exceptions to the Monday morning Grand Rounds; Time: 6:45 am. CALL CODE: 2. OTHER FACULTY: Staff. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
ANES 302A:
Obstetrical Anesthesia Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Covers the following areas: a theoretical understanding of the physiology of normal pregnancy; pain mechanisms in labor; methods of analgesia and anesthesia with advantages and complications in normal and abnormal labor and pregnancy; and regional and general anesthesia as applied in obstetrics. Practical experience is provided in anesthetic techniques for the obstetrical patient, as permitted by patient load, the experience of the residents on the rotations and the complexity of the cases. Please note: Visiting students must obtain approval from Yun Tao prior to applying for this clerkship. Please email requests to yuntao@stanford.edu. PREREQUISITES: Six months of clinical clerkships, preferably including Anesthesia 300A, 300B, 300C, or 300D. PERIODS AVAILABLE: 1-12, full-time for 2 weeks. 1 student per period. CLERKSHIP DIRECTOR: Cesar Padilla, M.D. CLERKSHIP COORDINATOR: Yun Tao (650-724-1706), H-3583, Stanford Hospital. REPORTING INSTRUCTIONS: Where: Delivery Room (must be arranged in advance with Dr. Cesar Padilla); Time: 7:00 am. CALL CODE: 0. OTHER FACULTY: Obstetric Anesthesia Faculty. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
ANES 304A:
Chronic Pain Management Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Relates the anatomy, physiology, biochemistry and psychosocial components of pain to the understanding and care of patients with acute, chronic, or cancer pain. Students are involved with faculty on a one-to-one basis while interviewing, examining, and treating patients in the multidisciplinary outpatient Pain Management Clinic from 8am to 5pm. Several times a week there are multidisciplinary conferences at lunch evaluating complex patients and neuromodulation cases along with morning teaching. Students will gain exposure to the multidisciplinary management of pain. In clinic they will have the opportunity to see interventional procedures including diagnostic and therapeutic nerve blocks using ultrasound, psychological strategies for managing pain including biofeedback and cognitive behavioral therapy, physical therapy treatments focused on regaining movement, acupuncture as well as individualized medical care plans for patients with a wide array of pain disorders. Students may also observe epidural, spinal, and peripheral nerve blocks and observe procedures performed with fluoroscopy in the outpatient surgical center. In addition to the outpatient Pain Management Clinic, the Pain Management Services oversees the treatment of patients with postoperative pain, acute on chronic pain, and cancer pain on the Acute Pain Service which involves daily teaching and work rounds beginning at 7:00 am at the Stanford Hospital where students participate as part of a team in implementing multimodal and interventional management strategies including neuraxial and regional techniques for perioperative pain management. Please note: Students who wish to do this clerkship must get pre-approval from Yun Tao. Please email requests to yuntao@stanford.edu. PREREQUISITES: Clinical experience. PERIODS AVAILABLE: 1-12, full time for 2 weeks or 4 weeks, 1-2 students per period. CLERKSHIP DIRECTORS: Anuj Aggarwal, M.D., akaggarw@stanford.edu & Natacha Telusca, M.D., ntelusca@stanford.edu. CLERKSHIP COORDINATOR: Yun Tao, 650-724-1706, yuntao@stanford.edu. REPORTING INSTRUCTIONS: Where: Contact Maria Preciado at maria19@stanford.edu for instructions/directions; Time: 7:00 am. CALL CODE: 0. OTHER FACULTY: Pain Management Faculty. LOCATION: SUMC, SMOC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
ANES 306A:
Critical Care Core Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Required. DESCRIPTION: Provides experience managing adult patients in a critical care unit. Students learn how to optimize care for the acutely ill patient and participate in the multidisciplinary approach to complex patients. Teaching emphasizes the review of basic organ physiology, the ability to determine the pathophysiologic mechanisms involved in critical illness, and the formulation of a physiologic based treatment plan. Students gain experience with the implementation of monitoring and therapeutic devices used in the intensive care units and begin to become adept at the evaluation, stabilization and management of the most critically ill patients expected to be encountered in today's acute care hospitals. Ward rounds, bedside evaluation and treatment, and individual interactions with attending, fellows and residents are part of the educational process. Assignments will be made either to the Stanford Medical-Surgical ICU Service, Stanford Surgical ICU Service, or the Palo Alto Veterans Administration Hospital Medical-Surgical ICU Service. Student preferences for a particular adult ICU site will be given consideration but cannot be guaranteed. Absences during the 306A clerkship: Students must contact the 306A Clerkship Director to obtain explicit advance approval for any planned absence from the clerkship. Unanticipated absences for illness or emergency must be communicated to the Clerkship Director as promptly as possible. Students with more than 2 days of unexcused absences (i.e., 3-5 days) will be required to make up one week at a later date. If the absence is longer than this, the time would be proportionately increased. Taking extra night or weekend call may not be considered a suitable substitute for missing weekdays during the clerkship. Arrangements to make up missed time must be made by the student with the 306A Clerkship Director. Students who anticipate missing a week (i.e., 5 weekdays) or more of the 306A Clerkship are encouraged to reschedule this clerkship during a different period. Students who miss either of the half-day ICU Medical Student Simulator courses will need to make these experiences up at a later date in order to receive a passing grade for this clerkship. Students who are absent from the Death-and-Debriefing required didactic will need to make up this aspect of the curriculum in order to receive a passing grade for this clerkship. PREREQUISITES: Med 300A and Surg 300A. Exceptions to the pre-requisites can be requested through the clerkship director. PERIODS AVAILABLE: P1-12, full-time for 4 weeks. 8 students per period. CLERKSHIP DIRECTOR: Erin Hennessey, M.D. & Juliana Barr, M.D., 650-493-5000 X64452, PAVAMC (112A), Building 101, Room A-321. CLERKSHIP COORDINATOR: Bernadette F. Carvalho, berniec@stanford.edu. REPORTING INSTRUCTIONS: Where: TBA; Time: TBA. CALL CODE: 4. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
ANES 306P:
Critical Care Core Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Required. DESCRIPTION: During this rotation, students provide care for critically ill children at Packard Children's Hospital. The rotation consists of a 4-week block in the NICU or the PICU. The Pediatric Intensive Care Unit (PICU) is a busy 36-bed academic unit that teaches students to recognize and care for critically ill children. The patients are comprised of medical, surgical, and trauma patients from within LPCH or by referral from other hospitals throughout Northern California. The medical admissions cover a broad range of disease processes and the surgical patients represent diverse pathologies from general and sub-specialty focused procedures. Students will learn the pathophysiology of critical illness in children, understand the many monitoring devices used in the ICU, and become familiar with the various treatment modalities available for organ failure ranging from mechanical ventilation to ECMO. The basic differences in both pathophysiology and management of critically ill children as compared to adults should also become apparent. The Neonatal Intensive Care Unit (NICU) offers an intensive experience in the management of premature and acutely ill term neonates admitted from the delivery room, community physicians' offices, and an active referral service that draws from throughout Northern and mid-coastal California. The rotation emphasizes delivery room experience and newborn resuscitation skills, daily management of common newborn problems, and the special follow-up needs of NICU graduates. Exposure to advanced therapies including mechanical ventilation, extracorporeal membrane oxygenation, nitric oxide therapy, and hypothermia occurs routinely. An active maternal-fetal medicine service, pediatric surgery, and various pediatric subspecialty services support the NICU. Education in both units will occur via daily morning rounds, caring for patients, scheduled didactic sessions, and interactions with ICU attendings, fellows, and residents. Absences during the 306P clerkship: Students must contact the 306P Clerkship Director to obtain explicit advance approval for any planned absence from the clerkship. Students who anticipate missing a week (i.e., 5 weekdays) or more of the 306P Clerkship are encouraged to reschedule this clerkship during a different period. Unanticipated absences for illness or emergency must be communicated to the Clerkship Director as promptly as possible. Students with more than 2 days of unexcused absences (i.e., 3-5 days) will be required to make up one week at a later date. If the absence is longer, the time will be proportionately increased. Taking extra night or weekend call may not be considered a suitable substitute for missing weekdays during the clerkship. Arrangements to make up missed time must be made by the student with the 306P Clerkship Director. Students who miss either of the half-day-long ICU Medical Student Simulator courses will need to make these experiences up at a later date in order to receive a passing grade for this clerkship. Students who are absent from the Death-and-Debriefing required didactic will need to make up this aspect of the curriculum in order to receive a passing grade for this clerkship. PREREQUISITES: Peds 300A and Surg 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks. Maximum 3 students per period (2 PICU, 1 NICU). CLERKSHIP DIRECTOR: NICU-Christine Johnson, M.D., clcjohns@stanford.edu; PICU-Saraswati Kache, M.D., skache@stanford.edu. CLERKSHIP COORDINATOR: Bernadette F. Carvalho, berniec@stanford.edu. REPORTING INSTRUCTIONS: Where: PICU: If assigned to Team-A, report to on service Attending physician / PICU fellow in PICU, LPCH Main 420 Team room 4th floor; If assigned to Team-B, report to on service Attending physician / PICU fellow in PICU, LPCH Main 320 Team room 3rd floor, NICU: Report to on service Attending physician / NICU fellow in NICU, LPCH West 2nd floor; Time: TBA. CALL CODE: 4. OTHER FACULTY: Staff. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 6
ANES 307A:
Cardiovascular Anesthesia Clerkship
VISITING: Open to visitors (Current COVID protocols at SOM restrict visiting students, subject to change). TYPE OF CLERKSHIP: Elective. DESCRIPTION: A two-week clerkship that gives the student exposure to the principles and practice of cardiovascular anesthesia, including applied cardiovascular physiology and pharmacology. You will work in the cardiac operating room and cath lab with faculty, fellows and residents, providing care to adult patients undergoing cardiac and vascular procedures. You will gain experience in the preoperative evaluation of compensated and decompensated (sick) patients; clinical application of physiologic principles (e.g., myocardial oxygen balance and ventricular function curves); applied monitoring; use of potent inotropic, vasodilator and other hemodynamic drugs; application of cardiac pathophysiology to clinical care; considerations for urgent/emergent, minimally invasive, and catheter based procedures; and may assist in placement of monitoring lines and devices. Please note: Visiting students must obtain approval from Yun Tao prior to applying for this clerkship. Email requests to yuntao@stanford.edu. PREREQUISITES: Anesthesia 300A, 300B, 300C, or 300D plus 6 months of clinical clerkships. PERIODS AVAILABLE: 1-12, full tine for 2 weeks, 2 students per period. CLERKSHIP DIRECTOR: Dr. Ashley Peterson. CLERKSHIP COORDINATOR: Yun Tao (650-724-1706), H-3583, Stanford Hospital. REPORTING INSTRUCTIONS: Where: Contact Dr. Albert Tsai and Yun Tao one week prior to confirm time and location. Typically Stanford Hospital operating room front desk; Time: 6:45am. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
ANES 340A:
Medical-Surgical Intensive Care Unit Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Designed to give medical students an in-depth exposure to critical care medicine focusing on advancement to the manger level for complex, critically ill patients. It offers students an opportunity to apply physiologic and pharmacologic principles utilizing sophisticated monitoring techniques to the care of critically ill patients. Students will gain exposure to a variety of primary principal problems. Students will participate in daily rounds in which they will serve as the primary provider for their patients. Students will also spend time with the triage team in which they will respond to rapid response calls, code sepsis calls, and code blues. This component of the rotation will allow the student to experience caring for the undifferentiated patient. Students are closely supervised in total patient care and gain experience in a variety of technical skills including bedside ultrasound, venous access, and arterial access. Students will participate in bedside sedation procedures with the perioperative anesthesia service as needed for the care of their patients. Although pulmonary, hemodynamic, and renal aspects of care are stressed, experience in all phases of surgical and medical patient care are provided. Students wishing to do this clerkship must get approval from Bernadette Carvalho first before registering. PREREQUISITES: Anesthesia 306A for Stanford medical students; Internal Medicine and Surgery core clerkship for visiting students. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Erin Hennessey, M.D. CLERKSHIP COORDINATOR: Bernadette F. Carvalho, berniec@stanford.edu. REPORTING INSTRUCTIONS: Where: E2 300P (Medical-Surgical ICU at Stanford); Time: 6:00 am. CALL CODE: 4. OTHER FACULTY: R. Asklakson, G. Dhillon, J. Levitt, J. Lorenzo, F. Mihm, T. Mitarai, P. Mohabir, R. Pearl, M. Ramsay, N. Rizk, A. Rogers, S. Ruoss, A. Weinacker, J. Wilson. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
ANES 340B:
Medical-Surgical Intensive Care Unit Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This clerkship provides experience managing adult patients in a critical care unit at the Palo Alto Veterans Administration Hospital Medical-Surgical ICU Service. Students learn how to optimize care for the acutely ill patient and the multidisciplinary approach to complex patients. The patients admitted to the ICU represent a variety of service lines including primary medicine, neurolology, neurosurgery, general surgery, and cardiothoracic surgery. Teaching emphasizes the review of basic organ physiology, the ability to determine the pathophysiologic mechanisms involved in critical illness, and the formulation of a physiologic based treatment plan. Students gain experience with the implementation of monitoring and therapeutic devices used in the intensive care units and begin to become adept at the evaluation, stabilization and management of the most critically ill patients expected to be encountered in today's acute care hospitals. Ward rounds, bedside evaluation and treatment, and individual interactions with attending, fellows and residents are part of the educational process. Students will participate in emergency teams, code teams, and in-situ simulation events. Students wishing to do this clerkship must get approval from Bernadette Carvalho first before registering. PREREQUISITES: Anesthesia 306A for Stanford medical students; Internal Medicine and Surgery core clerkship for visiting students. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Juliana Barr, M.D., 650-493-5000 x64452, Building 1, Room F315, PAVAMC 112A. CLERKSHIP COORDINATOR: Bernadette F. Carvalho, berniec@stanford.edu. REPORTING INSTRUCTIONS: Where: PAVAMC, MSICU, 3rd Floor; Time: 6:00 am. CALL CODE: 4. OTHER FACULTY: Staff. LOCATION: PAVAMC.
Terms: Aut, Spr
| Units: 6
ANES 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Angelotti, T. (PI);
Angst, M. (PI);
Barr, J. (PI);
Berhow, M. (PI);
Bertaccini, E. (PI);
Bhandari, R. (PI);
Bohman, B. (PI);
Boltz, M. (PI);
Brock-Utne, J. (PI);
Brodsky, J. (PI);
Butwick, A. (PI);
Carroll, I. (PI);
Caruso, T. (PI);
Carvalho, B. (PI);
Char, D. (PI);
Chen, M. (PI);
Cheung, A. (PI);
Chu, L. (PI);
Clark, D. (PI);
Claure, R. (PI);
Clements, F. (PI);
Cohen, S. (PI);
Collins, J. (PI);
Darnall, B. (PI);
Doufas, A. (PI);
Drover, D. (PI);
Edler, A. (PI);
Fanning, R. (PI);
Feaster, W. (PI);
Fischer, S. (PI);
Flood, P. (PI);
Foppiano, L. (PI);
Furukawa, L. (PI);
Gaba, D. (PI);
Gaeta, R. (PI);
Gaudilliere, B. (PI);
Gessner, D. (PI);
Giffard, R. (PI);
Goldhaber-Fiebert, S. (PI);
Golianu, B. (PI);
Good, J. (PI);
Goresky, G. (PI);
Gross, E. (PI);
Haddow, G. (PI);
Hammer, G. (PI);
Hanowell, L. (PI);
Harrison, T. (PI);
Hill, C. (PI);
Honkanen, A. (PI);
Horn, J. (PI);
Howard, S. (PI);
Jackson, E. (PI);
Jaffe, R. (PI);
Kamra, K. (PI);
Kanevsky, M. (PI);
Kaufman, D. (PI);
Kirz, J. (PI);
Krane, E. (PI);
Kuan, C. (PI);
Kulkarni, V. (PI);
Lemmens, H. (PI);
Leong, M. (PI);
Lighthall, G. (PI);
Lin, L. (PI);
Lipman, S. (PI);
MacIver, M. (PI);
Macario, A. (PI);
Mackey, S. (PI);
Malott, K. (PI);
Mariano, E. (PI);
McGregor, D. (PI);
Mihm, F. (PI);
Mora-Mangano, C. (PI);
Mudumbai, S. (PI);
Nekhendzy, V. (PI);
Oakes, D. (PI);
Pai Cole, S. (PI);
Patterson, D. (PI);
Pearl, R. (PI);
Peltz, G. (PI);
Perreca, T. (PI);
Pollard, J. (PI);
Prasad, R. (PI);
Ramamoorthy, C. (PI);
Ramamurthi, R. (PI);
Ratner, E. (PI);
Riley, E. (PI);
Robbins, W. (PI);
Rodriguez, S. (PI);
Rosenthal, M. (PI);
Saidman, L. (PI);
Sarnquist, F. (PI);
Sastry, S. (PI);
Scherrer, G. (PI);
Schmiesing, C. (PI);
Shafer, A. (PI);
Shafer, S. (PI);
Singh, V. (PI);
Sun, E. (PI);
Tanaka, P. (PI);
Traynor, A. (PI);
Trudell, J. (PI);
Tsui, B. (PI);
Vokach-Brodsky, L. (PI);
Williams, G. (PI);
Wise-Faberowski, L. (PI);
Yeomans, D. (PI);
Younger, J. (PI);
van der Starre, P. (PI);
Jung, C. (GP)
ANES 398A:
Special Clinical Elective in Anesthesia
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Provides an opportunity for a student in the clinical years to have an individualized clinical experience in Anesthesia. The student may elect to arrange a clerkship either with a specific faculty member or gain experience in a particular select area of Anesthesia not readily available by clerkship designation. The duration and content of the clerkship will be decided upon by the student and a faculty preceptor in the Department of Anesthesia. Arrangement and inquiries regarding this clerkship should be made with Dr. Phillip Wang. Please note: Students cannot add 398A clerkships directly to their fishbowl schedules through the regular shuffles. Please contact Caroline Cheang in the Office of Medical Student Affairs at cheang@stanford.edu or 650-498-7619 with the faculty preceptor's name and email address to add this clerkship. PREREQUISITES: Consent of the designated Faculty preceptor. PERIODS AVAILABLE: 1-12. CLERKSHIP DIRECTOR: Phillip Wang, M.D., phillipw@stanford.edu. CLERKSHIP COORDINATOR: Yun Tao, yuntao@stanford.edu, 650-724-1706, H-3580, Stanford Hospital. REPORTING INSTRUCTIONS: Where: TBA (designated faculty preceptor); Time: TBA. CALL CODE: 2. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC, SCVMC, KPMC.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
3 times
(up to 18 units total)
ANES 399:
Graduate Research
Students undertake investigations sponsored by individual faculty members. Problems related to metabolism, toxicity, and mechanisms of anesthesia; pharmacologic studies involving pain management; the genetic and molecular basis of hemodynamic insufficiency. Animal studies may be included. Interested students should contact Drs. Trudell, MacIver, Clark, Giffard, Patterson, Angelotti, Drover, Chu, or Angst.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Anderson, T. (PI);
Angelotti, T. (PI);
Angst, M. (PI);
Barr, J. (PI);
Berhow, M. (PI);
Bertaccini, E. (PI);
Bhandari, R. (PI);
Bohman, B. (PI);
Boltz, M. (PI);
Braitman, L. (PI);
Brock-Utne, J. (PI);
Brodsky, J. (PI);
Butwick, A. (PI);
Carroll, I. (PI);
Caruso, T. (PI);
Carvalho, B. (PI);
Char, D. (PI);
Chen, M. (PI);
Cheung, A. (PI);
Chu, L. (PI);
Clark, D. (PI);
Claure, R. (PI);
Clements, F. (PI);
Cohen, S. (PI);
Collins, J. (PI);
Darnall, B. (PI);
Doufas, A. (PI);
Drover, D. (PI);
Edler, A. (PI);
Fanning, R. (PI);
Feaster, W. (PI);
Fischer, S. (PI);
Flood, P. (PI);
Foppiano, L. (PI);
Furukawa, L. (PI);
Gaba, D. (PI);
Gaeta, R. (PI);
Gaudilliere, B. (PI);
Giffard, R. (PI);
Goldhaber-Fiebert, S. (PI);
Golianu, B. (PI);
Good, J. (PI);
Goresky, G. (PI);
Gross, E. (PI);
Haddow, G. (PI);
Hah, J. (PI);
Hammer, G. (PI);
Hanowell, L. (PI);
Harrison, T. (PI);
Hill, C. (PI);
Honkanen, A. (PI);
Horn, J. (PI);
Howard, S. (PI);
Jackson, E. (PI);
Jaffe, R. (PI);
Kamra, K. (PI);
Kanevsky, M. (PI);
Kaufman, D. (PI);
Kirz, J. (PI);
Krane, E. (PI);
Kuan, C. (PI);
Kulkarni, V. (PI);
Lemmens, H. (PI);
Leong, M. (PI);
Lighthall, G. (PI);
Lipman, S. (PI);
MacIver, M. (PI);
Macario, A. (PI);
Mackey, S. (PI);
Malott, K. (PI);
Mariano, E. (PI);
McGregor, D. (PI);
Mihm, F. (PI);
Mora-Mangano, C. (PI);
Mudumbai, S. (PI);
Nekhendzy, V. (PI);
Oakes, D. (PI);
Pai Cole, S. (PI);
Patterson, D. (PI);
Pearl, R. (PI);
Peltz, G. (PI);
Perez, F. (PI);
Perreca, T. (PI);
Pollard, J. (PI);
Prasad, R. (PI);
Ramamoorthy, C. (PI);
Ramamurthi, R. (PI);
Ratner, E. (PI);
Riley, E. (PI);
Robbins, W. (PI);
Rodriguez, S. (PI);
Rosenthal, M. (PI);
Saidman, L. (PI);
Sarnquist, F. (PI);
Sastry, S. (PI);
Scherrer, G. (PI);
Schmiesing, C. (PI);
Shafer, A. (PI);
Shafer, S. (PI);
Singh, V. (PI);
Tanaka, P. (PI);
Traynor, A. (PI);
Trudell, J. (PI);
Vokach-Brodsky, L. (PI);
Williams, G. (PI);
Wise-Faberowski, L. (PI);
Yeomans, D. (PI);
Younger, J. (PI);
van der Starre, P. (PI);
Jung, C. (GP)
ANTHRO 1:
Introduction to Cultural and Social Anthropology (ANTHRO 201)
This course introduces basic anthropological concepts and presents the discipline's distinctive perspective on society and culture. The power of this perspective is illustrated by exploring vividly-written ethnographic cases that show how anthropological approaches illuminate contemporary social and political issues in a range of different cultural sites. In addition to class meeting time, a one-hour, once weekly required discussion section will be assigned in the first week of the quarter.
Terms: Spr, Sum
| Units: 3-5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-A-II, WAY-SI
ANTHRO 3:
Introduction to Archaeology (ARCHLGY 1)
Aims, methods, and data in the study of human society's development from early hunters through late prehistoric civilizations. Archaeological sites and remains characteristic of the stages of cultural development for selected geographic areas, emphasizing methods of data collection and analysis appropriate to each.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-A-II, WAY-SI
ANTHRO 10SC:
Evolution and Conservation in Galápagos (HUMBIO 17SC)
The tiny remote islands of Galápagos have played a central role in the study of evolution. Not surprisingly, they have also been important to theory and practice in biodiversity conservation. The fascinating adaptations of organisms to the unusual, isolated ecosystems of the archipelago have left them particularly vulnerable to perturbations and introductions from the outside. Drawing on lessons learned from Darwin's time to the present, this seminar explores evolution, conservation, and their connection among the habitats and organisms of Galápagos. Using case-study material on tortoises, iguanas, finches, Scalesia plants, penguins, cormorants and more, we will explore current theory and debate about adaptation, speciation, adaptive radiation, sexual selection, and other topics in evolution. Similarly, we will explore the special challenges Galápagos poses today for conservation, owing to both its unusual biota and to the increasing impact of human activity in the archipelago.<br>This course includes, at no additional cost to students, an intensive eleven-day expedition to Galápagos, provided that public health conditions permit. The goal of the expedition is both to observe firsthand many of the evolutionary adaptations and conservation dilemmas that we have read about, and to look for new examples and potential solutions. A chartered ship from Lindblad Expeditions, with the highest levels of COVID protection protocol, will serve as our floating classroom, dormitory, and dining hall as we work our way around the archipelago to visit eight different islands. For this portion of the class, undergraduates will be joined by a small group of Stanford alumni and friends in a format called a Stanford "Field Seminar." Because our class time on campus is limited to one week before travel, students will be required to complete all course readings over the summer.<br>nThe course emphasizes student contributions and presentations. Students will be asked to lead class discussions and to carry out a thorough literature review of some aspect of the evolution and/or conservation of one or more Galápagos species. The final assignment for the seminar is to complete a seven- to ten-page paper about that review and to present its main findings in a joint seminar of undergrads and alumni as we travel in Galápagos.
Terms: Sum
| Units: 2
ANTHRO 10SI:
Reimagining Democracy: Social Mobilization in Indian Elections
When India held its first elections in 1952, it reinvented what was possible for humanity - hitherto, the notion of democracy was restricted to the small, rich, homogeneous nations of the West. India, a democracy of diversities, took the radical step of adopting universal adult franchise in an impoverished, illiterate, and complex society. Is democracy compatible with a society comprising the multiple identities of caste, class, religion, ethnicity, occupational group, and gender? To understand how the intricacies of Indian society and elections reflect each other, this course delves into the multiple axes of socio-political mobilization in India. How do the politics of gender interact with deep-rooted patriarchies? How do Indian political parties use and misuse caste identities to influence electoral outcomes? How do historical religious fault lines manifest in the 21st century? This course will explore critical themes in Indian society through the lens of its elections. No background in Indian politics is necessary. Student Initiated Course.
Terms: Spr
| Units: 1-2
ANTHRO 12SI:
Watching Theory, Reading Television: examining critical themes in contemporary televised media
This student-initiated seminar provides students with a broad overview of critical social and cultural anthropology theory that will serve as a basis for analysis of themes in contemporary televised media content. The application of readings to select media clips from the likes of 90 Day Fiancé, Saturday Night Live, and the Bachelor will seminar will verse both anthropology and non-anthropology majors alike in relevant anthropological theory, and the ability to apply it to understand a variety of trends in contemporary televised media and subsequent public reception.
Terms: Spr
| Units: 1-2
ANTHRO 82:
Medical Anthropology (ANTHRO 282, HUMBIO 176A)
Emphasis is on how health, illness, and healing are understood, experienced, and constructed in social, cultural, and historical contexts. Topics: biopower and body politics, gender and reproductive technologies, illness experiences, medical diversity and social suffering, and the interface between medicine and science.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-EDP, WAY-SI
ANTHRO 84B:
Incas, Spaniards, and Africans: Archaeology of the Kingdom of Peru (ARCHLGY 84)
Students are introduced to Andean archaeology from the rise of the Inca empire through the Spanish colonial period. We will explore archaeological evidence for the development of late pre-Hispanic societies in western South America, the Spanish conquest, and the origins of key Spanish colonial institutions in the Andean region: the Church, coerced indigenous labor, and African slavery. Central to this course is an archaeological interrogation of the underpinnings and legacies of colonialism, race, and capitalism in the region. Students will also consider the material culture of daily life and those living on the social margins, both in pre-Hispanic societies and under Spanish rule.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-EDP, WAY-SI
ANTHRO 90B:
Theory of Cultural and Social Anthropology
This undergraduate seminar offers students the foundations of theory in social and cultural anthropology. Each section begins with a close reading of the work of a contemporary anthropologist and then traces the intellectual legacies that have shaped it. This is a required course for Anthropology majors. The course also fulfills the requirement for Writing in the Major (WIM). To sharpen students' critical writing skills, there will be several writing and rewriting assignments.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-SocSci
ANTHRO 91:
Method and Evidence in Anthropology
This course provides a broad introduction to various ways of designing anthropological questions and associated methods for collecting evidence and supporting arguments. We review the inherent links between how a question is framed, the types of evidence that can address the question, and way that data are collected. Research activities such as interviewing, participant observation, quantitative observation, archival investigation, ecological survey, linguistic methodology, tracking extended cases, and demographic methods are reviewed. Various faculty and specialists will be brought in to discuss how they use different types of evidence and methods for supporting arguments in anthropology.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-SI
ANTHRO 91A:
Archaeological Methods (ARCHLGY 102)
Methodological issues related to the investigation of archaeological sites and objects. Aims and techniques of archaeologists including: location and excavation of sites; dating of places and objects; analysis of artifacts and technology and the study of ancient people, plants, and animals. How these methods are employed to answer the discipline's larger research questions.
Terms: Spr
| Units: 5
| UG Reqs: WAY-SMA
ANTHRO 92A:
Undergraduate Research Proposal Writing Workshop
Practicum. Students develop independent research projects and write research proposals. How to formulate a research question; how to integrate theory and field site; and step-by-step proposal writing.
Terms: Aut
| Units: 2-3
| Repeatable
2 times
(up to 6 units total)
ANTHRO 92B:
Undergraduate Research Proposal Writing Workshop
Practicum. Students develop independent research projects and write research proposals. How to formulate a research question; how to integrate theory and field site; and step-by-step proposal writing.
Terms: Win
| Units: 2-3
ANTHRO 93:
Prefield Research Seminar
For Anthropology majors only; non-majors register for 93B. Preparation for anthropological field research in other societies and the U.S. Data collection techniques include participant observation, interviewing, surveys, sampling procedures, life histories, ethnohistory, and the use of documentary materials. Strategies of successful entry into the community, research ethics, interpersonal dynamics, and the reflexive aspects of fieldwork. Prerequisites: two ANTHRO courses or consent of instructor.
Terms: Spr
| Units: 5
ANTHRO 94:
Postfield Research Seminar
Goal is to produce an ethnographic report based on original field research gathered during summer fieldwork, emphasizing writing and revising as steps in analysis and composition. Students critique classmates' work and revise their own writing in light of others' comments. Ethical issues in fieldwork and ethnographic writing, setting research write-up concerns within broader contexts.
Terms: Aut
| Units: 5
ANTHRO 95:
Research in Anthropology
Independent research conducted under faculty supervision, normally taken junior or senior year in pursuit of a senior paper or an honors project. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
3 times
(up to 10 units total)
Instructors: ;
Bauer, A. (PI);
Befu, H. (PI);
Bird, D. (PI);
Bird, R. (PI);
Brown, M. (PI);
Coll, K. (PI);
Curran, L. (PI);
Durham, W. (PI);
Ebron, P. (PI);
Engel, C. (PI);
Ferguson, J. (PI);
Fox, J. (PI);
Fullwiley, D. (PI);
Garcia, A. (PI);
Hansen, T. (PI);
Hodder, I. (PI);
Hunt, C. (PI);
Inoue, M. (PI);
Jain, S. (PI);
Jones, J. (PI);
Klein, R. (PI);
Kohrman, M. (PI);
Kunanbaeva, A. (PI);
Luhrmann, T. (PI);
Maguire, M. (PI);
Malkki, L. (PI);
Melillo, S. (PI);
Meskell, L. (PI);
Murungi, C. (PI);
Rick, J. (PI);
Robertson, I. (PI);
Salkeld, D. (PI);
Seetah, K. (PI);
Tambar, K. (PI);
Thiranagama, S. (PI);
Trivedi, M. (PI);
Voss, B. (PI);
Wilcox, M. (PI);
Wolf, A. (PI);
Yanagisako, S. (PI);
Yolacan, S. (PI)
ANTHRO 95B:
Independent Study for Honors or Senior Paper Writing
Required of Anthropology honors or senior paper candidates. Taken in the final quarter before handing in the final draft of the Honors or Senior Paper and graduating. This independent study supports work on the honors and senior papers for students with an approved honors or senior paper application in Anthropology. Prerequisite: consent of Anthropology faculty advisor.nnTerms: Aut, Win, Spr, Sum Units: 1-5nn(not repeatable for credit)
Terms: Aut, Win, Spr, Sum
| Units: 1-5
Instructors: ;
Bauer, A. (PI);
Befu, H. (PI);
Bird, D. (PI);
Bird, R. (PI);
Brown, M. (PI);
Coll, K. (PI);
Curran, L. (PI);
Durham, W. (PI);
Ebron, P. (PI);
Ferguson, J. (PI);
Fox, J. (PI);
Fullwiley, D. (PI);
Garcia, A. (PI);
Hansen, T. (PI);
Hodder, I. (PI);
Hunt, C. (PI);
Inoue, M. (PI);
Jain, S. (PI);
Jones, J. (PI);
Klein, R. (PI);
Kohrman, M. (PI);
Kunanbaeva, A. (PI);
Luhrmann, T. (PI);
Malkki, L. (PI);
Melillo, S. (PI);
Meskell, L. (PI);
Rick, J. (PI);
Robertson, I. (PI);
Seetah, K. (PI);
Tambar, K. (PI);
Thiranagama, S. (PI);
Trivedi, M. (PI);
Voss, B. (PI);
Wilcox, M. (PI);
Yanagisako, S. (PI);
Yolacan, S. (PI)
ANTHRO 95C:
Monumental Pasts: Cultural Heritage and Politics (ARCHLGY 95)
What is heritage? Who decides what and how pasts matter? Our pasts loom monumental in multiple senses. At the intersection of archaeology and anthropology, the emerging discipline of heritage is often described as the politics of the past. What people choose to take from their histories varies and is often contested. Heritage shapes and is shaped by power. This course introduces contemporary themes and debates in cultural heritage. Together we'll develop a critical stance toward dominant perspectives to understand how pasts are used, erased, reclaimed, and mobilized in the present, for the future. In doing so we'll think through concepts such as materiality, intangibility, monumentality, value, memory, identity, community, nationalism, and universality. Our case studies will range from contemporary debates over Jim Crow era monuments in the USA, to UNESCO World Heritage List politics, and the development of community identities. We will also reflect on heritage at a personal scale and its relationship to belonging. Course materials will include readings and media from around the globe. Students will participate through seminar discussions, proposing and presenting topics of their choice, regular journal entries, and a choice of final project, podcast, paper, or exhibition plan.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-EDP, WAY-SI
ANTHRO 96:
Directed Individual Study
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Bauer, A. (PI);
Befu, H. (PI);
Bird, D. (PI);
Bird, R. (PI);
Briault, C. (PI);
Brown, M. (PI);
Coll, K. (PI);
Curran, L. (PI);
Durham, W. (PI);
Ebron, P. (PI);
Engel, C. (PI);
Ferguson, J. (PI);
Fox, J. (PI);
Fullwiley, D. (PI);
Garcia, A. (PI);
Hansen, T. (PI);
Hodder, I. (PI);
Hunt, C. (PI);
Inoue, M. (PI);
Jain, S. (PI);
Jones, J. (PI);
Kendra, A. (PI);
Klein, R. (PI);
Kohrman, M. (PI);
Kunanbaeva, A. (PI);
Luhrmann, T. (PI);
Maguire, M. (PI);
Malkki, L. (PI);
Marks-Block, T. (PI);
Melillo, S. (PI);
Meskell, L. (PI);
Ready, E. (PI);
Rick, J. (PI);
Robertson, I. (PI);
Seetah, K. (PI);
Tambar, K. (PI);
Thiranagama, S. (PI);
Trivedi, M. (PI);
Voss, B. (PI);
Wilcox, M. (PI);
Yanagisako, S. (PI);
Yolacan, S. (PI)
ANTHRO 97:
Internship in Anthropology
Opportunity for students to pursue their specialization in an institutional setting such as a laboratory, clinic, research institute, or government agency. May be repeated for credit. Service Learning Course (certified by Haas Center).
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Bauer, A. (PI);
Befu, H. (PI);
Bird, D. (PI);
Bird, R. (PI);
Brown, M. (PI);
Coll, K. (PI);
Curran, L. (PI);
Durham, W. (PI);
Ebron, P. (PI);
Ferguson, J. (PI);
Fox, J. (PI);
Fullwiley, D. (PI);
Garcia, A. (PI);
Hansen, T. (PI);
Hodder, I. (PI);
Hunt, C. (PI);
Inoue, M. (PI);
Jain, S. (PI);
Jones, J. (PI);
Klein, R. (PI);
Kohrman, M. (PI);
Luhrmann, T. (PI);
Malkki, L. (PI);
Melillo, S. (PI);
Meskell, L. (PI);
Rick, J. (PI);
Robertson, I. (PI);
Seetah, K. (PI);
Tambar, K. (PI);
Thiranagama, S. (PI);
Trivedi, M. (PI);
Voss, B. (PI);
Wilcox, M. (PI);
Yanagisako, S. (PI);
Yolacan, S. (PI)
ANTHRO 97C:
The Structure of Colonial Power: South Asia since the Eighteenth Century (HISTORY 97C)
How did the colonial encounter shape the making of modern South Asia? Was colonial rule a radical rupture from the pre-modern past or did it embody historical continuities? Did colonial rule cause the economic underdevelopment of the region or were regional factors responsible for it? Did colonial forms of knowledge shape how we think of social structures in the Indian subcontinent? Did the colonial census merely register pre-existing Indian communities or did it reshape them? Did colonialism break with patriarchal power or further consolidate it? How did imperial power regulate sexuality in colonial India? What was the relationship between caste power and colonial power? How did capital and labor interact under colonial rule? How did colonialism mediate the very nature of modernity in the region?nnThis lecture-based survey course will explore the nature of the most significant historical process that shaped modern South Asia from the late eighteenth to the early twentieth centuries -- colonialism. It primarily deals with the regions that constituted the directly administered territories of British India, specifically regions that subsequently became the nation-states of India, Pakistan and Bangladesh.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI
ANTHRO 98C:
Digital Methods in Anthropology (ANTHRO 298C)
The course provides an introduction to a broad range of digital tools and techniques for anthropological research. It is geared towards those interested in exploring such methodologies for their research and wanting to add hands-on experience with state-of-the-art digital tools to their skill set. Students will learn to work with some of the most common tools used to collect and manage digital data, and to perform various types of analysis and visualization.Undergraduate students register for 3-5 Units, Graduate students can register for 3-5 units.
Terms: Spr
| Units: 3-5
ANTHRO 100X:
"I'm Not a Robot": The Contemporary Politics of Man and Machine
Our lives today are full of 'smart' machines that appear to deliberate, make judgements, and interact socially. Yet unlike humans, they are bound to their programming, unable to improvise, feel, or ethically value what one pioneering computer scientist called 'the imperialism of instrumental reason.' What role does this rigid 'computer reason' play in real-life projects of imperialism, of racial and class domination, and other forms of social inequality? How does it work with or against existing power structures? We will examine a variety of human-computer encounters across military and government, law and policing, science and medicine, and media and entertainment. Course materials will include ethnographies of computer science and robotics, readings about the history and philosophy of computing, as well as news articles and films related to pop culture and current events
Terms: Spr
| Units: 3-5
ANTHRO 102:
Cults: Mystics and Messiahs in a Modern World
Why do people choose to invest their faith, intellect, and labor in the fate of a single individual, and what consequences follow from such collective investment? This course brings together anthropological and historical perspectives in the study of religion to examine how mystical and messianic movements form, unfold, and dissolve. By drawing on a range of cases from medieval Iran to contemporary America, students will explore the political, economic, temporal, and spatial dimensions of embodied authority.
Terms: Win
| Units: 3-5
ANTHRO 103A:
Human Osteoarchaeology (ANTHRO 203A, ARCHLGY 103A)
The course will cover the methodological and theoretical backgrounds to human osteoarchaeology, introduce the student to the chemical and physical characteristics of bone, and to the functional morphology of the human skeleton. Classes will consist of a taught component that outlines how osteoarchaeologists reconstruct individual life-histories based on age, sex etc.; this is combined with hands-on identification of different skeletal elements and the markers used to inform the analytical methods. Additional scientific methodologies are also introduced that increasingly form a major component of human osteoarchaeology.
Terms: Win
| Units: 5
ANTHRO 103B:
History of Archaeological Thought (ARCHLGY 103, CLASSICS 170)
Introduction to the history of archaeology and the forms that the discipline takes today, emphasizing developments and debates over the past five decades. Historical overview of culture, historical, processual and post-processual archaeology, and topics that illustrate the differences and similarities in these theoretical approaches. Satisfies Archaeology WIM requirement.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-A-II, WAY-SI
ANTHRO 104B:
Landscapes of Inequality: The Southwestern United (ARCHLGY 104B)
Inequality is one of the major social issues of the current moment in the United States. Racial, economic, and gender inequality has been even more pronounced in the fall out of the COVID-19 pandemic around the world. These injustices are identifiable at the individual and institutional level, but they also are enmeshed in the physical landscapes in which we live. What can archaeology (conventionally defined as the study of the past through material traces) help us learn about present day inequalities and landscapes? This course explores novel approaches to archaeological research across time in the Southwestern United States. We begin with material investigations of the experience of crossing the US-Mexico border, which demonstrate how the landscape itself is weaponized. We then move backwards in time to explore the intimate landscape of incarcerated people of Japanese Ancestry during WWII, where gardens were an important practice of persistence and opportunity for survivors to re-engage the past. Finally, we will explore how ancient Chacoan landscapes index the consolidation of power and hierarchy in the past, and are the site of struggles for indigenous sovereignty and environmental justice in the present. This course will introduce you to major themes in landscape studies and archaeology including: place-making, agency, regional analysis and ethics.
Terms: Sum
| Units: 3
ANTHRO 110:
Environmental Archaeology (ANTHRO 210, ARCHLGY 110)
This course investigates the field of environmental archaeology. Its goals are twofold: 1) to critically consider the intellectual histories of environmental archaeology, and, 2) to survey the various techniques and methods by which archaeologists assess historical environmental conditions through material proxies. The course will include lab activities.
Terms: Win
| Units: 5
ANTHRO 110B:
Examining Ethnographies (ANTHRO 210B)
Eight or nine important ethnographies, including their construction, their impact, and their faults and virtues.
Terms: Aut
| Units: 5
ANTHRO 111C:
Muwekma: Landscape Archaeology and the Narratives of California Natives (ARCHLGY 111B, NATIVEAM 111B)
This course explores the unique history of San Francisco Bay Area tribes with particular attention to Muwekma Ohlone- the descendent community associated with the landscape surrounding and including Stanford University. The story of Muwekma provides a window into the history of California Indians from prehistory to Spanish exploration and colonization, the role of Missionaries and the controversial legacy of Junipero Serra, Indigenous rebellions throughout California, citizenship and land title during the 19th century, the historical role of anthropology and archaeology in shaping policy and recognition of Muwekma, and the fight for acknowledgement of Muwekma as a federally recognized tribe. We will visit local sites associated with this history and participate in field surveys of the landscape of Muwekma.
Terms: Spr
| Units: 3-5
ANTHRO 116:
Data Analysis for Quantitative Research (ANTHRO 216)
An introduction to numeric methods in Anthropology and related fields employing the Data Desk statistics package to test hypotheses and to explore data. Examples chosen from the instructor's research and other relevant projects. No statistical background is necessary, but a working knowledge of algebra is important. Topics covered include: Frequency Distributions; Measures of Central Tendency, Dispersion, and Variability; Probability and Probability Distributions; Statistical Inference, Comparisons of Sample Means and Standard Deviations; Analysis of Variance; Contingency Tables, Comparisons of Frequencies; Correlation and Regression; Principal Components Analysis; Discriminant Analysis; and Cluster Analysis. Grading based on take-home problem sets.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-AQR
ANTHRO 116B:
Anthropology of the Environment (ANTHRO 216B, ARCHLGY 116B)
This seminar interrogates the history of anthropology's approach to the environment, beginning with early functionalist, structuralist, and Marxist accounts of human-environment relationships. It builds towards more recent developments in the field, focusing on nonhuman and relational ontologies as well as current projects on the intersections of nature, capital, politics, and landscape histories. At the end of this class, students will be familiar with the intellectual histories of environmental anthropology and contemporary debates and tensions around questions of ethics, agency, environment, and historical causality.
Terms: Spr
| Units: 5
| UG Reqs: WAY-SI
ANTHRO 119:
Zooarchaeology: An Introduction to Faunal Remains (ANTHRO 219, ARCHLGY 119)
As regularly noted, whether historic or pre-historic, animal bones are often the most commonly occurring artefacts on archaeological sites. As bioarchaeological samples, they offer the archaeologist an insight into food culture, provisioning, trade and the social aspects of human-animal interactions. The course will be taught through both practical and lecture sessions: the hands-on component is an essential complement to the lectures. The lectures will offer grounding in the main methodological approaches developed, as well as provide case-studies to illustrate where and how the methods have been applied. The practical session will walk students through the skeletal anatomy of a range of species. It will guide students on the identification of different parts of the animal, how to age / sex individuals, as well as recognize taphonomic indicators and what these mean to reconstructing post-depositional modifications.
Terms: Win
| Units: 5
| UG Reqs: WAY-SMA
ANTHRO 124A:
Law in Anthropological Perspective
From lawsuits over coffee spills to military action staged in the name of human rights, 'law' is one of the most potent ideas to proliferate the modern world. In this course, students will engage with the philosophical questions that the concept of law raises about 'human nature' and 'society,' and explore the forms that legality takes in different cultural traditions. Using a set of case studies that range from tribal councils and Islamic legal debates to transnational business arbitration and shoplifting, we will interrogate law's relationship to social domination, political mobilization, and ideals of freedom, dignity, and morality. Students will leave the course a grasp of key debates in legal philosophy, an expanded knowledge of legal systems throughout the world, and a deeper understanding of the relationship between law, politics, and social conflict.
Terms: Win
| Units: 5
ANTHRO 124B:
Environmental Justice and Anthropology (ANTHRO 224B)
This course builds on the idea that considering environmental and social justice concerns together is possible and necessary. As such, it examines key issues in environmental justice alongside anthropological studies of related social and environmental concerns. We will study topics related to cities, agriculture, extraction, water, toxicity, and climate, alongside attentions to racial capitalism, settler colonialism, development, war-making, and state-sanctioned violence. In doing so, we will center a critical race and historical perspective that is attentive to social and environmental dynamics that have shaped present injustices. Through readings, discussions, hands-on projects, and interactive classroom engagement, we will consider the ongoing lived, analytical, and political stakes of these issues. Further emphasis on environmental justice strategies and movements will enhance our critical and heterogeneous understanding of these topics, their lived impacts, and their alternative possibilities.
Terms: Aut
| Units: 5
ANTHRO 125W:
Critical Feminisms in the Americas (ILAC 125)
This course examines critical feminist theories, practices, and movements in the Americas. Together, we will explore, analyze, and discuss the work of creators and activists in South America, Central America, the Caribbean, and North America, attending to local, national, and transnational efforts. Particular consideration will be given to intersectionality (within and across specific works and movements) and to critiques of larger political economic systems (including but not limited to colonialism, capitalism, and imperialism). We will engage works by creators and activists such as Silvia Rivera Cusicanqui, Faye Harrison, Petra Rivera-Rideau, Leah Lakshmi Piepzna-Samarasinha, Tiffany Lethabo King, Audre Lorde, Eve Tuck, Tourmaline, Mari¿a Lugones, Harsha Walia, Mitsuye Yamada, Haunani-Kay Trask, Lucía Ixchíu, Sylvia Wynter, Francia Márquez, Gina Ulysse, Fatimah Asghar, Cecilia Menjívar, Omise'eke Natasha Tinsley, bell hooks, Sylvia Rivera, Sayak Valencia, and more. Student interests will be included in making a collaborative syllabus. Course will be taught in English, but readings and writing assignments will also be available in Spanish for Spanish Majors, or other students.
Terms: Spr
| Units: 5
ANTHRO 126:
Urban Culture in Global Perspective (URBANST 114)
Core course for Urban Studies majors. A majority of the world's population now live in urban areas and most of the rapid urbanization has taken place in mega-cities outside the Western world. This course explores urban cultures, identities, spatial practices and forms of urban power and imagination in Asia, Africa and Latin America.nParticipants will be introduced to a global history of urban development that demonstrates how the legacies of colonialism, modernization theory and global race thinking have shaped urban designs and urban life in most of the world. Students will also be introduced to interpretative and qualitative approaches to urban life that affords an understanding of important, if unquantifiable, vectors of urban life: stereotypes, fear, identity formations, utopia, social segregation and aspirations.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-EDP, WAY-SI
ANTHRO 127B:
Millennial Pop Culture: The Making of a Millennial
This course investigates American popular culture since the year 2000. Our goals will be to establish a working definition of the term "millennials" and to determine how pop culture influences the formation of that identity the 21st century. Through texts that frame issues including race, gender, sexuality, patriotism, and the use of technology, we will develop a discussion that cultivates 21st century engagement skills, reflecting critically on songs, television shows, images, videos, films, written texts, and blogs.
Terms: Sum
| Units: 3
ANTHRO 132:
Religion and Politics in the Muslim World
This course provides an ethnographic examination of religion and politics in the Muslim world. What is the role of Islam in the political life of modern Muslim societies? Conversely, how do modern political powers shape and constrain the terms of religious life? This course takes an anthropological perspective on the study of Islam: our investigations will not focus on the origins of scriptures and doctrines but rather on the use of religious texts and signs in social context and on the political significance of ritual and bodily practices. A major aim of the course is provide students with analytical resources for thinking critically about the history and politics of modern Muslim societies, with a particular focus on issues of religious authority, gender and sexuality, and the politics of secularism.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-EDP, WAY-SI
ANTHRO 132C:
Technology and Inequality (CSRE 132C)
In this advanced interdisciplinary seminar we will examine the ways that technologies aimed to make human lives better (healthier, freer, more connected, and informed) often also harbor the potential to exacerbate social inequalities. Drawing from readings in the social sciences on power and ethics, we will pay special attention to issues of wealth, race, ethnicity, sex, gender, globalization and humanitarianism.
Terms: Aut
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
ANTHRO 134:
Language, Gender and Sexuality (ANTHRO 234)
This course explores how identities of gender and sexuality are linked to particular ways of speaking and using language, and how language itself becomes the site of the politics of gender and sexuality. Enrolled students should have completed prior coursework in Anthropology, Linguistics, or Feminist Studies. Prerequisite: by instructor consent.
Terms: Aut
| Units: 3-5
ANTHRO 136:
The Anthropology of Global Supply Chains
This upper-division undergraduate seminar focuses on recent studies by anthropologists and scholars in related disciplines on global supply chains and consumption practices.The goal of the course is to assess concepts and methods for integrating a cultural analysis of transnational production with a cultural analysis of transnational consumption. We will review ethnographic studies of the production and consumption of commodities linked by transnational and global networks. The class will thennpursue collaborative research on the global production, distribution, and consumption of a selected commodity. Prerequisite: junior or senior standing and previous coursework in cultural anthropology or permission of instructor.
Terms: Sum
| Units: 5
ANTHRO 136C:
Latin American Pasts: Archaeology and Cultural Heritage (ARCHLGY 136)
Latin America is vast in pre-colonial and colonial monuments. Past societies defined by archaeologists - Aztecas, Chavin, Chinchorro, Inka, Maya, Moche, Nazca, Tiahuanaco, among others - cohabit with Spanish colonial era structures and contemporary human settlements. Most studies on Latin America have focused on monuments, conservation and sustainability, overlooking economic and social struggles related to heritage use and management. Selecting certain case studies of famous archaeological sites, this class will explore the main characteristics of pre-Hispanic cultures from an archaeological perspective as well as from critical heritage studies. Currently, Latin American regions and entire states have adopted some of these 'archaeological cultures' and redefined them as their 'ancestors', adopting archaeological discourses in their daily lives. In addition to learning about these sites archaeologically, this class will analyze native communities´ claims, development projects, education narratives, nation-branding documentaries and marketing spots, memes, and other resources. The class will also consider the accelerated urban growth of these areas - a major feature of Latin American and global south countries - and the consequences for the development of heritage and its sustainable conservation in the Spanish-speaking Americas.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-EDP, WAY-SI
ANTHRO 137B:
Cuba: Youth in Revolution
This course explores how Cuban youth came to play a pivotal role in 1960s Cuba, a decade when youth culture and politics worldwide were reconstituted. We look at the unique circumstances under which the new socialist revolution in Cuba created an ethos of youth - a major influence that explains how and why the Cuban Revolution survives to this day.
Terms: Aut
| Units: 3
ANTHRO 145S:
Implicit Bias: Stereotyping, Prejudice, and the Psychology of Racism
This class explores the psychology and sociology of prejudice, asking a deceptively simple question: what is race? From here follows a second question: what is racism? We'll explore implicit bias, and equip students to understand it, recognize it, and critically evaluate it. We'll start by outlining early colonial theories of scientific racism and the ongoing myths around race and intelligence, including phrenology, eugenics, and discussions of stereotype threat and IQ. We will question how race can be at once not based in any evolutionary, demographic, or biological reality and yet be a driving force in many social and political arenas. We will then examine stereotypes more widely, and how they can persist in society despite the decline of overt prejudice, through mechanisms of implicit bias, microaggression, and institutional racism. Students will take from this course a much deeper understanding of how prejudice shaped the contemporary world and how different approaches to understanding our own and others' implicit bias have implications for social policy and social justice.
Terms: Sum
| Units: 3
ANTHRO 147:
Empires and Diasporas (ANTHRO 247)
When a society moves, we call it a diaspora. When a state moves, we call it an empire. This course explores how the interaction of these two kinds of mobility gave shape to the world we live in. We will discuss 1) how to trace the movement of states and societies across space and time, 2) how to understand empire and diaspora both as historical realities and as conceptual categories, and 3) how to use this conceptual history to generate fresh perspectives on contemporary affairs.
Terms: Spr
| Units: 5
ANTHRO 157:
Japanese Anthropology (ANTHRO 257)
This seminar focuses on the intersection between politics and popular culture in contemporary Japan. It will survey a range of social and political implications of practices of popular culture. Topics include J-pop, manga, anime, and other popular visual cultures, as well as social media. Students will be introduced to theories of popular culture in general, and a variety of contemporary anthropological studies on Japanese popular culture in particular. Prior knowledge of cultural anthropology is required.
Terms: Win
| Units: 3
ANTHRO 177:
Viral Histories: The Anthropology of Epidemics, Pandemics, and Contagion
This course will offer a history of pandemics, virology, vaccines, and epidemics as distinct but inter-related facets of the rise of biomedicine. Beginning with the discovery of small-pox inoculation, which smeared the pus of humans or animals into small cuts in the arm, and ending with COVID, the course will offer a deep dive into how viruses and pathogens have been understood, spread, and halted. We will examine epidemics of the flu, polio, and HIV, as well as fascinating biomedical issues such as discovery and use of tissue cultures, the use of animals in research, and the use of disenfranchised groups for research. These will be contextualized in terms of structural issues of race, class and gender; the economics of healthcare; and the politics of scientific and military research.
Terms: Win
| Units: 3
ANTHRO 184W:
Anthropology of Work
What is work? What kinds of labor can be registered as work? How is a worker made? This course will provide an anthropological inquiry into the category of work. We will explore how work is conceptualized, what is and isn't considered work, and how work is shaped by social relations and inequalities of race, class, and gender and lubricated by networks of kinship, ethnicity, religion and caste. The course will also examine how different imaginaries of "the worker" shape who is included and excluded from recognition and access to protections under labor laws globally. We will look at work across time and space, examining how contemporary and historical networks of migration and mobility have shaped distinct and differentiated meanings, practices, and experiences of work globally. We will draw on critical feminist scholarship on work as well as critical studies of race, ethnicity, class, religion, and caste to inquire how a worker is made under capitalism, looking at the ways in which time, alienation, and the commodification of labor shape different forms of control as well as everyday forms of resistance. This class will have a research component. Enrollment limited to students with Sophomore standing and above
Terms: Spr
| Units: 3
ANTHRO 193:
Anthropology Capstone: Contemporary Debates in Anthropology
Do you know what an anthropological perspective is? Can you describe some of the key assumptions and questions within the discipline? nA major in Anthropology is composed of many specialized courses in different tracks, different emphases and seemingly a never-ending multiplication of perspectives and ethnographies. However, Anthropology is also an ongoing intellectual conversation with foundational questions, some of longstanding and some new. These foundational questions have stimulated different responses and answers and thus have also led to constant renewal of the discipline in the midst of profound disagreement. In this Anthropology Capstone course students across tracks and emphases will address some of the critical debates that have been central to the discipline as it has developed. We will feature three debate questions in the class. Preparation for each debate will be through class discussion of critical readings as well as extra-mural reading and preparation with one¿s debating partners.
Terms: Spr
| Units: 5
ANTHRO 196F:
The Worlds of Labor in Modern India (HISTORY 296L)
This colloquium will introduce students to the exciting and expanding field of Indian labor history and provide them a comprehensive historiographical foundation in this area of historical research. Seminars will engage with one key monograph in the field every week, with selected chapters of the monograph set as compulsory reading. In these seminars, we will explore the world of the working classes and the urban poor in colonial and post-colonial India, as also the Indian labor diaspora. We will understand myriad workplaces such as jute and cotton mills, small workshops, farms and plantations. We will also explore forms of protest and political mobilization devised by workers in their struggles against structures of oppression and in their quest for a life of dignity. Most importantly, these seminars will train students in the methods deployed by labor historians to access the lives of the largely unlettered workers of the region who seldom left a trace of their consciousness in archival documents. Overall, we will connect the debates in the history of labor in modern India to wider discussions about the nature of capitalism, colonial modernity, gender, class, caste and culture.
Terms: Win
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
ANTHRO 197C:
The Structure of Colonial Power: South Asia since the Eighteenth Century (HISTORY 197C)
How did the colonial encounter shape the making of modern South Asia? Was colonial rule a radical rupture from the pre-modern past or did it embody historical continuities? Did colonial rule cause the economic underdevelopment of the region or were regional factors responsible for it? Did colonial forms of knowledge shape how we think of social structures in the Indian subcontinent? Did the colonial census merely register pre-existing Indian communities or did it reshape them? Did colonialism break with patriarchal power or further consolidate it? How did imperial power regulate sexuality in colonial India? What was the relationship between caste power and colonial power? How did capital and labor interact under colonial rule? How did colonialism mediate the very nature of modernity in the region?nnThis lecture-based survey course will explore the nature of the most significant historical process that shaped modern South Asia from the late eighteenth to the early twentieth centuries -- colonialism. It primarily deals with the regions that constituted the directly administered territories of British India, specifically regions that subsequently became the nation-states of India, Pakistan and Bangladesh.
Terms: Aut
| Units: 5
| UG Reqs: WAY-SI
ANTHRO 199:
Senior and Master's Paper Writing Workshop (ANTHRO 299)
Techniques of interpreting data, organizing bibliographic materials, writing, editing and revising. Preparation of papers for conferences and publications in anthropology. Seniors register for 199; master's students register for 299.
Terms: Win, Spr
| Units: 1-2
| Repeatable
for credit
ANTHRO 201:
Introduction to Cultural and Social Anthropology (ANTHRO 1)
This course introduces basic anthropological concepts and presents the discipline's distinctive perspective on society and culture. The power of this perspective is illustrated by exploring vividly-written ethnographic cases that show how anthropological approaches illuminate contemporary social and political issues in a range of different cultural sites. In addition to class meeting time, a one-hour, once weekly required discussion section will be assigned in the first week of the quarter.
Terms: Spr, Sum
| Units: 3-5
ANTHRO 203A:
Human Osteoarchaeology (ANTHRO 103A, ARCHLGY 103A)
The course will cover the methodological and theoretical backgrounds to human osteoarchaeology, introduce the student to the chemical and physical characteristics of bone, and to the functional morphology of the human skeleton. Classes will consist of a taught component that outlines how osteoarchaeologists reconstruct individual life-histories based on age, sex etc.; this is combined with hands-on identification of different skeletal elements and the markers used to inform the analytical methods. Additional scientific methodologies are also introduced that increasingly form a major component of human osteoarchaeology.
Terms: Win
| Units: 5
ANTHRO 210:
Environmental Archaeology (ANTHRO 110, ARCHLGY 110)
This course investigates the field of environmental archaeology. Its goals are twofold: 1) to critically consider the intellectual histories of environmental archaeology, and, 2) to survey the various techniques and methods by which archaeologists assess historical environmental conditions through material proxies. The course will include lab activities.
Terms: Win
| Units: 5
ANTHRO 210B:
Examining Ethnographies (ANTHRO 110B)
Eight or nine important ethnographies, including their construction, their impact, and their faults and virtues.
Terms: Aut
| Units: 5
ANTHRO 216:
Data Analysis for Quantitative Research (ANTHRO 116)
An introduction to numeric methods in Anthropology and related fields employing the Data Desk statistics package to test hypotheses and to explore data. Examples chosen from the instructor's research and other relevant projects. No statistical background is necessary, but a working knowledge of algebra is important. Topics covered include: Frequency Distributions; Measures of Central Tendency, Dispersion, and Variability; Probability and Probability Distributions; Statistical Inference, Comparisons of Sample Means and Standard Deviations; Analysis of Variance; Contingency Tables, Comparisons of Frequencies; Correlation and Regression; Principal Components Analysis; Discriminant Analysis; and Cluster Analysis. Grading based on take-home problem sets.
Terms: Aut
| Units: 5
ANTHRO 216B:
Anthropology of the Environment (ANTHRO 116B, ARCHLGY 116B)
This seminar interrogates the history of anthropology's approach to the environment, beginning with early functionalist, structuralist, and Marxist accounts of human-environment relationships. It builds towards more recent developments in the field, focusing on nonhuman and relational ontologies as well as current projects on the intersections of nature, capital, politics, and landscape histories. At the end of this class, students will be familiar with the intellectual histories of environmental anthropology and contemporary debates and tensions around questions of ethics, agency, environment, and historical causality.
Terms: Spr
| Units: 5
ANTHRO 219:
Zooarchaeology: An Introduction to Faunal Remains (ANTHRO 119, ARCHLGY 119)
As regularly noted, whether historic or pre-historic, animal bones are often the most commonly occurring artefacts on archaeological sites. As bioarchaeological samples, they offer the archaeologist an insight into food culture, provisioning, trade and the social aspects of human-animal interactions. The course will be taught through both practical and lecture sessions: the hands-on component is an essential complement to the lectures. The lectures will offer grounding in the main methodological approaches developed, as well as provide case-studies to illustrate where and how the methods have been applied. The practical session will walk students through the skeletal anatomy of a range of species. It will guide students on the identification of different parts of the animal, how to age / sex individuals, as well as recognize taphonomic indicators and what these mean to reconstructing post-depositional modifications.
Terms: Win
| Units: 5
ANTHRO 224B:
Environmental Justice and Anthropology (ANTHRO 124B)
This course builds on the idea that considering environmental and social justice concerns together is possible and necessary. As such, it examines key issues in environmental justice alongside anthropological studies of related social and environmental concerns. We will study topics related to cities, agriculture, extraction, water, toxicity, and climate, alongside attentions to racial capitalism, settler colonialism, development, war-making, and state-sanctioned violence. In doing so, we will center a critical race and historical perspective that is attentive to social and environmental dynamics that have shaped present injustices. Through readings, discussions, hands-on projects, and interactive classroom engagement, we will consider the ongoing lived, analytical, and political stakes of these issues. Further emphasis on environmental justice strategies and movements will enhance our critical and heterogeneous understanding of these topics, their lived impacts, and their alternative possibilities.
Terms: Aut
| Units: 5
ANTHRO 234:
Language, Gender and Sexuality (ANTHRO 134)
This course explores how identities of gender and sexuality are linked to particular ways of speaking and using language, and how language itself becomes the site of the politics of gender and sexuality. Enrolled students should have completed prior coursework in Anthropology, Linguistics, or Feminist Studies. Prerequisite: by instructor consent.
Terms: Aut
| Units: 3-5
ANTHRO 247:
Empires and Diasporas (ANTHRO 147)
When a society moves, we call it a diaspora. When a state moves, we call it an empire. This course explores how the interaction of these two kinds of mobility gave shape to the world we live in. We will discuss 1) how to trace the movement of states and societies across space and time, 2) how to understand empire and diaspora both as historical realities and as conceptual categories, and 3) how to use this conceptual history to generate fresh perspectives on contemporary affairs.
Terms: Spr
| Units: 5
ANTHRO 254C:
Animism, Gaia, and Alternative Approaches to the Environment (FRENCH 254, HISTORY 254B, HISTORY 354B, REES 254)
Indigenous knowledges have been traditionally treated as a field of research for anthropologists and as mistaken epistemologies, i.e., un-scientific and irrational folklore. However, within the framework of environmental humanities, current interest in non-anthropocentric approaches and epistemic injustice, animism emerged as a critique of modern epistemology and an alternative to the Western worldview. Treating native thought as an equivalent to Western knowledge will be presented as a (potentially) decolonizing and liberating practice. This course may be of interest to anthropology, archaeology and literature students working in the fields of ecocriticism and the environmental humanities/social sciences, students interested in the Anthropocene, geologic/mineral, bio-, eco- and geosocial collectives, symbiotic life-forms and non-human agencies. The course is designed as a research seminar for students interested in theory of the humanities and social sciences and simultaneously helping students to develop their individual projects and thesis.
Terms: Spr
| Units: 3-5
ANTHRO 257:
Japanese Anthropology (ANTHRO 157)
This seminar focuses on the intersection between politics and popular culture in contemporary Japan. It will survey a range of social and political implications of practices of popular culture. Topics include J-pop, manga, anime, and other popular visual cultures, as well as social media. Students will be introduced to theories of popular culture in general, and a variety of contemporary anthropological studies on Japanese popular culture in particular. Prior knowledge of cultural anthropology is required.
Terms: Win
| Units: 3
ANTHRO 265G:
Writing and Voice: Anthropological Telling through Literature and Practices of Expression (CSRE 265G)
In this graduate seminar we will explore how writers draw from their worlds of experience to create humanistic works of broad 'and often urgent' appeal. We will pay special attention to how creative writers integrate details of history, kinship, community, identity, pain and imagined possibilities for justice with stories that carry the potential to far exceed the bounds of a particular cultural or geographical place. Our focus will be on how writers combine the personal with larger pressing issues of our times that invite us to breakout of the cloistered spaces of academia (a responsibility, a necessity and also an opportunity) to write for larger publics. nnWe will read and take writing prompts from authors who explore themes akin to those we care about as anthropologists to limn connections between ethnographic telling and literary sensibilities. All of the texts and writing exercises will invite students to intellectually collaborate with writers on the ways they clarify, magnify or explode understandings of power, race, colonial trauma, uncertain futures and societal afflictions as well as how individuals and communities expose and remake the constraints that the modern world has bequeathed us. nnWe will engage works across genres. Potential authors include Lucile Clifton, Natalie Diaz, David Diop, Ralph Ellison, Laleh Khadivi, Moshin Hamid, Zora Neale Hurston, Maaza Mengiste, Toni Morrison, Tommy Orange, Zitkala-Sa and Ocean Vuong.
Terms: Win
| Units: 3
ANTHRO 282:
Medical Anthropology (ANTHRO 82, HUMBIO 176A)
Emphasis is on how health, illness, and healing are understood, experienced, and constructed in social, cultural, and historical contexts. Topics: biopower and body politics, gender and reproductive technologies, illness experiences, medical diversity and social suffering, and the interface between medicine and science.
Terms: Win
| Units: 5
ANTHRO 296F:
The Worlds of Labor in Modern India (HISTORY 396L)
This colloquium will introduce students to the exciting and expanding field of Indian labor history and provide them a comprehensive historiographical foundation in this area of historical research. Seminars will engage with one key monograph in the field every week, with selected chapters of the monograph set as compulsory reading. In these seminars, we will explore the world of the working classes and the urban poor in colonial and post-colonial India, as also the Indian labor diaspora. We will understand myriad workplaces such as jute and cotton mills, small workshops, farms and plantations. We will also explore forms of protest and political mobilization devised by workers in their struggles against structures of oppression and in their quest for a life of dignity. Most importantly, these seminars will train students in the methods deployed by labor historians to access the lives of the largely unlettered workers of the region who seldom left a trace of their consciousness in archival documents. Overall, we will connect the debates in the history of labor in modern India to wider discussions about the nature of capitalism, colonial modernity, gender, class, caste and culture.
Terms: Win
| Units: 4-5
ANTHRO 298C:
Digital Methods in Anthropology (ANTHRO 98C)
The course provides an introduction to a broad range of digital tools and techniques for anthropological research. It is geared towards those interested in exploring such methodologies for their research and wanting to add hands-on experience with state-of-the-art digital tools to their skill set. Students will learn to work with some of the most common tools used to collect and manage digital data, and to perform various types of analysis and visualization.Undergraduate students register for 3-5 Units, Graduate students can register for 3-5 units.
Terms: Spr
| Units: 3-5
ANTHRO 299:
Senior and Master's Paper Writing Workshop (ANTHRO 199)
Techniques of interpreting data, organizing bibliographic materials, writing, editing and revising. Preparation of papers for conferences and publications in anthropology. Seniors register for 199; master's students register for 299.
Terms: Win, Spr
| Units: 1-2
| Repeatable
for credit
ANTHRO 300:
Reading Theory Through Ethnography
Required of and restricted to first-year ANTHRO Ph.D. students. Focus is on contemporary ethnography and related cultural and social theories generated by texts. Topics include agency, resistance, and identity formation, and discourse analysis. Prerequisite: consent of instructor.
Terms: Aut
| Units: 5
ANTHRO 301:
History of Anthropological Theory, Culture and Society
Required of Anthropology Ph.D. students. The history of cultural and social anthropology in relation to historical and national contexts and key theoretical and methodological issues as these inform contemporary theory and practices of the discipline. Enrollment limited to 15. Prerequisite: consent of instructor.
Terms: Spr
| Units: 5
ANTHRO 301A:
Foundations of Social Theory
Modern social theory is based on intellectual horizons emerging in Europe from the 17th to the 19th/20th centuries. This burst of new ideas was intertwined with some of the darkest chapters in Europe's history: the enslavement, subjection and exploitation of vast populations across the globe as Europe's imperial domination expanded and deepened. nThis course will explore how virtually all the most consequential ideas emerging from now canonical thinkers - on human freedom and autonomy, reason, popular self-determination, property rights, civility, liberal toleration, equality, empirical social sciences and much else - arose as direct answers to the new epistemic, moral and political challenges of empire and colonial conquest. The world of empire indelibly shaped and created the intellectual legacy that informs modern social theory on a global scale - both its internal critiques, its liberal, and emancipatory potentials, as well as its many illiberal, racist and exclusionary strands and impulses.nnnEach section has original texts, commentaries, and background readings that place these texts in their deeper historical setting. Many of these commentaries trace how practical theories of 'lower' or minor selves - the subject people of the colonies, slaves, and other - were integral to the very development of ideas of the modern, autonomous and reasonable self in the western world. Prerequisite, by instructor consent.
Terms: Win
| Units: 5
ANTHRO 303:
Introduction to Archaeological Thought
The history of archaeological thought emphasizes recent debates. Evolutionary theories, behavioral archaeology, processual and cognitive archaeology, and approaches termed feminist and post-processual archaeology in the context of wider debate in adjacent disciplines. The application and integration of theory on archaeological problems and issues. Prerequisite by consent of instructor.
Terms: Win
| Units: 5
ANTHRO 303X:
Memory, Materiality, and Archaeology (ARCHLGY 303)
This seminar will explore several themes related to memory and material culture - broadly conceived to include art, architecture, the built environment, and landscapes, through archaeological, historical, and ethnographic lenses. How can we understand the role of socially resonant individual and collective memories through materiality in the past? What is the materiality of memorialization and commemoration, and are they affected by political contestation and power? Additionally, how does material culture through anthropological interpretation aid or transform social memory in the present?nnThis seminar does not attempt to be all-inclusive of the themes and topics generated by intersection of memory and materiality. Rather, the seminar is designed around an introduction to how humanists and social scientists (including sociocultural anthropologists and archaeologists) have approached social and collective memory, and seven specific theoretical or threads for which archaeologists offer unique insight. Some of the works we will read and discuss are established classics of archaeology and related disciplines, while others are more recent works. By putting certain works in conversation through our seminar, the aim is to push our understanding of the potential for thinking through materiality in exploring memory.
Terms: Win
| Units: 5
ANTHRO 306:
Anthropological Research Methods
Required of ANTHRO Ph.D. students. Other graduate students may enroll. Research methods and modes of evidence building in ethnographic research. Prerequisite by instructor consent.
Terms: Win
| Units: 5
ANTHRO 307:
Archaeological Methods
Methodological aspects of field and laboratory practice from traditional archaeological methods to the latest interdisciplinary analytical techniques. The nature of archaeological data and inference; interpretive potential of these techniques. Prerequisite: consent of instructor.
Terms: Spr
| Units: 5
ANTHRO 308:
Proposal Writing Seminar in Cultural and Social Anthropology
Required of second-year Ph.D. students in the culture and society track. The conceptualization of dissertation research problems, the theories behind them, and the methods for exploring them. Participants draft a research prospectus suitable for a dissertation proposal and research grant applications. Limited enrollment. Prerequisite: consent of instructor.
Terms: Spr
| Units: 5
ANTHRO 308A:
Proposal Writing Seminar in Archaeology
Required of second-year Ph.D. students in the archaeology track. The conceptualization of dissertation research problems, the theories behind them, and the methods for exploring them. Participants draft a research prospectus suitable for a dissertation proposal and research grant applications. Limited enrollment. Prerequisite: consent of instructor.
Terms: Spr
| Units: 5
ANTHRO 310G:
Introduction to Graduate Studies
Required graduate seminar. The history of anthropological theory and key theoretical and methodological issues of the discipline. Prerequisite: consent of instructor.
Terms: Aut
| Units: 2
ANTHRO 311G:
Introduction to Culture and Society Graduate Studies in Anthropology
Required graduate seminar for CS track. The history of anthropological theory and key theoretical and methodological issues in cultural anthropology. Prerequistes: this course is open only to Ph.D. students in anthropology or by permission of the instructor.
Terms: Win, Spr
| Units: 2
| Repeatable
2 times
(up to 4 units total)
ANTHRO 312:
Time Travel: Pasts, Places, and Possibilities
Is the past dead or alive? Where do we find it? What possibilities emerge when we encounter it? This course explores how people think and live with history in the present, how different places can harbor different times, and how movement between them can create the effect of time travel. By combining anthropological and historical approaches to time and temporality, students will learn how to build temporally capacious perspectives that transcend and unsettle commonplace divisions such as medieval-modern, colonial-postcolonial, and imperial-national.nPre-requisite by instructor consent.
Terms: Aut
| Units: 5
ANTHRO 330A:
The Archive: Form, Practice, Thought
This seminar offers a wide-ranging exploration of the `archive.' Drawing from ethnography, social theory, philosophy, photography and literature, we will examine the archive's diverse material, narratological and structural dimensions, its epistemological, political and representational functions, processes of archivisation and recuperation, and related domains of experience, memory, absence and loss. Prerequisite: consent of instructor
Terms: Spr
| Units: 5
ANTHRO 332B:
Tradition
A central concept in modern social theory, the notion of tradition often invokes a picture of life stressing constraint against freedom, continuity against becoming, and transmission instead of novelty. This course asks why the concept of tradition evokes these binaries and how they limit our analytical imagination. What other understandings are possible? The course brings together ethnographic and archaeological debates on tradition, examining how pasts and futures relate in the present. From these engagements we will consider themes of virtue and embodiment, learning and conduct, and historicity and time. Prerequisite by instructor consent.
Terms: Win
| Units: 5
ANTHRO 343:
Culture as Commodity
Cultural anthropologists have made significant contributions to studies that link culture and economy. Drawing together a range of cross-cultural debates, as these emerge in theoretical discussions and ethnographies, this graduate seminar explores themes that include value, property, cultural production, and consumption.
Terms: Aut
| Units: 5
ANTHRO 345A:
Race and Power: The Making of Human Difference in History, Biology and Capital
This course examines how race is made. We will pay close attention to how people engage with material, economic, scientific, and cultural forces to articulate human group difference as a given, and even natural. In this seminar, we will look at the reality of race as a literally constructed phenomenon, where historical, colonial, bodily, market, penal, and humanitarian constituent elements both circulate and sediment racial understandings. To focus our readings and discussions we will divide this vast terrain into three units: race and the colonial encounter, race and biopower, and race in systems of capital accumulation.
Terms: Spr
| Units: 5
ANTHRO 347A:
Global Heritage, Religion and Secularism
This course examines the ways in which religion and spirituality have been addressed in heritage preservation history, discourse, and practice. Readings will focus on the convergence of religious and heritage traditions at differentnhistorical and cultural moments in order to chart the legacies that inform a critical study of heritage into the 1990s. This seminar prepares students to assess the instruments and ideologies that conform contemporary practices of heritagenpreservation in light of recent institutional interest in religion, and highlights the obstacles that the field is yet to overcome theoretically and methodologically. Prerequisite: consent of instructor
Terms: Aut
| Units: 5
ANTHRO 348P:
ProSeminar: Medical Anthropology
This seminar will focus on recent and seminal texts in Medical Anthropology, broadly construed.Prerequisite: by instructor consent
Terms: Aut
| Units: 5
ANTHRO 349:
Anthropology of Capitalism
This advanced graduate seminar explores capitalism as an historically-situated and culturally-mediated articulation of practices rather than as an economic system or social structure governed by an internal logic. It draws on poststructural theories of culture, society and subjectivity to investigate the processes through which diverse capitalist practices are produced. Prerequisite: Graduate standing in Anthropology or permission of the instructor. Previous graduate level coursework in cultural anthropology, social theory or cultural studies is required. No auditing is permitted. Enrollment limited to 12.
Terms: Spr
| Units: 5
ANTHRO 353:
Landscape
This graduate seminar introduces interdisciplinary approaches to landscape study. The broad range of theoretical approaches includes human and non-human interactions and overlapping and divergent, spatial and temporal questions derived from the exchange between landscapes and humans. Fields such as Art history, Political Ecology, Anthropology, Geography, and Natural History draw attention to representational and non-representational ways that material and symbolic aspects of landscapes help constitute the making of place. Throughout the seminar students will development their research question or project. The requirements for this course are demanding. Prerequisite: Those not at the graduate level must seek the instructor's consent for enrollment.
Terms: Spr
| Units: 5
ANTHRO 354:
Cultural Techniques
Building on the concept of 'cultural techniques,' or 'Kulturtechniken,' that has been developing in recent German media studies, this advanced graduate seminar considers a wide range of culturally specific modes of elementary techniques, from cutting, connecting, to reading, writing, and counting, to cooking, sewing, irrigating, and so on, as ethnographic analytics. The seminar explores the epistemic shift in ethnographic methods and analysis from the symbolic sense of meaning-making to the material condition for such meaning-making. Prerequisite by instructor consent
Terms: Win
| Units: 5
ANTHRO 362A:
Visual Anthropology
This course will offer ways of understanding how scholars can attend to, theorize, and use visual documents such as photographs, drawings, prints, forms, charts, etc. in ethnographic work. Prerequisite by Instructor consent.
Terms: Win
| Units: 5
ANTHRO 381:
Archaeology of Violence
This advanced graduate seminar reflects on archaeological research on violence in relation to readings in philosophy, political anthropology, cultural studies, and gender and ethnic studies. While some forensic approaches are discussed, the emphasis is more on structural and collective violence and the role of violence in the formation of the archaeological record.
Terms: Spr
| Units: 5
ANTHRO 398B:
Race, Ethnicity, and Language: Writing Race, Ethnicity, and Language in Ethnography (CSRE 389B, EDUC 389B, LINGUIST 254)
This methods seminar focuses on developing ethnographic strategies for representing race, ethnicity, and language in writing without reproducing the stereotypes surrounding these categories and practices. In addition to reading various ethnographies, students conduct their own ethnographic research to test out the authors' contrasting approaches to data collection, analysis, and representation. The goal is for students to develop a rich ethnographic toolkit that will allow them to effectively represent the (re)production and (trans)formation of racial, ethnic, and linguistic phenomena.
Terms: Aut
| Units: 3-4
ANTHRO 401A:
Qualifying Examination: Topic
Required of second- and third-year Ph.D. students writing the qualifying paper or the qualifying written examination. May be repeat for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
2 times
(up to 10 units total)
Instructors: ;
Bauer, A. (PI);
Bird, D. (PI);
Curran, L. (PI);
Durham, W. (PI);
Ebron, P. (PI);
Ferguson, J. (PI);
Fox, J. (PI);
Fullwiley, D. (PI);
Garcia, A. (PI);
Hansen, T. (PI);
Hodder, I. (PI);
Inoue, M. (PI);
Jain, S. (PI);
Jones, J. (PI);
Klein, R. (PI);
Kohrman, M. (PI);
Luhrmann, T. (PI);
Malkki, L. (PI);
Meskell, L. (PI);
Rick, J. (PI);
Seetah, K. (PI);
Tambar, K. (PI);
Thiranagama, S. (PI);
Trivedi, M. (PI);
Voss, B. (PI);
Wilcox, M. (PI);
Yanagisako, S. (PI);
Yolacan, S. (PI)
ANTHRO 401B:
Qualifying Examination: Area
Required of second- and third-year Ph.D. students writing the qualifying paper or the qualifying written examination. May be repeated for credit one time.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
2 times
(up to 10 units total)
Instructors: ;
Bauer, A. (PI);
Bird, R. (PI);
Curran, L. (PI);
Durham, W. (PI);
Ebron, P. (PI);
Ferguson, J. (PI);
Fox, J. (PI);
Fullwiley, D. (PI);
Garcia, A. (PI);
Hansen, T. (PI);
Hodder, I. (PI);
Inoue, M. (PI);
Jain, S. (PI);
Jones, J. (PI);
Klein, R. (PI);
Kohrman, M. (PI);
Luhrmann, T. (PI);
Malkki, L. (PI);
Meskell, L. (PI);
Rick, J. (PI);
Seetah, K. (PI);
Tambar, K. (PI);
Thiranagama, S. (PI);
Trivedi, M. (PI);
Voss, B. (PI);
Wilcox, M. (PI);
Yanagisako, S. (PI);
Yolacan, S. (PI)
ANTHRO 440:
Graduate Teaching
Supervised experience teaching in Anthropology
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Bauer, A. (PI);
Bird, D. (PI);
Bird, R. (PI);
Curran, L. (PI);
Durham, W. (PI);
Ebron, P. (PI);
Ferguson, J. (PI);
Fox, J. (PI);
Fullwiley, D. (PI);
Garcia, A. (PI);
Hansen, T. (PI);
Hodder, I. (PI);
Inoue, M. (PI);
Jain, S. (PI);
Jones, J. (PI);
Klein, R. (PI);
Kohrman, M. (PI);
Luhrmann, T. (PI);
Malkki, L. (PI);
Meskell, L. (PI);
Rick, J. (PI);
Seetah, K. (PI);
Tambar, K. (PI);
Thiranagama, S. (PI);
Trivedi, M. (PI);
Voss, B. (PI);
Wilcox, M. (PI);
Yanagisako, S. (PI);
Yolacan, S. (PI)
ANTHRO 441:
Master's Project
Supervised work for terminal and coterminal master's students writing the master's project in the final quarter of the degree program.
Terms: Win, Spr, Sum
| Units: 1-5
| Repeatable
3 times
(up to 15 units total)
Instructors: ;
Bauer, A. (PI);
Bird, R. (PI);
Curran, L. (PI);
Domanska, E. (PI);
Durham, W. (PI);
Ebron, P. (PI);
Ferguson, J. (PI);
Fox, J. (PI);
Garcia, A. (PI);
Hansen, T. (PI);
Hodder, I. (PI);
Inoue, M. (PI);
Jain, S. (PI);
Jones, J. (PI);
Klein, R. (PI);
Kohrman, M. (PI);
Luhrmann, T. (PI);
Malkki, L. (PI);
Meskell, L. (PI);
Rick, J. (PI);
Thiranagama, S. (PI);
Voss, B. (PI);
Wilcox, M. (PI);
Yanagisako, S. (PI)
ANTHRO 442:
Reading Group
Graduate student reading group on a thematic topic of interest.nIntended for first or second-year cohort PhD students.nSections: Liisa Malkki, Sylvia Yanagisako, Thomas Hansen, Paulla Ebron, andnMiyako Inoue
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
2 times
(up to 6 units total)
Instructors: ;
Bauer, A. (PI);
Ebron, P. (PI);
Garcia, A. (PI);
Hansen, T. (PI);
Jain, S. (PI);
Malkki, L. (PI);
Rick, J. (PI);
Tambar, K. (PI);
Wilcox, M. (PI);
Yanagisako, S. (PI)
ANTHRO 444:
Anthropology Colloquium
Department Colloquia Lecture Series. Lectures presented on a variety of anthropological topics. Colloquium is intended for the Department of Anthropology's under graduate majors and graduate students. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
ANTHRO 445:
Anthropology Brown Bag Series
Current topics and trends in cultural/social anthropology, archaeology, and environmental and ecological anthropology. Enrollment in this noon-time series is restricted to the Department of Anthropology Masters students and First and Second-year PhD students.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
ANTHRO 450:
Research Apprenticeship
Supervised work on a research project with an individual faculty member. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Bauer, A. (PI);
Befu, H. (PI);
Bird, R. (PI);
Coll, K. (PI);
Curran, L. (PI);
Domanska, E. (PI);
Durham, W. (PI);
Ebron, P. (PI);
Engel, C. (PI);
Ferguson, J. (PI);
Fox, J. (PI);
Fullwiley, D. (PI);
Garcia, A. (PI);
Hansen, T. (PI);
Hodder, I. (PI);
Inoue, M. (PI);
Jain, S. (PI);
Jones, J. (PI);
Klein, R. (PI);
Kohrman, M. (PI);
Luhrmann, T. (PI);
Malkki, L. (PI);
Meskell, L. (PI);
Rick, J. (PI);
Seetah, K. (PI);
Tambar, K. (PI);
Thiranagama, S. (PI);
Trivedi, M. (PI);
Voss, B. (PI);
Wilcox, M. (PI);
Yanagisako, S. (PI);
Yolacan, S. (PI);
Coughlan, S. (GP)
ANTHRO 451:
Directed Individual Study
Supervised work for a qualifying paper, examination, or project with an individual faculty member.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Bauer, A. (PI);
Curran, L. (PI);
Domanska, E. (PI);
Durham, W. (PI);
Ebron, P. (PI);
Engel, C. (PI);
Ferguson, J. (PI);
Fox, J. (PI);
Fullwiley, D. (PI);
Garcia, A. (PI);
Hansen, T. (PI);
Hodder, I. (PI);
Inoue, M. (PI);
Jain, S. (PI);
Jones, J. (PI);
Klein, R. (PI);
Kohrman, M. (PI);
Liu, L. (PI);
Luhrmann, T. (PI);
Malkki, L. (PI);
Meskell, L. (PI);
Rick, J. (PI);
Seetah, K. (PI);
Tambar, K. (PI);
Thiranagama, S. (PI);
Trivedi, M. (PI);
Voss, B. (PI);
Wilcox, M. (PI);
Yanagisako, S. (PI);
Yolacan, S. (PI)
ANTHRO 452:
Graduate Internship
Provides graduate students with the opportunity to pursue their area of specialization in an institutional setting such as a laboratory, clinic, research institute, or government agency.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Bauer, A. (PI);
Curran, L. (PI);
Domanska, E. (PI);
Durham, W. (PI);
Ebron, P. (PI);
Ferguson, J. (PI);
Fox, J. (PI);
Fullwiley, D. (PI);
Garcia, A. (PI);
Hansen, T. (PI);
Hodder, I. (PI);
Inoue, M. (PI);
Jain, S. (PI);
Jones, J. (PI);
Klein, R. (PI);
Kohrman, M. (PI);
Luhrmann, T. (PI);
Malkki, L. (PI);
Meskell, L. (PI);
Rick, J. (PI);
Salkeld, D. (PI);
Seetah, K. (PI);
Tambar, K. (PI);
Thiranagama, S. (PI);
Voss, B. (PI);
Wilcox, M. (PI);
Yanagisako, S. (PI);
Coughlan, S. (GP)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Bauer, A. (PI);
Bird, R. (PI);
Curran, L. (PI);
Domanska, E. (PI);
Durham, W. (PI);
Ebron, P. (PI);
Ferguson, J. (PI);
Fox, J. (PI);
Fullwiley, D. (PI);
Garcia, A. (PI);
Hansen, T. (PI);
Hodder, I. (PI);
Inoue, M. (PI);
Jain, S. (PI);
Jones, J. (PI);
Klein, R. (PI);
Kohrman, M. (PI);
Luhrmann, T. (PI);
Malkki, L. (PI);
Meskell, L. (PI);
Rick, J. (PI);
Seetah, K. (PI);
Tambar, K. (PI);
Thiranagama, S. (PI);
Voss, B. (PI);
Wilcox, M. (PI);
Yanagisako, S. (PI)
ANTHRO 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Bauer, A. (PI);
Bird, R. (PI);
Curran, L. (PI);
Domanska, E. (PI);
Durham, W. (PI);
Ebron, P. (PI);
Ferguson, J. (PI);
Fox, J. (PI);
Fullwiley, D. (PI);
Garcia, A. (PI);
Hansen, T. (PI);
Hodder, I. (PI);
Inoue, M. (PI);
Jain, S. (PI);
Jones, J. (PI);
Klein, R. (PI);
Kohrman, M. (PI);
Luhrmann, T. (PI);
Malkki, L. (PI);
Meskell, L. (PI);
Ready, E. (PI);
Rick, J. (PI);
Seetah, K. (PI);
Tambar, K. (PI);
Thiranagama, S. (PI);
Trivedi, M. (PI);
Voss, B. (PI);
Wilcox, M. (PI);
Yanagisako, S. (PI);
Yolacan, S. (PI);
Coughlan, S. (GP)
APPPHYS 77N:
Functional Materials and Devices
Preference to freshmen. Exploration via case studies how functional materials have been developed and incorporated into modern devices. Particular emphasis is on magnetic and dielectric materials and devices. Recommended: high school physics course including electricity and magnetism.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-SMA
APPPHYS 79N:
Energy Options for the 21st Century
Preference to frosh. Choices for meeting the future energy needs of the U.S. and the world. Basic physics of energy sources, technologies that might be employed, and related public policy issues. Trade-offs and societal impacts of different energy sources. Policy options for making rational choices for a sustainable world energy economy.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-SMA
APPPHYS 189:
Physical Analysis of Artworks (ARCHLGY 189)
Students explore the use of Stanford Nano Shared Facilities (SNSF) for physical analysis of material samples of interest for art conservation, technical art history and archaeology. Weekly SNSF demonstrations will be supplemented by lectures on intellectual context by Stanford faculty/staff and conservators from the Fine Arts Museums of San Francisco (FAMSF). Students will undertake analysis projects derived from ongoing conservation efforts at FAMSF, including training on the use of relevant SNSF instruments and data analysis.
Terms: Win
| Units: 3
| UG Reqs: WAY-AQR, WAY-SMA
APPPHYS 201:
Electrons and Photons (PHOTON 201)
Applied Physics Core course appropriate for graduate students and advanced undergraduate students with prior knowledge of elementary quantum mechanics, electricity and magnetism, and special relativity. Interaction of electrons with intense electromagnetic fields from microwaves to x- ray, including electron accelerators, x-ray lasers and synchrotron light sources, attosecond laser-atom interactions, and x-ray matter interactions. Mechanisms of radiation, free-electron lasing, and advanced techniques for generating ultrashort brilliant pulses. Characterization of electronic properties of advanced materials, prospects for single-molecule structure determination using x-ray lasers, and imaging attosecond molecular dynamics.
Terms: Win
| Units: 4
APPPHYS 203:
Atoms, Fields and Photons
Applied Physics Core course appropriate for graduate students and advanced undergraduate students with prior knowledge of elementary quantum mechanics, electricity and magnetism, and ordinary differential equations. Structure of single- and multi-electron atoms and molecules, and cold collisions. Phenomenology and quantitative modeling of atoms in strong fields, with modern applications. Introduction to quantum optical theory of atom-photon interactions, including quantum trajectory theory, mechanical effects of light on atoms, and fundamentals of laser spectroscopy and coherent control.
Terms: Aut
| Units: 4
APPPHYS 204:
Quantum Materials
Applied Physics Core course appropriate for graduate students and advanced undergraduate students with prior knowledge of elementary quantum mechanics. Introduction to materials and topics of current interest. Topics include superconductivity, magnetism, charge and spin density waves, frustration, classical and quantum phase transitions, multiferroics, and interfaces. Prerequisite: elementary course in quantum mechanics.
Terms: Win
| Units: 4
APPPHYS 205:
Introduction to Biophysics (BIO 126, BIO 226)
Core course appropriate for advanced undergraduate students and graduate students with prior knowledge of calculus and a college physics course. Introduction to how physical principles offer insights into modern biology, with regard to the structural, dynamical, and functional organization of biological systems. Topics include the roles of free energy, diffusion, electromotive forces, non-equilibrium dynamics, and information in fundamental biological processes.
Terms: Win
| Units: 3-4
APPPHYS 207:
Laboratory Electronics
Lecture/lab emphasizing analog and digital electronics for lab research. RC and diode circuits. Transistors. Feedback and operational amplifiers. Active filters and circuits. Pulsed circuits, voltage regulators, and power circuits. Precision circuits, low-noise measurement, and noise reduction techniques. Circuit simulation tools. Analog signal processing techniques and modulation/demodulation. Principles of synchronous detection and applications of lock-in amplifiers. Common laboratory measurements and techniques illustrated via topical applications. Prerequisites: undergraduate device and circuit exposure.
Terms: Win
| Units: 4
APPPHYS 222:
Principles of X-ray Scattering (PHOTON 222)
Provides a fundamental understanding of x-ray scattering and diffraction. Combines pedagogy with modern experimental methods for obtaining atomic-scale structural information on synchrotron and free-electon laser-based facilities. Topics include Fourier transforms, reciprocal space; scattering in the first Born approximation, comparison of x-ray, neutron and electron interactions with matter, kinematic theory of diffraction; dynamical theory of diffraction from perfect crystals, crystal optics, diffuse scattering from imperfect crystals, inelastic x-ray scattering in time and space, x-ray photon correlation spectroscopy. Laboratory experiments at the Stanford Synchrotron Radiation Lightsource.
Terms: Spr
| Units: 4
APPPHYS 223:
Stochastic and Nonlinear Dynamics (BIO 223, BIOE 213, PHYSICS 223)
Theoretical analysis of dynamical processes: dynamical systems, stochastic processes, and spatiotemporal dynamics. Motivations and applications from biology and physics. Emphasis is on methods including qualitative approaches, asymptotics, and multiple scale analysis. Prerequisites: ordinary and partial differential equations, complex analysis, and probability or statistical physics.
Terms: Aut
| Units: 3
APPPHYS 228:
Quantum Hardware
Review of the basics of quantum information. Quantum optics: photon counting, detection, and amplification. Quantum noise in parametric processes. Quantum sensing: standard quantum limits, squeezed light, and spin squeezing. Gaussian quantum information. Quantum theory of electric circuits, electromagnetic components, and nanomechanical devices. Integrated quantum systems: superconductivity and Josephson qubits, measurement-based quantum computing with photons, spin qubits, topological systems. Prerequisites: PHYSICS 130/131 and APPPHYS 203.
Terms: Win
| Units: 4
APPPHYS 232:
Advanced Imaging Lab in Biophysics (BIO 132, BIO 232, BIOPHYS 232, GENE 232)
Laboratory and lectures. Advanced microscopy and imaging, emphasizing hands-on experience with state-of-the-art techniques. Students construct and operate working apparatus. Topics include microscope optics, Koehler illumination, contrast-generating mechanisms (bright/dark field, fluorescence, phase contrast, differential interference contrast), and resolution limits. Laboratory topics vary by year, but include single-molecule fluorescence, fluorescence resonance energy transfer, confocal microscopy, two-photon microscopy, microendoscopy, and optical trapping. Limited enrollment. Recommended: basic physics, basic cell biology, and consent of instructor.
Terms: Spr
| Units: 4
APPPHYS 235:
Biotransport Phenomena (BIOPHYS 235, ME 235)
The efficient transport of energy, mass, and momentum is essential to the normal function of living systems. Changes in these processes often result in pathological conditions. Transport phenomena are also critical to the design of instrumentation for medical applications and biotechnology. The course aims to introduce the integrated study of transport processes and their biological applications. It covers the fundamental driving forces for transport in biological systems and the biophysics across multiple length scales (molecules, cells, tissues, organs, whole organisms). Topics include chemical gradients, electrical interactions, fluid flow, mass transport. Pre-requisites: Calculus, MATLAB, basic fluid mechanics, heat transfer, solid mechanics.
Terms: Win
| Units: 3
| Repeatable
9 times
(up to 18 units total)
APPPHYS 272:
Solid State Physics (PHYSICS 172)
Introduction to the properties of solids. Crystal structures and bonding in materials. Momentum-space analysis and diffraction probes. Lattice dynamics, phonon theory and measurements, thermal properties. Electronic structure theory, classical and quantum; free, nearly-free, and tight-binding limits. Electron dynamics and basic transport properties; quantum oscillations. Properties and applications of semiconductors. Reduced-dimensional systems. Undergraduates should register for PHYSICS 172 and graduate students for APPPHYS 272. Prerequisites: PHYSICS 170 and PHYSICS 171, or equivalents.
Terms: Spr
| Units: 3
APPPHYS 273:
Solid State Physics II
Introduction to the many-body aspects of crystalline solids. Second quantization of phonons, anharmonic effects, polaritons, and scattering theory. Second quantization of Fermi fields. Electrons in the Hartree-Fock and random phase approximation; electron screening and plasmons. Magnetic exchange interactions. Electron-phonon interaction in ionic/covalent semiconductors and metals; effective attractive electron-electron interactions, Cooper pairing, and BCS description of the superconducting state. Prerequisite: APPPHYS 272 or PHYSICS 172.
Terms: Aut
| Units: 3
APPPHYS 282:
Quantum Gases (PHYSICS 182, PHYSICS 282)
Introduction to the physics of quantum gases and their use in quantum simulation and computation. Topics in modern atomic physics and quantum optics will be covered, including laser cooling and trapping, ultracold collisions, optical lattices, ion traps, cavity QED, quantum phase transitions in quantum gases and lattices, BEC and quantum degenerate Fermi gases, 1D and 2D quantum gases, dipolar gases, and quantum nonequilibrium dynamics and phase transitions. Prerequisites: undergraduate quantum and statistical mechanics courses. Applied Physics 203 strongly recommended but not required.
Terms: Win
| Units: 3
APPPHYS 283:
Ultrafast Quantum Physics (PHOTON 283)
Intended for first-year graduate students who are interested in understanding the basic concepts of ultrafast quantum science to prepare for research in AMO physics, condensed matter physics, physical chemistry or quantum information science.nThe topics in this course are distinct from and complementary to AP 201 (Laser and X-ray Sources and Science) and AP 203 (AMO Physics and Quantum Optics). nTopics for this course: n- Atomic structure probed in the time domain: Wave packets and quantum entanglement.n- Molecular structure probed in the time domain: Building up and then breaking down the Born-Oppenheimer picture.n- Extended quantum systems probed in the time domain: Band structure, phonons, and ultrafast disturbancesn- Laser-matter interactions: From multi-photon absorption to tunnel-ionization. n- X-ray-matter interactions: Excitation, ionization, and linear and nonlinear scattering.n- Attosecond science: Impulsive excitation, Auger-Meitner decay, charge migration within molecules.n- Extreme time-domain quantum physics: high-field environments, and matter tunneling from the quantum vacuum.
Terms: Spr
| Units: 4
APPPHYS 290:
Directed Studies in Applied Physics
Special studies under the direction of a faculty member for which academic credit may properly be allowed. May include lab work or directed reading.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Akerib, D. (PI);
Allen, S. (PI);
Baccus, S. (PI);
Baer, T. (PI);
Beasley, M. (PI);
Bienenstock, A. (PI);
Block, S. (PI);
Boneh, D. (PI);
Brongersma, M. (PI);
Bucksbaum, P. (PI);
Byer, R. (PI);
Cabrera, B. (PI);
Chu, S. (PI);
Clark, S. (PI);
Clemens, B. (PI);
Das, R. (PI);
Devereaux, T. (PI);
Digonnet, M. (PI);
Dionne, J. (PI);
Doniach, S. (PI);
Dresselhaus-Marais, L. (PI);
Druckmann, S. (PI);
Dunne, M. (PI);
El Gamal, A. (PI);
Fan, S. (PI);
Fejer, M. (PI);
Feldman, B. (PI);
Fetter, A. (PI);
Finn, C. (PI);
Fisher, D. (PI);
Fisher, I. (PI);
Fox, J. (PI);
Ganguli, S. (PI);
Geballe, T. (PI);
Glenzer, S. (PI);
Goldhaber-Gordon, D. (PI);
Good, B. (PI);
Haroush, K. (PI);
Harris, J. (PI);
Harrison, W. (PI);
Hastings, J. (PI);
Heinz, T. (PI);
Hesselink, L. (PI);
Hogan, D. (PI);
Hogan, J. (PI);
Hollberg, L. (PI);
Hong, G. (PI);
Huang, Z. (PI);
Hwang, H. (PI);
Jackson, R. (PI);
Kachru, S. (PI);
Kapitulnik, A. (PI);
Kasevich, M. (PI);
Kenny, T. (PI);
Khemani, V. (PI);
Khuri-Yakub, B. (PI);
Kling, M. (PI);
Kuo, C. (PI);
Lee, Y. (PI);
Lev, B. (PI);
Levin, C. (PI);
Lindenberg, A. (PI);
Linderman, S. (PI);
Lobell, D. (PI);
Mabuchi, H. (PI);
Manoharan, H. (PI);
Marinelli, A. (PI);
Miller, D. (PI);
Moerner, W. (PI);
Moler, K. (PI);
Nanni, E. (PI);
Nilsson, A. (PI);
Osheroff, D. (PI);
Palanker, D. (PI);
Pease, R. (PI);
Petrosian, V. (PI);
Prakash, M. (PI);
Prinz, F. (PI);
Quake, S. (PI);
Quate, C. (PI);
Raghu, S. (PI);
Raubenheimer, T. (PI);
Reed, E. (PI);
Reis, D. (PI);
Roodman, A. (PI);
Safavi-Naeini, A. (PI);
Schnitzer, M. (PI);
Shen, Z. (PI);
Solgaard, O. (PI);
Spakowitz, A. (PI);
Stohr, J. (PI);
Sturrock, P. (PI);
Su, D. (PI);
Suzuki, Y. (PI);
Tantawi, S. (PI);
Vuckovic, J. (PI);
Wang, B. (PI);
Winick, H. (PI);
Yamamoto, Y. (PI);
Zhang, S. (PI);
Salleo, A. (GP)
APPPHYS 291:
Practical Training
Opportunity for practical training in industrial labs. Arranged by student with research adviser's approval. Summary of activities required.
Terms: Aut, Sum
| Units: 1-3
| Repeatable
for credit
Instructors: ;
Baer, T. (PI);
Beasley, M. (PI);
Bienenstock, A. (PI);
Block, S. (PI);
Bouland, A. (PI);
Brongersma, M. (PI);
Bucksbaum, P. (PI);
Byer, R. (PI);
Chu, S. (PI);
Clemens, B. (PI);
Digonnet, M. (PI);
Doniach, S. (PI);
Dror, R. (PI);
El Gamal, A. (PI);
Fan, S. (PI);
Fejer, M. (PI);
Fetter, A. (PI);
Fisher, D. (PI);
Fisher, I. (PI);
Fox, J. (PI);
Ganguli, S. (PI);
Geballe, T. (PI);
Goldhaber-Gordon, D. (PI);
Harris, J. (PI);
Harrison, W. (PI);
Heinz, T. (PI);
Hesselink, L. (PI);
Hwang, H. (PI);
Kapitulnik, A. (PI);
Kasevich, M. (PI);
Kenny, T. (PI);
Khuri-Yakub, B. (PI);
Lee, Y. (PI);
Lev, B. (PI);
Mabuchi, H. (PI);
Manoharan, H. (PI);
Miller, D. (PI);
Moerner, W. (PI);
Moler, K. (PI);
Nilsson, A. (PI);
Osheroff, D. (PI);
Palanker, D. (PI);
Pease, R. (PI);
Petrosian, V. (PI);
Raubenheimer, T. (PI);
Reed, E. (PI);
Reis, D. (PI);
Safavi-Naeini, A. (PI);
Schnitzer, M. (PI);
Shen, Z. (PI);
Solgaard, O. (PI);
Stohr, J. (PI);
Sturrock, P. (PI);
Suzuki, Y. (PI);
Tantawi, S. (PI);
Vuckovic, J. (PI);
Winick, H. (PI);
Yamamoto, Y. (PI);
Zhang, S. (PI)
APPPHYS 294:
Cellular Biophysics (BIO 294, BIOPHYS 294)
Physical biology of dynamical and mechanical processes in cells. Emphasis is on qualitative understanding of biological functions through quantitative analysis and simple mathematical models. Sensory transduction, signaling, adaptation, switches, molecular motors, actin and microtubules, motility, and circadian clocks. Prerequisites: differential equations and introductory statistical mechanics.
Terms: Win, Spr
| Units: 3
APPPHYS 325:
Synchrotron Radiation and Free Electron Lasers: Principles and Applications. (PHOTON 325)
Synchrotron radiation sources for scientific exploration, and x-ray FELs for studies of ultrafast processes at the atomic scale. Fundamental concepts in electron and photon beams, bending magnet and undulator radiation, one-dimensional and three-dimensional FEL theory and simulations, self-amplified spontaneous emission, seeding and other improvement schemes, x-ray methodology, techniques and instrumentation for the study of ultrafast phenomena. Includes selected laboratory tours of the Linac Coherent Light Source and/or Stanford Synchrotron Radiation Lightsource at SLAC. Prerequisite: graduate-level electrodynamics, or consent of instructor.
Terms: Spr
| Units: 3
APPPHYS 376:
Literature of Quantum Simulation
This course will explore key literature regarding quantum simulation, the use of atoms and qubits to emulate complex quantum matter of relevance to condensed matter physics, high-energy physics, and quantum information processing. Advanced topics including optical lattice-based and ion-trap quantum simulation, synthetic gauge fields, low-dimensional systems, nonequilibrium quantum many-body physics, and many-body cavity QED will be addressed in a seminar format. Presentations and a final paper will be required. Prerequisites: Quantum mechanics at the advanced undergraduate or 1st-year graduate level. May be repeated for credit.
Terms: Spr
| Units: 3
| Repeatable
2 times
(up to 6 units total)
APPPHYS 384:
Advanced Topics in AMO Physics (PHOTON 384)
This course will develop the subject of Strong-Field QED. Topics to be covered include: The structure of the quantum vacuum;relativistic laser-vacuum interactions;linear and non-linear Compton and Breit-Wheeler pair-production processes;vacuum polarization and vacuum tunneling; the radiation reaction problem in strong fields;applications in astrophysics and cosmology. The course will also cover experimental methods, including petawatt lasers with focused intensities sufficient to destabilize the vacuum. Prerequisites: familiarity with quantum mechanics, electrodynamics, and special relativity.
Terms: Win
| Units: 3
| Repeatable
2 times
(up to 3 units total)
APPPHYS 390:
Dissertation Research
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Baer, T. (PI);
Beasley, M. (PI);
Bienenstock, A. (PI);
Block, S. (PI);
Brongersma, M. (PI);
Bucksbaum, P. (PI);
Byer, R. (PI);
Chu, S. (PI);
Clemens, B. (PI);
Devereaux, T. (PI);
Digonnet, M. (PI);
Doniach, S. (PI);
Druckmann, S. (PI);
Dunne, M. (PI);
El Gamal, A. (PI);
Fan, S. (PI);
Fejer, M. (PI);
Fetter, A. (PI);
Fisher, D. (PI);
Fisher, I. (PI);
Fox, J. (PI);
Ganguli, S. (PI);
Geballe, T. (PI);
Glenzer, S. (PI);
Goldhaber-Gordon, D. (PI);
Good, B. (PI);
Harris, J. (PI);
Harrison, W. (PI);
Heinz, T. (PI);
Hesselink, L. (PI);
Hong, G. (PI);
Hwang, H. (PI);
Kachru, S. (PI);
Kapitulnik, A. (PI);
Kasevich, M. (PI);
Kenny, T. (PI);
Khuri-Yakub, B. (PI);
Lee, Y. (PI);
Lev, B. (PI);
Mabuchi, H. (PI);
Manoharan, H. (PI);
Miller, D. (PI);
Moerner, W. (PI);
Moler, K. (PI);
Nilsson, A. (PI);
Osheroff, D. (PI);
Palanker, D. (PI);
Pease, R. (PI);
Petrosian, V. (PI);
Qi, X. (PI);
Quate, C. (PI);
Raubenheimer, T. (PI);
Reis, D. (PI);
Safavi-Naeini, A. (PI);
Schnitzer, M. (PI);
Shen, Z. (PI);
Solgaard, O. (PI);
Stohr, J. (PI);
Sturrock, P. (PI);
Suzuki, Y. (PI);
Tantawi, S. (PI);
Vuckovic, J. (PI);
Winick, H. (PI);
Yamamoto, Y. (PI);
Zhang, S. (PI)
APPPHYS 470:
Condensed Matter Seminar
Current research and literature; offered by faculty, students, and outside specialists. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
APPPHYS 483:
Optics and Electronics Seminar
Current research topics in lasers, quantum electronics, optics, and photonics by faculty, students, and invited outside speakers. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
APPPHYS 802:
TGR PhD Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Baer, T. (PI);
Beasley, M. (PI);
Bienenstock, A. (PI);
Block, S. (PI);
Brongersma, M. (PI);
Bucksbaum, P. (PI);
Byer, R. (PI);
Chu, S. (PI);
Clemens, B. (PI);
Dauskardt, R. (PI);
Devereaux, T. (PI);
Digonnet, M. (PI);
Doniach, S. (PI);
Dror, R. (PI);
Druckmann, S. (PI);
Dunne, M. (PI);
El Gamal, A. (PI);
Fan, J. (PI);
Fan, S. (PI);
Fejer, M. (PI);
Feldman, B. (PI);
Fetter, A. (PI);
Fisher, D. (PI);
Fisher, I. (PI);
Fox, J. (PI);
Ganguli, S. (PI);
Geballe, T. (PI);
Goldhaber-Gordon, D. (PI);
Harris, J. (PI);
Harrison, W. (PI);
Hayden, P. (PI);
Heinz, T. (PI);
Hesselink, L. (PI);
Hogan, J. (PI);
Hwang, H. (PI);
Jackson, R. (PI);
Jornada, F. (PI);
Kapitulnik, A. (PI);
Kasevich, M. (PI);
Kenny, T. (PI);
Khuri-Yakub, B. (PI);
Lee, Y. (PI);
Lev, B. (PI);
Mabuchi, H. (PI);
Manoharan, H. (PI);
Miller, D. (PI);
Moerner, W. (PI);
Moler, K. (PI);
Nilsson, A. (PI);
Osheroff, D. (PI);
Palanker, D. (PI);
Pease, R. (PI);
Petrosian, V. (PI);
Prakash, M. (PI);
Quate, C. (PI);
Raubenheimer, T. (PI);
Reed, E. (PI);
Reis, D. (PI);
Safavi-Naeini, A. (PI);
Schleier-Smith, M. (PI);
Schnitzer, M. (PI);
Shen, Z. (PI);
Solgaard, O. (PI);
Spakowitz, A. (PI);
Stohr, J. (PI);
Sturrock, P. (PI);
Suzuki, Y. (PI);
Tantawi, S. (PI);
Vuckovic, J. (PI);
Winick, H. (PI);
Yamamoto, Y. (PI);
Zhang, S. (PI);
Salleo, A. (GP)
ARABLANG 1:
First-Year Arabic, First Quarter
(Formerly AMELANG 1A.) One-year sequence designed to develop beginning proficiency, with additional emphasis is on reading and writing standard Arabic.
Terms: Aut
| Units: 5
ARABLANG 1A:
Accelerated First-Year Arabic, Part I
Completes first-year sequence in two rather than three quarters.
Terms: Aut
| Units: 5
ARABLANG 2:
First-Year Arabic, Second Quarter
Continuation of ARABLANG1. One-year sequence designed to develop beginning proficiency, with additional emphasis on reading and writing standard Arabic. nPrerequisite: Placement Test, ARABLANG 1.
Terms: Win
| Units: 5
ARABLANG 2A:
Accelerated First-Year Arabic, Part II
Completes first-year sequence in two rather than three quarters. Prerequisite: Placement Test, completion of ARABLANG 1A. This course fulfills the University Foreign Language Requirement.
Terms: Win
| Units: 5
| UG Reqs: Language
ARABLANG 3:
First-Year Arabic, Third Quarter
(Formerly AMELANG 1C.) Continuation of ARABLANG 2. One-year sequence designed to develop beginning proficiency, with additional emphasis on reading and writing standard Arabic. Fulfills the University Foreign Language Requirement. Prerequisite: Placement Test, ARABLANG 2.
Terms: Spr
| Units: 5
| UG Reqs: Language
ARABLANG 10:
Arabic Calligraphy
Arabic calligraphy is the supreme art of the Islamic world. Other Islamic arts, such as architecture, metal work, ceramics, glass, and textiles, draw on calligraphy as their principal source of embellishment. Interactive lecture-workshop sketches Arabic calligraphy's development and illustrates the various types of Arabic calligraphy in use today use. Prerequisite: Knowledge of Arabic writing and reading required. May be repeated 3 times for credit.
Terms: Spr
| Units: 3
| Repeatable
3 times
(up to 9 units total)
ARABLANG 21:
Second-Year Arabic, First Quarter
(Formerly AMELANG 11A.) One-year sequence designed to develop intermediate proficiency, with additional emphasis on functional applications and reading and writing standard Arabic. Prerequisite: Placement Test, ARABLANG 3.
Terms: Aut
| Units: 5
ARABLANG 21A:
Accelerated Second-Year Arabic, Part I
Completes second-year sequence in two rather than three quarters. For students with previous knowledge of Arabic. Prerequisite: Placement Test, ARABLANG 2A or 3.
Terms: Aut, Spr
| Units: 5
ARABLANG 22:
Second-Year Arabic, Second Quarter
(Formerly AMELANG 11B.) Continuation of ARABLANG 21. One-year sequence designed to develop intermediate proficiency, with additional emphasis on functional applications and reading and writing standard Arabic. Prerequisite:Placement Test, ARABLANG 21.
Terms: Win
| Units: 5
ARABLANG 22A:
Accelerated second-Year Arabic, Part II
Completes Second-year sequence in two rather than three quarters. For students with previous knowledge of Arabic. Prerequisite: Placement Test, ARABLANG 21A.
Terms: Win
| Units: 5
ARABLANG 23:
Second-Year Arabic, Third Quarter
(Formerly AMELANG 11C.) Continuation of ARABLANG 22. One-year sequence designed to develop intermediate proficiency, with additional emphasis on functional applications and reading and writing standard Arabic. Prerequisite: Placement Test, ARABLANG 22.
Terms: Spr
| Units: 5
| UG Reqs: Language
ARABLANG 24:
Arabic Skills Workshop
Emphasis on the necessary Arabic skills (Reading, Writing, Listening, Speaking) needed by students to use Arabic at the Advanced level. The course is designed to deal with more complex texts and selected authentic audio materials of different styles and genres. Prerequisite: three years of Arabic or instructor's permission. This course is repeatable
Terms: Aut, Win
| Units: 4
| Repeatable
for credit
(up to 99 units total)
ARABLANG 125A:
Colloquial Arabic, First Quarter
(Formerly AMELANG 25A.) Sources include authentic videotaped conversations with native speakers, conversations, and texts of these conversations to enhance comprehension and improve aural skills. Prerequisite: 2 years of Arabic. May be repeated for credit.
Terms: Aut
| Units: 3
| Repeatable
for credit
ARABLANG 125B:
Conversational/Colloquial Arabic, Second Quarter
Formerly AMELANG 25B.) Continuation of ARABLANG 125A. Sources include authentic videotaped conversations with native speakers, conversations, and texts of these conversations to enhance comprehension and improve aural skills. Prerequisite: ARABLANG 125AnMay be repeated for credit
Terms: Win
| Units: 4
| Repeatable
for credit
ARABLANG 125C:
Colloquial Arabic, Third Quarter
Continuation of ARABLANG 125B. Sources include authentic videotaped conversations with native speakers, conversations, and texts of these conversations to enhance comprehension and improve aural skills. Prerequisite: ARABLANG 125B. nMay be repeated for credit
Terms: Spr
| Units: 4
| Repeatable
for credit
ARABLANG 127:
Intermediate to Advanced Conversation
Students develop communication skills (listening and speaking) in Arabic while discussing real-life issues, current events, and cultural topics. Pronunciation, vocabulary development, and group discussion skills are stressed. May be taken concurrently with other Arabic courses. Prerequisite: Completion of First-Year Arabic.
Terms: Aut, Win, Spr
| Units: 3
| Repeatable
2 times
(up to 10 units total)
ARABLANG 131:
Third-Year Arabic, First Quarter
(Formerly AMELANG 21A.) Continuation of ARABLANG 23. One-year sequence designed to develop advanced proficiency with emphasis on complex and compound sentences through use of literary works, media Arabic, the Internet, and cultural productions. Prerequisite: Placement Test, ARABLANG 23.
Terms: Aut, Spr
| Units: 4
ARABLANG 132:
Third-Year Arabic, Second Quarter
Continuation of ARABLANG 131. One-year sequence designed to develop advanced proficiency with emphasis on complex and compound sentences through use of literary works, media Arabic, the Internet, and cultural productions. Prerequisite: Placement Test, Arablang 131
Terms: Win
| Units: 4
ARABLANG 133:
Third-Year Arabic, Third Quarter
(Formerly AMELANG 21C.) Continuation of ARABLANG 132. One-year sequence designed to develop advanced proficiency with emphasis on complex and compound sentences through use of literary works, media Arabic, the Internet, and cultural productions. Prerequisite: Placement Test, ARABLANG 132.
Terms: Spr
| Units: 4
ARABLANG 297:
Directed Reading
Terms: Aut
| Units: 1-5
| Repeatable
for credit
ARABLANG 394:
Graduate Studies in Arabic Conversation
Prerequisite: Consent of Instructor
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
ARABLANG 395:
Graduate Studies in Arabic
Prerequisite: Consent of instructor. Restricted to Grad students
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
ARCHLGY 1:
Introduction to Archaeology (ANTHRO 3)
Aims, methods, and data in the study of human society's development from early hunters through late prehistoric civilizations. Archaeological sites and remains characteristic of the stages of cultural development for selected geographic areas, emphasizing methods of data collection and analysis appropriate to each.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-A-II, WAY-SI
ARCHLGY 84:
Incas, Spaniards, and Africans: Archaeology of the Kingdom of Peru (ANTHRO 84B)
Students are introduced to Andean archaeology from the rise of the Inca empire through the Spanish colonial period. We will explore archaeological evidence for the development of late pre-Hispanic societies in western South America, the Spanish conquest, and the origins of key Spanish colonial institutions in the Andean region: the Church, coerced indigenous labor, and African slavery. Central to this course is an archaeological interrogation of the underpinnings and legacies of colonialism, race, and capitalism in the region. Students will also consider the material culture of daily life and those living on the social margins, both in pre-Hispanic societies and under Spanish rule.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-EDP, WAY-SI
ARCHLGY 95:
Monumental Pasts: Cultural Heritage and Politics (ANTHRO 95C)
What is heritage? Who decides what and how pasts matter? Our pasts loom monumental in multiple senses. At the intersection of archaeology and anthropology, the emerging discipline of heritage is often described as the politics of the past. What people choose to take from their histories varies and is often contested. Heritage shapes and is shaped by power. This course introduces contemporary themes and debates in cultural heritage. Together we'll develop a critical stance toward dominant perspectives to understand how pasts are used, erased, reclaimed, and mobilized in the present, for the future. In doing so we'll think through concepts such as materiality, intangibility, monumentality, value, memory, identity, community, nationalism, and universality. Our case studies will range from contemporary debates over Jim Crow era monuments in the USA, to UNESCO World Heritage List politics, and the development of community identities. We will also reflect on heritage at a personal scale and its relationship to belonging. Course materials will include readings and media from around the globe. Students will participate through seminar discussions, proposing and presenting topics of their choice, regular journal entries, and a choice of final project, podcast, paper, or exhibition plan.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-EDP, WAY-SI
ARCHLGY 97:
Archaeology Internship
Opportunity for students to pursue their specialization in an institutional setting such as a laboratory, clinic, research institute, museums or government agency. May be repeated for credit. Prior instructor consent needed.
Terms: Aut, Win, Spr
| Units: 1-10
| Repeatable
2 times
(up to 20 units total)
ARCHLGY 102:
Archaeological Methods (ANTHRO 91A)
Methodological issues related to the investigation of archaeological sites and objects. Aims and techniques of archaeologists including: location and excavation of sites; dating of places and objects; analysis of artifacts and technology and the study of ancient people, plants, and animals. How these methods are employed to answer the discipline's larger research questions.
Terms: Spr
| Units: 5
| UG Reqs: WAY-SMA
ARCHLGY 103:
History of Archaeological Thought (ANTHRO 103B, CLASSICS 170)
Introduction to the history of archaeology and the forms that the discipline takes today, emphasizing developments and debates over the past five decades. Historical overview of culture, historical, processual and post-processual archaeology, and topics that illustrate the differences and similarities in these theoretical approaches. Satisfies Archaeology WIM requirement.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-A-II, WAY-SI
ARCHLGY 103A:
Human Osteoarchaeology (ANTHRO 103A, ANTHRO 203A)
The course will cover the methodological and theoretical backgrounds to human osteoarchaeology, introduce the student to the chemical and physical characteristics of bone, and to the functional morphology of the human skeleton. Classes will consist of a taught component that outlines how osteoarchaeologists reconstruct individual life-histories based on age, sex etc.; this is combined with hands-on identification of different skeletal elements and the markers used to inform the analytical methods. Additional scientific methodologies are also introduced that increasingly form a major component of human osteoarchaeology.
Terms: Win
| Units: 5
ARCHLGY 109:
Religions of Ancient Eurasia (CLASSICS 165)
This course will explore archaeological evidence for the ritual and religions of Ancient Eurasia, including Greco-Roman polytheism, early Christianity, and early Buddhism. Each week, we will discuss the most significant themes, methods, and approaches that archaeologists are now using to study religious beliefs and rituals. Examples will focus on the everyday social, material, and symbolic aspects of religion. The course will also consider the role of archaeological heritage in religious conflicts today and the ethical dilemmas of archaeology in the 21st century.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-SI
ARCHLGY 110:
Environmental Archaeology (ANTHRO 110, ANTHRO 210)
This course investigates the field of environmental archaeology. Its goals are twofold: 1) to critically consider the intellectual histories of environmental archaeology, and, 2) to survey the various techniques and methods by which archaeologists assess historical environmental conditions through material proxies. The course will include lab activities.
Terms: Win
| Units: 5
ARCHLGY 111:
Emergence of Chinese Civilization from Caves to Palaces (ARCHLGY 211, CHINA 176, CHINA 276)
Introduces processes of cultural evolution from the Paleolithic to the Three Dynasties in China. By examining archaeological remains, ancient inscriptions, and traditional texts, four major topics will be discussed: origins of modern humans, beginnings of agriculture, development of social stratification, and emergence of states and urbanism.
Terms: Spr
| Units: 3-4
| UG Reqs: GER:DB-Hum, WAY-SI
ARCHLGY 111B:
Muwekma: Landscape Archaeology and the Narratives of California Natives (ANTHRO 111C, NATIVEAM 111B)
This course explores the unique history of San Francisco Bay Area tribes with particular attention to Muwekma Ohlone- the descendent community associated with the landscape surrounding and including Stanford University. The story of Muwekma provides a window into the history of California Indians from prehistory to Spanish exploration and colonization, the role of Missionaries and the controversial legacy of Junipero Serra, Indigenous rebellions throughout California, citizenship and land title during the 19th century, the historical role of anthropology and archaeology in shaping policy and recognition of Muwekma, and the fight for acknowledgement of Muwekma as a federally recognized tribe. We will visit local sites associated with this history and participate in field surveys of the landscape of Muwekma.
Terms: Spr
| Units: 3-5
ARCHLGY 116B:
Anthropology of the Environment (ANTHRO 116B, ANTHRO 216B)
This seminar interrogates the history of anthropology's approach to the environment, beginning with early functionalist, structuralist, and Marxist accounts of human-environment relationships. It builds towards more recent developments in the field, focusing on nonhuman and relational ontologies as well as current projects on the intersections of nature, capital, politics, and landscape histories. At the end of this class, students will be familiar with the intellectual histories of environmental anthropology and contemporary debates and tensions around questions of ethics, agency, environment, and historical causality.
Terms: Spr
| Units: 5
| UG Reqs: WAY-SI
ARCHLGY 117:
Virtual Italy (CLASSICS 115, ENGLISH 115, HISTORY 238C, ITALIAN 115)
Classical Italy attracted thousands of travelers throughout the 1700s. Referring to their journey as the "Grand Tour," travelers pursued intellectual passions, promoted careers, and satisfied wanderlust, all while collecting antiquities to fill museums and estates back home. What can computational approaches tell us about who traveled, where and why? We will read travel accounts; experiment with parsing; and visualize historical data. Final projects to form credited contributions to the Grand Tour Project, a cutting-edge digital platform. No prior programming experience necessary.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-A-II, WAY-SI
ARCHLGY 118:
Engineering the Roman Empire (CLASSICS 168)
Enter the mind, the drafting room, and the building site of the Roman architects and engineers whose monumental projects impressed ancient and modern spectators alike. This class explores the interrelated aesthetics and mechanics of construction that led to one of the most extensive building programs undertaken by a pre-modern state. Through case studies ranging from columns, domes and obelisks to road networks, machines and landscape modification, we investigate the materials, methods, and knowledge behind Roman innovation, and the role of designed space in communicating imperial identity.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
ARCHLGY 119:
Zooarchaeology: An Introduction to Faunal Remains (ANTHRO 119, ANTHRO 219)
As regularly noted, whether historic or pre-historic, animal bones are often the most commonly occurring artefacts on archaeological sites. As bioarchaeological samples, they offer the archaeologist an insight into food culture, provisioning, trade and the social aspects of human-animal interactions. The course will be taught through both practical and lecture sessions: the hands-on component is an essential complement to the lectures. The lectures will offer grounding in the main methodological approaches developed, as well as provide case-studies to illustrate where and how the methods have been applied. The practical session will walk students through the skeletal anatomy of a range of species. It will guide students on the identification of different parts of the animal, how to age / sex individuals, as well as recognize taphonomic indicators and what these mean to reconstructing post-depositional modifications.
Terms: Win
| Units: 5
| UG Reqs: WAY-SMA
ARCHLGY 124:
Archaeology of Food: production, consumption and ritual (ARCHLGY 224)
This course explores many aspects of food in human history from an archaeological perspective. We will discuss how the origins of agriculture helped to transform human society; how food and feasting played a prominent role in the emergence of social hierarchies and the development of civilization; and how various foodways influenced particular cultures. We will also conduct experimental studies to understand how certain methods of food procurement, preparation, and consumption can be recovered archaeologically.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-SI
ARCHLGY 126:
Archaeobotany (ARCHLGY 226, BIO 186, BIO 286)
Archaeobotany, also known as paleoethnobotany, is the study of the interrelationships of plants and humans through the archaeological record. Knowledge and understanding of Archaeobotany sufficient to interpret, evaluate, and understand archaeobotanical data. Dominant approaches in the study of archaeobotanical remains: plant macro-remains, pollen, phytoliths, and starch grains in the identification of diet and environmental reconstruction.
Terms: Spr
| Units: 5
| UG Reqs: WAY-SMA
ARCHLGY 133:
EXPERIMENTAL ARCHAEOLOGY (ARCHLGY 233)
This course is designed for graduate students who are interested in experimental study in archaeology. Undergraduates who are not Archaeology Majors will need permission from the instructor. We will discuss the current issues in the discipline, particularly related to archaeological research on food and foodways. We will conduct experimental study and laboratory analyses to investigate ancient human behavior in food fermentation. The archaeological methods include analyses of use-wear on stone tools and various microbotanical remains (starch, phytoliths, fibers, fungi, etc.) on artifacts.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-SMA
ARCHLGY 134:
Museum Cultures: Exhibiting the African Imaginary (AFRICAST 134, AFRICAST 234, ARCHLGY 234, ARTHIST 284B)
Museums are dynamic spaces with the potential to reinvent, rehabilitate, and recenter marginalized people and collections. This year, our seminar examines and enacts museum stewardship of material cultures of diverse African communities across space, time, and context. Legacies of colonialism inspire debates on restitution, reparation, and reconciliation, alongside actions to 'decolonize' museum practice. In engaging the politics of representation and human-object relationships, our class will challenge problematic imaginaries of Africa and recenter the complexities of cultures in the Horn of Africa spanning Ethiopia, Nubian Egypt, and Sudan. Students will acquire skills in researching, curating, and installing an exhibition based on Stanford's African archeological and ethnographic materials held at the Stanford University Archeology Collections (SUAC). This course will culminate in a student-curated exhibition that opens on Friday May 27, 2022 at the Stanford Archeology Center (Bldg 500) and is planned to feature renowned Somali-Swedish archeologist, Dr. Sada Mire, as the keynote speaker.nnBecause of limited spacing you will need to fill out this form https://forms.gle/h8F46iv5iSwiX3PY7 and receive consent to enroll in the course from the instructor. nn3 credits (no final project) or 5 credits (final project). May be repeat for credit
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-CE
| Repeatable
3 times
(up to 15 units total)
ARCHLGY 135:
Constructing National History in East Asian Archaeology (ARCHLGY 235, CHINA 175, CHINA 275)
Archaeological studies in contemporary East Asia share a common concern, to contribute to building a national narrative and cultural identity. This course focuses on case studies from China, Korea, and Japan, examining the influence of particular social-political contexts, such as nationalism, on the practice of archaeology in modern times.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-SocSci, WAY-EDP, WAY-SI
ARCHLGY 136:
Latin American Pasts: Archaeology and Cultural Heritage (ANTHRO 136C)
Latin America is vast in pre-colonial and colonial monuments. Past societies defined by archaeologists - Aztecas, Chavin, Chinchorro, Inka, Maya, Moche, Nazca, Tiahuanaco, among others - cohabit with Spanish colonial era structures and contemporary human settlements. Most studies on Latin America have focused on monuments, conservation and sustainability, overlooking economic and social struggles related to heritage use and management. Selecting certain case studies of famous archaeological sites, this class will explore the main characteristics of pre-Hispanic cultures from an archaeological perspective as well as from critical heritage studies. Currently, Latin American regions and entire states have adopted some of these 'archaeological cultures' and redefined them as their 'ancestors', adopting archaeological discourses in their daily lives. In addition to learning about these sites archaeologically, this class will analyze native communities´ claims, development projects, education narratives, nation-branding documentaries and marketing spots, memes, and other resources. The class will also consider the accelerated urban growth of these areas - a major feature of Latin American and global south countries - and the consequences for the development of heritage and its sustainable conservation in the Spanish-speaking Americas.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-EDP, WAY-SI
ARCHLGY 140:
Sicily and the Sea (CLASSICS 155)
Situated in the middle of the Mediterranean Sea, Sicily has for millennia represented a cultural crossroads and hub for the movement of peoples, objects, and ideas. Much of the island's history is reflected in sites and artifacts of maritime life: ancient ports and shipwrecked cargos; traditions and tools of marine resource exploitation; and boats that moved sailors, traders, warriors, fishermen, and displaced peoples across the ages. This course focuses on theoretical and practical engagement with the field, laboratory, and digital methods used by archaeologists to record and understand Sicily's deep cultural heritage along and under the sea. It aims to prepare students for maritime archaeological work and is a prerequisite for participation in the overseas summer field school in Sicily.
Terms: Spr
| Units: 3-5
ARCHLGY 145:
Sailing the Wine-Dark Sea: Maritime Archaeology of the Ancient Mediterranean (CLASSICS 154)
Why do we care about shipwrecks? What can sunken sites and abandoned ports tell us about our past? Focusing primarily on the archaeological record of shipwrecks and harbors, along with literary evidence and contemporary theory, this course examines how and why ancient mariners ventured across the "wine-dark seas" of the Mediterranean for travel, warfare, pilgrimage, and especially commerce. We will explore interdisciplinary approaches to the development of maritime contacts and communication from the Bronze Age through the end of Roman era. At the same time, we will engage with practical techniques of maritime archaeology, which allows us to explore the material record first hand.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-SI
ARCHLGY 152A:
The Ancient Anthropocene: An Unnatural History of Roman Environments (CLASSICS 152)
This course will reflect on the significance of the Anthropocene over the short- and long-term by casting an environmental lens on the archaeology and history of Rome. It will draw from diverse paleo-environmental, archaeological, art historical, and ancient textual evidence to: interrogate Roman mentalities towards the environment; investigate how Roman technologies and organizational systems enabled the Romans ability to bring about enduring ecological transformations; and explore the confluence of socio-political events and natural phenomena. This course has two objectives: first, to learn the role of the environment in the history of Rome, and vice versa; and second, to compare the Romans relationship with the environment to our own, in particular how ideas, tools, and structures affect our interactions with the natural world.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-SI
ARCHLGY 155:
Geoarchaeology (GEOLSCI 179)
For undergraduates in archaeology with limited experience in natural sciences and also students in geoscience and environmental studies interested in learning how their discipline can contribute to studies of the human past. Soils and sediments of archaeological sites yield information on how combined environmental and anthropogenic factors form sites before, during, and after occupation. Interpretation of archaeological soils and sediments also offers important insight into past human-environment relationships from macro- to micro-scales and to the environmental context of the human past, including geological hazards and climate change. A fieldtrip and lab exercises introduce the field and laboratory methods and techniques of soil micromorphology for studying the geological and geomorphological processes applicable to archaeological interpretation of paleoenvironmental conditions and cultural remains.
Terms: Win
| Units: 5
| UG Reqs: WAY-SMA
ARCHLGY 165:
Roman Gladiators (CLASSICS 164)
In modern America, gladiators are powerful representatives of ancient Rome (Spartacus, Gladiator). In the Roman world, gladiators were mostly slaves and reviled, barred from certain positions in society and doomed to short and dangerous lives. A first goal of this course is to analyze Roman society not from the top down, from the perspective of politicians, generals and the literary elite, but from the bottom up, from the perspective of gladiators and the ordinary people in the stands. A second goal is to learn how work with very different kinds of evidence: bone injuries, ancient weapons, gladiator burials, laws, graffiti written by gladiators or their fans, visual images of gladiatorial combats, and the intricate architecture and social control of the amphitheater. A final goal is to think critically about modern ideas of Roman bloodthirst. Are these ideas justified, given the ancient evidence?
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-SI
ARCHLGY 166:
African Archive Beyond Colonization (AFRICAST 117, CLASSICS 186, CLASSICS 286, CSRE 166)
From street names to monuments, the material sediments of colonial time can be seen, heard, and felt in the diverse cultural archives of ancient and contemporary Africa. This seminar aims to examine the role of ethnographic practice in the political agendas of past and present African nations. In the quest to reconstruct an imaginary of Africa in space and time, students will explore these social constructs in light of the rise of archaeology during the height of European empire and colonization. Particularly in the last 50 years, revived interest in African cultural heritage and preservation raises complex questions about the problematic tensions between European, American, and African theories of archaeological and ethnographic practice.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
ARCHLGY 180:
Investigating Ancient Materials (ARCHLGY 280, MATSCI 127, MATSCI 227)
This course examines how concepts and methods from materials science are applied to the analysis of archaeological artifacts, with a focus on artifacts made from inorganic materials (ceramics and metals). Coverage includes chemical analysis, microscopy, and testing of physical properties, as well as various research applications within anthropological archaeology. Students will learn how to navigate the wide range of available analytical techniques in order to choose methods that are appropriate to the types of artifacts being examined and that are capable of answering the archaeological questions being asked.
Terms: Aut
| Units: 3-4
| UG Reqs: WAY-SI, WAY-SMA
ARCHLGY 189:
Physical Analysis of Artworks (APPPHYS 189)
Students explore the use of Stanford Nano Shared Facilities (SNSF) for physical analysis of material samples of interest for art conservation, technical art history and archaeology. Weekly SNSF demonstrations will be supplemented by lectures on intellectual context by Stanford faculty/staff and conservators from the Fine Arts Museums of San Francisco (FAMSF). Students will undertake analysis projects derived from ongoing conservation efforts at FAMSF, including training on the use of relevant SNSF instruments and data analysis.
Terms: Win
| Units: 3
| UG Reqs: WAY-AQR, WAY-SMA
ARCHLGY 190:
Archaeology Directed Reading/Independent Study
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
2 times
(up to 10 units total)
ARCHLGY 193:
Living in Ancient China: A Material Culture History (HISTORY 293B)
(Undergraduates, enroll in 293B. Master's students, enroll in 393B.) This course explores the embodied means and meanings of "living" in ancient China, roughly from 1200 BCE to 220 CE, as a way of understanding the sociocultural history of the period. It discusses the lived, materialized experiences of the groups that originated from different cultural-geographic zones of then China, from the Central Plain and the Mongolian-Manchurian steppe to the coast of the East China Sea and the south of the Nanling Mountains. The material cultures these peoples once created--for the king's court, as well as for urban commoners and farmers--constitute what we will investigate along the way. Topics range widely from contemporary foodways, fashion, violence, and writing practice to cities, palaces, ritual monuments, luxury objects accessed by elites, and religious decorations designed for the afterlife. The weekly meeting is comprised of a mini-lecture and a longer discussion session. Hopefully, students will have a chance to visit Cantor Center for Visual Arts and study closely an assemblage of related artifacts taught in this course. No background knowledge of ancient China (or archaeology) is required or expected.
Terms: Spr
| Units: 5
| UG Reqs: WAY-A-II, WAY-SI
ARCHLGY 195:
Independent Study/Research
Students conducting independent study and or research with archaeology faculty members.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
3 times
(up to 15 units total)
ARCHLGY 199:
Honors Independent Study
Independent study with honors faculty adviser.
Terms: Win, Spr
| Units: 5-6
| Repeatable
2 times
(up to 10 units total)
ARCHLGY 211:
Emergence of Chinese Civilization from Caves to Palaces (ARCHLGY 111, CHINA 176, CHINA 276)
Introduces processes of cultural evolution from the Paleolithic to the Three Dynasties in China. By examining archaeological remains, ancient inscriptions, and traditional texts, four major topics will be discussed: origins of modern humans, beginnings of agriculture, development of social stratification, and emergence of states and urbanism.
Terms: Spr
| Units: 3-4
ARCHLGY 224:
Archaeology of Food: production, consumption and ritual (ARCHLGY 124)
This course explores many aspects of food in human history from an archaeological perspective. We will discuss how the origins of agriculture helped to transform human society; how food and feasting played a prominent role in the emergence of social hierarchies and the development of civilization; and how various foodways influenced particular cultures. We will also conduct experimental studies to understand how certain methods of food procurement, preparation, and consumption can be recovered archaeologically.
Terms: Win
| Units: 3-5
ARCHLGY 226:
Archaeobotany (ARCHLGY 126, BIO 186, BIO 286)
Archaeobotany, also known as paleoethnobotany, is the study of the interrelationships of plants and humans through the archaeological record. Knowledge and understanding of Archaeobotany sufficient to interpret, evaluate, and understand archaeobotanical data. Dominant approaches in the study of archaeobotanical remains: plant macro-remains, pollen, phytoliths, and starch grains in the identification of diet and environmental reconstruction.
Terms: Spr
| Units: 5
ARCHLGY 233:
EXPERIMENTAL ARCHAEOLOGY (ARCHLGY 133)
This course is designed for graduate students who are interested in experimental study in archaeology. Undergraduates who are not Archaeology Majors will need permission from the instructor. We will discuss the current issues in the discipline, particularly related to archaeological research on food and foodways. We will conduct experimental study and laboratory analyses to investigate ancient human behavior in food fermentation. The archaeological methods include analyses of use-wear on stone tools and various microbotanical remains (starch, phytoliths, fibers, fungi, etc.) on artifacts.
Terms: Spr
| Units: 3-5
ARCHLGY 234:
Museum Cultures: Exhibiting the African Imaginary (AFRICAST 134, AFRICAST 234, ARCHLGY 134, ARTHIST 284B)
Museums are dynamic spaces with the potential to reinvent, rehabilitate, and recenter marginalized people and collections. This year, our seminar examines and enacts museum stewardship of material cultures of diverse African communities across space, time, and context. Legacies of colonialism inspire debates on restitution, reparation, and reconciliation, alongside actions to 'decolonize' museum practice. In engaging the politics of representation and human-object relationships, our class will challenge problematic imaginaries of Africa and recenter the complexities of cultures in the Horn of Africa spanning Ethiopia, Nubian Egypt, and Sudan. Students will acquire skills in researching, curating, and installing an exhibition based on Stanford's African archeological and ethnographic materials held at the Stanford University Archeology Collections (SUAC). This course will culminate in a student-curated exhibition that opens on Friday May 27, 2022 at the Stanford Archeology Center (Bldg 500) and is planned to feature renowned Somali-Swedish archeologist, Dr. Sada Mire, as the keynote speaker.nnBecause of limited spacing you will need to fill out this form https://forms.gle/h8F46iv5iSwiX3PY7 and receive consent to enroll in the course from the instructor. nn3 credits (no final project) or 5 credits (final project). May be repeat for credit
Terms: Spr
| Units: 3-5
| Repeatable
3 times
(up to 15 units total)
ARCHLGY 235:
Constructing National History in East Asian Archaeology (ARCHLGY 135, CHINA 175, CHINA 275)
Archaeological studies in contemporary East Asia share a common concern, to contribute to building a national narrative and cultural identity. This course focuses on case studies from China, Korea, and Japan, examining the influence of particular social-political contexts, such as nationalism, on the practice of archaeology in modern times.
Terms: Win
| Units: 3-5
ARCHLGY 280:
Investigating Ancient Materials (ARCHLGY 180, MATSCI 127, MATSCI 227)
This course examines how concepts and methods from materials science are applied to the analysis of archaeological artifacts, with a focus on artifacts made from inorganic materials (ceramics and metals). Coverage includes chemical analysis, microscopy, and testing of physical properties, as well as various research applications within anthropological archaeology. Students will learn how to navigate the wide range of available analytical techniques in order to choose methods that are appropriate to the types of artifacts being examined and that are capable of answering the archaeological questions being asked.
Terms: Aut
| Units: 3-4
ARCHLGY 293:
Living in Ancient China: A Material Culture History (HISTORY 393B)
(Undergraduates, enroll in 293B; Master's students, enroll in 393B.) This course explores the embodied means and meanings of "living" in ancient China, roughly from 1200 BCE to 220 CE, as a way of understanding the sociocultural history of the period. It discusses the lived, materialized experiences of the groups that originated from different cultural-geographic zones of then China, from the Central Plain and the Mongolian-Manchurian steppe to the coast of the East China Sea and the south of the Nanling Mountains. The material cultures these peoples once created--for the king's court, as well as for urban commoners and farmers--constitute what we will investigate along the way. Topics range widely from contemporary foodways, fashion, violence, and writing practice to cities, palaces, ritual monuments, luxury objects accessed by elites, and religious decorations designed for the afterlife. The weekly meeting is comprised of a mini-lecture and a longer discussion session. Hopefully, students will have a chance to visit Cantor Center for Visual Arts and study closely an assemblage of related artifacts taught in this course. No background knowledge of ancient China (or archaeology) is required or expected.
Terms: Spr
| Units: 5
ARCHLGY 299:
INDEPENDENT STUDY/RESEARCH
nnINDEPENDENT STUDY/RESEARCH
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
3 times
(up to 10 units total)
ARCHLGY 303:
Memory, Materiality, and Archaeology (ANTHRO 303X)
This seminar will explore several themes related to memory and material culture - broadly conceived to include art, architecture, the built environment, and landscapes, through archaeological, historical, and ethnographic lenses. How can we understand the role of socially resonant individual and collective memories through materiality in the past? What is the materiality of memorialization and commemoration, and are they affected by political contestation and power? Additionally, how does material culture through anthropological interpretation aid or transform social memory in the present?nnThis seminar does not attempt to be all-inclusive of the themes and topics generated by intersection of memory and materiality. Rather, the seminar is designed around an introduction to how humanists and social scientists (including sociocultural anthropologists and archaeologists) have approached social and collective memory, and seven specific theoretical or threads for which archaeologists offer unique insight. Some of the works we will read and discuss are established classics of archaeology and related disciplines, while others are more recent works. By putting certain works in conversation through our seminar, the aim is to push our understanding of the potential for thinking through materiality in exploring memory.
Terms: Win
| Units: 5
ARTHIST 1A:
Decolonizing the Western Canon: Introduction to Art and Architecture from Prehistory to Medieval (CLASSICS 56)
Traditional Art History viewed the Renaissance as its pinnacle; it privileged linear perspective and lifelikeness and measured other traditions against this standard, neglecting art from the Near East, Egypt, the Middle Ages, or Islam. This course will disrupt this colonizing vision by conceptualizing artworks as "methexis" (participation, liveliness, or enactment) as opposed to mimesis (imitation or lifelikeness). We will study the development of the Western canon and its systematic eradication of difference through a renewed understanding of what an artwork is.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-EDP
ARTHIST 2:
Asian Arts and Cultures (JAPAN 60)
An exploration of the visual arts of East and South Asia from ancient to modern times, in their social, religious, literary and political contexts. Analysis of major monuments of painting, sculpture and architecture will be organized around themes that include ritual and funerary arts, Buddhist art and architecture across Asia, landscape and narrative painting, culture and authority in court arts, and urban arts in the early modern world.
Terms: Win
| Units: 4-5
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II
ARTHIST 5:
Art and Power
Art and Power explores a wide range of artworks from the premodern to the contemporary world to reflect on how art has been shaped by structures of inequality and, conversely, how power relations are represented and reinforced by art. Co-taught by two professors to foster a multi-focal perspective, this course asks questions about the relationship of beauty and violence, and the place of art history in capitalism, colonialism, and any form of elitism.
Terms: Spr
| Units: 5
ARTHIST 10AX:
Los Angeles Arts Immersion (ARTSINST 12AX)
In this Arts Intensive, students will learn about the dynamic art histories of Mexican American/Chicanx and Black American artists in Los Angeles. Students will visit museums, galleries, and community centers dedicated to nurturing, showcasing, and archiving the art of people of color, including Black- and Latinx-founded art institutions. Students will meet curators, artists and other art professionals, be given private tours to view historical sites and modern and contemporary art, and will participate in at least one artist-led art-making workshop. Once back at Stanford, students will continue to explore the art histories of Black and Brown peoples through class discussions of primary texts, films, and artist interviews.
Terms: Sum
| Units: 2
ARTHIST 36:
Dangerous Ideas (COMPLIT 36A, EALC 36, ENGLISH 71, ETHICSOC 36X, FRENCH 36, HISTORY 3D, MUSIC 36H, PHIL 36, POLISCI 70, RELIGST 36X, SLAVIC 36, TAPS 36)
Ideas matter. Concepts such as equality, tradition, and Hell have inspired social movements, shaped political systems, and dramatically influenced the lives of individuals. Others, like race, gender, and technology play an important role in contemporary debates in the United States. All of these ideas are contested, and they have a real power to change lives, for better and for worse. In this one-unit class we will examine these "dangerous" ideas. Each week, a faculty member from a different department in the humanities and arts will explore a concept that has shaped human experience across time and space.
Terms: Spr
| Units: 1
ARTHIST 69SI:
Blockchain, NFTs, and the Art World (FILMEDIA 69SI)
The most expensive artwork sold in 2021 was an NFT (non-fungible token) created by Beeple, an artist previously unknown to the art world, but well respected by NFT collectors. NFTs, made possible by blockchain, are radically redefining the art world's commercial boundaries, social dynamics, and even what constitutes an artwork. How do NFTs work? What lends legitimacy to NFT artworks when digital materials can easily be copied via 'Right Click Save'? How does the blockchain alter and reinforce ideas of scarcity, authenticity, and authorship of artwork? How are artists engaging with and reacting to this new technology? How are museums, galleries, and market forces responding? Through guest lectures and discussions, this student-initiated course will provide a foundational understanding of technologies driving the NFT phenomenon and delve into its implications on contemporary artists and the art world.
Terms: Spr
| Units: 1
ARTHIST 100N:
The Artist in Ancient Greek Society (CLASSICS 18N)
Given the importance of art to all aspects of their lives, the Greeks had reason to respect their artists. Yet potters, painters and even sculptors possessed little social standing. Why did the Greeks value the work of craftsmen but not the men themselves? Why did Herodotus dismiss those who worked with their hands as "mechanics?" What prompted Homer to claim that "there is no greater glory for a man than what he achieves with his own hands," provided that he was throwing a discus and not a vase on a wheel? Painted pottery was essential to the religious and secular lives of the Greeks. Libations to the gods and to the dead required vessels from which to pour them. Economic prosperity depended on the export of wine and oil in durable clay containers. At home, depictions of gods and heroes on vases reinforced Greek values and helped parents to educate their children. Vases depicting Dionysian excess were produced for elite symposia, from which those who potted and painted them were excluded. Sculptors were less lowly but still regarded as "mechanics," with soft bodies and soft minds (Xenophon), "indifferent to higher things" (Plutarch). The seminar addresses such issues as we work to acknowledge our own privilege and biases. Students will read and discuss texts, write response papers and present slide lectures on aspects of the artist's profession.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II
ARTHIST 101:
Introduction to Greek Art I: The Archaic Period (CLASSICS 161)
The class considers the development of Greek art from 1000-480 and poses the question, how Greek was Greek art? In the beginning, as Greece emerges from 200 years of Dark Ages, their art is cautious, conservative and more abstract than life-like, closer to Calder than Michelangelo. While Homer describes the rippling muscles (and egos) of Bronze Age heroes, his fellow painters and sculptors prefer abstraction. This changes in the 7th century, when travel to and trade with the Near East transform Greek culture. What had been an insular society becomes cosmopolitan, enriched by the sophisticated artistic traditions of lands beyond the Aegean "frog pond." Imported Near Eastern bronzes and ivories awaken Greek artists to a wider range of subjects, techniques and ambitions. Later in the century, Greeks in Egypt learn to quarry and carve hard stone from Egyptian masters. Throughout the 6th century, Greek artists absorb what they had borrowed, compete with one another, defy their teachers, test the tolerance of the gods and eventually produce works of art that speak with a Greek accent. By the end of the archaic period, images of gods and mortals bear little trace of alien influence or imprint, yet without the contributions of Egypt and the Near East, Greek art as we know it would have been unthinkable.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
ARTHIST 102:
Introduction to Greek Art II: The Classical Period (CLASSICS 162)
The class begins with the art, architecture and political ideals of Periclean Athens, from the emergence of the city as the political and cultural center of Greece in 450 to its defeat in the Peloponnesian War in 404. It then considers how the Athenians (shell-shocked from war and three outbreaks of plague) and the rest of 4th century Greece rebuild their lives and the monuments that define them. Earlier 5th century traditions endure, with subtle changes, in the work of sculptors such as Kephisodotos. Less subtle are the outlook and output of his son Praxiteles. In collaboration with Phryne, his muse and mistress, Praxiteles challenged the canons and constraints of the past with the first female nude in the history of Greek sculpture. His gender-bending gods and men were equally audacious, their shiny surfaces reflecting Plato's discussion of Eros and androgyny. Scopas was also a man of his time, but pursued different interests. Drawn to the interior lives of men and woman, his tormented Trojan War heroes and victims are still scarred by memories of the Peloponnesian War, and a world away from the serene faces of the Parthenon. His Maenad, who has left this world for another, belongs to the same years as Euripides' Bacchae and, at the same time, anticipates the torsion and turbulence of Bernini and the Italian Baroque. The history and visual culture of these years remind us that we are not alone, that the Greeks grappled as we do with the inevitability and consequences of war, disease and inner daemons.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
ARTHIST 102B:
Coffee, Sugar, and Chocolate: Commodities and Consumption in World History, 1200-1800 (ARTHIST 302B, HISTORY 202B, HISTORY 302B, HISTORY 402B)
Many of the basic commodities that we consider staples of everyday life became part of an increasingly interconnected world of trade, goods, and consumption between 1200 and 1800. This seminar offers an introduction to the material culture of the late medieval and early modern world, with an emphasis on the role of European trade and empires in these developments. We will examine recent work on the circulation, use, and consumption of things, starting with the age of the medieval merchant, and followed by the era of the Columbian exchange in the Americas that was also the world of the Renaissance collector, the Ottoman patron, and the Ming connoisseur. This seminar will explore the material horizons of an increasingly interconnected world, with the rise of the Dutch East India Company and other trading societies, and the emergence of the Atlantic economy. It concludes by exploring classic debates about the "birth" of consumer society in the eighteenth century. How did the meaning of things and people's relationships to them change over these centuries? What can we learn about the past by studying things? Graduate students who wish to take a two-quarter graduate research seminar need to enroll in 402B in fall and 430 in winter.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-SI
ARTHIST 115:
The Italian Renaissance, or the Art of Success (ARTHIST 315)
How come that, even if you have never set foot in Italy, you have heard of Leonardo, Michelangelo, and Raphael? What made them so incredibly famous, back then as well as today? This course examines the shooting of those, and other, artists to fame. It provides in-depth analyses of their innovative drawing practices and the making of masterpieces, taking you through a virtual journey across some of the greatest European and American collections. At the same time, this course also offers a study of the mechanics of success, how opportunities are created and reputations managed, and what role art plays in the construction of class and in today's national politics."
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II
ARTHIST 120:
Superhero Theory (AMSTUD 120B, ARTHIST 320, FILMEDIA 120, FILMEDIA 320)
With their fantastic powers, mutable bodies, multiple identities, complicated histories, and visual dynamism, the American superhero has been a rich vehicle for fantasies (and anxieties) for 80+ years across multiple media: comics, film, animation, TV, games, toys, apparel. This course centers upon the body of the superhero as it incarnates allegories of race, queerness, hybridity, sexuality, gendered stereotypes/fluidity, politics, vigilantism, masculinity, and monstrosity. They also embody a technological history that encompasses industrial, atomic, electronic, bio-genetic, and digital.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II
ARTHIST 143A:
American Architecture (AMSTUD 143A, ARTHIST 343A, CEE 32R)
A historically based understanding of what defines American architecture. What makes American architecture American, beginning with indigenous structures of pre-Columbian America. Materials, structure, and form in the changing American context. How these ideas are being transformed in today's globalized world.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
ARTHIST 152:
The American West (AMSTUD 124A, ENGLISH 124, HISTORY 151, POLISCI 124A)
The American West is characterized by frontier mythology, vast distances, marked aridity, and unique political and economic characteristics. This course integrates several disciplinary perspectives into a comprehensive examination of Western North America: its history, physical geography, climate, literature, art, film, institutions, politics, demography, economy, and continuing policy challenges. Students examine themes fundamental to understanding the region: time, space, water, peoples, and boom and bust cycles.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-SI
ARTHIST 160:
Censorship in American Art (AMSTUD 167, CSRE 160, FEMGEN 167)
This course examines the art history of censorship in the United States. Paying special attention to the suppression of queer, Black and Latinx visual and performance art, including efforts to vandalize works and defund institutions, students will explore a variety of writing such as news articles, manifestos, letters, protest signs, scholarly texts, and court proceedings. The course approaches censorship as an act to restrict freedom of expression and, however unwittingly, as a mode of provocation and publicity.
Terms: Aut
| Units: 5
| UG Reqs: WAY-A-II, WAY-EDP
ARTHIST 164:
History of World Cinema III: Queer Cinema around the World (ARTHIST 364, CSRE 102C, CSRE 302C, FEMGEN 100C, FILMEDIA 100C, FILMEDIA 300C, GLOBAL 193, GLOBAL 390, TAPS 100C, TAPS 300C)
Provides an overview of cinema from around the world since 1960, highlighting the cultural, political, and economic forces that have shaped various film movements over the last six decades. We study key film movements and national cinemas towards developing a formal, historical, theoretical appreciation of a variety of commercial and art film traditions. Specific topics may vary by term/year/instructor. This term's topic, Queer Cinema around the World, studies the relationship of gender, sexuality, and cinematic representation trans-regionally and transnationally. Moving beyond the Euro-American focus of gender and sexuality studies and queer cinema courses, this course will foster an examination of queerness, sexual minorities, same-sex desire, LGBTQI+ rights, censorship, precarity, and hopefulness in relation to race, nationalism, religion, and region. Through film and video from Kenya, Hong Kong, India, The Dominican Republic, South Korea, Spain, Palestine, Argentina, the US (Black, indigenous cinemas, for instance), South Africa, Colombia etc., this course will engage with a range of queer cinematic forms and queer spectatorial practices in different parts of the world.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
| Repeatable
2 times
(up to 10 units total)
ARTHIST 168A:
A.I.-Activism-Art (CSRE 106A, ENGLISH 106A, SYMSYS 168A)
Lecture/studio course exploring arts and humanities scholarship and practice engaging with, and generated by, emerging emerging and exponential technologies. Our course will explore intersections of art and artificial intelligence with an emphasis on social impact and racial justice. Open to all undergraduates.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II
ARTHIST 180:
Art, Meditation, and Creation (ARTSINST 280, LIFE 180)
Art and meditation invite us to be fully present in our minds and bodies. This class will give you tools to integrate mind and body as you explore artworks on display at the university's museums and throughout campus. In your engagement with activity-based learning at these venues, you will attend to perception and embodiment in the process of writing and making creative work about art. You will also learn meditation techniques and be exposed to authors who foreground the importance of the body in both writing and making art. For your meditation-centered and research-based final creative project, you will have the option of writing an experimental visual analysis or devising a performance.
Terms: Aut
| Units: 3
| UG Reqs: WAY-A-II, WAY-CE
ARTHIST 188B:
From Shanghai Modern to Global Contemporary: Frontiers of Modern Chinese Art (ARTHIST 388B)
Chinese artistic developments in an era of revolution and modernization, from Shanghai Modern and New National Painting though the politicized art of the Cultural Revolution and post-Mao era re-entry into international arenas.
Terms: Spr
| Units: 4
| UG Reqs: WAY-A-II, WAY-EDP
ARTHIST 203:
Artists, Athletes, Courtesans and Crooks (CLASSICS 163)
The seminar examines a range of topics devoted to the makers of Greek art and artifacts, the men and women who used them in life and the afterlife, and the miscreants - from Lord Elgin to contemporary tomb-looters and dealers - whose deeds have damaged, deracinated and desecrated temples, sculptures and grave goods. Readings include ancient texts in translation, books and articles by classicists and art historians, legal texts and lively page-turners. Students will discuss weekly readings, give brief slide lectures and a final presentation on a topic of their choice, which need not be confined to the ancient Mediterranean.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-Hum, WAY-A-II
ARTHIST 205:
Enchanted Images: Medieval Art and Its Sonic Dimension (ARTHIST 405, CLASSICS 113, CLASSICS 313, MUSIC 205, MUSIC 405)
Explores the relationship between chant and images in medieval art. Examples are sourced from both Byzantium and the Latin West including the Holy Sepulchre in Jerusalem, Hagia Sophia in Constantinople, Ste. Foy at Conques, and Santiago de Compostela. We will explore how music sharpens the perception of the spatial, visual programs and liturgical objects.
Terms: Aut
| Units: 5
ARTHIST 206A:
Persian Poetry: Text, Space, and Image (ARTHIST 406A, COMPLIT 126, COMPLIT 226)
Featuring several sessions led by distinguished artist Ala Ebtekar, this course traces the nexus of word and image across a millennium of Persian poetry. Our aim is to look at how texts have been represented through images and enacted in public performances, from the tenth century to the present. Topics will range from high to popular culture and include the visual representation of narrative in illuminated manuscripts, the function of calligraphy on sacred and profane buildings, the performance of poetry in mediaeval courts, the use of images in dramatic tellings of the national epic, and the practice of divination by books. What kinds of space are created in these different instances of text and image coming together? What does it mean for our understanding - and experience - of history if verses from the 13th or 14th century are inscribed on the interior of taxi cabs that navigate through the contemporary Iranian city? And how does an ancient text come alive in a performance that seeks to recreate the space of its origin? These are some of the questions that will be explored through an examination of primary sources (both texts and images) as well as theoretical analyses.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II
ARTHIST 207B:
The Art of Travel: Medieval Journeys to the Unknown (ARTHIST 407B)
In many ways, the reasons that medieval people traveled are not unlike our own: to see new sights, make new connections, and return home to regale others with their exploits. Of course, travel was also a more complicated affair, limited to those who could afford the time and money to leave home. Focusing on three famous medieval travelers the pilgrim Egeria, the businessman Benjamin of Tudela, and the invented traveler John Mandeville this course will explore the visual and cultural landscape of global travel in the premodern age.
Terms: Aut
| Units: 3-5
ARTHIST 207E:
Sacred Play: The Material Culture of Christian Festivals (ARTHIST 407E)
The twentieth-century American poet and esotericist Robert Duncan once called for a return of the medieval calendar, citing its many feast days as an antidote to the modern 'weekend.' Indeed, the medieval Christian calendar was built on festivals, multimedia affairs that took place both within and outside of the purview of the Roman Catholic church, involving visual art, theatrical performances, and religious devotion. Festivals also played a vital role in the spread of Roman Catholicism across the world, especially in colonial contexts, where these spectacular events reveal tensions between colonizers and indigenous populations. This seminar examines the material culture of Catholic festivals from antiquity to the present, exploring how these elaborate events created spaces of both conformity and resistance.
Terms: Win
| Units: 5
ARTHIST 208:
Hagia Sophia (ARTHIST 408, CLASSICS 173, CLASSICS 273)
This seminar uncovers the aesthetic principles and spiritual operations at work in Hagia Sophia, the church dedicated to Holy Wisdom in Constantinople. Rather than a static and inert structure, the Great Church emerges as a material body that comes to life when the morning or evening light resurrects the glitter of its gold mosaics and when the singing of human voices activates the reverberant and enveloping sound of its vast interior. Drawing on art and architectural history, liturgy, musicology, and acoustics, this course explores the Byzantine paradigm of animation arguing that it is manifested in the visual and sonic mirroring, in the chiastic structure of the psalmody, and in the prosody of the sung poetry. Together these elements orchestrate a multi-sensory experience that has the potential to destabilize the divide between real and oneiric, placing the faithful in a space in between terrestrial and celestial. A short film on aesthetics and samples of Byzantine chant digitally imprinted with the acoustics of Hagia Sophia are developed as integral segments of this research; they offer a chance for the student to transcend the limits of textual analysis and experience the temporal dimension of this process of animation of the inert.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-Hum, WAY-A-II
ARTHIST 208A:
Abject Subjects and Divine Anamorphosis in Byzantine Art (ARTHIST 408A, CLASSICS 119, CLASSICS 319)
Entering the space of the church immediately interpellated the medieval subject, transforming him/her into an abject self, marred by sin. This psychological effect of pricking the conscience was enhanced by the architectural panopticon channeled through the icon of Christ the Judge in the dome confronting the faithful. The texts recited and chanted during the liturgy further helped streamline the process of interpellation: these homilies and chants were structured as a dialogue implicating the sinful self. This course will explore the ecclesiastical space as a divine anamorphosis, an image of God that envelops the subject, transforming him/her into the object of the divine gaze.
Terms: Spr
| Units: 5
ARTHIST 210:
Great Minds of the Italian Renaissance and their World (HISTORY 240C, ITALIAN 140, ITALIAN 240)
What enabled Leonardo da Vinci to excel in over a dozen fields from painting to engineering and to anticipate flight four hundred years before the first aircraft took off? How did Michelangelo paint the Sistine Chapel Ceiling? What forces and insights led Machiavelli to write "The Prince"? An historical moment and a cultural era, the Italian Renaissance famously saw monumental achievements in literature, art, and architecture, influential developments in science and technology, and the flourishing of multi-talented individuals who contributed profoundly, expertly, and simultaneously to very different fields. In this course on the great thinkers, writers, and achievers of the Italian Renaissance, we will study these "universal geniuses" and their world. Investigating the writings, thought, and lives of such figures as Leonardo da Vinci, Niccolò Machiavelli, and Galileo Galilei, we will interrogate historical and contemporary ideas concerning genius, creativity, and the phenomenon of "Renaissance man" known as polymathy. Taught in English.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II
ARTHIST 212:
Desiring Machines: Buildings, Maps, and Clouds (ARTHIST 412, COMPLIT 212A, COMPLIT 312A, ILAC 212A, ILAC 312A)
Focus is on early modern machines as tools for experience and action. In their break with Freudian psychoanalysis, French theorists Deleuze and Guattari speak of the machine as a tool of desire and attraction itself as "machinic" rather than desire for something that is missing. The goal of this course is to equip students with a different way of thinking by exploring a large group of objects from the early modern world (poems, buildings, costumes, maps, nets, and clouds) that help us to approach the period in a new way.
Terms: Win
| Units: 3-5
ARTHIST 218A:
Michelangelo: Gateway to Early Modern Italy (ARTHIST 418A, HISTORY 237B, HISTORY 337B, ITALIAN 237, ITALIAN 337)
Revered as one of the greatest artists in history, Michelangelo Buonarroti's extraordinarily long and prodigious existence (1475-1564) spanned the Renaissance and the Reformation in Italy. The celebrity artist left behind not only sculptures, paintings, drawings, and architectural designs, but also an abundantly rich and heterogeneous collection of artifacts, including direct and indirect correspondence (approximately 1400 letters), an eclectic assortment of personal notes, documents and contracts, and 302 poems and 41 poetic fragments. This course will explore the life and production of Michelangelo in relation to those of his contemporaries. Using the biography of the artist as a thread, this interdisciplinary course will draw on a range of critical methodologies and approaches to investigate the civilization and culture of Italy in the fifteenth and sixteenth centuries. Course themes will follow key tensions that defined the period and that found expression in Michelangelo: physical-spiritual, classical-Christian, tradition-innovation, individual-collective.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II
ARTHIST 226:
New Landscapes of China: Ecologies, Media, Imaginaries (ARTHIST 426)
An exploration of new forms of landscape art in China's contemporary era, 1980s-present. Studies of new media platforms for landscape related imagery, imagined landscapes, and expanded concepts of landscape in an era of heightened ecological consciousness.
Terms: Spr
| Units: 5
ARTHIST 238C:
Art and the Market (FRENCH 238)
This course examines the relationship between art and the market, from the château-builders of the French Renaissance to avant-garde painters in the nineteenth-century Salon des Refusés. Using examples drawn from France, this course explores the relationship between artists and patrons, the changing status of artists in society, patterns of shifting taste, and the effects of museums on making and collecting art. Students will read a mixture of historical texts about art and artists, fictional works depicting the process of artistic creation, and theoretical analyses of the politics embedded in artworks. They will engage in sustained analysis of individual artworks, as well as the market structures in which such artworks were produced and bought. The course will be taught in English, with the option of readings in French for departmental majors.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-SI
ARTHIST 246:
Duchamp Then and Now (ARTHIST 446)
This seminar provides an opportunity to explore not only the familiar though endlessly fascinating episodes of Duchamp's career (Nude Descending a Staircase; the readymade; the Large Glass; the Boite-en-valise; the persona of Rrose Sélavy, his films and exhibition designs, for example), but also works such as Etant Donnés, which has received renewed attention in what is now an extensive recent literature on this work and on Duchamp more generally that will provide a platform for drawing connections with issues, media, critical literatures and artists of students' own choosing.
Terms: Win
| Units: 4-5
ARTHIST 247:
Russia in Color (ARTHIST 447, SLAVIC 131, SLAVIC 331)
This course explores the application, evolution, and perception of color in art, art history, literature, and popular culture - in (Soviet) Russia and emigration. Working closely with the Cantor Arts Center collection at Stanford, this course pairs artifacts art with theoretical and cultural readings (media theory, philosophy, literature, science). With a particular focus on Russian and East European objects (including those by Russian icons, Soviet posters, and prints by Wassily Kandinsky and Marc Chagall), the course will include a basic introduction to color terminology, guest lectures on the technologies color printing, the science of color perception, and a hands-on practicum in color mixing/pigmentation. In addition to direct encounters with material and artifact, our course will also seek to better understand the digital experience of art objects in general, and color in particular. No knowledge of Russian is required.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II
ARTHIST 250A:
Prints, Propaganda, Protest
From books to newspapers to posters, printed materials have generated and circulated political and social messages for centuries. This seminar takes a transhistorical and transnational approach to the history of print to explore its role in shaping public consciousness and producing social change from the fifteenth century to today. Attending to both medium and message, this course will address the graphic works of artists such as Honoré Daumier, Corita Kent, and Emory Douglas and cover topics such as religion, war, empire, disease, and civil rights. The seminar will incorporate visits to the Cantor Arts Center, pending the reopening of collections.
Terms: Aut
| Units: 3-5
ARTHIST 251:
Warhol's World (ARTHIST 451)
Andy Warhol's art has never before been more widely exhibited, published, or licensed for commercial use, product design, and publication than it is today. For all Warhol's promiscuous visibility and global cachet at the current moment, there is much we have yet to learn about his work and the conditions of its making. This course considers the wide world of Warhol's art and life, including his commercial work of the 1950s, Pop art and films of the 1960s, and celebrity portraiture of the 1970s and 80s. Of particular interest throughout will be Warhol's photography as it reflects his interest in wealth and celebrity on the one hand and on the everyday life of everyday people on the other.
Terms: Aut
| Units: 5
ARTHIST 253:
Aesthetics and Phenomenology (ARTHIST 453, FILMEDIA 253, FILMEDIA 453)
This course explores central topics in aesthetics where aesthetics is understood both in the narrow sense of the philosophy of art and aesthetic judgment, and in a broader sense as it relates to questions of perception, sensation, and various modes of embodied experience. We will engage with both classical and contemporary works in aesthetic theory, while special emphasis will be placed on phenomenological approaches to art and aesthetic experience across a range of media and/or mediums (including painting, sculpture, film, and digital media). PhD students in the Art History program may take the class to fulfill degree requirements in Modern/Contemporary Art or Film & Media Studies, depending on the topic of their seminar paper.
Terms: Win
| Units: 3-5
ARTHIST 260A:
Histories of the Museum: Collecting, Preserving, and Exhibiting Art
Museums have a history. This course questions how museums have shaped and been shaped by society, from their origins in early modern cabinets of curiosity to their contemporary transformation into virtual galleries and online exhibitions. Incorporating visits to Stanford's diverse collections, this seminar considers the histories of museums as public institutions and explores key concepts guiding the acquisition and display of art.
Terms: Spr
| Units: 3-5
ARTHIST 264B:
Starstuff: Space and the American Imagination (AMSTUD 143X, FILMEDIA 264B)
Course on the history of twentieth and twenty-first century American images of space and how they shape conceptions of the universe. Covers representations made by scientists and artists, as well as scientific fiction films, TV, and other forms of popular visual culture. Topics will include the importance of aesthetics to understandings of the cosmos; the influence of media and technology on representations; the social, political, and historical context of the images; and the ways representations of space influence notions of American national identity and of cosmic citizenship.
Terms: Aut
| Units: 5
| UG Reqs: WAY-A-II
ARTHIST 272:
Feminist Avant-Garde Art in Germany and Beyond (1968-2019) (ARTHIST 472, FEMGEN 280, GERMAN 280)
In "Woman's Art: A Manifesto" (1972), the artist, performer and filmmaker Valie Export (1940) proposed the transfer of women's experience into an art context and considered the body "a signal bearer of meaning and communication." In reconceptualizing and displaying "the" body (her body) as an aesthetic sign, Export's groundbreaking work paves the way towards questioning the concepts of a "female aesthetic" and a "male gaze" (L. Mulvey). Beginning with Export, we will discuss art informed by and coalescing with feminism(s): the recent revival of the 1970s in all-women group shows, the dialectic of feminist revolution, the breakdown of stable identities and their representations, point(s) of absorption of commodified femininities. Particular attention will be paid to German-language theory and its medial transfer into art works. For students of German Studies, readings and discussions in German are possible. Online discussions will be organized with contemporary artists and curators. Emphasis will be on: the relationship between (female?) aesthetics and (gender) politics, between private and public spheres, between housework and artwork; conceptions of identity (crises) and corporeality in visual culture and mass media; categories of the artist´s self in relation to the use of media (video, photography, film, collage, installation art). This course will be taught by Professor Elena Zanichelli, a Berlin-based art historian, critic, and curator. She is junior professor for Art History and Aesthetic Theory at IKFK (Institute for Art History - Film History - Art Education) at the University of Bremen.
Terms: Spr
| Units: 3-5
ARTHIST 273:
Couture Culture (ARTHIST 473, FRENCH 173, FRENCH 373)
Fashion, art, and representation in Europe and the US between 1860 and today. Beginning with Baudelaire, Impressionism, the rise of the department store and the emergence of haute couture, culminating in the spectacular fashion exhibitions mounted at the Metropolitan and other major art museums in recent years. Students participate actively in class discussion and pursue related research projects.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-A-II
ARTHIST 284B:
Museum Cultures: Exhibiting the African Imaginary (AFRICAST 134, AFRICAST 234, ARCHLGY 134, ARCHLGY 234)
Museums are dynamic spaces with the potential to reinvent, rehabilitate, and recenter marginalized people and collections. This year, our seminar examines and enacts museum stewardship of material cultures of diverse African communities across space, time, and context. Legacies of colonialism inspire debates on restitution, reparation, and reconciliation, alongside actions to 'decolonize' museum practice. In engaging the politics of representation and human-object relationships, our class will challenge problematic imaginaries of Africa and recenter the complexities of cultures in the Horn of Africa spanning Ethiopia, Nubian Egypt, and Sudan. Students will acquire skills in researching, curating, and installing an exhibition based on Stanford's African archeological and ethnographic materials held at the Stanford University Archeology Collections (SUAC). This course will culminate in a student-curated exhibition that opens on Friday May 27, 2022 at the Stanford Archeology Center (Bldg 500) and is planned to feature renowned Somali-Swedish archeologist, Dr. Sada Mire, as the keynote speaker.nnBecause of limited spacing you will need to fill out this form https://forms.gle/h8F46iv5iSwiX3PY7 and receive consent to enroll in the course from the instructor. nn3 credits (no final project) or 5 credits (final project). May be repeat for credit
Terms: Spr
| Units: 3-5
| Repeatable
3 times
(up to 15 units total)
ARTHIST 287A:
The Japanese Tea Ceremony: The History, Aesthetics, and Politics Behind a National Pastime (JAPAN 188, JAPAN 288)
This course on the Japanese tea ceremony ('water for tea') introduces the world of the first medieval tea-masters and follows the transformation of chanoyu into a popular pastime, a performance art, a get-together of art connoisseurs, and a religious path for samurai warriors, merchants, and artists in early-modern Japan. It also explores the metamorphosis of chanoyu under 20th century nationalisms and during the postwar economic boom, with particular attention to issues of patronage, gender, and social class.
Terms: Aut
| Units: 5
ARTHIST 290:
Curricular Practical Training
CPT course required for international students completing degree.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
for credit
ARTHIST 291:
Riot: Visualizing Civil Unrest in the 20th and 21st Centuries (AFRICAAM 291, AFRICAAM 491, ARTHIST 491, CSRE 290, CSRE 390, FILMEDIA 291, FILMEDIA 491)
This seminar explores the visual legacy of civil unrest in the United States. Focusing on the 1965 Watts Rebellion, 1992 Los Angeles Riots, 2014 Ferguson Uprising, and 2020 George Floyd Uprisings. Students closely examine photographs, television broadcasts, newspapers, magazines, and film and video representations of unrest. Additionally, students will visually analyze the works of artists who have responded to the instances of police brutality and challenged the systemic racism, xenophobia, and anti-Black violence leading to and surrounding these events.nNOTE: Instructor consent required for undergraduate students. Please contact the instructor for permission to enroll.
Terms: Aut
| Units: 3-5
ARTHIST 293:
Black and Brown: American Artists of Color (AFRICAAM 193, CHILATST 293, CSRE 293)
This course explores the art history of African American and Latina/o/x artists in the United States, Latin America & the Caribbean. Focused on particular exhibition and collection histories, students will consider the artistic, social and political conditions that led Black and Brown artists to learn from each other, work together, and unite around issues of race, civil rights, immigration, and justice.
Terms: Win
| Units: 4-5
ARTHIST 294:
Writing and the Visual: The Art of Art Writing
This course, Writing the Visual: The Art of Art Writing, will explore the relationship between writing and visual art, which has been theorized as everything from an act of translation and interpretation to one of collaboration or competition. Oscar Wilde even suggested that, "criticism is itself an art." Students will study these varied approaches to art writing and put them into practice by responding to artworks seen in person around the Bay Area, with the goal of publishing a print journal of student writing at the end of the quarter. Through direct engagement with these writerly modes, students will also develop a personal stance on writing about art, championing one form of art writing in a scholarly essay.
Terms: Spr
| Units: 5
| Repeatable
2 times
(up to 10 units total)
ARTHIST 295:
Visual Arts Internship
Professional experience in a field related to the Visual Arts for six to ten weeks. Internships may include work for galleries, museums, art centers, and art publications. Students arrange the internship, provide a confirmation letter from the hosting institution, and must receive consent from the faculty coordinator to enroll in units. To supplement the internship students maintain a journal. Evaluations from the student and the supervisor, together with the journal, are submitted at the end of the internship. Restricted to declared majors and minors. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
3 times
(up to 15 units total)
ARTHIST 296:
Junior Seminar: Methods & Historiography of Art History
Historiography and methodology. Through a series of case studies, this course introduces a range of influential critical perspectives in art history as a discipline and a practice. The goal is to stimulate thinking about what it means to explore the history of art today, to expose and examine our assumptions, expectations and predilections as we undertake to learn and write about works of art, their meanings and their status in the world.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-Hum
ARTHIST 297:
Honors Thesis Writing
May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-7
| Repeatable
3 times
(up to 10 units total)
Instructors: ;
Barry, F. (PI);
Kwon, M. (PI);
Lee, P. (PI);
Levi, P. (PI);
Lugli, E. (PI);
Marrinan, M. (PI);
Maxmin, J. (PI);
Meyer, R. (PI);
Nemerov, A. (PI);
Pentcheva, B. (PI);
Troy, N. (PI);
Vinograd, R. (PI)
ARTHIST 298:
Individual Work: Art History
Prerequisite: student must have taken a course with the instructor and/or completed relevant introductory course(s). Instructor consent and completion of the Independent Study Form are required prior to enrollment. All necessary forms and payment are required by the end of Week 2 of each quarter. Please contact the Undergraduate Coordinator in McMurtry 108 for more information. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Barry, F. (PI);
Bukatman, S. (PI);
Kwon, M. (PI);
Lee, P. (PI);
Levi, P. (PI);
Lugli, E. (PI);
Ma, J. (PI);
Marrinan, M. (PI);
Maxmin, J. (PI);
Meyer, R. (PI);
Nemerov, A. (PI);
Pentcheva, B. (PI);
Salseda, R. (PI);
Troy, N. (PI);
Vinograd, R. (PI)
ARTHIST 302B:
Coffee, Sugar, and Chocolate: Commodities and Consumption in World History, 1200-1800 (ARTHIST 102B, HISTORY 202B, HISTORY 302B, HISTORY 402B)
Many of the basic commodities that we consider staples of everyday life became part of an increasingly interconnected world of trade, goods, and consumption between 1200 and 1800. This seminar offers an introduction to the material culture of the late medieval and early modern world, with an emphasis on the role of European trade and empires in these developments. We will examine recent work on the circulation, use, and consumption of things, starting with the age of the medieval merchant, and followed by the era of the Columbian exchange in the Americas that was also the world of the Renaissance collector, the Ottoman patron, and the Ming connoisseur. This seminar will explore the material horizons of an increasingly interconnected world, with the rise of the Dutch East India Company and other trading societies, and the emergence of the Atlantic economy. It concludes by exploring classic debates about the "birth" of consumer society in the eighteenth century. How did the meaning of things and people's relationships to them change over these centuries? What can we learn about the past by studying things? Graduate students who wish to take a two-quarter graduate research seminar need to enroll in 402B in fall and 430 in winter.
Terms: Aut
| Units: 4-5
ARTHIST 315:
The Italian Renaissance, or the Art of Success (ARTHIST 115)
How come that, even if you have never set foot in Italy, you have heard of Leonardo, Michelangelo, and Raphael? What made them so incredibly famous, back then as well as today? This course examines the shooting of those, and other, artists to fame. It provides in-depth analyses of their innovative drawing practices and the making of masterpieces, taking you through a virtual journey across some of the greatest European and American collections. At the same time, this course also offers a study of the mechanics of success, how opportunities are created and reputations managed, and what role art plays in the construction of class and in today's national politics."
Terms: Aut
| Units: 3-5
ARTHIST 320:
Superhero Theory (AMSTUD 120B, ARTHIST 120, FILMEDIA 120, FILMEDIA 320)
With their fantastic powers, mutable bodies, multiple identities, complicated histories, and visual dynamism, the American superhero has been a rich vehicle for fantasies (and anxieties) for 80+ years across multiple media: comics, film, animation, TV, games, toys, apparel. This course centers upon the body of the superhero as it incarnates allegories of race, queerness, hybridity, sexuality, gendered stereotypes/fluidity, politics, vigilantism, masculinity, and monstrosity. They also embody a technological history that encompasses industrial, atomic, electronic, bio-genetic, and digital.
Terms: Spr
| Units: 3-5
ARTHIST 343A:
American Architecture (AMSTUD 143A, ARTHIST 143A, CEE 32R)
A historically based understanding of what defines American architecture. What makes American architecture American, beginning with indigenous structures of pre-Columbian America. Materials, structure, and form in the changing American context. How these ideas are being transformed in today's globalized world.
Terms: Win
| Units: 4
ARTHIST 364:
History of World Cinema III: Queer Cinema around the World (ARTHIST 164, CSRE 102C, CSRE 302C, FEMGEN 100C, FILMEDIA 100C, FILMEDIA 300C, GLOBAL 193, GLOBAL 390, TAPS 100C, TAPS 300C)
Provides an overview of cinema from around the world since 1960, highlighting the cultural, political, and economic forces that have shaped various film movements over the last six decades. We study key film movements and national cinemas towards developing a formal, historical, theoretical appreciation of a variety of commercial and art film traditions. Specific topics may vary by term/year/instructor. This term's topic, Queer Cinema around the World, studies the relationship of gender, sexuality, and cinematic representation trans-regionally and transnationally. Moving beyond the Euro-American focus of gender and sexuality studies and queer cinema courses, this course will foster an examination of queerness, sexual minorities, same-sex desire, LGBTQI+ rights, censorship, precarity, and hopefulness in relation to race, nationalism, religion, and region. Through film and video from Kenya, Hong Kong, India, The Dominican Republic, South Korea, Spain, Palestine, Argentina, the US (Black, indigenous cinemas, for instance), South Africa, Colombia etc., this course will engage with a range of queer cinematic forms and queer spectatorial practices in different parts of the world.
Terms: Spr
| Units: 3-5
| Repeatable
2 times
(up to 10 units total)
ARTHIST 388B:
From Shanghai Modern to Global Contemporary: Frontiers of Modern Chinese Art (ARTHIST 188B)
Chinese artistic developments in an era of revolution and modernization, from Shanghai Modern and New National Painting though the politicized art of the Cultural Revolution and post-Mao era re-entry into international arenas.
Terms: Spr
| Units: 4
ARTHIST 405:
Enchanted Images: Medieval Art and Its Sonic Dimension (ARTHIST 205, CLASSICS 113, CLASSICS 313, MUSIC 205, MUSIC 405)
Explores the relationship between chant and images in medieval art. Examples are sourced from both Byzantium and the Latin West including the Holy Sepulchre in Jerusalem, Hagia Sophia in Constantinople, Ste. Foy at Conques, and Santiago de Compostela. We will explore how music sharpens the perception of the spatial, visual programs and liturgical objects.
Terms: Aut
| Units: 5
ARTHIST 405A:
Graduate Pedagogy
This course is designed for graduate students in Art History and Film Studies preparing to work as teaching assistants in the Department of Art and Art History. The seminar will focus on a range of theoretical and practical concerns pertaining to the successful conceptualization, organization, and execution of class lectures and discussion sections. Students will be exposed to a variety of perspectives and strategies related to quality teaching at the college level.
Terms: Aut
| Units: 2
ARTHIST 406A:
Persian Poetry: Text, Space, and Image (ARTHIST 206A, COMPLIT 126, COMPLIT 226)
Featuring several sessions led by distinguished artist Ala Ebtekar, this course traces the nexus of word and image across a millennium of Persian poetry. Our aim is to look at how texts have been represented through images and enacted in public performances, from the tenth century to the present. Topics will range from high to popular culture and include the visual representation of narrative in illuminated manuscripts, the function of calligraphy on sacred and profane buildings, the performance of poetry in mediaeval courts, the use of images in dramatic tellings of the national epic, and the practice of divination by books. What kinds of space are created in these different instances of text and image coming together? What does it mean for our understanding - and experience - of history if verses from the 13th or 14th century are inscribed on the interior of taxi cabs that navigate through the contemporary Iranian city? And how does an ancient text come alive in a performance that seeks to recreate the space of its origin? These are some of the questions that will be explored through an examination of primary sources (both texts and images) as well as theoretical analyses.
Terms: Spr
| Units: 3-5
ARTHIST 407B:
The Art of Travel: Medieval Journeys to the Unknown (ARTHIST 207B)
In many ways, the reasons that medieval people traveled are not unlike our own: to see new sights, make new connections, and return home to regale others with their exploits. Of course, travel was also a more complicated affair, limited to those who could afford the time and money to leave home. Focusing on three famous medieval travelers the pilgrim Egeria, the businessman Benjamin of Tudela, and the invented traveler John Mandeville this course will explore the visual and cultural landscape of global travel in the premodern age.
Terms: Aut
| Units: 3-5
ARTHIST 407E:
Sacred Play: The Material Culture of Christian Festivals (ARTHIST 207E)
The twentieth-century American poet and esotericist Robert Duncan once called for a return of the medieval calendar, citing its many feast days as an antidote to the modern 'weekend.' Indeed, the medieval Christian calendar was built on festivals, multimedia affairs that took place both within and outside of the purview of the Roman Catholic church, involving visual art, theatrical performances, and religious devotion. Festivals also played a vital role in the spread of Roman Catholicism across the world, especially in colonial contexts, where these spectacular events reveal tensions between colonizers and indigenous populations. This seminar examines the material culture of Catholic festivals from antiquity to the present, exploring how these elaborate events created spaces of both conformity and resistance.
Terms: Win
| Units: 5
ARTHIST 408:
Hagia Sophia (ARTHIST 208, CLASSICS 173, CLASSICS 273)
This seminar uncovers the aesthetic principles and spiritual operations at work in Hagia Sophia, the church dedicated to Holy Wisdom in Constantinople. Rather than a static and inert structure, the Great Church emerges as a material body that comes to life when the morning or evening light resurrects the glitter of its gold mosaics and when the singing of human voices activates the reverberant and enveloping sound of its vast interior. Drawing on art and architectural history, liturgy, musicology, and acoustics, this course explores the Byzantine paradigm of animation arguing that it is manifested in the visual and sonic mirroring, in the chiastic structure of the psalmody, and in the prosody of the sung poetry. Together these elements orchestrate a multi-sensory experience that has the potential to destabilize the divide between real and oneiric, placing the faithful in a space in between terrestrial and celestial. A short film on aesthetics and samples of Byzantine chant digitally imprinted with the acoustics of Hagia Sophia are developed as integral segments of this research; they offer a chance for the student to transcend the limits of textual analysis and experience the temporal dimension of this process of animation of the inert.
Terms: Win
| Units: 5
ARTHIST 408A:
Abject Subjects and Divine Anamorphosis in Byzantine Art (ARTHIST 208A, CLASSICS 119, CLASSICS 319)
Entering the space of the church immediately interpellated the medieval subject, transforming him/her into an abject self, marred by sin. This psychological effect of pricking the conscience was enhanced by the architectural panopticon channeled through the icon of Christ the Judge in the dome confronting the faithful. The texts recited and chanted during the liturgy further helped streamline the process of interpellation: these homilies and chants were structured as a dialogue implicating the sinful self. This course will explore the ecclesiastical space as a divine anamorphosis, an image of God that envelops the subject, transforming him/her into the object of the divine gaze.
Terms: Spr
| Units: 5
ARTHIST 412:
Desiring Machines: Buildings, Maps, and Clouds (ARTHIST 212, COMPLIT 212A, COMPLIT 312A, ILAC 212A, ILAC 312A)
Focus is on early modern machines as tools for experience and action. In their break with Freudian psychoanalysis, French theorists Deleuze and Guattari speak of the machine as a tool of desire and attraction itself as "machinic" rather than desire for something that is missing. The goal of this course is to equip students with a different way of thinking by exploring a large group of objects from the early modern world (poems, buildings, costumes, maps, nets, and clouds) that help us to approach the period in a new way.
Terms: Win
| Units: 3-5
ARTHIST 418A:
Michelangelo: Gateway to Early Modern Italy (ARTHIST 218A, HISTORY 237B, HISTORY 337B, ITALIAN 237, ITALIAN 337)
Revered as one of the greatest artists in history, Michelangelo Buonarroti's extraordinarily long and prodigious existence (1475-1564) spanned the Renaissance and the Reformation in Italy. The celebrity artist left behind not only sculptures, paintings, drawings, and architectural designs, but also an abundantly rich and heterogeneous collection of artifacts, including direct and indirect correspondence (approximately 1400 letters), an eclectic assortment of personal notes, documents and contracts, and 302 poems and 41 poetic fragments. This course will explore the life and production of Michelangelo in relation to those of his contemporaries. Using the biography of the artist as a thread, this interdisciplinary course will draw on a range of critical methodologies and approaches to investigate the civilization and culture of Italy in the fifteenth and sixteenth centuries. Course themes will follow key tensions that defined the period and that found expression in Michelangelo: physical-spiritual, classical-Christian, tradition-innovation, individual-collective.
Terms: Spr
| Units: 3-5
ARTHIST 426:
New Landscapes of China: Ecologies, Media, Imaginaries (ARTHIST 226)
An exploration of new forms of landscape art in China's contemporary era, 1980s-present. Studies of new media platforms for landscape related imagery, imagined landscapes, and expanded concepts of landscape in an era of heightened ecological consciousness.
Terms: Spr
| Units: 5
ARTHIST 446:
Duchamp Then and Now (ARTHIST 246)
This seminar provides an opportunity to explore not only the familiar though endlessly fascinating episodes of Duchamp's career (Nude Descending a Staircase; the readymade; the Large Glass; the Boite-en-valise; the persona of Rrose Sélavy, his films and exhibition designs, for example), but also works such as Etant Donnés, which has received renewed attention in what is now an extensive recent literature on this work and on Duchamp more generally that will provide a platform for drawing connections with issues, media, critical literatures and artists of students' own choosing.
Terms: Win
| Units: 4-5
ARTHIST 447:
Russia in Color (ARTHIST 247, SLAVIC 131, SLAVIC 331)
This course explores the application, evolution, and perception of color in art, art history, literature, and popular culture - in (Soviet) Russia and emigration. Working closely with the Cantor Arts Center collection at Stanford, this course pairs artifacts art with theoretical and cultural readings (media theory, philosophy, literature, science). With a particular focus on Russian and East European objects (including those by Russian icons, Soviet posters, and prints by Wassily Kandinsky and Marc Chagall), the course will include a basic introduction to color terminology, guest lectures on the technologies color printing, the science of color perception, and a hands-on practicum in color mixing/pigmentation. In addition to direct encounters with material and artifact, our course will also seek to better understand the digital experience of art objects in general, and color in particular. No knowledge of Russian is required.
Terms: Win
| Units: 3-5
ARTHIST 451:
Warhol's World (ARTHIST 251)
Andy Warhol's art has never before been more widely exhibited, published, or licensed for commercial use, product design, and publication than it is today. For all Warhol's promiscuous visibility and global cachet at the current moment, there is much we have yet to learn about his work and the conditions of its making. This course considers the wide world of Warhol's art and life, including his commercial work of the 1950s, Pop art and films of the 1960s, and celebrity portraiture of the 1970s and 80s. Of particular interest throughout will be Warhol's photography as it reflects his interest in wealth and celebrity on the one hand and on the everyday life of everyday people on the other.
Terms: Aut
| Units: 5
ARTHIST 453:
Aesthetics and Phenomenology (ARTHIST 253, FILMEDIA 253, FILMEDIA 453)
This course explores central topics in aesthetics where aesthetics is understood both in the narrow sense of the philosophy of art and aesthetic judgment, and in a broader sense as it relates to questions of perception, sensation, and various modes of embodied experience. We will engage with both classical and contemporary works in aesthetic theory, while special emphasis will be placed on phenomenological approaches to art and aesthetic experience across a range of media and/or mediums (including painting, sculpture, film, and digital media). PhD students in the Art History program may take the class to fulfill degree requirements in Modern/Contemporary Art or Film & Media Studies, depending on the topic of their seminar paper.
Terms: Win
| Units: 3-5
ARTHIST 472:
Feminist Avant-Garde Art in Germany and Beyond (1968-2019) (ARTHIST 272, FEMGEN 280, GERMAN 280)
In "Woman's Art: A Manifesto" (1972), the artist, performer and filmmaker Valie Export (1940) proposed the transfer of women's experience into an art context and considered the body "a signal bearer of meaning and communication." In reconceptualizing and displaying "the" body (her body) as an aesthetic sign, Export's groundbreaking work paves the way towards questioning the concepts of a "female aesthetic" and a "male gaze" (L. Mulvey). Beginning with Export, we will discuss art informed by and coalescing with feminism(s): the recent revival of the 1970s in all-women group shows, the dialectic of feminist revolution, the breakdown of stable identities and their representations, point(s) of absorption of commodified femininities. Particular attention will be paid to German-language theory and its medial transfer into art works. For students of German Studies, readings and discussions in German are possible. Online discussions will be organized with contemporary artists and curators. Emphasis will be on: the relationship between (female?) aesthetics and (gender) politics, between private and public spheres, between housework and artwork; conceptions of identity (crises) and corporeality in visual culture and mass media; categories of the artist´s self in relation to the use of media (video, photography, film, collage, installation art). This course will be taught by Professor Elena Zanichelli, a Berlin-based art historian, critic, and curator. She is junior professor for Art History and Aesthetic Theory at IKFK (Institute for Art History - Film History - Art Education) at the University of Bremen.
Terms: Spr
| Units: 3-5
ARTHIST 473:
Couture Culture (ARTHIST 273, FRENCH 173, FRENCH 373)
Fashion, art, and representation in Europe and the US between 1860 and today. Beginning with Baudelaire, Impressionism, the rise of the department store and the emergence of haute couture, culminating in the spectacular fashion exhibitions mounted at the Metropolitan and other major art museums in recent years. Students participate actively in class discussion and pursue related research projects.
Terms: Aut
| Units: 4-5
ARTHIST 491:
Riot: Visualizing Civil Unrest in the 20th and 21st Centuries (AFRICAAM 291, AFRICAAM 491, ARTHIST 291, CSRE 290, CSRE 390, FILMEDIA 291, FILMEDIA 491)
This seminar explores the visual legacy of civil unrest in the United States. Focusing on the 1965 Watts Rebellion, 1992 Los Angeles Riots, 2014 Ferguson Uprising, and 2020 George Floyd Uprisings. Students closely examine photographs, television broadcasts, newspapers, magazines, and film and video representations of unrest. Additionally, students will visually analyze the works of artists who have responded to the instances of police brutality and challenged the systemic racism, xenophobia, and anti-Black violence leading to and surrounding these events.nNOTE: Instructor consent required for undergraduate students. Please contact the instructor for permission to enroll.
Terms: Aut
| Units: 3-5
ARTHIST 502:
Methods and Debates
This course introduces graduate students to a range of interpretive methods within art history and visual culture studies. In addition to scrutinizing multiple schools of thought and critical debates within the field, the seminar pays particular attention to the style and strategies of writing taken up by individual critics and scholars. How and to whom does the art historian's voice speak in different moments, visual contexts, and interpretive communities?
Terms: Aut
| Units: 5
ARTHIST 601:
IMBY (In My Backyard): Faculty Scholarship in Art History and Film/Media Studies
This seminar links first- and second-year Ph.D. students to faculty members in Art History and Film/Media Studies at Stanford. On a rotating basis, 5 faculty members in the Department discuss their most recent book or essay, which we will be read in advance. We also read texts that have been important to the visitor in shaping their work.nnGraduate students in this seminar will grapple with the intellectual, methodological, and political stakes of faculty scholarship "in their own backyard."
Terms: Spr
| Units: 2
| Repeatable
2 times
(up to 4 units total)
ARTHIST 610:
Teaching Praxis
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Bukatman, S. (PI);
Denson, S. (PI);
Iyer, U. (PI);
Kwon, M. (PI);
Levi, P. (PI);
Lugli, E. (PI);
Ma, J. (PI);
Maxmin, J. (PI);
Meyer, R. (PI);
Nemerov, A. (PI);
Oeler, K. (PI);
Pentcheva, B. (PI);
Salseda, R. (PI);
Troy, N. (PI);
Vinograd, R. (PI);
Lugli, E. (GP)
ARTHIST 620:
Qualifying Examination Preparation
For Art History Ph.D. candidates. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 5-8
| Repeatable
3 times
(up to 24 units total)
Instructors: ;
Bukatman, S. (PI);
Denson, S. (PI);
Iyer, U. (PI);
Kwon, M. (PI);
Levi, P. (PI);
Lugli, E. (PI);
Ma, J. (PI);
Maxmin, J. (PI);
Meyer, R. (PI);
Nemerov, A. (PI);
Oeler, K. (PI);
Pentcheva, B. (PI);
Salseda, R. (PI);
Troy, N. (PI);
Vinograd, R. (PI)
ARTHIST 640:
Dissertation Proposal Preparation
(Staff)
Terms: Aut, Win, Spr, Sum
| Units: 5
Instructors: ;
Bukatman, S. (PI);
Denson, S. (PI);
Iyer, U. (PI);
Kwon, M. (PI);
Levi, P. (PI);
Lugli, E. (PI);
Ma, J. (PI);
Maxmin, J. (PI);
Meyer, R. (PI);
Nemerov, A. (PI);
Oeler, K. (PI);
Pentcheva, B. (PI);
Salseda, R. (PI);
Troy, N. (PI);
Vinograd, R. (PI)
ARTHIST 650:
Dissertation Research
(Staff)
Terms: Aut, Win, Spr, Sum
| Units: 5
| Repeatable
3 times
(up to 24 units total)
Instructors: ;
Bukatman, S. (PI);
Denson, S. (PI);
Iyer, U. (PI);
Kwon, M. (PI);
Levi, P. (PI);
Lugli, E. (PI);
Ma, J. (PI);
Maxmin, J. (PI);
Meyer, R. (PI);
Nemerov, A. (PI);
Oeler, K. (PI);
Pentcheva, B. (PI);
Salseda, R. (PI);
Troy, N. (PI);
Vinograd, R. (PI)
ARTHIST 660:
Independent Study
For graduate students only. Approved independent research projects with individual faculty members.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Bukatman, S. (PI);
Denson, S. (PI);
Iyer, U. (PI);
Kwon, M. (PI);
Levi, P. (PI);
Lugli, E. (PI);
Ma, J. (PI);
Maxmin, J. (PI);
Meyer, R. (PI);
Nemerov, A. (PI);
Oeler, K. (PI);
Pentcheva, B. (PI);
Salseda, R. (PI);
Troy, N. (PI);
Vinograd, R. (PI)
ARTHIST 660E:
Extended Seminar
May be repeated for credit. (Staff)
Terms: Aut, Win, Spr
| Units: 4
| Repeatable
for credit
Instructors: ;
Bukatman, S. (PI);
Denson, S. (PI);
Iyer, U. (PI);
Kwon, M. (PI);
Levi, P. (PI);
Lugli, E. (PI);
Ma, J. (PI);
Maxmin, J. (PI);
Meyer, R. (PI);
Nemerov, A. (PI);
Oeler, K. (PI);
Pentcheva, B. (PI);
Salseda, R. (PI);
Troy, N. (PI);
Vinograd, R. (PI)
ARTHIST 670:
Dissertation Seminar
For graduate students writing and researching dissertations and dissertation proposals. How to define research projects, write grant proposals, and organize book-length projects.
Terms: Spr
| Units: 1
| Repeatable
5 times
(up to 5 units total)
ARTHIST 680:
Curricular Practical Training
CPT course required for international students completing degree. Prerequisite: Art History Ph.D. candidate.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
for credit
Instructors: ;
Bukatman, S. (PI);
Denson, S. (PI);
Iyer, U. (PI);
Kwon, M. (PI);
Levi, P. (PI);
Lugli, E. (PI);
Ma, J. (PI);
Maxmin, J. (PI);
Meyer, R. (PI);
Nemerov, A. (PI);
Oeler, K. (PI);
Pentcheva, B. (PI);
Salseda, R. (PI);
Troy, N. (PI);
Vinograd, R. (PI)
ARTHIST 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Bukatman, S. (PI);
Denson, S. (PI);
Iyer, U. (PI);
Kwon, M. (PI);
Levi, P. (PI);
Lugli, E. (PI);
Ma, J. (PI);
Maxmin, J. (PI);
Meyer, R. (PI);
Nemerov, A. (PI);
Oeler, K. (PI);
Pentcheva, B. (PI);
Salseda, R. (PI);
Troy, N. (PI);
Vinograd, R. (PI)
ARTSINST 11AX:
Open Arts Intensive
Re-image your practice, build a community with other arts interested students, and reduce the separation from the Stanford campus and each other! This is an invitation to refocus on what you need out of art in this moment and how we can retool our existing practices and lives to make space for creativity, while providing an opportunity to pause in the traditional pursuit of technique or product as the outcome. Although Open Arts Intensive takes place during spring break, the 1 unit accompanying course is formally registered as a spring quarter course. To earn 1 unit, you must enroll and attend one reflection session on April 9. Must be enrolled or using Flex Term in Spring to be eligible for the 1 unit option. Details for enrolling in the course will be emailed to students signed up prior to the Spring Add Deadline. These daily virtual workshops, vary in time and day/duration by media, and advance sign up to participate is required. See artsintensive.stanford.edu for more details.
Terms: Spr
| Units: 1
ARTSINST 11Q:
Art in the Metropolis (ENGLISH 11Q, MUSIC 11Q, TAPS 11Q)
This seminar is offered in conjunction with the annual "Arts Immersion" trip to New York that takes place over the spring break and is organized by the Stanford Arts Institute (SAI). Participation in the trip is a requirement for taking part in the seminar (and vice versa). The trip is designed to provide a group of students with the opportunity to immerse themselves in the cultural life of New York City guided by faculty and SAI staff. Students will experience a broad range and variety of art forms (visual arts, theater, opera, dance, etc.) and will meet with prominent arts administrators and practitioners, some of whom are Stanford alumni. For further details and updates about the trip, see https://arts.stanford.edu/for-students/academics/arts-immersion/new-york/.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II
ARTSINST 12AX:
Los Angeles Arts Immersion (ARTHIST 10AX)
In this Arts Intensive, students will learn about the dynamic art histories of Mexican American/Chicanx and Black American artists in Los Angeles. Students will visit museums, galleries, and community centers dedicated to nurturing, showcasing, and archiving the art of people of color, including Black- and Latinx-founded art institutions. Students will meet curators, artists and other art professionals, be given private tours to view historical sites and modern and contemporary art, and will participate in at least one artist-led art-making workshop. Once back at Stanford, students will continue to explore the art histories of Black and Brown peoples through class discussions of primary texts, films, and artist interviews.
Terms: Sum
| Units: 2
ARTSINST 21AX:
Bay Area Arts Immersion (ARTSTUDI 21AX)
Students explore the arts in San Francisco, the East Bay, the North Bay, the Peninsula, and the South Bay with Kevin B. Chen. The Bay Area Arts Immersion combines field trips with on-campus workshops.
Terms: Sum
| Units: 2
ARTSINST 101:
Introduction to the Arts: Think, Make, Create (TAPS 101T)
What is art? How does literature, poetry, and painting intersect? What legacies of practice are shared between cinema, dance, and theatre? This course takes as its focus the practice and theory of art-making across mediums and forms. We will explore a range of performing and fine arts, examining core questions of these disciplines. Theoretical texts, from historical periods and global perspectives, will be put in conversation with primary sources including but not limited to poetry, painting, textile work, performance, dance, music, and cinema. The course will include practice workshops, museum visits, special collections work, and other arts-based activities. Students will build a project from theoretical consideration to artistic output. This course, as a required course for the Interdisciplinary Arts Minor, will provide foundational readings and perspectives. All students interested in Honors in the Arts and/or IDA should consider enrolling!
Terms: Win
| Units: 4
ARTSINST 142:
Drawing with Code (ARTSTUDI 163)
This studio course will engage coding practices as drawing tools. What makes a good algorithmic composition? How do we craft rule-sets and parameters to shape an interesting work? What changes if we conceive of still outputs, ongoing processes, or interactive processes as the "finished" work? We will look at the history of algorithmic drawing, including analog precedents like Sol LeWitt and other conceptual artists, along with current pioneers like John Simon Jr., Casey Reas, and LIA. Outputs will involve prints as well as screen-based works. Some basic coding experience is helpful, but not required. Assignments are based on conceptual principals that students can engage with at different coding skill levels. This is a good way for non CS students to explore coding practices as well as for CS students to hone their skills. We will work primarily in the free Processing software for our explorations.
Terms: Aut
| Units: 4
| UG Reqs: WAY-CE
ARTSINST 200A:
Interdisciplinary Arts Capstone Workshop
First in a three-quarter series required of all Honors in the Arts participants. Students initiate and develop interdisciplinary creative projects with the support of peers and mentors in a small, workshop format. Required enrollment in 200 A,B,C.
Terms: Aut, Spr
| Units: 2-5
ARTSINST 200B:
Interdisciplinary Arts Capstone Workshop
Second in a three-quarter series required of all Honors in the Arts participants. Students initiate and develop interdisciplinary creative projects with the support of peers and mentors in a small, workshop format. Required enrollment in 200 A,B,C.
Terms: Win
| Units: 2-5
ARTSINST 200C:
Interdisciplinary Arts Capstone Workshop
Third in a three-quarter series required of all Honors in the Arts participants. Students initiate and develop interdisciplinary creative projects with the support of peers and mentors in a small, workshop format. Required enrollment in 200 A,B,C.
Terms: Spr
| Units: 2-5
ARTSINST 280:
Art, Meditation, and Creation (ARTHIST 180, LIFE 180)
Art and meditation invite us to be fully present in our minds and bodies. This class will give you tools to integrate mind and body as you explore artworks on display at the university's museums and throughout campus. In your engagement with activity-based learning at these venues, you will attend to perception and embodiment in the process of writing and making creative work about art. You will also learn meditation techniques and be exposed to authors who foreground the importance of the body in both writing and making art. For your meditation-centered and research-based final creative project, you will have the option of writing an experimental visual analysis or devising a performance.
Terms: Aut
| Units: 3
| UG Reqs: WAY-A-II, WAY-CE
ARTSTUDI 21AX:
Bay Area Arts Immersion (ARTSINST 21AX)
Students explore the arts in San Francisco, the East Bay, the North Bay, the Peninsula, and the South Bay with Kevin B. Chen. The Bay Area Arts Immersion combines field trips with on-campus workshops.
Terms: Sum
| Units: 2
ARTSTUDI 22AX:
Drawing and Creative Writing
Drawing and Creative Writing is a dynamic mix of hands-on drawing studio time and guided writing assignments. This hybrid studio course invites students to experience the perceptual power of drawing and the written word in concert. Drawing and writing are at the roots of most works of art. An intensive practice of these disciplines gives us a marvelous, meditative place from which to learn about the art one can make, uniquely, and about the wisdom of "beginner's mind." This course is open to everyone. We will get our hands dirty with the ABCs of drawing, look closely into the visual dimensions of language, make up semiotic games, word-shapes, and in general use drawing to experiment with inventive tensions between text and image. What does it mean to draw with the eyes of a writer? Or to write like an artist? We will see that our work can be both an artifact and a portal that leads to transformative chains of associations. Here are key tools for visual thinking and problem solving and growing our imagination. And as we play with poem-pictures and word-works and images of writing as we interrogate their cross-pollinations, purposes, possibilities our aim will also be to repair our ability to pay sustained attention. So we'll work to expand our awareness, see with fresh eyes, challenge stereotypes, allow wild ideas to flow, and come into direct contact with surprising art. We will look at art history as artists.
Terms: Win, Sum
| Units: 2
ARTSTUDI 101:
Art Practice Foundation I
This course is based on the central role of interdisciplinary connections and exchanges in artistic practice. Students will explore the two-dimensional areas of art: painting, drawing, printmaking and photography. They will work on their projects in various area labs, focusing on the translation of concepts across different modes of expression, geared to generate a creative vision beyond traditional media boundaries. Students will also learn how to develop and refine ideas around the design and lay-out of an exhibition and the various ways to document their work as professional artists.
Terms: Aut, Win, Spr
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 102:
Art Practice Foundation II
This course is based on the central role of interdisciplinary connections and exchanges in artistic practice. Students study the work of several prominent artists using different three-dimensional media taught in the department's studio program, including sculpture, video and digital art. This is a practically oriented class with a seminar component, which focuses on the translation of concepts across different modes of expression in order for students to develop a creative vision beyond traditional media boundaries. Prerequisite: ARTSTUDI 101
Terms: Win, Spr
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 130:
Interactive Art: Making it with Arduino (ARTSTUDI 231A)
Students use electronics and software to create kinetic and interactive elements in artwork. No prior knowledge of electronics or software is required. Students learn to program the Arduino, a small easy-to-use microprocessor control unit ( see http://www.arduino.cc/ ). Learn to connect various sensors such as light, motion, sound and touch and use them to control software. Learn to interface actuators like motors, lights and solenoids to create movement. Learn to connect the Arduino to theMAX/MSP/Jitter programming environment to create media-intensive video and audio environments. Explore the social dimensions of electronic art. (lower level)
Terms: Spr
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 131:
Sound Art I (MUSIC 154A)
Acoustic, digital and analog approaches to sound art. Familiarization with techniques of listening, recording, digital processing and production. Required listening and readings in the history and contemporary practice of sound art. (lower level)
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-CE
ARTSTUDI 136A:
Future Media, Media Archaeologies (ARTSTUDI 236, MUSIC 236)
Hand-on. Media technologies from origins to the recent past. Students create artworks based on Victorian era discoveries and inventions, early developments in electronic media, and orphaned technologies. Research, rediscover, invent, and create devices of wonder and impossible objects. Readings in history and theory. How and what media technologies mediate.
Terms: Win
| Units: 3-4
| UG Reqs: WAY-CE
ARTSTUDI 139:
Portraiture and Facial Anatomy for Artists (SURG 241)
Focus is on the art of portraiture and underlying structures of the face, fundamental anatomical elements such as the skull and muscles of facial expressions, and the intersections between human anatomy and art. Studio sessions incorporate plastic models, dry bones, cadaveric specimens, and live models. Encourages use of proper anatomical terminology for describing structures and their relationships.
Terms: Win
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 140:
Drawing I
Functional anatomy and perspective as they apply to problems of drawing the form in space. Individual and group instruction as students work from still life set-ups, nature, and the model. Emphasis is on the development of critical skills and perceptual drawing techniques for those with little or no previous experience with pastels, inks, charcoal, conte, and pencil. Lectures alternate with studio work. (lower level)
Terms: Aut, Win, Spr
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 141S:
Drawing Outdoors
In this introductory class, we take drawing out into the world, exploring different environments, techniques, and approaches as we go. The fundamental nuts-and-bolts of basic drawing techniques: light logic, depicting depth and drawing the figure, are integrated into each environment. From the Stanford campus: its cafe's, architecture and landscaping, to redwoods and water, to more urban settings, drawings will range from high-speed gestures to longer, more contemplative work. Through pen, graphite, charcoal, ink, watercolor/gouache and mixed media, we explore dichotomous relationships, as well as those in seemingly perfect harmony. We move from the inanimate to animate, figure and architecture, motion and stillness, to the micro and macro, considering how even the smallest patch of earth may be as monumental as Hoover Tower. Both beginning and advanced students are welcome. Summer.
Terms: Sum
| Units: 3
| UG Reqs: WAY-CE
ARTSTUDI 144:
PRINTMAKING AND ACTIVISM
Hands-on studio course that introduces students to a variety of printmaking techniques, while exploring printed matter's role in activism in both history and in current events. This course introduces students to printmaking and graphic art techniques as tools for political activism, and explores how students can print as a tool in dialogue towards social change. Prior printmaking experience is helpful not necessary for this course.
Terms: Aut
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 145:
Painting I
Introduction to techniques, materials, and vocabulary in oil painting. Still life, landscape, and figure used as subject matter. Emphasis is on painting and drawing from life. (lower level)
Terms: Aut, Win, Spr
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 145A:
Painting as Storytelling
This is a special class taught by Holt visiting artist John Bankston. Coulter Gallery will provide a unique classroom space, where student work will be displayed in an ongoing exhibition that will grow over time for the public to observe.nnUsing the fundamentals of painting, this class will explore paintings narrative potential through several painting projects. The project themes will be memory, emotion, the self and the painting process. The class will culminate in a group mural that incorporates ideas from class projects.
Terms: Aut
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 145M:
Mural Painting
This rare class explores making a mural in the context of mural history. We will engage the history of mural painting from ancient to contemporary times for an informed production of murals on canvas in one of the painting studios at school. The social, the political and the cultural roles mural painting has played will be discusses while students will be engaged in making their own.
Terms: Win
| Units: 2
| UG Reqs: WAY-CE
ARTSTUDI 147:
Art Book Object (ARTSTUDI 247A)
This mixed introductory and upper level studio course explores contemporary aesthetic interpretations of the book as an art object. Students learn to use both traditional and digital tools and techniques for creating artists' books, and integrate those into final works of art. The course familiarizes students with basic bookbinding processes and forms, as well as various modes of printing and production that facilitate limited artist editions. In addition to making books, we view numerous artists' books in the Bowes Art & Architecture Library collection as well as the collection of the instructor, and meet with practicing artists and book makers. Students create a number of small books, each focused on a particular process but using content of their choice. Upper level students propose and create a more fully evolved final project involving at least one bookbinding process independently researched in consultation with the instructor.
Terms: Win
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 148:
Monotype
Introduction to printmaking using monotype, a graphic art medium used by such artists as Blake, Degas, Gauguin, and Pendergast. May be repeated for credit. Prerequisite: 140. (lower level). May be repeated 2 times for total of 8 units.
Terms: Win
| Units: 4
| UG Reqs: WAY-CE
| Repeatable
2 times
(up to 8 units total)
ARTSTUDI 148A:
Introduction to Lithography
The classic technique of printing from limestones and metal plates. Students will learn techniques to draw and etch their imagery onto the stone/plate. The prints will be created in numbered editions. Students will have the opportunity to work in color on a variety of sizes. There will be visits to the campus museum print collection.
Terms: Spr
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 148P:
The Hybrid Print (ARTSTUDI 248P)
This class explores experimental printmaking methods where digital and traditional practices collide. It focuses on the interchange between conventional and new methods of printmaking, and possibilities for the print beyond paper and the flat picture plane in contemporary art. Techniques will be demonstrated in class, and students will pursue projects using these techniques, developing their own conceptual interests. We will explore digital processes using large format printers, as well as digitally augmented traditional printmaking methods such as monoprints, collographs, woodblock and linocut, aided by dye sublimation, vinyl cutting, and 3-d printing. Students will have access to a wide array of both digital and traditional tools, and will develop projects using a combination of methods, resulting in a body of work. Discussions will address the expansive nature of contemporary fine art printmaking.
Terms: Aut, Spr
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 149C:
Etching
In this class students will explore various techniques of etching (or intaglio) on zinc plates such as, hard ground, soft ground, aquatint, marbling aquatint and sugar lift, through an electrolytic process that uses no acid but sulfates and very low electrical power (1.5 V or the same as a AA battery). This process is much less toxic that the traditional etching with nitric (which produces toxic fumes) or ferric acid (difficult to clean). These techniques will be complemented by other ones that can be mixed with etching such as photocopy transfers, Chine collé (attaching a different color paper between plate and main paper), and mono-printing. Etching/Intaglio (making a mark under the surface of the plate) is one of the most tactile and elegant forms of printmaking. The plate leaves a 3-D line mark and embossed marks in the deep etched areas as well as at the edges of the plate. Many major artists have left memorable images by working in this medium (Rembrandt, Goya, Kathe Kollwitz, Eduard Munch, and many others) influencing many contemporary artists.
Terms: Win
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 150N:
Queer Sculpture
Outlaw sensibilities, self-made kinships, chosen lineages, utopic futurity, exilic commitment, and rage at institutions that police the borders of the normal these are among the attitudes that make up queer in its contemporary usage. -David J. Getsy. nnnThis hands-on studio based course explores queer as a form of art production. Artists and thinkers use queer to signal defiance to the mainstream and an embrace of difference, uniqueness and self-determination. To be intolerable is to demand that the normal, the natural and the common be challenged. To do this is not to demand inclusion, but rather to refuse to accept any operations of exclusion and erasure that make up the normal and posit compulsory sameness. Queer Sculpture is also about the strategic effort to appropriate and subvert conventional art practices and tactics that may involve everything from shifts in the content of a work and its targeted audience to the methods by which it is produced and its formal properties. The political imperatives of a queer or queered position will shape thematic investigations of practices related to utopic futurity, anti-assimilationist practices, failure, abstraction, the archive, camp, drag and alternative families. Classes will require reading, discussing, and making. Students will produce artwork for critiques and participate in discussions of the readings. The course includes guest artists and fieldtrips to local LGBTQ archives.
Terms: Aut
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 151:
Sculpture I
Traditional and non-traditional approaches to sculpture production through working with materials including wood, metal, and plaster. Conceptual and technical skills, and safe and appropriate use of tools and materials. Impact of material and technique upon form and content; the physical and expressive possibilities of diverse materials. Historical and contemporary forming methods provide a theoretical basis for studio work. Field trips; guest lecturers.
Terms: Aut, Win, Spr
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 153:
Ecology of Materials
Studio-based sculpture course. Materials used in sculpture and environmental concerns surrounding them. Artists concerned with environmental impact and the interconnection of art with other fields. The impact of material and technique upon form and content; understanding the physical and expressive possibilities of diverse materials. Conceptual and technical considerations. Group discussions, critiques, readings, video presentations, a field trip to a local artist-in-residence program, and visiting lecturers. (lower level)
Terms: Spr
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 155:
Social Sculpture (TAPS 155)
This course investigates the immediacy of the body as material and sculpture in order to investigate private and social spaces. Actions are often used to understand or question the function and psychological aspects of a space and are documented for the perpetuation of these ideas. Throughout the quarter we will investigate the body as material and develop site specific performances enacted for: Private/Domestic and Public Space; Constructed Space & Physical Space; ecological systems; and generate both Individual & Collaborative based Actions, Interventions, & Events."
Terms: Win
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 158M:
Ephemerality: Time in Sculpture and Digital Media
This course is a survey of ephemeral art within the context of sculpture and digital media. Students consider the art object made to last forever, in contrast with the object meant to disintegrate, decompose, or fall apart. Through a series of activities, lectures, and assignments we will research artwork's ability to stand the test of time. Students create ephemeral work in a range of techniques including food, found objects, mold making and casting, photography, digital media, and performance.
Terms: Win
| Units: 2
| UG Reqs: WAY-CE
ARTSTUDI 161:
Constructing Color
This hands-on introductory level studio art class addresses color through traditional, digital, and experimental mediums. Students learn to compose and communicate via color, experimenting with light, paint, pigments, dye, code, context, and culture. In addition to exploring color as a powerful tool, students build personal palettes and learn to use color as an essential component in conceptualizing a work of art. Students create numerous short color experiments, a personal reference notebook, and a final work of art in any medium, using processes explored in class.
Terms: Aut
| Units: 4
ARTSTUDI 163:
Drawing with Code (ARTSINST 142)
This studio course will engage coding practices as drawing tools. What makes a good algorithmic composition? How do we craft rule-sets and parameters to shape an interesting work? What changes if we conceive of still outputs, ongoing processes, or interactive processes as the "finished" work? We will look at the history of algorithmic drawing, including analog precedents like Sol LeWitt and other conceptual artists, along with current pioneers like John Simon Jr., Casey Reas, and LIA. Outputs will involve prints as well as screen-based works. Some basic coding experience is helpful, but not required. Assignments are based on conceptual principals that students can engage with at different coding skill levels. This is a good way for non CS students to explore coding practices as well as for CS students to hone their skills. We will work primarily in the free Processing software for our explorations.
Terms: Aut
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 164M:
Art of Resistance: Community Building and Self Preservation through Zine Making
This class explores the history, practice, and technique of creating fanzines as a device for protest or community building. Discussions, projects, and readings focus on the history of self-publishing for the preservation of minority and marginalized interests. This course will familiarize students with various techniques for using appropriated and original imagery by way of printmaking, photography, design, and illustration. In addition to engaging with imagery, students will learn effective ways to design using text and typography to support their message. Students will create a small number of zines, each focused on a particular discipline but using the content of their choice. Students will also have the opportunity to hear from guest speakers involved in zine-making and view zine collections from the San Francisco Library and Marjorie Barrick Museum of Art in Las Vegas, Nevada as well as the personal collection of the instructor.
Terms: Spr
| Units: 2
| UG Reqs: WAY-CE
ARTSTUDI 165M:
Practice, Practice, Practice: Cultivating Creative Rituals and Routines
Focuses on the importance of daily rituals and routines through experiments and exercises in various mediums. We divide time between examining those who create daily using meditation, writing, drawing, performance, photography and more to tackle concepts of identity, time, endurance, memory, the mundane and the miraculous and working towards our own daily practice. Students set the rules for their daily practice. All experience levels welcome.
Terms: Aut
| Units: 2
| UG Reqs: WAY-CE
ARTSTUDI 167:
Introduction to Animation
Projects in animation techniques including flipbook, cutout/collage, stop-motion such as claymation, pixilation, and puppet animation, rotoscoping, and time-lapse. Films. Computers used as post-production tools, but course does not cover computer-generated animation. (lower level)
Terms: Aut, Win
| Units: 3-4
| UG Reqs: WAY-CE
ARTSTUDI 167M:
Animated By Origins: Africa and The Americas
When working with experimental animation, what can we learn from the Shangaan about compositing, layering and collaging, from the Dogon about counter-rhythms and remixing, or from the Lakota about observation and improvisation? In this class, we will gain a deep understanding of and draw connections between experimental creative practices in selected indigenous/vernacular cultures across Africa and the Americas. We will do this in order to reimagine frameworks for approaching, creating and experiencing experimental media art outside Western canons. Assignments will require students to engage either their own origin stories, histories and/or other archives of their choice or interest. This source material can be personal, collective, public, general, formal, informal, real or imagined. We will look at different ways of approaching archival material (photographs, sound, video, writing, memory) for the purposes of connecting disparate elements into brief and cohesive or anti-cohesive animations. This is an introductory experimental animation class, so no prior experience of animation or video/sound editing is needed.
Terms: Win
| Units: 2
| UG Reqs: WAY-CE
ARTSTUDI 167S:
DIY Animation and Video
This course will introduce students to stop-motion animation and video editing techniques for art making, created on cell phones and with freely available software and tools. Students in this class will analyze and create lo-res or "DIY" works designed for fast production and distribution via internet and social media channels.
Terms: Sum
| Units: 3
| UG Reqs: WAY-CE
ARTSTUDI 168:
Data as Material
How can data be used as material in art and design projects? Beyond straight-forward ideas of data-visualization, this studio course investigates how we construct meaning from sets of information, and how the construction of those sets determines the meaning itself. This course also investigates different display aesthetics and how this is also a strategy for generating meaning. Artists studied include those who use various forms of personal, public, and social data as part of their practice. Historical examples from conceptual artists and other genres are considered along with contemporary artists working with data in digital or hybrid digital/physical formats.
Terms: Aut
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 169:
Virtual Reality: the possibility and peril of immersive artwork
How can we use virtual reality systems to create powerful, beautiful and socially engaged artworks? Is it possible to use technically sophisticated (and sometimes frustrating) tools to share our unique personal visions? What can working in virtual reality teach us about our embodied reality and sense of presence? How might we question the hype and techno-utopianism surrounding VR, by using the medium itself? What is left out of the current conversation around VR that you would like to explore?nnIn this introductory studio art course, students will learn to create artworks using virtual reality systems. We will use the HTC Vive, Oculus Rift, and Daydream VR headsets, as well as more accessible phone-based augmented reality systems to explore this medium. Through lectures and research presentations, we will familiarize ourselves with the artistic history of VR - from foundational works from the 1990's through current examples - in order to inform our own work. nnStudents will become familiar with the fundamental studio art practice of analyzing and critiquing their own and others' projects. Learning to analyze artwork in turn helps students create works with more emotional and conceptual impact. nnWhile there are no official prerequisites for this course, familiarity with any kind of scripting language or coding environment will be helpful as Unity will be used as the main authoring environment.
Terms: Spr
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 171:
Introduction to Photography
This is an introductory course in photography that explores lens-based practices and the imperative of visual literacy in today's world. The history of photography starts now, in a context of image-making that proceeds all around us with unprecedented immediacy and proliferation. We cover fundamental principles of camera operation, composition and image editing. Through digital instruction, students learn to use DSLR or Mirrorless cameras and to operate manual settings (focus, aperture, shutter speed, ISO, color temp/white balance). They learn basic file management as well as the use of Adobe Lightroom software. Students acquire an essential knowledge of contemporary art photography, including standards of quality and image sequencing. They get a basic sense of aesthetics and of the critical discourse that exists around the cultural significance of images. Students provide their own DSLR or mirrorless camera.
Terms: Aut, Win, Spr
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 173M:
Beyond Representation: Conceptual Photography
This workshop course expands the perception of images and their interpretation. Is it possible to photograph a dream or an emotion? In a series of lectures, readings, and assignments, we approach photography more as a reference and allusion than a simple depiction of things. Using any accessible photo camera, students will create a range of images of various genres and transform them into a personal narrative through strict selection and basic photo editing.
Terms: Spr
| Units: 2
| UG Reqs: WAY-CE
ARTSTUDI 173S:
Cell Phone Photography
The course combines the critical analysis of cell phone photography with the creation of photographic art works that explore this specific medium's experimental, social and documentary potential. The increasing ubiquity of cell phone photography has had a widespread impact on the practice of photography as an art form. We will consider and discuss the ways in which the platforms of cell phone photography (Instagram, Snapchat) are democratizing image-making and transforming notions of authorship and subjectivity to an unprecedented extent, but also how the use of new technological tools help expand notions of creativity and aesthetic standards.
Terms: Sum
| Units: 3
| UG Reqs: WAY-CE
ARTSTUDI 175A:
Video Installation
Video Installation is a hybrid studio critique and seminar class that explores the potential of cinematic arts within the context of spatial dynamics and formal configuration. The emphasis will be on the conceptual and experimental, rather than a conventional application of film narrative as a way to convey meaning, and considers video as a sculptural material. Screenings, lectures, and class projects will focus on installations that transform film and video into sculpture, architecture, and site-specific forms.
Terms: Spr
| Units: 4
ARTSTUDI 176:
Installation: Sensorial Concepts
This course considers the history of installation art to develop an expanded understanding through sensorial practices. Students will explore the process and work of contemporary artists working in installation art and discuss the various approaches to installation art. Assignments will consist of projects that reflect class lectures & discussions, site visits, and visiting artists. There will be directed readings and viewings with a focus on installation works that consider the 5 basic human senses as we have come to understand them.
Terms: Win
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 177:
Video Art
Video holds the ability to bear witness and reconstruct realities of space and time. In this class we study the development of the medium in the 1970s and how artists have since used it as an experimental apparatus. Projects involve creating short video works through narrative, performative, and abstracted approaches. This class explores conceptual possibilities of recording and editing video by utilizing camera technique, lighting, sound design, found footage, and nonlinear digital editing. (lower level)
Terms: Aut, Win
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 177M:
DIY Movies
Using a 'do it yourself' approach, we will create short films in response to key concepts in cinema. In this course, we will experiment with unconventional and traditional methods of filmmaking that employ a diverse range of media. Together, we will devise strategies to work around resource limitations and consider how simple technologies can be tools for making thought-provoking cinematic experiences. Through workshops, discussions, and film screenings, we will explore the possibilities and significance of filmmaking in the 21st century.
Terms: Win
| Units: 2
| UG Reqs: WAY-CE
ARTSTUDI 180:
Media Art in the Age of Surveillance (ARTSTUDI 280)
How can media art practices effectively interrogate our data environment? This studio course investigates systems that collect personal data, such as video and consumer databases, by turning their regulatory, contractual and legislative frameworks onto the systems themselves. Techniques include the `legal readymade', `tactical fiction', and algorithmically-driven discourse. A field trip will introduce drone mapping and choreographing. Assignments include individual projects, and class collaboration on a video that assembles our various approaches into a hybrid fiction-documentary. No prerequisites; basic video skills helpful.
Terms: Aut
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 180M:
Creating Public Art: Concept to Commission
This course introduces the skills needed for creating Public Art. The course develops an appreciation and understanding of public artwork, but focuses on the process of applying to and creating work for public spaces. Students develop an understanding of public art through readings and discussion, while learning important skills to develop professional proposals to submit for open calls. These assignments culminate in a completed proposal students can submit to a call for public art at the end of the quarter.
Terms: Spr
| Units: 2
ARTSTUDI 182:
Queered Tech and Speculative Design
What does it mean to `queer' something? Expanding this term's meaning beyond gender and sexuality, `to queer' is to question, challenge, subvert, and reimagine social norms and structures of power. In this course, we build from queer theory to consider invisible assumptions and biases in everyday objects, then design technologies that propose new ways of being. For example: What would a clock look like if it were designed for a world without capitalist notions of productivity? Students will create three electronic artworks using Arduino micro-controllers, sensors, light, motors, and sound. Tutorials will provide fundamental instruction in electronics and programming. This is an introductory art course with no prerequisites.
Terms: Win
| Units: 4
| UG Reqs: WAY-CE
| Repeatable
2 times
(up to 8 units total)
ARTSTUDI 182M:
Queer Storytelling: We Have Always Been Here
For centuries, storytelling has been used as a way to connect with those around us and to bring others into our inner world. QTBIPOC communities use storytelling as a way to be recognized and carve our own space within a cis-heteronormative society. In this practice and discussion-based course, students will create visual stories drawing from their own life, memory and imagination. We will experiment with various mediums such as collage, mixed media, or video performance. By centering stories by QTBIPOC we can continue to subvert the dominant narrative and ultimately create a future where everyone belongs.
Terms: Aut
| Units: 2
| UG Reqs: WAY-CE
ARTSTUDI 186:
Black Experimental Narrative (AFRICAAM 186)
How do Black video artists and filmmakers use materials, space, and language to construct the subjective space of storytelling? Black Experimental Narrative surveys the aesthetics, history, and theories that characterize experimental Black cinema and video art through a comprehensive range of filmmakers and artists that have contributed work to the canon. As a class project, we will work collectively to design and publish an original publication featuring a selection of work created during the course.
Terms: Aut
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 201:
Art Practice Major Seminar
In this WIM course, students develop writing skills specific to the Art Practice discipline, including Artists Statements, Research Statements, and Grant Proposals, which are required of all professional artists. These written materials are created in tandem with a paired body of exploratory artwork which the texts elucidate and inform. Through iterations of writing and artworks, students experience how each of these practices, writing about artwork and making artwork, refine and advance each other. Students leave this course with an articulated artistic vision, an understanding of the specific context in which they see their work developing, and a set of research questions on which to base future bodies of work. The critical thinking, writing, research techniques and artistic materials developed in this course will prepare students for the more self-directed work required in the 200 level studio courses and in the Major Capstone course leading to the majors senior exhibition. This course also prepares all Art Practice majors to produce the written and portfolio materials required for our honors application (an Artists Statement, Work Proposal and Portfolio), should they desire to do so.
Terms: Win
| Units: 5
| UG Reqs: WAY-CE
ARTSTUDI 231A:
Interactive Art: Making it with Arduino (ARTSTUDI 130)
Students use electronics and software to create kinetic and interactive elements in artwork. No prior knowledge of electronics or software is required. Students learn to program the Arduino, a small easy-to-use microprocessor control unit ( see http://www.arduino.cc/ ). Learn to connect various sensors such as light, motion, sound and touch and use them to control software. Learn to interface actuators like motors, lights and solenoids to create movement. Learn to connect the Arduino to theMAX/MSP/Jitter programming environment to create media-intensive video and audio environments. Explore the social dimensions of electronic art. (lower level)
Terms: Spr
| Units: 4
ARTSTUDI 236:
Future Media, Media Archaeologies (ARTSTUDI 136A, MUSIC 236)
Hand-on. Media technologies from origins to the recent past. Students create artworks based on Victorian era discoveries and inventions, early developments in electronic media, and orphaned technologies. Research, rediscover, invent, and create devices of wonder and impossible objects. Readings in history and theory. How and what media technologies mediate.
Terms: Win
| Units: 3-4
| UG Reqs: WAY-CE
ARTSTUDI 240:
Drawing II
Intermediate/advanced. Observation, invention, and construction. Development of conceptual and material strategies, with attention to process and purpose. May be repeated for credit. Prerequisite: 140 or consent of instructor. (upper level)
Terms: Win, Spr
| Units: 4
| UG Reqs: WAY-CE
| Repeatable
2 times
(up to 8 units total)
ARTSTUDI 241:
Expression in Brush and Ink
In this upper-level drawing class, students learn to use brush and ink as unique expressive means though the study of traditional and contemporary ink paintings, drawing from life as well as free experimentation. Observation, expression and abstraction will be integrated through persistent practice.
Terms: Aut
| Units: 4
| UG Reqs: WAY-CE
| Repeatable
2 times
(up to 8 units total)
ARTSTUDI 242:
Drawing and Creative Writing
This class integrates drawing and the written word through a mix of hands-on drawing studio time and writing workshops. We will create drawings that integrate text and create texts inspired by drawings. We will also study and take inspiration from literature and art that plays with images and the written word. In the process, we will come up with experiments for what to do with images and words, for how to poach them, cross-pollinate them, orchestrate them, distill them, resist them or unflatten them.Prerequisite: Drawing 1 or permission of instructor
Terms: Spr
| Units: 4
| UG Reqs: WAY-CE
| Repeatable
2 times
(up to 8 units total)
ARTSTUDI 243:
Anatomy for Artists (SURG 143)
Lectures highlight the intersections and influences between human anatomy and art. Studio sessions provide an opportunity for students to immerse in anatomically inspired studio projects. Drawing, mixed media, and some painting mediums will be used during the studio sessions. Plastic models, dry bones, cadaveric specimens, and live models will be used for the studio sessions. Class time includes art instruction, creation and feedback. May be repeated for credit. Honing individual style is encouraged; both beginning and advanced students are welcome.
Terms: Spr
| Units: 3
| UG Reqs: WAY-CE
ARTSTUDI 245:
Painting II
Symbolic, narrative, and representational self-portraits. Introduction to the pictorial strategies, painting methods, and psychological imperatives of Dürer, Rembrandt, Cézanne, Kahlo, Beckmann, Schiele, and Munch. Students paint from life, memory, reproductions, and objects of personal significance to create a world in which they describe themselves. May be repeated for credit. Prerequisites: 140, 145, or consent of instructor. (upper level)
Terms: Spr
| Units: 4
| UG Reqs: WAY-CE
| Repeatable
4 times
(up to 16 units total)
ARTSTUDI 246:
Individual Work: Drawing and Painting
Prerequisite: student must have taken a course with the instructor and/or completed relevant introductory studio course(s). Instructor consent and completion of the Independent Study Form are required prior to enrollment. All necessary forms are required by the end of Week 2 of each quarter. Please contact the Student Services Specialist in McMurtry 108 for more information. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
ARTSTUDI 247:
Collage
Collage has influenced painting and drawing practices, as well as film and photography through juxtaposition, scale shifts, and reappropriation of the found image. Although many iconic works in this medium date to the 20th century, this course focuses on collage as a vibrant, contemporary form. nnLectures on artists using collage with new vigor. Studio component focused on experimentation and exploration. Student work is encouraged to speak to personal, aesthetic, or political concerns, using findings from magazines, advertisements, internet, and other sources. Working with Photoshop, scans and with print, we will use collage elements to create new and stunning compositions of contemporary life.nnPrerequisites: 140, 145, or consent of instructor. (upper level). May be repeated for credit
Terms: Aut
| Units: 4
| UG Reqs: WAY-CE
| Repeatable
2 times
(up to 8 units total)
ARTSTUDI 247A:
Art Book Object (ARTSTUDI 147)
This mixed introductory and upper level studio course explores contemporary aesthetic interpretations of the book as an art object. Students learn to use both traditional and digital tools and techniques for creating artists' books, and integrate those into final works of art. The course familiarizes students with basic bookbinding processes and forms, as well as various modes of printing and production that facilitate limited artist editions. In addition to making books, we view numerous artists' books in the Bowes Art & Architecture Library collection as well as the collection of the instructor, and meet with practicing artists and book makers. Students create a number of small books, each focused on a particular process but using content of their choice. Upper level students propose and create a more fully evolved final project involving at least one bookbinding process independently researched in consultation with the instructor.
Terms: Win
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 248P:
The Hybrid Print (ARTSTUDI 148P)
This class explores experimental printmaking methods where digital and traditional practices collide. It focuses on the interchange between conventional and new methods of printmaking, and possibilities for the print beyond paper and the flat picture plane in contemporary art. Techniques will be demonstrated in class, and students will pursue projects using these techniques, developing their own conceptual interests. We will explore digital processes using large format printers, as well as digitally augmented traditional printmaking methods such as monoprints, collographs, woodblock and linocut, aided by dye sublimation, vinyl cutting, and 3-d printing. Students will have access to a wide array of both digital and traditional tools, and will develop projects using a combination of methods, resulting in a body of work. Discussions will address the expansive nature of contemporary fine art printmaking.
Terms: Spr
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 249:
Major Capstone
This course aims to prepare senior Art Practice majors for future artistic careers by developing rigorous practice and critical research and presentation skills. Class engagement includes informal discussions, written reflections, and critiques with professionals in the field. Students will create meaningful work for the Senior Art Exhibition and generate further opportunities for themselves in project funding, residencies, exhibitions, commissions, and graduate education.nnCourse for Art Practice majors only. Art Practice minors may interview for possible inclusion. (upper level)
Terms: Spr
| Units: 4
ARTSTUDI 250:
Individual Work: Sculpture
Prerequisite: student must have taken a course with the instructor and/or completed relevant introductory studio course(s). Instructor consent and completion of the Independent Study Form are required prior to enrollment. All necessary forms are required by the end of Week 2 of each quarter. Please contact the Student Services Specialist in McMurtry 108 for more information. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
3 times
(up to 15 units total)
ARTSTUDI 252:
Sculpture II
Builds upon 151. Installation and non-studio pieces. Impact of material and technique upon form and content; the physical and expressive possibilities of diverse materials. Historical and contemporary forming methods provide a theoretical basis for the studio work. Field trips; guest lecturers. (upper level)
Terms: Aut, Win, Spr
| Units: 4
| UG Reqs: WAY-CE
| Repeatable
2 times
(up to 8 units total)
ARTSTUDI 258:
Resisting Monuments at the End of the World
This hands-on contemporary art and sculpture class explores falling monuments and rising memorials around the world. Departing from individualistic hero narratives of traditional monuments we address collective agency and new forms of shared power. Students make models and sculptures of reimagined anti-monuments through weekly assignments. Classes require reading, discussing, making artwork for critiques, and include lectures, artist examples, and guest artists.
Terms: Win
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 261:
Individual Work: Emerging Practices in Design & Technology
Prerequisite: student must have taken a course with the instructor and/or completed relevant introductory studio course(s). Instructor consent and completion of the Independent Study Form are required prior to enrollment. All necessary forms are required by the end of Week 2 of each quarter. Please contact the Student Services Specialist in McMurtry 108 for more information. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
3 times
(up to 15 units total)
ARTSTUDI 271A:
Intermediate Photography: On Queerness
In this studio course, we explore potentiality and experimentation in contemporary photography to challenge conventions, question definitions, and expand meanings. We approach photography as a strategic tool to subvert, intervene, resist, and bridge dichotomies, while moving beyond general categorizations of body, gender, and identity through an intersectional lens. Students examine queerness within the historical and current expanded field of representation to amplify notions of self, community, and action. nnThis is an intermediate course in photography, with an ongoing emphasis on operating manual camera settings (focus, aperture, shutter speed, ISO, color temp/ white balance). nStudents continue to work with Lightroom as a file management system, are introduced to Photoshop, and focus on the importance of photo editing/selection and sequencing.nStudents provide their own (SLR or Mirrorless) camera; software will be provided. Prerequisite: ARTSTUDI 170 or ARTSTUDI 171 or ARTSTUDI 173E or equivalent.
Terms: Spr
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 271F:
Intermediate Photography: DIY Publishing
The book has been a form to share photographs since the medium's earliest days, offering photographers a way to present their work outside of exhibitions. Developments in digital technology have democratized access to print production, leading to a proliferation of small and independent presses, and generating self-publishing opportunities for artists. In this course, students will explore a variety of book formats, focusing on the relationship between image and text, and learning about do-it-yourself methods for publishing. They will engage with and draw inspiration from historical and contemporary renditions of the photo book. The skills they acquire will be applied toward the conceptualization, design, production and distribution of their own book projects, as well as the collaborative creation of a class publication.This is an intermediate course in photography, with an ongoing emphasis on operating manual camera settings (focus, aperture, shutter speed, ISO, color temp/ white balance). Students continue to work with Adobe Lightroom as a file management system, are introduced to Adobe InDesign, and focus on the importance of photo editing/selection and sequencing. Students provide their own camera (SLR or mirrorless).
Terms: Spr
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 272:
Individual Work: Photography
Prerequisite: student must have taken a course with the instructor and/or completed relevant introductory studio course(s). Instructor consent and completion of the Independent Study Form are required prior to enrollment. All necessary forms are required by the end of Week 2 of each quarter. Please contact the Student Services Specialist in McMurtry 108 for more information. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
ARTSTUDI 273:
Individual Work: Experimental Media
Prerequisite: student must have taken a course with the instructor and/or completed relevant introductory studio course(s). Instructor consent and completion of the Independent Study Form are required prior to enrollment. All necessary forms are required by the end of Week 2 of each quarter. Please contact the Student Services Specialist in McMurtry 108 for more information. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
ARTSTUDI 277:
Intermediate Photography Seminar
This is a mentorship class designed to expand on personal projects in photography. Students engage in professional photographic practices that prepare them to apply and expand upon the skills, methods and techniques they have learned in previous courses. They explore different themes in photography and take an in-depth look at the creative process of artists whose visions are based on the development of projects and bodies of work over an extended period of time. Students learn to refine their aesthetic over time by developing such projects of their own, which involve significant independent work and active participation in critiques, with the goal of becoming adept at presenting their ideas and building a portfolio to show their work in a professional context. Students will be provided with software and introduced to tools of support that will help them to more effectively execute their projects.
Terms: Aut
| Units: 4
| UG Reqs: WAY-CE
| Repeatable
2 times
(up to 8 units total)
ARTSTUDI 277A:
Advanced Video
Video, criticism, and contemporary media theory investigating the time image. Students create experimental video works, addressing the integration of video with traditional art media such as sculpture and painting. Non-linearity made possible by Internet and DVD-based video. No prerequisite required.
Terms: Spr
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 280:
Media Art in the Age of Surveillance (ARTSTUDI 180)
How can media art practices effectively interrogate our data environment? This studio course investigates systems that collect personal data, such as video and consumer databases, by turning their regulatory, contractual and legislative frameworks onto the systems themselves. Techniques include the `legal readymade', `tactical fiction', and algorithmically-driven discourse. A field trip will introduce drone mapping and choreographing. Assignments include individual projects, and class collaboration on a video that assembles our various approaches into a hybrid fiction-documentary. No prerequisites; basic video skills helpful.
Terms: Aut
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 286:
Intermediate Photography: Portraiture
This course explores contemporary practices of portrait photography, examining its history and discourse on representations of race, gender, class, and sexuality. We look at the complexities of portraiture in terms of skill sets and processes, aesthetics and styles, ideology and identity, while engaging with such dualities as private/public, professional/amateur, and traditional/innovative. At a time when pictures are being produced and disseminated in unprecedented proliferation, we look into the pursuit of constructing meaning beyond pose and persona. This is an intermediate course in photography, with an ongoing emphasis on operating manual camera settings (focus, aperture, shutter speed, ISO, color temp/ white balance). Students continue to work with Lightroom as a file management system, are introduced to Photoshop, and focus on the importance of photo editing/selection and sequencing. Prerequisite: ARTSTUDI 170 or ARTSTUDI 171 or ARTSTUDI 173E or equivalent.
Terms: Win
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 288:
Intermediate Photography: Documentary
The documentary image has constituted a keystone of the photographic medium since the earliest days of its existence. In this class, we approach documentary photography from a contemporary perspective and in a context of active engagement with the world we inhabit. What do the ethics and aesthetics of documenting reality involve in an era when the instant representation of ourselves and our environment has become routine daily procedure? How can today's visual documentarian meet the challenge of creating work that meaningfully and critically relates to the complex global issues and struggles defining the current historical moment? This is an intermediate course in photography, with an ongoing emphasis on operating manual camera settings (focus, aperture, shutter speed, ISO, color temp/ white balance). Students continue to work with Lightroom as a file management system, are introduced to Photoshop, and focus on the importance of photo editing/selection and sequencing. Prerequisite: ARTSTUDI 170 or ARTSTUDI 171 or ARTSTUDI 173E or equivalent.
Terms: Win
| Units: 4
| UG Reqs: WAY-CE
ARTSTUDI 290:
Curricular Practical Training
CPT course required for international students completing degree.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
for credit
ARTSTUDI 295:
Visual Arts Internship
Professional experience in a field related to the Visual Arts for six to ten weeks. Internships may include work for galleries, museums, art centers, and art publications. Students arrange the internship, provide a confirmation letter from the hosting institution, and must receive consent from the faculty coordinator to enroll in units. To supplement the internship students maintain a journal. Evaluations from the student and the supervisor, together with the journal, are submitted at the end of the internship. Restricted to declared majors and minors. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
3 times
(up to 15 units total)
ARTSTUDI 297:
Honors Thesis Exhibition
May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 2
| Repeatable
3 times
(up to 6 units total)
ARTSTUDI 297S:
AP HONORS SEMINAR
Led by the Director of Undergraduate Studies in Art Practice, the Honors Seminar provides students the opportunity to create projects for the honors exhibition and complete the written thesis under the guidance of faculty advisors, and assisted with MFA mentors as well as guest critiques from art world professionals. It is geared towards developing a professional practice in the field of fine art.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
3 times
(up to 4 units total)
ARTSTUDI 310A:
Directed Reading: Studio
Terms: Aut
| Units: 1-15
ARTSTUDI 310B:
Directed Reading: Studio
Terms: Win
| Units: 1-15
ARTSTUDI 310C:
Directed Reading: Studio
Terms: Spr
| Units: 1-15
ARTSTUDI 342:
MFA Project: Tutorial
Students construct an individual tutorial with an instructor selected from the studio art faculty, including visiting artists. The student must take tutorials with at least three different faculty members during the six-quarter program. Prior approval of advisor is required.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
ARTSTUDI 342A:
MFA: Object Seminar
Weekly seminars, studio practice, and individual tutorials. Student work is critiqued on issues of identity, presentation, and the development of coherent critical language. May be repeated for credit. Restricted to M.F.A. studio students only.
Terms: Aut, Win
| Units: 1-15
| Repeatable
6 times
(up to 15 units total)
ARTSTUDI 342B:
MFA: Concept Seminar
Weekly seminars, studio practice, and individual tutorials. Modes of conceptualization to broaden the base of cognitive and generative processes. May be repeated for credit. Restricted to M.F.A. studio students only.
Terms: Aut, Win
| Units: 1-15
| Repeatable
6 times
(up to 15 units total)
ARTSTUDI 342C:
M.F.A Seminar
Professional practices; preparation of documentation; exhibition and presentation. Restricted to M.F.A. studio students only. May be repeat for credit total units allowed 45 and total completion 6
Terms: Spr
| Units: 1-15
| Repeatable
6 times
(up to 45 units total)
ARTSTUDI 390:
Curricular Practical Training
CPT course required for international students completing degree.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
for credit
ARTSTUDI 801:
TGR Project
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
ASNAMST 31N:
Behind the Big Drums: Exploring Taiko (MUSIC 31N)
Preference to Freshman. Since 1992 generations of Stanford students have heard, seen, and felt the power of taiko, big Japanese drums, at Admit Weekend, NSO, or Baccalaureate. Taiko is a relative newcomer to the American music scene. The contemporary ensemble drumming form, or kumidaiko, developed in Japan in the 1950s. The first North American taiko groups emerged from the Japanese American community shortly after and coincided with increased Asian American activism. In the intervening years, taiko has spread into communities in the UK, Europe, Australia, and South America. What drives the power of these drums? In this course, we explore the musical, cultural, historical, and political perspectives of taiko through readings and discussion, conversations with taiko artists, and learn the fundamentals of playing. With the taiko as our focal point, we find intersections of Japanese music, Japanese American history, and Asian American activism, and explore relations between performance, cultural expression, community, and identity.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II
ASNAMST 91A:
Asian American Autobiography/W (AMSTUD 91A, CSRE 91D, ENGLISH 91A)
This is a dual purpose class: a writing workshop in which you will generate autobiographical vignettes/essays as well as a reading seminar featuring prose from a wide range of contemporary Asian-American writers. Some of the many questions we will consider are: What exactly is Asian-American memoir? Are there salient subjects and tropes that define the literature? And in what ways do our writerly interactions both resistant and assimilative with a predominantly non-Asian context in turn recreate that context? We'll be working/experimenting with various modes of telling, including personal essay, the epistolary form, verse, and even fictional scenarios. First priority to undergrads. Students must attend the first class meeting to retain their roster spot.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-CE, WAY-EDP
ASNAMST 100:
Introduction to Asian American Studies (AMSTUD 100)
What is meant by the term Asian American? How have representations of Asian Americans influenced concepts of US citizenship and belonging? What are the social and political origins of the Asian American community? This course provides a critical introduction to the interdisciplinary field of Asian American studies. Drawing on historical, creative, and scholarly texts, the course examines the history and possibilities of Asian American community. To do this, we place the Asian American experience within a transnational context, paying particular attention to the ways that Asian American lives have been shaped by the legacies of US wars in Asia and by the history of US racism. In the process, we examine the role that representations of Asian Americans have played in shaping the boundaries of US citizenship and belonging. Throughout the course, we utilize our discussions of Asian American racialization and community formation to think critically about the social and political ramifications that the designation Asian American entails.
Terms: Win
| Units: 4
| UG Reqs: WAY-EDP, WAY-SI
ASNAMST 110:
The Development of the Southeast Asian American Communities: A comparative analysis
This course will examine the establishment of the Cambodian, Hmong, and Vietnamese communities in the US. We will focus on the historical events that resulted in their immigration and arrival to the US as well as the similarities and differences in the ways in which they were received. In addition, the course will focus on issues that impacted in the development of these communities focusing on the social, political, and economic processes by which new immigrant groups are incorporated into the American society. The second part of the course will be devoted to analyzing contemporary issues including but not limited to: class status, educational attainment, ethnic identity, racialization, second generation, mass media representation, poverty, and economic mobility.
Terms: Aut
| Units: 3
ASNAMST 112:
History of Asian Americans and the Law (AMSTUD 112, HISTORY 259B)
This course explores the unique role the law has played in Asian American racialization and identity formation while also introducing students to the fundamentals of legal analysis and research. Students will learn how to read legal documents such as case law, legislation, legal reviews, and executive orders alongside other primary sources such as newspaper reporting, oral histories, and cultural texts. In using the law to frame an analysis of Asian Americanness, students will put both the law and race under a critical lens and explore how the historical constructions of both have shaped the Asian American experience.
Terms: Spr
| Units: 4
ASNAMST 113:
Asian/American Literature and Pop Culture (AMSTUD 113, FEMGEN 113A)
What is Asian/American Literature? What makes something Asian or Asian American? These simple questions have been surprisingly difficult to answer for Asian American literary scholars and the broader field of Asian American Studies. This course explores a small, though broad, selection of literary works and popular culture, including fiction, drama, film, poetry, and graphic novels, and secondary literature that will introduce students to the ongoing debates within Asian American literary and popular culture studies.
Terms: Win
| Units: 5
ASNAMST 131:
Trauma, Healing, and Empowerment in Asian America (CSRE 131)
In these perilous times we need places of refuge where we can affirm our humanity and renew our commitment to social justice. Using historical and collective trauma of Asian Americans as a focus, we illuminate our current struggles to find meaning and balance in the face of anti-Asian violence. In a beloved community we gently witness and touch our wounds, finding healing and empowerment. Women elders lead us in healing practices that are experiential, embodied, and creative expression. Our practices are based in Heartfulness, mindfulness, compassion, and responsibility. This self-reflective process uses narrative, oral and written, as a way of becoming whole, healing wounds of home, community, roots, and identity.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-CE, WAY-EDP
ASNAMST 132:
Whose Classics? Race and Classical Antiquity in the U.S. (CLASSICS 132, CSRE 132)
Perceived as the privileged inheritance of white European (and later, American) culture, Classics has long been entangled with whiteness. We will examine this issue by flipping the script and decentering whiteness, focusing instead on marginalized communities of color that have been challenging their historic exclusion from classics. We will read classical works and their modern retellings by Black, Indigenous, Chicanx and Asian American intellectual leaders and explore how they critique classics' relationship to racism, nationalism, settler colonialism and imperialism. Readings include Sophocles' Oedipus Rex alongside Rita Dove's The Darker Face of the Earth, Euripides' Medea alongside Luis Alfaro's Mojada, Sophocles' Antigone alongside Beth Piatote's Antíkone, and the selections from the Homeric Odyssey alongside Ocean Vuong's Night Sky with Exit Wounds.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
ASNAMST 144:
Transforming Self and Systems: Crossing Borders of Race, Nation, Gender, Sexuality, and Class (CSRE 144, FEMGEN 144X, LIFE 144)
Exploration of crossing borders within ourselves, and between us and them, based on a belief that understanding the self leads to understanding others. How personal identity struggles have meaning beyond the individual, how self healing can lead to community healing, how the personal is political, and how artistic self expression based in self understanding can address social issues. The tensions of victimization and agency, contemplation and action, humanities and science, embracing knowledge that comes from the heart as well as the mind. Studies are founded in synergistic consciousness as movement toward meaning, balance, connectedness, and wholeness. Engaging these questions through group process, journaling, reading, drama, creative writing, and storytelling. Study is academic and self-reflective, with an emphasis on developing and presenting creative works in various media that express identity development across borders.
Terms: Win
| Units: 5
| UG Reqs: WAY-CE, WAY-EDP
ASNAMST 169D:
Contemporary Asian American Stories (ENGLISH 169D)
This course will examine the aesthetics and politics of contemporary Asian American storytellers, with an emphasis on work produced within the past five years. We will investigate the pressures historically placed on Asian Americans to tell a certain kind of story e.g. the immigrant story in a realist mode and the ways writers have found to surprise, question, and innovate, moving beyond those boundaries to explore issues of race, sexuality, science, memory, citizenship, and belonging. Course materials will consist of novels, short stories, graphic narrative, and film, and may include work by Ocean Vuong, Mira Jacobs, Gish Jen, Charles Yu, and Adrian Tomine, as well as Lulu Wangs 2019 film The Farewell. This seminar will feature both analytical and creative components, and students will be encouraged to produce both kinds of responses to the material.
Terms: Win
| Units: 5
| UG Reqs: WAY-A-II, WAY-EDP
ASNAMST 192:
Asian American Pacific Islander Poetry (ENGLISH 192A)
In this intermediate poetry course, we will read a wide range of Asian American Pacific Islander poetry from the 1970s to the present day. You will write your own poems for peer workshops and push each other to grow in craft. What forms, subjects, and styles help establish Asian American aesthetics? How does language continue to shape the formation of AAPI identity, community, solidarity? In light of rising anti-Asian violence, how can poetry imagine AAPI futures in which we are safe and thriving?
Terms: Win
| Units: 5
| UG Reqs: WAY-EDP
| Repeatable
2 times
(up to 10 units total)
ASNAMST 193F:
Psychological Well-Being on Campus: Asian American Perspectives (EDUC 193F)
Topics: the Asian family structure, and concepts of identity, ethnicity, culture, and racism in terms of their impact on individual development and the counseling process. Emphasis is on empathic understanding of Asians in America. Group exercises.
Terms: Win
| Units: 1
ASNAMST 200R:
Directed Research
May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
ASNAMST 200W:
Directed Reading
(Staff)
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
ASNAMST 224:
Asian American Racialization in Education (CSRE 224, EDUC 224)
This course examines how race and other social processes in education have shaped understandings of the racial category of "Asian American." Students will investigate how education as a social institution makes, remakes, and challenges racial narratives about Asian Americans, as well as implications for the U.S. racial structure. Drawing upon research in Education, Sociology, and Asian American Studies, we interrogate assumptions about Asian Americans' educational success. Selected topics include parental engagement, race/ethnicity intersections, higher education, social class, and community organizing.
Terms: Spr
| Units: 3-4
ASNAMST 254:
Anti-Asian Violence in America: A History (HISTORY 254F)
This course places the recent wave of hate violence directed against Asian Americans in historical context. The recent violence is the latest in a history that began with the arrival of Asian immigrants in America in the mid-19th century and continued into the 21st century. Themes include anti-Asian racism; fears of a 'yellow peril' and race war; identifying Asians as perpetual foreigners and suspect aliens; race and wars in Asia and the consequences at home; fears of medical contamination; and gendered violence against Asian women. Asian American responses to hatred are integrated throughout the course.
Terms: Aut
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
ASNAMST 268:
Tackling Cross-Cultural Health Challenges: Emphasis on the Asian Community (MED 268)
Why do certain diseases like hepatitis B affect Asian/Pacific Islanders (APIs) disproportionately? How can public policy advance health equity among ethnic groups? Weekly lectures examine health challenges endemic to the API community, recognizing underreported health issues in a prevalent ethnic demographic. Students will emerge with an understanding of topics including stigmas attached to traditional medicine, prevalent diseases in APIs, API health politics, and cultural/linguistic barriers that health professionals encounter. Guest speakers include professionals from the Ravenswood Family Health Center, the Santa Clara County Public Health Department, Hep B Free, the Stanford School of Medicine, etc.
Terms: Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
ASNAMST 281:
Asian Religions in America; Asian American Religions (AMSTUD 281, RELIGST 281, RELIGST 381)
This course will analyze both the reception in America of Asian religions (i.e. of Buddhism in the 19th century), and the development in America of Asian American religious traditions.
Terms: Win
| Units: 5
| UG Reqs: WAY-EDP
ATHLETIC 10:
Varsity Sport Experience
Designed for the Varsity Athlete; conditioning; practice; game preparation; and weight training. Limit 2 credits per quarter with a maximum of 8 activity units may be applied towards graduation. Prerequisite: Must be a Varsity Athlete in the specific sport; Permission of appropriate sport administrator.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
15 times
(up to 30 units total)
Instructors: ;
Accetta, A. (GP);
Allister, J. (GP);
Azebu, M. (GP);
Berkun, D. (GP);
Bertko, K. (GP);
Borrelli, J. (GP);
Byrnes, D. (GP);
Clark, J. (GP);
Danielson, T. (GP);
Ellis, R. (GP);
Esquer, D. (GP);
Forood, L. (GP);
Francois, E. (GP);
Fuller, A. (GP);
Glielmi, T. (GP);
Goldstein, P. (GP);
Gunn, J. (GP);
Haase, J. (GP);
Hambly, K. (GP);
Hurff, L. (GP);
Keaty, M. (GP);
Klevan, C. (GP);
Koll, R. (GP);
Kosty, J. (GP);
Meehan, G. (GP);
Miraglia, T. (GP);
Posthumus, L. (GP);
Ratcliffe, P. (GP);
Ray, C. (GP);
Schemmel, D. (GP);
Shaw, D. (GP);
Sobolewski, T. (GP);
Spencer, D. (GP);
Swingly, B. (GP);
Talbott, M. (GP);
Tanner, J. (GP);
VanDerveer, T. (GP);
Vargas, J. (GP);
Walker, A. (GP);
Worthy, L. (GP);
Yim, T. (GP)
ATHLETIC 11:
Athletic Team Manager
For student managers of intercollegiate teams. Limit 1 credit per quarter with a maximum of 8 credits able to be applied towards graduation. Prerequisite: consent of respective varsity team head coach. May repeat for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
12 times
(up to 12 units total)
Instructors: ;
Accetta, A. (GP);
Allister, J. (GP);
Azebu, M. (GP);
Berkun, D. (GP);
Bertko, K. (GP);
Byrnes, D. (GP);
Clark, J. (GP);
Danielson, T. (GP);
Ellis, R. (GP);
Esquer, D. (GP);
Forood, L. (GP);
Francois, E. (GP);
Fuller, A. (GP);
Glielmi, T. (GP);
Goldstein, P. (GP);
Gunn, J. (GP);
Haase, J. (GP);
Hambly, K. (GP);
Jeffrey, P. (GP);
Keaty, M. (GP);
Klevan, C. (GP);
Koll, R. (GP);
Kosty, J. (GP);
Meehan, G. (GP);
Miraglia, T. (GP);
Posthumus, L. (GP);
Ratcliffe, P. (GP);
Ray, C. (GP);
Schemmel, D. (GP);
Shaw, D. (GP);
Sobolewski, T. (GP);
Spencer, D. (GP);
Swingly, B. (GP);
Talbott, M. (GP);
Tanner, J. (GP);
VanDerveer, T. (GP);
Vargas, J. (GP);
Walker, A. (GP);
Worthy, L. (GP);
Yim, T. (GP)
ATHLETIC 50:
Olympic Training
Designed for students training for Olympic competition; conditioning; practice; competition preparation; weight training; and leadership skill development. Limit 2 credits per quarter with a maximum of 8 activity units may be applied towards graduation. nnPrerequisite: Must be a verified candidate for an Olympic team with a specified training schedule calling for at least 30 hours (1 unit) or 60 hours (2 units) of training time in the 10 week quarter. Instructor approval required. May repeat for credit.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
8 times
(up to 8 units total)
ATHLETIC 60:
CLUB - Sport Experience
This course is offered to club sport athletes who participate on credit approved Club Sports teams. Teams who are eligible to receive credit, are required to have a coach and/or administrator to supervise their class. All teams and athletes on the team must complete 30 hours of participation during the quarter. To be eligible for credit, teams must practice 2x a week for a maximum total of 4 hours and participate in 1-3 competitions in the quarter. Prerequisite: Permission of club sport administrator. May repeat for credit. A maximum of 8 activity units may be applied towards graduation.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
12 times
(up to 12 units total)
ATHLETIC 62:
CLUB - Band
This course is offered to club members who participate on credit approved Club Sports teams. All members must complete 30 hours of participation during the quarter. To be eligible for credit, the club must practice 2x a week for a maximum total of 4 hours and participate in 1-3 events in the quarter. Prerequisite: Permission of club sport administrator. May repeat for credit. A maximum of 8 activity units may be applied towards graduation.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
12 times
(up to 12 units total)
BIO 3:
Frontiers in Marine Biology
An introduction to contemporary research in marine biology, including ecology, conservation biology, environmental toxicology, behavior, biomechanics, evolution, neurobiology, and molecular biology. Emphasis is on new discoveries and the technologies used to make them. Weekly lectures by faculty from the Hopkins Marine Station.
Terms: Aut
| Units: 1
BIO 3N:
Views of a Changing Sea: Literature & Science
The state of a changing world ocean, particularly in the eastern Pacific, will be examined through historical and contemporary fiction, non-fiction and scientific publications. Issues will include harvest and mariculture fisheries, land-sea interactions and oceanic climate change in both surface and deep waters.
Terms: Win
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-A-II
BIO 4N:
The Science and Ethics of Personalized Genomic Medicine
We will explore the exciting field of personalized genomic medicine. Personalized medicine is based on the idea that each person's unique genome sequence can be used to predict their risk of developing diseases, and could perhaps even be edited using CRISPR to improve health. We will discuss the science behind these approaches; where they are heading in the future; and the ethical implications such technology presents. Student presentations will be emphasized, and students will also get to explore and analyze a real person's genome.
Terms: Win
| Units: 3
| UG Reqs: GER: DB-NatSci
BIO 6N:
Ocean Conservation: Pathways to Solutions
We will learn how to design pathways to solutions by integrating social sciences and governance into our case studies. We will address both conventional (fisheries management, reducing the impacts of global shipping, marine protected areas) and emerging research and management approaches (marine spatial planning, dynamic ocean management, environmental DNA). Oceans are facing long-term challenges, like overfishing and pollution that we know how to solve, and emerging challenges, like climate change and ocean plastics, for which solutions are more elusive. Ultimately to achieve long-term sustainability, solutions have to work for both people and the planet. These puzzles offer challenging complex systems problems that will require our best interdisciplinary thinking to solve.
Terms: Win
| Units: 3
BIO 7N:
Conservation Photography
Introduction to the field of conservation photography and the strategic use of visual communication in addressing issues concerning the environment and conservation. Students will be introduced to basic digital photography, digital image processing, and the theory and application of photographic techniques. Case studies of conservation issues will be examined through photographs and multimedia platforms including images, video, and audio. Lectures, tutorials, demonstrations, and optional field trips will culminate in the production of individual and group projects.
Terms: Win
| Units: 3
| UG Reqs: WAY-CE
BIO 8N:
Human Origins
A survey of the anatomical and behavioral evidence for human evolution and of the increasingly important information from molecular genetics. Emphasis on the split between the human and chimpanzee lines 6-7 million years ago, the appearance of the australopiths by 4.1 million years ago, the emergence of the genus Homo about 2.5 million years ago, the spread of Homo from Africa 1.7-1.6 million years ago, the subsequent divergence of Homo into different species on different continents, and the expansion of fully modern humans (Homo sapiens) from Africa about 50,000 years ago to replace the Neanderthals and other non-modern Eurasians.
Terms: Win
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
BIO 8S:
Introduction to Human Physiology
Normal functioning and pathophysiology of major organ systems: nervous, respiratory, cardiovascular, renal, digestive, and endocrine. Additional topics include integrative physiology, clinical case studies, and applications in genomics-based personalized medicine.
Terms: Sum
| Units: 4
| UG Reqs: GER: DB-NatSci
BIO 10SC:
Natural History, Marine Biology, and Research
Monterey Bay is home to the nation's largest marine sanctuary and also home to Stanford's Hopkins Marine Station. This course, based at Hopkins, explores the spectacular biology of Monterey Bay and the artistic and political history of the region. We will conduct investigations across all of these contexts toward an inclusive understanding of 'place', ultimately to lead us to explore our own lives in relation to the natural world, historical and cultural milieu, and the direction of our individual life path.n The location at the entry point to the Big Sur Coast of California provides a unique outdoor laboratory in which to study the biology of the bay and the adjacent coastal lands. It is also an area with a deep cultural, literary and artistic history. We will meet marine biologists, experts in the literary history of Cannery Row and the writings of John Steinbeck, local artists and photographers, experts in the neuroscience of creativity, as well as people who are very much involved in the forces and fluxes that steer modern culture. This rich and immersive approach provides students a rare opportunity to reflect on their relationships to nature, culture, and their own individual goals.nThe course emphasizes interactions and discussions. We will be together all of the time, either at our base at the Belden House in Pacific Grove, hiking and camping in Big Sur's pristine Big Creek Reserve on the rocky coast, and traveling to the Tassajara Mountain Zen Center in the Ventana wilderness for several days. This is not an ordinary academic experience, instead it is an adventure of a personal, intellectual, spiritual and physical kind. We welcome people with wide interests; artists, poets, writers, engineers, scientists and musicians. Mostly we invite people with an open mind and a sense of adventure. nStudents are expected to have read the several books provided as introductory material before the course begins, and each is also expected to become our local expert in an area such as plant identification, bird identification, poetry, weather prediction, photography, history, ethnography, etc. The course requires an individual research project of your choice on a topic related to the general theme. Final reports will be presented at the last meeting of the group and may involve any medium, including written, oral, and performance media.n Note: This course will be held at the Hopkins Marine Station in the Monterey region, and housing will be provided nearby. Transportation from campus to the housing site will be provided once students arrive to campus on Monday, September 4 (Labor Day). Transportation to campus from the Belden House in Pacific Grove will be provided on Saturday, September 23.
Terms: Sum
| Units: 2
BIO 12N:
Sensory Ecology of Marine Animals
Animals living in the oceans experience a highly varied range of environmental stimuli. An aquatic lifestyle requires an equally rich range of sensory adaptations, including some that are totally foreign to us. In this course we will examine sensory system in marine animals from both an environmental and behavioral perspective and from the point of view of neuroscience and information systems engineering.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SMA
BIO 18S:
Biotechnology
This course focuses on key biotechnological advances, with an eye towards understanding how such advances allow scientists to unravel the causes of various diseases and come up with new therapeutics for those diseases. The course will discuss the science behind the first cloning of a protein and how these cloning techniques continue to be used today, and also cover other advances such as sequencing, gene editing, gene therapy, molecular techniques for detection of SARS-CoV-2, and more.
Terms: Sum
| Units: 3
BIO 20Q:
Partner with Trees
We're surrounded by magnificent trees on the Stanford campus. This course is an invitation to pause, marvel at and learn about trees! We will explore several aspects of these natural wonders. Accompanied by guest lecturers and experts, we will wind our way around campus, using Ron Bracewell's unique Trees of Stanford and its Environs as a guide. Our walks will let you discover, appreciate, and recognize unique tree species on campus and even how to safely climb trees, helping you gain a higher perspective and find your inner child. We will learn the fascinating science and ecology of trees, their importance in sustaining the Earth's environment and how indigenous peoples have protected trees. Alongside, we'll explore how trees have inspired poetry, song, fiction, photography, and painting. The course will introduce you to tree-enthusiasts from around the world. You will develop a short project related to trees, based on your own interests in art/literature, science, or the environment. Ideally, we want you to walk away with an appreciation for the importance and majesty of trees or to agree with Thoreau who wrote - I took a walk in the woods and came out taller than the trees.
Terms: Spr
| Units: 3
BIO 25Q:
Cystic fibrosis: from medical conundrum to precision medicine success story
The class will explore cystic fibrosis (CF), the most prevalent fatal genetic disease in the US, as a scientific and medical whodunit. Through reading and discussion of medical and scientific literature, we will tackle questions that include: how was life expectancy with CF increased from weeks to decades without understanding the disease mechanism? Why is the disease so prevalent? Is there an advantage to being a carrier? Is CF a single disease or a continuum of physiological variation; or- what is a disease? How did research into CF lead to discovery of the underlying cause of most other genetic diseases as well? Through critical reading of the scientific and medical literature, class discussion, field trips and meetings with genetic counselors, caregivers, patients, physicians and researchers, we will work to build a deep understanding of this disease, from the biochemical basis to the current controversies over pathogenic mechanisms, treatment strategies and the ethics and economics of genetic testing and astronomical drug costs.
Terms: Spr
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
BIO 32S:
Introduction to Biotechnology: Detecting and Treating Disease
This course will examine the basic concepts of biotechnology and the instrumentation and techniques used in the manipulation of nucleic acids (DNA and RNA). Students will learn how biotechnology's tools and techniques are being used to help identify and fight disease, with a special emphasis on tools that help detect viral infections such as COVID-19. This course will also examine the ethical and privacy issues associated with biotechnology such as genetic testing, vaccine distributions and gene therapy. Prerequisites: General biology and chemistry.
Terms: Sum
| Units: 3
BIO 35N:
Catching up with Traditional Ecological Knowledge
Traditional ecological knowledge - the knowledge developed and maintained by local communities over many generations about their natural environment - is increasingly appreciated as fundamental to solving environmental problems. In this seminar, we will explore some of the cutting-edge research on traditional ecological knowledge and its conceptual and practical role in guiding ecosystem restoration. We will address some key questions. For example, what makes traditional ecological knowledge different from Western science? What led to the recent increase in Western scientists' appreciation of traditional ecological knowledge? How can traditional ecological knowledge inform ecosystem restoration in a world that is undergoing rapid climate change, land use change, and biological invasion? And how can traditional ecological knowledge be merged with Western science to achieve more successful ecosystem restoration? The core of this seminar will be discussion based on reading of primary articles. We will also practice science communication through podcast projects. The final goal is for each group consisting of 2-3 students to make a 5-minute podcast on the scientific topic of their choice from the materials we discuss in class.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SMA
BIO 45:
Introduction to Laboratory Research in Cell and Molecular Biology
Use modern molecular approaches to characterize a particular tumor-associated mutation in the human p53 tumor suppressor gene via expression and analysis in a yeast model system. Learn about the role of p53 as Guardian of the Genome and consider novel p53-directed tumor therapies through lectures and by reading and discussing journal articles. Use molecular visualization programs to examine the structure of the normal p53 protein and localize the alteration induced by the mutation you are investigating. Assay the ability of mutant p53 to activate expression of multiple reporter genes. Through facilitated discussions with teams of other students studying the same p53 mutant, consider a series of molecular explanations for your p53 mutant's functional defects. Conduct lab experiments to test these hypotheses, analyze data, collaboratively interpret these data, and present your findings through a team oral presentation, as well as a scientific poster. Although there are no pre-requisites to enroll in this class, it will be helpful if you have already taken or are concurrently enrolled in introductory courses in cell and molecular biology (BIO 82 and 83 or HUMBIO 2A and 3A) and general chemistry (CHEM 31A and 31B or CHEM 31M).
Terms: Aut, Win
| Units: 4
BIO 46:
Introduction to Research in Ecology and Evolutionary Biology
The goal of this course is to develop an understanding of how to conduct biological research, using topics in Ecology as practical examples. This includes the complete scientific process: assessing background literature, generating testable hypotheses, learning techniques for data collection, analyzing data using appropriate statistical methods, and writing and sharing results. To build these skills, this course focuses on the microorganisms associated with lichen epiphytes and their interactions with air pollution and other environmental variables. Students, working in teams, develop novel research hypotheses and execute the necessary experiments and measurements to test these hypotheses. In addition, students will learn how to manipulate, visualize, and analyze data in the statistical programming language R. The capstone of the course is a research paper in the style of a peer-reviewed journal article, as well as an educational video designed for a general audience that communicates research findings. The Tuesday lecture session will generally meet for only about 60-70 minutes. IMPORTANT NOTE: Students who require BIO 46 to satisfy the WIM requirement for the Biology major MUST take this course for a letter grade.
Terms: Win
| Units: 4
| UG Reqs: WAY-SMA
BIO 47:
Introduction to Research in Ecology and Evolutionary Biology
The goal of this course is to develop an understanding of how to conduct biological research, using a topic in Ecology, Evolutionary Biology, and Plant Biology as a practical example. This includes the complete scientific process: assessing background literature, generating testable hypotheses, learning techniques for field- and lab-based data collection, analyzing data using appropriate statistical methods, and, finally, writing and sharing your results. To build these skills, this course will focus on nectar microbes at Stanford's nearby Jasper Ridge Biological Preserve. Students, working in teams, will develop novel research hypotheses and execute the necessary experiments and measurements to test these hypotheses. The capstone of the course is an oral presentation of student teams' research findings, as well as a research paper written in the style of a peer-reviewed journal article. Labs will be completed both on campus and at Jasper Ridge. Although there are no pre-requisites to enroll in the class, it will be helpful if you have already taken BIO 81 or HUMBIO 2A. IMPORTANT NOTE: Satisfies WIM requirement in Biology but must be taken for a letter grade.
Terms: Spr
| Units: 4
BIO 50S:
Introduction to Cancer Biology
This course will examine the biological processes that are disrupted in cancer, such as DNA repair, cell cycle control and signaling pathways. Students will learn the molecular mechanisms by which tumors gain and maintain a growth advantage and of potential therapeutic targets. This course will also explore the science behind cancer prevention, diagnosis, and treatments. Prerequisites: General biology & chemistry.
Terms: Spr, Sum
| Units: 3
BIO 63:
Science of Covid-19
This course is designed to help you solidify fundamental biology concepts and to appreciate their relevance to solving real world problems using Covid-19 as a case study. From the time we learned about the outbreak of a "pneumonia of unknown cause," we have learned so much. We will examine the origin of SARS-CoV-2, how it attacks cells, how the immune system responds, how viral variants emerge and how we can leverage all this information to design treatments and to address larger questions such as how this pandemic might end. Emphasis will be placed on critical thinking and scientific experimentation. You will use open-source online tools, read scientific papers on vaccine development and virus evolution, and use the skills you have developed to investigate a new area of research on Covid-19 that is of interest to you. This course is suitable for students who have taken a Foundations level course and/or AP biology, and have a basic understanding of DNA and how information in DNA is transcribed and translated to make proteins.
Terms: Spr
| Units: 4
| UG Reqs: WAY-SMA
BIO 71:
Planet Ocean (ESS 71)
Oceans make up the majority of our planet's area and living spaces and are fundamental to biodiversity, climate, food and commerce.This course covers integration of the oceanography and marine biology of diverse ocean habitats such as the deep sea, coral reefs, open ocean, temperate coasts, estuaries and polar seas. Lectures include state of the art knowledge as well as emerging technologies for future exploration. The second section focuses on how the oceans link to the global environment, and how ocean capacity helps determine human sustainability.
Terms: Win
| Units: 4
| UG Reqs: WAY-SMA
BIO 81:
Introduction to Ecology
This course will introduce you to the first principles of the science of ecology, the study of interactions between organisms and their environment. Contact Waheeda Khalfan (wkhalfan@stanford.edu) for logistical questions. Prerequisites: None.
Terms: Aut
| Units: 4
| UG Reqs: WAY-SMA
BIO 82:
Genetics
The focus of the course is on the basic mechanisms underlying the transmission of genetic information and on the use of genetic analysis to study biological and medical questions. Major topics will include: (1) the use of existing genetic variation in humans and other species to identify genes that play an important role in determining traits and disease-susceptibility, (2) the analysis of mutations in model organisms and their use in the investigation of biological processes and questions and (3) using genetic information for diagnosis and the potential for genetic manipulations to treat disease. Prerequisites: None, but BIO 83 is recommended. Attendance at a discussion section held once a week is mandatory. For logistical questions about the course, please contact Waheeda Khalfan (wkhalfan@stanford.edu).
Terms: Win
| Units: 4
| UG Reqs: WAY-SMA
BIO 83:
Biochemistry & Molecular Biology
Introduction to the molecular and biochemical basis of life. Lecture topics include the structure and function of proteins, nucleic acids, lipids and carbohydrates, energy metabolism, signal transduction, epigenetics and DNA repair. The course will also consider how defects in these processes cause disease. Contact Waheeda Khalfan (wkhalfan@stanford.edu) for logistical questions. Prerequisites: None.
Terms: Aut
| Units: 4
| UG Reqs: WAY-SMA
BIO 84:
Physiology
The focus of Physiology is on understanding how organisms tackle the physical challenges of life on Earth. This course will provide an overview of animal and plant physiology and teach an understanding of how organisms maintain homeostasis, respond to environmental cues and coordinate behaviors across multiples tissues and organ systems. We will examine the structure and function of organs and organ systems and how those systems are controlled and regulated to maintain homeostasis. Control and regulation requires information as does the ability to respond to environmental stimuli, so we will give special consideration to hormonal and neural information systems. We will also be concerned with the interactions and integration of the activities of the different organ systems we study. Prerequisites: none. Attendance at a discussion section held once a week is mandatory. There will be no exams in the course. For logistical questions about the course, please contact Waheeda Khalfan (wkhalfan@stanford.edu).
Terms: Win
| Units: 4
| UG Reqs: WAY-SMA
BIO 85:
Evolution
Understanding evolution is key to understanding the diversity of life on earth. We will be focusing on the fundamental principles of evolutionary biology from natural and sexual selection to the formation of new species. To understand these concepts we will delve into the mechanisms that underlie them. The course will also link these fundamental processes to important contemporary evolutionary topics such as the evolution of behavior, life history evolution, and human evolution. Prerequisites: BIO 60 or 61 or 62 or equivalent; recommended: BIO 82, or permission of instructor.
Terms: Win
| Units: 4
| UG Reqs: WAY-SMA
BIO 86:
Cell Biology
This course will focus on the basic structures inside cells and how they execute cellular functions. Topics include organelles, membrane trafficking, the cytoskeleton, cell division, and signal transduction. Classic and recent primary literature will be incorporated into lectures with an emphasis on state of the art experimental approaches. Prerequisites: BIO 83 is highly recommended.
Terms: Spr
| Units: 4
| UG Reqs: WAY-SMA
BIO 101:
Science for Conservation Policy: Meeting California's Pledge to Protect 30% by 2030 (EARTHSYS 101C)
California has set the ambitious goal of conserving 30% of its lands and waters by the year 2030. In this course, students will develop science-based recommendations to help policymakers reach this '30 by 30' goal. Through lectures, labs, and field trips, students will gain practical skills in ecology, protected area design in the face of climate change, and science communication. Students will apply these skills to analyze real-world data, formulate conservation recommendations, and communicate their findings in verbal and written testimony to policymakers. Prerequisites: BIO 81 or BIO/EARTHSYS 105 or BIO/EARTHSYS 111 or instructor approval.
Terms: Win
| Units: 4
| UG Reqs: WAY-AQR
BIO 103:
Human and Planetary Health (BIO 203, SOC 103)
Two of the biggest challenges humanity has to face - promoting human health and halting environmental degradation - are strongly linked. The emerging field of Planetary Health recognizes these inter-linkages and promotes creative, interdisciplinary solutions that protect human health and the health of the ecosystems on which we depend. Through a series of lectures and case-study discussions, students will develop an in-depth understanding of the 'Planetary Health' concept, its foundation, goals, priority areas of action, methods of investigation, and the most relevant immediate challenges.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SMA
BIO 105A:
Ecology and Natural History of Jasper Ridge Biological Preserve (EARTHSYS 105A)
The Ecology and Natural History of the Jasper Ridge Biological Preserve is an upper-division course that aims to help students learn ecology and natural history using a 'living laboratory,' the Jasper Ridge Biological Preserve. The course's central goal is that, as a community of learning, we examine 'via introductory discussions, followed by hands-on experiences in the field' the scientific basis of ecological research, archaeology, edaphology, geology, species interactions, land management, and multidisciplinary environmental education. The first 10 sessions that compose the academic program are led by the instructors, faculty (world-experts on the themes of each session), and JRBP staff. In addition, this 20-week class (winter and spring quarters) trains students to become JRBP Docents that will join the Jasper Ridge education affiliates community. Completion of both Winter (BIO 105A) and Spring (BIO 105B) sequence training program is required to join the Ecology and Natural History of Jasper Ridge Biological Preserve course.
Terms: Win
| Units: 4
BIO 105B:
Ecology and Natural History of Jasper Ridge Biological Preserve (EARTHSYS 105B)
The Ecology and Natural History of the Jasper Ridge Biological Preserve is an upper-division course that aims to help students learn ecology and natural history using a 'living laboratory,' the Jasper Ridge Biological Preserve. The course's central goal is that, as a community of learning, we examine 'via introductory discussions, followed by hands-on experiences in the field' the scientific basis of ecological research, archaeology, edaphology, geology, species interactions, land management, and multidisciplinary environmental education. The first 10 sessions that compose the academic program are led by the instructors, faculty (world-experts on the themes of each session), and JRBP staff. In addition, this 20-week class (winter and spring quarters) trains students to become JRBP Docents that will join the Jasper Ridge education affiliates community. Completion of both Winter (BIO 105A) and Spring (BIO 105B) sequence training program is required to join the Ecology and Natural History of Jasper Ridge Biological Preserve course.
Terms: Spr
| Units: 4
BIO 106:
Understanding Restoration Ecology from the Lens of Restorative Justice
The United Nations General Assembly declared 2021-2030 the UN Decade on Ecosystem Restoration. Globally, ecosystems and the services they provide have been degraded in the anthropocene. However, restoration raises many questions. What is an `original' state of an ecosystem? How should restoration be conducted? Who is responsible? This will be a co-learning opportunity to examine both modern ecological practices and indigenous resource management with the lens of restorative justice.
Terms: Spr
| Units: 3
| UG Reqs: WAY-EDP
BIO 109A:
Building Blocks for Chronic Disease (BIOC 109A, BIOC 209A, HUMBIO 158)
Researchers have come a long way in developing therapies for chronic disease but a gap remains between current solutions and the ability to address the disease in full. This course provides an overview to the underlying biology of many of these diseases and how they may connect to each other. A "think outside of the box" approach to drug discovery is needed to bridge such a gap in solutions, and this course teaches the building blocks for that approach. Could Legoland provide the answer? This is a guest lecture series with original contributions from prominent thought leaders in academia and industry. Interaction between students and guest lecturers is expected. Students with a major, minor or coterm in Biology: 109A/209A or 109B/209B may count toward degree program but not both.
Terms: Win
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
BIO 110:
The Chromatin-Regulated Genome (BIO 210)
Maintenance of the genome is a prerequisite for life. In eukaryotes, all DNA-templated processes are tightly connected to chromatin structure and function. This course will explore epigenetic and chromatin regulation of cellular processes related to aging, cancer, stem cell pluripotency, metabolic homeostasis, and development. Course material integrates current literature with a foundational review of histone modifications and nucleosome composition in epigenetic inheritance, transcription, replication, cell division and DNA damage responses. Prerequisite: BIO 41 or BIO 83 or consent of instructor.
Terms: Spr
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
BIO 111:
Microbiology
Introduction to microbiology, with emphasis on bacteria. Topics include the cell structure of microorganisms, gene regulation, bacterial genetics, bacterial evolution and diversity, bacterial development, interaction and communication, bacterial chemotaxis and motility, microbiomes, infectious diseases, bacterial pathogenesis, host defense systems, and viruses. Strongly recommended: molecular biology, biochemistry, genetics or cell biology courses (e.g. BIO 82, 83 or 86).
Terms: Win
| Units: 3
BIO 112:
Human Physiology (HUMBIO 133)
Human physiology will be examined by organ systems: cardiovascular, respiratory, renal, gastrointestinal and endocrine. Molecular and cell biology and signaling principles that underlie organ development, pathophysiology and opportunities for regenerative medicine are discussed, as well as integrative control mechanisms and fetal development. Prerequisite: Human Biology core or Biology Foundations or equivalent or consent of instructor.
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-SMA
BIO 113:
Fundamentals of Molecular Evolution (BIO 244)
The inference of key molecular evolutionary processes from DNA and protein sequences. Topics include random genetic drift, coalescent models, effects and tests of natural selection, combined effects of linkage and natural selection, codon bias and genome evolution. Prerequisites: Biology core or BIO 82, 85 or graduate standing in any department, and consent of instructor.
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci
BIO 114A:
bioBUDS: Building Up Developing Scientists
BUDS is a student-centered and community-focused program which aims to connect all undergrads - but especially those from FLI and historically excluded backgrounds - to resources, skills, and potential mentors in the biosciences and beyond while fostering a vibrant peer community. We offer weekly grad student-led journal clubs covering a broad range of biological topics and special topic sessions (workshops, panels, community discussions). The Fall quarter session emphasizes growth as a scientist, seeking opportunities, and getting started in research. All journal clubs and workshops are open to all students regardless of course enrollment, department affiliation, experience-level, or field. https://biobuds.sites.stanford.edu/.
Terms: Aut
| Units: 2
BIO 114B:
bioBUDS: Research Program
This course serves as a companion and continuation for the Fall and Spring sessions of bioBUDS (BIO 114). If demand exceeds slots available, preference will be given to students who participated in the Fall session. This program will pair participating students with a lab/research mentor based on student-ranked preferences. Students will work on a research project with their mentor for the duration of the quarter. Participating students in this research internship will additionally receive a stipend as well as support in the bioBUDS community. Tuesday journal club sessions will continue weekly through the quarter with limited continuation of Thursday sessions which will focus on tracking internship progress and evaluating mentorship relationships. https://biobuds.sites.stanford.edu/. An application link will be posted at a later date.
Terms: Win
| Units: 2
BIO 114C:
bioBUDS: Building Up Developing Scientists
BUDS is a student-centered and community-focused program which aims to connect all bio-interested undergrads - but especially those from FLI and historically excluded backgrounds - to resources, skills, and potential mentors in the biosciences and beyond while fostering a vibrant peer community. We offer weekly grad student-led journal clubs covering a broad range of biological topics and special topic sessions (workshops, panels, community discussions). Spring quarter will focus on topics relating to the intersections of biological research and interdisciplinary subjects. All journal clubs and workshops are open to all students regardless of course enrollment, department affiliation, experience-level, or field. https://biobuds.sites.stanford.edu/.
Terms: Spr
| Units: 2
BIO 115:
The Hidden Kingdom - Evolution, Ecology and Diversity of Fungi (BIO 239)
Fungi are critical, yet often hidden, components of the biosphere. They regulate decomposition, are primary partners in plant symbiosis and strongly impact agriculture and economics. Students will explore the fascinating world of fungal biology, ecology and evolution via lecture, lab, field exercises and Saturday field trips that will provide traditional and molecular experiences in the collection, analysis and industrial use of diverse fungi. Students will chose an environmental niche, collect and identify resident fungi, and hypothesize about their community relationship. Prerequisite: BIO 81, 85 recommended.
Terms: Win
| Units: 4
| UG Reqs: WAY-SMA
BIO 117:
Biology and Global Change (EARTHSYS 111, EARTHSYS 217, ESS 111)
The biological causes and consequences of anthropogenic and natural changes in the atmosphere, oceans, and terrestrial and freshwater ecosystems. Topics: glacial cycles and marine circulation, greenhouse gases and climate change, tropical deforestation and species extinctions, and human population growth and resource use. Prerequisite: Biology or Human Biology core or BIO 81 or graduate standing.
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-SMA
BIO 120:
Integrative Microbiology (BIO 220)
To live, organisms have to successfully coordinate a conglomerate of different molecular processes in line with available resources and what environmental conditions demand. This course introduces exiting recent advances in understanding this coordination and the link between molecular processes, physiology, and ecology in microbial organisms. Python based "dry lab sessions" complement lectures to promote the interactive exploration of real datasets and introduce the power of quantitative analysis & modeling techniques for obtaining a more integrative understanding of (microbial) life. Prerequisite: MATH 51 or MATH 19, 20,21. Recommended: microbiology (e.g. BIO 62 or 162) and molecular biology/biochemistry/genetics courses (e.g. BIO 82 or 83).
Terms: Win
| Units: 3
| Repeatable
2 times
(up to 3 units total)
BIO 121:
Ornithology (BIO 221)
Advanced undergraduate survey of ornithology, introducing students to the biology of birds and giving them to tools to use birds as model systems for research. Topics will include avian evolution, physiology, adaptations, behavior, and ecology. Focus throughout on identification of California birds and applications to current bird conservation issues. Course will include lectures and a field component which will expose students to standard avian research techniques such as mistnetting, banding, and point count surveys. Prerequisite: BIO 81 or BIO 105 or instructor approval.
Terms: Spr
| Units: 3
BIO 124:
Topics in Cancer Biology
This discussion-based course will explore the scientific tools used to study the molecular and genetic basis of cancer and to develop treatments for this disease. Topics covered may include cancer models, traditional and targeted cancer therapies, and the development of resistance to treatment. Students will develop skills in critical reading of primary research articles and will also complete a final project. Prerequisites: Human Biology core or BIO 82, 83, 86, or with permission of instructor.
Terms: Aut
| Units: 3
BIO 126:
Introduction to Biophysics (APPPHYS 205, BIO 226)
Core course appropriate for advanced undergraduate students and graduate students with prior knowledge of calculus and a college physics course. Introduction to how physical principles offer insights into modern biology, with regard to the structural, dynamical, and functional organization of biological systems. Topics include the roles of free energy, diffusion, electromotive forces, non-equilibrium dynamics, and information in fundamental biological processes.
Terms: Win
| Units: 3-4
BIO 129:
Fundamentals and Frontiers in Plant Biology (BIO 229)
This course will serve as a primer for all levels of graduate, co-term, and upper-level undergraduates interested in learning about the fundamental aspects of plant biology, the latest advances in tools, techniques, and theories that link basic science with translational science and applications for solving major societal challenges of today and tomorrow. In addition, this course will serve to introduce the breadth of plant research on campus and help solidify a cohort of students interested in plant biology.
Terms: Spr
| Units: 3
| Repeatable
2 times
(up to 6 units total)
BIO 132:
Advanced Imaging Lab in Biophysics (APPPHYS 232, BIO 232, BIOPHYS 232, GENE 232)
Laboratory and lectures. Advanced microscopy and imaging, emphasizing hands-on experience with state-of-the-art techniques. Students construct and operate working apparatus. Topics include microscope optics, Koehler illumination, contrast-generating mechanisms (bright/dark field, fluorescence, phase contrast, differential interference contrast), and resolution limits. Laboratory topics vary by year, but include single-molecule fluorescence, fluorescence resonance energy transfer, confocal microscopy, two-photon microscopy, microendoscopy, and optical trapping. Limited enrollment. Recommended: basic physics, basic cell biology, and consent of instructor.
Terms: Spr
| Units: 4
| UG Reqs: GER: DB-NatSci
BIO 136:
Macroevolution (BIO 236, GEOLSCI 136, GEOLSCI 236)
The course will focus on the macroevolution of animals. We will be exploring how paleobiology and developmental biology/genomics have contributed to our understanding of the origins of animals, and how patterns of evolution and extinction have shaped the diversity of animal forms we observe today.
Terms: Win
| Units: 3
BIO 139:
Pattern Formation
We have all seen patterns in nature: from zebra stripes to spiraling flower petals to ordered rows of microscopic appendages on single celled pond organisms. But how are these patterns generated, what are they good for, and are patterns in different species related? This upper level course in cell and developmental biology will explore how patterns emerge in cells and organisms and through evolution, touching on topics in cell polarity and adhesion, cell differentiation, cell-cell signaling, morphogenesis, and growth control. BIO 83, BIO 86 or equivalent; BIO160 or BIO158 recommended.
Terms: Win
| Units: 3
BIO 140:
The Science of Extreme Life of the Sea
Covers the way marine animals and plants live in extreme environments by examining morphological, ecological, and genetic adaptations to low temperature, high heat, deep water, etc. We also cover extreme lifestyles such as fast swimming, small and large body size, and novel reproductive systems. Lecture material is punctuated with a series of tutorials on narrative writing skills in science, especially creative non-fiction, memoirs, braided essays and short fiction. The goal is to integrate quantitative thinking about the life sciences with creative writing that brings facts to life. Prerequisites: core courses in biology, creative writing, environmental sciences or engineering. Two lectures back to back on Tuesdays with a Writing Intermezzo between.
Terms: Spr
| Units: 3
| UG Reqs: WAY-CE
BIO 141:
Biostatistics (STATS 141)
Introductory statistical methods for biological data: describing data (numerical and graphical summaries); introduction to probability; and statistical inference (hypothesis tests and confidence intervals). Intermediate statistical methods: comparing groups (analysis of variance); analyzing associations (linear and logistic regression); and methods for categorical data (contingency tables and odds ratio). Course content integrated with statistical computing in R.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-Math, WAY-AQR
BIO 142:
Molecular Geomicrobiology Laboratory (EARTHSYS 143, ESS 143, ESS 243)
In this course, students will be studying the biosynthesis of cyclic lipid biomarkers, molecules that are produced by modern microbes that can be preserved in rocks that are over a billion years old and which geologist use as molecular fossils. Students will be tasked with identifying potential biomarker lipid synthesis genes in environmental genomic databases, expressing those genes in a model bacterial expression system in the lab, and then analyzing the lipid products that are produced. The overall goal is for students to experience the scientific research process including generating hypotheses, testing these hypotheses in laboratory experiments, and communicating their results through a publication style paper. Prerequisites: BIO83 and CHEM 121 or permission of the instructor.
Terms: Spr
| Units: 3-4
| UG Reqs: WAY-SMA
BIO 143:
Quantitative methods for marine ecology and conservation (BIO 243, BIOHOPK 143H, BIOHOPK 243H, CEE 164H, CEE 264H, EARTHSYS 143H, EARTHSYS 243H)
NOTE: This course will be taught in-person on main campus, in hybrid format with Zoom options. The goal of this course is to learn the foundations of ecological modeling with a specific (but not exclusive) focus on marine conservation and sustainable exploitation of renewable resources. Students will be introduced to a range of methods - from basic to advanced - to characterize population structure, conduct demographic analyses, estimate extinction risk, identify temporal trends and spatial patterns, quantify the effect of environmental determinants and anthropogenic pressures on the dynamics of marine populations, describe the potential for adaptation to climate change. This course will emphasize learning by doing, and will rely heavily on practical computer laboratories, in R and/or Phyton, based on data from our own research activities or peer reviewed publications. Students with a background knowledge of statistics, programming and calculus will be most welcome.
Terms: Win
| Units: 4
| UG Reqs: WAY-AQR, WAY-FR
BIO 144:
Conservation Biology: A Latin American Perspective (BIO 234, HUMBIO 112)
Principles and application of the science of preserving biological diversity. Conceptually, this course is designed to explore the major components relevant to the conservation of biodiversity, as exemplified by the Latin American region. The conceptual frameworks and principles, however, should be generally applicable, and provide insights for all regions of the world. All students will be expected to conduct a literature research exercise leading to a written report, addressing a topic of their choosing, derived from any of the themes discussed in class. Prerequisite: BIO 101 or BIO 43 or HUMBIO 2A or BIO 81 and 84 or consent of instructor.
Terms: Spr
| Units: 3
| UG Reqs: GER: DB-NatSci
BIO 145:
Ecology and Evolution of Animal Behavior (BIO 245)
Ecological and evolutionary perspectives on animal behavior, with an emphasis on social and collective behavior. This is a project-based course in a lecture/seminar format. Seminars will be based on discussion of journal articles. Independent research projects on the behavior of animals on campus. Prerequisites: Biology or Human Biology core or BIO 81 and 85 or consent of instructor; Biology/ES 30. Recommended: statistics.
Terms: Win
| Units: 3
| UG Reqs: GER: DB-NatSci
BIO 146:
Genes and Disease
Students in this course will uncover key principles of genetics and molecular biology through investigation of case studies of human disease and novel therapeutic approaches in development. This course will require close reading and discussion of primary literature and will emphasize and support the development of critical skills in scientific communication. Students will utilize a variety of mediums to convey scientific information to a range of audiences in a series of projects completed during the quarter. Prerequisites: BIO 82, 83 and 86 or equivalent.
Terms: Spr
| Units: 3
BIO 147:
Ecosystem Ecology and Biogeochemistry (BIO 240, EARTHSYS 147, EARTHSYS 247)
An introduction to ecosystem ecology and terrestrial biogeochemistry. This course will focus on the dynamics of carbon and other biologically essential elements in the Earth System, on spatial scales from local to global. Prerequisites: Biology 117, Earth Systems 111, or graduate standing.
Terms: Aut
| Units: 3
BIO 149:
The Neurobiology of Sleep (BIO 249, HUMBIO 161, PSYC 149, PSYC 261)
The neurochemistry and neurophysiology of changes in brain activity and conscious awareness associated with changes in the sleep/wake state. Behavioral and neurobiological phenomena including sleep regulation, sleep homeostasis, circadian rhythms, sleep disorders, sleep function, and the molecular biology of sleep. Preference to seniors and graduate students. Enrollment limited to 16.
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci
BIO 150:
Human Behavioral Biology (HUMBIO 160)
Multidisciplinary. How to approach complex normal and abnormal behaviors through biology. How to integrate disciplines including sociobiology, ethology, neuroscience, and endocrinology to examine behaviors such as aggression, sexual behavior, language use, and mental illness.
Terms: Spr
| Units: 5
| UG Reqs: GER: DB-NatSci, WAY-SMA
BIO 151:
Mechanisms of Neuron Death
For undergraduates with backgrounds in neuroscience. Cell and molecular biology of neuron death during neurological disease. Topics: the amyloid diseases (Alzheimer's), prion diseases (kuru and Creutzfeldt-Jakob), oxygen radical diseases (Parkinson's and ALS), triplet repeat diseases (Huntington's), and AIDS-related dementia. Assessment based on in-class participation and short weekly papers. Enrollment limited to 15; application required. Apply at https://forms.gle/yCYUaz3DkANDEVHJA by 4:30pm on Wednesday, September 14, 2022.
Terms: Aut
| Units: 3
| UG Reqs: GER: DB-NatSci
BIO 152:
Imaging: Biological Light Microscopy (MCP 222)
This intensive laboratory and discussion course will provide participants with the theoretical and practical knowledge to utilize emerging imaging technologies based on light microscopy. Topics include microscope optics, resolution limits, Köhler illumination, confocal fluorescence, two-photon, TIRF, FRET, photobleaching, super-resolution (SIM, STED, STORM/PALM), tissue clearing/CLARITY/light-sheet microscopy, and live-cell imaging. Applications include using fluorescent probes to analyze subcellular localization and live cell-translocation dynamics. We will be using a flipped classroom for the course in that students will watch iBiology lectures before class, and class time will be used for engaging in extensive discussion. Lab portion involves extensive in-class use of microscopes in the CSIF and NMS core microscopy facilities.
Terms: Spr
| Units: 3
| UG Reqs: GER: DB-NatSci
BIO 162:
Mechanisms of Tissue Regeneration
Many organisms possess a remarkable ability to repair and regenerate damaged organs and tissues. This course will explore the cellular and developmental mechanisms used to achieve regeneration. Students will learn the basic developmental and cellular mechanisms underlying the original formation of organs during normal development and how these mechanisms are modified during the regenerative process. The course will also consider how our expanding knowledge of regeneration mechanisms could be used to promote medically useful regeneration in humans. The course will involve extensive reading and analysis of primary literature. Prerequisites: BIO 86 (BIO 160 or BIO 158 recommended).
Terms: Spr
| Units: 3
BIO 164:
Plant Ecology & Evolution in Arid Climates (BIO 224, EARTHSYS 224)
Understanding responses of plants to climate change is paramount to protect our ecosystems. In this course, we will review classical work on fundamental concepts of plant biology and evolutionary ecology in arid climates. We will study plant biodiversity patterns in arid climates, we will collect and investigate plants and their ecophysiological stress coping strategies, and we will learn how to use genomics to understand plant adaptation. The course will introduce some new technologies, such as bioinformatic tools, DNA sequencing, biodiversity databases, etc. And we will have field trips to Jasper Ridge and other ecosystems to see living examples across the California landscape. Enrollment limited; application required. Apply at https://docs.google.com/forms/d/e/1FAIpQLScWPTN4HI-IUoFhgOMaXwFVpGZnOB5-9O0qufaObYf5iAK6KA/viewform.
Terms: Spr
| Units: 3
BIO 166:
Historical Ecology at Hopkins Marine Station (BIO 266, BIOHOPK 166H, BIOHOPK 266H)
NOTE: This course will be taught on main campus as a hybrid in-person and virtual course, with a field trip to Hopkins Marine Station as the primary component.This course is an exploration of the rich intertidal flora and fauna at Hopkins Marine Station, through the lens of historical ecology and long-term change. During weeks 1-7, students will attend in-person discussions with the TA, while the instructor zooms in from Hopkins Marine Station. During week 8, students will go on a field trip to Hopkins Marine Station, the culminating experience in the course. Main campus lectures and discussions will provide an overview of historical ecology and the natural history of rocky shores. In the lab at Hopkins Marine Station, students will focus on species identification and scientific illustration. These skills will be put to use in the field, where we will quantify patterns of intertidal biodiversity. During weeks 9 and 10, students will answer a data-based question and reflect on the long-term data collection. Students will sign up for Fridays, 2-5pm. Open to undergraduate and graduate students (3 units). Course requires application and instructor consent. Application link: https://bit.ly/bio166-application or go to: https://hopkinsmarinestation.stanford.edu/undergraduate-studies/majors-courses/biohopk-166h-historical-ecology
Terms: Win
| Units: 3
| UG Reqs: WAY-SMA
BIO 173:
Chemical Biology
Chemical biology is an integrative discipline that seeks to apply chemical tools and approaches to understand biology. This course will introduce students to various methods and approaches used in this field, with an emphasis on the use of natural products and synthetic small molecules as probes of biological function. Specific examples will be used to illustrate the ramifications of chemical biology with molecular, cell and developmental biology. The interaction between disease and drug discovery will be considered in detail. Prerequisites: BIO 83, and BIO 82 and/or BIO 84.
Terms: Spr
| Units: 3
BIO 178:
Microbiology Literature (BIO 278)
For advanced undergraduates and first-year graduate students. Critical reading of research literature in prokaryotic genetics and molecular biology. Classic and foundational papers in pathogenesis, bacterial and phage genetics, and molecular biology; recent literature on gene regulation. Diverse experimental approaches: biochemistry, genomics, pathogenesis, and cell biology. Prerequisites: undergraduates must have taken BIO 82 (Genetics) and BIO 83 (Biochemistry). Also recommended: BIO 111, BIO 120, CEE 274. Undergraduate enrollment limited to Biology or Bioengineering majors in junior or senior year. Co-term or Ph.D. students in basic life sciences departments such as Biology, Bioengineering, and Genetics may enroll in BIO 278 for graduate credit. Enrollment by permission of professor, apply at https://forms.gle/bP3ikwvWuT4JkcbTA.
Terms: Aut
| Units: 3
BIO 179:
Integrated Valuation of Ecosystem Services and Tradeoffs (BIO 279, EARTHSYS 179, EARTHSYS 279)
This course explores the science of valuing nature, through two interwoven pathways. One is biophysical, focused on human dependence and impacts on Earths life-support systems. If well managed, lands, waters, and biodiversity yield a flow of vital benefits that sustain and fulfill human life. A wild bee buzzes through a farm, pollinating vegetables as it goes. Nearby, wetlands remove chemicals from the farms runoff, protecting a source of drinking water. In parklands at a cities edge, kids play and adults walk and talk, their exposure to nature promoting physical activity and improved mental health. The trees help maintain a favorable climate, locally and globally. We will develop a framework and practical tools for quantifying this stream of benefits from nature to people.The second pathway is social, economic, and philosophical, weaving through concepts of well-being, human development, and conservation and the ethics and effects of their pursuit. We will look back, ahead into the future, and inward, taking a global view and considering diverse cultural perspectives. Our discussions will be situated in the context of the COVID-19 pandemic, movements for racial justice and socioeconomic equity, and efforts to enable people and nature to thrive in cities and countries worldwide.All of the science we will explore is in service of decisions. We will dive into real-world examples to see how science can inform why, where, how, and how much people need nature. We will learn the basics of the InVEST tools (for Integrated Valuation of Ecosystem Services and Tradeoffs) to quantify benefits of nature, the equitability in access to these benefits, and the transformation of policy, finance, management, and practice to sustain and enhance them. The course is intended for diverse, advanced students, with interests in research and in moving from science to action for a more just and sustainable world. The instructors aim to provide an enjoyable and productive opportunity to connect remotely and yet with a lot of heart as well as intellectual drive and commitment, bringing empathy, flexibility and hopefully some humor to the day-to-day challenges we are all facing in different difficult ways. Prerequisite: Basic to intermediate GIS (Geographic Information Systems) skills are necessary. We will help with these, but not teach GIS specifically in class. Basic skills include, for example: working with raster, vector and tabular data; loading rasters, shapefiles, and tables into a GIS; changing the symbology of rasters and shapefiles in your chosen GIS; editing raster and shapefile attribute tables; understanding coordinate systems and how to re-project layers; looking at individual raster cell values; and performing basic raster math.
Terms: Aut
| Units: 1-3
BIO 180:
Microbial Physiology (EARTHSYS 255, ESS 255, GEOLSCI 233A)
Introduction to the physiology of microbes including cellular structure, transcription and translation, growth and metabolism, mechanisms for stress resistance and the formation of microbial communities. These topics will be covered in relation to the evolution of early life on Earth, ancient ecosystems, and the interpretation of the rock record. Recommended: introductory biology and chemistry.
Terms: Win
| Units: 3
BIO 183:
Theoretical Population Genetics (BIO 283)
Models in population genetics and evolution. Selection, random drift, gene linkage, migration, and inbreeding, and their influence on the evolution of gene frequencies and chromosome structure. Models are related to DNA sequence evolution. Prerequisites: calculus and linear algebra, or consent of instructor.
Terms: Win
| Units: 3
| UG Reqs: WAY-AQR, WAY-SMA
BIO 186:
Archaeobotany (ARCHLGY 126, ARCHLGY 226, BIO 286)
Archaeobotany, also known as paleoethnobotany, is the study of the interrelationships of plants and humans through the archaeological record. Knowledge and understanding of Archaeobotany sufficient to interpret, evaluate, and understand archaeobotanical data. Dominant approaches in the study of archaeobotanical remains: plant macro-remains, pollen, phytoliths, and starch grains in the identification of diet and environmental reconstruction.
Terms: Spr
| Units: 5
| UG Reqs: WAY-SMA
BIO 187:
Mathematical Population Biology (CME 187)
Mathematical models in population biology, in biological areas including demography, ecology, epidemiology, evolution, and genetics. Mathematical approaches include techniques in areas such as combinatorics, differential equations, dynamical systems, linear algebra, probability, and stochastic processes. Math 50 or 60 series is required, and at least two of (Bio 81, Bio 82, Bio 85) are strongly recommended.
Terms: Win
| Units: 3
BIO 189:
Emergent and Re-Emergent Viruses as a Global Threat to Human Health (BIO 289)
The goal of the course "Emergent and re-emergent viruses as a global threat to human health"is to provide a holistic vision and a background on the biology, natural history and spread of emerging viruses with emphasis on arboviruses, including the genetic variability of the viruses and their interaction with vectors, reservoirs and human hosts. Strategies for vector control, prophylactics, treatments and social impact will be discussed as well as current and new tools for diagnostics.
Terms: Win, Spr
| Units: 1
BIO 196A:
Biology Senior Reflection
Capstone course series for seniors. Creative, self-reflective and scientifically relevant projects conceived, produced and exhibited over the course of three quarters. Explore scientific content of personal interest through creative forms including but not limited to writing, music, fine arts, performing arts, photography, film or new media. A written essay on the creative process and scientific significance of the selected topic will accompany the creative work. Completed projects may be included in a creative portfolio. Required enrollment in 196A,B,C. Satisfies WIM in Biology. May be repeat for credit. More information can be found at visit https://web.stanford.edu/~suemcc/TSR/.
Terms: Aut
| Units: 3
| Repeatable
2 times
(up to 6 units total)
BIO 196B:
Biology Senior Reflection
Capstone course series for seniors. Creative, self-reflective and scientifically relevant projects conceived, produced and exhibited over the course of three quarters. Explore scientific content of personal interest through creative forms including but not limited to writing, music, fine arts, performing arts, photography, film or new media. A written essay on the creative process and scientific significance of the selected topic will accompany the creative work. Completed projects may be included in a creative portfolio. Required enrollment in 196A,B,C. May be repeat for credit. More information can be found at visit https://web.stanford.edu/~suemcc/TSR/.
Terms: Win
| Units: 3
| UG Reqs: WAY-CE
| Repeatable
2 times
(up to 6 units total)
BIO 196C:
Biology Senior Reflection
Capstone course series for seniors. Creative, self-reflective and scientifically relevant projects conceived, produced and exhibited over the course of three quarters. Explore scientific content of personal interest through creative forms including but not limited to writing, music, fine arts, performing arts, photography, film or new media. A written essay on the creative process and scientific significance of the selected topic will accompany the creative work. Completed projects may be included in a creative portfolio. Required enrollment in 196A,B,C. May be repeat for credit. More information can be found at visit https://web.stanford.edu/~suemcc/TSR/.
Terms: Spr
| Units: 3
| UG Reqs: WAY-CE
| Repeatable
2 times
(up to 6 units total)
BIO 198:
Directed Reading in Biology
Individually arranged under the supervision of members of the faculty.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
10 times
(up to 60 units total)
Instructors: ;
Barton, K. (PI);
Bergmann, D. (PI);
Berry, J. (PI);
Block, B. (PI);
Block, S. (PI);
Boggs, C. (PI);
Chen, X. (PI);
Crowder, L. (PI);
Cyert, M. (PI);
Daily, G. (PI);
Denny, M. (PI);
Dinneny, J. (PI);
Dirzo, R. (PI);
Dixon, S. (PI);
Ehrlich, P. (PI);
Epel, D. (PI);
Feldman, J. (PI);
Feldman, M. (PI);
Fernald, R. (PI);
Field, C. (PI);
Fraser, H. (PI);
Frommer, W. (PI);
Frydman, J. (PI);
Fukami, T. (PI);
Gilly, W. (PI);
Goldbogen, J. (PI);
Gordon, D. (PI);
Gozani, O. (PI);
Grossman, A. (PI);
Hadly, E. (PI);
Hanawalt, P. (PI);
Heller, H. (PI);
Jones, P. (PI);
Khalfan, W. (PI);
Klein, R. (PI);
Kopito, R. (PI);
Long, S. (PI);
Lowe, C. (PI);
Luo, L. (PI);
McConnell, S. (PI);
Micheli, F. (PI);
Mooney, H. (PI);
Mordecai, E. (PI);
Morrison, A. (PI);
Mudgett, M. (PI);
Nelson, W. (PI);
O'Connell, L. (PI);
Palumbi, S. (PI);
Peay, K. (PI);
Petrov, D. (PI);
Pritchard, J. (PI);
Red-Horse, K. (PI);
Rosenberg, N. (PI);
Roughgarden, J. (PI);
Sapolsky, R. (PI);
Schnitzer, M. (PI);
Seawell, P. (PI);
Shatz, C. (PI);
Shen, K. (PI);
Simon, M. (PI);
Simoni, R. (PI);
Skotheim, J. (PI);
Somero, G. (PI);
Spormann, A. (PI);
Stearns, T. (PI);
Tessier-Lavigne, M. (PI);
Thompson, S. (PI);
Ting, A. (PI);
Todhunter, A. (PI);
Tuljapurkar, S. (PI);
Vitousek, P. (PI);
Walbot, V. (PI);
Wang, Z. (PI);
Watt, W. (PI)
BIO 198X:
Out-of-Department Directed Reading
Individually arranged under the supervision of members of the faculty. Credit for work arranged with out-of-department faculty is restricted to Biology majors and requires department approval. See https://biology.stanford.edu/academics/undergraduate-research/directed-reading for information and petitions. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
10 times
(up to 60 units total)
Instructors: ;
Bergmann, D. (PI);
Block, B. (PI);
Block, S. (PI);
Crowder, L. (PI);
Cyert, M. (PI);
Daily, G. (PI);
Denny, M. (PI);
Dirzo, R. (PI);
Ehrlich, P. (PI);
Feldman, M. (PI);
Fernald, R. (PI);
Field, C. (PI);
Fraser, H. (PI);
Frommer, W. (PI);
Frydman, J. (PI);
Fukami, T. (PI);
Gilly, W. (PI);
Gordon, D. (PI);
Gozani, O. (PI);
Hadly, E. (PI);
Hanawalt, P. (PI);
Heller, H. (PI);
Jones, P. (PI);
Klein, R. (PI);
Kopito, R. (PI);
Lipsick, J. (PI);
Long, S. (PI);
Lowe, C. (PI);
Luo, L. (PI);
McConnell, S. (PI);
Micheli, F. (PI);
Morrison, A. (PI);
Mudgett, M. (PI);
Nelson, W. (PI);
Palumbi, S. (PI);
Petrov, D. (PI);
Pritchard, J. (PI);
Red-Horse, K. (PI);
Rosenberg, N. (PI);
Sapolsky, R. (PI);
Schnitzer, M. (PI);
Shatz, C. (PI);
Shen, K. (PI);
Simon, M. (PI);
Singh, M. (PI);
Skotheim, J. (PI);
Somero, G. (PI);
Stearns, T. (PI);
Thompson, S. (PI);
Tuljapurkar, S. (PI);
Vitousek, P. (PI);
Walbot, V. (PI)
BIO 199:
Undergraduate Research
Individual research taken by arrangement with in-department instructors. See http://biohonors.stanford.edu for information on research sponsors, units, and credit for summer research. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
15 times
(up to 60 units total)
Instructors: ;
Barton, K. (PI);
Bergmann, D. (PI);
Berry, J. (PI);
Block, B. (PI);
Block, S. (PI);
Boggs, C. (PI);
Chen, X. (PI);
Cremer, J. (PI);
Crowder, L. (PI);
Cyert, M. (PI);
Daily, G. (PI);
Denny, M. (PI);
Dinneny, J. (PI);
Dirzo, R. (PI);
Dixon, S. (PI);
Ehrlich, P. (PI);
Epel, D. (PI);
Exposito-Alonso, M. (PI);
Feldman, J. (PI);
Feldman, M. (PI);
Field, C. (PI);
Fraser, H. (PI);
Frommer, W. (PI);
Frydman, J. (PI);
Fukami, T. (PI);
Gilly, W. (PI);
Gordon, D. (PI);
Gozani, O. (PI);
Grossman, A. (PI);
Hadly, E. (PI);
Hanawalt, P. (PI);
Heller, H. (PI);
Hynes, M. (PI);
Jones, P. (PI);
Klein, R. (PI);
Kopito, R. (PI);
Long, S. (PI);
Lowe, C. (PI);
Luo, L. (PI);
McConnell, S. (PI);
Micheli, F. (PI);
Mooney, H. (PI);
Mordecai, E. (PI);
Morrison, A. (PI);
Mudgett, M. (PI);
Nelson, W. (PI);
O'Connell, L. (PI);
Palumbi, S. (PI);
Peay, K. (PI);
Petrov, D. (PI);
Pritchard, J. (PI);
Red-Horse, K. (PI);
Rosenberg, N. (PI);
Roughgarden, J. (PI);
Sapolsky, R. (PI);
Schnitzer, M. (PI);
Schumer, M. (PI);
Sharaf, N. (PI);
Shatz, C. (PI);
Shen, K. (PI);
Simon, M. (PI);
Simoni, R. (PI);
Skotheim, J. (PI);
Somero, G. (PI);
Stearns, T. (PI);
Tessier-Lavigne, M. (PI);
Thompson, S. (PI);
Ting, A. (PI);
Tuljapurkar, S. (PI);
Vitousek, P. (PI);
Walbot, V. (PI);
Wang, Z. (PI);
Watt, W. (PI)
BIO 199W:
Senior Honors Thesis: How to Effectively Write About Scientific Research
The goal of this class is to train students in effective scientific communication. It is designed to serve students working on their senior honors research to help facilitate the completion of their honors thesis. Topics covered will include elevator pitches, creating and improving the sections of the thesis, oral presentations and posters in the context of students individual research projects. Emphasis will be on building and practicing the skills for 1) completing your thesis, poster and presentations and 2) gaining a conceptual understanding of effective scientific writing and communication that will be applicable more broadly. Satisfies the WIM requirement in Biology.
Terms: Win
| Units: 3
BIO 199X:
Out-of-Department Undergraduate Research
Individual research by arrangement with out-of-department instructors. Credit for 199X is restricted to declared Biology majors and requires department approval. See https://biology.stanford.edu/academics/undergraduate-research/research for information on research sponsors, units, petitions, deadlines, credit for summer research, and out-of-Stanford research. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
15 times
(up to 60 units total)
Instructors: ;
Andrews, J. (PI);
Appel, E. (PI);
Artandi, S. (PI);
Barres, B. (PI);
Beachy, P. (PI);
Bergmann, D. (PI);
Bertozzi, C. (PI);
Bhalla, V. (PI);
Bhutani, N. (PI);
Bintu, L. (PI);
Blau, H. (PI);
Blish, C. (PI);
Block, B. (PI);
Block, S. (PI);
Brunet, A. (PI);
Chang, H. (PI);
Chen, L. (PI);
Chen, X. (PI);
Cheng, A. (PI);
Chu, S. (PI);
Clandinin, T. (PI);
Crowder, L. (PI);
Cui, B. (PI);
Cyert, M. (PI);
Daily, G. (PI);
Darian-Smith, C. (PI);
Davis, M. (PI);
Deisseroth, K. (PI);
Demirci, U. (PI);
Denny, M. (PI);
Dirzo, R. (PI);
Dixon, S. (PI);
Du Bois, J. (PI);
Dunbar, R. (PI);
Egan, E. (PI);
Ehrlich, P. (PI);
Exposito-Alonso, M. (PI);
Feldman, M. (PI);
Felsher, D. (PI);
Fernald, R. (PI);
Field, C. (PI);
Fire, A. (PI);
Fraser, H. (PI);
Frydman, J. (PI);
Fuller, M. (PI);
Garcia, C. (PI);
George, P. (PI);
Gifford, C. (PI);
Gilly, W. (PI);
Giocomo, L. (PI);
Gordon, D. (PI);
Gotlib, I. (PI);
Gozani, O. (PI);
Graves, E. (PI);
Gurtner, G. (PI);
Hadly, E. (PI);
Hallmayer, J. (PI);
Hanawalt, P. (PI);
Heifets, B. (PI);
Heller, H. (PI);
Heller, S. (PI);
Helms, J. (PI);
Hiesinger, W. (PI);
Jarosz, D. (PI);
Jeffrey, S. (PI);
Jones, P. (PI);
Khavari, P. (PI);
Khosla, C. (PI);
Kim, P. (PI);
Kim, S. (PI);
Kirkegaard, K. (PI);
Knutson, B. (PI);
Kopito, R. (PI);
Kuo, C. (PI);
Levitt, M. (PI);
Li, L. (PI);
Long, J. (PI);
Long, S. (PI);
Longaker, M. (PI);
Lowe, C. (PI);
Luby, S. (PI);
Luo, L. (PI);
MacIver, M. (PI);
Mackall, C. (PI);
Madison, D. (PI);
Majeti, R. (PI);
Malenka, R. (PI);
Martinez, O. (PI);
McConnell, S. (PI);
Micheli, F. (PI);
Mochly-Rosen, D. (PI);
Monack, D. (PI);
Monje-Deisseroth, M. (PI);
Morrison, A. (PI);
Mudgett, M. (PI);
Nadeau, K. (PI);
Napel, S. (PI);
Negrin, R. (PI);
Nelson, W. (PI);
Newman, A. (PI);
O'Brien, L. (PI);
Oro, A. (PI);
Palmer, T. (PI);
Palumbi, S. (PI);
Pasca, S. (PI);
Petrov, D. (PI);
Pitteri, S. (PI);
Plant, G. (PI);
Pollack, J. (PI);
Porteus, M. (PI);
Prince, D. (PI);
Pringle, J. (PI);
Pritchard, J. (PI);
Puglisi, J. (PI);
Qi, S. (PI);
Quertermous, T. (PI);
Raymond, J. (PI);
Red-Horse, K. (PI);
Reiss, A. (PI);
Relman, D. (PI);
Rohatgi, R. (PI);
Sage, J. (PI);
Sapolsky, R. (PI);
Schnitzer, M. (PI);
Schuele, B. (PI);
Shamloo, M. (PI);
Sharaf, N. (PI);
Shatz, C. (PI);
Shen, K. (PI);
Simon, M. (PI);
Skotheim, J. (PI);
Snyder, M. (PI);
Soltesz, I. (PI);
Stearns, T. (PI);
Steinberg, G. (PI);
Stevenson, D. (PI);
Stoyanova, T. (PI);
Straight, A. (PI);
Sudhof, T. (PI);
Tawfik, V. (PI);
Thompson, S. (PI);
Ting, A. (PI);
Tuljapurkar, S. (PI);
Utz, P. (PI);
Vitousek, P. (PI);
Walbot, V. (PI);
Wang, K. (PI);
Waymouth, R. (PI);
Weissman, I. (PI);
Wu, J. (PI);
Wyss-Coray, T. (PI);
Zhao, H. (PI);
Dang, V. (GP);
Goulart, B. (GP);
Johnson, S. (GP);
Kay-Sherrard, E. (GP);
Misener, C. (GP);
Ramalho, D. (GP)
BIO 201:
Techniques in Environmental Microbiology (ESS 210)
Fundamentals and application of laboratory techniques to study the diversity and activity of microorganisms in environmental samples, including soil, sediment, and water. Emphasis is on culture-independent approaches, including epifluorescence microscopy, extraction and analysis of major biomolecules (DNA, RNA, protein, lipids), stable isotope probing, and metabolic rate measurements. Format will include lectures, laboratory exercises, and discussions. Students will learn how to collect, analyze, and understand common and cutting-edge datasets in environmental microbiology. Permission from instructor is required to enroll as C/NC or for 1-3 units.
Terms: Aut, Spr
| Units: 1-4
BIO 202:
Ecological Statistics
Intended for graduate students (and advanced undergraduates in special circumstances with consent of instructors) in biology and related environmental sciences, this course is an introduction to statistical methods for ecological data analysis, using the programming language R. The course will have lectures, discussions, and independent research projects using the students' own data or simulated or publicly available data.
Terms: Aut
| Units: 3
BIO 203:
Human and Planetary Health (BIO 103, SOC 103)
Two of the biggest challenges humanity has to face - promoting human health and halting environmental degradation - are strongly linked. The emerging field of Planetary Health recognizes these inter-linkages and promotes creative, interdisciplinary solutions that protect human health and the health of the ecosystems on which we depend. Through a series of lectures and case-study discussions, students will develop an in-depth understanding of the 'Planetary Health' concept, its foundation, goals, priority areas of action, methods of investigation, and the most relevant immediate challenges.
Terms: Aut
| Units: 3
BIO 204:
Neuroplasticity: From Synapses to Behavior
This course will focus on neuroplasticity from a broad perspective, from molecular cellular mechanism to its involvement in behavior and diseases. Emphasis will be on: a) molecular and cellular mechanisms underlying various forms of neuroplasticity; b) the neuroplasticity during brain development; c) the neuroplasticity in adult brain with respect to learning and memory; and d) maladaptive neuroplasticity in neurodegenerative disease and drug addiction. This course is designed for Ph.D. students from both the Biology and Neuroscience programs. Open to advanced undergraduates by consent of instructor.
Terms: Spr
| Units: 3
BIO 208:
Spanish in Science/Science in Spanish (EARTHSYS 207, LATINAM 207)
For graduate and undergraduate students interested in the natural sciences and the Spanish language. Students will acquire the ability to communicate in Spanish using scientific language and will enhance their ability to read scientific literature written in Spanish. Emphasis on the development of science in Spanish-speaking countries or regions. Course is conducted in Spanish and intended for students pursuing degrees in the sciences, particularly disciplines such as ecology, environmental science, sustainability, resource management, anthropology, and archeology.
Terms: Spr
| Units: 2
| Repeatable
2 times
(up to 4 units total)
BIO 210:
The Chromatin-Regulated Genome (BIO 110)
Maintenance of the genome is a prerequisite for life. In eukaryotes, all DNA-templated processes are tightly connected to chromatin structure and function. This course will explore epigenetic and chromatin regulation of cellular processes related to aging, cancer, stem cell pluripotency, metabolic homeostasis, and development. Course material integrates current literature with a foundational review of histone modifications and nucleosome composition in epigenetic inheritance, transcription, replication, cell division and DNA damage responses. Prerequisite: BIO 41 or BIO 83 or consent of instructor.
Terms: Spr
| Units: 3
BIO 211:
Proteostasis: From Basic Principles to Aging and Neurodegeneration
The control of cellular protein homeostasis, also called Proteostasis, is emerging as the central cellular process controlling the stability, function and quality control of the proteome and central to our understanding of a vast range of diseases. The proteostasis machinery maintains the function of destabilized and mutant proteins; assists the degradation of damaged and aggregated proteins and monitors the health of the proteome, adjusting it in response to environmental or metabolic stresses. Proteostasis disfunction is linked to diseases ranging from neurodegeneration to aging.nThis class will introduce students to the exciting cutting edge discoveries in this field through presentations by leaders in the field and discussions of primary literature illustrating how understanding proteostasis can be leveraged to understand fundamental biological processes, such as evolution and aging and to ameliorate a wide range of diseases.
Terms: Win
| Units: 3
| Repeatable
2 times
(up to 6 units total)
BIO 212:
Modern Coexistence Theory
Discuss papers that explain the theory and application of the CET. A list of papers will be distributed.
Terms: Spr
| Units: 1
BIO 214:
Advanced Cell Biology (BIOC 224, MCP 221)
For Ph.D. students. Taught from the current literature on cell structure, function, and dynamics. Topics include complex cell phenomena such as cell division, apoptosis, signaling, compartmentalization, transport and trafficking, motility and adhesion, and differentiation. Weekly reading of current papers from the primary literature. Advanced undergraduates may participate with the permission of the Course Director.
Terms: Win
| Units: 3
BIO 220:
Integrative Microbiology (BIO 120)
To live, organisms have to successfully coordinate a conglomerate of different molecular processes in line with available resources and what environmental conditions demand. This course introduces exiting recent advances in understanding this coordination and the link between molecular processes, physiology, and ecology in microbial organisms. Python based "dry lab sessions" complement lectures to promote the interactive exploration of real datasets and introduce the power of quantitative analysis & modeling techniques for obtaining a more integrative understanding of (microbial) life. Prerequisite: MATH 51 or MATH 19, 20,21. Recommended: microbiology (e.g. BIO 62 or 162) and molecular biology/biochemistry/genetics courses (e.g. BIO 82 or 83).
Terms: Win
| Units: 3
| Repeatable
2 times
(up to 3 units total)
BIO 221:
Ornithology (BIO 121)
Advanced undergraduate survey of ornithology, introducing students to the biology of birds and giving them to tools to use birds as model systems for research. Topics will include avian evolution, physiology, adaptations, behavior, and ecology. Focus throughout on identification of California birds and applications to current bird conservation issues. Course will include lectures and a field component which will expose students to standard avian research techniques such as mistnetting, banding, and point count surveys. Prerequisite: BIO 81 or BIO 105 or instructor approval.
Terms: Spr
| Units: 3
BIO 222:
Exploring Neural Circuits
Seminar. This course focuses on the logic of how neural circuits process information and control behavior, as well as how neural circuits are assembled during development and modified by experience. Emphasis is on primary literature. Topics include: neurons as information processing units; simple and complex circuits underlying sensory information processing, motor control, and cognitive function; and development and plasticity of neural circuits. Advanced undergraduates and graduate students with background in physical science, engineering, and biology may apply to enroll. Enrollment is by application only. Recommended: background in neuroscience.
Terms: Spr
| Units: 3
BIO 223:
Stochastic and Nonlinear Dynamics (APPPHYS 223, BIOE 213, PHYSICS 223)
Theoretical analysis of dynamical processes: dynamical systems, stochastic processes, and spatiotemporal dynamics. Motivations and applications from biology and physics. Emphasis is on methods including qualitative approaches, asymptotics, and multiple scale analysis. Prerequisites: ordinary and partial differential equations, complex analysis, and probability or statistical physics.
Terms: Aut
| Units: 3
BIO 224:
Plant Ecology & Evolution in Arid Climates (BIO 164, EARTHSYS 224)
Understanding responses of plants to climate change is paramount to protect our ecosystems. In this course, we will review classical work on fundamental concepts of plant biology and evolutionary ecology in arid climates. We will study plant biodiversity patterns in arid climates, we will collect and investigate plants and their ecophysiological stress coping strategies, and we will learn how to use genomics to understand plant adaptation. The course will introduce some new technologies, such as bioinformatic tools, DNA sequencing, biodiversity databases, etc. And we will have field trips to Jasper Ridge and other ecosystems to see living examples across the California landscape. Enrollment limited; application required. Apply at https://docs.google.com/forms/d/e/1FAIpQLScWPTN4HI-IUoFhgOMaXwFVpGZnOB5-9O0qufaObYf5iAK6KA/viewform.
Terms: Spr
| Units: 3
BIO 226:
Introduction to Biophysics (APPPHYS 205, BIO 126)
Core course appropriate for advanced undergraduate students and graduate students with prior knowledge of calculus and a college physics course. Introduction to how physical principles offer insights into modern biology, with regard to the structural, dynamical, and functional organization of biological systems. Topics include the roles of free energy, diffusion, electromotive forces, non-equilibrium dynamics, and information in fundamental biological processes.
Terms: Win, Spr
| Units: 3-4
BIO 227:
Foundations of Community Ecology
Discussion of classic papers in community ecology (Forbes, Clements, Gleason, Grinnell, Lindeman, Preston, Elton, Hutchinson, May, MacArthur, Odum, Connell, Paine, Tilman, etc.) and contemporary papers on related topics, to develop historical perspectives to understand current issues and identify future directions. Prerequisite for undergraduates: consent of instructor.
Terms: Aut
| Units: 3
BIO 228:
Evolution of Terrestrial Ecosystems (BIO 148, EARTHSYS 128, GEOLSCI 128, GEOLSCI 228)
The what, when, where, and how do we know it regarding life on land through time. Fossil plants, fungi, invertebrates, and vertebrates (yes, dinosaurs) are all covered, including how all of those components interact with each other and with changing climates, continental drift, atmospheric composition, and environmental perturbations like glaciation and mass extinction. The course involves both lecture and lab components. Graduate students registering at the 200-level are expected to write a term paper, but can opt out of some labs where appropriate.
Terms: Spr
| Units: 4
BIO 229:
Fundamentals and Frontiers in Plant Biology (BIO 129)
This course will serve as a primer for all levels of graduate, co-term, and upper-level undergraduates interested in learning about the fundamental aspects of plant biology, the latest advances in tools, techniques, and theories that link basic science with translational science and applications for solving major societal challenges of today and tomorrow. In addition, this course will serve to introduce the breadth of plant research on campus and help solidify a cohort of students interested in plant biology.
Terms: Spr
| Units: 3
| Repeatable
2 times
(up to 6 units total)
BIO 230:
Cellular and Molecular Immunology: An Introductory Course (IMMUNOL 200, MI 200)
Mechanisms of immune responses in health and disease. Innate and adaptive immunity; development of the immune system; molecular biology, structure, and function of antibodies and T-cell receptors; cellular basis and regulation of immune responses; infectious diseases and vaccines; allergy, inflammation, and autoimmunity. COVID-19 will be featured as a major example. Lectures and discussion in class and in sections. For upper class undergraduate and graduate students who have not had an introductory immunology course. Prerequisites for undergraduates: Biology Core, Human Biology Core, or BIO 83 and 86, or consent of instructor. For graduate students: College-level molecular biology, biochemistry, and cell biology, or consent of instructor.
Terms: Aut
| Units: 4
BIO 231:
Structural Equation Modeling for Ecologists
We will focus on learning to use structural equation modeling (SEM) as a technique for ecological inference. Class will include short lectures, paper discussions, and SEM coding workshops in R. IMPORTANT NOTE: class meets in Gilbert 115.
Terms: Aut
| Units: 1
BIO 232:
Advanced Imaging Lab in Biophysics (APPPHYS 232, BIO 132, BIOPHYS 232, GENE 232)
Laboratory and lectures. Advanced microscopy and imaging, emphasizing hands-on experience with state-of-the-art techniques. Students construct and operate working apparatus. Topics include microscope optics, Koehler illumination, contrast-generating mechanisms (bright/dark field, fluorescence, phase contrast, differential interference contrast), and resolution limits. Laboratory topics vary by year, but include single-molecule fluorescence, fluorescence resonance energy transfer, confocal microscopy, two-photon microscopy, microendoscopy, and optical trapping. Limited enrollment. Recommended: basic physics, basic cell biology, and consent of instructor.
Terms: Spr
| Units: 4
BIO 234:
Conservation Biology: A Latin American Perspective (BIO 144, HUMBIO 112)
Principles and application of the science of preserving biological diversity. Conceptually, this course is designed to explore the major components relevant to the conservation of biodiversity, as exemplified by the Latin American region. The conceptual frameworks and principles, however, should be generally applicable, and provide insights for all regions of the world. All students will be expected to conduct a literature research exercise leading to a written report, addressing a topic of their choosing, derived from any of the themes discussed in class. Prerequisite: BIO 101 or BIO 43 or HUMBIO 2A or BIO 81 and 84 or consent of instructor.
Terms: Spr
| Units: 3
BIO 236:
Macroevolution (BIO 136, GEOLSCI 136, GEOLSCI 236)
The course will focus on the macroevolution of animals. We will be exploring how paleobiology and developmental biology/genomics have contributed to our understanding of the origins of animals, and how patterns of evolution and extinction have shaped the diversity of animal forms we observe today.
Terms: Win
| Units: 3
BIO 239:
The Hidden Kingdom - Evolution, Ecology and Diversity of Fungi (BIO 115)
Fungi are critical, yet often hidden, components of the biosphere. They regulate decomposition, are primary partners in plant symbiosis and strongly impact agriculture and economics. Students will explore the fascinating world of fungal biology, ecology and evolution via lecture, lab, field exercises and Saturday field trips that will provide traditional and molecular experiences in the collection, analysis and industrial use of diverse fungi. Students will chose an environmental niche, collect and identify resident fungi, and hypothesize about their community relationship. Prerequisite: BIO 81, 85 recommended.
Terms: Win
| Units: 4
BIO 240:
Ecosystem Ecology and Biogeochemistry (BIO 147, EARTHSYS 147, EARTHSYS 247)
An introduction to ecosystem ecology and terrestrial biogeochemistry. This course will focus on the dynamics of carbon and other biologically essential elements in the Earth System, on spatial scales from local to global. Prerequisites: Biology 117, Earth Systems 111, or graduate standing.
Terms: Aut
| Units: 3
BIO 243:
Quantitative methods for marine ecology and conservation (BIO 143, BIOHOPK 143H, BIOHOPK 243H, CEE 164H, CEE 264H, EARTHSYS 143H, EARTHSYS 243H)
NOTE: This course will be taught in-person on main campus, in hybrid format with Zoom options. The goal of this course is to learn the foundations of ecological modeling with a specific (but not exclusive) focus on marine conservation and sustainable exploitation of renewable resources. Students will be introduced to a range of methods - from basic to advanced - to characterize population structure, conduct demographic analyses, estimate extinction risk, identify temporal trends and spatial patterns, quantify the effect of environmental determinants and anthropogenic pressures on the dynamics of marine populations, describe the potential for adaptation to climate change. This course will emphasize learning by doing, and will rely heavily on practical computer laboratories, in R and/or Phyton, based on data from our own research activities or peer reviewed publications. Students with a background knowledge of statistics, programming and calculus will be most welcome.
Terms: Win
| Units: 4
BIO 244:
Fundamentals of Molecular Evolution (BIO 113)
The inference of key molecular evolutionary processes from DNA and protein sequences. Topics include random genetic drift, coalescent models, effects and tests of natural selection, combined effects of linkage and natural selection, codon bias and genome evolution. Prerequisites: Biology core or BIO 82, 85 or graduate standing in any department, and consent of instructor.
Terms: Win
| Units: 4
BIO 245:
Ecology and Evolution of Animal Behavior (BIO 145)
Ecological and evolutionary perspectives on animal behavior, with an emphasis on social and collective behavior. This is a project-based course in a lecture/seminar format. Seminars will be based on discussion of journal articles. Independent research projects on the behavior of animals on campus. Prerequisites: Biology or Human Biology core or BIO 81 and 85 or consent of instructor; Biology/ES 30. Recommended: statistics.
Terms: Win
| Units: 3
BIO 247:
Genomic approaches to the study of human disease (GENE 247)
This course will cover a range of genetic and genomic approaches to studying human phenotypic variation and disease. We will discuss the genetic basis of Mendelian and complex diseases, as well as clinical applications including prenatal testing, and pediatric and cancer diagnostics. The course will include lectures as well as critical reading and discussion of the primary literature. Prerequisite: BIO 82 or equivalent. Open to advanced undergraduate students.
Terms: Win
| Units: 3
BIO 249:
The Neurobiology of Sleep (BIO 149, HUMBIO 161, PSYC 149, PSYC 261)
The neurochemistry and neurophysiology of changes in brain activity and conscious awareness associated with changes in the sleep/wake state. Behavioral and neurobiological phenomena including sleep regulation, sleep homeostasis, circadian rhythms, sleep disorders, sleep function, and the molecular biology of sleep. Preference to seniors and graduate students. Enrollment limited to 16.
Terms: Win
| Units: 4
BIO 266:
Historical Ecology at Hopkins Marine Station (BIO 166, BIOHOPK 166H, BIOHOPK 266H)
NOTE: This course will be taught on main campus as a hybrid in-person and virtual course, with a field trip to Hopkins Marine Station as the primary component.This course is an exploration of the rich intertidal flora and fauna at Hopkins Marine Station, through the lens of historical ecology and long-term change. During weeks 1-7, students will attend in-person discussions with the TA, while the instructor zooms in from Hopkins Marine Station. During week 8, students will go on a field trip to Hopkins Marine Station, the culminating experience in the course. Main campus lectures and discussions will provide an overview of historical ecology and the natural history of rocky shores. In the lab at Hopkins Marine Station, students will focus on species identification and scientific illustration. These skills will be put to use in the field, where we will quantify patterns of intertidal biodiversity. During weeks 9 and 10, students will answer a data-based question and reflect on the long-term data collection. Students will sign up for Fridays, 2-5pm. Open to undergraduate and graduate students (3 units). Course requires application and instructor consent. Application link: https://bit.ly/bio166-application or go to: https://hopkinsmarinestation.stanford.edu/undergraduate-studies/majors-courses/biohopk-166h-historical-ecology
Terms: Win
| Units: 3
BIO 278:
Microbiology Literature (BIO 178)
For advanced undergraduates and first-year graduate students. Critical reading of research literature in prokaryotic genetics and molecular biology. Classic and foundational papers in pathogenesis, bacterial and phage genetics, and molecular biology; recent literature on gene regulation. Diverse experimental approaches: biochemistry, genomics, pathogenesis, and cell biology. Prerequisites: undergraduates must have taken BIO 82 (Genetics) and BIO 83 (Biochemistry). Also recommended: BIO 111, BIO 120, CEE 274. Undergraduate enrollment limited to Biology or Bioengineering majors in junior or senior year. Co-term or Ph.D. students in basic life sciences departments such as Biology, Bioengineering, and Genetics may enroll in BIO 278 for graduate credit. Enrollment by permission of professor, apply at https://forms.gle/bP3ikwvWuT4JkcbTA.
Terms: Aut
| Units: 3
BIO 279:
Integrated Valuation of Ecosystem Services and Tradeoffs (BIO 179, EARTHSYS 179, EARTHSYS 279)
This course explores the science of valuing nature, through two interwoven pathways. One is biophysical, focused on human dependence and impacts on Earths life-support systems. If well managed, lands, waters, and biodiversity yield a flow of vital benefits that sustain and fulfill human life. A wild bee buzzes through a farm, pollinating vegetables as it goes. Nearby, wetlands remove chemicals from the farms runoff, protecting a source of drinking water. In parklands at a cities edge, kids play and adults walk and talk, their exposure to nature promoting physical activity and improved mental health. The trees help maintain a favorable climate, locally and globally. We will develop a framework and practical tools for quantifying this stream of benefits from nature to people.The second pathway is social, economic, and philosophical, weaving through concepts of well-being, human development, and conservation and the ethics and effects of their pursuit. We will look back, ahead into the future, and inward, taking a global view and considering diverse cultural perspectives. Our discussions will be situated in the context of the COVID-19 pandemic, movements for racial justice and socioeconomic equity, and efforts to enable people and nature to thrive in cities and countries worldwide.All of the science we will explore is in service of decisions. We will dive into real-world examples to see how science can inform why, where, how, and how much people need nature. We will learn the basics of the InVEST tools (for Integrated Valuation of Ecosystem Services and Tradeoffs) to quantify benefits of nature, the equitability in access to these benefits, and the transformation of policy, finance, management, and practice to sustain and enhance them. The course is intended for diverse, advanced students, with interests in research and in moving from science to action for a more just and sustainable world. The instructors aim to provide an enjoyable and productive opportunity to connect remotely and yet with a lot of heart as well as intellectual drive and commitment, bringing empathy, flexibility and hopefully some humor to the day-to-day challenges we are all facing in different difficult ways. Prerequisite: Basic to intermediate GIS (Geographic Information Systems) skills are necessary. We will help with these, but not teach GIS specifically in class. Basic skills include, for example: working with raster, vector and tabular data; loading rasters, shapefiles, and tables into a GIS; changing the symbology of rasters and shapefiles in your chosen GIS; editing raster and shapefile attribute tables; understanding coordinate systems and how to re-project layers; looking at individual raster cell values; and performing basic raster math.
Terms: Aut
| Units: 1-3
BIO 283:
Theoretical Population Genetics (BIO 183)
Models in population genetics and evolution. Selection, random drift, gene linkage, migration, and inbreeding, and their influence on the evolution of gene frequencies and chromosome structure. Models are related to DNA sequence evolution. Prerequisites: calculus and linear algebra, or consent of instructor.
Terms: Win
| Units: 3
BIO 286:
Archaeobotany (ARCHLGY 126, ARCHLGY 226, BIO 186)
Archaeobotany, also known as paleoethnobotany, is the study of the interrelationships of plants and humans through the archaeological record. Knowledge and understanding of Archaeobotany sufficient to interpret, evaluate, and understand archaeobotanical data. Dominant approaches in the study of archaeobotanical remains: plant macro-remains, pollen, phytoliths, and starch grains in the identification of diet and environmental reconstruction.
Terms: Spr
| Units: 5
BIO 289:
Emergent and Re-Emergent Viruses as a Global Threat to Human Health (BIO 189)
The goal of the course "Emergent and re-emergent viruses as a global threat to human health"is to provide a holistic vision and a background on the biology, natural history and spread of emerging viruses with emphasis on arboviruses, including the genetic variability of the viruses and their interaction with vectors, reservoirs and human hosts. Strategies for vector control, prophylactics, treatments and social impact will be discussed as well as current and new tools for diagnostics.
Terms: Win, Spr
| Units: 1
BIO 290:
Teaching Practicum in Biology
Open to upper-division undergraduates and graduate students. Practical, supervised teaching experience in a biology lab or lecture course. Training often includes attending lectures, initiating and planning discussion sections, and assisting in the preparation course materials. May be repeated for credit.nPrerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Barton, K. (PI);
Bergmann, D. (PI);
Berry, J. (PI);
Block, B. (PI);
Block, S. (PI);
Boggs, C. (PI);
Chen, X. (PI);
Chung, J. (PI);
Crowder, L. (PI);
Cyert, M. (PI);
Daily, G. (PI);
Denny, M. (PI);
Dirzo, R. (PI);
Dixon, S. (PI);
Ehrlich, P. (PI);
Endy, D. (PI);
Feldman, J. (PI);
Feldman, M. (PI);
Field, C. (PI);
Fraser, H. (PI);
Frommer, W. (PI);
Frydman, J. (PI);
Fukami, T. (PI);
Gilly, W. (PI);
Goldbogen, J. (PI);
Gordon, D. (PI);
Gozani, O. (PI);
Greco, R. (PI);
Grossman, A. (PI);
Hadly, E. (PI);
Hanawalt, P. (PI);
Hekmat-Scafe, D. (PI);
Heller, H. (PI);
Heller, R. (PI);
Imam, J. (PI);
Jones, P. (PI);
Khalfan, W. (PI);
Klein, R. (PI);
Knope, M. (PI);
Kopito, R. (PI);
Long, S. (PI);
Lowe, C. (PI);
Luo, L. (PI);
Malladi, S. (PI);
McConnell, S. (PI);
Micheli, F. (PI);
Miller, J. (PI);
Mooney, H. (PI);
Mordecai, E. (PI);
Morrison, A. (PI);
Mudgett, M. (PI);
Nelson, W. (PI);
Palumbi, S. (PI);
Petrov, D. (PI);
Red-Horse, K. (PI);
Rosenberg, N. (PI);
Sapolsky, R. (PI);
Schnitzer, M. (PI);
Seawell, P. (PI);
Shatz, C. (PI);
Shen, K. (PI);
Simon, M. (PI);
Simoni, R. (PI);
Skotheim, J. (PI);
Somero, G. (PI);
Stearns, T. (PI);
Thompson, S. (PI);
Tuljapurkar, S. (PI);
Vitousek, P. (PI);
Walbot, V. (PI);
Wang, Z. (PI);
Watanabe, J. (PI);
Watt, W. (PI)
BIO 291:
Development and Teaching of Core Experimental Laboratories
Development and Teaching of Core Experimental LaboratoriesnPreparation for teaching the core experimental lab courses (45 and 47). Emphasis is on practicing the lab, speaking, and writing skills. Taken simultaneously while teaching (for BIO 45) or during the previous quarter (for teaching BIO 47). May be repeated for credit. Meeting times TBD.
Terms: Aut, Win
| Units: 1-2
| Repeatable
for credit
BIO 292:
Curricular Practical Training
This course is required for international students who are participating in professional internships in organizations (e.g. research institutes, education, medicine, business, policy) with a focus in the biological sciences. Students will be engaged in on-the-job training under the guidance of experienced, on-site supervisors. This course meets the requirements for curricular practical training (CPT) for students with F-1D/S status. Prior to the internship, students are required to submit a concise report detailing the proposed project and work activities. After the internship, students are required to submit a summary of the work completed, skills learned, and reflection of the professional growth gained as a result of the internship. This course may be repeated for credit. Prerequisite: Qualified offer of employment and consent of advisor.
Terms: Win, Spr, Sum
| Units: 1
| Repeatable
3 times
(up to 3 units total)
BIO 294:
Cellular Biophysics (APPPHYS 294, BIOPHYS 294)
Physical biology of dynamical and mechanical processes in cells. Emphasis is on qualitative understanding of biological functions through quantitative analysis and simple mathematical models. Sensory transduction, signaling, adaptation, switches, molecular motors, actin and microtubules, motility, and circadian clocks. Prerequisites: differential equations and introductory statistical mechanics.
Terms: Win, Spr
| Units: 3
BIO 296:
Teaching and Learning in Biology
This course provides students teaching in the Department of Biology with basic training, support, and professional development in their teaching roles. Topics include student engagement, assessment, feedback and more. Should be taken concurrently with the first teaching position.
Terms: Aut, Win, Spr
| Units: 1
BIO 299:
Biology PhD Lab Rotation
Limited to first year Biology PhD students. Lab rotations with Biosciences faculty.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
BIO 300:
Graduate Research
For graduate students only. Individual research by arrangement with in-department instructors.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Barnes, C. (PI);
Bergmann, D. (PI);
Block, S. (PI);
Chen, X. (PI);
Cremer, J. (PI);
Cyert, M. (PI);
Daily, G. (PI);
Dinneny, J. (PI);
Dirzo, R. (PI);
Dixon, S. (PI);
Ehrlich, P. (PI);
Exposito-Alonso, M. (PI);
Feldman, J. (PI);
Feldman, M. (PI);
Field, C. (PI);
Fraser, H. (PI);
Frommer, W. (PI);
Frydman, J. (PI);
Fukami, T. (PI);
Goldbogen, J. (PI);
Gordon, D. (PI);
Gozani, O. (PI);
Hadly, E. (PI);
Heller, H. (PI);
Jacobs-Wagner, C. (PI);
Jones, P. (PI);
Klein, R. (PI);
Kopito, R. (PI);
Long, S. (PI);
Luo, L. (PI);
McConnell, S. (PI);
Mordecai, E. (PI);
Morrison, A. (PI);
Mudgett, M. (PI);
O'Connell, L. (PI);
Palumbi, S. (PI);
Peay, K. (PI);
Petrov, D. (PI);
Pritchard, J. (PI);
Red-Horse, K. (PI);
Rhee, S. (PI);
Rosenberg, N. (PI);
Sapolsky, R. (PI);
Schnitzer, M. (PI);
Schumer, M. (PI);
Sharaf, N. (PI);
Shatz, C. (PI);
Shen, K. (PI);
Simon, M. (PI);
Skotheim, J. (PI);
Stearns, T. (PI);
Tessier-Lavigne, M. (PI);
Ting, A. (PI);
Tuljapurkar, S. (PI);
Vitousek, P. (PI);
Walbot, V. (PI);
Wang, Z. (PI)
BIO 300X:
Out-of-Department Graduate Research
Individual research by arrangement with out-of-department instructors. Master's students: credit for work arranged with out-of-department instructors is restricted to Biology students and requires approved department petition. See http://biohonors.stanford.edu for more information. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Abu-Remaileh, M. (PI);
Bertozzi, C. (PI);
Bhalla, V. (PI);
Bhatt, A. (PI);
Bintu, L. (PI);
Brandman, O. (PI);
Brunet, A. (PI);
Bustamante, C. (PI);
Butcher, E. (PI);
Cegelski, L. (PI);
Clandinin, T. (PI);
Curtis, C. (PI);
Cyert, M. (PI);
Diehn, M. (PI);
Ding, J. (PI);
Du Bois, J. (PI);
Endy, D. (PI);
Gitler, A. (PI);
Heller, H. (PI);
Jackson, P. (PI);
Jarosz, D. (PI);
Khavari, P. (PI);
Knowles, J. (PI);
Krasnow, M. (PI);
Kuo, C. (PI);
Lin, M. (PI);
Long, J. (PI);
O'Brien, L. (PI);
O'hara, R. (PI);
Prakash, M. (PI);
Relman, D. (PI);
Sage, J. (PI);
Scherrer, G. (PI);
Sebastiano, V. (PI);
Shenoy, K. (PI);
Sherlock, G. (PI);
Straight, A. (PI);
Thompson, S. (PI);
Wang, B. (PI);
Wernig, M. (PI);
Wu, J. (PI);
Wysocka, J. (PI);
Johnson, S. (GP);
Lou, S. (GP);
Ramalho, D. (GP)
BIO 301:
Frontiers in Biology
Limited to and required of first-year Ph.D. students in molecular, cellular, and developmental biology. Current research in molecular, cellular, and developmental biology emphasizing primary research literature. Held in conjunction with the department's Monday seminar series. Students and faculty meet weekly before the seminar for a student presentation and discussion of upcoming papers.
Terms: Aut, Win
| Units: 1-3
| Repeatable
for credit
BIO 302:
Current Topics and Concepts in Population Biology, Ecology, and Evolution
Required of first-year PhD students in population biology, and ecology and evolution. Major conceptual issues and developing topics. This course isnnopen only to Biology PhD students and is not open to auditors."
Terms: Aut
| Units: 1
BIO 303:
Current Topics and Concepts in Population Biology, Ecology, and Evolution
Required of first-year PhD students in population biology, and ecology and evolution. Major conceptual issues and developing topics. This course isnnopen only to Biology PhD students and is not open to auditors."
Terms: Win
| Units: 1
BIO 304:
Current Topics and Concepts in Population Biology, Ecology, and Evolution
Required of first-year PhD students in population biology, and ecology and evolution. Major conceptual issues and developing topics. This course is open only to Biology PhD students and is not open to auditors.
Terms: Spr
| Units: 1
BIO 305:
Managing Your PhD
The course will focus on 5 themes for effectively managing your PhD: professionalism, scholarship, well-being, community-engagement and career development. We will meet every other week and have an active discussion-based class meeting for 2 hours. At the end of the quarter students and instructors will co-organize a departmental half-day workshop on a particular topic relevant to the topics covered in the class.
Terms: Aut, Spr
| Units: 1
| Repeatable
6 times
(up to 6 units total)
BIO 313:
Ethics in the Anthropocene
Today, in the Anthropocene, humankind impacts the environment on a massive scale, with severe outcomes for species, ecosystems, and landscapes. The consequences of this impact raise many ethical questions, with new dilemmas forcing us to consider new moral values and re-consider old ones. In this course, we will become acquainted with environmental and conservation ethics and philosophy, and acquire the toolkit of concepts and ideas that will allow us to tackle the current environmental ethical debates. We will explore the role of ethics in the environmental and conservation sciences by discussing the philosophical foundations for moral values in the Anthropocene, as well as by examining practical current-day issues, such as reintroductions, invasive species and conservation advocacy.
Terms: Spr
| Units: 1
BIO 315:
Skills to Survive and Thrive in Graduate School and Beyond
How you respond to the challenges commonly encountered in graduate school and ensuing careers impacts your motivation, productivity, health, and well-being. In this course you will learn: to recognize and rephrase negative self-talk and impostor fears; communicate more clearly and assertively with advisors; build supportive mentoring; handle (difficult) feedback; calm stress and overwhelming feelings; and boost resilience. Structure: NIH webinars and facilitated small discussion groups will provide vital individual support and help implement learned skills in daily life. This is a two-part series to be offered in both winter and spring, which progressively builds foundational well-being awareness with practical tools for sustainable impact on health and work habits.
Terms: Win, Spr
| Units: 1
| Repeatable
6 times
(up to 6 units total)
BIO 329:
Matrix Methods for Dynamic Models and Data Analysis (BIOS 206)
Types of matrices in dynamic & stochastic models, covariances, rectangular data, networks. Spectral theorem, asymptotics, stability theory, Nonnegative matrices, ergodicity, Markov chains. Hermitian, covariance, SVD. Perturbation theory. Random matrix products, Lyapunov exponents. Open to Ph.D. students in Biology. Prerequisites: Calculus (AP level) required. Some knowledge of linear algebra, R, preferred.
Terms: Win
| Units: 1
BIO 330:
Stochastic Methods for Simulation, Dynamics and Data Analysis (BIOS 230)
Markov chains: ergodicity, CLT, passage times, absorption. Simulation: random numbers, chains. Poisson processes: applications and simulation. Time series models. MCMC essentials. Open to Ph.D. students in Biology. Prerequisites: Calculus (AP level) and basic linear algebra required. Facility with linear algebra, R, preferred.
Terms: Spr
| Units: 1
BIO 332:
Evolutionary Genomics
We will read classic and modern papers relevant to evolutionary genomics, and discuss. We will cover a broad range of topics, methods, and species.
Terms: Win
| Units: 2
BIO 338:
Seminar in Computational, Evolutionary, and Human Genomics
Seminars and discussions on current topics in computational, evolutionary, and human genomics.
Terms: Aut
| Units: 2
BIO 346:
Advanced Seminar in Microbial Molecular Biology (CSB 346, GENE 346)
Enrollment limited to PhD students associated with departmental research groups in genetics or molecular biology.
Terms: Aut, Win, Spr
| Units: 1
BIO 355:
Coral Reefs of the Western Pacific: Interdisciplinary Perspectives, Emerging Crises, and Solutions (BIOHOPK 355, CEE 363I, ESS 355)
This new graduate-level course focusses on the complex interplay of biology, physics, chemistry, and human activities that both promotes and limits the development of coral reefs. We will examine the ecology of these biodiverse systems as well as the service they provide in terms of rapid nutrient recycling, coastal protection, and maintenance of large populations of fish. New advances in our understanding of coral reefs will be highlighted, including the role of climate variability and micro- and mesoscale fluid flow in controlling reef growth and persistence, the physiology, genomics, and physics underpinning thermal resilience in corals, contributing and mitigating factors involved in the current decline of coral reefs, ocean acidification, fishing, reef-scale trophic modeling, ecological interactions and trophic cascades, and reefs as part of complex seascapes and linkages with other marine ecosystems. The course will conclude with an analysis of science to policy case studies and future opportunities. The faculty leaders collectively have over 100 years of field experience working in coral reefs of the Pacific and despite our forced online teaching and learning format will endeavor to bring the coral reef field experience to life for this class.
Terms: Aut
| Units: 1
BIO 383:
Seminar in Population Genetics
Literature review, research, and current problems in the theory and practice of population genetics and molecular evolution. May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
BIO 388:
Seminar in Computational, Evolutionary, and Human Genomics
Seminars and discussions on current topics in computational, evolutionary, and human genomics.
Terms: Aut
| Units: 2
| Repeatable
6 times
(up to 6 units total)
BIO 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Bergmann, D. (PI);
Block, B. (PI);
Block, S. (PI);
Chen, X. (PI);
Cremer, J. (PI);
Cyert, M. (PI);
Daily, G. (PI);
Dinneny, J. (PI);
Dirzo, R. (PI);
Dixon, S. (PI);
Exposito-Alonso, M. (PI);
Feldman, J. (PI);
Feldman, M. (PI);
Field, C. (PI);
Fraser, H. (PI);
Frommer, W. (PI);
Frydman, J. (PI);
Fukami, T. (PI);
Gordon, D. (PI);
Gozani, O. (PI);
Hadly, E. (PI);
Heller, H. (PI);
Jacobs-Wagner, C. (PI);
Klein, R. (PI);
Kopito, R. (PI);
Long, S. (PI);
Lowe, C. (PI);
Luo, L. (PI);
McConnell, S. (PI);
Micheli, F. (PI);
Mordecai, E. (PI);
Morrison, A. (PI);
Mudgett, M. (PI);
O'Connell, L. (PI);
Palumbi, S. (PI);
Peay, K. (PI);
Petrov, D. (PI);
Pritchard, J. (PI);
Red-Horse, K. (PI);
Rhee, S. (PI);
Rosenberg, N. (PI);
Sapolsky, R. (PI);
Schnitzer, M. (PI);
Schumer, M. (PI);
Shatz, C. (PI);
Shen, K. (PI);
Simon, M. (PI);
Skotheim, J. (PI);
Stearns, T. (PI);
Tessier-Lavigne, M. (PI);
Ting, A. (PI);
Tuljapurkar, S. (PI);
Vitousek, P. (PI);
Walbot, V. (PI);
Wong, W. (PI)
BIOC 109A:
Building Blocks for Chronic Disease (BIO 109A, BIOC 209A, HUMBIO 158)
Researchers have come a long way in developing therapies for chronic disease but a gap remains between current solutions and the ability to address the disease in full. This course provides an overview to the underlying biology of many of these diseases and how they may connect to each other. A "think outside of the box" approach to drug discovery is needed to bridge such a gap in solutions, and this course teaches the building blocks for that approach. Could Legoland provide the answer? This is a guest lecture series with original contributions from prominent thought leaders in academia and industry. Interaction between students and guest lecturers is expected. Students with a major, minor or coterm in Biology: 109A/209A or 109B/209B may count toward degree program but not both.
Terms: Win
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
BIOC 109B:
Advances in Therapeutic Development: Neuronal Signaling and Immunology (BIO 109B)
This is a seminar course focused on teaching students about novel research and applications in the fields of neuroscience and immunology. The course will cover topics that range from the neuronal pathways in opioid addiction and the mechanics of pain, to advances in immunotherapy. Students will engage with diverse material from leading neuroscience and cancer immunotherapy experts in the Bay Area. Guest lecturers will visit from both academia and neighboring pharmaceutical/biotechnology companies. Active participation is required. Prerequisite: Biology or Human Biology core. Students with a major, minor or coterm in Biology: 109A/209A or 109B/209B may count toward degree program, but not both.
Terms: Spr
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
BIOC 199:
Undergraduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Artandi, S. (PI);
Beachy, P. (PI);
Brandman, O. (PI);
Chu, G. (PI);
Das, R. (PI);
Davis, R. (PI);
Ferrell, J. (PI);
Harbury, P. (PI);
Herschlag, D. (PI);
Kim, P. (PI);
Krasnow, M. (PI);
Li, L. (PI);
Long, S. (PI);
Pfeffer, S. (PI);
Rohatgi, R. (PI);
Salzman, J. (PI);
Spudich, J. (PI);
Straight, A. (PI);
Theriot, J. (PI);
Yeh, E. (PI);
Dang, V. (GP);
Goulart, B. (GP)
BIOC 200:
Applied Biochemistry
Enrollment limited to MD candidates. Fundamental concepts of biochemistry as applied to clinical medicine. Topics include vitamins and cofactors, metabolism of carbohydrates, lipids, amino acids and nucleotides, and the integration of metabolic pathways. Clinical case studies discussed in small-group, problem-based learning sessions.
Terms: Aut
| Units: 2
BIOC 202:
Biochemistry Mini-Course
Open to first year Biochemistry students and to other PhD students with consent of instructor. Hands-on, week-long immersion in biochemical methods and practice, high-throughput sequencing and data analysis, theory and application of light microscopy, and computational approaches to modern biological problems.
Terms: Aut
| Units: 1
BIOC 205:
Molecular Foundations of Medicine
For medical students. The course examines the impact of molecular biology on medicine. Topics include DNA replication, recombination, and repair; genomics; gene transcription; protein translation; and proteins in cell decision-making. Medical impact is examined in patient presentations and small group discussions of papers from the medical literature.
Terms: Aut
| Units: 4
BIOC 209A:
Building Blocks for Chronic Disease (BIO 109A, BIOC 109A, HUMBIO 158)
Researchers have come a long way in developing therapies for chronic disease but a gap remains between current solutions and the ability to address the disease in full. This course provides an overview to the underlying biology of many of these diseases and how they may connect to each other. A "think outside of the box" approach to drug discovery is needed to bridge such a gap in solutions, and this course teaches the building blocks for that approach. Could Legoland provide the answer? This is a guest lecture series with original contributions from prominent thought leaders in academia and industry. Interaction between students and guest lecturers is expected. Students with a major, minor or coterm in Biology: 109A/209A or 109B/209B may count toward degree program but not both.
Terms: Win
| Units: 3
BIOC 215:
Frontiers in Biological Research (DBIO 215, GENE 215)
Students analyze cutting edge science, develop a logical framework for evaluating evidence and models, and enhance their ability to design original research through exposure to experimental tools and strategies. The class runs in parallel with the Frontiers in Biological Research seminar series. Students and faculty meet on the Tuesday preceding each seminar to discuss a landmark paper in the speaker's field of research. Following the Wednesday seminar, students meet briefly with the speaker for a free-range discussion which can include insights into the speakers' paths into science and how they pick scientific problems.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
BIOC 221:
The Teaching of Biochemistry
Required for teaching assistants in Biochemistry. Practical experience in teaching on a one-to-one basis, and problem set design and analysis. Familiarization with current lecture and text materials; evaluations of class papers and examinations. Prerequisite: enrollment in the Biochemistry Ph.D. program or consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 3
| Repeatable
for credit
Instructors: ;
Artandi, S. (PI);
Beachy, P. (PI);
Brandman, O. (PI);
Chu, G. (PI);
Das, R. (PI);
Davis, R. (PI);
Ferrell, J. (PI);
Harbury, P. (PI);
Herschlag, D. (PI);
Kim, P. (PI);
Krasnow, M. (PI);
Li, L. (PI);
Long, S. (PI);
Pfeffer, S. (PI);
Rohatgi, R. (PI);
Salzman, J. (PI);
Spudich, J. (PI);
Straight, A. (PI);
Theriot, J. (PI);
Yeh, E. (PI);
Dang, V. (GP);
Goulart, B. (GP)
BIOC 224:
Advanced Cell Biology (BIO 214, MCP 221)
For Ph.D. students. Taught from the current literature on cell structure, function, and dynamics. Topics include complex cell phenomena such as cell division, apoptosis, signaling, compartmentalization, transport and trafficking, motility and adhesion, and differentiation. Weekly reading of current papers from the primary literature. Advanced undergraduates may participate with the permission of the Course Director.
Terms: Win
| Units: 3
BIOC 227:
Connections: Life, Science, and, Community
Connections aims to welcome first-year students into the Biochemistry Department by fostering connections between you as a scientist and you as an individual with the broader communities of the department, Stanford, and local, national and international communities. The students, staff and faculty who have organized Connections believe that a sense of oneself and of belonging are foundations for doing transformative science and for doing so with purpose and wellness. We strive not just to be scientists but rather citizen-scientists, with broad and manifold aspirations for ourselves and those around us. The sessions planned, in addition to providing practical information, are aimed at continuing your exploration of your values and goals and placing that exploration in context of the multiple communities that you can embrace and that will embrace you. They will do so in ways that are inclusive to all individuals, thereby empowering individuals to be whoever they are, strengthening community, and promoting the ongoing causes of social and societal fairness and justice.
Terms: Aut
| Units: 1
| Repeatable
9 times
(up to 9 units total)
BIOC 239:
Introduction to Analysis of RNA Sequence Data (BIODS 239)
Introduction to analysis of RNA-sequencing data including theory and napplications. Topics discussed will include computer scientific approaches to sequencing alignment such as dynamic programming, and statistical techniques that are that are used in analysis of next-generation sequencing data: Poisson models, the Expectation-Maximization algorithm, bootstrapping, multivariate linear models. Time permitting, we will cover single cell RNA sequencing, analysis and topics that arise in the analysis of multiple or large numbers of samples.
Terms: Aut
| Units: 1-2
BIOC 257:
Currents in Biochemistry
Discussions with Biochemistry faculty on their research careers. Getting to know the faculty, how they think, what drives them, how they chose their directions, and how they made tactical and strategic research decisions along the way.
Terms: Aut
| Units: 1
BIOC 294:
Chemistry for Biologists and Others (BIOS 294)
Chemical transformations are central to biology and function, and chemical methods provide some of the most powerful tools for everyday experimental biology. Yet, most practitioners of biology have learned chemistry through memorization and do not use chemical principles or intuition in their research, even though chemistry underlies most processes and experiments carried out in biology and by biologists. Fortunately, a basic understanding and working knowledge can be gained in a short time, through a small set of simple concepts and limited number of memorized facts. These concepts and facts will be introduced and then mastered through use in highly interactive, in-class problems and evaluation of selected literature. At the end of the three-week course students will have an ability to understand the chemistry underlying cellular processes and to better discuss and evaluate chemical tools and approaches. Prerequisites: High school or college introductory chemistry recommended but not required.nnCourse runs 11/15-12/10 MWF 10-11:45am
Terms: Aut
| Units: 3
BIOC 299:
Directed Reading in Biochemistry
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Artandi, S. (PI);
Beachy, P. (PI);
Brandman, O. (PI);
Chu, G. (PI);
Das, R. (PI);
Davis, R. (PI);
Ferrell, J. (PI);
Harbury, P. (PI);
Herschlag, D. (PI);
Kim, P. (PI);
Krasnow, M. (PI);
Li, L. (PI);
Long, S. (PI);
Pfeffer, S. (PI);
Rohatgi, R. (PI);
Salzman, J. (PI);
Spudich, J. (PI);
Straight, A. (PI);
Theriot, J. (PI);
Ting, A. (PI);
Yeh, E. (PI);
Dang, V. (GP);
Goulart, B. (GP)
BIOC 350:
Development of Thesis Research
Biochemistry 2nd year PhD students with permission of instructor only. Students place their thesis research into a broader scientific perspective, identify important questions to ask, and learn to communicate these clearly. The course includes a series of roundtable discussions with students and faculty about the students' proposed research topics. The initial focus is on developing the equivalent of a specific aims page for a research grant.
Terms: Aut
| Units: 2
| Repeatable
2 times
(up to 4 units total)
BIOC 360:
Developing an Original Research Proposal
Biochemistry 3rd year PhD students with permission of instructor only. Students foster broad familiarity with the biomedical literature and learn to develop new research directions. Topics well outside of each student's research topic are chosen for regular informal journal club presentations. Students work with faculty to hone skills for identifying important open scientific questions, formulating hypotheses, and refining experimental logic. Students work collectively to create a "model" research proposal on a topic of general interest to the group, and then individually to develop an original proposal on a topic of each student's choice.
Terms: Spr
| Units: 1
| Repeatable
4 times
(up to 4 units total)
BIOC 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Artandi, S. (PI);
Beachy, P. (PI);
Brandman, O. (PI);
Chu, G. (PI);
Das, R. (PI);
Davis, R. (PI);
Ferrell, J. (PI);
Harbury, P. (PI);
Herschlag, D. (PI);
Kim, P. (PI);
Krasnow, M. (PI);
Li, L. (PI);
Long, S. (PI);
Pfeffer, S. (PI);
Rohatgi, R. (PI);
Salzman, J. (PI);
Spudich, J. (PI);
Straight, A. (PI);
Theriot, J. (PI);
Yeh, E. (PI);
Dang, V. (GP);
Goulart, B. (GP)
BIOC 399:
Graduate Research and Special Advanced Work
Allows for qualified students to undertake investigations sponsored by individual faculty members.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Artandi, S. (PI);
Beachy, P. (PI);
Brandman, O. (PI);
Chu, G. (PI);
Das, R. (PI);
Davis, R. (PI);
Ferrell, J. (PI);
Harbury, P. (PI);
Herschlag, D. (PI);
Kim, P. (PI);
Konermann, S. (PI);
Krasnow, M. (PI);
Li, L. (PI);
Long, S. (PI);
Pfeffer, S. (PI);
Rohatgi, R. (PI);
Salzman, J. (PI);
Spudich, J. (PI);
Straight, A. (PI);
Theriot, J. (PI);
Yeh, E. (PI);
Dang, V. (GP);
Goulart, B. (GP)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Artandi, S. (PI);
Beachy, P. (PI);
Brandman, O. (PI);
Chu, G. (PI);
Das, R. (PI);
Davis, R. (PI);
Ferrell, J. (PI);
Harbury, P. (PI);
Herschlag, D. (PI);
Kim, P. (PI);
Krasnow, M. (PI);
Li, L. (PI);
Long, S. (PI);
Pfeffer, S. (PI);
Rohatgi, R. (PI);
Salzman, J. (PI);
Spudich, J. (PI);
Straight, A. (PI);
Theriot, J. (PI);
Yeh, E. (PI);
Dang, V. (GP);
Goulart, B. (GP)
BIOC 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Artandi, S. (PI);
Beachy, P. (PI);
Brandman, O. (PI);
Chu, G. (PI);
Das, R. (PI);
Davis, R. (PI);
Ferrell, J. (PI);
Harbury, P. (PI);
Herschlag, D. (PI);
Kim, P. (PI);
Krasnow, M. (PI);
Li, L. (PI);
Long, S. (PI);
Pfeffer, S. (PI);
Rohatgi, R. (PI);
Salzman, J. (PI);
Spudich, J. (PI);
Straight, A. (PI);
Theriot, J. (PI);
Yeh, E. (PI);
Dang, V. (GP);
Goulart, B. (GP)
BIODS 205:
Bioinformatics for Stem Cell and Cancer Biology (STEMREM 205)
For graduate and medical students. High-throughput technologies and data science are essential tools in modern stem cell biology and cancer research. Students will gain practical exposure to bioinformatics concepts and techniques required to address biological questions within these research areas. The beginning of the quarter is focused on foundational principles underlying bioinformatics and genomics. Focus for the remainder of the quarter is on direct, hands-on experience with applications to common research problems. Topics include analysis of bulk and single-cell sequencing data, single gene to whole-genome analysis, machine learning, and data visualization. Intended for biology students without a background in computer science, or for students in a quantitative discipline interested in gaining exposure to key challenges in stem cell and cancer genomics. Basic programming experience is recommended but not required.
Terms: Win
| Units: 3
| Repeatable
2 times
(up to 4 units total)
BIODS 210:
Configuration of the US Healthcare System and the Application of Big Data/Analytics
Almost no country anywhere in the world can afford their healthcare. Starbucks spends more money on healthcare than their coffee. General Motors spends more money on healthcare than steel for their cars. The macro economic effects of healthcare costs along with significant sociodemographic shifts impact every part of our society. In the United States there have been twin massive policy responses (health technology and health payment reform) which are now being coupled with unprecedented venture and industry activity. nnThe purpose of this course will be to understand real world and industry based opportunities within the healthcare system. The course will offer an introductory framework for understanding healthcare configuration encompassing macro economics, health policy 101 and market dynamics. The bulk of the course will focus on the major changes in how (big) data and analytics is being applied in industry and why this matters. There will be an introduction to the most relevant frontier technologies being applied to healthcare data including but not limited to mobility, connectivity, machine learning, "omics". Each technology will be showcased by a seminar with a relevant company outlining their business model application to a care healthcare data technology. nnWhat differentiates this course from other health policy and health data courses:n-- Marketplace overview + trends (Prospective look at new emerging models versus what has previously worked)n-- Industry perspectiven-- Venture perspectiven-- Data in action (industry applications of "big data")n-- Course will be heavily focused on real world/industry based application.
Terms: Spr
| Units: 2
| Repeatable
2 times
(up to 4 units total)
BIODS 217:
Analytics Accelerator (CME 217)
This is a multidisciplinary graduate level course designed to give students hands-on experience working in teams through real-world project-based research and experiential classroom activities. Students work in dynamic teams with the support of course faculty and mentors, researching preselected topics. Students apply a computational and data analytics lens and use design thinking methodology. The course exposes students to ethics, unintended consequences and team building exercises supported by relevant lectures on data science and subject matter topics. Pre-requisites: none. Enrollment by application only. Graduate students only. The course application closes November 30, 2021. Application and more information: https://forms.gle/VW6KKWN4AUV6cPzZA
Terms: Win
| Units: 3
| Repeatable
2 times
(up to 6 units total)
BIODS 217A:
Analytics Accelerator Seminar (CME 217A)
CME 217A introduces students to potential computational mathematics research projects at Stanford and with outside organizations. This seminar series is an introduction to winter quarter CME 217B, a multidisciplinary graduate level course designed to give students hands-on experience working in teams through real-world project-based research. Each week throughout the quarter, a project mentor will present their research. In November, students preference projects and apply for the winter quarter CME 217B. Pre-requisites: none. Graduate students only.
Terms: Aut
| Units: 1
| Repeatable
2 times
(up to 2 units total)
BIODS 220:
Artificial Intelligence in Healthcare (BIOMEDIN 220, CS 271)
Healthcare is one of the most exciting application domains of artificial intelligence, with transformative potential in areas ranging from medical image analysis to electronic health records-based prediction and precision medicine. This course will involve a deep dive into recent advances in AI in healthcare, focusing in particular on deep learning approaches for healthcare problems. We will start from foundations of neural networks, and then study cutting-edge deep learning models in the context of a variety of healthcare data including image, text, multimodal and time-series data. In the latter part of the course, we will cover advanced topics on open challenges of integrating AI in a societal application such as healthcare, including interpretability, robustness, privacy and fairness. The course aims to provide students from diverse backgrounds with both conceptual understanding and practical grounding of cutting-edge research on AI in healthcare. Prerequisites: Proficiency in Python or ability to self-learn; familiarity with machine learning and basic calculus, linear algebra, statistics; familiarity with deep learning highly recommended (e.g. prior experience training a deep learning model).
Terms: Aut
| Units: 3-4
BIODS 221:
Machine Learning Approaches for Data Fusion in Biomedicine (BIOMEDIN 221)
Vast amounts of biomedical data are now routinely available for patients, raging from genomic data, to radiographic images and electronic health records. AI and machine learning are increasingly used to enable pattern discover to link such data for improvements in patient diagnosis, prognosis and tailoring treatment response. Yet, few studies focus on how to link different types of biomedical data in synergistic ways, and to develop data fusion approaches for improved biomedical decision support. This course will describe approaches for multi-omics, multi-modal and multi-scale data fusion of biomedical data in the context of biomedical decision support. Prerequisites: CS106A or equivalent, Stats 60 or equivalent.
Terms: Aut
| Units: 2
BIODS 232:
Consulting Workshop on Biomedical Data Science
The Data Studio is a collaboration between Spectrum (The Stanford Center for Clinical and Translational research and Education) and the Department of Biomedical Data Science (DBDS). The educational goal of this workshop is to provide data science consultation training for students. Data Studio is open to the Stanford community, and we expect it to have educational value for students and postdocs interested in biomedical data science. Most sessions are workshops that provide an extensive and in-depth consultation for a Medical School researcher based on research questions, data, statistical models, and other material prepared by the researcher with the aid of our facilitator. At the workshop, the researcher explains the project, goals, and needs. Experts in the area across campus will be invited and contribute to the brainstorming. After the workshop, the facilitator will follow up,helping with immediate action items and summary of the discussion. The last session of each month is devoted to drop-in consulting. DBDS faculty are available to provide assistance with your research questions. Skills required of practicing biomedical consultants, including exposed to biomedical and health science applications, identification of data science related questions, selection or development of appropriate statistical and analytic approaches to answer research needs. Students are required to attend the regular workshops and participate one to two consulting projects as team members under the supervision of faculty members or senior staff. Depending on the nature of the consulting service, the students may need to conduct numerical simulation, plan sample size, design study, and analyze client data. the formal written report needs to be completed at the end of consulting projects. May be repeated for credit. Prerequisites: course work in applied statistics, data analysis, and consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
2 times
(up to 4 units total)
BIODS 235:
Best practices for developing data science software for clinical and healthcare applications
Best practices for developing data science software for clinical and healthcare applications is a new seminar aimed to provide an overview of the strategies, processes, and regulatory hurdles to develop software implementing new algorithms or analytical approaches to be used in clinical diagnosis or medical practice. Upon completing this seminar, biomedical scientists implementing diagnostics, analytical, or AI-driven clinical decision support software should better understand how to protect, transfer, commercialize, and translate their inventions into the clinic. Topics include: Intellectual property strategies and technology licensing challenges; software development and quality best practices for the clinic; regulatory frameworks for clinical decision support and diagnostics informatics applications. It is open primarily to graduate students across Stanford and combines short lectures, guest industry speakers, and workshop sessions to allow participants to receive feedback on current related projects that are undertaking. Enrollment limited to 25 to allow participants present their current projects. Prerequisites: Basic experience in programing and algorithm or software tool development. Ideally, the participant is actively implementing a new method/process/application in software aimed to be used in the clinic.
Terms: Win
| Units: 1
BIODS 239:
Introduction to Analysis of RNA Sequence Data (BIOC 239)
Introduction to analysis of RNA-sequencing data including theory and napplications. Topics discussed will include computer scientific approaches to sequencing alignment such as dynamic programming, and statistical techniques that are that are used in analysis of next-generation sequencing data: Poisson models, the Expectation-Maximization algorithm, bootstrapping, multivariate linear models. Time permitting, we will cover single cell RNA sequencing, analysis and topics that arise in the analysis of multiple or large numbers of samples.
Terms: Aut
| Units: 1-2
BIODS 248B:
Causal Inference in Clinical Trials and Observational Study (II) (BIODS 248BP, BIOMEDIN 248B, STATS 248B)
This course offers an overview of statistical foundations for causal inference. This course introduces new analytic methods for causal inference in observational study including propensity score, doubly robust estimation, instrumental variables, marginal structure modeling for time-varying confounding, precision medicine, and sensitivity analysis for unmeasured confounding. This course also offers study design issues such as estimand. The course is designed to be a continuation of the clinical trial course (BIODS 248) and focuses on making causal inferences via observational study including real world data. However, BIODS 248 is not required for this course, which is self-contained. Prerequisites: Working knowledge of statistical inference, probability theory, and R.
Terms: Spr
| Units: 3
| Repeatable
2 times
(up to 6 units total)
BIODS 248BP:
Causal Inference in Clinical Trials and Observational Study (II) (BIODS 248B, BIOMEDIN 248B, STATS 248B)
This course offers an overview of statistical foundations for causal inference. This course introduces new analytic methods for causal inference in observational study including propensity score, doubly robust estimation, instrumental variables, marginal structure modeling for time-varying confounding, precision medicine, and sensitivity analysis for unmeasured confounding. This course also offers study design issues such as estimand. The course is designed to be a continuation of the clinical trial course (BIODS 248) and focuses on making causal inferences via observational study including real world data. However, BIODS 248 is not required for this course, which is self-contained. Prerequisites: Working knowledge of statistical inference, probability theory, and R.
Terms: Spr
| Units: 3
| Repeatable
2 times
(up to 6 units total)
BIODS 253:
Software Engineering For Scientists
The importance of software to science has grown tremendously over the past 20 years. Proper use of standardized Software Engineering techniques, such as cloud computing, testing, virtualization, testing, and source control, is often necessary for high-quality, and replicable science. Software Engineering for Scientists is designed to help researchers, scientists, and non-domain-experts gain hands-on knowledge of the tools and practices that will make your day-to-day work more efficient and less error-prone, be it in academia or industry. Students will learn to adopt the most important and germane of the techniques used in the real world (from startups to large companies), and we will provide you with a good understanding of the tools, approaches, and tradeoffs inherent in writing any kind of program. The class is taught by an expert with 20 years of experience building software, managing engineering and product teams at companies including Google and Twitter who now works primarily in biotechnology and a Professor in the Biomedical Data Sciences with more than 30 years of experience teaching in bioinformatics at both Stanford and UCSF. Pre-recorded lectures will be provided and will cover topics from both a theoretical and practical perspective. In person lectures will be primarily interactive; we will spend time answering students' questions and talking about how these learnings could be useful to their research. There will be a number of assignments and a final project which can be based on students' existing research.
Terms: Win
| Units: 2
BIODS 260A:
Workshop in Biostatistics (STATS 260A)
Applications of data science techniques to current problems in biology, medicine and healthcare. To receive credit for one or two units, a student must attend every workshop. To receive two units, in addition to attending every workshop, the student is required to write a two page critical summary of one of the workshops, with the choice made by the student.
Terms: Aut
| Units: 1-2
| Repeatable
for credit
BIODS 260B:
Workshop in Biostatistics (STATS 260B)
Applications of data science techniques to current problems in biology, medicine and healthcare. To receive credit for one or two units, a student must attend every workshop. To receive two units, in addition to attending every workshop, the student is required to write a two page critical summary of one of the workshops, with the choice made by the student
Terms: Win
| Units: 1-2
| Repeatable
for credit
BIODS 260C:
Workshop in Biostatistics (STATS 260C)
Applications of data science techniques to current problems in biology, medicine and healthcare. To receive credit for one or two units, a student must attend every workshop. To receive two units, in addition to attending every workshop, the student is required to write a two page critical summary of one of the workshops, with the choice made by the student
Terms: Spr
| Units: 1-2
| Repeatable
for credit
BIODS 299:
Directed Reading and Research
For students wishing to receive credit for directed reading or research time. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Bustamante, C. (PI);
Efron, B. (PI);
Engelhardt, B. (PI);
Hastie, T. (PI);
Lu, Y. (PI);
Olshen, R. (PI);
Palacios, J. (PI);
Rivas, M. (PI);
Sabatti, C. (PI);
Salzman, J. (PI);
Tian, L. (PI);
Tibshirani, R. (PI);
Yeung, S. (PI);
Zou, J. (PI)
BIODS 352:
Topics in Computing for Data Science (STATS 352)
A seminar-style course jointly supported by the Statistics department and Stanford Data Science, and suitable for doctoral students engaged in either research on data science techniques (statistical or computational, for example) or research in scientific fields relying on advanced data science to achieve its goals. Seminars will usually consist of a student presentation of a relevant technical topic followed by discussion of the topic by all. Topics will be assigned to individuals to combine relevance for the course and suitability to the individual student's background and research interests. Prerequisites: Competence in the basic data science needed for the student's research goals plus preparation for presenting a suitable topic. Before enrolling, participants should have a topic approved as prescribed on the website https://stat352.stanford.edu.
Terms: Spr
| Units: 1
BIODS 360:
Inclusive Mentorship in Data Science (BIOMEDIN 360)
This course has the following broad goals: (1) To ensure that Stanford graduate students in data science are intentionally trained to effectively mentor people who may be different from them. (2) To sustainably develop pathways to increase access to higher education and to Stanford graduate programs in data science for individuals from backgrounds currently under-represented in those fields. During weekly class meetings, graduate student participants will learn strategies to create an inclusive environment, approaches to effective mentoring and coaching, and techniques to develop a personalized curriculum with the course staff and guest speakers. They will also be paired with current undergraduates from non-R1 schools with an interest in data science, recruited in partnership with faculty from those institutions. Participants will meet online weekly for one-on-one mentorship where you will expose your mentee to research in data science. During weekly online meetings, you will work with your mentee on a range of activities, planned with assistance from course staff, including planning their course of studies, navigating internship opportunities and preparing applications; tutoring in some aspects of data science; and guidance in engaging in mini-research projects, depending on their interests.
Terms: Win
| Units: 1-2
| Repeatable
2 times
(up to 4 units total)
BIODS 399:
Graduate Research on Biomedical Data Science
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
BIOE 10SC:
Needs Finding in Healthcare
Are you on an engineering pathway, but trying to decide if opportunities in healthcare might be of interest to you? Or, are you committed to a career in healthcare, but eager to explore how to incorporate technology innovation into your plans? In either case, Needs Finding in Healthcare is the Sophomore College for you! Many courses offered during the regular academic year provide students with the opportunity to understand healthcare problems and invent new technologies to address them. But none give undergraduates the chance to observe the delivery of healthcare in the real world and identify important unmet needs for themselves - until now! Needs Finding in Healthcare is a Sophomore College course offered by Professor Paul Yock and the Stanford Biodesign team. We¿re looking for students who are passionate about innovation and interested in how technology can be applied to help make healthcare better for patients everywhere. Over approximately three weeks, you'll spend time: Learning the fundamentals of the biodesign innovation process for health technology innovation Performing first-hand observations of care delivery in the Stanford's hospital and clinics to identify compelling unmet needs Conducting background research and interacting with physicians and patients to understand and prioritize those needs Brainstorming and building early-stage prototypes to enhance your understanding of the unmet need and critical requirements for solving it In addition, you'll meet experienced innovators from the health technology field and explore different career pathways in this dynamic space. Join us if you want to make a difference at the intersection of medicine and engineering!
Terms: Sum
| Units: 2
BIOE 42:
Physical Biology
BIOE 42 is designed to introduce students to general engineering principles that have emerged from theory and experiments in biology. Topics covered will cover the scales from molecules to cells to organisms, including fundamental principles of entropy, diffusion, and continuum mechanics. These topics will link to several biological questions, including DNA organization, ligand binding, cytoskeletal mechanics, and the electromagnetic origin of nerve impulses. In all cases, students will learn to develop toy models that can explain quantitative measurements of the function of biological systems. Prerequisites: MATH 19, 20, 21 CHEM 31A, B (or 31X), PHYSICS 41; strongly recommended: CS 106A, CME 100 or MATH 51, and CME 106; or instructor approval.
Terms: Spr
| Units: 4
| UG Reqs: WAY-AQR, WAY-SMA
BIOE 44:
Fundamentals for Engineering Biology Lab
An introduction to next-generation techniques in genetic, molecular, biochemical, cellular and tissue engineering. Lectures cover advances in the field of synthetic biology with emphasis on genetic engineering, 3D bioprinting, plasmid design, gene synthesis, genetic circuits, safety and bio ethics. Lab modules will teach students how to: conduct basic lab techniques, add/remove DNA from living matter, engineer prokaryotic and eukaryotic cells, build a 3D bioprinter, and print cells. Group projects will build upon current research including: 3D bioprinting as an emerging field of synthetic biology, gene and genome engineering via decoupled design, component engineering with a focus on molecular design and quantitative analysis of experiments, device and system engineering using abstracted genetically encoded objects, and product development based on useful applications of biological technologies. Concurrent or previous enrollment in BIO 82 or BIO 83
Terms: Aut, Win
| Units: 4
| UG Reqs: WAY-SMA
BIOE 51:
Anatomy for Bioengineers
Fundamental human anatomy, spanning major body systems and tissues including nerve, muscle, bone, cardiovascular, respiratory, gastrointestinal, and renal systems. Explore intricacies of structure and function, and how various body parts come together to form a coherent and adaptable living being. Correlate clinical conditions and therapeutic interventions.
Terms: Spr
| Units: 4
BIOE 60:
Beyond Bitcoin: Applications of Distributed Trust
In the past, people have relied on trusted third parties to facilitate the transactions that define our lives: how we store medical records, how we share genomic information with scientists and drug companies, where we get our news, and how we communicate. Advances in distributed systems and cryptography allow us to eschew such parties. Today, we can create a global, irrefutable ledger of transactions, events, and diagnoses, such that rewriting history is computationally infeasible. What can we build on top of such a powerful data structure? What are the consequences of pseudo-legal contracts and promises written in mathematical ink? In this class, we will bring together experts in cryptography, healthcare, and distributed consensus with students across the university. The first weeks present a technical overview of block chain primitives. In the following weeks, the class will focus on discussing applications and policy issues through lectures and guest speakers from various domains across both academia and industry. Limited enrollment, subject to instructor approval.
Terms: Aut
| Units: 1
BIOE 70Q:
Medical Device Innovation
BIOE 70Q invites students to apply design thinking to the creation of healthcare technologies. Students will learn about the variety of factors that shape healthcare innovation, and through hands-on design projects, invent their own solutions to clinical needs. Guest instructors will include engineers, doctors, entrepreneurs, and others who have helped bring ideas from concept to clinical use.
Terms: Spr
| Units: 3
| UG Reqs: WAY-CE
BIOE 72N:
Pathophysiology and Design for Cardiovascular Disease
Future physicians, social and biological scientists, and engineers will be the core of teams that solve major problems threatening human health. Bridging these diverse areas will require thinkers who can understand human biology and also think broadly about approaching such challenges.nnFocusing on heart disease, students in this seminar will learn about the multi-factorial problems leading to the leading cause of death in the U.S., along with how to apply design thinking to innovate in the context of healthcare.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SMA
BIOE 80:
Introduction to Bioengineering (Engineering Living Matter) (ENGR 80)
Students completing BIOE.80 should have a working understanding for how to approach the systematic engineering of living systems to benefit all people and the planet. Our main goals are (1) to help students learn ways of thinking about engineering living matter and (2) to empower students to explore the broader ramifications of engineering life. Specific concepts and skills covered include but are not limited to: capacities of natural life on Earth; scope of the existing human-directed bioeconomy; deconstructing complicated problems; reaction & diffusion systems; microbial human anatomy; conceptualizing the engineering of biology; how atoms can be organized to make molecules; how to print DNA from scratch; programming genetic sensors, logic, & actuators; biology beyond molecules (photons, electrons, etc.); what constraints limit what life can do?; what will be the major health challenges in 2030?; how does what we want shape bioengineering?; who should choose and realize various competing bioengineering futures?
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-EngrAppSci, WAY-FR
BIOE 101:
Systems Biology (BIOE 210)
Complex biological behaviors through the integration of computational modeling and molecular biology. Topics: reconstructing biological networks from high-throughput data and knowledge bases. Network properties. Computational modeling of network behaviors at the small and large scale. Using model predictions to guide an experimental program. Robustness, noise, and cellular variation. Prerequisites: CME 102; BIO 82, BIO 84; or consent of instructor.
Terms: Aut
| Units: 3
| UG Reqs: WAY-AQR
BIOE 103:
Systems Physiology and Design
Physiology of intact human tissues, organs, and organ systems in health and disease, and bioengineering tools used (or needed) to probe and model these physiological systems. Topics: Clinical physiology, network physiology and system design/plasticity, diseases and interventions (major syndromes, simulation, and treatment, instrumentation for intervention, stimulation, diagnosis, and prevention), and new technologies including tissue engineering and optogenetics. Discussions of pathology of these systems in a clinical-case based format, with a view towards identifying unmet clinical needs. Learning computational skills that not only enable simulation of these systems but also apply more broadly to biomedical data analysis. Prerequisites: CME 102; PHYSICS 41; BIO 82, BIO 84.
Terms: Spr
| Units: 4
| UG Reqs: WAY-AQR, WAY-SMA
BIOE 122:
BioSecurity and Pandemic Resilience (EMED 122, EMED 222, PUBLPOL 122, PUBLPOL 222)
Overview of the most pressing biosecurity issues facing the world today, with a special focus on the COVID-19 pandemic. Critical examination of ways of enhancing biosecurity and pandemic resilience to the current and future pandemics. Examination of how the US and the world are able to withstand a pandemic or a bioterrorism attack, how the medical/healthcare field, government, and technology sectors are involved in biosecurity and pandemic or bioterrorism preparedness and response and how they interface; the rise of synthetic biology with its promises and threats; global bio-surveillance; effectiveness of various containment and mitigation measures; hospital surge capacity; medical challenges; development, production, and distribution of countermeasures such as vaccines and drugs; supply chain challenges; public health and policy aspects of pandemic preparedness and response; administrative and engineering controls to enhance pandemic resilience; testing approaches and challenges; promising technologies for pandemic response and resilience, and other relevant topics. Guest lecturers have included former Secretary of State Condoleezza Rice, former Special Assistant on BioSecurity to Presidents Clinton and Bush Jr. Dr. Ken Bernard, former Assistant Secretary of Health and Human Services Dr. Robert Kadlec, eminent scientists, public health leaders, innovators and physicians in the field, and leaders of relevant technology companies. Open to medical, graduate, and undergraduate students. No prior background in biology necessary. Must be taken for at least 4 units to get WAYs credit. Students also have an option to take the class for 2 units as a speaker series/seminar where they attend half the class sessions (or more) and complete short weekly assignments. In -person, asynchronous synchronous online instruction are available.
Terms: Win
| Units: 2-5
| UG Reqs: GER: DB-NatSci, GER:EC-GlobalCom, WAY-SI
| Repeatable
3 times
(up to 15 units total)
BIOE 123:
Bioengineering Systems Prototyping Lab
The Bioengineering System Prototyping Laboratory is a fast-paced, team-based system engineering experience, in which teams of 2-3 students design and build a fermenter that meets a set of common requirements along with a set of unique team-determined requirements. Students learn-by-doing hands-on skills in electronics and mechanical design and fabrication. Teams also develop process skills and an engineering mindset by aligning specifications with requirements, developing output metrics and measuring performance, and creating project proposals and plans. The course culminates in demonstration of a fully functioning fermenter that meets the teams' self-determined metrics. n nLearning goals: 1) Design, fabricate, integrate, and characterize practical electronic and mechanical hardware systems that meet clear requirements in the context of Bioengineering (i.e., build something that works). 2) Use prototyping tools, techniques, and instruments, including: CAD, 3D printing, laser cutting, microcontrollers, and oscilloscopes. 3) Create quantitative system specifications and test measurement plans to demonstrate that a design meets user requirements. 4) Communicate design elements, choices, specifications, and performance through design reviews and written reports. 5) Collaborate as a team member on a complex system design project (e.g., a fermenter). n nLimited enrollment, with priority for Bioengineering undergraduates. Prerequisites: Physics 43, or equivalent. Experience with Matlab and/or Python is recommended.
Terms: Win
| Units: 4
| UG Reqs: WAY-SMA
BIOE 131:
Ethics in Bioengineering (ETHICSOC 131X)
Bioengineering focuses on the development and application of new technologies in the biology and medicine. These technologies often have powerful effects on living systems at the microscopic and macroscopic level. They can provide great benefit to society, but they also can be used in dangerous or damaging ways. These effects may be positive or negative, and so it is critical that bioengineers understand the basic principles of ethics when thinking about how the technologies they develop can and should be applied. On a personal level, every bioengineer should understand the basic principles of ethical behavior in the professional setting. This course will involve substantial writing, and will use case-study methodology to introduce both societal and personal ethical principles, with a focus on practical applications.
Terms: Spr
| Units: 3
| UG Reqs: GER:EC-EthicReas, WAY-ER
Instructors: ;
Altman, R. (PI);
Magnus, D. (PI);
Carlson, M. (TA);
Chrisman, B. (TA);
Enright, N. (TA);
Klich, J. (TA);
Mkrtchyan, G. (TA);
Nguyen, E. (TA);
Pomeroy-Carter, C. (TA);
den Braven, T. (TA)
BIOE 141A:
Senior Capstone Design I
Lecture/Lab. First course of two-quarter capstone sequence. Team based project introduces students to the process of designing new biological technologies to address societal needs. Topics include methods for validating societal needs, brainstorming, concept selection, and the engineering design process. First quarter deliverable is a design for the top concept. Second quarter involves implementation and testing. Guest lectures and practical demonstrations are incorporated. Prerequisites: BIOE 123 and BIOE 44. This course is open only to seniors in the undergraduate Bioengineering program.
Terms: Aut
| Units: 4
Instructors: ;
Dunn, J. (PI);
Fan, R. (PI);
Korndorffer, J. (PI);
Liphardt, J. (PI);
Love, Z. (PI);
Prakash, M. (PI);
Qi, S. (PI);
Towles, J. (PI);
Venook, R. (PI);
Wall, J. (PI);
Cecchi, N. (TA);
McIlwain, T. (TA);
Yan, J. (TA);
Yu, B. (TA)
BIOE 141B:
Senior Capstone Design II
Lecture/Lab. Second course of two-quarter capstone sequence. Team based project introduces students to the process of designing new biological technologies to address societal needs. Emphasis is on implementing and testing the design from the first quarter with the at least one round of prototype iteration. Guest lectures and practical demonstrations are incorporated. Prerequisites: BIOE123 and BIOE44. This course is open only to seniors in the undergraduate Bioengineering program. IMPORTANT NOTE: class meets in Shriram 112.
Terms: Win
| Units: 4
Instructors: ;
Fan, R. (PI);
Liphardt, J. (PI);
Love, Z. (PI);
Qi, S. (PI);
Towles, J. (PI);
Venook, R. (PI);
Cecchi, N. (TA);
Rajesh, N. (TA);
Yan, J. (TA);
Yu, B. (TA)
BIOE 150:
Biochemical Engineering (CHEMENG 150, CHEMENG 250)
Combines biological knowledge and methods with quantitative engineering principles. Quantitative review of biochemistry and metabolism as well as recombinant DNA technology and synthetic biology (metabolic engineering). The course begins with a review of basic cell biology, proceeds to bioprocess design and development, and ends with applied synthetic biology methods and examples. Prerequisite: CHEMENG 181 or equivalent.
Terms: Aut
| Units: 3
BIOE 177:
Inventing the Future
The famous computer scientist, Alan Kay, once said, "The best way to predict the future is to invent it." As such, we are all responsible for inventing the future we hope we and our descendants will experience. In this highly interactive course, we will be exploring how to predict and invent the future and why this is important by focusing on a wide range of frontier technologies, such as robotics, AI, genomics, autonomous vehicles, blockchain, 3D Printing, VR/AR, synthetic meat, etc. The class will feature debates in which students present utopian and dystopian scenarios, and determine what has to be done to inoculate ourselves against the negative consequences. Limited enrollment. Admission by application: dschool.stanford.edu/classes.
Terms: Win
| Units: 3
BIOE 190:
Design Thinking in Human Performance Research
This course will introduce you to research areas in human performance and a framework for planning a research project in the area. The course will enable you to gain experience at identifying compelling research needs, pitching research ideas, designing experiments, communicating scientific data and conducting meetings with your mentor to solicit helpful feedback on your work. The course will culminate in the preparation of a research proposal that addresses a research question of interest that you plan to pursue in the near-term.
Terms: Spr
| Units: 3
BIOE 191:
Bioengineering Problems and Experimental Investigation
Directed study and research for undergraduates on a subject of mutual interest to student and instructor. Prerequisites: consent of instructor and adviser. (Staff)
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Abu-Remaileh, M. (PI);
Altman, R. (PI);
Andriacchi, T. (PI);
Appel, E. (PI);
Bammer, R. (PI);
Barron, A. (PI);
Batzoglou, S. (PI);
Bintu, L. (PI);
Boahen, K. (PI);
Brophy, J. (PI);
Bryant, Z. (PI);
Butte, A. (PI);
Camarillo, D. (PI);
Carter, D. (PI);
Cochran, J. (PI);
Coleman, T. (PI);
Covert, M. (PI);
Deisseroth, K. (PI);
Delp, S. (PI);
Endy, D. (PI);
Engel, A. (PI);
Ennis, D. (PI);
Eshel, N. (PI);
Fahrig, R. (PI);
Feinstein, J. (PI);
Fischbach, M. (PI);
Fisher, D. (PI);
Fordyce, P. (PI);
Gambhir, S. (PI);
Gold, G. (PI);
Goodman, S. (PI);
Graves, E. (PI);
Gurtner, G. (PI);
Hargreaves, B. (PI);
Heilshorn, S. (PI);
Huang, K. (PI);
Huang, P. (PI);
Kornberg, R. (PI);
Kovacs, G. (PI);
Krummel, T. (PI);
Kuhl, E. (PI);
Lee, J. (PI);
Levenston, M. (PI);
Levin, C. (PI);
Lin, M. (PI);
Liphardt, J. (PI);
Longaker, M. (PI);
Moore, T. (PI);
Nuyujukian, P. (PI);
Pauly, K. (PI);
Pelc, N. (PI);
Plevritis, S. (PI);
Prakash, M. (PI);
Qi, S. (PI);
Quake, S. (PI);
Rogers, K. (PI);
Sanger, T. (PI);
Sapolsky, R. (PI);
Schnitzer, M. (PI);
Scott, M. (PI);
Shenoy, K. (PI);
Skylar-Scott, M. (PI);
Smolke, C. (PI);
Spielman, D. (PI);
Swartz, J. (PI);
Taylor, C. (PI);
Venook, R. (PI);
Wakatsuki, S. (PI);
Wall, J. (PI);
Wang, B. (PI);
Wang, P. (PI);
Woo, J. (PI);
Wu, J. (PI);
Yang, F. (PI);
Yock, P. (PI);
Zeitzer, J. (PI);
Zenios, S. (PI);
Xu, S. (GP)
BIOE 191X:
Out-of-Department Advanced Research Laboratory in Bioengineering
Individual research by arrangement with out-of-department instructors. Credit for 191X is restricted to declared Bioengineering majors pursuing honors and requires department approval. See http://bioengineering.stanford.edu/education/undergraduate.html for additional information. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
15 times
(up to 60 units total)
Instructors: ;
Annes, J. (PI);
Attardi, L. (PI);
Barres, B. (PI);
Blau, H. (PI);
Buckwalter, M. (PI);
De Leo, G. (PI);
Diehn, M. (PI);
Elias, J. (PI);
Eshel, N. (PI);
Feldman, B. (PI);
Fire, A. (PI);
Han, M. (PI);
Hanawalt, P. (PI);
Heilshorn, S. (PI);
Khosla, C. (PI);
Kornberg, R. (PI);
Kuo, C. (PI);
Luo, L. (PI);
Mochly-Rosen, D. (PI);
Monje-Deisseroth, M. (PI);
Nusse, R. (PI);
Okamura, A. (PI);
Oro, A. (PI);
Pasca, S. (PI);
Pitteri, S. (PI);
Qi, S. (PI);
Relman, D. (PI);
Shrager, J. (PI);
Stoyanova, T. (PI);
Sudhof, T. (PI);
Wakatsuki, S. (PI);
Weissman, I. (PI);
Williams, L. (PI);
Wu, J. (PI);
Wu, S. (PI);
Yang, Y. (PI);
Kay-Sherrard, E. (GP)
BIOE 201C:
Diagnostic Devices Lab (BIOE 301C)
This course exposes students to the engineering principles and clinical application of medical devices through lectures and hands-on labs, performed in teams of two. Teams take measurements with these devices and fit their data to theory presented in the lecture. Devices covered include X-ray, CT, MRI, EEG, ECG, Ultrasound and BMI (Brain-machine interface). Prerequisites: BIOE 103 or BIOE 300B.
Terms: Spr
| Units: 2
BIOE 209:
Mathematical Modeling of Biological Systems (CME 209)
The course covers mathematical and computational techniques needed to solve advanced problems encountered in applied bioengineering. Fundamental concepts are presented in the context of their application to biological and physiological problems including cancer, cardiovascular disease, infectious disease, and systems biology. Topics include Taylor's Series expansions, parameter estimation, regression, nonlinear equations, linear systems, optimization, numerical differentiation and integration, stochastic methods, ordinary differential equations and Fourier series. Python, Matlab and other software will be used for weekly assignments and projects.nPrerequisites: Math 51, 52, 53; prior programming experience (Matlab or other language at level of CS 106a or higher)
Terms: Win
| Units: 3
BIOE 210:
Systems Biology (BIOE 101)
Complex biological behaviors through the integration of computational modeling and molecular biology. Topics: reconstructing biological networks from high-throughput data and knowledge bases. Network properties. Computational modeling of network behaviors at the small and large scale. Using model predictions to guide an experimental program. Robustness, noise, and cellular variation. Prerequisites: CME 102; BIO 82, BIO 84; or consent of instructor.
Terms: Aut
| Units: 3
BIOE 212:
Introduction to Biomedical Data Science Research Methodology (BIOMEDIN 212, CS 272, GENE 212)
Capstone Biomedical Data Science experience. Hands-on software building. Student teams conceive, design, specify, implement, evaluate, and report on a software project in the domain of biomedicine. Creating written proposals, peer review, providing status reports, and preparing final reports. Issues related to research reproducibility. Guest lectures from professional biomedical informatics systems builders on issues related to the process of project management. Software engineering basics. Because the team projects start in the first week of class, attendance that week is strongly recommended. Prerequisites: BIOMEDIN 210 or 214 or 215 or 217 or 260. Preference to BMI graduate students. Consent of instructor required.
Terms: Win, Spr
| Units: 3-5
BIOE 213:
Stochastic and Nonlinear Dynamics (APPPHYS 223, BIO 223, PHYSICS 223)
Theoretical analysis of dynamical processes: dynamical systems, stochastic processes, and spatiotemporal dynamics. Motivations and applications from biology and physics. Emphasis is on methods including qualitative approaches, asymptotics, and multiple scale analysis. Prerequisites: ordinary and partial differential equations, complex analysis, and probability or statistical physics.
Terms: Aut
| Units: 3
BIOE 214:
Representations and Algorithms for Computational Molecular Biology (BIOMEDIN 214, CS 274, GENE 214)
Topics: This is a graduate level introduction to bioinformatics and computational biology, algorithms for alignment of biological sequences and structures, computing with strings, phylogenetic tree construction, hidden Markov models, basic structural computations on proteins, protein structure prediction, molecular dynamics and energy minimization, statistical analysis of 3D biological data, integration of data sources, knowledge representation and controlled terminologies for molecular biology, microarray analysis, chemoinformatics, pharmacogenetics, network biology. Note: For Fall 2021, Dr. Altman will be away on sabbatical and so class will be taught from lecture videos recorded in fall of 2018. The class will be entirely online, with no scheduled meeting times. Lectures will be released in batches to encourage pacing. A team of TAs will manage all class logistics and grading. Firm prerequisite: CS 106B.
Terms: Aut
| Units: 3-4
BIOE 217:
Translational Bioinformatics (BIOMEDIN 217, CS 275, GENE 217)
Computational methods for the translation of biomedical data into diagnostic, prognostic, and therapeutic applications in medicine. Topics: multi-scale omics data generation and analysis, utility and limitations of public biomedical resources, machine learning and data mining, issues and opportunities in drug discovery, and mobile/digital health solutions. Case studies and course project. Prerequisites: programming ability at the level of CS 106A and familiarity with biology and statistics.
Terms: Win
| Units: 3-4
BIOE 220:
Introduction to Imaging and Image-based Human Anatomy (RAD 220)
Focus on learning the fundamentals of each imaging modality including X-ray Imaging, Ultrasound, CT, and MRI, to learn normal human anatomy and how it appears on medical images, to learn the relative strengths of the modalities, and to answer, "What am I looking at?" Course website: http://bioe220.stanford.edu
Terms: Win
| Units: 3
BIOE 221G:
Gut Microbiota in Health and Disease (GENE 208, MI 221)
Preference to graduate students. Focus is on the human gut microbiota. Students will receive instruction on computational approaches to analyze microbiome data and must complete a related project.
Terms: Aut
| Units: 3
BIOE 222:
Physics and Engineering Principles of Multi-modality Molecular Imaging of Living Subjects (RAD 222)
Physics and Engineering Principles of Multi-modality Molecular Imaging of Living Subjects (RAD 222A). Focuses on instruments, algorithms and other technologies for non-invasive imaging of molecular processes in living subjects. Introduces research and clinical molecular imaging modalities, including PET, SPECT, MRI, Ultrasound, Optics, and Photoacoustics. For each modality, lectures cover the basics of the origin and properties of imaging signal generation, instrumentation physics and engineering of signal detection, signal processing, image reconstruction, image data quantification, applications of machine learning, and applications of molecular imaging in medicine and biology research.
Terms: Aut
| Units: 3-4
BIOE 224:
Probes and Applications for Multi-modality Molecular Imaging of Living Subjects (RAD 224)
We will focus on design, development, and application of imaging agents that target specific cellular and molecular aspects of disease. Covers the strengths and limitations of different imaging agents and how to optimize their design for image-guided intra-operative procedures, brain imaging, probing infection, or interrogating tumor metabolism. Emphasis this year will be on clinical molecular imaging, state-of-the-art strategies for early detection of dementia, imaging response to cancer immunotherapy, and how 'Deep Learning' can be used for probe design and high-throughput automated image analysis.
Terms: Win
| Units: 4
| Repeatable
2 times
(up to 8 units total)
BIOE 225:
Transcranial Ultrasound Neuromodulation: Physics, Neurophysiology, and Applications (RAD 225)
This course covers the basic concepts of ultrasound neuromodulation, including basic neurophysiology, ultrasound physics and applications, and comparison to other neuromodulation modalities. The physics component will include acoustic properties of biological tissues, transducer hardware, beam formation, and beam modeling. Lectures on applications will include ultrasonic manipulation of behavior with therapeutic implications.Comparisons will be made to other neuromodulation modalities including DBS and TMS. We will include guest appearances from world-class experts in the field. Lectures will be online for asynchronous viewing. In-class components will include hands-on laboratories to demonstrate the techniques described in lecture and discussions with ourselves and the external speakers. Course website: http://bioe225.stanford.edu.
Terms: Aut
| Units: 3
BIOE 226:
MRI Spin Physics, Relaxation Theory, and Contrast Mechanisms (RAD 226)
This course covers fundamental principles of magnetic resonance imaging (MRI) and spectroscopy (MRS) focusing on the analytic tools needed to understand interactions among nuclear spins, relaxation processes, and image contrast. Starting from a quantum mechanical description of NMR, we'll study J-coupling, the most mathematically tractable coupling mechanism, and its fundamental importance in MRS. Next, we will extend these concepts to develop NMR relaxation theory, which provides the foundation for analyzing multiple in vivo MRI contrast mechanisms and contrast agents..
Terms: Spr
| Units: 3
BIOE 231:
Protein Engineering (BIOE 331)
The design and engineering of biomolecules emphasizing proteins, antibodies, and enzymes. Combinatorial and rational methodologies, protein structure and function, and biophysical analyses of modified biomolecules. Clinically relevant examples from the literature and biotech industry. Prerequisite: basic biochemistry.
Terms: Win
| Units: 3
BIOE 236:
Bioengineering Innate Immunity
The innate immune system provides the first line of defense against infections and cancers. Dysregulated innate immunity underlies neoplastic, autoimmune and neurodegenerative diseases. Many cell types (neutrophils, macrophages, NK & T cells, epithelial and endothelial cells) deploy and/or are modulated by innate immune effectors, e.g. host defense peptides. From primary literature, we discuss the breadth, structures, and functions of cellular and molecular innate immune effectors, their relation to disease, and how bioengineering these systems can benefit human health. Appropriate for grads and undergrads with knowledge of biochemistry, molecular/cell biology, biophysics, and/or bioengineering.
Terms: Win
| Units: 3
BIOE 256:
Technology Assessment and Regulation of Medical Devices (MS&E 256)
Regulatory approval and reimbursement for new health technologies are critical success factors for product commercialization. This course explores the regulatory and payer environment in the U.S. and abroad, as well as common methods of health technology assessment. Students will learn frameworks to identify factors relevant to the adoption of new health technologies, and the management of those factors in the design and development phases of bringing a product to market through case studies, guest speakers from government (FDA) and industry, and a course project.
Terms: Spr
| Units: 3
BIOE 260:
Tissue Engineering (ORTHO 260)
Principles of tissue engineering and design strategies for practical applications for tissue repair. Topics include tissue morphogenesis, stem cells, biomaterials, controlled drug and gene delivery, and paper discussions. Students will learn skills for lab research through interactive lectures, paper discussions and research proposal development. Students work in small teams to work on develop research proposal for authentic tissue engineering problems. Lab sessions will teach techniques for culturing cells in 3D, as well as fabricating and characterizing hydrogels as 3D cell niche.
Terms: Spr
| Units: 4
BIOE 271:
Frugal Science
As a society, we find ourselves surrounded by planetary-scale challenges ranging from lack of equitable access to health care to environmental degradation to dramatic loss of biodiversity. One common theme that runs across these challenges is the need to invent cost-effective solutions with the potential to scale. The COVID-19 pandemic provides yet another example of such a need. In this course, participants will learn principles of frugal science to design scalable solutions with a cost versus performance rubric and explore creative means to break the accessibility barrier. Using historic and current examples, we will emphasize the importance of first-principles science to tackle design challenges with everyday building blocks. Enrollment is open to all Stanford students from all schools/majors, who will team up with collaborators from across the globe to build concrete solutions to planetary-scale challenges. Come learn how to solve serious challenges with a little bit of play.
Terms: Win, Spr
| Units: 4
BIOE 273:
Biodesign for Digital Health (MED 273)
Health care is facing significant cross-industry challenges and opportunities created by a number of factors, including the increasing need for improved access to affordable, high-quality care; growing demand from consumers for greater control of their health and health data; the shift in focus from sick care to prevention and health optimization; aging demographics and the increased burden of chronic conditions; and new emphasis on real-world, measurable health outcomes for individuals and populations. Moreover, the delivery of health information and services is no longer tied to traditional brick and mortar hospitals and clinics: it has increasingly become "mobile," enabled by apps, sensors, wearables. Simultaneously, it has been augmented and often revolutionized by emerging digital and information technologies, as well as by the data that these technologies generate. This multifactorial transformation presents opportunities for innovation across the entire cycle of care, from wellness, to acute and chronic diseases, to care at the end of life. But how does one approach innovation in digital health to address these health care challenges while ensuring the greatest chance of success? At Stanford Biodesign, we believe that innovation is a process that can be learned, practiced, and perfected; and, it starts with an unmet need. In Biodesign for Digital Health, students will learn about digital health and the Biodesign needs-driven innovation process from over 50 industry experts. Over the course of 10weeks, these speakers will join the teaching team in a dynamic classroom environment that includes lectures, panel discussions, and breakout sessions. These experts represent startups, corporations, venture capital firms, accelerators, research labs, healthcare providers, and more. Student teams will take actual digital and mobile health challenges and learn how to apply Biodesign innovation principles to research and evaluate needs, ideate solutions, and objectively assess them against key criteria for satisfying the needs. Teams take a hands-on approach with the support of need coaches and other mentors. On the final day of class, teams present to a panel of digital health experts and compete for project extension funding. Friday section will be used for team projects and for scheduled workshops. Limited enrollment for this course. Students should submit their application online via: https://stanforduniversity.qualtrics.com/jfe/form/SV_3mxsMA5Z18QSDgW
Terms: Aut, Sum
| Units: 3
BIOE 279:
Computational Biology: Structure and Organization of Biomolecules and Cells (BIOMEDIN 279, BIOPHYS 279, CME 279, CS 279)
Computational techniques for investigating and designing the three-dimensional structure and dynamics of biomolecules and cells. These computational methods play an increasingly important role in drug discovery, medicine, bioengineering, and molecular biology. Course topics include protein structure prediction, protein design, drug screening, molecular simulation, cellular-level simulation, image analysis for microscopy, and methods for solving structures from crystallography and electron microscopy data. Prerequisites: elementary programming background (CS 106A or equivalent) and an introductory course in biology or biochemistry.
Terms: Aut
| Units: 3
BIOE 281:
Biomechanics of Movement (ME 281)
Experimental techniques to study human and animal movement including motion capture systems, EMG, force plates, medical imaging, and animation. The mechanical properties of muscle and tendon, and quantitative analysis of musculoskeletal geometry. Projects and demonstrations emphasize applications of mechanics in sports, orthopedics, and rehabilitation.
Terms: Win
| Units: 3
BIOE 285:
Computational Modeling in the Cardiovascular System (CME 285, ME 285)
This course introduces computational modeling methods for cardiovascular blood flow and physiology. Topics in this course include analytical and computational methods for solutions of flow in deformable vessels, one-dimensional equations of blood flow, cardiovascular anatomy, lumped parameter models, vascular trees, scaling laws, biomechanics of the circulatory system, and 3D patient specific modeling with finite elements; course will provide an overview of the diagnosis and treatment of adult and congenital cardiovascular diseases and review recent research in the literature in a journal club format. Students will use SimVascular software to do clinically-oriented projects in patient specific blood flow simulations. Pre-requisites: CME102, ME133 and CME192.
Terms: Spr
| Units: 3
BIOE 291:
Principles and Practice of Optogenetics for Optical Control of Biological Tissues
Principles and practice of optical control of biological processes (optogenetics), emphasizing bioengineering approaches. Theoretical, historical, and current practice of the field. Requisite molecular-genetic, optoelectronic, behavioral, clinical, and ethical concepts, and mentored analysis and presentation of relevant papers. Final projects of research proposals and a laboratory component in BioX to provide hands-on training. Contact instructor before registering.
Terms: Aut
| Units: 3
BIOE 296:
Promoting Effective and Equitable Teaching in Bioengineering
This weekly seminar will explore best practices through guided discussions and workshops on effective and equitable pedagogy. Emphasis is on building practical skills for defining and accomplishing course objectives. Participants will be able to implement these actionable inclusive teaching strategies to foster a community of belonging and equity within the classroom. Activities also build personal and professional skills useful for diverse future careers.
Terms: Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
BIOE 299B:
Practical Training
Educational opportunities in high technology research and development labs in industry. Students engage in internship work and integrate that work into their academic program. Following internship work, students complete a research report outlining work activity, problems investigated, key results, and follow-up projects they expect to perform. Meets the requirements for curricular practical training for students on F-1 visas. Student is responsible for arranging own internship/employment and faculty sponsorship. Register under faculty sponsor's section number. All paperwork must be completed by student and faculty sponsor, as the student services office does not sponsor CPT. Students are allowed only two quarters of CPT per degree program. Course may be repeated twice.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
2 times
(up to 2 units total)
Instructors: ;
Altman, R. (PI);
Bintu, L. (PI);
Covert, M. (PI);
Huang, K. (PI);
Ingelsson, E. (PI);
Lin, M. (PI);
Liphardt, J. (PI);
Marsden, A. (PI);
Qi, S. (PI);
Venook, R. (PI)
BIOE 300A:
Molecular and Cellular Bioengineering
The molecular and cellular bases of life from an engineering perspective. Analysis and engineering of biomolecular structure and dynamics, enzyme function, molecular interactions, metabolic pathways, signal transduction, and cellular mechanics. Quantitative primary literature. Prerequisites: CHEM 171 and BIO 41 or equivalents; MATLAB or an equivalent programming language.
Terms: Win
| Units: 3
BIOE 300B:
Quantitative Physiology
An engineering approach to understanding physiological phenomenon. Course introduces weekly topics in biology and human physiology paired with a mathematical approach to modeling and understanding that week's topic. No strict prerequisites. No prior background in biology is required or assumed. Familiarity with linear algebra, statistics, and programming is recommended. Course information at: http://bioe300b.stanford.edu
Terms: Aut
| Units: 3
BIOE 301A:
Molecular and Cellular Engineering Lab
Preference to Bioengineering graduate students. Practical applications of biotechnology and molecular bioengineering including recombinant DNA techniques, molecular cloning, microbial cell growth and manipulation, and library screening. Emphasis is on experimental design and data analysis. Limited enrollment.
Terms: Win
| Units: 2
BIOE 301C:
Diagnostic Devices Lab (BIOE 201C)
This course exposes students to the engineering principles and clinical application of medical devices through lectures and hands-on labs, performed in teams of two. Teams take measurements with these devices and fit their data to theory presented in the lecture. Devices covered include X-ray, CT, MRI, EEG, ECG, Ultrasound and BMI (Brain-machine interface). Prerequisites: BIOE 103 or BIOE 300B.
Terms: Spr
| Units: 2
BIOE 301D:
Microfluidic Device Laboratory (GENE 207)
This course exposes students to the design, fabrication, and testing of microfluidic devices for biological applications through combination of lectures and hands-on lab sessions. In teams of two, students will produce a working prototype devices designed to address specific design challenges within the biological community using photolithography, soft lithography, and imaging techniques.
Terms: Win
| Units: 3-4
BIOE 301E:
Computational protein modeling laboratory
This course covers hands-on computational methods related to protein structural modeling. Through solving a series of curated problems, students build their own software tools and develop protocols to model and analyze structures. Topics: protein visualization, Rosetta software suite, structural prediction, homology modeling and protein design.
Terms: Aut
| Units: 2
BIOE 301P:
Research Data & Computation
Computational lab course that spans research data processing workflow starting just after the point of acquisition through to computation and visualization. Topics will span Stanford specific best practices for data storage, code management, file formats, data curation, toolchain creation, interactive and batch computing, dynamic visualization, and distributed computing. Students will work with a dataset of their choosing when working through topics. Course information at: http://bioe301p.stanford.edu
Terms: Spr
| Units: 2
BIOE 313:
Neuromorphics: Brains in Silicon (EE 207)
(Formerly EE 304) Neuromorphic systems run perceptual, cognitive and motor tasks in real-time on a network of highly interconnected nonlinear units. To maximize density and minimize energy, these units--like the brain's neurons--are heterogeneous and stochastic. The first half of the course covers learning algorithms that automatically synthesize network configurations to perform a desired computation on a given heterogeneous neural substrate. The second half of the course surveys system-on-a-chip architectures that efficiently realize highly interconnected networks and mixed analog-digital circuit designs that implement area and energy-efficient nonlinear units. Prerequisites: EE102A is required.
Terms: Spr
| Units: 3
BIOE 320:
Cryogenic electron microscopy and tomography
Biophysical principles of cryogenic electron microscopy and tomography from sample preparation to data collection, image reconstruction, modeling and structure validation. Molecular and cellular examples will be used to demonstrate the types of biological questions that can be answered with this imaging method.
Terms: Spr
| Units: 2-3
BIOE 331:
Protein Engineering (BIOE 231)
The design and engineering of biomolecules emphasizing proteins, antibodies, and enzymes. Combinatorial and rational methodologies, protein structure and function, and biophysical analyses of modified biomolecules. Clinically relevant examples from the literature and biotech industry. Prerequisite: basic biochemistry.
Terms: Win
| Units: 3
BIOE 333:
Systems Medicine
The human body is a wondrous system. It is able to maintain healthy function despite huge molecular and environmental variations. But the circuits that enable it to function so robustly have specific fragilities that lead to diseases. This course will provide basic principles for understanding human physiological circuits and show how these principles help to understand disease processes and their dynamics. The course will include guitar songs and other enjoyable methods to improve learning.
Terms: Aut
| Units: 1
BIOE 361:
Biomaterials in Regenerative Medicine (MATSCI 381)
Materials design and engineering for regenerative medicine. How materials interact with cells through their micro- and nanostructure, mechanical properties, degradation characteristics, surface chemistry, and biochemistry. Examples include novel materials for drug and gene delivery, materials for stem cell proliferation and differentiation, and tissue engineering scaffolds. Prerequisites: undergraduate chemistry, and cell/molecular biology or biochemistry.
Terms: Spr
| Units: 3
BIOE 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Sum
| Units: 4-18
| Repeatable
6 times
(up to 108 units total)
BIOE 374A:
Biodesign Innovation: Needs Finding and Concept Creation (ME 368A, MED 272A)
In this two-quarter course series ( BIOE 374A/B, MED 272A/B, ME 368A/B, OIT 384/5), multidisciplinary student teams identify real-world unmet healthcare needs, invent new health technologies to address them, and plan for their implementation into patient care. During the first quarter (winter), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring), teams select a lead solution and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent health technology experts and/or investors. Class sessions include faculty-led instruction and case studies, coaching sessions by industry specialists, expert guest lecturers, and interactive team meetings. Enrollment is by application only, and students are required to participate in both quarters of the course. Visit http://biodesign.stanford.edu/programs/stanford-courses/biodesign-innovation.html to access the application, examples of past projects, and student testimonials. More information about Stanford Biodesign, which has led to the creation of 50 venture-backed healthcare companies and has helped hundreds of student launch health technology careers, can be found at http://biodesign.stanford.edu/.
Terms: Win
| Units: 4
Instructors: ;
Yock, P. (PI);
Denend, L. (SI);
Makower, J. (SI);
Saul, G. (SI);
Venook, R. (SI);
Watkins, F. (SI);
Berry, C. (TA);
Piper, S. (TA);
Ponce, S. (GP);
Pradhan, P. (TA);
Xu, S. (TA)
BIOE 374B:
Biodesign Innovation: Concept Development and Implementation (ME 368B, MED 272B)
In this two-quarter course series ( BIOE 374A/B, MED 272A/B, ME 368A/B, OIT 384/5), multidisciplinary student teams identify real-world unmet healthcare needs, invent new health technologies to address them, and plan for their implementation into patient care. During the first quarter (winter), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring), teams select a lead solution and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent health technology experts and/or investors. Class sessions include faculty-led instruction and case studies, coaching sessions by industry specialists, expert guest lecturers, and interactive team meetings. Enrollment is by application only, and students are required to participate in both quarters of the course. Visit http://biodesign.stanford.edu/programs/stanford-courses/biodesign-innovation.html to access the application, examples of past projects, and student testimonials. More information about Stanford Biodesign, which has led to the creation of 50 venture-backed healthcare companies and has helped hundreds of student launch health technology careers, can be found at http://biodesign.stanford.edu/.
Terms: Spr
| Units: 4
Instructors: ;
Yock, P. (PI);
Denend, L. (SI);
Makower, J. (SI);
Saul, G. (SI);
Venook, R. (SI);
Watkins, F. (SI);
Berry, C. (TA);
Piper, S. (TA);
Ponce, S. (GP);
Pradhan, P. (TA);
Xu, S. (GP)
BIOE 375:
Biodesign and Entrepreneurship for Societal Health
Addressing societal health and the environmental/social/economic determinants of health is a new frontier of entrepreneurship to improve global and public health at scale. In this hybrid seminar-based and experiential course, you will learn about the scientific and economic challenges and opportunities for innovating in these areas. You will also design solutions and ventures aimed at tackling specific societal health problems. Our instructors and guest speakers are inspiring innovators and leaders in the fields of entrepreneurship and health.
Terms: Spr
| Units: 3
| Repeatable
2 times
(up to 3 units total)
BIOE 376:
Startup Garage: Design
A hands-on, project-based course, in which teams identify and work with users, domain experts, and industry participants to identify an unmet customer need, design new products or services that meet that need, and develop business models to support the creation and launch of startup products or services. This course integrates methods from human-centered design, lean startup, and business model planning. Each team will conceive, design, build, and field-test critical aspects of both the product or service and the business model.
Terms: Aut
| Units: 4
Instructors: ;
Glickman, M. (PI);
Lisbonne, B. (PI);
Nakache, P. (PI);
Deshpande, S. (SI);
Galen, D. (SI);
Glickman, M. (SI);
Laws, M. (SI);
Lisbonne, B. (SI);
Rosenthal, A. (SI);
Singh, H. (SI);
Stern, I. (SI);
Wood, D. (SI);
Alvarez, G. (GP);
Rivera, S. (GP)
BIOE 377:
Startup Garage: Testing and Launch
STRAMGT 356/BIOE 376 teams that concluded at the end of fall quarter that their preliminary product or service and business model suggest a path to viability, may continue with STRAMGT 366/BIOE 377 in winter quarter. Teams develop more elaborate versions of their product/service and business model, perform a series of experiments to test key hypotheses about their product and business model, and prepare and present an investor pitch for a seed round of financing to a panel of seasoned investors and entrepreneurs.
Terms: Win
| Units: 4
Instructors: ;
Glickman, M. (PI);
Zenios, S. (PI);
Deshpande, S. (SI);
Grais, L. (SI);
Hornik, D. (SI);
Lisbonne, B. (SI);
Nakache, P. (SI);
Prakash, A. (SI);
Shakir, D. (SI);
Singh, H. (SI);
Waldorf, G. (SI);
Wallace, C. (SI);
Alvarez, G. (GP)
BIOE 385:
Biomaterials for Drug Delivery (MATSCI 385)
Fundamental concepts in engineering materials for drug delivery. The human body is a highly interconnected network of different tissues and there are all sorts of barriers to getting pharmaceutical drugs to the right place at the right time. Topics include drug delivery mechanisms (passive, targeted), therapeutic modalities and mechanisms of action, engineering principles of controlled release and quantitative understanding of drug transport, chemical and physical characteristics of delivery molecules and assemblies, significance of biodistribution and pharmacokinetic models, toxicity of biomaterials and drugs, and immune responses.
Terms: Win
| Units: 3
BIOE 390:
Introduction to Bioengineering Research (MED 289)
Preference to medical and bioengineering graduate students with first preference given to Bioengineering Scholarly Concentration medical students. Bioengineering is an interdisciplinary field that leverages the disciplines of biology, medicine, and engineering to understand living systems, and engineer biological systems and improve engineering designs and human and environmental health. Students and faculty make presentations during the course. Students expected to make presentations, complete a short paper, read selected articles, and take quizzes on the material.
Terms: Aut
| Units: 1-2
| Repeatable
5 times
(up to 10 units total)
BIOE 391:
Directed Study
May be used to prepare for research during a later quarter in 392. Faculty sponsor required. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
for credit
Instructors: ;
Altman, R. (PI);
Appel, E. (PI);
Bammer, R. (PI);
Baniasadi, N. (PI);
Banik, S. (PI);
Barron, A. (PI);
Bassik, M. (PI);
Batzoglou, S. (PI);
Bhatt, A. (PI);
Bintu, L. (PI);
Boahen, K. (PI);
Bowden, A. (PI);
Brophy, J. (PI);
Bryant, Z. (PI);
Butte, A. (PI);
Camarillo, D. (PI);
Carter, D. (PI);
Chaudhari, A. (PI);
Chiu, W. (PI);
Cochran, J. (PI);
Covert, M. (PI);
Curtis, C. (PI);
Davis, M. (PI);
DeSimone, J. (PI);
Deisseroth, K. (PI);
Delp, S. (PI);
Endy, D. (PI);
Ennis, D. (PI);
Fahrig, R. (PI);
Feinstein, J. (PI);
Fischbach, M. (PI);
Fordyce, P. (PI);
Fox, E. (PI);
Fuller, G. (PI);
Gambhir, S. (PI);
Gao, X. (PI);
Gevaert, O. (PI);
Giaccia, A. (PI);
Giocomo, L. (PI);
Gold, G. (PI);
Goodman, S. (PI);
Graves, E. (PI);
Gurtner, G. (PI);
Hargreaves, B. (PI);
Heilshorn, S. (PI);
Hong, G. (PI);
Huang, K. (PI);
Huang, P. (PI);
Jarosz, D. (PI);
Kim, P. (PI);
Konermann, S. (PI);
Kovacs, G. (PI);
Krummel, T. (PI);
Kuhl, E. (PI);
Lee, J. (PI);
Leskovec, J. (PI);
Levenston, M. (PI);
Levin, C. (PI);
Lin, M. (PI);
Linderman, S. (PI);
Liphardt, J. (PI);
Longaker, M. (PI);
Lundberg, E. (PI);
Marsden, A. (PI);
Melosh, N. (PI);
Moore, T. (PI);
Nishimura, D. (PI);
Nolan, G. (PI);
Nuyujukian, P. (PI);
Pauly, K. (PI);
Pelc, N. (PI);
Plevritis, S. (PI);
Poldrack, R. (PI);
Prakash, M. (PI);
Qi, S. (PI);
Quake, S. (PI);
Rogers, K. (PI);
Sapolsky, R. (PI);
Sattely, E. (PI);
Schnitzer, M. (PI);
Scott, M. (PI);
Shenoy, K. (PI);
Skotheim, J. (PI);
Skylar-Scott, M. (PI);
Smolke, C. (PI);
Soltesz, I. (PI);
Spielman, D. (PI);
Swartz, J. (PI);
Taylor, C. (PI);
Theriot, J. (PI);
Ting, A. (PI);
Vasanawala, S. (PI);
Venook, R. (PI);
Wall, D. (PI);
Wall, J. (PI);
Wang, S. (PI);
Woo, J. (PI);
Wu, J. (PI);
Yang, F. (PI);
Yock, P. (PI);
Zeineh, M. (PI);
Zenios, S. (PI);
Choudhry, S. (GP);
Dang, V. (GP);
Kay-Sherrard, E. (GP);
Lou, S. (GP);
Misquez, E. (GP);
Ramalho, D. (GP);
Xu, S. (GP)
BIOE 392:
Directed Investigation
For Bioengineering graduate students. Previous work in 391 may be required for background; faculty sponsor required. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Airan, R. (PI);
Alizadeh, A. (PI);
Altman, R. (PI);
Andriacchi, T. (PI);
Annes, J. (PI);
Appel, E. (PI);
Baccus, S. (PI);
Baker, J. (PI);
Bammer, R. (PI);
Bao, Z. (PI);
Barron, A. (PI);
Bassik, M. (PI);
Batzoglou, S. (PI);
Bertozzi, C. (PI);
Bhatt, A. (PI);
Bintu, L. (PI);
Boahen, K. (PI);
Bowden, A. (PI);
Brophy, J. (PI);
Bryant, Z. (PI);
Butte, A. (PI);
Camarillo, D. (PI);
Carter, D. (PI);
Chang, H. (PI);
Chaudhari, A. (PI);
Chaudhuri, O. (PI);
Chen, X. (PI);
Cheng, C. (PI);
Chichilnisky, E. (PI);
Chiu, W. (PI);
Cochran, J. (PI);
Coleman, T. (PI);
Contag, C. (PI);
Covert, M. (PI);
Criddle, C. (PI);
Curtis, C. (PI);
Dabiri, J. (PI);
Dahl, J. (PI);
Das, R. (PI);
Davis, M. (PI);
De Leo, G. (PI);
DeSimone, J. (PI);
Deisseroth, K. (PI);
Delp, S. (PI);
Demirci, U. (PI);
Dionne, J. (PI);
Elias, J. (PI);
Endy, D. (PI);
Engleman, E. (PI);
Ennis, D. (PI);
Etkin, A. (PI);
Fahrig, R. (PI);
Feinstein, J. (PI);
Feng, L. (PI);
Ferrara, K. (PI);
Fire, A. (PI);
Fischbach, M. (PI);
Fordyce, P. (PI);
Fuller, G. (PI);
Gambhir, S. (PI);
Ganguli, S. (PI);
Gao, X. (PI);
Garcia, C. (PI);
Giaccia, A. (PI);
Glenn, J. (PI);
Glover, G. (PI);
Gold, G. (PI);
Goodman, S. (PI);
Graves, E. (PI);
Greenleaf, W. (PI);
Gurtner, G. (PI);
Hargreaves, B. (PI);
Heilshorn, S. (PI);
Heller, S. (PI);
Herschlag, D. (PI);
Huang, K. (PI);
Huang, P. (PI);
Idoyaga, J. (PI);
Ingelsson, E. (PI);
James, M. (PI);
Jarosz, D. (PI);
Jonikas, M. (PI);
Khuri-Yakub, B. (PI);
Kim, P. (PI);
Konermann, S. (PI);
Kovacs, G. (PI);
Krasnow, M. (PI);
Krummel, T. (PI);
Kuhl, E. (PI);
Kuo, C. (PI);
Lee, J. (PI);
Leskovec, J. (PI);
Levenston, M. (PI);
Levin, C. (PI);
Lin, M. (PI);
Liphardt, J. (PI);
Longaker, M. (PI);
Lundberg, E. (PI);
Malenka, R. (PI);
Marsden, A. (PI);
Melosh, N. (PI);
Monje-Deisseroth, M. (PI);
Montgomery, S. (PI);
Moore, T. (PI);
Nishimura, D. (PI);
Nolan, G. (PI);
Nuyujukian, P. (PI);
O'Brien, L. (PI);
Okamura, A. (PI);
Pauly, J. (PI);
Pauly, K. (PI);
Pelc, N. (PI);
Petrov, D. (PI);
Plevritis, S. (PI);
Prakash, M. (PI);
Qi, S. (PI);
Quake, S. (PI);
Rando, T. (PI);
Raymond, J. (PI);
Red-Horse, K. (PI);
Reddy, S. (PI);
Reijo Pera, R. (PI);
Relman, D. (PI);
Rose, J. (PI);
Rutt, B. (PI);
Saggar, M. (PI);
Salerno, M. (PI);
Sanger, T. (PI);
Santa Maria, P. (PI);
Sapolsky, R. (PI);
Satpathy, A. (PI);
Sattely, E. (PI);
Schnitzer, M. (PI);
Scott, M. (PI);
Shenoy, K. (PI);
Skotheim, J. (PI);
Skylar-Scott, M. (PI);
Smolke, C. (PI);
Snyder, M. (PI);
Soh, H. (PI);
Soltesz, I. (PI);
Sonnenburg, J. (PI);
Spielman, D. (PI);
Sunwoo, J. (PI);
Swartz, J. (PI);
Taylor, C. (PI);
Theriot, J. (PI);
Walbot, V. (PI);
Wall, D. (PI);
Wang, B. (PI);
Wang, P. (PI);
Wang, S. (PI);
Weissman, I. (PI);
Wernig, M. (PI);
Woo, J. (PI);
Wu, J. (PI);
Wu, S. (PI);
Wyss-Coray, T. (PI);
Xing, L. (PI);
Yang, F. (PI);
Yang, Y. (PI);
Yock, P. (PI);
Zeineh, M. (PI);
Zenios, S. (PI);
Choudhry, S. (GP);
Dang, V. (GP);
Goulart, B. (GP);
Johnson, S. (GP);
Jones, D. (GP);
Kay-Sherrard, E. (GP);
Lou, S. (GP);
Misquez, E. (GP);
Ramalho, D. (GP);
Xu, S. (GP)
BIOE 393:
Bioengineering Departmental Research Colloquium
Required Bioengineering department colloquium for first year Ph.D. and M.S. students. Topics include applications of engineering to biology, medicine, biotechnology, and medical technology, including biodesign and devices, molecular and cellular engineering, regenerative medicine and tissue engineering, biomedical imaging, and biomedical computation.
Terms: Aut
| Units: 1
| Repeatable
for credit
BIOE 394:
Innovate for Planet Health: Entrepreneurial Opportunities for Planet and Societal Health Challenges
Addressing climate change and environmental/social determinants of health are the next frontiers of innovation and entrepreneurship. In this seminar you will learn about scientific and economic challenges and opportunities in innovating in these areas. Speakers are inspiring entrepreneurs and leaders who are addressing planet and global health challenges through their work. The instructor, Dr. Narges Baniasadi, is a successful serial entrepreneur (co-founder of Bina, acquired by Roche) who now focuses on purposeful entrepreneurship.
Terms: Win
| Units: 1
BIOE 395:
Problem choice and decision trees in science and engineering
Science and engineering researchers often spend days choosing a problem and years solving it. However, the problem initially chosen and subsequent course adjustments made along the project's decision tree, have an outsize influence on its likelihood of success and ultimate impact. This course will establish a framework for choosing problems and navigating a project's decision tree, emphasizing the role of intuition-building exercises and a stepwise analysis of assumptions. No prior knowledge is required.
Terms: Spr
| Units: 2
BIOE 450:
Advances in Biotechnology (CHEMENG 450)
Overview of cutting edge advances in biotechnology with a focus on therapeutic and health-related topics. Academic and industrial speakers from a range of areas including protein engineering, immuno-oncology, DNA sequencing, the microbiome, phamacogenomics, industrial enzymes, synthetic biology, and more. Course is designed for students interested in pursuing a career in the biotech industry
Terms: Spr
| Units: 3
BIOE 500:
Thesis (Ph.D.)
(Staff)
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Alizadeh, A. (PI);
Altman, R. (PI);
Andriacchi, T. (PI);
Appel, E. (PI);
Baker, J. (PI);
Bammer, R. (PI);
Bao, Z. (PI);
Barron, A. (PI);
Batzoglou, S. (PI);
Bertozzi, C. (PI);
Bintu, L. (PI);
Boahen, K. (PI);
Bryant, Z. (PI);
Butte, A. (PI);
Camarillo, D. (PI);
Carter, D. (PI);
Chang, H. (PI);
Chaudhuri, O. (PI);
Cheng, C. (PI);
Chichilnisky, E. (PI);
Cochran, J. (PI);
Contag, C. (PI);
Covert, M. (PI);
Dabiri, J. (PI);
Dahl, J. (PI);
Deisseroth, K. (PI);
Delp, S. (PI);
Demirci, U. (PI);
Elias, J. (PI);
Endy, D. (PI);
Engleman, E. (PI);
Etkin, A. (PI);
Fahrig, R. (PI);
Feinstein, J. (PI);
Feng, L. (PI);
Fire, A. (PI);
Fischbach, M. (PI);
Fordyce, P. (PI);
Gambhir, S. (PI);
Ganguli, S. (PI);
Garcia, C. (PI);
Glenn, J. (PI);
Glover, G. (PI);
Gold, G. (PI);
Goodman, S. (PI);
Graves, E. (PI);
Greenleaf, W. (PI);
Hargreaves, B. (PI);
Heilshorn, S. (PI);
Huang, K. (PI);
Huang, P. (PI);
Khuri-Yakub, B. (PI);
Kim, P. (PI);
Kovacs, G. (PI);
Krummel, T. (PI);
Kuhl, E. (PI);
Lee, J. (PI);
Levenston, M. (PI);
Levin, C. (PI);
Lin, M. (PI);
Liphardt, J. (PI);
Longaker, M. (PI);
Montgomery, S. (PI);
Moore, T. (PI);
Nishimura, D. (PI);
Nuyujukian, P. (PI);
Okamura, A. (PI);
Pauly, J. (PI);
Pauly, K. (PI);
Pelc, N. (PI);
Plevritis, S. (PI);
Prakash, M. (PI);
Qi, S. (PI);
Quake, S. (PI);
Rando, T. (PI);
Raymond, J. (PI);
Reijo Pera, R. (PI);
Relman, D. (PI);
Rose, J. (PI);
Sanger, T. (PI);
Sapolsky, R. (PI);
Sattely, E. (PI);
Schnitzer, M. (PI);
Scott, M. (PI);
Shenoy, K. (PI);
Smolke, C. (PI);
Soh, H. (PI);
Spielman, D. (PI);
Swartz, J. (PI);
Taylor, C. (PI);
Theriot, J. (PI);
Wang, B. (PI);
Wang, P. (PI);
Weissman, I. (PI);
Wernig, M. (PI);
Woo, J. (PI);
Wu, J. (PI);
Xing, L. (PI);
Yang, F. (PI);
Yock, P. (PI);
Zenios, S. (PI);
Dang, V. (GP);
Goulart, B. (GP);
Jones, D. (GP);
Xu, S. (GP)
BIOE 802:
TGR Dissertation
(Staff)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Airan, R. (PI);
Alizadeh, A. (PI);
Altman, R. (PI);
Andriacchi, T. (PI);
Appel, E. (PI);
Baker, J. (PI);
Bammer, R. (PI);
Bao, Z. (PI);
Barron, A. (PI);
Batzoglou, S. (PI);
Bertozzi, C. (PI);
Bintu, L. (PI);
Boahen, K. (PI);
Bowden, A. (PI);
Bryant, Z. (PI);
Butte, A. (PI);
Camarillo, D. (PI);
Carter, D. (PI);
Chang, H. (PI);
Chaudhuri, O. (PI);
Cheng, C. (PI);
Chichilnisky, E. (PI);
Chiu, W. (PI);
Cochran, J. (PI);
Contag, C. (PI);
Covert, M. (PI);
Curtis, C. (PI);
Cutkosky, M. (PI);
Dabiri, J. (PI);
Dahl, J. (PI);
DeSimone, J. (PI);
Deisseroth, K. (PI);
Delp, S. (PI);
Demirci, U. (PI);
Dionne, J. (PI);
Elias, J. (PI);
Endy, D. (PI);
Engleman, E. (PI);
Ennis, D. (PI);
Etkin, A. (PI);
Fahrig, R. (PI);
Feinstein, J. (PI);
Feng, L. (PI);
Ferrara, K. (PI);
Fire, A. (PI);
Fischbach, M. (PI);
Fordyce, P. (PI);
Gambhir, S. (PI);
Ganguli, S. (PI);
Garcia, C. (PI);
Giaccia, A. (PI);
Glenn, J. (PI);
Glover, G. (PI);
Gold, G. (PI);
Goodman, S. (PI);
Graves, E. (PI);
Greenleaf, W. (PI);
Gurtner, G. (PI);
Hargreaves, B. (PI);
Heilshorn, S. (PI);
Huang, K. (PI);
Huang, P. (PI);
Ingelsson, E. (PI);
James, M. (PI);
Jarosz, D. (PI);
Khuri-Yakub, B. (PI);
Kim, P. (PI);
Konermann, S. (PI);
Kovacs, G. (PI);
Krummel, T. (PI);
Kuhl, E. (PI);
Lee, J. (PI);
Leskovec, J. (PI);
Levenston, M. (PI);
Levin, C. (PI);
Lin, M. (PI);
Liphardt, J. (PI);
Longaker, M. (PI);
Lundberg, E. (PI);
Marsden, A. (PI);
McNab, J. (PI);
Montgomery, S. (PI);
Moore, T. (PI);
Nishimura, D. (PI);
Nolan, G. (PI);
Nuyujukian, P. (PI);
Okamura, A. (PI);
Pauly, J. (PI);
Pauly, K. (PI);
Pelc, N. (PI);
Plevritis, S. (PI);
Poldrack, R. (PI);
Prakash, M. (PI);
Qi, S. (PI);
Quake, S. (PI);
Rando, T. (PI);
Raymond, J. (PI);
Reijo Pera, R. (PI);
Relman, D. (PI);
Rose, J. (PI);
Sanger, T. (PI);
Sapolsky, R. (PI);
Sattely, E. (PI);
Schnitzer, M. (PI);
Scott, M. (PI);
Shenoy, K. (PI);
Smolke, C. (PI);
Soh, H. (PI);
Soltesz, I. (PI);
Sonnenburg, J. (PI);
Spielman, D. (PI);
Sunwoo, J. (PI);
Swartz, J. (PI);
Taylor, C. (PI);
Theriot, J. (PI);
Walbot, V. (PI);
Wall, D. (PI);
Wang, B. (PI);
Wang, P. (PI);
Wang, S. (PI);
Weissman, I. (PI);
Wernig, M. (PI);
Woo, J. (PI);
Wu, J. (PI);
Wyss-Coray, T. (PI);
Xing, L. (PI);
Yang, F. (PI);
Yock, P. (PI);
Zarins, C. (PI);
Zeineh, M. (PI);
Zenios, S. (PI);
Choudhry, S. (GP);
Cortez Guerrero, A. (GP);
Dang, V. (GP);
Goulart, B. (GP);
Jones, D. (GP);
Kay-Sherrard, E. (GP);
Lou, S. (GP);
Misquez, E. (GP);
Ramalho, D. (GP);
Xu, S. (GP)
BIOHOPK 47H:
Introduction to Research in Ecology and Ecological Physiology
This course is a field-based inquiry into rocky intertidal shores that introduces students to ecology and environmental physiology and the research methods used to study them. Students will learn how to detect patterns quantitatively in nature through appropriate sampling methods. Following exploration of appropriate background material in class and through exploration of the scientific literature, students will formulate testable hypotheses regarding the underlying causes of the patterns they discern. A variety of different aspects of ecology and physiology will be investigated cooperatively by the students during the quarter, culminating in development of an individual final paper in the form of a research proposal based on data collected during the course. The course will provide a broad conceptual introduction to the underlying biological principles that influence adaptation to dynamic habitats, as well as an inquiry-based experience in how to explore complex systems in nature. This course fulfills the same laboratory requirement as BIO 47. Satisfies WIM in Biology.
Terms: Spr
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-SMA
BIOHOPK 119H:
People and Nature of Monterey Bay (BIOHOPK 219H)
This course is an exploration of the natural and cultural history of the Monterey Bay. Its shoreline has captured the imagination of scientists and artists alike; the rich natural history has shaped a social history saturated by the sea and predicated on bountiful fisheries. Students will discover natural landscapes including intertidal rocky shores, kelp forests, coastal dunes, wetlands, the deep sea and open ocean; human landscapes will include native communities prior to European colonization, whaling and the history of marine overexploitation, agriculture, urbanization and coastal erosion. The class is organized around weekly outdoor field trips to sites around the Monterey Peninsula, student-led discussions, and writing reflections.
Terms: Spr
| Units: 2
BIOHOPK 143H:
Quantitative methods for marine ecology and conservation (BIO 143, BIO 243, BIOHOPK 243H, CEE 164H, CEE 264H, EARTHSYS 143H, EARTHSYS 243H)
NOTE: This course will be taught in-person on main campus, in hybrid format with Zoom options. The goal of this course is to learn the foundations of ecological modeling with a specific (but not exclusive) focus on marine conservation and sustainable exploitation of renewable resources. Students will be introduced to a range of methods - from basic to advanced - to characterize population structure, conduct demographic analyses, estimate extinction risk, identify temporal trends and spatial patterns, quantify the effect of environmental determinants and anthropogenic pressures on the dynamics of marine populations, describe the potential for adaptation to climate change. This course will emphasize learning by doing, and will rely heavily on practical computer laboratories, in R and/or Phyton, based on data from our own research activities or peer reviewed publications. Students with a background knowledge of statistics, programming and calculus will be most welcome.
Terms: Win
| Units: 4
| UG Reqs: WAY-AQR, WAY-FR
BIOHOPK 157H:
Creative Writing & Science: The Artful Interpreter (BIOHOPK 257H, ENGLISH 157H)
What role does creativity play in the life of a scientist? How has science inspired great literature? How do you write accessibly and expressively about things like whales, DNA or cancer? This course begins with a field trip to Hopkins Marine Station where Stanford labs buzz with activity alongside barking seals and crashing waves. The trip provides a unique opportunity for students to directly engage with marine animals, coastal habitats and environmental concerns of Monterey Bay. As historian Jill Lepore writes of Rachel Carson: "She could not have written Silent Spring if she hadnt, for decades, scrambled down rocks, rolled up her pant legs, and waded into tide pools, thinking about how one thing can change another..." Back on campus students will complete and workshop three original nonfiction essays that explore the intersection between personal narrative and scientific curiosity. You will develop a more patient and observant eye and improve your ability to articulate scientific concepts to a general readership. **This course takes place on main campus and is open to all undergraduate students.
Terms: Win
| Units: 5
| UG Reqs: WAY-A-II, WAY-CE
BIOHOPK 159H:
Ocean Forensics: Ecological, Conservation and Market Data from Environmental DNA (BIOHOPK 259H)
DNA collected from the environment - air, water, market samples, soil, substrates, etc - contains a wealth of information about the species that have been in those locations. This course is about the methods to extract DNA, manipulate it and sequence it to determine the species and populations there. It will also delve into the bioinformatic tools needed to ensure data quality, compare results to existing taxonomic data bases, test hypotheses, and visualize the results.
Terms: Spr
| Units: 4
BIOHOPK 166H:
Historical Ecology at Hopkins Marine Station (BIO 166, BIO 266, BIOHOPK 266H)
NOTE: This course will be taught on main campus as a hybrid in-person and virtual course, with a field trip to Hopkins Marine Station as the primary component.This course is an exploration of the rich intertidal flora and fauna at Hopkins Marine Station, through the lens of historical ecology and long-term change. During weeks 1-7, students will attend in-person discussions with the TA, while the instructor zooms in from Hopkins Marine Station. During week 8, students will go on a field trip to Hopkins Marine Station, the culminating experience in the course. Main campus lectures and discussions will provide an overview of historical ecology and the natural history of rocky shores. In the lab at Hopkins Marine Station, students will focus on species identification and scientific illustration. These skills will be put to use in the field, where we will quantify patterns of intertidal biodiversity. During weeks 9 and 10, students will answer a data-based question and reflect on the long-term data collection. Students will sign up for Fridays, 2-5pm. Open to undergraduate and graduate students (3 units). Course requires application and instructor consent. Application link: https://bit.ly/bio166-application or go to: https://hopkinsmarinestation.stanford.edu/undergraduate-studies/majors-courses/biohopk-166h-historical-ecology
Terms: Win
| Units: 3
| UG Reqs: WAY-SMA
BIOHOPK 173H:
Marine Conservation Biology (BIOHOPK 273H)
*Class can be taken in-person or via Zoom* Introduction to the key concepts of ecology and policy relevant to marine conservation issues at the population to ecosystems level. Focus on the origin and maintenance of biodiversity and conservation applications from both the biology and policy perspectives (for example, endangered species, captive breeding, reserve design, habitat fragmentation, ecosystem restoration/rehabilitation). Also includes emerging approaches such as ecosystem based management, ocean planning, and coupled social-ecological systems. The course will include lectures, readings and discussions of primary literature, and attendance at seminars with visiting scholars. Prerequisite: introductory biology; suggested: a policy and/or introductory ecology course. Students who want to enroll only in the seminar and discussion course (2 units) should register for BIOHOPK 173HA. (Graduate students register for 273H.)
Terms: Spr
| Units: 4
| Repeatable
for credit
(up to 99 units total)
BIOHOPK 173HA:
Marine Conservation Biology - Seminar and Discussion Only (BIOHOPK 273HA)
*Class can be taken in-person or via Zoom* Introduction to the key concepts of ecology and policy relevant to marine conservation issues at the population to ecosystems level. Focus on the origin and maintenance of biodiversity and conservation applications from both the biology and policy perspectives (for example, endangered species, captive breeding, reserve design, habitat fragmentation, ecosystem restoration/rehabilitation). Also includes emerging approaches such as ecosystem based management, ocean planning, and coupled social-ecological systems. The course will include lectures, readings and discussions of primary literature, and attendance at seminars with visiting scholars. Prerequisite: introductory biology; suggested: a policy and/or introductory ecology course.nStudents should enroll in this course if they are only joining the seminar and discussion. Students who will engage in the full course should enroll in BIOHOPK 173H/273H. (Graduate students register for 273HA.)
Terms: Spr
| Units: 2
BIOHOPK 174H:
Experimental Design and Probability (BIOHOPK 274H)
Nature is inherently variable. Statistics gives us the tools to quantify the uncertainty of our measurements and draw conclusions from data. This course is an introduction to probability, statistical analysis, and experimental design. The primary focus is on the use of general linear models (e.g., t-tests, analysis of variance, regression). Students will use R to explore and analyze datasets relevant to the life and ocean sciences. No programming or statistical background is assumed. Graduate students register for 274H.
Terms: Spr
| Units: 4
| UG Reqs: GER: DB-NatSci, GER:DB-Math, WAY-AQR, WAY-FR
BIOHOPK 182H:
Stanford at Sea (BIOHOPK 323H, EARTHSYS 323, ESS 323)
(Graduate students register for 323H.) Five weeks of marine science including oceanography, marine physiology, policy, maritime studies, conservation, and nautical science at Hopkins Marine Station, followed by five weeks at sea aboard a sailing research vessel in the Pacific Ocean. Shore component comprised of three multidisciplinary courses meeting daily and continuing aboard ship. Students develop an independent research project plan while ashore, and carry out the research at sea. In collaboration with the Sea Education Association of Woods Hole, MA. Only 6 units may count towards the Biology major.
Terms: Spr
| Units: 16
| UG Reqs: GER: DB-NatSci, WAY-SMA
BIOHOPK 185H:
Ecology and Conservation of Kelp Forest Communities (BIOHOPK 285H)
(Graduate students register for 285H.) Five week course. Daily lectures, labs, and scuba dives focused on scientific diving and quantitative ecological methods in kelp forests.. Topics include identification and natural history of resident organisms, ecological processes, and subtidal field techniques. Class projects contribute to long-term monitoring at Hopkins Marine Station. It is recommended (but not required) that students complete the Stanford Scientific Diver Training session, typically offered prior to the start of the course. Prerequisites: consent of instructor; rescue scuba certification and scuba equipment.
Terms: Sum
| Units: 5
| UG Reqs: WAY-SMA
BIOHOPK 198H:
Directed Instruction or Reading
May be taken as a prelude to research and may also involve participation in a lab or research group seminar and/or library research. Credit for work arranged with out-of-department instructors restricted to Biology majors and requires department approval. May be repeated for credit. (Staff)
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Block, B. (PI);
Crowder, L. (PI);
De Leo, G. (PI);
Denny, M. (PI);
Elahi, R. (PI);
Gilly, W. (PI);
Goldbogen, J. (PI);
Lowe, C. (PI);
Micheli, F. (PI);
Palumbi, S. (PI);
Thompson, S. (PI);
Watanabe, J. (PI)
BIOHOPK 199H:
Undergraduate Research
Qualified undergraduates undertake individual work in the fields listed under 300H. Arrangements must be made by consultation or correspondence.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Block, B. (PI);
Crowder, L. (PI);
De Leo, G. (PI);
Denny, M. (PI);
Elahi, R. (PI);
Gilly, W. (PI);
Goldbogen, J. (PI);
Lowe, C. (PI);
Micheli, F. (PI);
Palumbi, S. (PI);
Thompson, S. (PI);
Watanabe, J. (PI)
BIOHOPK 219H:
People and Nature of Monterey Bay (BIOHOPK 119H)
This course is an exploration of the natural and cultural history of the Monterey Bay. Its shoreline has captured the imagination of scientists and artists alike; the rich natural history has shaped a social history saturated by the sea and predicated on bountiful fisheries. Students will discover natural landscapes including intertidal rocky shores, kelp forests, coastal dunes, wetlands, the deep sea and open ocean; human landscapes will include native communities prior to European colonization, whaling and the history of marine overexploitation, agriculture, urbanization and coastal erosion. The class is organized around weekly outdoor field trips to sites around the Monterey Peninsula, student-led discussions, and writing reflections.
Terms: Spr
| Units: 2
BIOHOPK 234H:
Topics in Comparative and Environmental Physiology
*Course for Hopkins Marine Station Graduate Students ONLY* *Offered in-person, on site ONLY* Seminar and discussion focused on current topics and research at the interface of physiology and ecology
Terms: Sum
| Units: 1
BIOHOPK 243H:
Quantitative methods for marine ecology and conservation (BIO 143, BIO 243, BIOHOPK 143H, CEE 164H, CEE 264H, EARTHSYS 143H, EARTHSYS 243H)
NOTE: This course will be taught in-person on main campus, in hybrid format with Zoom options. The goal of this course is to learn the foundations of ecological modeling with a specific (but not exclusive) focus on marine conservation and sustainable exploitation of renewable resources. Students will be introduced to a range of methods - from basic to advanced - to characterize population structure, conduct demographic analyses, estimate extinction risk, identify temporal trends and spatial patterns, quantify the effect of environmental determinants and anthropogenic pressures on the dynamics of marine populations, describe the potential for adaptation to climate change. This course will emphasize learning by doing, and will rely heavily on practical computer laboratories, in R and/or Phyton, based on data from our own research activities or peer reviewed publications. Students with a background knowledge of statistics, programming and calculus will be most welcome.
Terms: Win
| Units: 4
BIOHOPK 259H:
Ocean Forensics: Ecological, Conservation and Market Data from Environmental DNA (BIOHOPK 159H)
DNA collected from the environment - air, water, market samples, soil, substrates, etc - contains a wealth of information about the species that have been in those locations. This course is about the methods to extract DNA, manipulate it and sequence it to determine the species and populations there. It will also delve into the bioinformatic tools needed to ensure data quality, compare results to existing taxonomic data bases, test hypotheses, and visualize the results.
Terms: Spr
| Units: 4
BIOHOPK 266H:
Historical Ecology at Hopkins Marine Station (BIO 166, BIO 266, BIOHOPK 166H)
NOTE: This course will be taught on main campus as a hybrid in-person and virtual course, with a field trip to Hopkins Marine Station as the primary component.This course is an exploration of the rich intertidal flora and fauna at Hopkins Marine Station, through the lens of historical ecology and long-term change. During weeks 1-7, students will attend in-person discussions with the TA, while the instructor zooms in from Hopkins Marine Station. During week 8, students will go on a field trip to Hopkins Marine Station, the culminating experience in the course. Main campus lectures and discussions will provide an overview of historical ecology and the natural history of rocky shores. In the lab at Hopkins Marine Station, students will focus on species identification and scientific illustration. These skills will be put to use in the field, where we will quantify patterns of intertidal biodiversity. During weeks 9 and 10, students will answer a data-based question and reflect on the long-term data collection. Students will sign up for Fridays, 2-5pm. Open to undergraduate and graduate students (3 units). Course requires application and instructor consent. Application link: https://bit.ly/bio166-application or go to: https://hopkinsmarinestation.stanford.edu/undergraduate-studies/majors-courses/biohopk-166h-historical-ecology
Terms: Win
| Units: 3
BIOHOPK 273H:
Marine Conservation Biology (BIOHOPK 173H)
*Class can be taken in-person or via Zoom* Introduction to the key concepts of ecology and policy relevant to marine conservation issues at the population to ecosystems level. Focus on the origin and maintenance of biodiversity and conservation applications from both the biology and policy perspectives (for example, endangered species, captive breeding, reserve design, habitat fragmentation, ecosystem restoration/rehabilitation). Also includes emerging approaches such as ecosystem based management, ocean planning, and coupled social-ecological systems. The course will include lectures, readings and discussions of primary literature, and attendance at seminars with visiting scholars. Prerequisite: introductory biology; suggested: a policy and/or introductory ecology course. Students who want to enroll only in the seminar and discussion course (2 units) should register for BIOHOPK 173HA. (Graduate students register for 273H.)
Terms: Spr
| Units: 4
| Repeatable
for credit
(up to 99 units total)
BIOHOPK 273HA:
Marine Conservation Biology - Seminar and Discussion Only (BIOHOPK 173HA)
*Class can be taken in-person or via Zoom* Introduction to the key concepts of ecology and policy relevant to marine conservation issues at the population to ecosystems level. Focus on the origin and maintenance of biodiversity and conservation applications from both the biology and policy perspectives (for example, endangered species, captive breeding, reserve design, habitat fragmentation, ecosystem restoration/rehabilitation). Also includes emerging approaches such as ecosystem based management, ocean planning, and coupled social-ecological systems. The course will include lectures, readings and discussions of primary literature, and attendance at seminars with visiting scholars. Prerequisite: introductory biology; suggested: a policy and/or introductory ecology course.nStudents should enroll in this course if they are only joining the seminar and discussion. Students who will engage in the full course should enroll in BIOHOPK 173H/273H. (Graduate students register for 273HA.)
Terms: Spr
| Units: 2
BIOHOPK 274H:
Experimental Design and Probability (BIOHOPK 174H)
Nature is inherently variable. Statistics gives us the tools to quantify the uncertainty of our measurements and draw conclusions from data. This course is an introduction to probability, statistical analysis, and experimental design. The primary focus is on the use of general linear models (e.g., t-tests, analysis of variance, regression). Students will use R to explore and analyze datasets relevant to the life and ocean sciences. No programming or statistical background is assumed. Graduate students register for 274H.
Terms: Spr
| Units: 4
BIOHOPK 285H:
Ecology and Conservation of Kelp Forest Communities (BIOHOPK 185H)
(Graduate students register for 285H.) Five week course. Daily lectures, labs, and scuba dives focused on scientific diving and quantitative ecological methods in kelp forests.. Topics include identification and natural history of resident organisms, ecological processes, and subtidal field techniques. Class projects contribute to long-term monitoring at Hopkins Marine Station. It is recommended (but not required) that students complete the Stanford Scientific Diver Training session, typically offered prior to the start of the course. Prerequisites: consent of instructor; rescue scuba certification and scuba equipment.
Terms: Sum
| Units: 5
BIOHOPK 290H:
Teaching Practicum in Biology
Open to upper-division undergraduates and graduate students. Practical supervised teaching experience in a biology or lecture course. Training often includes attending lectures, initiating and planning discussion sections, and assisting in the preparation of course materials. May be repeated for credit. Prerequisite: consent of instructor.
Terms: Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Block, B. (PI);
Crowder, L. (PI);
De Leo, G. (PI);
Denny, M. (PI);
Elahi, R. (PI);
Gilly, W. (PI);
Goldbogen, J. (PI);
Lowe, C. (PI);
Micheli, F. (PI);
Palumbi, S. (PI);
Thompson, S. (PI);
Watanabe, J. (PI)
BIOHOPK 291H:
Teaching of Stanford at Sea
Only open to graduate students who are teaching assistants for Stanford at Sea. Provides practical experience in teaching field oceanography and marine biology. Serving as an assistant in a lecture course (five weeks) is coupled with acting as a laboratory teaching assistant on board an oceanographic research vessel during a five-week research cruise with the Stanford at Sea course. Prerequisite: consent of instructor.
Terms: Spr
| Units: 10
BIOHOPK 300H:
Research
Graduate study involving original work undertaken with staff in the fields indicated. B. Block: Comparative Vertebrate Physiology (biomechanics, metabolic physiology and phylogeny of pelagic fishes, evolution of endothermy); L. Crowder: Marine ecology, fisheries, bycatch, integrating science and policy, marine conservation; G. De Leo: Population dynamics and management, wildlife diseases, environmental policies and sustainable development; M. Denny: Biomechanics (the mechanical properties of biological materials and their consequences for animal size, shape, and performance); W. Gilly: Neurobiology (analysis of giant axon systems in marine invertebrates from molecular to behavioral levels); J. Goldbogen: Physiological and Behavioral Ecology (functional morphology and biomechanics of marine organisms): C. Lowe: Evolution of Development (origin of chordates, early evolution of body plans); F. Micheli: Marine Ecology (species interactions and community ecology, scale-dependent aspects of community organization, marine conservation and design of multi-species marine protected areas, behavioral ecology); S. Palumbi: Molecular Evolution (mechanisms of speciation, genetic differentiations of populations, use of molecular tools in conservation biology, design of marine protected areas); S. Thompson: Neurobiology (neuronal control of behavior and mechanisms of ion permeation, signal transduction, calcium homeostasis, and neutrotransmission);
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Block, B. (PI);
Crowder, L. (PI);
De Leo, G. (PI);
Denny, M. (PI);
Gilly, W. (PI);
Goldbogen, J. (PI);
Lowe, C. (PI);
Micheli, F. (PI);
Palumbi, S. (PI);
Thompson, S. (PI);
Watanabe, J. (PI)
BIOHOPK 323H:
Stanford at Sea (BIOHOPK 182H, EARTHSYS 323, ESS 323)
(Graduate students register for 323H.) Five weeks of marine science including oceanography, marine physiology, policy, maritime studies, conservation, and nautical science at Hopkins Marine Station, followed by five weeks at sea aboard a sailing research vessel in the Pacific Ocean. Shore component comprised of three multidisciplinary courses meeting daily and continuing aboard ship. Students develop an independent research project plan while ashore, and carry out the research at sea. In collaboration with the Sea Education Association of Woods Hole, MA. Only 6 units may count towards the Biology major.
Terms: Spr
| Units: 16
BIOHOPK 355:
Coral Reefs of the Western Pacific: Interdisciplinary Perspectives, Emerging Crises, and Solutions (BIO 355, CEE 363I, ESS 355)
This new graduate-level course focusses on the complex interplay of biology, physics, chemistry, and human activities that both promotes and limits the development of coral reefs. We will examine the ecology of these biodiverse systems as well as the service they provide in terms of rapid nutrient recycling, coastal protection, and maintenance of large populations of fish. New advances in our understanding of coral reefs will be highlighted, including the role of climate variability and micro- and mesoscale fluid flow in controlling reef growth and persistence, the physiology, genomics, and physics underpinning thermal resilience in corals, contributing and mitigating factors involved in the current decline of coral reefs, ocean acidification, fishing, reef-scale trophic modeling, ecological interactions and trophic cascades, and reefs as part of complex seascapes and linkages with other marine ecosystems. The course will conclude with an analysis of science to policy case studies and future opportunities. The faculty leaders collectively have over 100 years of field experience working in coral reefs of the Pacific and despite our forced online teaching and learning format will endeavor to bring the coral reef field experience to life for this class.
Terms: Aut
| Units: 1
BIOHOPK 801H:
TGR Project
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Block, B. (PI);
Crowder, L. (PI);
De Leo, G. (PI);
De Tomaso, A. (PI);
Denny, M. (PI);
Gilly, W. (PI);
Goldbogen, J. (PI);
Lowe, C. (PI);
Micheli, F. (PI);
Palumbi, S. (PI);
Thompson, S. (PI);
Watanabe, J. (PI)
BIOHOPK 802H:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Block, B. (PI);
Crowder, L. (PI);
De Leo, G. (PI);
Denny, M. (PI);
Gilly, W. (PI);
Goldbogen, J. (PI);
Lowe, C. (PI);
Micheli, F. (PI);
Palumbi, S. (PI);
Thompson, S. (PI);
Watanabe, J. (PI)
BIOMEDIN 156:
Economics of Health and Medical Care (BIOMEDIN 256, ECON 126, HRP 256)
Institutional, theoretical, and empirical analysis of the problems of health and medical care. Topics: demand for medical care and medical insurance; institutions in the health sector; economics of information applied to the market for health insurance and for health care; measurement and valuation of health; competition in health care delivery. Graduate students with research interests should take ECON 249. Prerequisites: ECON 50 and either ECON 102A or STATS 116 or the equivalent. Recommended: ECON 51.
Terms: Aut, Spr
| Units: 5
| UG Reqs: WAY-SI
BIOMEDIN 201:
Biomedical Informatics Student Seminar
Participants report on recent articles from the Biomedical Informatics literature or their research projects. Goals are to teach critical reading of scientific papers and presentation skills. Summer Quarter consists of critical review of relevant literature led by faculty associated with the Biomedical Informatics Program. May be repeated three times for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
3 times
(up to 3 units total)
BIOMEDIN 205:
Precision Practice with Big Data
Primarily for M.D. students; open to other graduate students. Provides an overview of how to leverage large amounts of clinical, molecular, and imaging data within hospitals and in cyberspace--big data--to practice medicine more effectively. Lectures by physicians, researchers, and industry leaders survey how the major methods of informatics can help physicians leverage big data to profile disease, to personalize treatment to patients, to predict treatment response, to discover new knowledge, and to challenge established medical dogma and the current paradigm of clinical decision-making based solely on published knowledge and individual physician experience. Prerequisite: background in biomedicine. Background in computer science can be helpful but not required.
Terms: Aut
| Units: 1
BIOMEDIN 208:
Applied Clinical Informatics Seminar
Weekly seminar series in which seminal literature and current publications in the field of clinical informatics are reviewed and discussed. Organized by the Stanford Clinical Informatics fellowship program. Topics include electronic health record design, implementation, and evaluation; patient engagement; provider satisfaction; and hot topics in clinical informatics. Limited enrollment.
Terms: Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
BIOMEDIN 210:
Modeling Biomedical Systems (CS 270)
At the core of informatics is the problem of creating computable models of biomedical phenomena. This course explores methods for modeling biomedical systems with an emphasis on contemporary semantic technology, including knowledge graphs. Topics: data modeling, knowledge representation, controlled terminologies, ontologies, reusable problem solvers, modeling problems in healthcare information technology and other aspects of informatics. Students acquire hands-on experience with several systems and tools. Prerequisites: CS106A. Basic familiarity with Python programming, biology, probability, and logic are assumed.
Terms: Win, Spr
| Units: 3
BIOMEDIN 212:
Introduction to Biomedical Data Science Research Methodology (BIOE 212, CS 272, GENE 212)
Capstone Biomedical Data Science experience. Hands-on software building. Student teams conceive, design, specify, implement, evaluate, and report on a software project in the domain of biomedicine. Creating written proposals, peer review, providing status reports, and preparing final reports. Issues related to research reproducibility. Guest lectures from professional biomedical informatics systems builders on issues related to the process of project management. Software engineering basics. Because the team projects start in the first week of class, attendance that week is strongly recommended. Prerequisites: BIOMEDIN 210 or 214 or 215 or 217 or 260. Preference to BMI graduate students. Consent of instructor required.
Terms: Win, Spr
| Units: 3-5
BIOMEDIN 214:
Representations and Algorithms for Computational Molecular Biology (BIOE 214, CS 274, GENE 214)
Topics: This is a graduate level introduction to bioinformatics and computational biology, algorithms for alignment of biological sequences and structures, computing with strings, phylogenetic tree construction, hidden Markov models, basic structural computations on proteins, protein structure prediction, molecular dynamics and energy minimization, statistical analysis of 3D biological data, integration of data sources, knowledge representation and controlled terminologies for molecular biology, microarray analysis, chemoinformatics, pharmacogenetics, network biology. Note: For Fall 2021, Dr. Altman will be away on sabbatical and so class will be taught from lecture videos recorded in fall of 2018. The class will be entirely online, with no scheduled meeting times. Lectures will be released in batches to encourage pacing. A team of TAs will manage all class logistics and grading. Firm prerequisite: CS 106B.
Terms: Aut
| Units: 3-4
BIOMEDIN 215:
Data Science for Medicine
The widespread adoption of electronic health records (EHRs) has created a new source of big data namely, the record of routine clinical practice as a by-product of care. This graduate class will teach you how to use EHRs and other patient data to discover new clinical knowledge and improve healthcare. Upon completing this course, you should be able to: differentiate between and give examples of categories of research questions and the study designs used to address them, describe common healthcare data sources and their relative advantages and limitations, extract and transform various kinds of clinical data to create analysis-ready datasets, design and execute an analysis of a clinical dataset based on your familiarity with the workings, applicability, and limitations of common statistical methods, evaluate and criticize published research using your knowledge of 1-4 to generate new research ideas and separate hype from reality. Prerequisites: CS 106A or equivalent, STATS 60 or equivalent. Recommended: STATS 216, CS 145, STATS 305
Terms: Aut
| Units: 3
BIOMEDIN 216:
Representations and Algorithms for Molecular Biology: Lectures
Lecture component of BIOMEDIN 214. One unit for medical and graduate students who attend lectures only; may be taken for 2 units with participation in limited assignments and final project. Lectures also available via internet. Prerequisite: familiarity with biology recommended.
Terms: Aut
| Units: 1-2
BIOMEDIN 217:
Translational Bioinformatics (BIOE 217, CS 275, GENE 217)
Computational methods for the translation of biomedical data into diagnostic, prognostic, and therapeutic applications in medicine. Topics: multi-scale omics data generation and analysis, utility and limitations of public biomedical resources, machine learning and data mining, issues and opportunities in drug discovery, and mobile/digital health solutions. Case studies and course project. Prerequisites: programming ability at the level of CS 106A and familiarity with biology and statistics.
Terms: Win
| Units: 3-4
BIOMEDIN 219:
Mathematical Models and Medical Decisions
Analytic methods for determining optimal diagnostic and therapeutic decisions with applications to the care of individual patients and the design of policies applied to patient populations. Topics include: utility theory and probability modeling, empirical methods for disease prevalence estimation, probability models for periodic processes, binary decision-making techniques, Markov models of dynamic disease state problems, utility assessment techniques, parametric utility models, utility models for multidimensional outcomes, analysis of time-varying clinical outcomes, and the design of cost-constrained clinical policies. Extensive problem sets compliment the lectures. Prerequisites: introduction to calculus and basic statistics.
Terms: Win
| Units: 3
BIOMEDIN 220:
Artificial Intelligence in Healthcare (BIODS 220, CS 271)
Healthcare is one of the most exciting application domains of artificial intelligence, with transformative potential in areas ranging from medical image analysis to electronic health records-based prediction and precision medicine. This course will involve a deep dive into recent advances in AI in healthcare, focusing in particular on deep learning approaches for healthcare problems. We will start from foundations of neural networks, and then study cutting-edge deep learning models in the context of a variety of healthcare data including image, text, multimodal and time-series data. In the latter part of the course, we will cover advanced topics on open challenges of integrating AI in a societal application such as healthcare, including interpretability, robustness, privacy and fairness. The course aims to provide students from diverse backgrounds with both conceptual understanding and practical grounding of cutting-edge research on AI in healthcare. Prerequisites: Proficiency in Python or ability to self-learn; familiarity with machine learning and basic calculus, linear algebra, statistics; familiarity with deep learning highly recommended (e.g. prior experience training a deep learning model).
Terms: Aut
| Units: 3-4
BIOMEDIN 221:
Machine Learning Approaches for Data Fusion in Biomedicine (BIODS 221)
Vast amounts of biomedical data are now routinely available for patients, raging from genomic data, to radiographic images and electronic health records. AI and machine learning are increasingly used to enable pattern discover to link such data for improvements in patient diagnosis, prognosis and tailoring treatment response. Yet, few studies focus on how to link different types of biomedical data in synergistic ways, and to develop data fusion approaches for improved biomedical decision support. This course will describe approaches for multi-omics, multi-modal and multi-scale data fusion of biomedical data in the context of biomedical decision support. Prerequisites: CS106A or equivalent, Stats 60 or equivalent.
Terms: Aut
| Units: 2
BIOMEDIN 222:
Cloud Computing for Biology and Healthcare (CS 273C, GENE 222)
Big Data is radically transforming healthcare. To provide real-time personalized healthcare, we need hardware and software solutions that can efficiently store and process large-scale biomedical datasets. In this class, students will learn the concepts of cloud computing and parallel systems' architecture. This class prepares students to understand how to design parallel programs for computationally intensive medical applications and how to run these applications on computing frameworks such as Cloud Computing and High Performance Computing (HPC) systems. Prerequisites: familiarity with programming in Python and R.
Terms: Spr
| Units: 3
BIOMEDIN 223:
Deploying and Evaluating Fair AI in Healthcare (EPI 220)
AI applications are proliferating throughout the healthcare system and stakeholders are faced with the opportunities and challenges of deploying these quickly evolving technologies. This course teaches the principles of AI evaluations in healthcare, provides a framework for deployment of AI in the healthcare system, reviews the regulatory environment, and discusses fundamental components used to evaluate the downstream effects of AI healthcare solutions, including biases and fairness. Prerequisites: CS106A; familiarity with statistics (stats 202), BIOMED 215, or BIODS 220
Terms: Spr
| Units: 2-3
BIOMEDIN 224:
Principles of Pharmacogenomics (GENE 224)
This course is an introduction to pharmacogenomics, including the relevant pharmacology, genomics, experimental methods (sequencing, expression, genotyping), data analysis methods and bioinformatics. The course reviews key gene classes (e.g., cytochromes, transporters) and key drugs (e.g., warfarin, clopidogrel, statins, cancer drugs) in the field. Resources for pharmacogenomics (e.g., PharmGKB, Drugbank, NCBI resources) are reviewed, as well as issues implementing pharmacogenomics testing in the clinical setting. Reading of key papers, including student presentations of this work; problem sets; final project selected with approval of instructor. Prerequisites: two of BIO 41, 42, 43, 44X, 44Y or consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 3
BIOMEDIN 225:
Data Driven Medicine
The widespread adoption of electronic health records (EHRs) has created a new source of big data namely, the record of routine clinical practice as a by-product of care. This class will teach you how to use EHRs and other patient data in conjunction with recent advances in artificial intelligence (AI) and evolving business models to improve healthcare. Upon completing this course, you should be able to: differentiate between and give examples of categories of care questions that AI can help answer, describe common healthcare data sources and their relative advantages, limitations, and biases in enabling care transformation, understand the challenges in using various kinds of clinical data to create fair algorithmic interventions, design an analysis of a clinical dataset, evaluate and criticize published research to separate hype from reality. Prerequisites: enrollment in the MCiM program. This course is designed to prepare you to pose and answer meaningful clinical questions using healthcare data as well as understand how AI can be brought into clinical use safely, ethically and cost-effectively.
Terms: Win
| Units: 3
BIOMEDIN 226:
Digital Health Practicum in a Health Care Delivery System
Practical experience implementing clinical informatics solutions with a focus on digital health in one of the largest healthcare delivery systems in the United States. Individual meetings with senior clinical informatics leaders to discuss elements of successful projects. Implementation opportunities include supporting the use of electronic health records, engagement of patients and providers via a personal health record, use of informatics to support patient service centers, and improvement of patient access to clinical data. Consent of course instructors required at least one quarter prior to student enrollment in course.
Terms: Aut, Win, Spr, Sum
| Units: 2-3
BIOMEDIN 233:
Intermediate Biostatistics: Analysis of Discrete Data (EPI 261, STATS 261)
(Formerly HRP 261) Methods for analyzing data from case-control and cross-sectional studies: the 2x2 table, chi-square test, Fisher's exact test, odds ratios, Mantel-Haenzel methods, stratification, tests for matched data, logistic regression, conditional logistic regression. Emphasis is on data analysis in SAS or R. Special topics: cross-fold validation and bootstrap inference.
Terms: Win
| Units: 3
BIOMEDIN 248B:
Causal Inference in Clinical Trials and Observational Study (II) (BIODS 248B, BIODS 248BP, STATS 248B)
This course offers an overview of statistical foundations for causal inference. This course introduces new analytic methods for causal inference in observational study including propensity score, doubly robust estimation, instrumental variables, marginal structure modeling for time-varying confounding, precision medicine, and sensitivity analysis for unmeasured confounding. This course also offers study design issues such as estimand. The course is designed to be a continuation of the clinical trial course (BIODS 248) and focuses on making causal inferences via observational study including real world data. However, BIODS 248 is not required for this course, which is self-contained. Prerequisites: Working knowledge of statistical inference, probability theory, and R.
Terms: Spr
| Units: 3
| Repeatable
2 times
(up to 6 units total)
BIOMEDIN 251:
Outcomes Analysis (HRP 252, MED 252)
This course introduces and develops methods for conducting empirical research that address clinical and policy questions that are not suitable for randomized trials. Conceptual and applied models of causal inference guide the design of empirical research. Econometric and statistical models are used to conduct health outcomes research which use large existing medical, survey, and other databases Problem sets emphasize hands-on data analysis and application of methods, including re-analyses of well-known studies. This is a project-based course designed for students pursuing research training. Prerequisites: one or more courses in probability, and statistics or biostatistics.
Terms: Spr
| Units: 3-4
BIOMEDIN 254:
Quality & Safety in U.S. Healthcare (HRP 254)
The course will provide an in-depth examination of the quality & patient safety movement in the US healthcare system, the array of quality measurement techniques and issues, and perspectives of quality and safety improvement efforts under the current policy landscape.
Terms: Spr
| Units: 3
BIOMEDIN 256:
Economics of Health and Medical Care (BIOMEDIN 156, ECON 126, HRP 256)
Institutional, theoretical, and empirical analysis of the problems of health and medical care. Topics: demand for medical care and medical insurance; institutions in the health sector; economics of information applied to the market for health insurance and for health care; measurement and valuation of health; competition in health care delivery. Graduate students with research interests should take ECON 249. Prerequisites: ECON 50 and either ECON 102A or STATS 116 or the equivalent. Recommended: ECON 51.
Terms: Aut, Spr
| Units: 5
BIOMEDIN 260:
Computational Methods for Biomedical Image Analysis and Interpretation (CS 235, RAD 260)
The latest biological and medical imaging modalities and their applications in research and medicine. Focus is on computational analytic and interpretive approaches to optimize extraction and use of biological and clinical imaging data for diagnostic and therapeutic translational medical applications. Topics include major image databases, fundamental methods in image processing and quantitative extraction of image features, structured recording of image information including semantic features and ontologies, indexing, search and content-based image retrieval. Case studies include linking image data to genomic, phenotypic and clinical data, developing representations of image phenotypes for use in medical decision support and research applications and the role that biomedical imaging informatics plays in new questions in biomedical science. Includes a project. Enrollment for 3 units requires instructor consent. Prerequisites: programming ability at the level of CS 106A, familiarity with statistics, basic biology. Knowledge of Matlab or Python highly recommended.
Terms: Spr
| Units: 3-4
BIOMEDIN 279:
Computational Biology: Structure and Organization of Biomolecules and Cells (BIOE 279, BIOPHYS 279, CME 279, CS 279)
Computational techniques for investigating and designing the three-dimensional structure and dynamics of biomolecules and cells. These computational methods play an increasingly important role in drug discovery, medicine, bioengineering, and molecular biology. Course topics include protein structure prediction, protein design, drug screening, molecular simulation, cellular-level simulation, image analysis for microscopy, and methods for solving structures from crystallography and electron microscopy data. Prerequisites: elementary programming background (CS 106A or equivalent) and an introductory course in biology or biochemistry.
Terms: Aut
| Units: 3
BIOMEDIN 290:
Biomedical Informatics Teaching Methods
Hands-on training in biomedical informatics pedagogy. Practical experience in pedagogical approaches, variously including didactic, inquiry, project, team, case, field, and/or problem-based approaches. Students create course content, including lectures, exercises, and assessments, and evaluate learning activities and outcomes. Prerequisite: instructor consent.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
2 times
(up to 12 units total)
Instructors: ;
Altman, R. (PI);
Ashley, E. (PI);
Bassik, M. (PI);
Batzoglou, S. (PI);
Bayati, M. (PI);
Bejerano, G. (PI);
Bhattacharya, J. (PI);
Blish, C. (PI);
Boahen, K. (PI);
Brandeau, M. (PI);
Bustamante, C. (PI);
Butte, A. (PI);
Chang, H. (PI);
Cherry, J. (PI);
Cohen, S. (PI);
Covert, M. (PI);
Curtis, C. (PI);
Das, A. (PI);
Das, R. (PI);
Davis, R. (PI);
Delp, S. (PI);
Desai, M. (PI);
Dill, D. (PI);
Dumontier, M. (PI);
Elias, J. (PI);
Fagan, L. (PI);
Feldman, M. (PI);
Ferrell, J. (PI);
Fraser, H. (PI);
Gambhir, S. (PI);
Gerritsen, M. (PI);
Gevaert, O. (PI);
Goldstein, M. (PI);
Greenleaf, W. (PI);
Guibas, L. (PI);
Hastie, T. (PI);
Hlatky, M. (PI);
Holmes, S. (PI);
Ji, H. (PI);
Karp, P. (PI);
Khatri, P. (PI);
Kim, S. (PI);
Kirkegaard, K. (PI);
Klein, T. (PI);
Koller, D. (PI);
Krummel, T. (PI);
Kundaje, A. (PI);
Levitt, M. (PI);
Levitt, R. (PI);
Li, J. (PI);
Longhurst, C. (PI);
Lowe, H. (PI);
Mallick, P. (PI);
Manning, C. (PI);
McAdams, H. (PI);
Menon, V. (PI);
Montgomery, S. (PI);
Musen, M. (PI);
Napel, S. (PI);
Nolan, G. (PI);
Olshen, R. (PI);
Owen, A. (PI);
Owens, D. (PI);
Paik, D. (PI);
Palacios, J. (PI);
Pande, V. (PI);
Petrov, D. (PI);
Plevritis, S. (PI);
Poldrack, R. (PI);
Pritchard, J. (PI);
Relman, D. (PI);
Rivas, M. (PI);
Rubin, D. (PI);
Sabatti, C. (PI);
Salzman, J. (PI);
Shachter, R. (PI);
Shafer, R. (PI);
Shah, N. (PI);
Sherlock, G. (PI);
Sidow, A. (PI);
Snyder, M. (PI);
Tang, H. (PI);
Taylor, C. (PI);
Theriot, J. (PI);
Tibshirani, R. (PI);
Utz, P. (PI);
Walker, M. (PI);
Wall, D. (PI);
Winograd, T. (PI);
Wong, W. (PI);
Xing, L. (PI);
Zou, J. (PI);
Choudhry, S. (GP)
BIOMEDIN 299:
Directed Reading and Research
For students wishing to receive credit for directed reading or research time. Prerequisite: consent of instructor. (Staff)
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Aghaeepour, N. (PI);
Altman, R. (PI);
Ashley, E. (PI);
Baiocchi, M. (PI);
Bassik, M. (PI);
Batzoglou, S. (PI);
Bayati, M. (PI);
Bejerano, G. (PI);
Bhattacharya, J. (PI);
Blish, C. (PI);
Boahen, K. (PI);
Brandeau, M. (PI);
Brutlag, D. (PI);
Bustamante, C. (PI);
Butte, A. (PI);
Chang, H. (PI);
Chaudhari, A. (PI);
Chen, J. (PI);
Cherry, J. (PI);
Cohen, S. (PI);
Covert, M. (PI);
Curtis, C. (PI);
Das, A. (PI);
Das, R. (PI);
Davis, R. (PI);
Delp, S. (PI);
Desai, M. (PI);
Dill, D. (PI);
Dror, R. (PI);
Dumontier, M. (PI);
Elias, J. (PI);
Fagan, L. (PI);
Feldman, M. (PI);
Ferrell, J. (PI);
Fraser, H. (PI);
Gambhir, S. (PI);
Gentles, A. (PI);
Gerritsen, M. (PI);
Gevaert, O. (PI);
Goldstein, M. (PI);
Greenleaf, W. (PI);
Guibas, L. (PI);
Hastie, T. (PI);
Hernandez-Boussard, T. (PI);
Hlatky, M. (PI);
Holmes, S. (PI);
Jerby, L. (PI);
Ji, H. (PI);
Karp, P. (PI);
Khatri, P. (PI);
Kim, S. (PI);
Kirkegaard, K. (PI);
Klein, T. (PI);
Koller, D. (PI);
Krummel, T. (PI);
Kundaje, A. (PI);
Langlotz, C. (PI);
Leskovec, J. (PI);
Levitt, M. (PI);
Li, J. (PI);
Longhurst, C. (PI);
Lowe, H. (PI);
Mallick, P. (PI);
Manning, C. (PI);
McAdams, H. (PI);
Menon, V. (PI);
Montgomery, S. (PI);
Musen, M. (PI);
Napel, S. (PI);
Nolan, G. (PI);
Olshen, R. (PI);
Owen, A. (PI);
Owens, D. (PI);
Paik, D. (PI);
Palacios, J. (PI);
Pande, V. (PI);
Petrov, D. (PI);
Plevritis, S. (PI);
Pohl, K. (PI);
Poldrack, R. (PI);
Pritchard, J. (PI);
Relman, D. (PI);
Rivas, M. (PI);
Rose, S. (PI);
Ross, E. (PI);
Rubin, D. (PI);
Sabatti, C. (PI);
Salzman, J. (PI);
Shachter, R. (PI);
Shafer, R. (PI);
Shah, N. (PI);
Sherlock, G. (PI);
Sidow, A. (PI);
Snyder, M. (PI);
Tang, H. (PI);
Taylor, C. (PI);
Theriot, J. (PI);
Tibshirani, R. (PI);
Tu, S. (PI);
Utz, P. (PI);
Walker, M. (PI);
Wall, D. (PI);
Winograd, T. (PI);
Wong, W. (PI);
Xing, L. (PI);
Yeung, S. (PI);
Zou, J. (PI);
Choudhry, S. (GP);
Lee, S. (GP)
BIOMEDIN 360:
Inclusive Mentorship in Data Science (BIODS 360)
This course has the following broad goals: (1) To ensure that Stanford graduate students in data science are intentionally trained to effectively mentor people who may be different from them. (2) To sustainably develop pathways to increase access to higher education and to Stanford graduate programs in data science for individuals from backgrounds currently under-represented in those fields. During weekly class meetings, graduate student participants will learn strategies to create an inclusive environment, approaches to effective mentoring and coaching, and techniques to develop a personalized curriculum with the course staff and guest speakers. They will also be paired with current undergraduates from non-R1 schools with an interest in data science, recruited in partnership with faculty from those institutions. Participants will meet online weekly for one-on-one mentorship where you will expose your mentee to research in data science. During weekly online meetings, you will work with your mentee on a range of activities, planned with assistance from course staff, including planning their course of studies, navigating internship opportunities and preparing applications; tutoring in some aspects of data science; and guidance in engaging in mini-research projects, depending on their interests.
Terms: Win, Spr
| Units: 1-2
| Repeatable
2 times
(up to 4 units total)
BIOMEDIN 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Altman, R. (PI);
Ashley, E. (PI);
Bassik, M. (PI);
Batzoglou, S. (PI);
Bayati, M. (PI);
Bejerano, G. (PI);
Bhattacharya, J. (PI);
Blish, C. (PI);
Boahen, K. (PI);
Brandeau, M. (PI);
Brutlag, D. (PI);
Bustamante, C. (PI);
Butte, A. (PI);
Chang, H. (PI);
Chen, J. (PI);
Cherry, J. (PI);
Cohen, S. (PI);
Covert, M. (PI);
Curtis, C. (PI);
Das, A. (PI);
Das, R. (PI);
Davis, R. (PI);
Delp, S. (PI);
Desai, M. (PI);
Dill, D. (PI);
Dumontier, M. (PI);
Elias, J. (PI);
Fagan, L. (PI);
Feldman, M. (PI);
Ferrell, J. (PI);
Fraser, H. (PI);
Gambhir, S. (PI);
Gerritsen, M. (PI);
Gevaert, O. (PI);
Goldstein, M. (PI);
Greenleaf, W. (PI);
Guibas, L. (PI);
Hastie, T. (PI);
Hlatky, M. (PI);
Holmes, S. (PI);
Ji, H. (PI);
Karp, P. (PI);
Khatri, P. (PI);
Kim, S. (PI);
Kirkegaard, K. (PI);
Klein, T. (PI);
Koller, D. (PI);
Krummel, T. (PI);
Kundaje, A. (PI);
Levitt, M. (PI);
Li, J. (PI);
Longhurst, C. (PI);
Lowe, H. (PI);
Mallick, P. (PI);
Manning, C. (PI);
McAdams, H. (PI);
Menon, V. (PI);
Montgomery, S. (PI);
Musen, M. (PI);
Napel, S. (PI);
Nolan, G. (PI);
Olshen, R. (PI);
Owen, A. (PI);
Owens, D. (PI);
Paik, D. (PI);
Palacios, J. (PI);
Pande, V. (PI);
Petrov, D. (PI);
Plevritis, S. (PI);
Poldrack, R. (PI);
Pritchard, J. (PI);
Relman, D. (PI);
Rivas, M. (PI);
Rubin, D. (PI);
Sabatti, C. (PI);
Salzman, J. (PI);
Shachter, R. (PI);
Shafer, R. (PI);
Shah, N. (PI);
Sherlock, G. (PI);
Sidow, A. (PI);
Snyder, M. (PI);
Tang, H. (PI);
Taylor, C. (PI);
Theriot, J. (PI);
Tibshirani, R. (PI);
Tu, S. (PI);
Utz, P. (PI);
Walker, M. (PI);
Wall, D. (PI);
Winograd, T. (PI);
Wong, W. (PI);
Xing, L. (PI);
Zou, J. (PI);
Choudhry, S. (GP)
BIOMEDIN 390A:
Curricular Practical Training
Provides educational opportunities in biomedical informatics research. Qualified biomedical informatics students engage in internship work and integrate that work into their academic program. Students register during the quarter they are employed and must complete a research report outlining their work activity, problems investigated, key results, and any follow-up on projects they expect to perform. BIOMEDIN 390A, B, and C may each be taken only once.
Terms: Aut, Win, Spr, Sum
| Units: 1
BIOMEDIN 390B:
Curricular Practical Training
Provides educational opportunities in biomedical informatics research. Qualified biomedical informatics students engage in internship work and integrate that work into their academic program. Students register during the quarter they are employed and must complete a research report outlining their work activity, problems investigated, key results, and any follow-up on projects they expect to perform. BIOMEDIN 390A, B, and C may each be taken only once.
Terms: Aut, Win, Spr, Sum
| Units: 1
BIOMEDIN 390C:
Curricular Practical Training
Provides educational opportunities in biomedical informatics research. Qualified biomedical informatics students engage in internship work and integrate that work into their academic program. Students register during the quarter they are employed and must complete a research report outlining their work activity, problems investigated, key results, and any follow-up on projects they expect to perform. BIOMEDIN 390A, B, and C may each be taken only once.
Terms: Aut, Win, Spr, Sum
| Units: 1
BIOMEDIN 432:
Analysis of Costs, Risks, and Benefits of Health Care (HRP 392)
For graduate students. How to do cost/benefit analysis when the output is difficult or impossible to measure. Literature on the principles of cost/benefit analysis applied to health care. Critical review of actual studies. Emphasis is on the art of practical application.
Terms: Aut
| Units: 4
BIOMEDIN 801:
TGR Master's Project
Project credit for masters students who have completed all course requirements and minimum of 45 Stanford units.
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Altman, R. (PI);
Ashley, E. (PI);
Bassik, M. (PI);
Batzoglou, S. (PI);
Bayati, M. (PI);
Bejerano, G. (PI);
Bhattacharya, J. (PI);
Blish, C. (PI);
Boahen, K. (PI);
Brandeau, M. (PI);
Brutlag, D. (PI);
Bustamante, C. (PI);
Butte, A. (PI);
Chang, H. (PI);
Cherry, J. (PI);
Cohen, S. (PI);
Covert, M. (PI);
Curtis, C. (PI);
Das, A. (PI);
Das, R. (PI);
Davis, R. (PI);
Delp, S. (PI);
Desai, M. (PI);
Dill, D. (PI);
Dumontier, M. (PI);
Elias, J. (PI);
Fagan, L. (PI);
Feldman, M. (PI);
Ferrell, J. (PI);
Fraser, H. (PI);
Gambhir, S. (PI);
Gentles, A. (PI);
Gerritsen, M. (PI);
Gevaert, O. (PI);
Goldstein, M. (PI);
Greenleaf, W. (PI);
Guibas, L. (PI);
Hastie, T. (PI);
Hlatky, M. (PI);
Holmes, S. (PI);
Ji, H. (PI);
Karp, P. (PI);
Khatri, P. (PI);
Kim, S. (PI);
Kirkegaard, K. (PI);
Klein, T. (PI);
Koller, D. (PI);
Krummel, T. (PI);
Kundaje, A. (PI);
Levitt, M. (PI);
Li, J. (PI);
Longhurst, C. (PI);
Lowe, H. (PI);
Lu, Y. (PI);
Mallick, P. (PI);
Manning, C. (PI);
McAdams, H. (PI);
Menon, V. (PI);
Montgomery, S. (PI);
Musen, M. (PI);
Napel, S. (PI);
Nolan, G. (PI);
Olshen, R. (PI);
Owen, A. (PI);
Owens, D. (PI);
Paik, D. (PI);
Palacios, J. (PI);
Pande, V. (PI);
Petrov, D. (PI);
Plevritis, S. (PI);
Poldrack, R. (PI);
Pritchard, J. (PI);
Relman, D. (PI);
Rivas, M. (PI);
Rubin, D. (PI);
Sabatti, C. (PI);
Salzman, J. (PI);
Shachter, R. (PI);
Shafer, R. (PI);
Shah, N. (PI);
Sherlock, G. (PI);
Sidow, A. (PI);
Snyder, M. (PI);
Tang, H. (PI);
Taylor, C. (PI);
Theriot, J. (PI);
Tian, L. (PI);
Tibshirani, R. (PI);
Tu, S. (PI);
Utz, P. (PI);
Walker, M. (PI);
Wall, D. (PI);
Winograd, T. (PI);
Wong, W. (PI);
Xing, L. (PI);
Zou, J. (PI);
Choudhry, S. (GP)
BIOMEDIN 802:
TGR PhD Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Altman, R. (PI);
Ashley, E. (PI);
Baiocchi, M. (PI);
Bassik, M. (PI);
Batzoglou, S. (PI);
Bayati, M. (PI);
Bejerano, G. (PI);
Bhattacharya, J. (PI);
Blish, C. (PI);
Boahen, K. (PI);
Brandeau, M. (PI);
Brutlag, D. (PI);
Bustamante, C. (PI);
Butte, A. (PI);
Chang, H. (PI);
Cherry, J. (PI);
Cohen, S. (PI);
Covert, M. (PI);
Curtis, C. (PI);
Das, A. (PI);
Das, R. (PI);
Davis, R. (PI);
Delp, S. (PI);
Desai, M. (PI);
Dill, D. (PI);
Dumontier, M. (PI);
Elias, J. (PI);
Fagan, L. (PI);
Feldman, M. (PI);
Ferrell, J. (PI);
Fraser, H. (PI);
Gambhir, S. (PI);
Gerritsen, M. (PI);
Gevaert, O. (PI);
Goldstein, M. (PI);
Greenleaf, W. (PI);
Guibas, L. (PI);
Hastie, T. (PI);
Hlatky, M. (PI);
Holmes, S. (PI);
Ji, H. (PI);
Karp, P. (PI);
Khatri, P. (PI);
Kim, S. (PI);
Kirkegaard, K. (PI);
Klein, T. (PI);
Koller, D. (PI);
Krummel, T. (PI);
Kundaje, A. (PI);
Levitt, M. (PI);
Li, J. (PI);
Longhurst, C. (PI);
Lowe, H. (PI);
Mallick, P. (PI);
Manning, C. (PI);
McAdams, H. (PI);
Menon, V. (PI);
Montgomery, S. (PI);
Musen, M. (PI);
Napel, S. (PI);
Nolan, G. (PI);
Olshen, R. (PI);
Owen, A. (PI);
Owens, D. (PI);
Paik, D. (PI);
Palacios, J. (PI);
Pande, V. (PI);
Petrov, D. (PI);
Plevritis, S. (PI);
Poldrack, R. (PI);
Pritchard, J. (PI);
Rehkopf, D. (PI);
Relman, D. (PI);
Rivas, M. (PI);
Rubin, D. (PI);
Sabatti, C. (PI);
Salzman, J. (PI);
Shachter, R. (PI);
Shafer, R. (PI);
Shah, N. (PI);
Sherlock, G. (PI);
Sidow, A. (PI);
Snyder, M. (PI);
Tang, H. (PI);
Taylor, C. (PI);
Theriot, J. (PI);
Tibshirani, R. (PI);
Tu, S. (PI);
Utz, P. (PI);
Walker, M. (PI);
Wall, D. (PI);
Winograd, T. (PI);
Wong, W. (PI);
Xing, L. (PI);
Zou, J. (PI);
Rehkopf, D. (SI);
Choudhry, S. (GP)
BIOPHYS 232:
Advanced Imaging Lab in Biophysics (APPPHYS 232, BIO 132, BIO 232, GENE 232)
Laboratory and lectures. Advanced microscopy and imaging, emphasizing hands-on experience with state-of-the-art techniques. Students construct and operate working apparatus. Topics include microscope optics, Koehler illumination, contrast-generating mechanisms (bright/dark field, fluorescence, phase contrast, differential interference contrast), and resolution limits. Laboratory topics vary by year, but include single-molecule fluorescence, fluorescence resonance energy transfer, confocal microscopy, two-photon microscopy, microendoscopy, and optical trapping. Limited enrollment. Recommended: basic physics, basic cell biology, and consent of instructor.
Terms: Spr
| Units: 4
BIOPHYS 235:
Biotransport Phenomena (APPPHYS 235, ME 235)
The efficient transport of energy, mass, and momentum is essential to the normal function of living systems. Changes in these processes often result in pathological conditions. Transport phenomena are also critical to the design of instrumentation for medical applications and biotechnology. The course aims to introduce the integrated study of transport processes and their biological applications. It covers the fundamental driving forces for transport in biological systems and the biophysics across multiple length scales (molecules, cells, tissues, organs, whole organisms). Topics include chemical gradients, electrical interactions, fluid flow, mass transport. Pre-requisites: Calculus, MATLAB, basic fluid mechanics, heat transfer, solid mechanics.
Terms: Win
| Units: 3
| Repeatable
9 times
(up to 18 units total)
BIOPHYS 250:
Seminar in Biophysics
Required of Biophysics graduate students. Presentation of current research projects and results by faculty in the Biophysics program. May be repeated for credit. BIOPHYS 250 is a seminar course intended only for first year Biophysics and Structural Biology graduate students, to help them decide on which faculty labs they want to settle in.
Terms: Aut
| Units: 1
| Repeatable
for credit
BIOPHYS 279:
Computational Biology: Structure and Organization of Biomolecules and Cells (BIOE 279, BIOMEDIN 279, CME 279, CS 279)
Computational techniques for investigating and designing the three-dimensional structure and dynamics of biomolecules and cells. These computational methods play an increasingly important role in drug discovery, medicine, bioengineering, and molecular biology. Course topics include protein structure prediction, protein design, drug screening, molecular simulation, cellular-level simulation, image analysis for microscopy, and methods for solving structures from crystallography and electron microscopy data. Prerequisites: elementary programming background (CS 106A or equivalent) and an introductory course in biology or biochemistry.
Terms: Aut
| Units: 3
BIOPHYS 290:
CPT
CPT course required for international students completing degree.
Terms: Win, Spr
| Units: 1-3
| Repeatable
3 times
(up to 9 units total)
BIOPHYS 294:
Cellular Biophysics (APPPHYS 294, BIO 294)
Physical biology of dynamical and mechanical processes in cells. Emphasis is on qualitative understanding of biological functions through quantitative analysis and simple mathematical models. Sensory transduction, signaling, adaptation, switches, molecular motors, actin and microtubules, motility, and circadian clocks. Prerequisites: differential equations and introductory statistical mechanics.
Terms: Win, Spr
| Units: 3
BIOPHYS 297:
Bio-Inorganic Chemistry (CHEM 257)
(Formerly Chem 297) Overview of metal sites in biology. Metalloproteins as elaborated inorganic complexes, their basic coordination chemistry and bonding, unique features of the protein ligand, and the physical methods used to study active sites. Active site structures are correlated with function (election transfer; dioxygen binding, activation and reduction to water). Prerequisites: Chem 153 and Chem 173, or equivalents.
Terms: Aut
| Units: 3
BIOPHYS 300:
Graduate Research
Investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Abu-Remaileh, M. (PI);
Airan, R. (PI);
Altman, R. (PI);
Barron, A. (PI);
Bintu, L. (PI);
Block, S. (PI);
Boettiger, A. (PI);
Boxer, S. (PI);
Brandman, O. (PI);
Brunet, A. (PI);
Brunger, A. (PI);
Bryant, Z. (PI);
Cegelski, L. (PI);
Chaudhuri, O. (PI);
Chiu, W. (PI);
Chu, G. (PI);
Chu, S. (PI);
Cochran, J. (PI);
Cremer, J. (PI);
Cui, B. (PI);
Dabiri, J. (PI);
Das, R. (PI);
Davis, M. (PI);
Doniach, S. (PI);
Dror, R. (PI);
Druckmann, S. (PI);
Dunn, A. (PI);
Feng, L. (PI);
Ferrell, J. (PI);
Fisher, D. (PI);
Fordyce, P. (PI);
Frydman, J. (PI);
Garcia, C. (PI);
Gevaert, O. (PI);
Glover, G. (PI);
Good, B. (PI);
Goodman, M. (PI);
Greenleaf, W. (PI);
Hanawalt, P. (PI);
Harbury, P. (PI);
Herschlag, D. (PI);
Hodgson, K. (PI);
Huang, K. (PI);
Huang, P. (PI);
Jardetzky, T. (PI);
Kachru, S. (PI);
Kim, P. (PI);
Kobilka, B. (PI);
Kool, E. (PI);
Kopito, R. (PI);
Kornberg, R. (PI);
Kundaje, A. (PI);
Levin, C. (PI);
Levitt, M. (PI);
Lewis, R. (PI);
Li, J. (PI);
Li, L. (PI);
Liphardt, J. (PI);
Long, S. (PI);
Mackall, C. (PI);
Maduke, M. (PI);
Martinez, T. (PI);
Meyer, T. (PI);
Moerner, W. (PI);
Pande, V. (PI);
Pelc, N. (PI);
Petrov, D. (PI);
Prakash, M. (PI);
Puglisi, J. (PI);
Quake, S. (PI);
Red-Horse, K. (PI);
Saggar, M. (PI);
Salzman, J. (PI);
Schnitzer, M. (PI);
Skotheim, J. (PI);
Smith, S. (PI);
Solomon, E. (PI);
Spakowitz, A. (PI);
Spudich, J. (PI);
Tang, S. (PI);
Theriot, J. (PI);
Ting, A. (PI);
Wagner, A. (PI);
Wandless, T. (PI);
Wang, B. (PI);
Weis, W. (PI);
Zare, R. (PI);
Zuchero, B. (PI);
de la Zerda, A. (PI);
Dang, V. (GP);
Frank, D. (GP);
Geiselhart, K. (GP);
Goulart, B. (GP)
BIOPHYS 399:
Directed Reading in Biophysics
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Abu-Remaileh, M. (PI);
Altman, R. (PI);
Barron, A. (PI);
Block, S. (PI);
Boxer, S. (PI);
Brandman, O. (PI);
Brunger, A. (PI);
Bryant, Z. (PI);
Cegelski, L. (PI);
Chaudhuri, O. (PI);
Chiu, W. (PI);
Chu, G. (PI);
Chu, S. (PI);
Cochran, J. (PI);
Cui, B. (PI);
Das, R. (PI);
Davis, M. (PI);
Doniach, S. (PI);
Dror, R. (PI);
Dunn, A. (PI);
Feng, L. (PI);
Ferrell, J. (PI);
Fisher, D. (PI);
Fordyce, P. (PI);
Frydman, J. (PI);
Garcia, C. (PI);
Glover, G. (PI);
Goodman, M. (PI);
Greenleaf, W. (PI);
Hanawalt, P. (PI);
Harbury, P. (PI);
Herschlag, D. (PI);
Hodgson, K. (PI);
Huang, K. (PI);
Huang, P. (PI);
Jardetzky, T. (PI);
Kim, P. (PI);
Kobilka, B. (PI);
Kool, E. (PI);
Kopito, R. (PI);
Kundaje, A. (PI);
Levin, C. (PI);
Levitt, M. (PI);
Lewis, R. (PI);
Li, J. (PI);
Li, L. (PI);
Liphardt, J. (PI);
Long, S. (PI);
Maduke, M. (PI);
Martinez, T. (PI);
Meyer, T. (PI);
Moerner, W. (PI);
Pande, V. (PI);
Pelc, N. (PI);
Prakash, M. (PI);
Quake, S. (PI);
Salzman, J. (PI);
Schnitzer, M. (PI);
Skotheim, J. (PI);
Smith, S. (PI);
Solomon, E. (PI);
Spakowitz, A. (PI);
Spudich, J. (PI);
Tang, S. (PI);
Theriot, J. (PI);
Wagner, A. (PI);
Wandless, T. (PI);
Wang, B. (PI);
Weis, W. (PI);
Zare, R. (PI);
de la Zerda, A. (PI);
Dang, V. (GP);
Frank, D. (GP);
Goulart, B. (GP)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Altman, R. (PI);
Barron, A. (PI);
Block, S. (PI);
Boettiger, A. (PI);
Boxer, S. (PI);
Brandman, O. (PI);
Brunger, A. (PI);
Bryant, Z. (PI);
Cegelski, L. (PI);
Chaudhuri, O. (PI);
Chu, G. (PI);
Chu, S. (PI);
Cochran, J. (PI);
Cui, B. (PI);
Das, R. (PI);
Davis, M. (PI);
Doniach, S. (PI);
Dror, R. (PI);
Dunn, A. (PI);
Feng, L. (PI);
Ferrell, J. (PI);
Fisher, D. (PI);
Fordyce, P. (PI);
Frydman, J. (PI);
Garcia, C. (PI);
Glover, G. (PI);
Goodman, M. (PI);
Greenleaf, W. (PI);
Hanawalt, P. (PI);
Harbury, P. (PI);
Herschlag, D. (PI);
Hodgson, K. (PI);
Huang, K. (PI);
Huang, P. (PI);
Jardetzky, T. (PI);
Kim, P. (PI);
Kobilka, B. (PI);
Kool, E. (PI);
Kopito, R. (PI);
Kundaje, A. (PI);
Levin, C. (PI);
Levitt, M. (PI);
Lewis, R. (PI);
Li, J. (PI);
Li, L. (PI);
Liphardt, J. (PI);
Long, S. (PI);
Maduke, M. (PI);
Martinez, T. (PI);
Meyer, T. (PI);
Moerner, W. (PI);
Pande, V. (PI);
Pelc, N. (PI);
Prakash, M. (PI);
Quake, S. (PI);
Salzman, J. (PI);
Schnitzer, M. (PI);
Skotheim, J. (PI);
Smith, S. (PI);
Solomon, E. (PI);
Spakowitz, A. (PI);
Spudich, J. (PI);
Tang, S. (PI);
Theriot, J. (PI);
Wagner, A. (PI);
Wandless, T. (PI);
Wang, B. (PI);
Weis, W. (PI);
Zare, R. (PI);
de la Zerda, A. (PI);
Dang, V. (GP);
Fernandez, D. (GP);
Frank, D. (GP);
Goulart, B. (GP)
BIOPHYS 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Altman, R. (PI);
Barron, A. (PI);
Block, S. (PI);
Boxer, S. (PI);
Brandman, O. (PI);
Brunger, A. (PI);
Bryant, Z. (PI);
Cegelski, L. (PI);
Chaudhuri, O. (PI);
Chiu, W. (PI);
Chu, G. (PI);
Chu, S. (PI);
Cochran, J. (PI);
Cui, B. (PI);
Das, R. (PI);
Davis, M. (PI);
Doniach, S. (PI);
Dror, R. (PI);
Druckmann, S. (PI);
Dunn, A. (PI);
Feng, L. (PI);
Ferrell, J. (PI);
Fisher, D. (PI);
Fordyce, P. (PI);
Frydman, J. (PI);
Garcia, C. (PI);
Glover, G. (PI);
Goodman, M. (PI);
Greenleaf, W. (PI);
Hanawalt, P. (PI);
Harbury, P. (PI);
Herschlag, D. (PI);
Hodgson, K. (PI);
Huang, K. (PI);
Huang, P. (PI);
Jardetzky, T. (PI);
Kim, P. (PI);
Kobilka, B. (PI);
Kool, E. (PI);
Kopito, R. (PI);
Kornberg, R. (PI);
Kundaje, A. (PI);
Levin, C. (PI);
Levitt, M. (PI);
Lewis, R. (PI);
Li, J. (PI);
Li, L. (PI);
Liphardt, J. (PI);
Long, S. (PI);
Maduke, M. (PI);
Martinez, T. (PI);
Meyer, T. (PI);
Moerner, W. (PI);
Pande, V. (PI);
Pelc, N. (PI);
Prakash, M. (PI);
Quake, S. (PI);
Saggar, M. (PI);
Salzman, J. (PI);
Schnitzer, M. (PI);
Skotheim, J. (PI);
Smith, S. (PI);
Solomon, E. (PI);
Spakowitz, A. (PI);
Spudich, J. (PI);
Tang, S. (PI);
Theriot, J. (PI);
Wagner, A. (PI);
Wandless, T. (PI);
Wang, B. (PI);
Weis, W. (PI);
Zare, R. (PI);
de la Zerda, A. (PI);
Dang, V. (GP);
Fernandez, D. (GP);
Frank, D. (GP);
Goulart, B. (GP);
Withers, M. (GP)
BIOS 200:
Foundations in Experimental Biology
This course is divided into two 3-week cycles. During the first cycle, students will be developing a 2-page original research proposal, which may be used for NSF or other fellowship applications. In the second cycle, students will work in small teams and will be mentored by faculty to develop an original research project for oral presentation. Skills emphasized include: 1) reading for breadth and depth; 2) developing compelling, creative arguments; 3) communicating with the spoken and written word; 4) working in teams. Important features of the course include peer assessment, interactive joint classes, and substantial face-to-face discussion with faculty drawn from across the Biosciences programs. Shortened autumn quarter class; class meets during weeks 1 through 8 of the quarter.
Terms: Aut
| Units: 5
BIOS 203:
Market Design and Field Experiments for Health Policy and Medicine
This course will provide the student with the necessary tools to be an avid consumer and user, and potentially a producer, of the market design and field experimental literature (recognized by 4 recent Nobel Prizes in Economics: 2007/2012/2019/2020). In the first part, we introduce use of economic theory and analysis to design allocation mechanisms and market institutions, examples include medical resident matching and kidney exchanges. In the second part, it will provide a summary of recent experimental techniques deployed for both research and practice in economics, health/public policy and tech, and detail how to practically gather and analyze data using experimental methods. Emphasis on connecting to practical applications.
Terms: Aut, Spr
| Units: 1
BIOS 204:
Practical Tutorial on the Modeling of Signal Transduction Motifs
Basics of ordinary differential equation modeling of signal transduction motifs, small circuits of regulatory proteins and genes that serve as building blocks of complex regulatory circuits. Morning session covers numerical modeling experiments. Afternoon session explores theory underpinning that day's modeling session. Modeling done using Mathematica, Standard Edition provided to enrolled students.
Terms: Aut
| Units: 3
BIOS 206:
Matrix Methods for Dynamic Models and Data Analysis (BIO 329)
Types of matrices in dynamic & stochastic models, covariances, rectangular data, networks. Spectral theorem, asymptotics, stability theory, Nonnegative matrices, ergodicity, Markov chains. Hermitian, covariance, SVD. Perturbation theory. Random matrix products, Lyapunov exponents. Open to Ph.D. students in Biology. Prerequisites: Calculus (AP level) required. Some knowledge of linear algebra, R, preferred.
Terms: Win
| Units: 1
BIOS 207:
Just Enough Software Engineering
This two week mini-course teaches the software engineering skills relevant to scientific analysis. Students will learn essential skills to promote collaboration, reproducibility, and reliability. Topics: reproducible research compendia. Modular architecture. Documenting data, code, and tools. Debugging, defensive programming, and unit tests. Prerequisites: familiarity with R.
Terms: Aut
| Units: 2
| Repeatable
3 times
(up to 6 units total)
BIOS 209:
CTS200-Statistical Design of Experiments for Bioscience
Design of experiment (DOE) techniques are used in a variety of experimental situations to collect and analyze data. In this course, principles of DOE, analytical tools, as well as experimental strategies such as screening designs, full and fractional- factorial designs such as Response surface methods (RSM) will be covered. The applications of these methodologies for optimizing responses and analyzing experimental parameters will be discussed in case studies, specifically for bioscience-related systems. Related statistical software tools such as JMPs will be introduced.
Terms: Aut
| Units: 1-2
BIOS 212B:
Analytical Methods in Biotechnology II (EE 235B, RAD 236B)
This course is intended for graduate students, who are interested in biomedical research but have little background in fundamental laboratory techniques. Required prerequisite is EE235/BIOS212/RAD236. This course seeks to equip such students with basic biochemistry and molecular biology techniques for them to pursue their research interests in biotechnology. The course will consist of a series of lectures and laboratory experiments.
Terms: Spr
| Units: 3
BIOS 214:
The Art of Science Communication for Graduate Students and Postdocs
How can you communicate science in an impactful way? Over three weeks, learn the art of scientific storytelling from experienced science communicators and influencers through various media like writing, visual illustrations, podcasts, and art performances. Through tailored lectures, panel discussions, and hands-on activities, you will tweak your creativity and explore fun and engaging ways to explain your favorite science topics. You will interact with peers and instructors from various backgrounds to explore the where and how of making science accessible to your audience. Whether you have some or no experience at all, this course is for you.
Terms: Aut
| Units: 1
BIOS 215:
Stanford SKY Campus Happiness Retreat
Discover the power of the breath to reach a meditative state of mind. Combine meditation with activities that inspire connection and purpose through community building and mindful leadership. Learn through breathwork, meditation, lecture, class discussion, experiential learning, and yoga. The cornerstone of the course is evidence-based SKY Meditation technique that uses the breath to quiet the mind, supporting a deep experience of meditation and a practical approach to happiness.
Terms: Aut, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
BIOS 217:
Foundations of statistics and reproducible research
Introduction to foundations of rigorous, reproducible research in experimental biology and clinical research. Provides conceptual framework for linking hypotheses to experimental design, quantitative measurement, statistical analysis and assessment of uncertainty. Course combines lecture presentation and discussion of core concepts from statistics and reproducibility with hands-on exposure to best practices for reproducible workflows spanning design, data collection, annotation, analysis and presentation of results. Brief discussion of social, legal, and ethical issues with reproducibility in scientific practice, along with NIH grant requirements. Course provides foundations for future learning in these areas. Examples drawn from multiple areas of experimental biology and clinical research. Target audience: Students in BIOS 200 (Foundations in Experimental Biology), in Biosciences graduate programs or T32 training programs. Prerequisites: None
Terms: Aut
| Units: 2
BIOS 221:
Modern Statistics for Modern Biology (STATS 155, STATS 256, STATS 366)
Application based course in nonparametric statistics. Modern toolbox of visualization and statistical methods for the analysis of data, examples drawn from immunology, microbiology, cancer research and ecology. Methods covered include multivariate methods (PCA and extensions), sparse representations (trees, networks, contingency tables) as well as nonparametric testing (Bootstrap, permutation and Monte Carlo methods). Hands on, use R and cover many Bioconductor packages. Prerequisite: Working knowledge of R and two core Biology courses. Note that the 155 offering is a writing intensive course for undergraduates only and requires instructor consent. (WIM). See https://web.stanford.edu/class/bios221/index.html
Terms: Aut
| Units: 3
BIOS 225:
Diversity and Inclusion in Science
Introduction to the social science literature on factors contributing to gender disparities in the scientific workplace (e.g. implicit bias and stereotype threat). Discussions focus on steps that individuals and institutions can take to promote the advancement of women and other underrepresented groups in science, and thus promote the advancement of science.
Terms: Spr
| Units: 1
BIOS 230:
Stochastic Methods for Simulation, Dynamics and Data Analysis (BIO 330)
Markov chains: ergodicity, CLT, passage times, absorption. Simulation: random numbers, chains. Poisson processes: applications and simulation. Time series models. MCMC essentials. Open to Ph.D. students in Biology. Prerequisites: Calculus (AP level) and basic linear algebra required. Facility with linear algebra, R, preferred.
Terms: Spr
| Units: 1
BIOS 231:
Public Speaking Bootcamp: How to Give a Stronger Presentation
Everyone has fears presenting in front of a crowd. But with practice, self-awareness and preparation you can put those fears aside and make a real impact with your message. Utilizing professional theater practices and tricks, this course is a deep dive into what makes a presentation work. Get a chance to explore your own presentation style and address your questions and challenges with public speaking in a safe and fun space. The course is taught by Michileen Marie Oberst, a Professional director and actor in the Bay Area whose background includes teaching at the Tony Award winning TheatreWorks Silicon Valley.
Terms: Win
| Units: 1
| Repeatable
2 times
(up to 2 units total)
BIOS 232:
Introduction to Genetics, Ethics, and Society
Preference to graduate students and postdocs working with genetic technologies or concepts. Focus is on examining the past, present, and future relationship between human genetics and society to evaluate the ethical implications of the research we conduct. Students will reflect on their personal roles and biases in order to develop the tools needed to conduct equitable, just, and inclusive research. Topics include: 1) the intersection of science and society, 2) timeline of American eugenics, 3) genome editing and the uncertain future, 4) race, ancestry, identity, and genetics, 5) justice and genetics, and 6) inclusive scientist-community relationships.
Terms: Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
BIOS 236:
Developmental Biology in the Ocean: Comparative Embryology and Larval Development
Three-week course at Hopkins Marine Station. Focuses on the embryology and larval development of a broad range of marine invertebrate phyla. The goal of the course is to give students an appreciation of the range of developmental strategies and larval forms in the ocean and why this is critical for constructing hypotheses of EvoDevo and animal evolution. Includes observation and documentation of the development of embryos and larvae by scientific illustration and photo/video microscopy. Pre-requisite: Developmental Biology coursework and instructor consent.
Terms: Spr
| Units: 3
BIOS 238:
Principles and Techniques for Data Visualization
This course offers students the tools to build graphs and other visualizations that clearly and effectively communicate complex data or concepts, via a series of lectures and hands-on workshops. Students will build both an understanding of the theory behind designing elegant data visualizations, and a set of tools to apply these concepts to their own data. Topics include: choosing effective visualization formats, designing for accessibility, organizing figures to tell a story, building data visualizations in R (no prior R experience necessary).
Terms: Spr
| Units: 1
| Repeatable
10 times
(up to 10 units total)
BIOS 242:
Writing Compelling Fellowships and Career Development Awards
An overview of principles and fundamentals for writing competitive fellowships (e.g. NIH F31, F32) and career development awards (e.g. NIH K Awards). Topics include: developing specific aims and career development plans; using the review criteria to inform writing; timelines and resources. Participants develop proposals through guided exercises with an emphasis on in-class peer review and focused faculty feedback.
Terms: Aut
| Units: 2
BIOS 260:
Peds Endo Journal Club Course
The Pediatrics Endocrinology Journal Club Course aims to provide a platform for trainees in the division to discuss key literature discoveries in the general field of endocrinology and diabetes. Each student will discuss with the primary instructors to determine a topic or a specific research article to present. In each class, one student will present an introduction of their topic of choice in the first half. In the second half, the primary instructors will serve as facilitators to engage the group and discuss details and future directions of the topic.
Terms: Aut
| Units: 1-3
BIOS 263:
Applied Grant-Writing Skills for Fellowships
Graduate students in the Biosciences PhD Programs develop a fellowship proposal (e.g. NIH F31) focusing on required documents: 1-page specific aims as well as research and career development plans. Students establish a writing practice and learn fundamental grant writing skills through guided exercises, including in-class review and focused faculty feedback.
Terms: Spr
| Units: 2
| Repeatable
10 times
(up to 20 units total)
BIOS 266:
Mini Proposal Bootcamp
In an intensive 1-day format, students learn the fundamentals for writing competitive fellowships, i.e. NIH NRSA fellowships (F30, F31, F32). Topics include developing specific aims; outlining research and career development plans; and using the review criteria to inform writing. Students develop early drafts of the 1-page specific aims, NIH biosketch, and training plan, and receive feedback from instructor. Students are expected to be in the early stages of writing a fellowship proposal.
Terms: Win
| Units: 1
BIOS 268:
Biology and Applications of CRISPR/Cas9: Genome Editing and Epigenome Modifications (GENE 268)
This course is designed to provide a broad overview of the biology and applications of the revolutionary CRISPR/Cas9 system, with detailed exploration of several areas: / / --Basic biology of the CRISPR/Cas9 system / --High-throughput screening using CRISPR/Cas9 / --Epigenetic modifications and transcriptional regulation using dCas9 / --Therapeutic applications of gene editing with CRISPR / --Disease modeling with CRISPR / --Ethical considerations of the use of CRISPR/Cas9 / / The course will be geared toward advanced undergraduates and graduate students, and will assume a basic background in molecular biology and genetics. The course will be lecture-based, with frequent opportunities for discussion and questions.
Terms: Spr
| Units: 1
Instructors: ;
Bassik, M. (PI);
Carette, J. (PI);
Cho, M. (PI);
Engreitz, J. (PI);
Greely, H. (PI);
Jerby, L. (PI);
Ormond, K. (PI);
Porteus, M. (PI);
Qi, S. (PI);
Steinmetz, L. (PI);
Winslow, M. (PI)
BIOS 274:
Introductory Python Programming for Genomics
An inherent part of genomics research is the creation and then analysis of large quantities of data. A variety of useful tools are available for data analysis; however, research often requires the skill to create software scripts to extend the analysis. You will learn the basics of the Python programming language. Lectures will foster developing the basics through the process of writing code. Discussion sections will build on the skills from lectures by applying them to complete assigned problem sets. Problem sets are designed to learn good coding style, logic, and the use Python libraries. No programming experience is required.
Terms: Win
| Units: 3
BIOS 277:
Prions in Health & Disease
Prions consist of misfolded, polymerized proteins and are agents of transmissible neurodegenerative diseases such as bovine spongiform encephalopathy and Creutzfeldt-Jakob disease of man. However, "prion-like" polymerization of proteins is a more general phenomenon involved in a long-term memory, innate immunity and most likely other important functions. In microbes, prions are non0Mendelian genetic elements. The course will emphasize that "prion-like" polymerization is part of a more general allosteric regulation of gene expression that can sometimes go wrong, as in Alzheimer's and Parkinson's diseases, and only exceptionally may cause transmissible infectious disease that spread in the population.
Terms: Aut
| Units: 1
BIOS 281:
Career Explorations Opportunities: Transitioning to your Career Choice
The Career Exploration Opportunities (CEO) program highlights the skills necessary to make significant contributions to scientific research, business, policy, communication, and more. This course offers tools and exercises to help late-stage trainees clarify academic and professional priorities. Trainees will be empowered to take charge of their chosen career of choice options through hands-on experiences, which fit their skills, interests, and values.Throughout this course, trainees will receive ongoing support from mentors and employers in their desired field as they develop a job search plan, create tailored resumes/cvs, and cover letters, become more confident in their networking, interviewing, and negotiation skills, and choose the experiential learning options necessary to transition to the next phase of their professional development.
Terms: Sum
| Units: 1
BIOS 283:
Dendritic Cells and Other Myeloid Cells: function and analytical tools
Dendritic cells and other myeloid cells are capable of activating and modulating a broad range of immune responses. This course focuses on understanding myeloid cell diversity, plasticity and functions in host physiology, disease states (i.e., cancer, inflammatory and infectious diseases) and during therapeutic interventions. Students are exposed to a combination of lectures (including field-expert talks) and dry lab workshops with the goal of acquiring tools for dissecting human and mouse myeloid cell function experimentally. This course is intended for biosciences graduate students and postdocs with basic immunology knowledge (enrollment limited to 20).
Terms: Sum
| Units: 2
BIOS 285:
Rodent Animal Models: Selection, Detection, Dissection, Inspection
This 2-week mini-course will discuss pragmatic approaches to rodent utilization with the aim of empowering graduate students across multiple disciplines to maximize rodent-derived data and minimize the redundant use of animals in biomedical research. Topics will include an introduction to clinical models, practical aspects of rodent blood collection and interpretation, algorithmic approaches to tissue collection for research applications, and an introduction to rodent histopathology, immunohistochemistry, and immunofluorescence. Course instructors include board-certified laboratory animal medicine clinicians and comparative pathologists that are expert h these topics. This course is open to graduate students with or without prior rodent experience.
Terms: Spr
| Units: 1
BIOS 286:
Single Cell Immunogenomics
Preference is for graduate students and undergraduates with background in biology and genetics. The emphasis of the course will be on learning the essential principles of single cell genomics as applied to research questions in immunology. The topics will include understanding the fundamental principles of the technology, experimental methods, types of single cell sequencing assays available and data analysis. The emphasis will be on how these methods are used to delineate immunologic cell types, their interactions with other cells in the local microenvironment and determining differential gene expression patterns and signatures. Specialized topics will include the analysis of single cell T-cell and B-cell receptor characteristics as well as joining antibody staining information at single cell resolution. Guest speakers will include thought leaders in the field who are demonstrating how single cell immunogenomics are being applied to immunotherapy development. Enrollment is limited.
Terms: Spr
| Units: 1
BIOS 287:
Proteostatis: guarding the proteome in health and disease
The control of cellular protein homeostasis, also called Proteostasis, is emerging as the central cellular process controlling the stability, function and quality control of the proteome and central to our understanding of a vast range of diseases. The proteostasis machinery maintains the function of destabilized and mutant proteins; assists the degradation of damaged and aggregated proteins and monitors the health of the proteome, adjusting it in response to environmental or metabolic stresses. This class will introduce students to the exciting cutting edge discoveries in this field, and will relate them to medical and biotechnology applications, as well as how a better understanding of proteostasis can be leveraged to understand fundamental biological processes, such as evolution and aging and to ameliorate a wide range of diseases. Given the increasingly close links between aging, protein misfolding, and neurodegenerative disease, understanding proteostasis networksis of critical fundamental and practical importance. These insights are particularly relevant in view of the increased prevalence of late-onset neurodegenerative aggregation diseases caused by an increasingly elderly population.
Terms: Aut, Win
| Units: 3
BIOS 289:
Preparation & Practice: Finance of Biotechnology
Tailored lectures and case studies lead to a practical final project. Leaders from local firms and companies will help you gain insight into the biotechnology industry, the skills and experiences necessary to succeed, and the various roles and responsibilities within the industry. Coursework is divided into 4 sections: Introductory Material: The first segment consists of two lectures and introduces the biotechnology company life cycle along with introductory concepts in finance. Venture Capital and Private Equity: The second segment consists of three lectures devoted to venture capital finance and private equity where students will learn the basic mechanics of raising capital. nPublic Finance: The third segment consists of the interpretation of financial statements, construction of company forecasts, and evaluating business value from such projections. Final Project: The final lecture will conclude with student presentations on their final projects.
Terms: Win
| Units: 1
BIOS 290:
Preparation & Practice: Law
Through tailored lecture, case study and a practical final project, Biosciences and interdisciplinary sciences students and trainees will learn how to apply the skills they acquired in their academic training to a career in Patent Prosecution and related fields. Taught by field and faculty experts, this is your opportunity to network with IP law representatives and to gain hands-on experience in a new career of choice option. Topics include: applying for positions, the importance of IP protection, licensing, overview of the patent process, drafting applications and litigation.
Terms: Aut
| Units: 1
BIOS 291:
Preparation & Practice: Management Consulting
This course is designed for students who are interested in learning about consulting including tools and techniques to gain a consulting mindset. The course requires students to complete short assignments, participate in classroom discussions, and a team project. Students will have the opportunity to understand the consulting process right from sourcing and starting engagements to closure and follow up engagements. Further, with the help of some practical execution in the classroom, students will also learn how to manage client needs and situations, articulating client needs in a succinct proposal, planning and executing consulting assignments, managing client interactions and in the process, learn to leverage some common frameworks for consulting.
Terms: Spr
| Units: 1
BIOS 292:
Preparation & Practice: Science Communication & Media
Through tailored lecture, case study, and a practical final project, academic and professional leaders will help you gain insight into the science communications and media industry. This course assists students in developing the communication skills necessary for post-training and internship success in a science communications/media field and it provides an understanding of the scope of career opportunities within the science communications sector, focusing on the development, organization, and management issues specific to it. Through connections with alumni, faculty, and other practitioners from a variety of fields and organizations, as well as hands-on experience with the techniques and methodologies most useful on the job market, students will define their own professional goals, increase their awareness of industry terminology and theories, and hone expertise in the areas of: publishing, editing, workflow, ethics, trends, principles of effective scholarly/news writing, interviewing techniques, and media/website management.
Terms: Sum
| Units: 1
BIOS 293:
Preparation & Practice: Science Policy
Through tailored lecture, case study, and a practical final project, academic and professional leaders will help you gain insight into the science policy industry and the skills necessary to succeed within the various positions and levels available within it. This course aims to demystify the U.S. science policy process and teach both how policy affects scientific funding and administration, and how science is used to create and influence the creation of law and policy in the U.S. This course will be taught in two parts. The first part outlines the basic structure of the US government, and fundamental issues in US political system, and refreshes students who haven't encountered basic civics since high school, this introductory material will cover the structure of the US government, the governance of key agencies, broad concepts of federalism and shared federal and power, the political party system, and a brief and general modern history of the role of science in policy making. The second part will review four key concepts: 1) who's who and how they work. 2) The policy making process and the role of science in creating policy. 3) Government funding science. 4) Issues, theories and trends in science and policy. This final section will review a variety of cross-cutting issues in science policy development, including innovation theory, the role of uncertainty, and a discussion of the government's role as a developer and repository of science data, and other current topics in the relationship between science and government.
Terms: Sum
| Units: 1
BIOS 294:
Chemistry for Biologists and Others (BIOC 294)
Chemical transformations are central to biology and function, and chemical methods provide some of the most powerful tools for everyday experimental biology. Yet, most practitioners of biology have learned chemistry through memorization and do not use chemical principles or intuition in their research, even though chemistry underlies most processes and experiments carried out in biology and by biologists. Fortunately, a basic understanding and working knowledge can be gained in a short time, through a small set of simple concepts and limited number of memorized facts. These concepts and facts will be introduced and then mastered through use in highly interactive, in-class problems and evaluation of selected literature. At the end of the three-week course students will have an ability to understand the chemistry underlying cellular processes and to better discuss and evaluate chemical tools and approaches. Prerequisites: High school or college introductory chemistry recommended but not required.nnCourse runs 11/15-12/10 MWF 10-11:45am
Terms: Aut
| Units: 3
BIOS 296:
Preparation & Practice: Biotechnology Business
This course combines guest lectures with case study and hands-on projects to examine the necessary skills and practical steps necessary to create a business from biotechnology invention. Students will interface with current C-level executives and expert practitioners to gain practical insight into the business mechanics and practices of the biotechnology industry, and the variety of roles and responsibilities available to them.
Terms: Spr
| Units: 1
BIOS 300:
Advance 1
This is a journal club course where each student is required to present on an original scientific publication. Th student is mentored by a postdoctoral fellow in that area of research on the Science. The student is also coached on how to make slides, how to present in a rigorous and scientific manner. Students are also required to ask and answer questions about each paper so that class participation is also a major component of the training. A goal of the course is to expose students to a broad range of scientific topics and technologies and to develop in them the ability to rigorously evaluate them. A second goal is to have students learn presentation skills ranging from figure making to story telling to answering difficult questions. A third goal is to train students in asking rigorous questions in a professional manner.
Terms: Sum
| Units: 1
BIOS 301:
Graduate Environment of Support
Psychosocial, financial, and career issues in adapting graduate students to Stanford; how these issues relate to diversity, resources, policies, and procedures. Discussions among faculty, advanced graduate students, campus resource people, and the dean's office. (Thomas)
Terms: Aut
| Units: 1
BIOS 302:
Designing Your Life: Empowering Emerging Scientists
Design a fulfilling and impactful vision for your career and life as a whole. The primary purpose of the class is to develop a perspective and align your attitudes, actions and experiences with your values, priorities, and your own ultimate definition of victory for living an extraordinary life. A practical guide for career development, this class will provide training through conversations, self-analysis, and writing exercises on career direction, communication, and the development and leveraging of relationships skills that are central to success in any career as a scientist. We will examine what it means (and what it takes) to succeed in a variety of life domains, including money, health, career, relationships, and physical fitness as well as personal growth. We will dig into the darker side of being human, exploring phenomena like negative character traits, fears, hauntings, and regrets. Ultimately, we want you to gain insight into who you are, what you want most, and how you might inadvertently and unwittingly get in your own way. We want you to learn how to confront the most vexing issues in your life, learn from them, and eventually transform your relationship to them. Course Structure: The course consists of ten intensive, flipped-classroom sessions designed to help you develop the skills and knowledge--and, more importantly, the insight and capacity--to be more strategic and effective in how you lead your life. It requires a willingness to be introspective and to consider personal feedback and constructive confrontation. Enrollment is capped at 30 learners, all of whom will be provided subscriptions to Inner.U which will serve as an electronic textbook and supported by a team of three faculty facilitators.
Terms: Aut
| Units: 1
CATLANG 1A:
Accelerated First-Year Catalan, Part 1
First quarter of the two-quarter sequence. For students with knowledge of another Romance language, preferably Spanish. Emphasis is on developing beginning proficiency in interpersonal, interpretive, and presentational spheres. Prerequisite: consent of instructor.
Terms: Win
| Units: 5
CATLANG 2A:
Accelerated First-Year Catalan, Part 2
Continuation of CATLANG 1A. For students with knowledge of another Romance language, preferably Spanish. Further development of socially and culturally appropriate proficiency in interpersonal, interpretive, and presentational spheres. Completion of CATLANG 2A fulfills the University language requirement. Prerequisite: CATLANG 1A.
Terms: Spr
| Units: 5
| UG Reqs: Language
CATLANG 199:
Individual Work
May be repeated for credit. Prerequisite: consent of instructor.
Terms: Win, Spr
| Units: 1-5
| Repeatable
for credit
CATLANG 395:
Graduate Studies in Catalan
May be repeated for credit. Prerequisite: consent of instructor.
Terms: Win, Spr
| Units: 1-5
| Repeatable
for credit
CBIO 240:
Molecular and Genetic Basis of Cancer
Required for first-year Cancer Biology graduate students. Focus is on fundamental concepts in the molecular biology of cancer, including oncogenes, tumor suppressor genes, and cellular signaling pathways. Emphasis will be given to seminal discoveries and key experiments in the field of cancer molecular biology. Course consists of two 1 hour lectures and one 2 hour discussion per week. Enrollment of undergraduates requires consent of the course director.
Terms: Aut
| Units: 4
CBIO 242:
Cellular and Clinical Aspects of Cancer
Required for first-year Cancer Biology graduate students, and for first- and second-year medical students intending to complete the Cancer Biology Scholarly Concentration. Focus is on the cellular biology of cancer, including discussion of basic biology including tumor angiogenesis, metabolism, and immunology, as well as clinical oncology and cancer therapeutics. Emphasis will be given to seminal discoveries and key experiments in the field of cancer biology and oncology. Course consists of two 1 hour lectures and one 2 hour discussion per week. Enrollment of undergraduates requires consent of the course director.
Terms: Spr
| Units: 4
CBIO 244:
Lecture Series in Cancer Systems Biology
Presents new concepts in the field of cancer systems biology, demonstrating the integration of novel experimental and computational approaches for addressing outstanding critical questions in cancer biology. Invited speakers share insights about state-of-the-art trends and advice on navigating a career in cancer systems biology. Course required for CSBS Fellows.
Terms: Win
| Units: 1
CBIO 245:
Lecture Seminar Series in Cancer Biology Program
Invited speakers share insights about state-of-the-art trends. Presents new concepts in the field of cancer biology. Science talks presented by students.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
6 times
(up to 6 units total)
CBIO 246:
Clinical Cancer Research Internship Program
As this is a limited enrollment course, graduate students interested in this course will contact must be affiliated with Cancer Biology Ph.D. Program and must contact the primary instructor Dr. Majeti and the course director Drs. Attardi and Sage by email.nA prerequisite for the course is the successful completion of the online training component for HIPAA certification: nnIn addition, the following is required:n1. Documented proof of Measles, Mumps & Rubella immunity in the form of vaccine dates or positive blood tests.n2. Documented proof of Varicella (chicken pox) immunity in the form of vaccine dates or positive blood tests.n3. Annual TB screening (PPD for US born or born in Canada and QFT for foreign born of high risk TB countries)n4. Annual Influenza vaccine (between Nov 1-March 31)nnIn the first component of the course, Dr. Majeti will identify an oncologist (adult or pediatrics) actively working in the clinic that the student can shadow that quarter for a minimum of 4 hours and will put the student in contact with the clinician. Shadowing hours can be at any time of the week or the weekend. The clinician will contact Dr. Majeti to confirm that the student has shadowed him/her for 4 hours.nnIn the second component of the course, Dr. Majeti will inform the student when the oncology clinical tumor board meets. The student must attend at least 3 tumor board sessions in the quarter (1h30 each).nnIn the third component of the course, the student will write a one-page analysis of a clinical paper related to cancer biology.
Terms: Aut, Win
| Units: 1
CBIO 260:
Teaching in Cancer Biology
Practical experience in teaching by serving as a teaching assistant in a cancer biology course. Unit values are allotted individually to reflect the level of teaching responsibility assigned to the student.
Terms: Aut, Win, Spr
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Artandi, S. (PI);
Attardi, L. (PI);
Axelrod, J. (PI);
Bassik, M. (PI);
Beachy, P. (PI);
Bendall, S. (PI);
Bhutani, N. (PI);
Blaschke, T. (PI);
Blau, H. (PI);
Bogyo, M. (PI);
Brunet, A. (PI);
Chang, H. (PI);
Chen, J. (PI);
Chu, G. (PI);
Chua, K. (PI);
Cimprich, K. (PI);
Cleary, M. (PI);
Cochran, J. (PI);
Cohen, S. (PI);
Contag, C. (PI);
Crabtree, G. (PI);
Diehn, M. (PI);
Dixon, S. (PI);
Engleman, E. (PI);
Feldman, B. (PI);
Felsher, D. (PI);
Ferrell, J. (PI);
Fire, A. (PI);
Ford, J. (PI);
Frydman, J. (PI);
Fuller, M. (PI);
Giaccia, A. (PI);
Gozani, O. (PI);
Graef, I. (PI);
Graves, E. (PI);
Hoffman, A. (PI);
Jackson, P. (PI);
Khavari, P. (PI);
Kim, S. (PI);
Koong, A. (PI);
Krasnow, M. (PI);
Kuo, C. (PI);
Le, Q. (PI);
Levy, R. (PI);
Lipsick, J. (PI);
Lowe, A. (PI);
Majeti, R. (PI);
Mallick, P. (PI);
Marinkovich, M. (PI);
Mitchell, B. (PI);
Monje-Deisseroth, M. (PI);
Morrison, A. (PI);
Negrin, R. (PI);
Nelson, W. (PI);
Nolan, G. (PI);
Nusse, R. (PI);
Oro, A. (PI);
Peehl, D. (PI);
Plevritis, S. (PI);
Pollack, J. (PI);
Qi, S. (PI);
Rabinovitch, M. (PI);
Rando, T. (PI);
Rankin, E. (PI);
Rao, J. (PI);
Rohatgi, R. (PI);
Rosen, G. (PI);
Sage, J. (PI);
Scott, M. (PI);
Skotheim, J. (PI);
Stearns, T. (PI);
Stockdale, F. (PI);
Sun, Z. (PI);
Sunwoo, J. (PI);
Sweet-Cordero (PI);
Wang, K. (PI);
Weis, W. (PI);
Weissman, I. (PI);
Wernig, M. (PI);
Winslow, M. (PI);
Wong, A. (PI);
Wysocka, J. (PI);
Choudhry, S. (GP);
Jones, D. (GP)
CBIO 275:
Tumor Immunology (IMMUNOL 275)
Tumor Immunology focuses on the mechanisms by which tumors can escape from and subvert the immune system and conversely on the ability of innate and adaptive arms of the immune system to recognize and eliminate tumors. Topics include: tumor antigens, tumor immunosurveillance and immunoediting, tumor microenvironment, tumor iniduced immunosuppression, tumorimmunotherapy (including cancer vaccines, CARs, TILs, checkpoint antibodies, monoclonal antibodies and bispecific antibodies, as well as bone marrow transplantation and radiation therapy). Tracks the historical development of our understanding of modulating tumor immune response and discusses their relative significance in the light of current research findings. Prerequisite: for undergraduates, human biology or biology core.
Terms: Spr
| Units: 3
CBIO 280:
Cancer Biology Journal Club
Required of and limited to first- and second-year graduate students in Cancer Biology. Recent papers in the literature presented by graduate students. When possible, discussion relates to and precedes cancer-related seminars at Stanford. Attendance at the relevant seminar required.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
CBIO 290:
Curricular Practical Training
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
for credit
(up to 99 units total)
CBIO 299:
Directed Reading in Cancer Biology
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Alizadeh, A. (PI);
Artandi, S. (PI);
Attardi, L. (PI);
Axelrod, J. (PI);
Bassik, M. (PI);
Beachy, P. (PI);
Bendall, S. (PI);
Bhutani, N. (PI);
Blaschke, T. (PI);
Blau, H. (PI);
Bogyo, M. (PI);
Brown, J. (PI);
Brown, P. (PI);
Brunet, A. (PI);
Calos, M. (PI);
Cartwright, C. (PI);
Chang, C. (PI);
Chang, H. (PI);
Chen, J. (PI);
Cho, Y. (PI);
Chu, G. (PI);
Chua, K. (PI);
Cimprich, K. (PI);
Cleary, M. (PI);
Cochran, J. (PI);
Cohen, S. (PI);
Contag, C. (PI);
Crabtree, G. (PI);
Curtis, C. (PI);
Cyert, M. (PI);
Denko, N. (PI);
Diehn, M. (PI);
Dixon, S. (PI);
Engleman, E. (PI);
Fang, G. (PI);
Feldman, B. (PI);
Felsher, D. (PI);
Ferrell, J. (PI);
Fire, A. (PI);
Ford, J. (PI);
Frydman, J. (PI);
Fuller, M. (PI);
Giaccia, A. (PI);
Gozani, O. (PI);
Graef, I. (PI);
Graves, E. (PI);
Hoffman, A. (PI);
Jackson, P. (PI);
Jerby, L. (PI);
Khavari, P. (PI);
Kim, S. (PI);
Knox, S. (PI);
Koong, A. (PI);
Krasnow, M. (PI);
Kuo, C. (PI);
Le, Q. (PI);
Lee, P. (PI);
Levy, R. (PI);
Levy, S. (PI);
Lipsick, J. (PI);
Lowe, A. (PI);
Lu, B. (PI);
Majeti, R. (PI);
Mallick, P. (PI);
Marinkovich, M. (PI);
Meyer, T. (PI);
Mitchell, B. (PI);
Mochly-Rosen, D. (PI);
Monje-Deisseroth, M. (PI);
Morrison, A. (PI);
Negrin, R. (PI);
Nelson, W. (PI);
Nolan, G. (PI);
Nusse, R. (PI);
Oro, A. (PI);
Peehl, D. (PI);
Plevritis, S. (PI);
Pollack, J. (PI);
Porteus, M. (PI);
Qi, S. (PI);
Rabinovitch, M. (PI);
Rando, T. (PI);
Rankin, E. (PI);
Rao, J. (PI);
Reijo Pera, R. (PI);
Rohatgi, R. (PI);
Rosen, G. (PI);
Sage, J. (PI);
Sakamoto, K. (PI);
Satpathy, A. (PI);
Scott, M. (PI);
Shapiro, L. (PI);
Sidow, A. (PI);
Sikic, B. (PI);
Skotheim, J. (PI);
Stearns, T. (PI);
Stockdale, F. (PI);
Sun, Z. (PI);
Sunwoo, J. (PI);
Sweet-Cordero (PI);
Walbot, V. (PI);
Wang, K. (PI);
Wang, T. (PI);
Weis, W. (PI);
Weissman, I. (PI);
Wernig, M. (PI);
Winslow, M. (PI);
Wong, A. (PI);
Wysocka, J. (PI);
Choudhry, S. (GP);
Jones, D. (GP);
Kay-Sherrard, E. (GP);
Lou, S. (GP)
CBIO 399:
Graduate Research
Students undertake investigations sponsored by individual faculty members. Cancer Biology Ph.D. students must register as soon as they begin dissertation-related research work.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Abu-Remaileh, M. (PI);
Alizadeh, A. (PI);
Angelo, M. (PI);
Artandi, S. (PI);
Attardi, L. (PI);
Axelrod, J. (PI);
Bassik, M. (PI);
Beachy, P. (PI);
Bendall, S. (PI);
Bhutani, N. (PI);
Blaschke, T. (PI);
Blau, H. (PI);
Bogyo, M. (PI);
Brown, J. (PI);
Brown, P. (PI);
Brunet, A. (PI);
Calos, M. (PI);
Cartwright, C. (PI);
Chang, C. (PI);
Chang, H. (PI);
Chen, J. (PI);
Cho, Y. (PI);
Chu, G. (PI);
Chua, K. (PI);
Cimprich, K. (PI);
Cleary, M. (PI);
Cochran, J. (PI);
Cohen, S. (PI);
Cong, L. (PI);
Contag, C. (PI);
Conti, M. (PI);
Crabtree, G. (PI);
Curtis, C. (PI);
Cyert, M. (PI);
Davis, K. (PI);
Denko, N. (PI);
Diehn, M. (PI);
Dixon, S. (PI);
Engleman, E. (PI);
Fang, G. (PI);
Feldman, B. (PI);
Felsher, D. (PI);
Ferrell, J. (PI);
Fire, A. (PI);
Ford, J. (PI);
Frydman, J. (PI);
Fuller, M. (PI);
Gentles, A. (PI);
Giaccia, A. (PI);
Gibson, E. (PI);
Gozani, O. (PI);
Graef, I. (PI);
Graves, E. (PI);
Hoffman, A. (PI);
Jackson, P. (PI);
Jarosz, D. (PI);
Jerby, L. (PI);
Khatri, P. (PI);
Khavari, P. (PI);
Kim, S. (PI);
Knox, S. (PI);
Koong, A. (PI);
Krasnow, M. (PI);
Kuo, C. (PI);
Le, Q. (PI);
Lee, P. (PI);
Levy, R. (PI);
Levy, S. (PI);
Lipsick, J. (PI);
Long, J. (PI);
Longaker, M. (PI);
Lowe, A. (PI);
Lu, B. (PI);
Luo, L. (PI);
Majeti, R. (PI);
Mallick, P. (PI);
Marinkovich, M. (PI);
Meyer, T. (PI);
Mischel, P. (PI);
Mitchell, B. (PI);
Mochly-Rosen, D. (PI);
Moding, E. (PI);
Monje-Deisseroth, M. (PI);
Morrison, A. (PI);
Negrin, R. (PI);
Nelson, W. (PI);
Newman, A. (PI);
Nolan, G. (PI);
Nusse, R. (PI);
Oro, A. (PI);
Peehl, D. (PI);
Plevritis, S. (PI);
Pollack, J. (PI);
Porteus, M. (PI);
Qi, S. (PI);
Quake, S. (PI);
Rabinovitch, M. (PI);
Rando, T. (PI);
Rankin, E. (PI);
Rao, J. (PI);
Reijo Pera, R. (PI);
Rohatgi, R. (PI);
Rosen, G. (PI);
Sage, J. (PI);
Sakamoto, K. (PI);
Sanulli, S. (PI);
Satpathy, A. (PI);
Scott, M. (PI);
Shapiro, L. (PI);
Sidow, A. (PI);
Sikic, B. (PI);
Skotheim, J. (PI);
Stearns, T. (PI);
Stockdale, F. (PI);
Sun, Z. (PI);
Sunwoo, J. (PI);
Sweet-Cordero (PI);
Ting, A. (PI);
Walbot, V. (PI);
Wang, K. (PI);
Wang, T. (PI);
Weis, W. (PI);
Weissman, I. (PI);
Wernig, M. (PI);
Winslow, M. (PI);
Wong, A. (PI);
Wysocka, J. (PI);
Choudhry, S. (GP);
Jones, D. (GP);
Kay-Sherrard, E. (GP);
Lee, S. (GP);
Ramalho, D. (GP)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Alizadeh, A. (PI);
Artandi, S. (PI);
Attardi, L. (PI);
Axelrod, J. (PI);
Bassik, M. (PI);
Beachy, P. (PI);
Bendall, S. (PI);
Bhutani, N. (PI);
Blaschke, T. (PI);
Blau, H. (PI);
Bogyo, M. (PI);
Brown, J. (PI);
Brown, P. (PI);
Brunet, A. (PI);
Calos, M. (PI);
Cartwright, C. (PI);
Chang, C. (PI);
Chang, H. (PI);
Chen, J. (PI);
Cho, Y. (PI);
Chu, G. (PI);
Chua, K. (PI);
Cimprich, K. (PI);
Cleary, M. (PI);
Cochran, J. (PI);
Cohen, S. (PI);
Contag, C. (PI);
Conti, M. (PI);
Crabtree, G. (PI);
Cyert, M. (PI);
Denko, N. (PI);
Diehn, M. (PI);
Dixon, S. (PI);
Engleman, E. (PI);
Fang, G. (PI);
Feldman, B. (PI);
Felsher, D. (PI);
Ferrell, J. (PI);
Fire, A. (PI);
Ford, J. (PI);
Frydman, J. (PI);
Fuller, M. (PI);
Giaccia, A. (PI);
Gozani, O. (PI);
Graef, I. (PI);
Graves, E. (PI);
Hoffman, A. (PI);
Jackson, P. (PI);
Jerby, L. (PI);
Khavari, P. (PI);
Kim, S. (PI);
Knox, S. (PI);
Koong, A. (PI);
Krasnow, M. (PI);
Kuo, C. (PI);
Le, Q. (PI);
Lee, P. (PI);
Levy, R. (PI);
Levy, S. (PI);
Lipsick, J. (PI);
Lowe, A. (PI);
Lu, B. (PI);
Majeti, R. (PI);
Mallick, P. (PI);
Marinkovich, M. (PI);
Meyer, T. (PI);
Mitchell, B. (PI);
Mochly-Rosen, D. (PI);
Monje-Deisseroth, M. (PI);
Morrison, A. (PI);
Negrin, R. (PI);
Nelson, W. (PI);
Nolan, G. (PI);
Nusse, R. (PI);
Oro, A. (PI);
Peehl, D. (PI);
Plevritis, S. (PI);
Pollack, J. (PI);
Porteus, M. (PI);
Qi, S. (PI);
Rabinovitch, M. (PI);
Rando, T. (PI);
Rankin, E. (PI);
Rao, J. (PI);
Reijo Pera, R. (PI);
Rohatgi, R. (PI);
Rosen, G. (PI);
Sage, J. (PI);
Sakamoto, K. (PI);
Scott, M. (PI);
Shapiro, L. (PI);
Sidow, A. (PI);
Sikic, B. (PI);
Skotheim, J. (PI);
Stearns, T. (PI);
Stockdale, F. (PI);
Sun, Z. (PI);
Sunwoo, J. (PI);
Sweet-Cordero (PI);
Walbot, V. (PI);
Wang, K. (PI);
Wang, T. (PI);
Weis, W. (PI);
Weissman, I. (PI);
Wernig, M. (PI);
Winslow, M. (PI);
Wong, A. (PI);
Wysocka, J. (PI);
Choudhry, S. (GP);
Jones, D. (GP);
Kay-Sherrard, E. (GP)
CBIO 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Alizadeh, A. (PI);
Angelo, M. (PI);
Artandi, S. (PI);
Attardi, L. (PI);
Axelrod, J. (PI);
Bassik, M. (PI);
Beachy, P. (PI);
Bendall, S. (PI);
Bhutani, N. (PI);
Blaschke, T. (PI);
Blau, H. (PI);
Bogyo, M. (PI);
Brown, J. (PI);
Brown, P. (PI);
Brunet, A. (PI);
Calos, M. (PI);
Cartwright, C. (PI);
Chang, C. (PI);
Chang, H. (PI);
Chen, J. (PI);
Cho, Y. (PI);
Chu, G. (PI);
Chua, K. (PI);
Cimprich, K. (PI);
Cleary, M. (PI);
Cochran, J. (PI);
Cohen, S. (PI);
Contag, C. (PI);
Crabtree, G. (PI);
Cyert, M. (PI);
Denko, N. (PI);
Diehn, M. (PI);
Dixon, S. (PI);
Engleman, E. (PI);
Fang, G. (PI);
Feldman, B. (PI);
Felsher, D. (PI);
Ferrell, J. (PI);
Fire, A. (PI);
Ford, J. (PI);
Frydman, J. (PI);
Fuller, M. (PI);
Giaccia, A. (PI);
Gibson, E. (PI);
Gozani, O. (PI);
Graef, I. (PI);
Graves, E. (PI);
Hoffman, A. (PI);
Jackson, P. (PI);
Jarosz, D. (PI);
Jerby, L. (PI);
Khavari, P. (PI);
Kim, S. (PI);
Knox, S. (PI);
Koong, A. (PI);
Krasnow, M. (PI);
Kuo, C. (PI);
Le, Q. (PI);
Lee, P. (PI);
Levy, R. (PI);
Levy, S. (PI);
Lipsick, J. (PI);
Long, J. (PI);
Longaker, M. (PI);
Lowe, A. (PI);
Lu, B. (PI);
Majeti, R. (PI);
Mallick, P. (PI);
Marinkovich, M. (PI);
Meyer, T. (PI);
Mitchell, B. (PI);
Mochly-Rosen, D. (PI);
Monje-Deisseroth, M. (PI);
Morrison, A. (PI);
Negrin, R. (PI);
Nelson, W. (PI);
Nolan, G. (PI);
Nusse, R. (PI);
Oro, A. (PI);
Peehl, D. (PI);
Plevritis, S. (PI);
Pollack, J. (PI);
Porteus, M. (PI);
Qi, S. (PI);
Rabinovitch, M. (PI);
Rando, T. (PI);
Rankin, E. (PI);
Rao, J. (PI);
Reijo Pera, R. (PI);
Rohatgi, R. (PI);
Rosen, G. (PI);
Sage, J. (PI);
Sakamoto, K. (PI);
Scott, M. (PI);
Shapiro, L. (PI);
Sidow, A. (PI);
Sikic, B. (PI);
Skotheim, J. (PI);
Stearns, T. (PI);
Stockdale, F. (PI);
Sun, Z. (PI);
Sunwoo, J. (PI);
Sweet-Cordero (PI);
Walbot, V. (PI);
Wang, K. (PI);
Wang, T. (PI);
Weis, W. (PI);
Weissman, I. (PI);
Wernig, M. (PI);
Winslow, M. (PI);
Wong, A. (PI);
Wysocka, J. (PI);
Choudhry, S. (GP);
Jones, D. (GP);
Kay-Sherrard, E. (GP);
Ramalho, D. (GP)
CEE 31:
Accessing Architecture Through Drawing
Preference to Architectural Design and CEE majors; others by consent of instructor. Drawing architecture to probe the intricacies and subtleties that characterize contemporary buildings. How to dissect buildings and appreciate the formal elements of a building, including scale, shape, proportion, colors and materials, and the problem solving reflected in the design. Students construct conventional architectural drawings, such as plans, elevations, and perspectives. Limited enrollment.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-EngrAppSci, WAY-CE
CEE 31A:
Drawing for Architects
If you took CEE31Q during the past year and are planning to take CEE130 at some point, this class is for you! This 5-week course (Fun! Limited homework! Focused on in-class experiences and discussions) will provide Architectural Design majors with enhanced drawing and design skills that may not have been introduced in CEE 31Q during the pandemic year. Topics covered will include scale, hand-drafting, model-building, free-hand drawing and composition. It may be used as a Depth Elective in the Architectural Design Major.
Terms: Aut
| Units: 2
CEE 31Q:
Accessing Architecture Through Drawing
Preference to sophomores. Drawing architecture provides a deeper understanding of the intricacies and subtleties that characterize contemporary buildings. How to dissect buildings and appreciate the formal elements of a building, including scale, shape, proportion, colors and materials, and the problem solving reflected in the design. Students construct conventional architectural drawings, such as plans, elevations, and perspectives. Limited enrollment.
Terms: Aut, Spr
| Units: 5
| UG Reqs: GER:DB-EngrAppSci, WAY-CE
CEE 32A:
Psychology of Architecture
This course argues that architecture often neglects the interdisciplinary investigation of our internal psychological experience and the way it impacts our creation of space. How does our inner life influence external design? How are we impacted emotionally, physically, psychologically by the spaces we inhabit day to day? How might we intentionally imbue personal and public spaces with specific emotions? This seminar serves as a call to action for students interested in approaching architecture with a holistic understanding of the emotional impact of space. Sample topics addressed will include: conscious vs. unconscious design; the ego of architecture; psycho-spatial perspectives; ideas of home; integral/holistic architecture; phenomenology of inner and outer spaces; exploring archetypal architecture; and translating emotion through environment.
Terms: Win
| Units: 3
| UG Reqs: WAY-A-II, WAY-CE
CEE 32D:
Construction: The Writing of Architecture
This seminar focuses on the construction of architectural writing. The class will analyze this idea through four topics: formal analysis, manifesto, translation, and preservation. The seminar is divided into two-week modules with each of these four concepts functioning as organizing principles. nnThe first week of each module will involve familiarizing the seminar with both the terms and rhetorical tactics of the given theme by reading and analyzing specific texts and completing a short written analysis (1-2 pages). The second week will expand upon this foundation and involve further analysis in addition to each student writing a short paper (3-4 pages) drawing on the examples discussed and their own experiences in the discipline. The goal of the seminar is for each student to be able to analyze how an architectural writing is constructed and to develop his/her skills in the construction of his/her own writing.
Terms: Spr
| Units: 4
| UG Reqs: WAY-A-II
CEE 32F:
Light, Color, and Space
This course explores color and light as a medium for spatial perception. Through the introduction of color theory, color mixing, and light analyses, students will learn to see and use light and color fields as a way to shape experience. We will examine the work of a range of architects and artist who use light and color to expand the field of perception (i.e. Rothko, Turrell, Eliasson, Holl, Aalto).
Terms: Win
| Units: 3
CEE 32H:
Responsive Structures (CEE 132H)
This Design Build seminar investigates the use of metal as a structural, spatial and organizational medium. We will examine the physical properties of post-formable plywood, and develop a structural system and design which respond to site and programmatic conditions. The process includes model building, prototyping, development of joinery, and culminates in the full scale installation of the developed design on campus. This course may be repeated for credit (up to three times). Class meeting days/times are as follows:nSession 1: May 20, Friday, 5pm-8pmnSaturday, May 21, 9am-5pmnSession 2: Sunday, May 22, 10am-5pm
Terms: Spr
| Units: 3
| UG Reqs: WAY-CE
| Repeatable
2 times
(up to 6 units total)
CEE 32R:
American Architecture (AMSTUD 143A, ARTHIST 143A, ARTHIST 343A)
A historically based understanding of what defines American architecture. What makes American architecture American, beginning with indigenous structures of pre-Columbian America. Materials, structure, and form in the changing American context. How these ideas are being transformed in today's globalized world.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
CEE 40:
Approaching Palau: Preparation and Research Ideation and Development (ESS 40)
This class is a seminar designed to prepare students participating in the 2022 Palau Seminar for possible research activities. Enrollment by approval of the instructors.
Terms: Spr
| Units: 1
CEE 63:
Weather and Storms (CEE 263C)
Daily and severe weather and global climate. Topics: structure and composition of the atmosphere, fog and cloud formation, rainfall, local winds, wind energy, global circulation, jet streams, high and low pressure systems, inversions, el Niño, la Niña, atmosphere/ocean interactions, fronts, cyclones, thunderstorms, lightning, tornadoes, hurricanes, pollutant transport, global climate and atmospheric optics.
Terms: Aut
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
CEE 64:
Air Pollution and Global Warming: History, Science, and Solutions (CEE 263D)
Survey of Survey of air pollution and global warming and their renewable energy solutions. Topics: evolution of the Earth's atmosphere, history of discovery of chemicals in the air, bases and particles in urban smog, visibility, indoor air pollution, acid rain, stratospheric and Antarctic ozone loss, the historic climate record, causes and effects of global warming, impacts of energy systems on pollution and climate, renewable energy solutions to air pollution and global warming. UG Reqs: GER: DBNatSci
Terms: Win
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
CEE 65SI:
Transportation and the Future City (URBANST 65SI)
What should a 'city of the future' look like? This weekly speaker series will provide a broad overview to the fields of transportation engineering and city planning and how they intersect with the overarching issues of sustainability, energy, technology, equity, and climate change. Guest speakers from the transportation industry will introduce the week's topic, dive into relevant applications and case studies, and discuss their professional backgrounds and/or organizations.
Terms: Spr
| Units: 1
CEE 70:
Environmental Science and Technology (ENGR 90)
Introduction to environmental quality and the technical background necessary for understanding environmental issues, controlling environmental degradation, and preserving air and water quality. Material balance concepts for tracking substances in the environmental and engineering systems.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR
CEE 100:
Managing Sustainable Building Projects
Managing the life cycle of buildings from the owner, designer, and contractor perspectives emphasizing sustainability goals; methods to define, communicate, coordinate, and manage multidisciplinary project objectives including scope, quality, life cycle cost and value, schedule, safety, energy, and social concerns; roles, responsibilities, and risks for project participants; virtual design and construction methods for product, organization, and process modeling; lifecycle assessment methods; individual writing assignment related to a real world project.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-EngrAppSci
CEE 101A:
Mechanics of Materials
Introduction to beam and column theory. Normal stress and strain in beams under various loading conditions; shear stress and shear flow; deflections of determinate and indeterminate beams; analysis of column buckling; structural loads in design; strength and serviceability criteria. Lab experiments. Prerequisites: ENGR 14.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-EngrAppSci
CEE 101B:
Mechanics of Fluids
Physical properties of fluids and their effect on flow behavior; equations of motion for incompressible ideal flow, including the special case of hydrostatics; continuity, energy, and momentum principles; control volume analysis; laminar and turbulent flows; internal and external flows in specific engineering applications including pipes and open channels; elements of boundary-layer theory. Laboratory exercises to illustrate key principles. Prerequisites: E14, Physics 41, Math 51, or CME 100.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-EngrAppSci
CEE 101C:
Geotechnical Engineering
Introduction to the principles of soil mechanics. Soil classification, shear strength and stress-strain behavior of soils, consolidation theory, analysis and design of earth retaining structures, introduction to shallow and deep foundation design, slope stability. Lab projects. Prerequisite: ENGR 14. Recommended: 101A.
Terms: Aut
| Units: 3-4
| UG Reqs: GER:DB-EngrAppSci
CEE 101D:
Computations in Civil and Environmental Engineering (CEE 201D)
Computational and visualization methods in the design and analysis of civil and environmental engineering systems. Focus is on applications of MATLAB. How to develop a more lucid and better organized programming style.
Terms: Aut
| Units: 3
CEE 101E:
Introduction to Mechanics of Fluids
Physical properties of fluids and their effect on flow behavior; equations of motion for incompressible ideal flow, including the special case of hydrostatics; continuity, energy, and momentum principles; control volume analysis; laminar and turbulent flows; internal and external flows in specific engineering applications including pipes and open channels; elements of boundary-layer theory. Prerequisites: E14, Physics 41, Math 51, or CME 100.
Terms: Sum
| Units: 3
CEE 102A:
Legal / Ethical Principles in Design, Construction, Project Delivery
Introduction to the key legal principles affecting design, construction and the delivery of infrastructure projects. The course begins with an introduction to the structure of law, including principles of contract, negligence, professional responsibility, intellectual property, land use and environmental law, then draws on these concepts to examine current and developing means of project delivery. Limited class size. Enrollment preference given to undergraduates majoring in CE and EnvSE. Undergraduates wishing to have CEE 102A count as their Technology in Society (TiS) class must take it for a letter grade.
Terms: Win
| Units: 3
CEE 102W:
Technical and Professional Communication (ENGR 102W)
Effective communication skills will help you advance quickly. Learn the best technical and professional techniques in writing and speaking. Group workshops and individual conferences with instructors. Designed for undergraduates going into industry. Allowed to fulfill WIM for Atmosphere/Energy, Engineering Physics, and Environmental Systems Engineering majors only.
Terms: Spr
| Units: 3
CEE 107A:
Understand Energy (CEE 207A, EARTHSYS 103)
Energy is the number one contributor to climate change and has significant consequences for our society, political system, economy, and environment. Energy is also a fundamental driver of human development and opportunity. In taking this course, students will not only understand the fundamentals of each energy resource -- including significance and potential, conversion processes and technologies, drivers and barriers, policy and regulation, and social, economic, and environmental impacts -- students will also be able to put this in the context of the broader energy system. Both depletable and renewable energy resources are covered, including oil, natural gas, coal, nuclear, biomass and biofuel, hydroelectric, wind, solar thermal and photovoltaics (PV), geothermal, and ocean energy, with cross-cutting topics including electricity, storage, climate change and greenhouse gas emissions (GHG), sustainability, green buildings, energy efficiency, transportation, and the developing world. The 4 unit course includes lecture and in-class discussion, readings and videos, homework assignments, one on-campus field trip during lecture time and two off-campus field trips with brief report assignments. Off-campus field trips to wind farms, solar farms, nuclear power plants, natural gas power plants, hydroelectric dams, etc. Enroll for 5 units to also attend the Workshop, an interactive discussion section on cross-cutting topics that meets once per week for 80 minutes (Mondays, 1:30 PM - 2:50 PM). Open to all: pre-majors and majors, with any background! Website: https://energy.stanford.edu/understand-energy. CEE 107S/207S Understand Energy: Essentials is a shorter (3 unit) version of this course, offered summer quarter. Students should not take both for credit. Prerequisites: Algebra
Terms: Aut, Spr
| Units: 3-5
| UG Reqs: GER:DB-EngrAppSci, WAY-SI
Instructors: ;
Gragg, D. (PI);
Stasio, K. (PI);
Woodward, J. (PI);
Amoh, B. (TA);
Hills-Bunnell, D. (TA);
Jetty, S. (TA);
Michielssen, M. (TA);
Morelli, C. (TA);
Naby, S. (TA);
Palmer, F. (TA)
CEE 107R:
E^3: Extreme Energy Efficiency (CEE 207R)
Be part of a unique course about extreme energy efficiency and integrative design! We will meet once a week throughout the quarter. E^3 will focus on efficiency techniques' design, performance, integration, barrier-busting, profitable business-led implementation, and implications for energy supply, competitive success, environment, development, security, etc. Examples will span very diverse sectors, applications, issues, and disciplines, covering different energy themes throughout the quarter: buildings, transportation, industry, and implementation and implications, including renewable energy synergy and integration. The course will be composed of keynote lectures, exercises, and interactive puzzlers, synthesizing integrative design principles. Exercises will illuminate real-world design challenges RMI has faced, in which students will explore clean-sheet solutions that meet end-use demands and optimize whole-system resource efficiency, seeking expanding rather than diminishing returns to investments, i.e. making big savings cheaper than small ones. Students will work closely and interactively with the instructors Amory Lovins, cofounder and Chief Scientist of Rocky Mountain Institute (RMI), Dr. Joel Swisher, former RMI managing director and Stanford instructor in CEE, more recently director of the Institute for Energy Studies at Western Washington University, and Dr. Holmes Hummel, founder of Clean Energy Works. All backgrounds and disciplines, undergraduate and graduate, are welcome to enroll. There is no application this year. Solid technical grounding and acquaintance with basic economics and business concepts will be helpful. Prerequisite - completion of one of the following courses or their equivalent is required: CEE 107A/207A/ Earthsys 103, CEE 107S/ CEE 207S, CEE 176A, CEE 176B. Course details are available at the website: https://energy.stanford.edu/extreme-energy-efficiency
Terms: Win, Spr
| Units: 3-5
CEE 107S:
Understand Energy - Essentials (CEE 207S)
Energy is the number one contributor to climate change and has significant consequences for our society, political system, economy, and environment. Energy is also a fundamental driver of human development and opportunity. Students will learn the fundamentals of each energy resource -- including significance and potential, drivers and barriers, policy and regulation, and social, economic, and environmental impacts -- and will be able to put this in the context of the broader energy system. Both depletable and renewable energy resources are covered, including oil, natural gas, coal, nuclear, biomass and biofuel, hydroelectric, wind, solar thermal and photovoltaics (PV), geothermal, and ocean energy, with cross-cutting topics including electricity, storage, hydrogen, climate change and greenhouse gas emissions (GHG), sustainability, green buildings, energy efficiency, transportation, and the developing world. The course is 3 units, which includes lecture, readings and videos, and homework assignments. This is a course for all: pre-majors and majors, with any background - no prior energy knowledge necessary. For a course that covers all of this plus goes more in-depth, check out CEE 107A/207A/ EarthSys 103 Understand Energy offered in the autumn and spring quarters (students should not take both for credit). Website: https://energy.stanford.edu/understand-energy Prerequisites: Algebra.
Terms: Sum
| Units: 3
| UG Reqs: WAY-SI
CEE 114:
Frontier Technology: Understanding and Preparing for Technology in the Next Economy (CEE 214, MED 114, MED 214, PSYC 114)
The next wave of technological innovation and globalization will affect our countries, our societies, and ourselves. This interdisciplinary course provides an introduction to frontier technology, the intersection where radical forward thinking and real-world implementation meet. Topics covered include artificial intelligence, additive manufacturing and advanced robotics, smart cities and urban mobility, telecommunications with 5G, and other key emerging technologies in society. These technologies have vast potential to address the largest global challenges of the 21st century, ushering in a new era of progress and change. Limited enrollment, contact instructors for application.
Terms: Spr
| Units: 2
CEE 118X:
Shaping the Future of the Bay Area (AMSTUD 118X, CEE 218X, ESS 118X, ESS 218X, GEOLSCI 118X, GEOLSCI 218X, GEOPHYS 118X, GEOPHYS 218X, POLISCI 218X, PUBLPOL 118X, PUBLPOL 218X)
The complex urban problems affecting quality of life in the Bay Area, from housing affordability and transportation congestion to economic vitality and social justice, are already perceived by many to be intractable, and will likely be exacerbated by climate change and other emerging environmental and technological forces. Reforming urban systems to improve the equity, resilience and sustainability of communities will require new collaborative methods of assessment, goal setting, and problem solving across governments, markets, and communities. It will also require academic institutions to develop new models of co-production of knowledge across research, education, and practice. This XYZ course series is designed to immerse students in co-production for social change. The course sequence covers scientific research and ethical reasoning, skillsets in data-driven and qualitative analysis, and practical experience working with local partners on urban challenges that can empower students to drive responsible systems change in their future careers. The Autumn (X) and Winter (Y) courses are focused on basic and advanced skills, respectively, and completion is a prerequisite for participation in the Spring (Z) practicum quarter, which engages teams in real-world projects with Bay Area local governments or community groups. X and Y are composed of four weekly pedagogical components: (A) lectures; (B) writing prompts linked with small group discussion; (C) lab and self-guided tutorials on the R programming language; and (D) R data analysis assignments. Open to undergraduate and graduate students in any major. For more information, visit http://bay.stanford.edu/education. Cardinal Course certified by the Haas Center.
Terms: Aut
| Units: 1-5
| UG Reqs: WAY-AQR, WAY-SI
CEE 118Y:
Shaping the Future of the Bay Area (CEE 218Y, ESS 118Y, ESS 218Y, GEOLSCI 118Y, GEOLSCI 218Y, GEOPHYS 118Y, GEOPHYS 218Y, POLISCI 218Y, PUBLPOL 118Y, PUBLPOL 218Y)
The complex urban problems affecting quality of life in the Bay Area, from housing affordability and transportation congestion to economic vitality and social justice, are already perceived by many to be intractable, and will likely be exacerbated by climate change and other emerging environmental and technological forces. Reforming urban systems to improve the equity, resilience and sustainability of communities will require new collaborative methods of assessment, goal setting, and problem solving across governments, markets, and communities. It will also require academic institutions to develop new models of co-production of knowledge across research, education, and practice. This XYZ course series is designed to immerse students in co-production for social change. The course sequence covers scientific research and ethical reasoning, skillsets in data-driven and qualitative analysis, and practical experience working with local partners on urban challenges that can empower students to drive responsible systems change in their future careers. The Autumn (X) and Winter (Y) courses are focused on basic and advanced skills, respectively, and completion is a prerequisite for participation in the Spring (Z) practicum quarter, which engages teams in real-world projects with Bay Area local governments or community groups. X and Y are composed of four weekly pedagogical components: (A) lectures; (B) writing prompts linked with small group discussion; (C) lab and self-guided tutorials on the R programming language; and (D) R data analysis assignments. Open to undergraduate and graduate students in any major. For more information, visit http://bay.stanford.edu/education. Cardinal Course certified by the Haas Center.
Terms: Win
| Units: 1-5
| Repeatable
2 times
(up to 10 units total)
CEE 118Z:
Shaping the Future of the Bay Area (CEE 218Z, ESS 118Z, ESS 218Z, GEOLSCI 118Z, GEOLSCI 218Z, GEOPHYS 118Z, GEOPHYS 218Z, POLISCI 218Z, PUBLPOL 118Z, PUBLPOL 218Z)
Students are placed in small interdisciplinary teams (engineers and non-engineers, undergraduate and graduate level) to work on complex design, engineering, and policy problems presented by external partners in a real urban setting. Multiple projects are offered and may span both Winter and Spring quarters; students are welcome to participate in one or both quarters. Students are expected to interact professionally with government and community stakeholders, conduct independent team work outside of class sessions, and submit deliverables over a series of milestones. Prerequisite: the Autumn (X) skills course or approval of instructors. For information about the projects and application process, visit http://bay.stanford.edu. Cardinal Course certified by the Haas Center.
Terms: Spr
| Units: 1-5
| Repeatable
2 times
(up to 10 units total)
CEE 120A:
Building Modeling for Design & Construction (CEE 220A)
The foundational Building Information Modeling course introduces techniques for creating, managing, and applying of building information models in the building design and construction process. The course covers processes and tools for creating, organizing, and working with 2D and 3D computer representations of building components and geometries to produce models used in architectural design, construction planning and documentation, rendering and visualization, simulation, and analysis.
Terms: Aut, Sum
| Units: 3
CEE 120B:
Advanced Building Modeling Workshop (CEE 220B)
This course builds upon the Building Information Model concepts introduced in 120A/220A and illustrates how BIM modeling tools are used to design, analyze, and model building systems including structural, mechanical, electrical, plumbing and fire protection. Course covers the physical principles, design criteria, and design strategies for each system and explores processes and tools for modeling those systems and analyzing their performance.nTopics include: building envelopes, access systems, structural systems modeling and analysis, mechanical / HVAC systems, plumbing and fire protection systems, electrical systems, and systems integration/coordination.
Terms: Win
| Units: 2-4
CEE 120C:
Parametric Design and Optimization (CEE 220C)
This course explores tools and techniques for computational design and parametric modeling as a foundation for design optimization. Class sessions will introduce several parametric design modeling platforms and scripting environments that enable rapid generation of 3D models and enable rapid evaluation of parametrically-driven design alternatives.nnTopics to be featured include:n-Principles of parametric design vs. direct modelingn-Design exploration using parametric modeling platforms (Revit/FormIt, Rhino)n-Visual scripting languages and environments (Dynamo, Grasshopper, DesignScript)n-Single- and multi-dimensional optimization techniques and guidance strategies.
Terms: Spr
| Units: 2-4
CEE 121:
Global Korea: Understanding the Nexus of Innovation, Culture, and Media (CEE 221)
Description: South Korea is quickly emerging as a global powerhouse and center of innovation culture, media, and lifestyle. Recent global phenomena including k-pop, the Academy Award winning movie 'Parasite', BTS, and the Netflix Series 'Squid Game' have demonstrated the growing appeal for South Korean cultural innovation and lifestyle around the world. Further propelled by technology giants like LG, Samsung, and others, South Korean culture is becoming a global sensation. This seminar course, taught jointly at Stanford University and the Stanford Center at the Incheon Global Campus in South Korea, will explore these topics through invited speakers and vibrant discussion. For more information, visit https://korea.stanford.edu/events/lecture-classes
Terms: Win
| Units: 1
CEE 122A:
Computer Integrated Architecture/Engineering/Construction (A/E/C)
Undergraduates serve as apprentices to graduate students in the AEC global project teams in CEE 222A. Apprentices participate in all activities of the AEC team, including the goals, objectives, constraints, tasks, and process of a crossdisciplinary global AEC teamwork in the concept development phase of a comprehensive building project. Prerequisite: consent of instructor based on interview with Instructor in Autumn Quarter.
Terms: Win
| Units: 2
CEE 122B:
Computer Integrated A/E/C
Undergraduates serve as apprentices to graduate students in the AEC global project teams in CEE 222B. Project activity focuses on modeling, simulation, life-cycle cost, and cost benefit analysis in the project development phase. Prerequisite: CEE 122A.
Terms: Spr
| Units: 2
CEE 124:
Sustainable Development Studio
(Graduate students register for 224A.) Project-based. Sustainable design, development, use and evolution of buildings; connections of building systems to broader resource systems. Areas include architecture, structure, materials, energy, water, air, landscape, and food. Projects use a cradle-to-cradle approach focusing on technical and biological nutrient cycles and information and knowledge generation and organization. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
CEE 126Y:
Hard Earth: Stanford Graduate-Student Talks Exploring Tough Environmental Dilemmas (EARTH 126Y)
Environmental disasters are striking with alarming frequency. Many, including wildfires and ecosystem collapse, are hitting California. The winter 2019 Hard Earth series will feature biweekly talks by Stanford graduate students whose research probes how people are coping with, adapting to, and changing their lives in the face of environmental catastrophe. Their talks will focus on events close to home in California. Students who choose to enroll in the entire quarterly series as a 1-unit class will, in the weeks between the talks, discuss what's happening in California in the context of the rest of the world.
Terms: Win
| Units: 1
CEE 130:
Architectural Design: 3-D Modeling, Methodology, and Process
Preference to Architectural Design majors; others by consent of instructor. Projects investigate conceptual approaches to the design of key architectural elements, such as wall and roof. Functional and structural considerations. Focus is on constructing 3-D models in a range of materials; 3-D computer modeling. Students keep a graphic account of the evolution of their design process. Final project entails design of a simple structure. Limited enrollment. Pre- or corequisite: CEE 31 or 31Q.
Terms: Aut, Spr
| Units: 5
| UG Reqs: WAY-CE
CEE 130B:
Quest for an Inclusive Clean Energy Economy (CEE 330B)
Building bridges across the clean energy divide involves addressing barriers to participation. These barriers affect the pace of investment, especially for distributed energy solutions such as building energy upgrades, on-site solar, and transportation electrification. This course will explore innovative business models that are responsive to calls for equity and inclusion, and it will give special attention to California's ongoing clean energy finance rulemaking in the utility sector to open the clean energy economy for all.
Terms: Win
| Units: 2-3
CEE 130R:
Racial Equity in Energy (CEE 330)
The built environment and the energy systems that meet its requirements is a product of decisions forged in a context of historical inequity produced by cultural, political, and economic forces expressed through decisions at individual and institutional levels. This interdisciplinary course will examine the imprint of systemic racial inequity in the U.S. that has produced a clean energy divide and a heritage of environmental injustice. Drawing on current events, students will also explore contemporary strategies that center equity in the quest for rapid technology transitions in the energy sector to address climate change, public health, national security, and community resilience. Prerequisites: By permission of the instructor. Preferable to have completed Understand Energy ( CEE 107A/207A/ EarthSys 103/ CEE 107S/207S) or a similar course at another institution if a graduate student.
Terms: Aut
| Units: 2-3
CEE 131D:
Urban Design Studio (URBANST 171)
The practical application of urban design theory. Projects focus on designing neighborhood and downtown regions to balance livability, revitalization, population growth, and historic preservation.
Terms: Spr
| Units: 5
| UG Reqs: WAY-CE
CEE 131G:
Fabrication in Architectural Design
Design course focused on architectural fabrication processes. Students build individual design projects using wood and metalworking process. This is a lab-based course operating out of the Product Realization Lab (PRL), with one lecture and one lab session per week. Lectures focus on design development as well as the theory and practice of fabrication processes. Structured labs take students' skills from paper-based modeling to full-scale construction processes using actual materials. Prior PRL/Room 036 experience is desirable but not required. Prerequisites: CEE 31, CEE 31Q (required), E 14 (recommended).
Terms: Win
| Units: 4
CEE 134B:
Intermediate Arch Studio (CEE 234B)
This studio offers students experience in working with a real site and a real client program to develop a community facility. Students will develop site analysis, review a program for development and ultimately design their own solutions that meet client and community goals. Sustainability, historic preservation, community needs and materials will all play a part in the development of students final project. Students will also gain an understanding of graphic conventions, verbal and presentation techniques. Course may be repeated for credit.
Terms: Win
| Units: 5
| Repeatable
2 times
(up to 10 units total)
CEE 137B:
Advanced Architecture Studio (CEE 237B)
This course will focus on the topic of interdisciplinary collaboration and its role in the development of design concepts. Specifically, the integration of structural with architectural considerations to produce a unified urban, spatial, tectonic and structural proposition will be our field of investigation. This course is an architecture studio course where class time will be spent primarily in individual or group desk critiques and pin-up sessions. May be repeat for credit. Total completions allowed: 3. Additionally, there will be lectures, case study presentations and a field trip. Prerequisites: required: CEE 31 (or 31Q) Drawing, CEE 120A and CEE 130 Design.
Terms: Spr
| Units: 6
| Repeatable
3 times
(up to 18 units total)
CEE 141A:
Infrastructure Project Development (CEE 241A)
Infrastructure is critical to the economy, global competitiveness and quality of life. Topics include energy, transportation, water, public facilities, and communications sectors. Analysis of the condition of the nation's infrastructure and how projects are planned and financed. Focus is on public works in the U.S. The role of public and private sectors through a step-by-step study of the project development process. Case studies of real infrastructure projects. Industry guest speakers. Student teams prepare project environmental impact statements.
Terms: Aut
| Units: 3
CEE 141B:
Infrastructure Project Delivery (CEE 241B)
Infrastructure is critical to the economy, global competitiveness and quality of life. Topics include energy, transportation, water, public facilities ,and communications sectors. Analysis of how projects are designed, constructed, operated, and maintained. Focus is on public works projects in the U.S. Alternative project delivery approaches and organizational strategies. Case studies of real infrastructure projects. Industry guest speakers. Student teams prepare finance/design/build/operate/maintain project proposals.
Terms: Win
| Units: 3
CEE 141C:
Global Infrastructure Projects Seminar (CEE 241C)
Nine current global infrastructure projects presented by top project executives or company leaders from industry. Water, transportation, energy and communication projects are featured. Course provides comparisons of project development, win and delivery approaches for mega-projects around the world. Alternative project delivery methods, the role of public and private sector, different project management and construction strategies, and lessons learned. The course also includes field trips to local mega-projects. Grade (one unit) is based on attending all 9 lectures and at least 2 field trips.
Terms: Spr
| Units: 1-2
CEE 146S:
Engineering Economics and Sustainability (ENGR 60)
Engineering Economics is a subset of the field of economics that draws upon the logic of economics, but adds that analytical power of mathematics and statistics. The concepts developed in this course are broadly applicable to many professional and personal decisions, including making purchasing decisions, deciding between project alternatives, evaluating different processes, and balancing environmental and social costs against economic costs. The concepts taught in this course will be increasingly valuable as students climb the carrier ladder in private industry, a non-governmental organization, a public agency, or in founding their own startup. Eventually, the ability to make informed decisions that are based in fundamental analysis of alternatives is a part of every career. As such, this course is recommended for engineering and non-engineering students alike. This course is taught exclusively online in every quarter it is offered. (Prerequisites: MATH 19 or 20 or approved equivalent.)
Terms: Aut, Spr, Sum
| Units: 3
CEE 147:
Building Heaven and Hell (RELIGST 147)
How did early Greeks, Romans, Jews, and Christians imagine space? How did they construct heaven and hell and the afterlife through their written texts? Can we take written images of the earthly and heavenly Jerusalem and her temple, such as those found in Ezekiel, the Book of Revelation and the Apocalypse of Paul and transform them into three-dimensional space? Can we visualize Homer's Hades or Dante's Inferno? We are going to try! We will meet in the architecture studio and build out of foam board and hot glue. A number of themes will emerge through the course: the interpretive move in rendering a once real space as a literary icon, the relationship between text and imagined space, the connection between space and ritual, and how to construct an image of a society from whom it imagines in hell. Learn more about the course here: https://youtu.be/J9q8CCQ9NkA
Terms: Spr
| Units: 4
| UG Reqs: WAY-A-II
CEE 151:
Negotiation (CEE 251, EARTH 251, PUBLPOL 152)
Students learn to prepare for and conduct negotiations in a variety of arenas including getting a job, managing workplace conflict, negotiating transactions, and managing personal relationships. Interactive class. The internationally traveled instructor who has mediated cases in over 75 countries will require students to negotiate real life case studies and discuss their results in class. Application required before first day of class; students should enroll on Axess and complete the application on Canvas by March 23, 2022. Application can also be accessed at http://bit.ly/Negotiation2022. Synchronous In-person participation required for students who wish to take this class. Note: There is a class fee of $130 for access to case files and readings. If the course fee is of concern, please email the TA at cbh21@stanford.edu enzoalf@stanford.edu
Terms: Spr
| Units: 3
CEE 151B:
Race in Technology (AFRICAAM 51B, BIOE 91B, COMM 51B, CSRE 51B, HUMBIO 71B, STS 51B)
What are the roles of race and racism in science, technology, and medicine? 3-course sequence; each quarter can be taken independently. Winter quarter focuses on technology. How do race and racism affect the design and social impact of technology, broadly defined? Can new or different technology help to reduce racial bias? Invited speakers will address the role of race in such issues as energy infrastructure, nuclear arms control, algorithmic accountability, machine learning, artificial intelligence, and synthetic biology. Talks will take a variety of forms, ranging from panel discussions to interviews and lectures. Weekly assignments: read a related article and participate in an online discussion.
Terms: Win
| Units: 1
CEE 154:
Data Analytics for Physical Systems (CEE 254)
This course introduces practical applications of data analytics and machine learning from understanding sensor data to extracting information and decision making in the context of sensed physical systems. Many civil engineering applications involve complex physical systems, such as buildings, transportation, and infrastructure systems, which are integral to urban systems and human activities. Emerging data science techniques and rapidly growing data about these systems have enabled us to better understand them and make informed decisions. In this course, students will work with real-world data to learn about challenges in analyzing data, applications of statistical analysis and machine learning techniques using MATLAB, and limitations of the outcomes in domain-specific contexts. Topics include data visualization, noise cleansing, frequency domain analysis, forward and inverse modeling, feature extraction, machine learning, and error analysis. Prerequisites: CS106A, CME 100/Math51, Stats110/101, or equivalent.
Terms: Aut
| Units: 3-4
CEE 156:
Building Systems Design & Analysis (CEE 256)
HVAC, lighting, and envelope systems for commercial and institutional buildings, with a focus on energy efficient design. Knowledge and skills required in the development of low-energy buildings that provide high quality environment for occupants.
Terms: Win
| Units: 3-4
| UG Reqs: GER:DB-EngrAppSci
CEE 157:
Sustainable Finance and Investment Seminar (CEE 257)
The course aims to equip the Stanford community with the knowledge and networks required to undertake significant future work on sustainable finance and investment. The course will be given in a seminar format, which explores multiple disciplines of sustainable finance with talks by researchers associated with the Stanford Precourt Institute for Energy's Sustainable Finance Initiative and visiting speakers. The course features three highly interactive modules: (1) risk and opportunities of sustainable finance, (2) business and financial innovation toward sustainability, and (3) sustainability assessment and advanced data technologies. The contents covered by this course include but are not limited to systems and theories in sustainable finance and investment such as active ownership, carbon markets and policies, climate finance, environmental disclosure and reporting, divestment, engagement, environmental, social, and governance (ESG), green banks, green bonds, green benchmarks and indices, impact investing, public-private partnerships, responsible investment, stranded assets, and green taxonomies. Seminar meets weekly during the Autumn Quarter.
Terms: Aut
| Units: 1
CEE 161I:
Atmosphere, Ocean, and Climate Dynamics: The Atmospheric Circulation (CEE 261I, EARTHSYS 146A, ESS 246A)
Introduction to the physics governing the circulation of the atmosphere and ocean and their control on climate with emphasis on the atmospheric circulation. Topics include the global energy balance, the greenhouse effect, the vertical and meridional structure of the atmosphere, dry and moist convection, the equations of motion for the atmosphere and ocean, including the effects of rotation, and the poleward transport of heat by the large-scale atmospheric circulation and storm systems. Prerequisites: MATH 51 or CME100 and PHYSICS 41.
Terms: Aut
| Units: 3
CEE 162D:
Introduction to Physical Oceanography (CEE 262D, EARTHSYS 164, ESS 148)
The dynamic basis of oceanography. Topics: physical environment; conservation equations for salt, heat, and momentum; geostrophic flows; wind-driven flows; the Gulf Stream; equatorial dynamics and ENSO; thermohaline circulation of the deep oceans; and tides. Prerequisite: PHYSICS 41.
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci
CEE 162E:
Rivers, Streams, and Canals (CEE 262E)
Introduction to the movement of water through natural and engineered channels, streams, and rivers. Basic equations and theory (mass, momentum, and energy equations) for steady and unsteady descriptions of the flow. Application of theory to the design of flood- control and canal systems. Flow controls such as weirs and sluice gates; gradually varied flow; Saint-Venant equations and flood waves; and method of characteristics. Laboratory demonstrations involving experiments with controls such as weirs and gates, gradually varied flow, and waves will be integrated into the class material. Prerequisite: CEE 101B or CEE 162A.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-EngrAppSci
CEE 162F:
Coastal Processes
Formerly Coastal Engineering. Fluid dynamics and sediment transport processes that govern the physical behavior of the coastal ocean. Topics: waves, coastal sediment transport, tides, storm surge, sea-level rise, estuarine circulation, river plumes, and upwelling. Prerequisite: PHYSICS 41
Terms: Aut
| Units: 3
CEE 162I:
Atmosphere, Ocean, and Climate Dynamics: the Ocean Circulation (CEE 262I, EARTHSYS 146B, ESS 246B)
Introduction to the physics governing the circulation of the atmosphere and ocean and their control on climate with emphasis on the large-scale ocean circulation. This course will give an overview of the structure and dynamics of the major ocean current systems that contribute to the meridional overturning circulation, the transport of heat, salt, and biogeochemical tracers, and the regulation of climate. Topics include the tropical ocean circulation, the wind-driven gyres and western boundary currents, the thermohaline circulation, the Antarctic Circumpolar Current, water mass formation, atmosphere-ocean coupling, and climate variability. Prerequisites: MATH 51 or CME100; and PHYSICS 41; and a course that introduces the equations of fluid motion (e.g. ESS 246A, ESS 148, or CEE 101B).
Terms: Win
| Units: 3
CEE 164H:
Quantitative methods for marine ecology and conservation (BIO 143, BIO 243, BIOHOPK 143H, BIOHOPK 243H, CEE 264H, EARTHSYS 143H, EARTHSYS 243H)
NOTE: This course will be taught in-person on main campus, in hybrid format with Zoom options. The goal of this course is to learn the foundations of ecological modeling with a specific (but not exclusive) focus on marine conservation and sustainable exploitation of renewable resources. Students will be introduced to a range of methods - from basic to advanced - to characterize population structure, conduct demographic analyses, estimate extinction risk, identify temporal trends and spatial patterns, quantify the effect of environmental determinants and anthropogenic pressures on the dynamics of marine populations, describe the potential for adaptation to climate change. This course will emphasize learning by doing, and will rely heavily on practical computer laboratories, in R and/or Phyton, based on data from our own research activities or peer reviewed publications. Students with a background knowledge of statistics, programming and calculus will be most welcome.
Terms: Win
| Units: 4
| UG Reqs: WAY-AQR, WAY-FR
CEE 165H:
Big Earth Hackathon Wildland Fire Challenge (CEE 265H, EARTH 165H, EARTH 265H)
Participate in Stanford's Big Earth Hackathon challenge on wildland fires by finding an innovative solution to wildland fire prediction, prevention, and/or evacuation. Students work in self-organized diverse teams of 2-4 students in weeks 1-8, with a final presentation of the work on Friday May 27. The teams will spend the first few weeks designing their specific team problem/scope/goals under one of three primary areas of focus. Guidance in the design and solution processes will be provided by faculty, industry and/or community leaders. Workshops in data analysis, programming, GIS, and fundamental issues related to wildfires will be provided at the start of the quarter to give students tools and insights to define and tackle problems.
Terms: Spr
| Units: 3
CEE 166A:
Watershed Hydrologic Processes and Models (CEE 266A)
Introduction to the occurrence and movement of water in the terrestrial environment at the scale of watersheds. Development of conceptual and quantitative understanding of hydrologic processes, including precipitation, evaporation, transpiration, snowmelt, infiltration, subsurface flow, surface runoff, and streamflow. Emphasis is on observation and measurement, data analysis, conceptual understanding, quantitative models, and prediction. Prerequisite: CEE 101B or CEE 101E, or equivalent.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-EngrAppSci
CEE 166B:
Water Resources and Hazards (CEE 266B)
Sociotechnical systems associated with the human use of water as a resource and the hazards posed by too much or too little water. Physical, institutional, and regulatory infrastructure supporting potable and non-potable water use and conservation, irrigation, hydroelectric power generation, rural and urban water supply systems, storm water management, flood-damage prevention and mitigation, drought mitigation, and riverine ecosystem renaturalization. Emphasis is on engineering design. Prerequisite: CEE 166A/266A or equivalent.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-EngrAppSci
CEE 170:
Aquatic and Organic Chemistry for Environmental Engineering (CEE 270M)
This course provides a solid foundation in the most important aspects of general, aquatic and organic chemistry. Nearly all of aspects environmental engineering apply the chemistry concepts discussed in this course. Given that each of the chemistry subjects to be addressed are standalone classes, this class highlights only the most relevant material to environmental engineering. The class focuses on developing general background skills needed for subsequent classes in environmental engineering focusing on their applications, although certain applications will be discussed for illustration.
Terms: Sum
| Units: 3
CEE 172:
Air Quality Management
Quantitative introduction to the engineering methods used to study and seek solutions to current air quality problems. Topics: global atmospheric changes, urban sources of air pollution, indoor air quality problems, design and efficiencies of pollution control devices, and engineering strategies for managing air quality. Prerequisites: 70, MATH 51.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-EngrAppSci
CEE 173S:
Electricity Economics (CEE 273S)
This course develops a foundation of economic principles for the electric utility on the topics of regulation, planning, and operation. A particular emphasis is given to emerging electricity sector topics such as renewable planning and integration, distributed energy resources, energy storage, and market design. The course uses these economic principles to assess the effects of existing and proposed policy including the potential for value creation and disruption.
Terms: Win
| Units: 3
CEE 176A:
Energy Efficient Buildings
Quantitative evaluation of technologies and techniques for reducing energy demand of residential-scale buildings. Heating and cooling load calculations, financial analysis, passive-solar design techniques, water heating systems, photovoltaic system sizing for net-zero-energy all-electric homes.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-EngrAppSci
CEE 176B:
100% Clean, Renewable Energy and Storage for Everything (CEE 276B)
This course discusses elements of a transition to 100% clean, renewable energy in the electricity, transportation, heating/cooling, and industrial sectors for towns, cities, states, countries, and companies. It examines wind, solar, geothermal, hydroelectric, tidal, and wave characteristics and resources; electricity, heat, cold and hydrogen storage; transmission and distribution; matching power demand with supply on the grid: efficiency; replacing fossil with electric appliances and machines in the buildings and industry; energy, health, and climate costs and savings; land requirements; feedbacks of renewables to the atmosphere; and 100% clean, renewable energy roadmaps to guide transitions.
Terms: Spr
| Units: 3-4
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR
CEE 176G:
Sustainability Design Thinking (CEE 276G)
Application design thinking to make sustainability compelling, impactful and realizable. Analysis of contextual, functional and human-centered design thinking techniques to promote sustainable design of products and environments by holistically considering space, form, environment, energy, economics, and health. Includes Studio project work in prototyping, modeling, testing, and realizing sustainable design ideas.
Terms: Sum
| Units: 3
CEE 177:
Aquatic Chemistry and Biology
Introduction to chemical and biological processes in the aqueous environment. Basic aqueous equilibria; the structure, behavior, and fate of major classes of chemicals that dissolve in water; redox reactions; the biochemistry of aquatic microbial life; and biogeochemical processes that govern the fate of nutrients and metals in the environment and in engineered systems. Prerequisite: CHEM 31.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-EngrAppSci, WAY-SMA
CEE 177E:
Water & the Environment: Current Challenges and Solutions
Water-related challenges are raising major concerns worldwide. These challenges are found at both ends of the pipe: the need to supply usable water of adequate quality for a rapidly growing human population, and the need to prevent pollution and diseases from wastewater discharge. In this hybrid virtual and in person, comprehensive, and interdisciplinary course, top researchers from Israel's Ben-Gurion University of the Negev partner with experts from Yale University, Northwestern University (USA), and Stanford to discuss pressing water issues and present innovative solutions and technologies for treating wastewater and ensuring safe reuse, mitigating water shortage globally, and reversing pollution of surface and subsurface water. The course provides a thorough introduction discovering the newest technologies being developed at the forefront of research: Recovering nutrients from wastewater for use as fertilizers in agriculture, desalination of brackish groundwater, soil aquifer treatment (SAT), recirculated vertical flow constructed wetland (RVFCW), and more. We will review these technologies from an engineering perspective as well as the physical, chemical and biological processes involved. We will also see (via video) these technologies in use in several systems in Israel.
Terms: Spr
| Units: 2
CEE 177L:
Smart Cities & Communities (CEE 277L)
A city is comprised of people and a complex system of systems connected by data. A nexus of forces IoT, open data, analytics, AI, and systems of engagement present new opportunities to increase the efficiency of urban systems, improve the efficacy of public services, and assure the resiliency of the community. Systems studied include: water, energy, transportation, buildings, food production, and social services. The roles of policy and behavior change as well as the risks of smart cities will be discussed. How cities are applying innovation to address the unprecedented challenges of COVID-19 will also be explored.
Terms: Sum
| Units: 3
| UG Reqs: WAY-SI
CEE 179E:
Wastewater Treatment: From Disposal to Resource Recovery (CEE 279E)
This course covers basic hydraulics and the fundamental processes used to treat wastewater. In addition to understanding the details behind the fundamental processes, students will learn to feel comfortable developing initial design criteria (30% designs) for fundamental processes. Students should also develop a feel for the typical values of water treatment parameters and the equipment involved. After covering conventional processes, the class addresses newer processes used to meet emerging treatment objectives, including nutrient removal, composting of biosolids and recycling of wastewater for beneficial uses, including potable reuse.n(Note this course was formerly CEE 174B)
Terms: Win
| Units: 3
CEE 180:
Structural Analysis
Analysis of beams, trusses, frames; method of indeterminate analysis by consistent displacement, least work, superposition equations, moment distribution. Introduction to matrix methods and computer methods of structural analysis. Prerequisite: 101A and ENGR 14.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-EngrAppSci
CEE 182:
Structural Design
Students will learn the principles of structural engineering design including how to design structural components of reinforced concrete (e.g., beams, columns, and slabs) and steel (e.g., beams, columns, tension and compression members, and connections) for various structural systems. Skills will be gained through problem sets and a design project. (Note: this course replaces the combination of CEE 181 and CEE 182 taught separately in previous years). Pre-requisite: CEE 180.
Terms: Win
| Units: 3-4
| UG Reqs: GER:DB-EngrAppSci
CEE 183:
Integrated Civil Engineering Design Project
Studio format. Integrative capstone project designed for civil engineering majors, involving schematic design, and taking into account sustainable engineering issues. Prerequisites: Senior standing in the CE major or instructor permission
Terms: Spr
| Units: 4
CEE 192:
Properties of Rocks and Geomaterials (GEOLSCI 230, GEOPHYS 259)
Lectures and laboratory experiments. Properties of rocks and geomaterials and how they relate to chemo-mechanical processes in crustal settings, reservoirs, and man-made materials. Focus is on properties such as porosity, permeability, acoustic wave velocity, and electrical resistivity. Students may investigate a scientific problem to support their own research (4 units). Prerequisites: Physics 41 (or equivalent) and CME 100.
Terms: Spr
| Units: 3-4
CEE 198:
Directed Reading or Special Studies in Civil Engineering
Written report or oral presentation required. Students must obtain a faculty sponsor.
Terms: Aut, Win, Spr, Sum
| Units: 1-4
| Repeatable
for credit
Instructors: ;
Baker, J. (PI);
Billington, S. (PI);
Boehm, A. (PI);
Borja, R. (PI);
Boslough, A. (PI);
Criddle, C. (PI);
Dabiri, J. (PI);
Davis, J. (PI);
Deierlein, G. (PI);
Fischer, M. (PI);
Fletcher, S. (PI);
Freyberg, D. (PI);
Fringer, O. (PI);
Fruchter, R. (PI);
Gorle, C. (PI);
Hildemann, L. (PI);
Jacobson, M. (PI);
Jain, R. (PI);
Kiremidjian, A. (PI);
Kitanidis, P. (PI);
Koseff, J. (PI);
Law, K. (PI);
Leckie, J. (PI);
Lepech, M. (PI);
Linder, C. (PI);
Luthy, R. (PI);
Mauter, M. (PI);
Miranda, E. (PI);
Mitch, W. (PI);
Monismith, S. (PI);
Noh, H. (PI);
Ouellette, N. (PI);
Rajagopal, R. (PI);
Spormann, A. (PI);
Tarpeh, W. (PI)
CEE 199:
Undergraduate Research in Civil and Environmental Engineering
Written report or oral presentation required. Students must obtain a faculty sponsor.
Terms: Aut, Win, Spr, Sum
| Units: 1-4
| Repeatable
for credit
Instructors: ;
Baker, J. (PI);
Billington, S. (PI);
Boehm, A. (PI);
Borja, R. (PI);
Boslough, A. (PI);
Criddle, C. (PI);
Davis, J. (PI);
Deierlein, G. (PI);
Douglas, K. (PI);
Fischer, M. (PI);
Fletcher, S. (PI);
Fong, D. (PI);
Freyberg, D. (PI);
Fringer, O. (PI);
Fruchter, R. (PI);
Gorle, C. (PI);
Gragg, D. (PI);
Hildemann, L. (PI);
Jacobson, M. (PI);
Jain, R. (PI);
Katz, G. (PI);
Kiremidjian, A. (PI);
Kitanidis, P. (PI);
Koseff, J. (PI);
Larimer, A. (PI);
Law, K. (PI);
Leckie, J. (PI);
Lepech, M. (PI);
Levitt, R. (PI);
Linder, C. (PI);
Luthy, R. (PI);
Masters, G. (PI);
Mauter, M. (PI);
Miranda, E. (PI);
Mitch, W. (PI);
Monismith, S. (PI);
Monk, A. (PI);
Noh, H. (PI);
Ouellette, N. (PI);
Rajagopal, R. (PI);
Spormann, A. (PI);
Tarpeh, W. (PI)
CEE 199A:
Special Projects in Architecture
Faculty-directed study or internship. May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-4
| Repeatable
for credit
CEE 199B:
Directed Studies in Architecture
Projects may include studio-mentoring activities, directed reading and writing on topics in the history and theory of architectural design, or investigations into design methodologies.
Terms: Aut, Win, Spr
| Units: 1-4
| Repeatable
for credit
CEE 199C:
Independent Research in Civil and Environmental Engineering (CEE 299C)
Enrollment restricted to CEE students enrolling in classes via SCPD. Directed study of a topic in civil and environmental engineering, under the supervision of a CEE professor. Students enrolling must email Profs. Lepech and Hildemann, cc'ing their research supervisor, to indicate with which CEE faculty member they will be working.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
CEE 199H:
Undergraduate Honors Thesis
For students who have declared the Civil Engineering B.S. honors major and have obtained approval of a topic for research under the guidance of a CEE faculty adviser. Letter grade only. Written thesis or oral presentation required.n (Staff)
Terms: Aut, Win, Spr, Sum
| Units: 2-3
| Repeatable
5 times
(up to 10 units total)
Instructors: ;
Baker, J. (PI);
Barton, J. (PI);
Billington, S. (PI);
Boehm, A. (PI);
Borja, R. (PI);
Criddle, C. (PI);
Davis, J. (PI);
Deierlein, G. (PI);
Fischer, M. (PI);
Fletcher, S. (PI);
Freyberg, D. (PI);
Fringer, O. (PI);
Fruchter, R. (PI);
Gorle, C. (PI);
Hildemann, L. (PI);
Jacobson, M. (PI);
Jain, R. (PI);
Kiremidjian, A. (PI);
Kitanidis, P. (PI);
Koseff, J. (PI);
Law, K. (PI);
Leckie, J. (PI);
Lepech, M. (PI);
Linder, C. (PI);
Luthy, R. (PI);
Mauter, M. (PI);
Miranda, E. (PI);
Mitch, W. (PI);
Monismith, S. (PI);
Noh, H. (PI);
Ouellette, N. (PI);
Rajagopal, R. (PI);
Spormann, A. (PI);
Tarpeh, W. (PI);
Goulding, N. (GP);
Lin, D. (GP);
Tuttle, G. (GP)
CEE 199L:
Independent Project in Civil and Environmental Engineering
Prerequisite: Consent of Instructor
Terms: Aut, Win, Spr, Sum
| Units: 1-4
| Repeatable
for credit
Instructors: ;
Baker, J. (PI);
Billington, S. (PI);
Boehm, A. (PI);
Borja, R. (PI);
Criddle, C. (PI);
Davis, J. (PI);
Deierlein, G. (PI);
Douglas, K. (PI);
Fischer, M. (PI);
Fletcher, S. (PI);
Fong, D. (PI);
Freyberg, D. (PI);
Fringer, O. (PI);
Fruchter, R. (PI);
Gorle, C. (PI);
Gragg, D. (PI);
Hildemann, L. (PI);
Jacobson, M. (PI);
Jain, R. (PI);
Katz, G. (PI);
Kiremidjian, A. (PI);
Kitanidis, P. (PI);
Koseff, J. (PI);
Law, K. (PI);
Leckie, J. (PI);
Lepech, M. (PI);
Levitt, R. (PI);
Linder, C. (PI);
Luthy, R. (PI);
Masters, G. (PI);
Mauter, M. (PI);
Miranda, E. (PI);
Mitch, W. (PI);
Monismith, S. (PI);
Noh, H. (PI);
Ouellette, N. (PI);
Rajagopal, R. (PI);
Spormann, A. (PI);
Tarpeh, W. (PI);
Lin, D. (GP)
CEE 200:
Seminar on Teaching for TAs
Required of CEE Ph.D. students; advisable for any student who hopes to TA in CEE. Introduction to effective teaching practices for TAs. Limited enrollment; preference given to CEE graduate students.
Terms: Aut
| Units: 1
CEE 200A:
Teaching of Civil and Environmental Engineering
Required of CEE Ph.D. students. Strategies for effective teaching and introduction to engineering pedagogy. Topics: problem solving techniques and learning styles, individual and group instruction, the role of TAs, balancing other demands, grading. Teaching exercises. Register for quarter of teaching assistantship: 200A. Aut; 200B. Win; 200C. Spr
Terms: Aut
| Units: 1
| Repeatable
for credit
CEE 200B:
Teaching of Civil and Environmental Engineering
Required of CEE Ph.D. students. Strategies for effective teaching and introduction to engineering pedagogy. Topics: problem solving techniques and learning styles, individual and group instruction, the role of TAs, balancing other demands, grading. Teaching exercises. Register for quarter of teaching assistantship. May be repeated for credit. 200A. Aut, 200B. Win, 200C. Spr
Terms: Win
| Units: 1
| Repeatable
for credit
CEE 200C:
Teaching of Civil and Environmental Engineering
Required of CEE Ph.D. students. Strategies for effective teaching and introduction to engineering pedagogy. Topics: problem solving techniques and learning styles, individual and group instruction, the role of TAs, balancing other demands, grading. Teaching exercises. Register for quarter of teaching assistantship. May be repeated for credit. 200A. Aut, 200B. Win, 200C. Spr
Terms: Spr
| Units: 1
| Repeatable
for credit
CEE 201D:
Computations in Civil and Environmental Engineering (CEE 101D)
Computational and visualization methods in the design and analysis of civil and environmental engineering systems. Focus is on applications of MATLAB. How to develop a more lucid and better organized programming style.
Terms: Aut
| Units: 3
CEE 202:
Construction Law and Claims
Concepts include the preparation and analysis of construction claims, cost overrun and schedule delay analysis, general legal principles, contracts, integrated project delivery, public private partnerships and the resolution of construction disputes through ADR and litigation. Requires attendance of the ten weeks of Monday classes and the first five weeks of Wednesday classes.
Terms: Win
| Units: 3-4
CEE 203:
Probabilistic Models in Civil Engineering
Introduction to probability modeling and statistical analysis in civil engineering. Emphasis is on the practical issues of model selection, interpretation, and calibration. Application of common probability models used in civil engineering including Poisson processes and extreme value distributions. Parameter estimation. Linear regression.
Terms: Aut
| Units: 3-4
CEE 206:
Decision Analysis for Civil and Environmental Engineers
Current challenges in selecting an appropriate site, alternate design, or retrofit strategy based on environmental, economic, and social factors can be best addressed through applications of decision science. Basics of decision theory, including development of decision trees with discrete and continuous random variables, expected value decision making, utility theory value of information, and elementary multi-attribute decision making will be covered in the class. Examples will cover many areas of civil and environmental engineering problems. Prerequisite: CEE 203 or equivalent. (Note: This course will be offered in Fall of 2020).
Terms: Sum
| Units: 3
CEE 207A:
Understand Energy (CEE 107A, EARTHSYS 103)
Energy is the number one contributor to climate change and has significant consequences for our society, political system, economy, and environment. Energy is also a fundamental driver of human development and opportunity. In taking this course, students will not only understand the fundamentals of each energy resource -- including significance and potential, conversion processes and technologies, drivers and barriers, policy and regulation, and social, economic, and environmental impacts -- students will also be able to put this in the context of the broader energy system. Both depletable and renewable energy resources are covered, including oil, natural gas, coal, nuclear, biomass and biofuel, hydroelectric, wind, solar thermal and photovoltaics (PV), geothermal, and ocean energy, with cross-cutting topics including electricity, storage, climate change and greenhouse gas emissions (GHG), sustainability, green buildings, energy efficiency, transportation, and the developing world. The 4 unit course includes lecture and in-class discussion, readings and videos, homework assignments, one on-campus field trip during lecture time and two off-campus field trips with brief report assignments. Off-campus field trips to wind farms, solar farms, nuclear power plants, natural gas power plants, hydroelectric dams, etc. Enroll for 5 units to also attend the Workshop, an interactive discussion section on cross-cutting topics that meets once per week for 80 minutes (Mondays, 1:30 PM - 2:50 PM). Open to all: pre-majors and majors, with any background! Website: https://energy.stanford.edu/understand-energy. CEE 107S/207S Understand Energy: Essentials is a shorter (3 unit) version of this course, offered summer quarter. Students should not take both for credit. Prerequisites: Algebra
Terms: Aut, Spr
| Units: 3-5
Instructors: ;
Gragg, D. (PI);
Stasio, K. (PI);
Woodward, J. (PI);
Amoh, B. (TA);
Hills-Bunnell, D. (TA);
Jetty, S. (TA);
Michielssen, M. (TA);
Morelli, C. (TA);
Naby, S. (TA);
Palmer, F. (TA)
CEE 207H:
Applied Hope: Whole-Systems Thinking on Energy Solutions (CEE 107H)
Whole-systems thinking has yielded transformative insights about prospects for sustainability across a series of energy and environmental challenges. Taught by Amory Lovins, co-founder of Rocky Mountain Institute, this seminar will cover four decades of ground-breaking analysis and validated results that have transformed what is thought to be possible across multiple fields. Topics will include highly efficient buildings, vehicles, and industrial processes; winning the fossil fuel endgames; nuclear power and security; natural capitalism; distributed energy and resilience; and profitable climate protection.
Terms: Aut
| Units: 2
CEE 207R:
E^3: Extreme Energy Efficiency (CEE 107R)
Be part of a unique course about extreme energy efficiency and integrative design! We will meet once a week throughout the quarter. E^3 will focus on efficiency techniques' design, performance, integration, barrier-busting, profitable business-led implementation, and implications for energy supply, competitive success, environment, development, security, etc. Examples will span very diverse sectors, applications, issues, and disciplines, covering different energy themes throughout the quarter: buildings, transportation, industry, and implementation and implications, including renewable energy synergy and integration. The course will be composed of keynote lectures, exercises, and interactive puzzlers, synthesizing integrative design principles. Exercises will illuminate real-world design challenges RMI has faced, in which students will explore clean-sheet solutions that meet end-use demands and optimize whole-system resource efficiency, seeking expanding rather than diminishing returns to investments, i.e. making big savings cheaper than small ones. Students will work closely and interactively with the instructors Amory Lovins, cofounder and Chief Scientist of Rocky Mountain Institute (RMI), Dr. Joel Swisher, former RMI managing director and Stanford instructor in CEE, more recently director of the Institute for Energy Studies at Western Washington University, and Dr. Holmes Hummel, founder of Clean Energy Works. All backgrounds and disciplines, undergraduate and graduate, are welcome to enroll. There is no application this year. Solid technical grounding and acquaintance with basic economics and business concepts will be helpful. Prerequisite - completion of one of the following courses or their equivalent is required: CEE 107A/207A/ Earthsys 103, CEE 107S/ CEE 207S, CEE 176A, CEE 176B. Course details are available at the website: https://energy.stanford.edu/extreme-energy-efficiency
Terms: Win, Spr
| Units: 3-5
CEE 207S:
Understand Energy - Essentials (CEE 107S)
Energy is the number one contributor to climate change and has significant consequences for our society, political system, economy, and environment. Energy is also a fundamental driver of human development and opportunity. Students will learn the fundamentals of each energy resource -- including significance and potential, drivers and barriers, policy and regulation, and social, economic, and environmental impacts -- and will be able to put this in the context of the broader energy system. Both depletable and renewable energy resources are covered, including oil, natural gas, coal, nuclear, biomass and biofuel, hydroelectric, wind, solar thermal and photovoltaics (PV), geothermal, and ocean energy, with cross-cutting topics including electricity, storage, hydrogen, climate change and greenhouse gas emissions (GHG), sustainability, green buildings, energy efficiency, transportation, and the developing world. The course is 3 units, which includes lecture, readings and videos, and homework assignments. This is a course for all: pre-majors and majors, with any background - no prior energy knowledge necessary. For a course that covers all of this plus goes more in-depth, check out CEE 107A/207A/ EarthSys 103 Understand Energy offered in the autumn and spring quarters (students should not take both for credit). Website: https://energy.stanford.edu/understand-energy Prerequisites: Algebra.
Terms: Sum
| Units: 3
CEE 209S:
Disaster Resilience Seminar
This seminar will present topics associated with quantifying, communicating and improving the resilience of urban areas to disasters. Speakers from a range of disciplines will present current research, application, and thinking on innovations, current best practices and the future of disaster resilience. Guest speakers, supplemental reading, and group discussion will be utilized to teach about the complex nature of natural disasters, the impacts on different regions, and the multi-disciplinary/multi-cultural ways of thinking to prepare communities.
Terms: Aut
| Units: 1
CEE 214:
Frontier Technology: Understanding and Preparing for Technology in the Next Economy (CEE 114, MED 114, MED 214, PSYC 114)
The next wave of technological innovation and globalization will affect our countries, our societies, and ourselves. This interdisciplinary course provides an introduction to frontier technology, the intersection where radical forward thinking and real-world implementation meet. Topics covered include artificial intelligence, additive manufacturing and advanced robotics, smart cities and urban mobility, telecommunications with 5G, and other key emerging technologies in society. These technologies have vast potential to address the largest global challenges of the 21st century, ushering in a new era of progress and change. Limited enrollment, contact instructors for application.
Terms: Spr
| Units: 2
CEE 218X:
Shaping the Future of the Bay Area (AMSTUD 118X, CEE 118X, ESS 118X, ESS 218X, GEOLSCI 118X, GEOLSCI 218X, GEOPHYS 118X, GEOPHYS 218X, POLISCI 218X, PUBLPOL 118X, PUBLPOL 218X)
The complex urban problems affecting quality of life in the Bay Area, from housing affordability and transportation congestion to economic vitality and social justice, are already perceived by many to be intractable, and will likely be exacerbated by climate change and other emerging environmental and technological forces. Reforming urban systems to improve the equity, resilience and sustainability of communities will require new collaborative methods of assessment, goal setting, and problem solving across governments, markets, and communities. It will also require academic institutions to develop new models of co-production of knowledge across research, education, and practice. This XYZ course series is designed to immerse students in co-production for social change. The course sequence covers scientific research and ethical reasoning, skillsets in data-driven and qualitative analysis, and practical experience working with local partners on urban challenges that can empower students to drive responsible systems change in their future careers. The Autumn (X) and Winter (Y) courses are focused on basic and advanced skills, respectively, and completion is a prerequisite for participation in the Spring (Z) practicum quarter, which engages teams in real-world projects with Bay Area local governments or community groups. X and Y are composed of four weekly pedagogical components: (A) lectures; (B) writing prompts linked with small group discussion; (C) lab and self-guided tutorials on the R programming language; and (D) R data analysis assignments. Open to undergraduate and graduate students in any major. For more information, visit http://bay.stanford.edu/education. Cardinal Course certified by the Haas Center.
Terms: Aut
| Units: 1-5
CEE 218Y:
Shaping the Future of the Bay Area (CEE 118Y, ESS 118Y, ESS 218Y, GEOLSCI 118Y, GEOLSCI 218Y, GEOPHYS 118Y, GEOPHYS 218Y, POLISCI 218Y, PUBLPOL 118Y, PUBLPOL 218Y)
The complex urban problems affecting quality of life in the Bay Area, from housing affordability and transportation congestion to economic vitality and social justice, are already perceived by many to be intractable, and will likely be exacerbated by climate change and other emerging environmental and technological forces. Reforming urban systems to improve the equity, resilience and sustainability of communities will require new collaborative methods of assessment, goal setting, and problem solving across governments, markets, and communities. It will also require academic institutions to develop new models of co-production of knowledge across research, education, and practice. This XYZ course series is designed to immerse students in co-production for social change. The course sequence covers scientific research and ethical reasoning, skillsets in data-driven and qualitative analysis, and practical experience working with local partners on urban challenges that can empower students to drive responsible systems change in their future careers. The Autumn (X) and Winter (Y) courses are focused on basic and advanced skills, respectively, and completion is a prerequisite for participation in the Spring (Z) practicum quarter, which engages teams in real-world projects with Bay Area local governments or community groups. X and Y are composed of four weekly pedagogical components: (A) lectures; (B) writing prompts linked with small group discussion; (C) lab and self-guided tutorials on the R programming language; and (D) R data analysis assignments. Open to undergraduate and graduate students in any major. For more information, visit http://bay.stanford.edu/education. Cardinal Course certified by the Haas Center.
Terms: Win
| Units: 1-5
| Repeatable
2 times
(up to 10 units total)
CEE 218Z:
Shaping the Future of the Bay Area (CEE 118Z, ESS 118Z, ESS 218Z, GEOLSCI 118Z, GEOLSCI 218Z, GEOPHYS 118Z, GEOPHYS 218Z, POLISCI 218Z, PUBLPOL 118Z, PUBLPOL 218Z)
Students are placed in small interdisciplinary teams (engineers and non-engineers, undergraduate and graduate level) to work on complex design, engineering, and policy problems presented by external partners in a real urban setting. Multiple projects are offered and may span both Winter and Spring quarters; students are welcome to participate in one or both quarters. Students are expected to interact professionally with government and community stakeholders, conduct independent team work outside of class sessions, and submit deliverables over a series of milestones. Prerequisite: the Autumn (X) skills course or approval of instructors. For information about the projects and application process, visit http://bay.stanford.edu. Cardinal Course certified by the Haas Center.
Terms: Spr
| Units: 1-5
| Repeatable
2 times
(up to 10 units total)
CEE 220A:
Building Modeling for Design & Construction (CEE 120A)
The foundational Building Information Modeling course introduces techniques for creating, managing, and applying of building information models in the building design and construction process. The course covers processes and tools for creating, organizing, and working with 2D and 3D computer representations of building components and geometries to produce models used in architectural design, construction planning and documentation, rendering and visualization, simulation, and analysis.
Terms: Aut, Sum
| Units: 3
CEE 220B:
Advanced Building Modeling Workshop (CEE 120B)
This course builds upon the Building Information Model concepts introduced in 120A/220A and illustrates how BIM modeling tools are used to design, analyze, and model building systems including structural, mechanical, electrical, plumbing and fire protection. Course covers the physical principles, design criteria, and design strategies for each system and explores processes and tools for modeling those systems and analyzing their performance.nTopics include: building envelopes, access systems, structural systems modeling and analysis, mechanical / HVAC systems, plumbing and fire protection systems, electrical systems, and systems integration/coordination.
Terms: Win
| Units: 2-4
CEE 220C:
Parametric Design and Optimization (CEE 120C)
This course explores tools and techniques for computational design and parametric modeling as a foundation for design optimization. Class sessions will introduce several parametric design modeling platforms and scripting environments that enable rapid generation of 3D models and enable rapid evaluation of parametrically-driven design alternatives.nnTopics to be featured include:n-Principles of parametric design vs. direct modelingn-Design exploration using parametric modeling platforms (Revit/FormIt, Rhino)n-Visual scripting languages and environments (Dynamo, Grasshopper, DesignScript)n-Single- and multi-dimensional optimization techniques and guidance strategies.
Terms: Spr
| Units: 2-4
CEE 221:
Global Korea: Understanding the Nexus of Innovation, Culture, and Media (CEE 121)
Description: South Korea is quickly emerging as a global powerhouse and center of innovation culture, media, and lifestyle. Recent global phenomena including k-pop, the Academy Award winning movie 'Parasite', BTS, and the Netflix Series 'Squid Game' have demonstrated the growing appeal for South Korean cultural innovation and lifestyle around the world. Further propelled by technology giants like LG, Samsung, and others, South Korean culture is becoming a global sensation. This seminar course, taught jointly at Stanford University and the Stanford Center at the Incheon Global Campus in South Korea, will explore these topics through invited speakers and vibrant discussion. For more information, visit https://korea.stanford.edu/events/lecture-classes
Terms: Win
| Units: 1
CEE 222A:
Computer Integrated Architecture/Engineering/Construction (AEC) Global Teamwork
AEC students engage in a crossdisciplinary, collaborative, geographically distributed, and multicultural project-based teamwork. AEC teams exercise their domain knowledge and information technologies in a multidisciplinary context focusing on the design and construction concept development phase of a comprehensive building project. Prerequisite: interview with Instructor in Autumn Quarter.
Terms: Win
| Units: 3
CEE 222B:
Computer Integrated Architecture/Engineering/Construction (AEC) Global Teamwork
Global AEC student teams continue their project activity focusing on the most challenging concept developed in 222A and chosen jointly with their client. Comprehensive team project focusing on design and construction, including: project development and documentation; detailing, 3D and 4D modeling, simulation, sustainable concepts, cost benefit analysis, and life-cycle cost analysis; and final project presentation of product and process. Prerequisite: CEE 222A.
Terms: Spr
| Units: 2
CEE 223:
Materials for Sustainable Built Environments
In this course, students will learn about new and traditional construction materials for use in sustainable building and infrastructure projects. Materials will include cement-based materials, fiber-reinforced polymer composites, and timber for structural and non-structural applications including facades, insulation, and paving. Material properties, their performance over time and their impact on people and the environment will be discussed and students will complete a design project in teams. Pre-requisites: CEE 101A or equivalent. Knowledge of structural design with reinforced concrete and steel recommended.
Terms: Win
| Units: 3
CEE 224A:
Design and Operation of Integrated Infrastructure Systems
In the next decade, countries will spend trillions of dollars on built infrastructure, the effect of which is to preserve our isolated infrastructure systems status quo. Regulatory bodies like Public Utility Commissions (PUC) have unintentionally institutionalized this effect, with sometimes disastrous results, when in fact these isolated systems interact in ways that create new opportunities and new challenges. Infrastructure can be made more flexible and resilient but only when we know how to design, interconnect, and operate urban systems as an integrated whole, and when quality of life is the explicit motivation. These systems include Energy, Transportation, Communication, Water, Air, Green Space and Geophysical systems.nnThis class will introduce the basics of current infrastructure systems and explore in greater depth how these systems can be integrated in design and in operations. During the first half of the quarter, class lectures and guest speakers will develop the principles of infrastructure design and operations. The focus of the second half of the quarter will be directed student research to explore in greater detail the integration of two or more infrastructure systems, concluding with a written paper and class presentation.nnAt the end of this course students will have a framework for understanding integrated infrastructure design from multiple engineering and civic perspectives. Specific topics will be: n- Boundaries and boundary conditions between Built Urban Infrastructure Systems and Natural Urban infrastructure Systems n- Materials and Energy Flows between Built and Natural Urban Systemsn- Quantifying and Normalizing Urban Materials and Energy Flowsn- Basis of physical control of Infrastructure Systemsn- Basis of legal and economic control of Infrastructure systemsn- Metrics to evaluate single system and integrated system performancenStudents must submit an application for admission to this course: https://docs.google.com/forms/d/e/1FAIpQLSfxTP9MWxbOMJOYXOA3kK1ZWAPJHCkptxaXfGQ80o0Nz7d6cA/viewform?usp=sf_link
Terms: Aut, Win
| Units: 3
| Repeatable
for credit
CEE 224B:
Sustainable Development Studio
Project-based. Sustainable design, development, use and evolution of buildings; connections of building systems to broader resource systems. Areas include architecture, structure, materials, energy, water, air, landscape, and food. Projects use a cradle-to-cradle approach focusing on technical and biological nutrient cycles and information and knowledge generation and organization. May be repeated for credit.
Terms: Aut
| Units: 1-5
CEE 226:
Life Cycle Assessment for Complex Systems
Life cycle modeling of products, industrial processes, and infrastructure/building systems; material and energy balances for large interdependent systems; environmental accounting; and life cycle costing. These methods, based on ISO 14000 standards, are used to examine emerging technologies, such as biobased products, building materials, building integrated photovoltaics, and alternative design strategies, such as remanufacturing, dematerialization, LEED, and Design for Environment: DfE. Student teams complete a life cycle assessment of a product or system chosen from industry.
Terms: Aut
| Units: 3-4
CEE 226E:
Techniques and Methods for Decarbonized and Energy Efficient Building Design
This class explores innovative methods for designing, developing, and financing zero carbon and zero energy buildings. At this pivotal moment, as building codes in California and around the world move towards decarbonization and all electric buildings, this class will ideally position students to enter the field of the built environment with the tools to tackle the quickly changing industry. Students will learn best practices to reduce energy and integrate solar PV generation and battery energy storage in commercial buildings in pursuit of Net Zero Energy and Net Zero Carbon buildings. The class is taught by Peter Rumsey, a widely recognized global leader in energy efficiency and sustainable building design. Lectures include presentations and panels featuring foremost experts and practitioners in the field of green buildings. Optional site visits to the Bay Area's most notable decarbonized and green buildings. CEE 176A and CEE 156/256 or similar courses are recommended prerequisites. All students participate in a group-based, term project focused on the design of a Net Zero Carbon building. Topics covered in this course include: understanding the importance of building envelopes in a successful design, designing a heating system without natural gas, calculating building energy use, optimizing daylighting and electrical lighting, reducing plug load power use, quantifying embodied and lifetime operating carbon emissions from buildings, sizing photovoltaic and battery storage systems, and financing energy efficiency, PV, and battery systems.
Terms: Spr
| Units: 2-3
CEE 227:
Global Project Finance
Public and private sources of finance for large, complex, capital-intensive projects in developed and developing countries. Benefits and disadvantages, major participants, risk sharing, and challenges of project finance in emerging markets. Financial, economic, political, cultural, and technological elements that affect project structures, processes, and outcomes. Case studies. Limited enrollment.
Terms: Win
| Units: 3-5
CEE 234B:
Intermediate Arch Studio (CEE 134B)
This studio offers students experience in working with a real site and a real client program to develop a community facility. Students will develop site analysis, review a program for development and ultimately design their own solutions that meet client and community goals. Sustainability, historic preservation, community needs and materials will all play a part in the development of students final project. Students will also gain an understanding of graphic conventions, verbal and presentation techniques. Course may be repeated for credit.
Terms: Win
| Units: 5
| Repeatable
2 times
(up to 10 units total)
CEE 237B:
Advanced Architecture Studio (CEE 137B)
This course will focus on the topic of interdisciplinary collaboration and its role in the development of design concepts. Specifically, the integration of structural with architectural considerations to produce a unified urban, spatial, tectonic and structural proposition will be our field of investigation. This course is an architecture studio course where class time will be spent primarily in individual or group desk critiques and pin-up sessions. May be repeat for credit. Total completions allowed: 3. Additionally, there will be lectures, case study presentations and a field trip. Prerequisites: required: CEE 31 (or 31Q) Drawing, CEE 120A and CEE 130 Design.
Terms: Spr
| Units: 6
| Repeatable
3 times
(up to 18 units total)
CEE 240:
Project Assessment and Budgeting
Course objectives: 1) learn the processes of determining the quantities of permanent materials required and the associated construction quantities; 2) learn the capabilities of construction equipment; 3) be introduced to the make-up of construction crews; 4) design concrete form systems; 5) utilize the historic productivity of a crew to estimate the cost of construction; 6) write construction logic to create a critical path project schedule; 7) distribute the cost of construction over schedule activities to generate a cash flow curve and monthly payment schedule for the project.nConstruction engineering: A construction project that has reached final design must be quantified, a delivery schedule developed, it's final total price determined and the month by month demand for cash payments established. Each student will perform these activities to satisfy a "Course Project" requirement utilizing actual project design drawings obtained from the companies of the Guest Lectures and others. Guest Lecturers from: Disney Construction, Pankow Construction, Granite Construction, Stacy & Witbeck Incorporated.
Terms: Aut
| Units: 3
CEE 241:
Managing Fabrication and Construction
Methods to manage the physical production of construction projects; design, analysis, and optimization of the fabricate-assemble process including performance metrics. Project management techniques and production system design including: push versus pull methods; master scheduling and look-ahead scheduling; scope, cost, and schedule control; earned value analysis; critical path method; location-based scheduling; 4D modeling; workflow; trade coordination; methods to understand uncertainty and reduce process variability; and supply chain systems including made-to-stock, engineered-to-order, and made-to-order. Prerequisite: 100 or consent of instructor.
Terms: Aut
| Units: 4
CEE 241A:
Infrastructure Project Development (CEE 141A)
Infrastructure is critical to the economy, global competitiveness and quality of life. Topics include energy, transportation, water, public facilities, and communications sectors. Analysis of the condition of the nation's infrastructure and how projects are planned and financed. Focus is on public works in the U.S. The role of public and private sectors through a step-by-step study of the project development process. Case studies of real infrastructure projects. Industry guest speakers. Student teams prepare project environmental impact statements.
Terms: Aut
| Units: 3
CEE 241B:
Infrastructure Project Delivery (CEE 141B)
Infrastructure is critical to the economy, global competitiveness and quality of life. Topics include energy, transportation, water, public facilities ,and communications sectors. Analysis of how projects are designed, constructed, operated, and maintained. Focus is on public works projects in the U.S. Alternative project delivery approaches and organizational strategies. Case studies of real infrastructure projects. Industry guest speakers. Student teams prepare finance/design/build/operate/maintain project proposals.
Terms: Win
| Units: 3
CEE 241C:
Global Infrastructure Projects Seminar (CEE 141C)
Nine current global infrastructure projects presented by top project executives or company leaders from industry. Water, transportation, energy and communication projects are featured. Course provides comparisons of project development, win and delivery approaches for mega-projects around the world. Alternative project delivery methods, the role of public and private sector, different project management and construction strategies, and lessons learned. The course also includes field trips to local mega-projects. Grade (one unit) is based on attending all 9 lectures and at least 2 field trips.
Terms: Spr
| Units: 1-2
CEE 242:
Organization Design for Projects and Companies
Introduction to organizational behavior and organizational design for construction projects and companies. Class incorporates readings, individual, small group and large group case study assignments. Students use computer simulation to design real-world project organizations.
Terms: Win
| Units: 3-4
CEE 242R:
Project Risk Analysis
Teaches principles and methods for quantitative modeling and mitigation of risks in project planning, design, construction and operation, using new MS Excel capabilities and standardized probability distributions. Several case studies will be covered, including ongoing work with PG&E to roll up operational risks.
Terms: Win
| Units: 3
CEE 243:
Intro to Urban Sys Engrg
This course is an introduction to the interdisciplinary domain of urban systems engineering. It will provide you with a high-level understanding of the motivation for studying sustainable cities and urban systems, systems-based modeling approaches and the social actor theories embedded in the urban sustainability decision making process. Coursework will be comprised of three group mini-projects corresponding to course modules.
Terms: Aut
| Units: 3
CEE 244:
Accounting, Finance & Valuation for Engineers & Constructors
Concepts of financial accounting and economics emphasizing the construction industry. Financial statements, accounting concepts, project accounting methods, and the nature of project costs. Case study of major construction contractor. Ownership structure, working capital, and the sources and uses of funds.
Terms: Sum
| Units: 3
CEE 246:
Venture Creation for the Real Economy (MS&E 273)
A project-based course where teams of 4 prepare for the fundraising and launch of an entrepreneurial venture in the 'real economy', i.e. startups targeted toward users in construction, manufacturing, health care, transportation, energy. Students acquire the experience of an early-stage entrepreneur as they progress through stages of team building, opportunity assessment, product-market fit analysis, business model architecture, product planning and development, go-to-market strategy, financial modeling, and fundraising planning. The course structure includes weekly workshops, guest presentations from seasoned entrepreneurs and industry experts, weekly meetings with the teaching team, and one-on-one support from dedicated business mentors/coaches. The course heavily leverages detailed online material from the SCPD Idea-to-Market program. The experience includes three pitches to panels of VCs and other industry experts starting with Opportunity Assessment, then Operations and Financial Modeling, and finally wrapping with an Investor Pitch to Silicon Valley VCs. By the end of the class, successful students will be equipped with the knowledge and network to evaluate and create impactful business ideas, many of which have been launched from this class. Open to all Stanford students, with a preference for graduate students. No prerequisites. For more information and team application, visit the course website: https://cee.stanford.edu/venture-creation
Terms: Spr
| Units: 3-4
CEE 246B:
Real Estate Development and Finance
Introduction to the Real Estate Development Process from conception, feasibility analysis, due diligence, entitlements, planning, financing, market analysis, contract negotiation, construction, marketing, asset management and disposition. Pro-forma and Financial modeling in Real Estate. Financing options for different types of Real Estate projects and products. Redevelopment projects. Affordable Housing. The class will combine lectures, case studies, field work (Group Project) and guest speakers. Recommended knowledge of spreadsheets. Instructor consent required to enroll in the class. Please email: nelsonkoen@gmail.com the year and program you are enrolled in and reason for your interest in taking this course.
Terms: Spr
| Units: 3
CEE 246P:
Opportunities in PropTech and ConTech Seminar
PropTech and ConTech have disrupted the way we buy, sell, rent, manage, build and design residential/commercial properties, and construction projects in general. nReal Estate and Construction industries were lagging behind the adoption of technology and innovation. Weekly speakers from Entrepreneurs and Founders to VC's of PropTech and ConTech companies will share their experiences in the sector and give insights of current trends and opportunities. Entrepreneurs from companies in different stages (pre-seed, seed, Series A, and beyond) will talk about their experiences, challenges, lessons learned and future opportunities. Venture Capital speakers will explain how they source, evaluate, perform due diligence and invest in companies. Instructor consent required to enroll in the class. Please email: nelsonkoen@gmail.com the year and program you are enrolled in and reason for your interest in taking this course.
Terms: Win
| Units: 1
CEE 246S:
Real Estate Finance Seminar or Real Estate Career Development Seminar
Real Estate Development and Finance presented by industry guest speakers. Executives from different Real Estate companies will give an overview of their business and projects. (Residential, Retail, Commercial, Mixed Used, REITs, Redevelopment Projects, Affordable Housing, public and private real estate companies, real estate funds, etc.). Short Real Estate Case Studies will be given as homework. Two optional field trips. (Please note that the classroom is Y2E2 111 for Spring 2021-22). Instructor consent required to enroll in the class. Please email: nelsonkoen@gmail.com the year and program you are enrolled in and reason for your interest in taking this course.
Terms: Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
CEE 248:
Introduction to Real Estate Development
This course will offer students an introduction to Real Estate Development. Senior Principals from Sares Regis, a regional commercial and residential real estate development company, will cover topics on all aspects of the development process. Guest speakers from the fields of architecture and engineering, finance and marketing will participate in some of the classes. They will offer the students a window into the world of how houses, apartments, office buildings and public facilities are conceived of, brought through the design and approval process, financed, marketed and then sold and/or rented. There will be nine 1.5-hour lectures (robust class discussion encouraged). Throughout the quarter, the students will work on a group case study assignment about one local project that is currently being built or was recently completed. This assignment will be due in the form of a presentation during the final exam period. No prior knowledge of real estate is required. Classes commence on March 31 and complete on June 2nd. Number of students is limited to 30. Undergraduates must apply by submitting a one-page essay explaining their interest in taking the class to mradyk@srgnc.com by March 10, 2022.
Terms: Spr
| Units: 2
CEE 250:
Product Management Fundamentals for the Real Economy
This course teaches students how to apply product management skills to create products and services for the "real economy." Students will learn the basics of product management and the product lifecycle and design a product in a team setting. They will also learn iterative product development with an eye towards applying those skills towards products that produce real economic value for society as well as the entrepreneurs. This course includes instruction from seasoned industry veterans and guest speakers. Students will be guided through identifying an opportunity, designing a solution, launching a product, and building a roadmap. The content is tailored to students interested in developing real products and delivering solutions within startups, established companies, non-profits, governments, and non-governmental organizations. The goal is to teach students the fundamentals of product management and equip them with the knowledge to make meaningful progress on some of the biggest challenges facing society. This course requires an application due to limited enrollment. Application link: https://forms.gle/a2yznB3M7q8GS1pC9. Application deadline: Tuesday, January 4, 9PM PST
Terms: Win
| Units: 3
CEE 251:
Negotiation (CEE 151, EARTH 251, PUBLPOL 152)
Students learn to prepare for and conduct negotiations in a variety of arenas including getting a job, managing workplace conflict, negotiating transactions, and managing personal relationships. Interactive class. The internationally traveled instructor who has mediated cases in over 75 countries will require students to negotiate real life case studies and discuss their results in class. Application required before first day of class; students should enroll on Axess and complete the application on Canvas by March 23, 2022. Application can also be accessed at http://bit.ly/Negotiation2022. Synchronous In-person participation required for students who wish to take this class. Note: There is a class fee of $130 for access to case files and readings. If the course fee is of concern, please email the TA at cbh21@stanford.edu enzoalf@stanford.edu
Terms: Spr
| Units: 3
CEE 254:
Data Analytics for Physical Systems (CEE 154)
This course introduces practical applications of data analytics and machine learning from understanding sensor data to extracting information and decision making in the context of sensed physical systems. Many civil engineering applications involve complex physical systems, such as buildings, transportation, and infrastructure systems, which are integral to urban systems and human activities. Emerging data science techniques and rapidly growing data about these systems have enabled us to better understand them and make informed decisions. In this course, students will work with real-world data to learn about challenges in analyzing data, applications of statistical analysis and machine learning techniques using MATLAB, and limitations of the outcomes in domain-specific contexts. Topics include data visualization, noise cleansing, frequency domain analysis, forward and inverse modeling, feature extraction, machine learning, and error analysis. Prerequisites: CS106A, CME 100/Math51, Stats110/101, or equivalent.
Terms: Aut
| Units: 3-4
CEE 256:
Building Systems Design & Analysis (CEE 156)
HVAC, lighting, and envelope systems for commercial and institutional buildings, with a focus on energy efficient design. Knowledge and skills required in the development of low-energy buildings that provide high quality environment for occupants.
Terms: Win
| Units: 3-4
CEE 257:
Sustainable Finance and Investment Seminar (CEE 157)
The course aims to equip the Stanford community with the knowledge and networks required to undertake significant future work on sustainable finance and investment. The course will be given in a seminar format, which explores multiple disciplines of sustainable finance with talks by researchers associated with the Stanford Precourt Institute for Energy's Sustainable Finance Initiative and visiting speakers. The course features three highly interactive modules: (1) risk and opportunities of sustainable finance, (2) business and financial innovation toward sustainability, and (3) sustainability assessment and advanced data technologies. The contents covered by this course include but are not limited to systems and theories in sustainable finance and investment such as active ownership, carbon markets and policies, climate finance, environmental disclosure and reporting, divestment, engagement, environmental, social, and governance (ESG), green banks, green bonds, green benchmarks and indices, impact investing, public-private partnerships, responsible investment, stranded assets, and green taxonomies. Seminar meets weekly during the Autumn Quarter.
Terms: Aut
| Units: 1
CEE 258:
Donald R. Watson Seminar in Construction Engineering and Management
Presentations from construction industry leaders. Discussions with speakers from various segments of industry regarding career options. Student groups interact with industry representatives after class.
Terms: Aut
| Units: 1
CEE 259A:
Construction Problems
Group-selected problems in construction techniques, equipment, or management; preparation of oral and written reports. Guest specialists from the construction industry. See 299 for individual studies. Prerequisites: graduate standing in CEM program and consent of instructor.
Terms: Aut
| Units: 1-3
| Repeatable
for credit
CEE 259B:
Construction Problems
Group-selected problems in construction techniques, equipment, or management; preparation of oral and written reports. Guest specialists from the construction industry. See 299 for individual studies. Prerequisites: graduate standing in CEM program and consent of instructor.
Terms: Win
| Units: 1-3
| Repeatable
for credit
CEE 260A:
Physical Hydrogeology (ESS 220)
(Formerly GES 230.) Theory of underground water occurrence and flow, analysis of field data and aquifer tests, geologic groundwater environments, solution of field problems, and groundwater modeling. Introduction to groundwater contaminant transport and unsaturated flow. Lab. Prerequisite: elementary calculus.
Terms: Aut
| Units: 4
CEE 260C:
Contaminant Hydrogeology and Reactive Transport (ESS 221)
Decades of industrial activity have released vast quantities of contaminants to groundwater, threatening water resources, ecosystems and human health. What processes control the fate and transport of contaminants in the subsurface? What remediation strategies are effective and what are the tradeoffs among them? How are these processes represented in models used for regulatory and decision-making purposes? This course will address these and related issues by focusing on the conceptual and quantitative treatment of advective-dispersive transport with reacting solutes, including modern methods of contaminant transport simulation. Some Matlab programming / program modification required. Prerequisite: Physical Hydrogeology ESS 220 / CEE 260A (Gorelick) or equivalent and college-level course work in chemistry.
Terms: Win
| Units: 3
CEE 260D:
Remote Sensing of Hydrology (ESS 224)
This class discusses the methods available for remote sensing of the components of the terrestrial hydrologic cycle and how to use them. Topics include the hydrologic cycle, relevant sensor types and the electromagnetic spectrum, active/passive microwave remote sensing (snow, soil moisture, canopy water content, rainfall), thermal sensing of evapotranspiration, gravity and hyperspectral methods, as well as an introduction to data assimilation and calibration/validation approaches for hydrologic variables. Pre-requisite: programming experience.
Terms: Spr
| Units: 3
CEE 261A:
Physics of Wind
An introduction to the Atmospheric Boundary Layer (ABL), including measurements and simulations of ABL flows. Wind and flow, turbulent transport, buoyancy and virtual potential temperature, the diurnal cycle. Derivation of the governing equations, simplifications and assumptions. Turbulence kinetic energy and its budget, ABL stability, the Richardson number and the Obukhov length. Analysis of boundary layer turbulence. Overview of field and wind tunnel measurement techniques, and of computational models from meso- to micro-scale. a Discussion of micro-scale applications, including pedestrian wind comfort, pollutant dispersion and wind loading, and an introduction to uncertainty quantification for ABL flows. Prerequisites: Knowledge of fluid mechanics.
Terms: Win
| Units: 3
CEE 261I:
Atmosphere, Ocean, and Climate Dynamics: The Atmospheric Circulation (CEE 161I, EARTHSYS 146A, ESS 246A)
Introduction to the physics governing the circulation of the atmosphere and ocean and their control on climate with emphasis on the atmospheric circulation. Topics include the global energy balance, the greenhouse effect, the vertical and meridional structure of the atmosphere, dry and moist convection, the equations of motion for the atmosphere and ocean, including the effects of rotation, and the poleward transport of heat by the large-scale atmospheric circulation and storm systems. Prerequisites: MATH 51 or CME100 and PHYSICS 41.
Terms: Aut
| Units: 3
CEE 262A:
Hydrodynamics
The flow of incompressible viscous fluid; emphasis is on developing an understanding of fluid dynamics that can be applied to environmental flows. Topics: kinematics of fluid flow; equations of mass and momentum conservation (including density variations); some exact solutions to the Navier-Stokes equations; appropriate analysis of fluid flows including Stokes flows, potential flows, and laminar boundary layers; and an introduction to the effects of rotation and stratification through scaling analysis of fluid flows. Prerequisites: 101B or consent of instructor; and some knowledge of vector calculus and differential equations.
Terms: Aut
| Units: 3-4
CEE 262B:
Transport and Mixing in Surface Water Flows
Application of fluid mechanics to problems of pollutant transport and mixing in the water environment. Mathematical models of advection, diffusion, and dispersion. Application of theory to problems of transport and mixing in rivers, estuaries, and lakes and reservoirs. Recommended: 262A and CME 102 (formerly ENGR 155A), or equivalents.
Terms: Win
| Units: 3-4
CEE 262C:
Coastal Ocean Modeling
Introduction to numerical methods for modeling flows in the coastal ocean and estuaries that are influenced by river flows, tides, winds and gravity waves. Topics include stability and accuracy analysis, curvilinear and unstructured grids, implicit/explicit methods, transport and diffusion, shallow water equations, nonhydrostatic equations, Navier-Stokes solvers, turbulence modeling, and wave modeling. Prerequisites: CEE 262A, CME 206, or equivalent.
Terms: Spr
| Units: 3
CEE 262D:
Introduction to Physical Oceanography (CEE 162D, EARTHSYS 164, ESS 148)
The dynamic basis of oceanography. Topics: physical environment; conservation equations for salt, heat, and momentum; geostrophic flows; wind-driven flows; the Gulf Stream; equatorial dynamics and ENSO; thermohaline circulation of the deep oceans; and tides. Prerequisite: PHYSICS 41.
Terms: Win
| Units: 4
CEE 262E:
Rivers, Streams, and Canals (CEE 162E)
Introduction to the movement of water through natural and engineered channels, streams, and rivers. Basic equations and theory (mass, momentum, and energy equations) for steady and unsteady descriptions of the flow. Application of theory to the design of flood- control and canal systems. Flow controls such as weirs and sluice gates; gradually varied flow; Saint-Venant equations and flood waves; and method of characteristics. Laboratory demonstrations involving experiments with controls such as weirs and gates, gradually varied flow, and waves will be integrated into the class material. Prerequisite: CEE 101B or CEE 162A.
Terms: Spr
| Units: 3
CEE 262G:
Sediment Transport Physics and Modeling
Mechanics of sediment transport in rivers, estuaries and coastal oceans, with an emphasis on understanding the fundamental flow physics and subsequent transport of the underlying sediment. Topics include sediment dynamics in steady- and wave-driven bottom boundary layers, incipient motion, bedform dynamics, suspended and bed-load transport, and cohesive sediment. Prerequisite: CEE262A or equivalent.
Terms: Win
| Units: 3
CEE 262I:
Atmosphere, Ocean, and Climate Dynamics: the Ocean Circulation (CEE 162I, EARTHSYS 146B, ESS 246B)
Introduction to the physics governing the circulation of the atmosphere and ocean and their control on climate with emphasis on the large-scale ocean circulation. This course will give an overview of the structure and dynamics of the major ocean current systems that contribute to the meridional overturning circulation, the transport of heat, salt, and biogeochemical tracers, and the regulation of climate. Topics include the tropical ocean circulation, the wind-driven gyres and western boundary currents, the thermohaline circulation, the Antarctic Circumpolar Current, water mass formation, atmosphere-ocean coupling, and climate variability. Prerequisites: MATH 51 or CME100; and PHYSICS 41; and a course that introduces the equations of fluid motion (e.g. ESS 246A, ESS 148, or CEE 101B).
Terms: Win
| Units: 3
CEE 263C:
Weather and Storms (CEE 63)
Daily and severe weather and global climate. Topics: structure and composition of the atmosphere, fog and cloud formation, rainfall, local winds, wind energy, global circulation, jet streams, high and low pressure systems, inversions, el Niño, la Niña, atmosphere/ocean interactions, fronts, cyclones, thunderstorms, lightning, tornadoes, hurricanes, pollutant transport, global climate and atmospheric optics.
Terms: Aut
| Units: 3
CEE 263D:
Air Pollution and Global Warming: History, Science, and Solutions (CEE 64)
Survey of Survey of air pollution and global warming and their renewable energy solutions. Topics: evolution of the Earth's atmosphere, history of discovery of chemicals in the air, bases and particles in urban smog, visibility, indoor air pollution, acid rain, stratospheric and Antarctic ozone loss, the historic climate record, causes and effects of global warming, impacts of energy systems on pollution and climate, renewable energy solutions to air pollution and global warming. UG Reqs: GER: DBNatSci
Terms: Win
| Units: 3
CEE 263G:
Energy Policy in California and the West (ENERGY 73, POLISCI 73, PUBLPOL 73)
This seminar provides an in-depth analysis of the role of California state agencies and Western energy organizations in driving energy policy development, technology innovation, and market structures, in California, the West and internationally. The course covers three areas: 1) roles and responsibilities of key state agencies and Western energy organizations; 2) current and evolving energy and climate policies; and 3) development of the 21st century electricity system in California and the West. The seminar will also provide students a guideline of what to expect in professional working environment.
Terms: Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
CEE 263H:
Sustainable Energy Decisions (ENERGY 263)
This course provides students from various backgrounds with knowledge of the principles and quantitative methods of decision analysis and policy analysis to tackle interdisciplinary questions in the context of sustainable energy systems. We consider engineering analysis, decision analysis and economic analysis in the formulation of answers to address energy system problems. We will use methods such as life-cycle assessment, benefit-cost and cost-effectiveness analysis, microeconomics, distributional metrics, risk analysis methods, sensitivity and uncertainty analysis, multi-attribute utility theory, and simulation and optimization. The integration of uncertainty into formal methods is a fundamental component of the course.
Terms: Win
| Units: 3
CEE 263S:
Atmosphere/Energy Seminar
Interdisciplinary seminar with talks by researchers and practitioners in the fields of atmospheric science and renewable energy engineering. Addresses the causes of climate, air pollution, and weather problems and methods of addressing these problems through renewable and efficient energy systems. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
(up to 99 units total)
CEE 264H:
Quantitative methods for marine ecology and conservation (BIO 143, BIO 243, BIOHOPK 143H, BIOHOPK 243H, CEE 164H, EARTHSYS 143H, EARTHSYS 243H)
NOTE: This course will be taught in-person on main campus, in hybrid format with Zoom options. The goal of this course is to learn the foundations of ecological modeling with a specific (but not exclusive) focus on marine conservation and sustainable exploitation of renewable resources. Students will be introduced to a range of methods - from basic to advanced - to characterize population structure, conduct demographic analyses, estimate extinction risk, identify temporal trends and spatial patterns, quantify the effect of environmental determinants and anthropogenic pressures on the dynamics of marine populations, describe the potential for adaptation to climate change. This course will emphasize learning by doing, and will rely heavily on practical computer laboratories, in R and/or Phyton, based on data from our own research activities or peer reviewed publications. Students with a background knowledge of statistics, programming and calculus will be most welcome.
Terms: Win
| Units: 4
CEE 265D:
Water and Sanitation in Developing Countries
Economic, social, political, and technical aspects of sustainable water supply and sanitation service provision in developing countries. Service pricing, alternative institutional structures including privatization, and the role of consumer demand and community participation in the planning process. Environmental and public health considerations, and strategies for serving low-income households. Limited enrollment. Prerequisite: consent of instructor, see jennadavis.stanford.edu for application.
Terms: Win
| Units: 1-3
CEE 265H:
Big Earth Hackathon Wildland Fire Challenge (CEE 165H, EARTH 165H, EARTH 265H)
Participate in Stanford's Big Earth Hackathon challenge on wildland fires by finding an innovative solution to wildland fire prediction, prevention, and/or evacuation. Students work in self-organized diverse teams of 2-4 students in weeks 1-8, with a final presentation of the work on Friday May 27. The teams will spend the first few weeks designing their specific team problem/scope/goals under one of three primary areas of focus. Guidance in the design and solution processes will be provided by faculty, industry and/or community leaders. Workshops in data analysis, programming, GIS, and fundamental issues related to wildfires will be provided at the start of the quarter to give students tools and insights to define and tackle problems.
Terms: Spr
| Units: 3
CEE 266A:
Watershed Hydrologic Processes and Models (CEE 166A)
Introduction to the occurrence and movement of water in the terrestrial environment at the scale of watersheds. Development of conceptual and quantitative understanding of hydrologic processes, including precipitation, evaporation, transpiration, snowmelt, infiltration, subsurface flow, surface runoff, and streamflow. Emphasis is on observation and measurement, data analysis, conceptual understanding, quantitative models, and prediction. Prerequisite: CEE 101B or CEE 101E, or equivalent.
Terms: Aut
| Units: 3
CEE 266B:
Water Resources and Hazards (CEE 166B)
Sociotechnical systems associated with the human use of water as a resource and the hazards posed by too much or too little water. Physical, institutional, and regulatory infrastructure supporting potable and non-potable water use and conservation, irrigation, hydroelectric power generation, rural and urban water supply systems, storm water management, flood-damage prevention and mitigation, drought mitigation, and riverine ecosystem renaturalization. Emphasis is on engineering design. Prerequisite: CEE 166A/266A or equivalent.
Terms: Win
| Units: 3
CEE 266C:
Dams, Reservoirs, and their Sustainability
An investigation of dams and reservoirs and their short- and long-term costs, benefits, and impacts. Dam safety, operating rules and reoperation in response to change, fish passage and habitat, reservoir sediment management, dam removal. Heavy reliance on case studies, technical literature, and discussion. Enrollment limited. Graduate status or permission of the instructor. Prerequisite: CEE 266A, 266B, or equivalents.
Terms: Spr
| Units: 3
CEE 266F:
Stochastic Hydrology
Hydrological processes like precipitation, streamflow, and groundwater flow are highly variable over time and across locations. Quantifying the uncertainty in hydrological models and simulating future conditions is critical for informing the development and management of civil infrastructure systems. This course introduces students to statistical methods used in hydrology for data analysis, risk and uncertainty analysis, and simulation. Topics include: flood and drought frequency, time series analysis, rainfall-runoff modeling, and lake water quality. Methods include: applied probability theory, extreme value theory, parameter estimation, regression, time series analysis, transfer functions, Bayesian methods. Prerequisites: CEE 266A or equivalent and a class in probability and/or statistics.
Terms: Win
| Units: 3
CEE 266G:
Water Resources Systems Analysis
Water resources planners use computational systems engineering models to inform decisions about operations, infrastructure development, and policy. Systems models evaluate alternative decisions against performance metrics like water reliability, access, cost, electricity production, and ecosystem services under a range of hydrological and social conditions. This course will introduce computational methods used in decision-support and common applications in water resources. Focus is on applied optimization methods such as linear programming, dynamic programming, and evolutionary algorithms as well as stochastic simulation. Application areas may include: reservoir operation, environmental flow alteration, hydropower, and flood control. Attention will be given to multi-objective analysis and climate change adaptation. Assignments will involve programming in Python; some Python tutorials will be provided, but prior programming experience is recommended. Prerequisites: CEE 166A or equivalent
Terms: Aut
| Units: 3
CEE 269A:
Environmental Engineering Seminar
Presentations on current research in environmental engineering by Civil & Environmental Engineering faculty.
Terms: Aut
| Units: 1
| Repeatable
2 times
(up to 2 units total)
CEE 269B:
Environmental Engineering Seminar
Presentations on current research, practice and thinking in environmental engineering by visiting academics and practitioners.
Terms: Win
| Units: 1
| Repeatable
2 times
(up to 2 units total)
CEE 269C:
Environmental Engineering Seminar
Presentations on current research, practice and thinking in environmental engineering by visiting academics and practitioners
Terms: Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
CEE 270:
Movement and Fate of Organic Contaminants in Waters
Transport of chemical constituents in surface and groundwater including advection, dispersion, sorption, interphase mass transfer, and transformation; impacts on water quality. Emphasis is on physicochemical processes and the behavior of hazardous waste contaminants. Prerequisites: undergraduate chemistry and calculus. Recommended: 101B.
Terms: Aut
| Units: 3
CEE 270B:
Environmental Organic Reaction Chemistry
With over 70,000 chemicals now in production worldwide, predicting their fate in the environment is a difficult task. The course focuses on developing two key skillls. First, students should develop the ability to derive mass balance equations used to quantify the fate of chemicals in the environment. With so many chemicals having been introduced in the past ~60 years, many of the key parameters needed for mass balance models have not been measured experimentally. The class builds on CEE 270, which developed methods of predicting equilibrium partitioning coefficients. For many situations involving reactions of target contaminants, equilibrium is not attained. The course develops methods of predicting the reactivity of chemicals based upon their chemical structures both qualitatively and quantitatively. natural reaction processes covered include acid-base speciation, nucleophilic substitution, oxidation/reduction reactions, and photochemical reactions. Key treatment ractions (ozone, UV treatment and advanced oxidation) are also covered. Prerequisites: CEE 270, Chem 31B/M.
Terms: Spr
| Units: 2-3
CEE 270M:
Aquatic and Organic Chemistry for Environmental Engineering (CEE 170)
This course provides a solid foundation in the most important aspects of general, aquatic and organic chemistry. Nearly all of aspects environmental engineering apply the chemistry concepts discussed in this course. Given that each of the chemistry subjects to be addressed are standalone classes, this class highlights only the most relevant material to environmental engineering. The class focuses on developing general background skills needed for subsequent classes in environmental engineering focusing on their applications, although certain applications will be discussed for illustration.
Terms: Sum
| Units: 3
CEE 271A:
Physical and Chemical Treatment Processes
Physical and chemical unit operations for water treatment, emphasizing process combinations for drinking water supply. Application of the principles of chemistry, rate processes, fluid dynamics, and process engineering to define and solve water treatment problems by flocculation, sedimentation, filtration, disinfection, oxidation, aeration, and adsorption. Investigative paper on water supply and treatment. Prerequisites: CEE 101B (or CEE 162A); CEE 270. Recommended: 273.
Terms: Win
| Units: 3
CEE 271B:
Environmental Biotechnology
Stoichiometry, kinetics, and thermodynamics of microbial processes for the transformation of environmental contaminants. Design of dispersed growth and biofilm-based processes. Applications include treatment of municipal and industrial waste waters, detoxification of hazardous chemicals, and groundwater remediation. Prerequisites: 270; 177 or 274A or equivalents.
Terms: Win
| Units: 4
CEE 271C:
Electrochemical Water Treatment: Materials and Processes (CHEMENG 175X, CHEMENG 475)
Humans generate teraliters of wastewater every day, of which 80% is discharged without treatment. While societies struggle to manage waste, natural environmental cycles reuse any 'waste' product as starting material elsewhere. Polluted water threatens aquatic ecosystems and exacerbates water scarcity, which a majority of people globally will experience by 2030. Discharging wastewater is an unaffordable luxury for a world facing climate change and resource scarcity. Reframing waste streams as sources of raw materials motivates the design of selective materials and processes capable of converting water pollutants into valuable products. Electrochemical separations exhibit several benefits for wastewater treatment, including their modularity, substitution of chemical inputs with electricity, and fine-tune control over interfacial phenomena. In this course, students will learn the fundamental principles and design rules for electrochemical materials and processes for next-generation water treatment. Assignments will focus on critically reviewing electrochemical water treatment literature, evaluating applications for removing pollutants and creating products from aqueous streams, and contrasting various approaches to address water pollution. Throughout the course, students will build towards final projects proposing novel materials or processes for electrochemical water treatment.
Terms: Spr
| Units: 3
CEE 272T:
SmartGrids and Advanced Power Systems Seminar (EE 292T)
A series of seminar and lectures focused on power engineering. Renowned researchers from universities and national labs will deliver bi-weekly seminars on the state of the art of power system engineering. Seminar topics may include: power system analysis and simulation, control and stability, new market mechanisms, computation challenges and solutions, detection and estimation, and the role of communications in the grid. The instructors will cover relevant background materials in the in-between weeks. The seminars are planned to continue throughout the next academic year, so the course may be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
2 times
(up to 4 units total)
CEE 273B:
The Business of Water
Freshwater is our most crucial natural resource, but it is facing mounting pressures from climate change and other factors. While public agencies traditionally dominated water management, private water companies are playing an increasingly important (and sometime controversial) role. In many cases, private companies are making critical contributions to meeting societal water needs (e.g., by developing new technologies and finding new ways to reduce water use). In other cases, however, the involvement of private companies has proven controversial (e.g., when private companies have taken over public water supply systems in developing countries such as Bolivia). This course will look at established and emerging businesses in the water sector and the legal, economic, and social issues generated by the private sector's involvement. These businesses include water technology companies (e.g., companies commercializing new desalination or water recycling technologies), venture capitalists, water funds (that directly buy and sell water rights), consulting firms, innovative agricultural companies, and large corporations (that increasingly are adopting corporate stewardship programs). The course will begin with two weeks of introduction to water and the private water sector. After that, each class will focus on a different water company. Company executives will attend each class session and discuss their business with the class. In most classes, we will examine (1) the viability and efficacy of the company's business plan, (2) the legal and/or social issues arising from the business' work, and (3) how the business might contribute to improved water management and policy. Each student will be expected to write (1) two short reflection papers on businesses that visit the class, and (2) a 10- to15-page paper at the conclusion of the class on an idea that the student has for a new water company, on an existing water company of the student's choice, or on a legal or policy initiative that can improve the role that business plays in improving water management (either in a particular sector or more generally). This course is open to graduate students from around the campus. Elements used in grading: Attendance, Class Participation, Written Assignments, Final Paper. Cross-listed with Civil & Environmental Engineering (CEE 273B).
Terms: Win
| Units: 1-2
CEE 273S:
Electricity Economics (CEE 173S)
This course develops a foundation of economic principles for the electric utility on the topics of regulation, planning, and operation. A particular emphasis is given to emerging electricity sector topics such as renewable planning and integration, distributed energy resources, energy storage, and market design. The course uses these economic principles to assess the effects of existing and proposed policy including the potential for value creation and disruption.
Terms: Win
| Units: 3
CEE 274A:
Environmental Microbiology I (BIO 273A, CHEMENG 174, CHEMENG 274)
Basics of microbiology and biochemistry. The biochemical and biophysical principles of biochemical reactions, energetics, and mechanisms of energy conservation. Diversity of microbial catabolism, flow of organic matter in nature: the carbon cycle, and biogeochemical cycles. Bacterial physiology, phylogeny, and the ecology of microbes in soil and marine sediments, bacterial adhesion, and biofilm formation. Microbes in the degradation of pollutants. Prerequisites: CHEM 33,CHEM 121 (formerly CHEM 35), and BIOSCI 83, CHEMENG 181, or equivalents.
Terms: Aut
| Units: 3
CEE 274D:
Pathogens and Disinfection
Introduction to epidemiology, major pathogens and infectious diseases, the immune system, movement and survival of pathogens in the environment, transfer of virulence and antibiotic resistance genes, and pathogen control, with an emphasis on public health engineering measures (disinfection). Prerequisite: 274A.
Terms: Spr
| Units: 3
CEE 274P:
Environmental Health Microbiology Lab
Microbiology skills including culture-, microscope-, and molecular-based detection techniques. Focus is on standard and EPA-approved methods to enumerate and isolate organisms used to assess risk of enteric illnesses, such as coliforms, enterococci, and coliphage, in drinking and recreational waters including lakes, streams, and coastal waters. Student project to assess the microbial water quality of a natural water. Limited enrollment; priority to CEE graduate students. An application form must be filed and approved before admission to the class.
Terms: Spr
| Units: 3-4
CEE 276B:
100% Clean, Renewable Energy and Storage for Everything (CEE 176B)
This course discusses elements of a transition to 100% clean, renewable energy in the electricity, transportation, heating/cooling, and industrial sectors for towns, cities, states, countries, and companies. It examines wind, solar, geothermal, hydroelectric, tidal, and wave characteristics and resources; electricity, heat, cold and hydrogen storage; transmission and distribution; matching power demand with supply on the grid: efficiency; replacing fossil with electric appliances and machines in the buildings and industry; energy, health, and climate costs and savings; land requirements; feedbacks of renewables to the atmosphere; and 100% clean, renewable energy roadmaps to guide transitions.
Terms: Spr
| Units: 3-4
CEE 276G:
Sustainability Design Thinking (CEE 176G)
Application design thinking to make sustainability compelling, impactful and realizable. Analysis of contextual, functional and human-centered design thinking techniques to promote sustainable design of products and environments by holistically considering space, form, environment, energy, economics, and health. Includes Studio project work in prototyping, modeling, testing, and realizing sustainable design ideas.
Terms: Sum
| Units: 3
CEE 277F:
Advanced Field Methods in Water, Health and Development
Field methods for assessing household stored water quality, hand contamination, behaviors, and knowledge related to water, sanitation and health. Limited enrollment. Instructor consent required.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
CEE 277L:
Smart Cities & Communities (CEE 177L)
A city is comprised of people and a complex system of systems connected by data. A nexus of forces IoT, open data, analytics, AI, and systems of engagement present new opportunities to increase the efficiency of urban systems, improve the efficacy of public services, and assure the resiliency of the community. Systems studied include: water, energy, transportation, buildings, food production, and social services. The roles of policy and behavior change as well as the risks of smart cities will be discussed. How cities are applying innovation to address the unprecedented challenges of COVID-19 will also be explored.
Terms: Sum
| Units: 3
CEE 277Q:
Data Analysis, Presentation, and Interpretation in Environmental Engineering (CEE 177Q)
This class is designed for students interested in pursuing research-based careers. It covers practical aspects of data analysis, presentation, interpretation relevant to the field of environmental engineering. Learning objectives include identifying and refining research questions, choosing appropriate data analysis methods, and applying principles of effective visual and written presentation of proposed research and research findings. Additional topics to be covered include preparing a constructive review, research ethics, and navigating the publication process.
Terms: Spr
| Units: 3
CEE 278A:
Air Pollution Fundamentals
The sources and health effects of gaseous and particulate air pollutants. The influence of meteorology on pollution: temperature profiles, stability classes, inversion layers, turbulence. Atmospheric diffusion equations, downwind dispersion of emissions from point and line sources. Removal of air pollutants via settling, diffusion, coagulation, precipitation, Mechanisms for ozone formation, in the troposphere versus in the stratosphere. Effects of airborne particle size and composition on light scattering/absorption, and on visual range. Prerequisites: MATH 51 or equivalent. Recommended: 101B, CHEM 31A, or equivalents.
Terms: Win
| Units: 3
CEE 279E:
Wastewater Treatment: From Disposal to Resource Recovery (CEE 179E)
This course covers basic hydraulics and the fundamental processes used to treat wastewater. In addition to understanding the details behind the fundamental processes, students will learn to feel comfortable developing initial design criteria (30% designs) for fundamental processes. Students should also develop a feel for the typical values of water treatment parameters and the equipment involved. After covering conventional processes, the class addresses newer processes used to meet emerging treatment objectives, including nutrient removal, composting of biosolids and recycling of wastewater for beneficial uses, including potable reuse.n(Note this course was formerly CEE 174B)
Terms: Win
| Units: 3
CEE 280:
Advanced Structural Analysis
Theoretical development and computer implementation of direct stiffness method of structural analysis; virtual work principles; computation of element stiffness matrices and load vectors; direct assembly procedures; equation solution techniques. Analysis of two- and three-dimensional truss and frame structures, thermal loads, and substructuring and condensation techniques for large systems. Practical modeling techniques and programming assignments. Introduction to nonlinear analysis concepts. Prerequisites: elementary structural analysis and matrix algebra.
Terms: Aut
| Units: 3-4
CEE 281:
Mechanics and Finite Elements
Fluid conduction and solid deformation; conservation laws: balance of mass and balance of momentum; generalized Darcy's law and Hooke's law in 3D; the use of tensors in mechanics; finite element formulation of boundary-value problems; variational equations and Galerkin approximations; basic shape functions, numerical integration, and assembly operations.
Terms: Win
| Units: 3
CEE 282:
Nonlinear Structural Analysis
Introduction to methods of geometric and material nonlinear analysis, emphasizing modeling approaches for framed structures. Large-displacement analysis, concentrated and distributed plasticity models, and nonlinear solution methods. Applications to frame stability and performance-based seismic design. Assignments emphasize computer implementation and applications. Prerequisites: 280 and an advanced course in structural behavior (e.g., 285A, 285B or equivalent).
Terms: Win
| Units: 3-4
CEE 283:
Structural Dynamics
Vibrations and dynamic response of simple structures under time dependent loads; dynamic analysis of single and multiple degrees of freedom systems; support motion; response spectra.
Terms: Win, Sum
| Units: 3-4
CEE 284:
Finite Element Methods in Structural Dynamics
Computational methods for structural dynamics analysis of discrete and continuous systems in free and forced vibration; finite element formulation; modal analysis; numerical methods; introduction to nonlinear dynamics; advanced topics. Prerequisites: 280, 283.
Terms: Aut
| Units: 3-4
CEE 285A:
Advanced Structural Concrete Behavior and Design
Behavior and design of reinforced and prestressed concrete for building and bridge design. Topics will include flexural behavior, prestressed concrete design, and two-way slab design & analysis, among others.
Terms: Aut
| Units: 3-4
CEE 285B:
Advanced Structural Steel Behavior and Design
Advanced topics in structural steel design. Topics include composite floor systems; bolted and welded connections; beam-column connections; innovative lateral load resisting systems. As part of this course students design a 15-story steel building. Prerequisite: basic course in structural steel design CEE182 or equivalent.
Terms: Win
| Units: 3-4
CEE 285C:
Strut-and-Tie-Modeling for Structural Concrete
This course presents the concepts and application of strut-and-tie modeling (STM) for structural concrete elements. Students will identify regions within structures where STM can be used for design, apply the methodology to locate and detail reinforcement, and check the capacity of their model. Applications of the method will be illustrated for deep beams, corbels, post-tensioned anchorage zones, torsion resistance, and bridge components. Various strut-and-tie models will be evaluated based on efficiency, economy, and performance.
Terms: Sum
| Units: 2
CEE 286:
Structural Monitoring
Introduction to structural monitoring systems that enable us to understand the states of structures and excitations. Theoretical background on linear time-invariant systems, time-series modeling, frequency analysis, and features extractions in the context of structural systems. Damage diagnosis algorithms and excitation characterization using both physics- and data-based methods for civil structures. Emphasis on the underlying physical interpretations and their practical usage. Prerequisites: CEE 203/CEE 254, CEE 283, CS 106A/X or equivalent
Terms: Win
| Units: 3-4
CEE 287:
Earthquake Resistant Design and Construction
Evaluation, design, and construction of structures in seismic regions. Factors influencing earthquake ground motions, design spectra, design of linear and nonlinear single- and multiple-degree-of-freedom-system structures, force-based and displacement-based design methods, capacity design, detailing and construction of steel and reinforced concrete structures, introduction to performance-based design, seismic isolation, and energy dissipation. Prerequisites: 283 and either 285A or 285B.
Terms: Spr
| Units: 3-4
CEE 288:
Introduction to Performance Based Earthquake Engineering
Earthquake phenomena, faulting, ground motion, earthquake hazard formulation, effects of earthquakes on manmade structures, response spectra, Fourier spectra, soil effects on ground motion and structural damage, methods for structural damage evaluation, and formulation of the performance-based earthquake engineering problems. Prerequisite: CEE 203; and co-requisite: CEE 283.
Terms: Win
| Units: 3-4
CEE 289:
Random Vibrations
Introduction to random processes. Correlation and power spectral density functions. Stochastic dynamic analysis of multi-degree-of-freedom structures subjected to stationary and non-stationary random excitations. Crossing rates, first-excursion probability, and distributions of peaks and extremes. Applications in earthquake, wind, and ocean engineering. Prerequisite: 203 or equivalent.
Terms: Win
| Units: 3-4
CEE 290:
Structural Performance and Failures
Basic concepts in the definition of satisfactory structural performance; key elements in structural performance; types of failures, ranging from reduced serviceability to total collapse; failure sources and their root cause allocation, emphasizing design/construction process failures; failure prevention mechanisms; illustration with real life examples.
Terms: Spr
| Units: 2
CEE 291:
Solid Mechanics
Vector and tensor algebra; vector and tensor analysis; kinetics, basic physical quantities, global and local balance laws, representative material models of 1D and 3D continua at small strains; thermodynamics of general internal variable formulations of inelasticity; integration algorithms for inelastic 1D and 3D materials; basic solution techniques for boundary value problems in 1D and 3D.
Terms: Aut
| Units: 3-4
CEE 293:
Foundations and Earth Structures
Types, characteristics, analysis, and design of shallow and deep foundations; rigid and flexible retaining walls; braced excavations; settlement of footings in sands and clays; slope stability analysis by method of slices including search algorithms for the critical slip surface. Prerequisite: 101C or equivalent.
Terms: Win
| Units: 2-3
CEE 296:
Regional Seismic Risk Analysis and Risk Management
This course is aimed at students who are interested in rigorous modeling of earthquake impacts at regional scale and data-driven design of risk management strategies. The first half of the course will focus on building computational tools for simulation of earthquake shaking, damage to buildings and infrastructure, and the resulting social and economic losses. The second half of the course will explore how impact modeling relates to disaster recovery policy, infrastructure investment planning, and other aspects of disaster risk management. The class will include guest speakers from government institutions, private sector, and academia who work at the intersection of risk modeling and planning/policy. The students will also conduct a regional seismic risk analysis tailored to a specific risk management objective, as part of a final project. Prerequisited: CEE 288.
Terms: Spr
| Units: 3
CEE 297M:
Managing Critical Infrastructure
Safe and effective performance of infrastructure systems is critical to our economy, quality of life and safety. This course will present topics associated with risk analysis and management of critical civil infrastructure systems, tolerable risk and community resilience. Methods of risk analysis including systems analysis, reliability analysis, expert elicitation and systems analysis for spatially distributed infrastructure systems will be presented. Aspects of seismic and flood risk analysis will also be discussed. Case histories and lessons learned from Hurricane Katrina, Tohoku earthquake, among others will be presented. The evolution of change in the risk management of civil infrastructure systems; how they are analyzed, designed and operated is discussed. Guest speakers. Student presentations. (Prerequisite: CEE 203 or equivalent)
Terms: Spr
| Units: 2
CEE 298:
Structural Engineering and Geomechanics Seminar
Recommended for all graduate students. Lectures on topics of current interest in professional practice and research.
Terms: Win
| Units: 1
| Repeatable
3 times
(up to 3 units total)
CEE 299:
Independent Study in Civil Engineering for CEE-MS Students
Directed study for CEE-MS students on subjects of mutual interest to students and faculty. Student must obtain faculty sponsor.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Baker, J. (PI);
Bennon, M. (PI);
Billington, S. (PI);
Boehm, A. (PI);
Borja, R. (PI);
Criddle, C. (PI);
Dabiri, J. (PI);
Davis, J. (PI);
Deierlein, G. (PI);
Douglas, K. (PI);
Fischer, M. (PI);
Fletcher, S. (PI);
Fong, D. (PI);
Freyberg, D. (PI);
Fringer, O. (PI);
Fruchter, R. (PI);
Gorle, C. (PI);
Gragg, D. (PI);
Groves, R. (PI);
Hildemann, L. (PI);
Jacobson, M. (PI);
Jain, R. (PI);
Katz, G. (PI);
Kiremidjian, A. (PI);
Kitanidis, P. (PI);
Koen, N. (PI);
Kolderup, E. (PI);
Koseff, J. (PI);
Law, K. (PI);
Leckie, J. (PI);
Lepech, M. (PI);
Levitt, R. (PI);
Linder, C. (PI);
Luthy, R. (PI);
Masters, G. (PI);
Mauter, M. (PI);
McCann, M. (PI);
Miranda, E. (PI);
Mitch, W. (PI);
Monismith, S. (PI);
Monk, A. (PI);
Noh, H. (PI);
Osman, K. (PI);
Ouellette, N. (PI);
Rajagopal, R. (PI);
Sedar, B. (PI);
Spormann, A. (PI);
Tarpeh, W. (PI);
Tucker, A. (PI);
Wood, E. (PI);
Lin, D. (GP)
CEE 299C:
Independent Research in Civil and Environmental Engineering (CEE 199C)
Enrollment restricted to CEE students enrolling in classes via SCPD. Directed study of a topic in civil and environmental engineering, under the supervision of a CEE professor. Students enrolling must email Profs. Lepech and Hildemann, cc'ing their research supervisor, to indicate with which CEE faculty member they will be working.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
CEE 299I:
Independent Study in CEE for Grad Students
CEE 299I - Independent Study in CEE for Graduate Students. Directed study of a topic in civil and environmental engineering, under the supervision of a CEE professor. Students wishing to enroll must email Prof Hildemann to request a permission code, cc'ing their independent study supervisor. The email must indicate with which CEE faculty member they will be working, and for how many units. Course is hybrid; some in-person meetings required.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
4 times
(up to 20 units total)
CEE 299L:
Independent Project in Civil and Environmental Engineering
Prerequisite: Consent of Instructor
Terms: Aut, Win, Spr, Sum
| Units: 1-4
| Repeatable
for credit
Instructors: ;
Baker, J. (PI);
Bennon, M. (PI);
Billington, S. (PI);
Boehm, A. (PI);
Borja, R. (PI);
Criddle, C. (PI);
Davis, J. (PI);
Deierlein, G. (PI);
Douglas, K. (PI);
Fischer, M. (PI);
Fletcher, S. (PI);
Fong, D. (PI);
Freyberg, D. (PI);
Fringer, O. (PI);
Fruchter, R. (PI);
Gorle, C. (PI);
Gragg, D. (PI);
Groves, R. (PI);
Hildemann, L. (PI);
Jacobson, M. (PI);
Jain, R. (PI);
Katz, G. (PI);
Kiremidjian, A. (PI);
Kitanidis, P. (PI);
Koen, N. (PI);
Kolderup, E. (PI);
Koseff, J. (PI);
Law, K. (PI);
Leckie, J. (PI);
Lepech, M. (PI);
Levitt, R. (PI);
Linder, C. (PI);
Luthy, R. (PI);
Masters, G. (PI);
Mauter, M. (PI);
McCann, M. (PI);
Miranda, E. (PI);
Mitch, W. (PI);
Monismith, S. (PI);
Noh, H. (PI);
Ouellette, N. (PI);
Rajagopal, R. (PI);
Sedar, B. (PI);
Spormann, A. (PI);
Tarpeh, W. (PI);
Tucker, A. (PI)
CEE 300:
Thesis (Engineer Degree)
Research by Engineer candidates.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Baker, J. (PI);
Billington, S. (PI);
Boehm, A. (PI);
Borja, R. (PI);
Criddle, C. (PI);
Davis, J. (PI);
Deierlein, G. (PI);
Fischer, M. (PI);
Fletcher, S. (PI);
Freyberg, D. (PI);
Fringer, O. (PI);
Fruchter, R. (PI);
Gorle, C. (PI);
Hildemann, L. (PI);
Jacobson, M. (PI);
Jain, R. (PI);
Kiremidjian, A. (PI);
Kitanidis, P. (PI);
Koseff, J. (PI);
Law, K. (PI);
Leckie, J. (PI);
Lepech, M. (PI);
Linder, C. (PI);
Luthy, R. (PI);
Mauter, M. (PI);
Miranda, E. (PI);
Mitch, W. (PI);
Monismith, S. (PI);
Noh, H. (PI);
Ouellette, N. (PI);
Rajagopal, R. (PI);
Spormann, A. (PI);
Tarpeh, W. (PI)
CEE 301:
The Energy Seminar (ENERGY 301, MS&E 494)
Interdisciplinary exploration of current energy challenges and opportunities, with talks by faculty, visitors, and students. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
CEE 305:
Damage and Failure Mechanics of Structural Systems
Examine the mechanics and failure mechanisms of structural deterioration mechanisms and hazards. Overview of fracture mechanics concepts as a general basis for analyzing brittle failure modes in steel and concrete structures. Analysis and design theory for corrosion, fatigue, fire and other damage mechanisms in steel and concrete structures. New methods for mitigation of these failure modes and hazards will be introduced, including new construction materials, structural designs and protection methods.
Terms: Spr
| Units: 3-4
CEE 308D:
CIVIC DESIGN (DESINST 308)
Planners, policymakers, courts, and designers are exhorted to 'involve the public' in decision-making, but how can this aspiration be made a reality? We will explore methods and case studies of how participatory design can be used for better communities. Our design work will focus on housing and urban governance. How can we garner more community input to shape the civic processes driving stable housing, legal protections, climate resilience, and equitable access to public services? How can we facilitate productive dialogue and pair strategy with meaningful interventions? How can we create culture-shifts in how people interact with government agencies and policymakers? Students will work on a civic design project with a real-world stakeholder, to explore how to apply these methods and case studies. We explore how to go beyond 'performative' outreach to move toward genuine community involvement that enhances democracy, justice, and the public interest.
Terms: Spr
| Units: 3-4
CEE 310:
Computational Solid Mechanics
Review of tensor algebra and analysis; kinematics of solids at finite deformation; basic mechanical principles; formulation and algorithmic implementation of finite elasticity, finite viscoelasticity, and finite plasticity; discrete variational formulation and non-linear finite element implementation in a C++ environment. Prerequisite: CEE 281, CEE 291, or equivalent
Terms: Spr
| Units: 3-4
CEE 314:
Computational Poromechanics
Continuum and finite element formulations of steady-state and transient fluid conduction problems; elliptic, parabolic, and hyperbolic systems; time integration - stability, accuracy, high-frequency numerical damping; coupled solid deformation/fluid flow; thermodynamically consistent effective stress; mixed finite element formulation; inf-sup condition; stabilized mixed finite elements; unsaturated flow in geomechanics. Computing assignments. Prerequisite: CEE 281 or equivalent.
Terms: Spr
| Units: 3
CEE 322:
Data Analytics for Urban Systems
TBA
Terms: Aut
| Units: 3
CEE 323A:
Infrastructure Finance and Governance
Presentation and discussion of early stage or more mature research on a variety of topics related to financing, governance and sustainability of civil infrastructure projects by researchers associated with the Global Projects Center and visiting speakers. To obtain one unit of credit, students must attend and participate in all seminars, with up to two excused absences. Seminar meets weekly during Autumn, Winter and Spring Quarters.
Terms: Aut
| Units: 1
| Repeatable
2 times
(up to 2 units total)
CEE 323C:
Reinventing Disruptive Innovation for Civil Engineering
Reinventing Disruptive Innovation explores how we should approach early stage disruptive technologies for civil engineering. It takes into consideration fundamental market shifts in where technology is being developed and shift in funding. Today, $300B is invested annually in venture backed technology development versus $200B in corporate R&D dedicated to new innovation out of a total spend of $2 Trillion. This fundamental shift has altered the landscape on how innovation is done and how we need to develop new strategies to be effective in integrating appropriate technology for civil engineering. nThe course will train students in new methods on innovation, and also present real world case examples of new startup technologies crossing every category from advanced material sciences to behavioral technologies.
Terms: Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
CEE 324:
Industrialized Construction
Holistic examination of Industrialized Construction as an interlinked set of business, management, engineering, fabrication, logistics, and assembly methods as a concept for reliably producing sustainable high-performance facilities. Learning about the Industrialized Construction framework through readings, lectures, case studies and discussions (including successful and failed industry implementations in Sweden, Japan, and North America), and a group project. Mandatory attendance in class sessions. Limited to 24 students; prerequisites: CEE100 or equivalent.
Terms: Spr
| Units: 1-2
CEE 327:
Construction Robotics
Advances in technologies, such as sensing, positioning, and computing, combined with Building Information Models (BIM) enable the use of robots in unstructured environments like construction. Class sessions contrast the development of construction robots with manufacturing robots, showcase the application of construction robots to at least ten tasks, such as drilling, painting, layout, bricklaying, etc., and introduce the Robotics Evaluation Framework (REF). The small-group class project carried out with industry partners applies the REF to compare the health and safety, quality, schedule, and cost performance of robotic and traditional construction methods.
Terms: Win
| Units: 3
CEE 329:
Artificial Intelligence Applications in the AEC Industry
Through weekly lectures given by prominent researchers, practicing professionals, and entrepreneurs, this class will examine important industry problems and critically assess corresponding AI directions in both academia and industry. Students will gain an understanding of how AI can be used to provide solutions in the architecture, engineering, and construction industry and asses the technology, feasibility, and corresponding implementation effort. Students are expected to participate actively in the lectures and discussions, submit triweekly reflection writings, and present their own evaluation of existing solutions. Enrollment limited to 12 students.
Terms: Spr
| Units: 2-3
CEE 330:
Racial Equity in Energy (CEE 130R)
The built environment and the energy systems that meet its requirements is a product of decisions forged in a context of historical inequity produced by cultural, political, and economic forces expressed through decisions at individual and institutional levels. This interdisciplinary course will examine the imprint of systemic racial inequity in the U.S. that has produced a clean energy divide and a heritage of environmental injustice. Drawing on current events, students will also explore contemporary strategies that center equity in the quest for rapid technology transitions in the energy sector to address climate change, public health, national security, and community resilience. Prerequisites: By permission of the instructor. Preferable to have completed Understand Energy ( CEE 107A/207A/ EarthSys 103/ CEE 107S/207S) or a similar course at another institution if a graduate student.
Terms: Aut
| Units: 2-3
CEE 330B:
Quest for an Inclusive Clean Energy Economy (CEE 130B)
Building bridges across the clean energy divide involves addressing barriers to participation. These barriers affect the pace of investment, especially for distributed energy solutions such as building energy upgrades, on-site solar, and transportation electrification. This course will explore innovative business models that are responsive to calls for equity and inclusion, and it will give special attention to California's ongoing clean energy finance rulemaking in the utility sector to open the clean energy economy for all.
Terms: Win
| Units: 2-3
CEE 341:
Virtual Design and Construction
Virtual Design and Construction (VDC) starts by understanding the client's objectives for building performance and the translation of these objectives into measurable project and production objectives. Based on a culture of proactive and constructive engagement, three mutually supportive strategies are essential to achieve these objectives: (1) the knowledge of the many disciplines contributing to the design and construction of a buildable, usable, operable, and sustainable building needs to be orchestrated concurrently, (2) the information supporting the project team must be integrated and be accessible seamlessly, and (3) the workflow carried out by the project team must enable the creation of integrated knowledge and information and lead to decisions that stick. This course will teach all the essential elements of VDC. This is an online course. Prerequisite: 100 or consent of instructor. Recommended: CEE 240, CEE 241.
Terms: Win
| Units: 3
CEE 362G:
Imaging with Incomplete Information (CME 262)
Statistical and computational methods for inferring images from incomplete data. Bayesian inference methods are used to combine data and quantify uncertainty in the estimate. Fast linear algebra tools are used to solve problems with many pixels and many observations. Applications from several fields but mainly in earth sciences. Prerequisites: Linear algebra and probability theory.
Terms: Spr
| Units: 3-4
CEE 363B:
Chaos and Turbulence
An overview of the statistical analysis of unsteady flows, with a focus on chaos and turbulence. Topics will include random variables and statistical analysis; self-similarity, scaling, and symmetries; the turbulent energy cascade and the Kolmogorov similarity hypotheses; intermittency, refined similarity, and multifractal analysis; mixing and transport in chaotic and turbulent flows; and an overview of the effects of additional conservation laws on flow statistics. Prerequisites: CEE 262A or ME 351A, or permission of instructor.
Terms: Spr
| Units: 3
CEE 363E:
Environmental Fluid Mechanics
Not offered Winter 2021-22. Please consider enrolling in CEE 363J: Topics in Coastal Physical Oceanography during Spring 2021-22.
Terms: Win
| Units: 3
CEE 363J:
Topics in Coastal Physical Oceanography
In this course some important phenomena in coastal physical oceanography will be considered. Our approach will involve a rapid review of the fundamental physics and governing equations and a deep dive into some important topics through student-led journal club sessions. Journal club discussions will include both seminal work in coastal physical oceanography and recent state of the field understanding of important phenomena. Topics discussed will include river plumes, coastal trapped waves, horizontal dispersion, and wind and wave driven shelf circulation. One learning outcome will be for students to gain experience critically reading and evaluating peer-reviewed literature. Prerequisite: CEE262A or equivalent
Terms: Spr
| Units: 3
CEE 365A:
Advanced Topics in Environmental Fluid Mechanics and Hydrology
Students must obtain a faculty sponsor.
Terms: Aut
| Units: 2-6
| Repeatable
for credit
CEE 365B:
Advanced Topics in Environmental Fluid Mechanics and Hydrology
Students must obtain a faculty sponsor.
Terms: Win
| Units: 2-6
| Repeatable
for credit
CEE 365C:
Advanced Topics in Environmental Fluid Mechanics and Hydrology
Students must obtain a faculty sponsor.
Terms: Spr
| Units: 2-6
| Repeatable
for credit
CEE 365D:
Advanced Topics in Environmental Fluid Mechanics and Hydrology
Students must obtain a faculty sponsor.
Terms: Sum
| Units: 2-6
| Repeatable
for credit
Instructors: ;
Barton, J. (PI);
Billington, S. (PI);
Boehm, A. (PI);
Borja, R. (PI);
Criddle, C. (PI);
Deierlein, G. (PI);
Fischer, M. (PI);
Freyberg, D. (PI);
Fringer, O. (PI);
Hildemann, L. (PI);
Jacobson, M. (PI);
Katz, G. (PI);
Kiremidjian, A. (PI);
Kitanidis, P. (PI);
Koseff, J. (PI);
Law, K. (PI);
Luthy, R. (PI);
McCann, M. (PI);
Miranda, E. (PI);
Monismith, S. (PI);
Spormann, A. (PI)
CEE 370A:
Environmental Research
Introductory research experience for first-year Ph.D. students in the Environmental Engineering and Science program. 15-18 hours/week on research over three quarters. 370A requires written literature survey on a research topic; 370B requires oral presentation on experimental techniques and research progress; 370C requires written or oral presentation of preliminary doctoral research proposal. Students must obtain a faculty sponsor.
Terms: Aut
| Units: 5-6
| Repeatable
for credit
CEE 370B:
Environmental Research
Introductory research experience for first-year Ph.D. students in the Environmental Engineering and Science program. 15-18 hours/week on research over three quarters. 370A requires written literature survey on a research topic; 370B requires oral presentation on experimental techniques and research progress; 370C requires written or oral presentation of preliminary doctoral research proposal. Students must obtain a faculty sponsor.
Terms: Win
| Units: 5-6
| Repeatable
for credit
Instructors: ;
Boehm, A. (PI);
Criddle, C. (PI);
Davis, J. (PI);
Freyberg, D. (PI);
Hildemann, L. (PI);
Kitanidis, P. (PI);
Leckie, J. (PI);
Luthy, R. (PI);
Mitch, W. (PI);
Monismith, S. (PI);
Reinhard, M. (PI);
Spormann, A. (PI);
Tabazadeh, A. (PI)
CEE 370C:
Environmental Research
Introductory research experience for first-year Ph.D. students in the Environmental Engineering and Science program. 15-18 hours/week on research over three quarters. 370A requires written literature survey on a research topic; 370B requires oral presentation on experimental techniques and research progress; 370C requires written or oral presentation of preliminary doctoral research proposal. Students must obtain a faculty sponsor.
Terms: Spr
| Units: 5-6
| Repeatable
for credit
Instructors: ;
Boehm, A. (PI);
Borja, R. (PI);
Criddle, C. (PI);
Davis, J. (PI);
Freyberg, D. (PI);
Kiremidjian, A. (PI);
Kitanidis, P. (PI);
Leckie, J. (PI);
Luthy, R. (PI);
McCann, M. (PI);
Mitch, W. (PI);
Monismith, S. (PI);
Spormann, A. (PI)
CEE 370D:
Environmental Research
Introductory research experience for first-year Ph.D. students in the Environmental Engineering and Science program. 15-18 hours/week on research over three quarters. 370A requires written literature survey on a research topic; 370B requires oral presentation on experimental techniques and research progress; 370C requires written or oral presentation of preliminary doctoral research proposal. Students must obtain a faculty sponsor.
Terms: Sum
| Units: 3-6
| Repeatable
for credit
Instructors: ;
Baker, J. (PI);
Barton, J. (PI);
Billington, S. (PI);
Boehm, A. (PI);
Borja, R. (PI);
Criddle, C. (PI);
Davis, J. (PI);
Deierlein, G. (PI);
Fischer, M. (PI);
Freyberg, D. (PI);
Fringer, O. (PI);
Hildemann, L. (PI);
Jacobson, M. (PI);
Katz, G. (PI);
Kiremidjian, A. (PI);
Kitanidis, P. (PI);
Koseff, J. (PI);
Law, K. (PI);
Luthy, R. (PI);
McCann, M. (PI);
Miranda, E. (PI);
Monismith, S. (PI);
Spormann, A. (PI)
CEE 370M:
Independent Study in Environmental Chemistry Research
Environmental chemistry laboratory research. Summer Quarter only. For doctoral students in the Mitch research group. May be repeated for credit.
Terms: Sum
| Units: 3
| Repeatable
8 times
(up to 24 units total)
CEE 371C:
SARS-CoV-2 in the Environment
Two years ago, the general public did not know about coronaviruses, and no one knew of SARS-CoV-2. Today, the world has changed as a result of the global pandemic caused by this virus, and every 3 year old can say "coronavirus". In this course, we will explore how research filled critical knowledge gaps related to environmental fate and transport of viruses allowed us to better understand the transmission of SARS-CoV-2 and inform public health policies on masking and social distancing. We will also discuss the flow of scientific discoveries and knowledge from laboratory to the public during the pandemic and how typical outlets for dissemination of science were or were not effective during the crisis. This course will involve substantial reading of the peer-reviewed and popular literature, and lively discussions and debate. Course likely will be offered remote synchronous
Terms: Aut
| Units: 3
CEE 372:
Sustainable Energy Interdisciplinary Graduate Seminar (ENERGY 309, MS&E 495)
Graduate students will present their ongoing research to an audience of faculty and graduate students with a diversity of disciplinary perspectives regarding sustainable energy.
Terms: Aut, Win
| Units: 1
| Repeatable
6 times
(up to 6 units total)
CEE 374A:
Introduction to Physiology of Microbes in Biofilms
Diversification of biofilm populations, control of gene expression in biofilm environments, and evolution of novel genetic traits in biofilms.
Terms: Aut
| Units: 1-6
CEE 374B:
Introduction to Physiology of Microbes in Biofilms
Diversification of biofilm populations, control of gene expression in biofilm environments, and evolution of novel genetic traits in biofilms.
Terms: Win
| Units: 1-6
CEE 374D:
Introduction to Physiology of Microbes in Biofilms
Diversification of biofilm populations, control of gene expression in biofilm environments, and evolution of novel genetic traits in biofilms.
Terms: Sum
| Units: 1-6
CEE 374M:
Advanced Topics in Watershed Systems Modeling
Basic principles of watershed systems analysis is required for water resources evaluation, watershed-scale water quality issues, and watershed-scale pollutant transport problems. The dynamics of watershed-scale processes and the human impact on natural systems, and for developing remediation strategies are studied, including terrain analysis and surface and subsurface characterization procedures and analysis.
Terms: Win, Spr
| Units: 4
CEE 374S:
Advanced Topics in Microbial Pollution
May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
CEE 374W:
Advanced Topics in Water, Health and Development
Advanced topics in water, health and development. Emphasis on low-and-middle-income countries. Class content varies according to interests of students. Instructor consent required.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
25 times
(up to 50 units total)
CEE 374X:
Advanced Topics in Multivariate Statistical Analysis
Analysis of experimental and non-experimental data using multivariate modeling approaches. May be repeated for credit. Permission of instructor required for enrollment.
Terms: Win, Spr, Sum
| Units: 1-6
| Repeatable
3 times
(up to 18 units total)
CEE 377:
Research Proposal Writing in Environmental Engineering and Science
For first- and second-year post-master's students preparing for thesis defense. Students develop progress reports and agency-style research proposals, and present a proposal in oral form. Prerequisite: consent of thesis adviser.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
Instructors: ;
Barton, J. (PI);
Billington, S. (PI);
Boehm, A. (PI);
Borja, R. (PI);
Criddle, C. (PI);
Davis, J. (PI);
Freyberg, D. (PI);
Fruchter, R. (PI);
Jacobson, B. (PI);
Jacobson, M. (PI);
Katz, G. (PI);
Kiremidjian, A. (PI);
Kitanidis, P. (PI);
Krawinkler, H. (PI);
Leckie, J. (PI);
Luthy, R. (PI);
Masters, G. (PI);
McCann, M. (PI);
McCarty, P. (PI);
Miranda, E. (PI);
Mitch, W. (PI);
Monismith, S. (PI);
Orr, R. (PI);
Reinhard, M. (PI);
Spormann, A. (PI);
Tabazadeh, A. (PI)
CEE 379:
Introduction to PHD Studies in Civil and Environmental Engineering
This seminar course will cover important topics for students considering a PhD in Civil and Environmental Engineering. Sessions will include presentations and discussions on career development, exploring research and adviser options, and the mechanics of PhD studies, including General Qualifying Exam requirements for all CEE PHD Students. In addition, CEE faculty will give presentations on their research. This seminar is required for CEE students considering a PHD or preparing to sit for the General Qualifying Exam in Civil and Environmental Engineering. Students may only receive credit for one of CEE 379 or CEE 379C.
Terms: Aut
| Units: 1
CEE 380:
Optimization in Structural Engineering
This course introduces optimization methods and their applications in structural engineering. Application examples, including solution methods in structural analysis, formulation of Euler-Lagrange equations, solution methods, limit state analysis and design, optimum design of structures for weight minimization, shape and topology optimization, and others, are discussed.
Terms: Spr
| Units: 3
CEE 381:
Advanced Engineering Informatics
Terms: Aut, Win, Spr, Sum
| Units: 1-4
| Repeatable
for credit
Instructors: ;
Boehm, A. (PI);
Borja, R. (PI);
Criddle, C. (PI);
Fischer, M. (PI);
Freyberg, D. (PI);
Kiremidjian, A. (PI);
Kitanidis, P. (PI);
Law, K. (PI);
Luthy, R. (PI);
McCann, M. (PI);
Mitch, W. (PI);
Monismith, S. (PI);
Spormann, A. (PI)
CEE 385:
Performance-Based Earthquake Engineering
Synthesis and application of approaches to performance-based design and assessment that recently have been developed or are under development. Emphasis is on quantitative decision making based on life-cycle considerations that incorporate direct losses, downtime losses, and collapse, and the associated uncertainties. Hazard analysis, response simulation, damage and loss estimation, collapse prediction. Case studies. Prerequisites: 282, 287, and 288.
Terms: Aut
| Units: 3-4
CEE 398:
Report on Civil Engineering Training
On-the-job training under the guidance of experienced, on-site supervisors; meets the requirements for Curricular Practical Training for students on F-1 visas. Students submit a concise report detailing work activities, problems worked on, and key results. Prerequisite: qualified offer of employment and consent of adviser as per I-Center procedures.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
Instructors: ;
Baker, J. (PI);
Billington, S. (PI);
Boehm, A. (PI);
Borja, R. (PI);
Criddle, C. (PI);
Davis, J. (PI);
Deierlein, G. (PI);
Fischer, M. (PI);
Fletcher, S. (PI);
Freyberg, D. (PI);
Fringer, O. (PI);
Fruchter, R. (PI);
Gorle, C. (PI);
Gragg, D. (PI);
Hildemann, L. (PI);
Jacobson, M. (PI);
Jain, R. (PI);
Kiremidjian, A. (PI);
Kitanidis, P. (PI);
Koseff, J. (PI);
Law, K. (PI);
Leckie, J. (PI);
Lepech, M. (PI);
Linder, C. (PI);
Luthy, R. (PI);
Mauter, M. (PI);
Miranda, E. (PI);
Mitch, W. (PI);
Monismith, S. (PI);
Noh, H. (PI);
Ouellette, N. (PI);
Rajagopal, R. (PI);
Spormann, A. (PI);
Tarpeh, W. (PI)
CEE 399:
Advanced Engineering Problems
Individual graduate work under the direction of a faculty member on a subject of mutual interest. For Engineer Degree students and Pre-quals Doctoral students. Student must have faculty sponsor. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Baker, J. (PI);
Billington, S. (PI);
Boehm, A. (PI);
Borja, R. (PI);
Criddle, C. (PI);
Davis, J. (PI);
Deierlein, G. (PI);
Fischer, M. (PI);
Fletcher, S. (PI);
Freyberg, D. (PI);
Fringer, O. (PI);
Fruchter, R. (PI);
Gorle, C. (PI);
Hildemann, L. (PI);
Jacobson, M. (PI);
Jain, R. (PI);
Kiremidjian, A. (PI);
Kitanidis, P. (PI);
Koseff, J. (PI);
Law, K. (PI);
Leckie, J. (PI);
Lepech, M. (PI);
Linder, C. (PI);
Luthy, R. (PI);
Mauter, M. (PI);
Miranda, E. (PI);
Mitch, W. (PI);
Monismith, S. (PI);
Noh, H. (PI);
Osman, K. (PI);
Ouellette, N. (PI);
Rajagopal, R. (PI);
Spormann, A. (PI);
Tarpeh, W. (PI)
CEE 400:
Thesis (Ph.D. Degree)
For students who have successfully completed the department general qualifying examination. Research and dissertation for the Ph.D. degree.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Baker, J. (PI);
Billington, S. (PI);
Boehm, A. (PI);
Borja, R. (PI);
Criddle, C. (PI);
Davis, J. (PI);
Deierlein, G. (PI);
Fischer, M. (PI);
Fletcher, S. (PI);
Freyberg, D. (PI);
Fringer, O. (PI);
Fruchter, R. (PI);
Gorle, C. (PI);
Hildemann, L. (PI);
Jacobson, M. (PI);
Jain, R. (PI);
Kiremidjian, A. (PI);
Kitanidis, P. (PI);
Koseff, J. (PI);
Law, K. (PI);
Leckie, J. (PI);
Lepech, M. (PI);
Linder, C. (PI);
Luthy, R. (PI);
Mauter, M. (PI);
Miranda, E. (PI);
Mitch, W. (PI);
Monismith, S. (PI);
Noh, H. (PI);
Ouellette, N. (PI);
Rajagopal, R. (PI);
Spormann, A. (PI);
Tarpeh, W. (PI)
CEE 801:
TGR Project (Engineer Degree)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Baker, J. (PI);
Billington, S. (PI);
Boehm, A. (PI);
Borja, R. (PI);
Criddle, C. (PI);
Dabiri, J. (PI);
Davis, J. (PI);
Deierlein, G. (PI);
Fischer, M. (PI);
Fletcher, S. (PI);
Freyberg, D. (PI);
Fringer, O. (PI);
Fruchter, R. (PI);
Gorle, C. (PI);
Hildemann, L. (PI);
Jacobson, M. (PI);
Jain, R. (PI);
Kiremidjian, A. (PI);
Kitanidis, P. (PI);
Koseff, J. (PI);
Law, K. (PI);
Leckie, J. (PI);
Lepech, M. (PI);
Linder, C. (PI);
Luthy, R. (PI);
Mauter, M. (PI);
Miranda, E. (PI);
Mitch, W. (PI);
Monismith, S. (PI);
Noh, H. (PI);
Ouellette, N. (PI);
Rajagopal, R. (PI);
Spormann, A. (PI);
Tarpeh, W. (PI)
CEE 802:
TGR Dissertation (PhD degree)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Baker, J. (PI);
Billington, S. (PI);
Boehm, A. (PI);
Borja, R. (PI);
Criddle, C. (PI);
Davis, J. (PI);
Deierlein, G. (PI);
Fischer, M. (PI);
Fletcher, S. (PI);
Freyberg, D. (PI);
Fringer, O. (PI);
Fruchter, R. (PI);
Gorle, C. (PI);
Hildemann, L. (PI);
Jacobson, M. (PI);
Jain, R. (PI);
Kiremidjian, A. (PI);
Kitanidis, P. (PI);
Koseff, J. (PI);
Law, K. (PI);
Leckie, J. (PI);
Lepech, M. (PI);
Linder, C. (PI);
Luthy, R. (PI);
Mauter, M. (PI);
Miranda, E. (PI);
Mitch, W. (PI);
Monismith, S. (PI);
Noh, H. (PI);
Ouellette, N. (PI);
Rajagopal, R. (PI);
Spormann, A. (PI);
Tarpeh, W. (PI)
CHEM 10:
Exploring Research and Problem Solving Across the Sciences
Development and practice of critical problem solving and study skills using a wide variety of scientific examples that illustrate the broad yet integrated nature of current research. Students will build a problem solving tool-kit and apply chemical and mathematical concepts to solve problems related to energy, climate change, water resources, medicine, and food & nutrition. Note: course offered in August prior to start of fall quarter, and only Leland Scholar Program participants will register.
Terms: Aut
| Units: 1
CHEM 25N:
Science in the News
Preference to freshmen. Possible topics include: diseases such as avian flu, HIV, and malaria; environmental issues such as climate change, atmospheric pollution, and human population; energy sources in the future; evolution; stem cell research; nanotechnology; and drug development. Focus is on the scientific basis for these topics as a basis for intelligent discussion of societal and political implications. Sources include the popular media and scientific media for the nonspecialist, especially those available on the web.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SMA
CHEM 29N:
Chemistry in the Kitchen
This course examines the chemistry relevant to food and drink preparation, both in homes and in restaurants, which makes what we consume more pleasurable. Good cooking is more often considered an art rather than a science, but a small bit of understanding goes a long way to make the preparation and consumption of food and drink more enjoyable. The intention is to have demonstrations and tastings as a part of every class meeting. We will examine some rather familiar items in this course: eggs, dairy products, meats, breads, vegetables, pastries, and carbonated beverages. We shall playfully explore the chemistry that turns food into meals. A high-school chemistry background is assumed; bring to class a good appetite and a healthy curiosity.
Terms: Win
| Units: 3
| UG Reqs: WAY-SMA
CHEM 31A:
Chemical Principles I
31A is the first course in a two-quarter sequence designed to provide a robust foundation in key chemical principles for students with limited or no background in chemistry. The course engages students in group problem-solving activities throughout the class periods to deepen their ability to analyze and solve chemical problems. Students will also participate in one weekly laboratory activity that will immediately apply and expand upon classroom content. Labs and write-ups provide practice developing conceptual models that can explain qualitatively and quantitatively a wide range of chemical phenomena. The course will introduce a common language of dimensional analysis, stoichiometry, and molecular naming that enables students to write chemical reactions, quantify reaction yield, and calculate empirical and molecular formulas. Stoichiometry will be immediately reinforced through a specific study of gases and their properties. Students will also build a fundamental understanding of atomic and molecular structure by identifying interactions among nuclei, electrons, atoms and molecules. Through both lab and in-class exploration, students will learn to explain how these interactions determine the structures and properties of pure substances and mixtures using various bonding models including Lewis Dot, VSEPR, and Molecular Orbital Theory. Students will identify and quantitate the types and amounts of energy changes that accompany these interactions, phase changes, and chemical reactions, as they prepare to explore chemical dynamics in greater depth in 31B. Special emphasis will be placed on applying content and skills to real world applications such as estimating the carbon efficiency of fossil fuels, understanding hydrogen bonding and other interactions critical to DNA, and calculating the pressure exerted on a deep-sea diver. No prerequisites. All students who are interested in taking general chemistry at Stanford must take the Autumn 2021 General Chemistry Placement Test before the Autumn quarter begins, regardless of chemistry background.
Terms: Aut
| Units: 5
| UG Reqs: GER: DB-NatSci, WAY-SMA
CHEM 31B:
Chemical Principles II
Chem 31B is the second course in this two-quarter sequence, therefore only students who have completed Chem 31A may enroll in 31B. As with 31A, students will continue to engage in group problem-solving activities throughout class and participate in weekly laboratory activities. Labs and write-ups will allow students to more deeply explore and observe the different facets of chemical reactivity, including rates (kinetics), energetics (thermodynamics), and reversibility (equilibrium) of reactions. Through experimentation and discussion, students will determine what forces influence the rate of chemical reactions and learn how this can be applied to enzyme reactivity. Students will quantify chemical concentrations during a reaction, and predict the direction in which a reaction will shift in order to achieve equilibrium, including solubility equilibria. They will use these methods to estimate the possible levels of lead and other toxic metals in drinking water. Special emphasis will be placed on acid/base equilibria , allowing students to explore the role of buffers and antacids in our bodies, as well as ocean acidification and the impact on coral reefs. Students will then bring together concepts from both kinetics and equilibrium, in a deeper discussion of thermodynamics, to understand what ultimately influences the spontaneity of a reaction. Students will build a relationship between free energy, temperature, and equilibrium constants to be able to calculate the free energy of a reaction and understand how processes in our body are coupled to harness excess free energy to do useful work. Finally we will explore how we harness work from redox reactions, building both voltaic cells (i.e. batteries) and electrolytic cells in lab, and using reduction potentials to predict spontaneity and potential of a given reaction. We will look at the applications of redox chemistry in electric and fuel cell vehicles. The course's particular emphasis on understanding the driving forces of a reaction, especially the influence of thermodynamics versus kinetics, will prepare students for further study of predicting organic chemical reactivity and equilibria from structure in Chem 33. Prerequisite: Chem 31A.
Terms: Win
| Units: 5
| UG Reqs: GER: DB-NatSci, WAY-SMA
CHEM 31M:
Chemical Principles: From Molecules to Solids (MATSCI 31)
A one-quarter course for students who have taken chemistry previously. This course will introduce the basic chemical principles that dictate how and why reactions occur and the structure and properties of important molecules and extended solids that make up our world. As the Central Science, a knowledge of chemistry provides a deep understanding of concepts in fields ranging from materials, environmental science, and engineering to pharmacology and metabolism. Discussions of molecular structure will describe bonding models including Lewis structures, resonance, crystal-field theory, and molecular-orbital theory. We will reveal the chemistry of materials of different dimensionality, with emphasis on symmetry, bonding, and electronic structure of molecules and solids. We will also discuss the kinetics and thermodynamics that govern reactivity and dictate solubility and acid-base equilibria. A two-hour weekly laboratory section accompanies the course to introduce laboratory techniques and reiterate lecture concepts through hands-on activities. Specific discussions will include the structure, properties, and applications of molecules used in medicine, perovskites used in solar cells, and the dramatically different properties of materials with the same composition (for example: diamond, graphite, graphene). There will be three lectures and one two-hour laboratory session each week. The course will assume familiarity with stoichiometry, unit conversions, gas laws, and thermochemistry. All students who are interested in taking general chemistry at Stanford must take the Autumn 2021 General Chemistry Placement Test before the Autumn quarter begins, regardless of chemistry background. Same as: MATSCI 31
Terms: Aut
| Units: 5
| UG Reqs: GER: DB-NatSci, WAY-SMA
CHEM 33:
Structure and Reactivity of Organic Molecules
An introduction to organic chemistry, the molecular foundation to understanding the life sciences, medicine, diagnostics, energy, environmental and material science. Students will learn structural and bonding models of organic molecules that provide insights into chemical, physical, and reactivity properties, in addition to their biological activities, which collectively contribute to the molecularization and advancement of science disciplines from anthropology to zoology. Combining these models with kinetic and thermodynamic analyses allows molecular transformations to be rationalized and even predicted. Translation of this knowledge to more complex systems enables the synthesis of novel molecules or materials that can positively impact our science, society and environment. A two-hour weekly lab section accompanies the course to introduce the techniques of separation and identification of organic compounds. Prerequisite: CHEM 31B or CHEM 31M.
Terms: Win, Spr
| Units: 5
| UG Reqs: GER: DB-NatSci, WAY-SMA
CHEM 90:
Directed Instruction/Reading
Undergraduates pursue a reading program under supervision of a faculty member in Chemistry; may also involve participation in lab. Prerequisites: superior work in CHEM 31A, 31B, 31M, or 33; and consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
4 times
(up to 8 units total)
Instructors: ;
Banik, S. (PI);
Bao, Z. (PI);
Bent, S. (PI);
Bertozzi, C. (PI);
Boxer, S. (PI);
Burns, N. (PI);
Cegelski, L. (PI);
Chen, J. (PI);
Chidsey, C. (PI);
Cimprich, K. (PI);
Cui, B. (PI);
Cui, Y. (PI);
Dai, H. (PI);
Dassama, L. (PI);
Du Bois, J. (PI);
Fayer, M. (PI);
Frank, C. (PI);
Gaffney, K. (PI);
Herschlag, D. (PI);
Hodgson, K. (PI);
Kanan, M. (PI);
Karunadasa, H. (PI);
Khosla, C. (PI);
Kool, E. (PI);
Liu, F. (PI);
Markland, T. (PI);
Martinez, T. (PI);
Moerner, W. (PI);
Pande, V. (PI);
Pecora, R. (PI);
Rao, J. (PI);
Rotskoff, G. (PI);
Solomon, E. (PI);
Spakowitz, A. (PI);
Stack, D. (PI);
Ting, A. (PI);
Trost, B. (PI);
Wandless, T. (PI);
Waymouth, R. (PI);
Wender, P. (PI);
Xia, Y. (PI);
Zare, R. (PI);
Frank, D. (GP)
CHEM 91:
Exploring Chemical Research at Stanford
Preference to freshmen and sophomores. Department faculty describe their cutting-edge research and its applications.
Terms: Win
| Units: 1
CHEM 100:
Chemical Laboratory and Safety Skills
(Not offered in AY 2021-22) This short course is only held in the second week of Autumn quarter. It provides training in basic chemical laboratory procedures and chemical safety to fulfill the safety training requirement for CHEM 121 and more advanced laboratory courses. Includes on-line and in-lab training. Successful completion of all course components required for credit. Prerequisite: introductory organic chemistry.
Last offered: Autumn 2019
| Units: 1
CHEM 121:
Understanding the Natural and Unnatural World through Chemistry
Students enrolled in this course will appreciate the transformative power of molecular science on the modern world and how foundational knowledge of chemistry enables profound discoveries in biological, pharmaceutical, agrochemical, engineering, energy, and materials science research. This course integrates the lessons of CHEM 31 and CHEM 33 through an examination of the structure-function properties of carbon-based molecules. Specific emphasis is given to the chemistry of carbonyl- and amine-derived compounds, polyfunctionalized molecules, reaction kinetics and thermodynamics, mechanistic arrow-pushing, and retrosynthetic analysis. Students will be empowered with a conceptual understanding of chemical reactivity, physical organic chemistry, and the logic of chemical synthesis. The singular nature of molecular design and synthesis to make available functional molecules and materials will be revealed. A three-hour lab section provides hands on experience with modern chemical methods for preparative and analytical chemistry. Prerequisite CHEM 33 or co-requisite CHEM 100 (not required in AY 2021-22 )
Terms: Aut, Spr
| Units: 5
| UG Reqs: GER: DB-NatSci
CHEM 123:
Organic Polyfunctional Compounds
Analysis of molecular symmetry and spectroscopy, aromaticity, aromatic reactivity, heterocyclic chemistry, chemistry of peptides and DNA. Prerequisite: CHEM 121
Terms: Aut
| Units: 3
| UG Reqs: GER: DB-NatSci
CHEM 124:
Organic Chemistry Laboratory
This is a laboratory course that serves as a stepping stone toward independent research in organic chemistry. Through several 1-2 step syntheses, this course trains students on basic organic laboratory techniques on purification of products, including extraction, distillation, recrystallization, thin layer chromatography, and column chromatography, as well as characterization of product structures using IR, GC-MS, and NMR spectroscopy. This course reviews MS, IR, and 1H and 13C NMR spectroscopy knowledge from Chem 33 and 121 with an emphasis on the practical interpretation of spectra, so that students can become independent in using these techniques to identify the purity and structures of organic compounds.nPrerequisite: Chem 121. Corequisite: Chem 123.
Terms: Aut
| Units: 3
| UG Reqs: GER: DB-NatSci
CHEM 126:
Synthesis Laboratory
This is a laboratory course that will provide a true experience of what it is like to perform research in synthetic organic chemistry. Emphasis will be on proper reaction setup, reaction monitoring, and complete characterization of final products using chromatographic and spectroscopic methods. Students will be utilizing modern electronic notebooks to prepare for and document their experiments. Concludes with an individual synthesis project. Prerequisites: Chem 124.
Terms: Win
| Units: 3
| UG Reqs: GER: DB-NatSci
CHEM 131:
Instrumental Analysis Principles and Practice
The core objectives of the course will focus upon introducing and providing hands-on practice with analytical separation, spectroscopic identification, and calibrated quantification with strong technical communication (for the Writing-in-the-Major requirement) emphasized throughout the course. Lectures will focus on theory, and laboratory activities will provide hands-on practice with the GC, LC, XPS, ICP, MS, and UV/Vis instruments. Data analysis will be emphasized throughout the course with Python being the primary tool for plotting and computations. Statistical measurements will be introduced to gauge the quality and validity of data. Lectures will be three times a week with a required four-hour laboratory section. The course will conclude with a student-developed project, focusing upon separation and quantification, and a poster presentation. The course should be completed prior to CHEM courses 174,176, or 184. Prerequisite: CHEM 33 or CHEM 100; and CS 106A.
Terms: Spr
| Units: 5
| UG Reqs: GER: DB-NatSci, WAY-AQR, WAY-SMA
CHEM 141:
The Chemical Principles of Life I
This is the first course in a two-quarter sequence (Chem 141/143), which will examine biological science through the lens of chemistry. In this sequence students will gain a qualitative and quantitative understanding of the molecular logic of cellular processes, which include expression and transmission of the genetic code, enzyme kinetics, biosynthesis, energy storage and consumption, membrane transport, and signal transduction. Connections to foundational principles of chemistry will be made through structure-function analyses of biological molecules. Integrated lessons in structural, mechanistic, and physical chemistry will underscore how molecular science and molecular innovation have impacted biology and medicine. Prerequisites: CHEM 121, MATH 21 or equivalent.
Terms: Win
| Units: 4
CHEM 143:
The Chemical Principles of Life II
This is the second course in a two-quarter sequence (Chem 141/143), which will continue the discussion of biological science through the lens of chemistry. In this sequence students will gain a qualitative and quantitative understanding of the molecular logic of cellular processes, which include expression and transmission of the genetic code, enzyme kinetics, biosynthesis, energy storage and consumption, membrane transport, and signal transduction. Connections to foundational principles of chemistry will be made through structure-function analyses of biological molecules. Integrated lessons in structural, mechanistic, and physical chemistry will underscore how molecular science and molecular innovation have impacted biology and medicine. Prerequisite: Chem 141.
Terms: Spr
| Units: 4
CHEM 151:
Inorganic Chemistry I
Bonding, stereochemical, and symmetry properties of discrete inorganic molecules are covered along with their mechanisms of ligand and electron exchange. Density function calculations are extensively used in these analyses in computer and problem set exercises. Prerequisites: CHEM 33
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci
CHEM 153:
Inorganic Chemistry II
The theoretical aspects of inorganic chemistry. Group theory; many-electron atomic theory; molecular orbital theory emphasizing general concepts and group theory; ligand field theory; application of physical methods to predict the geometry, magnetism, and electronic spectra of transition metal complexes. Prerequisites: CHEM 151 and either CHEM 173 or CHEM 171 for students who took CHEM 171 in Spring 2021 or later.
Terms: Spr
| Units: 3
| UG Reqs: GER: DB-NatSci
CHEM 161:
Computational Chemistry (CHEM 261)
Introduction to computational chemistry methods and tools that can be used to interpret and guide experimental research. Project based and hands-on experience with electronic structure calculations, obtaining minimum energy structures and reaction pathways, molecular simulation and modeling. Prerequisite: knowledge of undergraduate level quantum mechanics at the level of either CHEM 173 or CHEM 171 for students who took CHEM 171 in Spring 2021 or later.
Terms: Win
| Units: 3
CHEM 171:
Foundations of Physical Chemistry
Quantum and statistical thermodynamics: obtaining quantum mechanical energy levels and connecting them to thermodynamic properties using statistical mechanics. Emphasis will be on quantum mechanics of ideal systems (particle in a box, particle on a ring, harmonic oscillator, rigid rotor, and hydrogen atom) and their connection to and uses in thermodynamics (laws of thermodynamics, properties of gases and thermal motion, and chemical equilibria). Homeworks and discussion sections will employ the Python programming language for hands-on experience with simulating chemical systems. Prerequisites: CHEM 31B or CHEM 31M; PHYS 41; CS106A; and MATH 51, MATH 61DM or CME 100.
Terms: Spr
| Units: 4
| UG Reqs: GER: DB-NatSci
CHEM 173:
Physical Chemistry II
Introduction to quantum chemistry: the basic principles and applications of quantum theory, time independent and time dependent perturbation theory, absorption and emission spectroscopy, the variational method, atomic energy calculations, and introduction to basic computational chemistry methods. Prerequisites: CHEM 171; PHYSICS 43.
Terms: Aut
| Units: 3
| UG Reqs: GER: DB-NatSci
CHEM 174:
Physical chemistry laboratory I (CHEM 274)
Introduction to materials chemistry concepts including synthesis and characterization by X ray diffraction and X ray photo electron spectroscopy. Electron spin resonance spectroscopy and electrochemical measurements and electrocatalysis concepts will also be introduced. Students will perform nanoparticle and electrocatalyst synthesis, and characterize these materials by modern spectroscopy and electrochemical methods. Prerequisites: CHEM 171 or equivalent.
Terms: Aut
| Units: 3
| UG Reqs: GER: DB-NatSci
CHEM 175:
Physical Chemistry III
Molecular theory of kinetics and statistical mechanics: transport and reactions in gases and liquids, ensembles and the Boltzmann distribution law, partition functions, molecular simulation, structure and dynamics of liquids. Diffusion and activation limited reactions, potential energy surfaces, collision theory and transition-state theory. Prerequisites: either CHEM 173 or CHEM 171.
Terms: Win
| Units: 3
| UG Reqs: GER: DB-NatSci
CHEM 176:
Spectroscopy Laboratory
Use of spectroscopic instrumentation to obtain familiarity with important types of spectrometers and spectroscopic methods and to apply them to study molecular properties and time dependent processes. Methods include electronic ultraviolet/ visible absorption, fast fluorescence with time correlated single photon counting, Raman and fluorescence microscopy, Fourier transform infrared absorption, and nuclear magnetic resonance. Prerequisite: CHEM 131; CHEM 173 or CHEM 171 for students who took CHEM 171 in Spring 2021 or later.
Terms: Win
| Units: 3
| UG Reqs: GER: DB-NatSci
CHEM 181:
Biochemistry I (CHEMENG 181, CHEMENG 281)
Structure and function of major classes of biomolecules, including proteins, carbohydrates and lipids. Mechanistic analysis of properties of proteins including catalysis, signal transduction and membrane transport. Students will also learn to critically analyze data from the primary biochemical literature. Satisfies Central Menu Area 1 for Bio majors. Prerequisites: Chem 121.
Terms: Aut
| Units: 4
| UG Reqs: GER: DB-NatSci
CHEM 184:
Biological Chemistry Laboratory
Modern techniques in biological chemistry including protein purification, characterization of enzyme kinetics, heterologous expression of His-tagged fluorescent proteins, site-directed mutagenesis, and a course-based undergraduate research experience (CURE) module. Prerequisite: CHEM 131 and CHEM 181.
Terms: Spr
| Units: 3
| UG Reqs: GER: DB-NatSci
CHEM 185:
Biophysical Chemistry
Primary literature based seminar/discussion course covering classical and contemporary papers in biophysical chemistry. Topics include (among others): protein structure and stability, folding, single molecule fluorescence and force microscopy, simulations, ion channels, GPCRs, and ribosome structure/function. Course is restricted to undergraduates and is the required capstone for majors on the Biological Chemistry track, but open to students from the regular track. Prerequisites: CHEM 181; CHEM 173 or CHEM 171 for students who took CHEM 171 in Spring 2021 or later.
Terms: Spr
| Units: 3
| UG Reqs: GER: DB-NatSci
CHEM 190:
Advanced Undergraduate Research
By special arrangement with a faculty member. May be repeated 8 times for a max of 27 units. Prerequisite: CHEM 121 or CHEM 131. Corequisite: CHEM 300.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
9 times
(up to 27 units total)
Instructors: ;
Banik, S. (PI);
Bao, Z. (PI);
Bent, S. (PI);
Bertozzi, C. (PI);
Boxer, S. (PI);
Burns, N. (PI);
Cegelski, L. (PI);
Chen, J. (PI);
Chidsey, C. (PI);
Cimprich, K. (PI);
Cui, B. (PI);
Cui, Y. (PI);
Dai, H. (PI);
Dassama, L. (PI);
DeSimone, J. (PI);
Du Bois, J. (PI);
Fayer, M. (PI);
Frank, C. (PI);
Gaffney, K. (PI);
Herschlag, D. (PI);
Hodgson, K. (PI);
Kanan, M. (PI);
Karunadasa, H. (PI);
Khosla, C. (PI);
Kool, E. (PI);
Liu, F. (PI);
Markland, T. (PI);
Martinez, T. (PI);
Moerner, W. (PI);
Pande, V. (PI);
Rao, J. (PI);
Rotskoff, G. (PI);
Solomon, E. (PI);
Spakowitz, A. (PI);
Stack, D. (PI);
Ting, A. (PI);
Trost, B. (PI);
Wandless, T. (PI);
Waymouth, R. (PI);
Wender, P. (PI);
Xia, Y. (PI);
Zare, R. (PI);
Frank, D. (GP);
Misquez, E. (GP)
CHEM 196:
Creating and Leading New Ventures in Engineering and Science-based Industries (CHEM 296, CHEMENG 196, CHEMENG 296)
Open to seniors and graduate students interested in the creation of new ventures and entrepreneurship in engineering and science intensive industries such as chemical, energy, materials, bioengineering, environmental, clean-tech, pharmaceuticals, medical, and biotechnology. Exploration of the dynamics, complexity, and challenges that define creating new ventures, particularly in industries that require long development times, large investments, integration across a wide range of technical and non-technical disciplines, and the creation and protection of intellectual property. Covers business basics, opportunity viability, creating start-ups, entrepreneurial leadership, and entrepreneurship as a career. Teaching methods include lectures, case studies, guest speakers, and individual and team projects.
Terms: Spr
| Units: 3
CHEM 200:
Research and Special Advanced Work
Qualified graduate students undertake research or advanced lab work not covered by listed courses under the direction of a member of the teaching staff.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Banik, S. (PI);
Bao, Z. (PI);
Bent, S. (PI);
Bertozzi, C. (PI);
Boxer, S. (PI);
Burns, N. (PI);
Cegelski, L. (PI);
Chen, J. (PI);
Chidsey, C. (PI);
Cui, B. (PI);
Cui, Y. (PI);
Dai, H. (PI);
Dassama, L. (PI);
DeSimone, J. (PI);
Du Bois, J. (PI);
Fayer, M. (PI);
Gaffney, K. (PI);
Hodgson, K. (PI);
Kanan, M. (PI);
Karunadasa, H. (PI);
Khosla, C. (PI);
Kool, E. (PI);
Liu, F. (PI);
Markland, T. (PI);
Martinez, T. (PI);
Moerner, W. (PI);
Rao, J. (PI);
Rotskoff, G. (PI);
Solomon, E. (PI);
Spakowitz, A. (PI);
Stack, D. (PI);
Ting, A. (PI);
Wandless, T. (PI);
Waymouth, R. (PI);
Wender, P. (PI);
Xia, Y. (PI);
Zare, R. (PI);
Frank, D. (GP);
Misquez, E. (GP);
Nelson, K. (GP)
CHEM 211A:
Research Progress in Chemistry
Required of all second year Ph.D. students. Students present their research progress and plans in brief written and oral summaries.
Terms: Win
| Units: 1
CHEM 211B:
Chemistry Research Seminar Presentation
Required of all third year Ph.D. students. Students present their research project as a seminar.
Terms: Win
| Units: 1
CHEM 211C:
Chemistry Research Proposal
Required of all fourth year Ph.D. students. Students formulate, write, and orally defend an original research proposal.
Terms: Win
| Units: 1
CHEM 221:
Advanced Organic Chemistry I
From molecular medicine to molecular anthropology and all sciences in between, Chemistry in particular and molecular science in general are driven by one's understanding of structure and how structure relates to properties, reactivities (mechanisms) and activities and by ones ability to make molecules. This course integrates the mechanistic and structural foundations of organic chemistry with an emphasis on reactive intermediates and reaction mechanisms, strategies for the design and synthesis of complex molecules and concepts for innovative problem solving. An additional emphasis is placed on generating ideas and proposals directed at identifying and solving problems in science as required for a career in molecular science.
Terms: Aut
| Units: 3
| Repeatable
2 times
(up to 6 units total)
CHEM 223:
Advanced Organic Chemistry II
Physical Organic Chemistry. This course is focused on understanding the important physical principles in organic chemistry, including bonding and structural analysis; molecular interactions; thermodynamics; kinetics; methods to investigate reactive intermediates, reactivity, and elucidate reaction mechanism. Prerequisite: Chem 123 (formerly 131).
Terms: Win
| Units: 3
| Repeatable
2 times
(up to 6 units total)
CHEM 225:
Advanced Organic Chemistry III
Chemistry is driven by one's understanding of structure and mechanism and ones ability to make molecules. This course is intended to address the universal mechanistic and structural foundations of organic chemistry with an emphasis on new synthetic methods, selectivity analysis, computer-based strategies for the design and synthesis of complex molecules, concepts for innovative problems solving and, importantly, how to put these skills together in the generation of impactful ideas and proposals directed at solving problems in science as required for a career in molecular science. Prerequisite: CHEM 223 or consent of instructor.
Terms: Spr
| Units: 3
| Repeatable
2 times
(up to 6 units total)
CHEM 232:
Applications of NMR Spectroscopy
(Formerly 235) The uses of NMR spectroscopy in chemical and biochemical sciences, emphasizing data acquisition for liquid samples and including selection, setup, and processing of standard and advanced experiments.
Terms: Aut
| Units: 3
CHEM 251:
Advanced Inorganic Chemistry
(Formerly Chem 253) Electronic structure and physical properties of transition metal complexes. Ligand field and molecular orbital theories, magnetism and magnetic susceptibility, electron paramagnetic resonance including hyperfine interactions and zero field splitting and electronic absorption spectroscopy including vibrational interactions. Prerequisite: advanced undergrad-level inorganic course (equivalent to CHEM 153).
Terms: Win
| Units: 3
CHEM 257:
Bio-Inorganic Chemistry (BIOPHYS 297)
(Formerly Chem 297) Overview of metal sites in biology. Metalloproteins as elaborated inorganic complexes, their basic coordination chemistry and bonding, unique features of the protein ligand, and the physical methods used to study active sites. Active site structures are correlated with function (election transfer; dioxygen binding, activation and reduction to water). Prerequisites: Chem 153 and Chem 173, or equivalents.
Terms: Aut
| Units: 3
CHEM 261:
Computational Chemistry (CHEM 161)
Introduction to computational chemistry methods and tools that can be used to interpret and guide experimental research. Project based and hands-on experience with electronic structure calculations, obtaining minimum energy structures and reaction pathways, molecular simulation and modeling. Prerequisite: knowledge of undergraduate level quantum mechanics at the level of either CHEM 173 or CHEM 171 for students who took CHEM 171 in Spring 2021 or later.
Terms: Win
| Units: 3
CHEM 263:
Machine Learning for Chemical and Dynamical Data
Introduction to machine learning methodologies for the chemical sciences, with an emphasis on the current state-of-the-art for applications to both experimental and computational data. The course will be hands-on and final projects will be a major component of the coursework. Material covered will include neural networks, classification and regression, image analysis, graph neural networks, learning potential energy surfaces, coarse-graining, Monte Carlo simulation, and applications to quantum chemistry and molecular dynamics. Prerequisite: knowledge of undergraduate level quantum mechanics and statistical mechanics at the levels of Chem 173 and Chem 175. Experience with Python highly recommended.
Terms: Aut
| Units: 3
CHEM 271:
Advanced Physical Chemistry
The principles of quantum mechanics. General formulation, mathematical methods, and applications of quantum theory. Different representations of quantum theory, i. e., the Dirac, Schrödinger, matrix, and density matrix methods. Time independent exactly solvable problems and approximate methods including time independent perturbation theory and the variational method. Atomic energy calculations, angular momentum, and introduction to molecular structure methods. Time dependent methods. Time dependent perturbation theory applied to various problems such as absorption and emission of radiation. Time dependent density matrix formalism applied to coherent coupling of radiation fields to molecular systems, e. g., NMR and optical spectroscopy. Prerequisite: CHEM 175 or equivalent course.
Terms: Aut
| Units: 3
CHEM 273:
Advanced Physical Chemistry
Molecular theory of kinetics and statistical mechanics: transport and reactions in gases and liquids, ensembles and the Boltzmann distribution law, partition functions, molecular simulation, structure and dynamics of liquids. Diffusion and activation limited reactions, potential energy surfaces, collision theory and transition-state theory. Prerequisites: either CHEM 173 or CHEM 171 for students who took CHEM 171 in Spring 2021 or later, or equivalent course.
Terms: Win
| Units: 3
CHEM 274:
Physical chemistry laboratory I (CHEM 174)
Introduction to materials chemistry concepts including synthesis and characterization by X ray diffraction and X ray photo electron spectroscopy. Electron spin resonance spectroscopy and electrochemical measurements and electrocatalysis concepts will also be introduced. Students will perform nanoparticle and electrocatalyst synthesis, and characterize these materials by modern spectroscopy and electrochemical methods. Prerequisites: CHEM 171 or equivalent.
Terms: Aut
| Units: 3
CHEM 275:
Advanced Physical Chemistry - Single Molecules and Light
Covers optical single-molecule detection, spectroscopy, and imaging for detection of motional dynamics, super-resolution structure beyond the diffraction limit, and nanoscale interactions and orientations mostly in biological materials. May include an in-class laboratory component. Recommended: CHEM 271 or PHYSICS 230 and CHEM 273 or equivalent.
Terms: Spr
| Units: 3
| Repeatable
2 times
(up to 6 units total)
CHEM 277:
Introduction to NMR
This course will introduce students to theoretical and practical aspects of NMR spectroscopy. We will cover the following material: quantum and classical descriptions of NMR; analysis of pulse sequences and nuclear spin coherences via density matrices and the product operator formalism; NMR spectrometer design; Fourier analysis of time-dependent observable magnetization; NMR relaxation in liquids and solids; NMR problem-solving strategies and examples. The course requires a prerequisite undergraduate-level course in quantum mechanics.
Terms: Aut
| Units: 3
| Repeatable
2 times
(up to 6 units total)
CHEM 281:
Therapeutic Science at the Chemistry - Biology Interface
(Formerly Chem 227) Explores the design and enablement of new medicines that were born from a convergence of concepts and techniques from chemistry and biology. Topics include an overview of the drug development process, design of of small molecule medicines with various modes of action, drug metabolism and pharmacogenomics, biologic medicines including protein- and nucleic acid-based therapeutics, glycoscience and glycomimetic drugs, and cell-based medicines derived from synthetic biology. Prerequisite: undergraduate level organic chemistry and biochemistry as well as familiarity with concepts in cell and molecular biology.
Terms: Spr
| Units: 3
CHEM 283:
Synthesis and Analysis at the Chemistry-Biology Interface
(Formerly 226) Focus on the combined use of organic chemistry and molecular biology to make, manipulate and measure biomacromolecules, with special focus on DNA and RNA. Synthetic and enzymatic methods for design and construction of oligonucleotides and nucleic acids; methods for bioconjugation and labeling; fluorescence tools; intracellular delivery strategies; selection and evolution methods; CRISPR mechanisms. Prerequisite: One year of undergraduate organic chemistry. Completion of a course in molecular biology is strongly recommended.
Terms: Win
| Units: 3
CHEM 289:
Concepts and Applications in Chemical Biology (CSB 260)
Current topics include chemical genetics, activity-based probes, inducible protein degradation, DNA/RNA chemistry and molecular evolution, protein labeling, carbohydrate engineering, fluorescent proteins and sensors, optochemical/optogenetic methods, mass spectrometry, and genome-editing technologies.
Terms: Spr
| Units: 3
CHEM 296:
Creating and Leading New Ventures in Engineering and Science-based Industries (CHEM 196, CHEMENG 196, CHEMENG 296)
Open to seniors and graduate students interested in the creation of new ventures and entrepreneurship in engineering and science intensive industries such as chemical, energy, materials, bioengineering, environmental, clean-tech, pharmaceuticals, medical, and biotechnology. Exploration of the dynamics, complexity, and challenges that define creating new ventures, particularly in industries that require long development times, large investments, integration across a wide range of technical and non-technical disciplines, and the creation and protection of intellectual property. Covers business basics, opportunity viability, creating start-ups, entrepreneurial leadership, and entrepreneurship as a career. Teaching methods include lectures, case studies, guest speakers, and individual and team projects.
Terms: Spr
| Units: 3
CHEM 299:
Teaching of Chemistry
Required of all teaching assistants in Chemistry. Techniques of teaching chemistry by means of lectures and labs.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
for credit
CHEM 300:
Department Colloquium
Required of graduate students. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
15 times
(up to 15 units total)
CHEM 301:
Research in Chemistry
Required of graduate students who have passed the qualifying examination. Open to qualified graduate students with the consent of the major professor. Research seminars and directed reading deal with newly developing areas in chemistry and experimental techniques. May be repeated for credit. Search for adviser name on Axess.
Terms: Aut, Win, Spr, Sum
| Units: 2
| Repeatable
for credit
Instructors: ;
Banik, S. (PI);
Bao, Z. (PI);
Bent, S. (PI);
Bertozzi, C. (PI);
Boxer, S. (PI);
Burns, N. (PI);
Cegelski, L. (PI);
Chen, J. (PI);
Chidsey, C. (PI);
Cui, B. (PI);
Cui, Y. (PI);
Dai, H. (PI);
Dassama, L. (PI);
DeSimone, J. (PI);
Du Bois, J. (PI);
Fayer, M. (PI);
Gaffney, K. (PI);
Hodgson, K. (PI);
Kanan, M. (PI);
Karunadasa, H. (PI);
Khosla, C. (PI);
Kool, E. (PI);
Liu, F. (PI);
Markland, T. (PI);
Martinez, T. (PI);
Moerner, W. (PI);
Rao, J. (PI);
Rotskoff, G. (PI);
Solomon, E. (PI);
Spakowitz, A. (PI);
Stack, D. (PI);
Ting, A. (PI);
Trost, B. (PI);
Waymouth, R. (PI);
Wender, P. (PI);
Xia, Y. (PI);
Zare, R. (PI);
Frank, D. (GP);
Misquez, E. (GP)
CHEM 329:
Organic Chemistry Seminar
(Formerly 229) Required of graduate students majoring in organic chemistry. Students giving seminars register for CHEM 231.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
11 times
(up to 11 units total)
CHEM 359:
Inorganic Chemistry Seminar
(Formerly 259) Required of graduate students majoring in inorganic chemistry.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
15 times
(up to 15 units total)
CHEM 379:
Physical Chemistry Seminar
(Formerly 279) Required of graduate students majoring in physical chemistry. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
15 times
(up to 15 units total)
CHEM 390:
Curricular Practical Training for Chemists
For Chemistry majors who need work experience as part of their program of study. Confer with Chem student services office for signup.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
2 times
(up to 2 units total)
CHEM 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Banik, S. (PI);
Bao, Z. (PI);
Bent, S. (PI);
Bertozzi, C. (PI);
Boxer, S. (PI);
Burns, N. (PI);
Cegelski, L. (PI);
Chen, J. (PI);
Chidsey, C. (PI);
Cui, B. (PI);
Cui, Y. (PI);
Dai, H. (PI);
Dassama, L. (PI);
DeSimone, J. (PI);
Du Bois, J. (PI);
Fayer, M. (PI);
Gaffney, K. (PI);
Herschlag, D. (PI);
Hodgson, K. (PI);
Kanan, M. (PI);
Karunadasa, H. (PI);
Khosla, C. (PI);
Kool, E. (PI);
Liu, F. (PI);
Markland, T. (PI);
Martinez, T. (PI);
Moerner, W. (PI);
Rao, J. (PI);
Rotskoff, G. (PI);
Solomon, E. (PI);
Spakowitz, A. (PI);
Stack, D. (PI);
Ting, A. (PI);
Wandless, T. (PI);
Waymouth, R. (PI);
Wender, P. (PI);
Xia, Y. (PI);
Zare, R. (PI);
Frank, D. (GP);
Misquez, E. (GP)
CHEMENG 12SC:
An Exploration of Art Materials: The Intersection of Art and Science
There is growing interest in the intersection of art and science, whether from artists adapting technology to suit their visions or from scientists and engineers seeking to explain various visual effects. To take advantage of possible creative sparks at the art/science interface, it is necessary for fuzzies and techies to have some knowledge of the language used by the other side. This interface will be explored through examining approaches used by an artist and an engineer in the context of the materials science of cultural objects. In-class lectures, hands-on studio practice, and field trips will be used to illustrate these different perspectives. At the heart of the scientific approach is the notion that a cultural object, e.g., a painting, is a physical entity comprising materials with different physical properties and different responses to environmental stresses presented by light, heat, and water. In support of this outlook, in-class lectures and discussions will focus on the basic concepts of color, optics, mechanics, composite structures, and response of the object to environmental stress, and we will visit Bay Area museums to see how artists employ such techniques. The hands-on studio experience is designed to increase students' confidence and develop their appreciation of differences in materials. It is not necessary to have any artistic training, only a willingness to experiment. The in-class studio projects will include working with line and shadow; color, binders, and mordants; global sources of pigments; substrates and writing; and material failure. Students will make one technical presentation on a topic in one of the five areas relevant to a painting: color, optics, mechanics, composites, and stress response. In addition, they will prepare one essay on the issues surrounding the intersection of art and science. Finally, they will complete a project related to one of the thematic areas covered in the hands-on studio sessions and make a final oral presentation describing their project.
Terms: Sum
| Units: 2
| UG Reqs: WAY-CE
CHEMENG 20:
Introduction to Chemical Engineering (ENGR 20)
Overview of chemical engineering through discussion and engineering analysis of physical and chemical processes. Topics: overall staged separations, material and energy balances, concepts of rate processes, energy and mass transport, and kinetics of chemical reactions. Applications of these concepts to areas of current technological importance: biotechnology, energy, production of chemicals, materials processing, and purification. Prerequisite: CHEM 31.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-SMA
CHEMENG 55:
Foundational Biology for Engineers (ENGR 55)
Biology, physics, and chemistry are the substrates for the modern engineer. Whether you are interested in developing the next generation of medicines or would like the next material or catalyst you design to be inspired by solutions found in Nature, this course will deepen your knowledge of the foundational concepts in biology and enrich your engineering skills. We will introduce the physical principles that underlie the construction and function of living cells, the fundamental building block of life. Emphasis will be on systems, logic, quantitation, and mechanisms of the molecular processes utilized by all life on Earth. This course has no prerequisites, but prior completion of CHEM 31 or equivalent is highly recommended.
Terms: Aut
| Units: 4
| UG Reqs: WAY-AQR, WAY-SMA
CHEMENG 65Q:
Chemical Engineering for Sustainability
Terms: Win
| Units: 3
| UG Reqs: WAY-AQR
CHEMENG 90Q:
Dare to Care: Compassionate Design
Imagine yourself with your abundant creativity, intellect, and passion, but your ability to move or speak is diminished. How would you face the world, how would you thrive at Stanford, how would you relay to people your ideas and creations? How would you share yourself and your ideas with the world? nThere are more than 50 million individuals in America with at least one disability, and in the current world of design, these differences are often overlooked. How do we as designers empower people of diverse physical abilities and provide them with means of self-expression?nnIn Compassionate Design, students from any prospective major are invited to explore the engineering design process by examining the needs of persons with disabilities. Through invited guests, students will have the opportunity to directly engage people with different types of disabilities as a foundation to design products that address problems of motion and mobility, vision, speech and hearing. For example, in class, students will interview people who are deaf, blind, have cerebral palsy, or other disabling conditions. Students will then be asked, using the design tools they have been exposed to as part of the seminar, to create a particular component or device that enhances the quality of life for that user or users with similar limitations.nnPresentation skills are taught and emphasized as students will convey their designs to the class and instructors. Students will complete this seminar with a compassionate view toward design for the disabled, they will acquire a set of design tools that they can use to empower themselves and others in whatever direction they choose to go, and they will have increased confidence and abilities in presenting in front of an audience.
Terms: Aut
| Units: 3
| UG Reqs: WAY-EDP
CHEMENG 100:
Chemical Process Modeling, Dynamics, and Control
Mathematical methods applied to engineering problems using chemical engineering examples. The development of mathematical models to describe chemical process dynamic behavior. Analytical and computer simulation techniques for the solution of ordinary differential equations. Dynamic behavior of linear first- and second-order systems. Introduction to process control. Dynamics and stability of controlled systems. Prerequisites: CHEMENG 20 or ENGR 20; CME 102 or MATH 53.
Terms: Aut
| Units: 3
CHEMENG 110A:
Introduction to Chemical Engineering Thermodynamics
Thermodynamics of single-component systems: laws of thermodynamics, thermodynamic properties, equations of state, properties of ideal and real fluids, phase transitions and phase equilibrium, design of thermodynamic processes including refrigeration and power cycles. This course is intended for undergraduate sophomores and juniors in engineering and/or the chemical sciences; first-year students require consent of instructor. Pre-/Corequisites: CHEM 33, PHYS 41, MATH 51 or CME 100.
Terms: Aut
| Units: 3
CHEMENG 110B:
Multi-Component and Multi-Phase Thermodynamics
Thermodynamic properties, equations of state, properties of non-ideal systems including mixtures, and phase and chemical equilibria. Prerequisite: CHEMENG 110A or equivalent.
Terms: Win
| Units: 3
CHEMENG 120A:
Fluid Mechanics
The flow of isothermal fluids from a momentum transport viewpoint. Continuum hypothesis, scalar and vector fields, fluid statics, non-Newtonian fluids, shell momentum balances, equations of motion and the Navier-Stokes equations, creeping and potential flow, parallel and nearly parallel flows, time-dependent parallel flows, boundary layer theory and separation, introduction to drag correlations. Prerequisites: junior in Chemical Engineering or consent of instructor; CHEMENG 100 and CME 102 or equivalent.
Terms: Win
| Units: 4
CHEMENG 120B:
Energy and Mass Transport
General diffusive transport, heat transport by conduction, Fourier's law, conduction in composites with analogies to electrical circuits, advection-diffusion equations, forced convection, boundary layer heat transport via forced convection in laminar flow, forced convection correlations, free convection, free convection boundary layers, free convection correlations and application to geophysical flows, melting and heat transfer at interfaces, radiation, diffusive transport of mass for dilute and non-dilute transfer, mass and heat transport analogies, mass transport with bulk chemical reaction, mass transport with interfacial chemical reaction, evaporation. Prerequisite CHEMENG 120A or consent of instructor.
Terms: Spr
| Units: 4
CHEMENG 130A:
Microkinetics - Molecular Principles of Chemical Kinetics
This course will cover the basis of chemical kinetics that are used to design chemical processes and reactor design. Topics include: origin of rate expression in chemical reactions; experimental generation and analysis of kinetic data; relationship between kinetic and thermodynamic quantities; concepts of elementary steps and reaction orders; reactions in parallel and in sequence; branched reactions; collision theory and introduction to transition state theory; heterogeneous catalysis and surface reactions; enzymatic catalysis; applications of kinetics.
Terms: Spr
| Units: 3
CHEMENG 130B:
Introduction to kinetics and reactor design
Introduction to kinetics and reactor design. Identification and comparison of different reactors. Application of rate laws, pseudo steady-state, quasi-equilibrium, and other non-reactive components to develop mathematical models describing different types of reactor systems. Analysis of reaction kinetics in the context of reactor design, and determination of rate laws and reaction mechanisms. Assessment and troubleshooting of reactors by identifying sources of deviations. Application of concepts of reactor design to questions in different fields such as ecology and epidemiology. Prerequisites: 130A or equivalent
Terms: Aut
| Units: 3
CHEMENG 150:
Biochemical Engineering (BIOE 150, CHEMENG 250)
Combines biological knowledge and methods with quantitative engineering principles. Quantitative review of biochemistry and metabolism as well as recombinant DNA technology and synthetic biology (metabolic engineering). The course begins with a review of basic cell biology, proceeds to bioprocess design and development, and ends with applied synthetic biology methods and examples. Prerequisite: CHEMENG 181 or equivalent.
Terms: Aut
| Units: 3
CHEMENG 170X:
Mechanics of Soft Matter: Rheology (CHEMENG 470)
Soft matter comes in many forms and includes polymeric materials, suspensions, emulsions, foams, gels, and living tissue. These materials are characterized by being easily deformed and possessing internal relaxation time spectra. They are viscoelastic with responses that are intermediate between purely viscous liquids and perfectly elastic solids. This course provides an introduction to the subject of rheology, which concerns the deformation and flow of complex liquids and solids. Rheological testing is aimed at determining the relationships between the applied stresses in these materials and the resulting deformations. These are characterized by material functions, such as viscosity (shear and extensional), moduli, and compliances. These functions reflect the microstructure of the material being tested and microstructural models of polymers (single chain theories and reptation-based models), suspensions, emulsions, and foams will be presented. Experimental methods to measure materials subjected to both shearing and elongational deformations will be described. Many soft matter systems are influenced by interfacial phenomena (foams, emulsions, thin films in the human body) and interfacial rheological techniques will be discussed. Advanced undergraduates register for 270; graduates register for 470. Prerequisites: ChE 120A or its equivalent (concurrent enrollment is permissible)
Terms: Win
| Units: 3
CHEMENG 174:
Environmental Microbiology I (BIO 273A, CEE 274A, CHEMENG 274)
Basics of microbiology and biochemistry. The biochemical and biophysical principles of biochemical reactions, energetics, and mechanisms of energy conservation. Diversity of microbial catabolism, flow of organic matter in nature: the carbon cycle, and biogeochemical cycles. Bacterial physiology, phylogeny, and the ecology of microbes in soil and marine sediments, bacterial adhesion, and biofilm formation. Microbes in the degradation of pollutants. Prerequisites: CHEM 33,CHEM 121 (formerly CHEM 35), and BIOSCI 83, CHEMENG 181, or equivalents.
Terms: Aut
| Units: 3
CHEMENG 175X:
Electrochemical Water Treatment: Materials and Processes (CEE 271C, CHEMENG 475)
Humans generate teraliters of wastewater every day, of which 80% is discharged without treatment. While societies struggle to manage waste, natural environmental cycles reuse any 'waste' product as starting material elsewhere. Polluted water threatens aquatic ecosystems and exacerbates water scarcity, which a majority of people globally will experience by 2030. Discharging wastewater is an unaffordable luxury for a world facing climate change and resource scarcity. Reframing waste streams as sources of raw materials motivates the design of selective materials and processes capable of converting water pollutants into valuable products. Electrochemical separations exhibit several benefits for wastewater treatment, including their modularity, substitution of chemical inputs with electricity, and fine-tune control over interfacial phenomena. In this course, students will learn the fundamental principles and design rules for electrochemical materials and processes for next-generation water treatment. Assignments will focus on critically reviewing electrochemical water treatment literature, evaluating applications for removing pollutants and creating products from aqueous streams, and contrasting various approaches to address water pollution. Throughout the course, students will build towards final projects proposing novel materials or processes for electrochemical water treatment.
Terms: Spr
| Units: 3
CHEMENG 177:
Data Science and Machine Learning Approaches in Chemical and Materials Engineering (CHEMENG 277, MATSCI 166, MATSCI 176)
Application of Data Science, Statistical Learning, and Machine Learning approaches to modern problems in Chemical and Materials Engineering. This course develops data science approaches, including their foundational mathematical and statistical basis, and applies these methods to data sets of limited size and precision. Methods for regression and clustering will be developed and applied, with an emphasis on validation and error quantification. Techniques that will be developed include linear and nonlinear regression, clustering and logistic regression, dimensionality reduction, unsupervised learning, neural networks, and hidden Markov models. These methods will be applied to a range of engineering problems, including conducting polymers, water purification membranes, battery materials, disease outcome prediction, genomic analysis, organic synthesis, and quality control in manufacturing. Prerequisites: CS 106A or permission from instructor.
Terms: Spr
| Units: 3
CHEMENG 180:
Chemical Engineering Plant Design
Open to seniors in chemical engineering or by consent of instructor. Application of chemical engineering principles to the design of practical plants for the manufacture of chemicals and related materials. Topics: flow-sheet development from a conceptual design, equipment design for distillation, chemical reactions, heat transfer, pumping, and compression; estimation of capital expenditures and production costs; plant construction.
Terms: Aut
| Units: 4
CHEMENG 181:
Biochemistry I (CHEM 181, CHEMENG 281)
Structure and function of major classes of biomolecules, including proteins, carbohydrates and lipids. Mechanistic analysis of properties of proteins including catalysis, signal transduction and membrane transport. Students will also learn to critically analyze data from the primary biochemical literature. Satisfies Central Menu Area 1 for Bio majors. Prerequisites: Chem 121.
Terms: Aut
| Units: 4
| UG Reqs: GER: DB-NatSci
CHEMENG 185A:
Chemical Engineering Laboratory A
This is the first course in a two-quarter sequence that focuses on critical thinking in experimental aspects of chemical engineering. Classroom discussion and weekly lab sections will emphasize experimental design, effective and safe laboratory practices, data analysis, and technical communication using a biofuels experimental system. Students will also work in teams to develop experimental projects to be carried out in the following quarter in CHEMENG185B. Satisfies the Writing in the Major (WIM) requirement. Prerequisites: CHEMENG 120B; CHEMENG 130B; and CHEMENG 181 or CHEM 141.
Terms: Win
| Units: 5
CHEMENG 185B:
Chemical Engineering Laboratory B
This is the second course in a two-quarter sequence that focuses on critical thinking in experimental aspects of chemical engineering. Students will work in teams to prepare and revise project proposals with an emphasis on analyzing engineered systems to identify key unanswered questions. Students will develop and practice skills related to effective teamwork and communication. Prerequisite: CHEMENG 185A.
Terms: Spr
| Units: 5
CHEMENG 189:
Career Building: Entrepreneurship / Intrapreneurship, People, Innovation, Decision-Making and Impact (CHEMENG 289)
This course is designed to enable graduate students and advanced undergraduate students in science and engineering to hone strategies for career success. Drawing strongly on entrepreneurial principles and lessons from industry, the course complements the traditional curriculum by focusing on career-building tools that students need to improve their professional prospects and achieve their goals. Relevant for those who plan to pursue careers in academia and industry alike, a central focus will be on managing one's career as if it were a start-up, emphasizing principles that empower individuals to take more control of their futures: investing in yourself, building professional networks, taking intelligent risks, and making uncertainty and volatility work to one's advantage. Through a series of in-classroom presentations and interviews - with professors, entrepreneurs, executives, athletes, investors, and thought leaders from diverse fields and sectors - students will gain important knowledge and practical strategies, with course modules on topics such as ideation and innovation, the skill of self-advocacy, the fundamentals of negotiation, building and managing teams, and effective communication and storytelling. Additional modules will focus on biotechnology and deep tech start-up companies, as well as strategies for cultivating a successful academic career. nnThe idea for this course emerged from the instructor's reflections on 30 years of research, teaching, mentorship, and deep entrepreneurial experiences spanning the gamut of approaches to translational science - academic discovery, invention, conceiving of and leading multi-institutional research centers, building research and business teams, launching and financing start-ups, building business models to advance real-world applications of cutting-edge science, and seeing through research-based companies to success (including growing an idea into a multi-billion dollar company). For this course, students will be expected to complete relevant reading assignments, participate actively in class dialogue, and complete regular writing assignments focused on course topics as they relate to ones own career-building needs and professional aspirations. Students may also have opportunities to lead class discussions on topics of interest.
Terms: Aut
| Units: 1-3
CHEMENG 190:
Undergraduate Research in Chemical Engineering
Laboratory or theoretical work for undergraduates under the supervision of a faculty member. Research in one of the graduate research groups or other special projects in the undergraduate chemical engineering lab. Students should consult advisers for information on available projects. Course may be repeated.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
for credit
Instructors: ;
Abu-Remaileh, M. (PI);
Bao, Z. (PI);
Bent, S. (PI);
Cargnello, M. (PI);
DeSimone, J. (PI);
Dunn, A. (PI);
Fuller, G. (PI);
Gao, X. (PI);
Jaramillo, T. (PI);
Khosla, C. (PI);
Mai, D. (PI);
Myung, D. (PI);
Qin, J. (PI);
Sattely, E. (PI);
Shaqfeh, E. (PI);
Spakowitz, A. (PI);
Spormann, A. (PI);
Swartz, J. (PI);
Tarpeh, W. (PI);
Zia, R. (PI);
Misquez, E. (GP)
CHEMENG 190H:
Undergraduate Honors Research in Chemical Engineering
For Chemical Engineering majors pursuing a B.S. with Honors degree who have submitted an approved research proposal to the department. Unofficial transcript must document BSH status and at least 9 units of 190H research for a minimum of 3 quarters May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Abu-Remaileh, M. (PI);
Bao, Z. (PI);
Bent, S. (PI);
Cargnello, M. (PI);
DeSimone, J. (PI);
Dunn, A. (PI);
Fuller, G. (PI);
Gao, X. (PI);
Jaramillo, T. (PI);
Khosla, C. (PI);
Mai, D. (PI);
Myung, D. (PI);
Qin, J. (PI);
Sattely, E. (PI);
Shaqfeh, E. (PI);
Spakowitz, A. (PI);
Spormann, A. (PI);
Swartz, J. (PI);
Tarpeh, W. (PI);
Zia, R. (PI);
Misquez, E. (GP)
CHEMENG 191H:
Undergraduate Honors Seminar
For Chemical Engineering majors approved for B.S. with Honors research program. Honors research proposal must be submitted and unofficial transcript document BSH status prior to required concurrent registration in 190H and 191H. May be repeated for credit. Corequisite: 190H
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
CHEMENG 196:
Creating and Leading New Ventures in Engineering and Science-based Industries (CHEM 196, CHEM 296, CHEMENG 296)
Open to seniors and graduate students interested in the creation of new ventures and entrepreneurship in engineering and science intensive industries such as chemical, energy, materials, bioengineering, environmental, clean-tech, pharmaceuticals, medical, and biotechnology. Exploration of the dynamics, complexity, and challenges that define creating new ventures, particularly in industries that require long development times, large investments, integration across a wide range of technical and non-technical disciplines, and the creation and protection of intellectual property. Covers business basics, opportunity viability, creating start-ups, entrepreneurial leadership, and entrepreneurship as a career. Teaching methods include lectures, case studies, guest speakers, and individual and team projects.
Terms: Spr
| Units: 3
CHEMENG 199:
Undergraduate Practical Training
Only for undergraduate students majoring in Chemical Engineering. Students obtain employment in a relevant industrial or research activity to enhance their professional experience. Students submit a concise report detailing work activities, problems worked on, and key results. May be repeated for credit up to 3 units. Prerequisite: qualified offer of employment and consent of department. Prior approval by the Chemical Engineering Department is required; you must contact the Chemical Engineering Department's Student Services staff for instructions before being granted permission to enroll.
Terms: Sum
| Units: 1
| Repeatable
3 times
(up to 3 units total)
CHEMENG 250:
Biochemical Engineering (BIOE 150, CHEMENG 150)
Combines biological knowledge and methods with quantitative engineering principles. Quantitative review of biochemistry and metabolism as well as recombinant DNA technology and synthetic biology (metabolic engineering). The course begins with a review of basic cell biology, proceeds to bioprocess design and development, and ends with applied synthetic biology methods and examples. Prerequisite: CHEMENG 181 or equivalent.
Terms: Aut
| Units: 3
CHEMENG 274:
Environmental Microbiology I (BIO 273A, CEE 274A, CHEMENG 174)
Basics of microbiology and biochemistry. The biochemical and biophysical principles of biochemical reactions, energetics, and mechanisms of energy conservation. Diversity of microbial catabolism, flow of organic matter in nature: the carbon cycle, and biogeochemical cycles. Bacterial physiology, phylogeny, and the ecology of microbes in soil and marine sediments, bacterial adhesion, and biofilm formation. Microbes in the degradation of pollutants. Prerequisites: CHEM 33,CHEM 121 (formerly CHEM 35), and BIOSCI 83, CHEMENG 181, or equivalents.
Terms: Aut
| Units: 3
CHEMENG 277:
Data Science and Machine Learning Approaches in Chemical and Materials Engineering (CHEMENG 177, MATSCI 166, MATSCI 176)
Application of Data Science, Statistical Learning, and Machine Learning approaches to modern problems in Chemical and Materials Engineering. This course develops data science approaches, including their foundational mathematical and statistical basis, and applies these methods to data sets of limited size and precision. Methods for regression and clustering will be developed and applied, with an emphasis on validation and error quantification. Techniques that will be developed include linear and nonlinear regression, clustering and logistic regression, dimensionality reduction, unsupervised learning, neural networks, and hidden Markov models. These methods will be applied to a range of engineering problems, including conducting polymers, water purification membranes, battery materials, disease outcome prediction, genomic analysis, organic synthesis, and quality control in manufacturing. Prerequisites: CS 106A or permission from instructor.
Terms: Spr
| Units: 3
CHEMENG 281:
Biochemistry I (CHEM 181, CHEMENG 181)
Structure and function of major classes of biomolecules, including proteins, carbohydrates and lipids. Mechanistic analysis of properties of proteins including catalysis, signal transduction and membrane transport. Students will also learn to critically analyze data from the primary biochemical literature. Satisfies Central Menu Area 1 for Bio majors. Prerequisites: Chem 121.
Terms: Aut
| Units: 4
CHEMENG 289:
Career Building: Entrepreneurship / Intrapreneurship, People, Innovation, Decision-Making and Impact (CHEMENG 189)
This course is designed to enable graduate students and advanced undergraduate students in science and engineering to hone strategies for career success. Drawing strongly on entrepreneurial principles and lessons from industry, the course complements the traditional curriculum by focusing on career-building tools that students need to improve their professional prospects and achieve their goals. Relevant for those who plan to pursue careers in academia and industry alike, a central focus will be on managing one's career as if it were a start-up, emphasizing principles that empower individuals to take more control of their futures: investing in yourself, building professional networks, taking intelligent risks, and making uncertainty and volatility work to one's advantage. Through a series of in-classroom presentations and interviews - with professors, entrepreneurs, executives, athletes, investors, and thought leaders from diverse fields and sectors - students will gain important knowledge and practical strategies, with course modules on topics such as ideation and innovation, the skill of self-advocacy, the fundamentals of negotiation, building and managing teams, and effective communication and storytelling. Additional modules will focus on biotechnology and deep tech start-up companies, as well as strategies for cultivating a successful academic career. nnThe idea for this course emerged from the instructor's reflections on 30 years of research, teaching, mentorship, and deep entrepreneurial experiences spanning the gamut of approaches to translational science - academic discovery, invention, conceiving of and leading multi-institutional research centers, building research and business teams, launching and financing start-ups, building business models to advance real-world applications of cutting-edge science, and seeing through research-based companies to success (including growing an idea into a multi-billion dollar company). For this course, students will be expected to complete relevant reading assignments, participate actively in class dialogue, and complete regular writing assignments focused on course topics as they relate to ones own career-building needs and professional aspirations. Students may also have opportunities to lead class discussions on topics of interest.
Terms: Aut
| Units: 1-3
CHEMENG 296:
Creating and Leading New Ventures in Engineering and Science-based Industries (CHEM 196, CHEM 296, CHEMENG 196)
Open to seniors and graduate students interested in the creation of new ventures and entrepreneurship in engineering and science intensive industries such as chemical, energy, materials, bioengineering, environmental, clean-tech, pharmaceuticals, medical, and biotechnology. Exploration of the dynamics, complexity, and challenges that define creating new ventures, particularly in industries that require long development times, large investments, integration across a wide range of technical and non-technical disciplines, and the creation and protection of intellectual property. Covers business basics, opportunity viability, creating start-ups, entrepreneurial leadership, and entrepreneurship as a career. Teaching methods include lectures, case studies, guest speakers, and individual and team projects.
Terms: Spr
| Units: 3
CHEMENG 299:
Graduate Practical Training
Only for graduate students majoring in Chemical Engineering. Students obtain employment in a relevant industrial or research activity to enhance their professional experience. Students submit a concise report detailing work activities, problems worked on, and key results. May be repeated for credit up to 3 units. Prerequisite: qualified offer of employment and consent of department. Prior approval by the Chemical Engineering Department is required; you must contact the Chemical Engineering Department's Student Services staff for instructions before being granted permission to enroll.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
3 times
(up to 3 units total)
CHEMENG 300:
Applied Mathematics in the Chemical and Biological Sciences (CME 330)
Mathematical solution methods via applied problems including chemical reaction sequences, mass and heat transfer in chemical reactors, quantum mechanics, fluid mechanics of reacting systems, and chromatography. Topics include generalized vector space theory, linear operator theory with eigenvalue methods, phase plane methods, perturbation theory (regular and singular), solution of parabolic and elliptic partial differential equations, and transform methods (Laplace and Fourier). Prerequisites: CME 102/ENGR 155A and CME 104/ENGR 155B, or equivalents.
Terms: Aut
| Units: 3
CHEMENG 310:
Microhydrodynamics (ME 451D)
Transport phenomena on small-length scales appropriate to applications in microfluidics, complex fluids, and biology. The basic equations of mass, momentum, and energy, derived for incompressible fluids and simplified to the slow-flow limit. Topics: solution techniques utilizing expansions of harmonic and Green's functions; singularity solutions; flows involving rigid particles and fluid droplets; applications to suspensions; lubrication theory for flows in confined geometries; slender body theory; and capillarity and wetting. Prerequisites: 120A,B, 300, or equivalents.
Terms: Win
| Units: 3
CHEMENG 320:
Chemical Kinetics and Reaction Engineering
Theoretical and experimental tools useful in understanding and manipulating reactions mediated by small-molecules and biological catalysts. Theoretical: first classical chemical kinetics and transition state theory; then RRKM theory and Monte Carlo simulations. Experimental approaches include practical application of modern spectroscopic techniques, stopped-flow measurements, temperature-jump experiments, and single-molecule approaches to chemical and biological systems. Both theory and application are framed with regard to systems of particular interest, including industrially relevant enzymes, organometallic catalysts, heterogeneous catalysis, electron transfer reactions, and chemical kinetics within living cells.
Terms: Spr
| Units: 3
CHEMENG 340:
Molecular Thermodynamics
Classical thermodynamics and quantum mechanics. Development of statistical thermodynamics to address the collective behavior of molecules. Establishment of theories for gas, liquid, and solid phases, including phase transitions and critical behavior. Applications include electrolytes, ion channels, surface adsorption, ligand binding to proteins, hydrogen bonding in water, hydrophobicity, polymers, and proteins.
Terms: Aut
| Units: 3
CHEMENG 345:
Fundamentals and Applications of Spectroscopy (PHOTON 345)
Theoretical basis and experimental aspects of atomic and molecular spectroscopy, including spectroscopic transitions, transition probabilities, and selection rules. Applications of rotational, vibrational, and electronic spectroscopies emphasize the use of spectroscopy in modern research. Specific topics include but are not limited to microwave spectroscopy, infrared spectroscopy and Raman scattering, and photoelectron and fluorescence spectroscopies. Prerequisites: CME 104 or an equivalent intro to partial differential equations; CHEMENG 110A or CHEM 171 or an equivalent intro to physical chemistry.
Terms: Spr
| Units: 3
CHEMENG 355:
Advanced Biochemical Engineering (BIOE 355)
Combines biological knowledge and methods with quantitative engineering principles. Quantitative review of biochemistry and metabolism; recombinant DNA technology and synthetic biology (metabolic engineering). The production of protein pharaceuticals as a paradigm for the application of chemical engineering principles to advanced process development within the framework of current business and regulatory requirements. Prerequisite: CHEMENG 181 (formerly 188) or BIOSCI 41, or equivalent.
Terms: Win
| Units: 3
CHEMENG 399:
Graduate Research Rotation in Chemical Engineering
Introduction to graduate level laboratory and theoretical work. Performance in this course comprises part of the mandatory evaluation for pre-candidacy standing and suitability to continue in the chemical engineering Ph.D. program.
Terms: Aut, Win, Spr, Sum
| Units: 3
| Repeatable
6 times
(up to 6 units total)
Instructors: ;
Abu-Remaileh, M. (PI);
Bao, Z. (PI);
Bent, S. (PI);
Cargnello, M. (PI);
DeSimone, J. (PI);
Dunn, A. (PI);
Fuller, G. (PI);
Gao, X. (PI);
Jaramillo, T. (PI);
Khosla, C. (PI);
Mai, D. (PI);
Qin, J. (PI);
Sattely, E. (PI);
Shaqfeh, E. (PI);
Spakowitz, A. (PI);
Spormann, A. (PI);
Swartz, J. (PI);
Tarpeh, W. (PI);
Zia, R. (PI);
Misquez, E. (GP)
CHEMENG 443:
Principles and practice of heterogeneous catalysis
Principles and practical aspects of heterogeneous catalysis. Preparation of catalytic solids. Techniques for the structural characterization of catalysts, including in-situ and operando. Best practices in both structural and catalytic characterization. Kinetic experiments for the characterization of catalytic activity of materials and the determination of active sites. Examples of industrial catalytic processes utilizing heterogeneous catalysts. Perspectives on the role of heterogeneous catalysis in energy and environmental challenges. Pre-Reqs: UG physical chemistry (171), thermodynamics (110) and kinetics (130) or equivalents.
Terms: Win
| Units: 3
CHEMENG 450:
Advances in Biotechnology (BIOE 450)
Overview of cutting edge advances in biotechnology with a focus on therapeutic and health-related topics. Academic and industrial speakers from a range of areas including protein engineering, immuno-oncology, DNA sequencing, the microbiome, phamacogenomics, industrial enzymes, synthetic biology, and more. Course is designed for students interested in pursuing a career in the biotech industry
Terms: Spr
| Units: 3
CHEMENG 469:
Solid Structure and Properties of Polymers
Fundamental structure-properties relationships of solid polymers in bulk and thin films. Topics include chain conformations in bulk amorphous polymers, glass transition, crystallization, semi-crystalline morphology, liquid crystalline order, polymer blends, block copolymers, polymer networks/gels, polymers of high current interest, and experimental methods of characterizing polymer structure.
Terms: Aut
| Units: 3
CHEMENG 470:
Mechanics of Soft Matter: Rheology (CHEMENG 170X)
Soft matter comes in many forms and includes polymeric materials, suspensions, emulsions, foams, gels, and living tissue. These materials are characterized by being easily deformed and possessing internal relaxation time spectra. They are viscoelastic with responses that are intermediate between purely viscous liquids and perfectly elastic solids. This course provides an introduction to the subject of rheology, which concerns the deformation and flow of complex liquids and solids. Rheological testing is aimed at determining the relationships between the applied stresses in these materials and the resulting deformations. These are characterized by material functions, such as viscosity (shear and extensional), moduli, and compliances. These functions reflect the microstructure of the material being tested and microstructural models of polymers (single chain theories and reptation-based models), suspensions, emulsions, and foams will be presented. Experimental methods to measure materials subjected to both shearing and elongational deformations will be described. Many soft matter systems are influenced by interfacial phenomena (foams, emulsions, thin films in the human body) and interfacial rheological techniques will be discussed. Advanced undergraduates register for 270; graduates register for 470. Prerequisites: ChE 120A or its equivalent (concurrent enrollment is permissible)
Terms: Win
| Units: 3
CHEMENG 475:
Electrochemical Water Treatment: Materials and Processes (CEE 271C, CHEMENG 175X)
Humans generate teraliters of wastewater every day, of which 80% is discharged without treatment. While societies struggle to manage waste, natural environmental cycles reuse any 'waste' product as starting material elsewhere. Polluted water threatens aquatic ecosystems and exacerbates water scarcity, which a majority of people globally will experience by 2030. Discharging wastewater is an unaffordable luxury for a world facing climate change and resource scarcity. Reframing waste streams as sources of raw materials motivates the design of selective materials and processes capable of converting water pollutants into valuable products. Electrochemical separations exhibit several benefits for wastewater treatment, including their modularity, substitution of chemical inputs with electricity, and fine-tune control over interfacial phenomena. In this course, students will learn the fundamental principles and design rules for electrochemical materials and processes for next-generation water treatment. Assignments will focus on critically reviewing electrochemical water treatment literature, evaluating applications for removing pollutants and creating products from aqueous streams, and contrasting various approaches to address water pollution. Throughout the course, students will build towards final projects proposing novel materials or processes for electrochemical water treatment.
Terms: Spr
| Units: 3
CHEMENG 482:
The Startup Garage: Design (SOMGEN 282)
(Same as STRAMGT 356) The Startup Garage is an experiential lab course that focuses on the design, testing and launch of a new venture. Multidisciplinary student teams work through an iterative process of understanding user needs, creating a point of view statement, ideating and prototyping new product and services and their business models, and communicating the user need, product, service and business models to end-users, partners, and investors. In the autumn quarter, teams will: identify and validate a compelling user need and develop very preliminary prototypes for a new product or service and business models. Students form teams, conduct field work and iterate on the combination of business model -- product -- market. Teams will present their first prototypes (business model - product - market) at the end of the quarter to a panel of entrepreneurs, venture capitalists, angel investors and faculty.
Terms: Aut
| Units: 4
CHEMENG 484:
The Startup Garage: Testing and Launch (SOMGEN 284)
This is the second quarter of the two-quarter series. In this quarter, student teams expand the field work they started in the fall quarter. They get out of the building to talk to potential customers, partners, distributors, and investors to test and refine their business model, product/service and market. This quarter the teams will be expected to develop and test a minimally viable product, iterate, and focus on validated lessons on: the market opportunity, user need and behavior, user interactions with the product or service, business unit economics, sale and distribution models, partnerships, value proposition, and funding strategies. Teams will interact with customers, partners, distributors, investors and mentors with the end goal of developing and delivering a funding pitch to a panel of entrepreneurs, venture capitalists, angel investors and faculty.
Terms: Win
| Units: 4
CHEMENG 500:
Special Topics in Protein Biotechnology
Recent developments and current research. May be repeated for credit. Prerequisite: graduate standing and consent of instructor.
Terms: Aut, Spr, Sum
| Units: 1
| Repeatable
for credit
CHEMENG 501:
Special Topics in Semiconductor Processing
Recent developments and current research. May be repeated for credit. Prerequisite: graduate standing and consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
CHEMENG 503:
Special Topics in Biocatalysis
Recent developments and current research. May be repeated for credit. Prerequisite: graduate standing and consent of instructor.
Terms: Aut, Spr, Sum
| Units: 1
| Repeatable
for credit
CHEMENG 505:
Special Topics in Microrheology
Recent developments and current research. May be repeated for credit. Prerequisite: graduate standing and consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
CHEMENG 507:
Special Topics in Polymer Physics and Molecular Assemblies
Recent developments and current research. May be repeated for credit. Prerequisite: graduate standing and consent of instructor.
Terms: Spr, Sum
| Units: 1
| Repeatable
for credit
CHEMENG 510:
Special Topics in Transport Mechanics
Recent developments and current research. May be repeated for credit. Prerequisite: graduate standing and consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
CHEMENG 513:
Special Topics in Functional Organic Materials for Electronic and Optical Devices
Recent developments and current research. May be repeated for credit. Prerequisite: graduate standing and consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
CHEMENG 514:
Special Topics in Biopolymer Physics
Recent developments and current research. May be repeated for credit. Prerequisite: graduate standing and consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
CHEMENG 515:
Special Topics in Molecular and Systems Biology
Recent developments and current research. May be repeated for credit. Prerequisite: graduate standing and consent of instructor.
Terms: Spr, Sum
| Units: 1
| Repeatable
for credit
CHEMENG 516:
Special Topics in Energy and Catalysis
Recent developments and current research. May be repeated for credit. Prerequisite: graduate standing and consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
CHEMENG 517:
Special Topics in Microbial Physiology and Metabolism
Recent developments and current research. May be repeated for credit. Prerequisite: graduate standing and consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
CHEMENG 518:
Special Topics in Advanced Biophysics and Protein Design
Recent developments and current research. May be repeated for credit. Prerequisite: graduate standing and consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
CHEMENG 519:
Special Topics in Interface Science and Catalysis
Recent developments and current research. May be repeated for credit. Prerequisite: graduate standing and consent of instructor.
Terms: Spr, Sum
| Units: 1
| Repeatable
for credit
CHEMENG 520:
Special Topics in Biological Chemistry
Recent developments and current research. May be repeated for credit. Prerequisite: graduate standing and consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
CHEMENG 521:
Special Topics in Nanostructured Materials for Energy and the Environment
Recent developments and current research. May be repeated for credit. Prerequisite: graduate standing and consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
CHEMENG 522:
Special Topics in Soft Matter and Molecular Physics
Recent developments and current research. May be repeated for credit. Prerequisite: graduate standing and consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
CHEMENG 523:
Special Topics in Suspension Dynamics
Recent developments and current research. May be repeated for credit. Prerequisite: graduate standing and consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
CHEMENG 524:
Special Topics in Electrochemistry and Water Treatment
Recent developments and current research. May be repeated for credit. Prerequisite: graduate standing and consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
CHEMENG 600:
Graduate Research in Chemical Engineering
Laboratory and theoretical work leading to partial fulfillment of requirements for an advanced degree. Course may be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-12
| Repeatable
for credit
Instructors: ;
Abu-Remaileh, M. (PI);
Bao, Z. (PI);
Bent, S. (PI);
Cargnello, M. (PI);
DeSimone, J. (PI);
Dunn, A. (PI);
Fuller, G. (PI);
Gao, X. (PI);
Jaramillo, T. (PI);
Khosla, C. (PI);
Mai, D. (PI);
Qin, J. (PI);
Sattely, E. (PI);
Shaqfeh, E. (PI);
Spakowitz, A. (PI);
Spormann, A. (PI);
Swartz, J. (PI);
Tarpeh, W. (PI);
Zia, R. (PI);
Misquez, E. (GP)
CHEMENG 699:
Colloquium
Weekly lectures by experts from academia and industry in the field of chemical engineering. Course may be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
CHEMENG 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Abu-Remaileh, M. (PI);
Bao, Z. (PI);
Bent, S. (PI);
Cargnello, M. (PI);
DeSimone, J. (PI);
Dunn, A. (PI);
Frank, C. (PI);
Fuller, G. (PI);
Gao, X. (PI);
Jaramillo, T. (PI);
Khosla, C. (PI);
Mai, D. (PI);
Noerskov, J. (PI);
Qin, J. (PI);
Robertson, C. (PI);
Sattely, E. (PI);
Shaqfeh, E. (PI);
Spakowitz, A. (PI);
Spormann, A. (PI);
Swartz, J. (PI);
Tarpeh, W. (PI);
Zia, R. (PI);
Misquez, E. (GP)
CHILATST 1SI:
English Language Learner Tutoring and Curriculum Development
The principal purpose of this course is to support Habla tutors in developing lesson plans and strategies to implement during their tutoring sessions with English language learners. The course equips students with a foundational understanding of English as a second language, practical experience with developing educational materials for language learning, and a collaborative space to reflect on the tutoring experience.
Terms: Aut, Win
| Units: 1
CHILATST 126:
Intersectional In(equalities): Latina/o(x) Families in the U.S.
This course will critically examine the social, cultural, political, economic, educational and health experiences of the multiplicity of Latina/o(x) families in the United States. Thorough examinations of readings, podcasts, and films students will discuss the family experience among Latina/o(x) groups in the U.S. and as they maintain transnational ties. With an emphasis on Mexican and Central American undocumented and mixed-status families, we will discuss the roles of immigration law, citizenship, structures, institutions and norms in shaping family life. We will interlay questions of power and resistance among Latina/o(x) individuals and families as they navigate intersectional in(equalities) that stem from the saliency of race, ethnicity, gender, sexuality, immigration status, labor, socioeconomic status, education and health in their daily lives.
Terms: Spr
| Units: 3-4
CHILATST 139:
Trans Latinx Studies (FEMGEN 139)
This course introduces students to the study of gender from a decolonial feminist perspective. We will study the dynamic and rapidly growing field of Trans* Latinx Studies, an interdisciplinary field whose goal is the study Latina/o/x/ Chicana/o/x gender and sexuality as complex cultural, political, and intersectional formations in present-day settler-colonial societies. We will focus on trans* embodiments, people, and cultural production (the thinking, doing, relating, & re-organizing as a process of resisting coloniality).
Terms: Win
| Units: 3
CHILATST 140:
Migration in 21st Century Latin American Film (ILAC 140)
Focus on how images and narratives of migration are depicted in recent Latin American film. It compares migration as it takes place within Latin America to migration from Latin America to Europe and to the U.S. We will analyze these films, and their making, in the global context of an ever-growing tension between "inside" and "outside"; we consider how these films represent or explore precariousness and exclusion; visibility and invisibility; racial and gender dynamics; national and social boundaries; new subjectivities and cultural practices. Films include: Bolivia, Copacabana, La teta asustada, Norteado, Sin nombre, Migración, Ulises, among others. Films in Spanish, with English subtitles. Discussions and assignments in Spanish.
Terms: Aut
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP
CHILATST 177A:
Well-Being in Immigrant Children & Youth: A Service Learning Course (CSRE 177E, EDUC 177A, HUMBIO 29A)
This is an interdisciplinary course that will examine the dramatic demographic changes in American society that are challenging the institutions of our country, from health care and education to business and politics. This demographic transformation is occurring first in children and youth, and understanding how social institutions are responding to the needs of immigrant children and youth to support their well-being is the goal of this course. Cardinal Course certified by the Haas Center.
Terms: Aut
| Units: 4
| UG Reqs: WAY-EDP
CHILATST 177B:
Well-Being in Immigrant Children & Youth: A Service Learning Course (CSRE 177F, EDUC 177B)
This is an interdisciplinary course that will examine the dramatic demographic changes in American society that are challenging the institutions of our country, from health care and education to business and politics. This demographic transformation is occurring first in children and youth, and understanding how social institutions are responding to the needs of immigrant children and youth to support their well-being is the goal of this course. Cardinal Course certified by the Haas Center.
Terms: Win
| Units: 4
| UG Reqs: WAY-EDP
CHILATST 180E:
Introduction to Chicanx/Latinx Studies (CSRE 180E, EDUC 179E)
This course draws on intersectional and interdisciplinary approaches to introduce students to the range of issues, experiences, and methodologies that form the foundation of Latina/o/x studies. By considering the relationship between the creation of "Latinx" and "American" identities, students will critically reconsider the borders that constitute the U.S. as a political and cultural formation. The course balances depth and breadth in its study of the variety of perspectives and experiences that come to be associated with U.S. Latinxs. Thus, we will analyze the histories of predominant U.S. Latinx sub-groups, such as Mexicans/Chicanxs and Puerto Ricans, while also incorporating considerations of the ways in which broader populations with ties to Central America, South America, and the Caribbean play crucial roles in constituting U.S. Latinx identities. Topics include the U.S./Mexico border and the borderlands; (im)migration and diaspora; literary and cultural traditions; music and expressive practices; labor and structural inequality; social movements; Latinx urbanism; gender and sexuality; political and economic shifts; and inter- and intra-group relations. Sources include a range of social science and humanities scholarship. This course will meet at Sequoia High School. Transportation will be provided.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul
CHILATST 193B:
Peer Counseling in the Chicano/Latino Community (EDUC 193B)
Topics: verbal and non-verbal attending and communication skills, open and closed questions, working with feelings, summarization, and integration. Salient counseling issues including Spanish-English code switching in communication, the role of ethnic identity in self-understanding, the relationship of culture to personal development, and Chicana/o student experience in University settings. Individual training, group exercises, role play, and videotape practice.
Terms: Spr
| Units: 1
CHILATST 198:
Internship for Public Service (CSRE 198)
Students should consult with CCSRE Director of Community Engaged Learning (ddmurray@stanford.edu) to develop or gain approval for an internship that addresses race/ethnicity, public service, and social justice. Students will read a selection of short readings relevant to their placement, write bi-weekly reflections, and meet bi-weekly with the Director of Community Engaged Learning. Units are determined by the number of hours per week at the internship (2 hours/week = 1 unit; 5 hours/week = 2 units; 8 hours/week = 3 units; etc.) Group meetings may be required. May be repeated for credit.
Terms: Aut, Sum
| Units: 1-5
| Repeatable
for credit
CHILATST 200R:
Directed Research
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
CHILATST 200W:
Directed Reading
(Staff)
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
CHILATST 293:
Black and Brown: American Artists of Color (AFRICAAM 193, ARTHIST 293, CSRE 293)
This course explores the art history of African American and Latina/o/x artists in the United States, Latin America & the Caribbean. Focused on particular exhibition and collection histories, students will consider the artistic, social and political conditions that led Black and Brown artists to learn from each other, work together, and unite around issues of race, civil rights, immigration, and justice.
Terms: Win
| Units: 4-5
CHINA 10SC:
The Cult of Happiness: Pursuing the Good Life in America and China (COMPLIT 10SC)
The 2006 film Pursuit of Happyness, an unabashed celebration of the American Dream, was enthusiastically embraced by Chinese audiences. It seems that the pursuit of happiness has become truly globalized, even as the American Dream is slipping away for many. Are Americans still convinced that their conception of happiness is a self-evident truth and a universal gospel? Is there anything that Americans might learn about what it means to live a good life from not only the distant past, but also cultures in which happiness is envisioned and sought after very differently? This course takes a multi-disciplinary approach to the question of happiness and invites undergraduate students to reflect on its relationship to wealth, wisdom, health, love, pleasure, virtue, justice, and solidarity. Giving equal weight to Chinese and Western sources, it seeks to defamiliarize some of the most deeply held ideas and values in American society through the lens of cross-cultural inquiry.<br><br>nnDuring the summer, students will read a selection of novels, memoirs, and reflections by philosophers, psychologists, and sociologists. In September, we will review these texts and place them alongside movies, short fiction, news stories, and social commentary while we interrogate the chimera of happiness. In addition, we will experiment with meditation, short-form life writing (including mock-obituaries!), and service-learning.
Terms: Sum
| Units: 2
CHINA 24:
Humanities Core: How to be Modern in East Asia (COMPLIT 44, HUMCORE 133, JAPAN 24, KOREA 24)
Modern East Asia was almost continuously convulsed by war and revolution in the 19th and 20th centuries. But the everyday experience of modernity was structured more profoundly by the widening gulf between the country and the city, economically, politically, and culturally. This course examines literary and cinematic works from China and Japan that respond to and reflect on the city/country divide, framing it against issues of class, gender, national identity, and ethnicity. It also explores changing ideas about home/hometown, native soil, the folk, roots, migration, enlightenment, civilization, progress, modernization, nationalism, cosmopolitanism, and sustainability. All materials are in English. This course is part of the Humanities Core: https://humanitiescore.stanford.edu/
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II
CHINA 105:
Beginning Classical Chinese, First Quarter (CHINA 205)
The goal is develop students' reading knowledge of classical Chinese, including basic grammar and commonly used vocabulary. Students will also learn concepts and ideas fundamental in Chinese culture involving family, human relationships, governance, learning, life/death, philosophy, etc. through reading canonical classical Chinese texts. Prerequisite: CHINLANG 23 or equivalent.
Terms: Aut
| Units: 2-5
CHINA 106:
Beginning Classical Chinese, Second Quarter (CHINA 206)
Continue to develop students' reading knowledge of classical Chinese, including basic grammar and commonly used vocabulary. Students will learn more concepts and ideas fundamental in Chinese culture involving family, human relationships, governance, learning, life/death, philosophy, etc. through reading canonical classical Chinese texts. Prerequisite: CHINA 105/205 or equivalent.
Terms: Win
| Units: 2-5
CHINA 107:
Beginning Classical Chinese, Third Quarter (CHINA 207)
Goal is reading knowledge of classical Chinese. Basic grammar and commonly used vocabulary. Students with no background in classical Chinese who are taking 127/207 to satisfy Chinese major requirements must begin with 125/205. Prerequisite: CHINLANG 126/206 or equivalent.
Terms: Spr
| Units: 2-5
CHINA 111:
Literature in 20th-Century China (CHINA 211)
(Graduate students register for 211.) How modern Chinese culture evolved from tradition to modernity; the century-long drive to build a modern nation state and to carry out social movements and political reforms. How the individual developed modern notions of love, affection, beauty, and moral relations with community and family. Sources include fiction and film clips. WIM course.
Terms: Aut
| Units: 4-5
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II
CHINA 146:
Political Thought in Modern Asia (CHINA 246, ETHICSOC 146, POLISCI 235N, POLISCI 335N)
The study of political theory in the United States has been accused of being Western-centric: We tend to focus on intellectual traditions from Plato to NATO, while ignoring the vast world of non-Western societies and the ways they think about politics and public life. How do Chinese thinkers conceptualize human rights and good governance? How do Indian intellectuals reconcile democracy and inherited hierarchies in Hinduism? How do Islamic scholars view the relationship between religious authority and secular authority? Should we regard liberal democracy, or Western civilization more broadly, as representing the universal value guiding every society? Or, should we learn from non-Western ideas and values so as to solve problems plaguing Western societies? How can competing visions of good life coexist in a globalized and increasingly pluralistic world? This course aims to answer these questions by exploring three Asian traditions and their perspectives on politics: Confucianism, Hinduism, and Islam. We will focus on the modern period (19th-21st centuries) and the ways intellectuals in these societies respond to the challenge of modernity and Western superiority. Special attention is given to how these intellectuals conceive of the relationship between modernity and their respective traditions: Are they compatible or mutually exclusive? In which ways do intellectuals interpret these traditions so as to render them (in)compatible with modernity? We will read academic articles written by Anglophone scholars as well as original texts written by non-Western thinkers. No knowledge of non-Western languages is required.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-ER
CHINA 151:
The Use of Classical Antiquity in Modern China (CHINA 251, CLASSICS 143)
This course examines the roles played by classical antiquity--Greek, Roman, and Chinese--in China's modernization process. Central topics of discussion include: the relationship between tradition and modernity, the relationship between China and the West, the politics and techniques of appropriation in the reception of classical heritage, and the evolving and highly contentious nature of the differences among various approaches to classical antiquity. Tackling the most fundamental questions that have confronted an ancient civilization from the turn of the twentieth century to the present, the course investigates how "classics" and "classical tradition" acquire different meanings and functions in changed contexts, and serves as a convenient introduction to key moments and figures in modern Chinese cultural and intellectual history.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-EDP, WAY-SI
CHINA 163A:
Looking for the Way (Dao) in East Asia (HUMCORE 113)
This course looks at foundations of East Asian thought, including Confucianism, Daoism, and Buddhism as well as other cultural traditions. The ideologies were first articulated in ancient China (or India) and from there spread to Korea, Japan, and throughout Southeast Asia, where they remain important today. We will read selections from seminal texts including "The Confucian Analects", "Daode jing", "Zhuangzi", and "The Platform Sutra of the Sixth Patriarch". Attention is also given to other perennial (and often problematic) themes of Asian life and society, including those of conflicting loyalties and violent revenge. Finally, the course examines aesthetic expression in painting and calligraphy that became the embodiment of classical philosophical values and their own articulation of an aestheticized Way, still widely practiced and admired. This course is part of the Humanities Core, a collaborative set of global humanities seminars that brings all of its students and faculty into conversation. On Mondays you meet in your own course, and on Wednesdays all the HumCore seminars (in session that quarter) meet together: https://humanitiescore.stanford.edu/.
Terms: Aut
| Units: 3
| UG Reqs: WAY-A-II
CHINA 174:
New Directions in the Study of Poetry and Literary Culture (CHINA 374)
Inquiry into new approaches and interpretations of the poetic tradition in China in the context of cultural history. Readings in recent scholarship and criticism that situate poetry in print history, manuscript culture, gender studies, social history, etc. Readings in English. Reading knowledge of Chinese desirable but not required.
Terms: Win
| Units: 3-4
| Repeatable
4 times
(up to 12 units total)
CHINA 175:
Constructing National History in East Asian Archaeology (ARCHLGY 135, ARCHLGY 235, CHINA 275)
Archaeological studies in contemporary East Asia share a common concern, to contribute to building a national narrative and cultural identity. This course focuses on case studies from China, Korea, and Japan, examining the influence of particular social-political contexts, such as nationalism, on the practice of archaeology in modern times.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-SocSci, WAY-EDP, WAY-SI
CHINA 176:
Emergence of Chinese Civilization from Caves to Palaces (ARCHLGY 111, ARCHLGY 211, CHINA 276)
Introduces processes of cultural evolution from the Paleolithic to the Three Dynasties in China. By examining archaeological remains, ancient inscriptions, and traditional texts, four major topics will be discussed: origins of modern humans, beginnings of agriculture, development of social stratification, and emergence of states and urbanism.
Terms: Spr
| Units: 3-4
| UG Reqs: GER:DB-Hum, WAY-SI
CHINA 190:
Research in Chinese Linguistics (CHINA 290)
This proseminar course introduces to graduate students and advanced undergraduate students in Chinese linguistics the standard practice in linguistic publications. In preparation for conducting research effectively in their own areas of interest, students are introduced to abstract writing, manual style for linguistic publications, available Chinese corpuses, etc. Students should identify a topic of interest through consultation with the instructor within the first two weeks of class and submit an abstract by the end of the third week. They are expected to present the hypothesis and research plan in class in week 4 and report the relevant research findings in week 10. It should be submitted after revisions as a term paper. May be repeated for credit. Prerequisite: China 191 or consent of instructor.
Terms: Aut
| Units: 2-3
| Repeatable
for credit
CHINA 191:
The Structure of Modern Chinese (CHINA 291)
Introduce to students the basic grammar of Standard Modern Chinese in comparison to English. Students learn about the logic of the Chinese in communicating ideas and events without grammatical markers like plurality, definiteness, tense, subject/object, etc, as well as common uses of verbs and adjectives that are totally different from those in English. Prerequisite: CHINLANG 3 or equivalent, or consent of instructor.
Terms: Spr
| Units: 2-4
| UG Reqs: GER:DB-SocSci
CHINA 192:
A History of Sinology (CHINA 392)
A study of major works in the history of Sinology, covering both its 19th century European and 20th century North American branches. This is an introduction to the history of the study of traditional China in the Western world, including all fields (history, literature, philosophy, etc.) and approaches (translation, analysis, close reading, handbooks and reference works). Attention to how the study of China outside of China has evolved through time.
Terms: Win
| Units: 2-4
CHINA 198C:
Senior Research (Capstone Essay)
EALC students writing a Senior Capstone Essay who wish to do research with their adviser may enroll in this course for 1 unit, for one quarter. May be repeat for credit
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
5 times
(up to 5 units total)
CHINA 198H:
Senior Research (Honors Thesis)
EALC seniors or juniors pursuing honors research should sign up for this course under their faculty adviser for research credit.
Terms: Aut, Win, Spr
| Units: 2-5
| Repeatable
2 times
(up to 10 units total)
CHINA 199:
Individual Reading in Chinese
Asian Language majors only. Prerequisite: CHINLANG 103 or consent of instructor. Units by arrangement.
Terms: Aut, Win, Spr, Sum
| Units: 1-4
| Repeatable
for credit
CHINA 200:
Directed Reading in Chinese
Independent studies under the direction of a faculty member for which academic credit may properly be allowed. Research will require in-person access to archival materials in Hoover Institution, Stanford's East Asia Library, and/or Branner Map Collections. For EALC students; non-EALC students, should seek instructor permission before enrolling in section.
Terms: Aut, Win, Spr, Sum
| Units: 1-12
| Repeatable
for credit
CHINA 205:
Beginning Classical Chinese, First Quarter (CHINA 105)
The goal is develop students' reading knowledge of classical Chinese, including basic grammar and commonly used vocabulary. Students will also learn concepts and ideas fundamental in Chinese culture involving family, human relationships, governance, learning, life/death, philosophy, etc. through reading canonical classical Chinese texts. Prerequisite: CHINLANG 23 or equivalent.
Terms: Aut
| Units: 2-5
CHINA 206:
Beginning Classical Chinese, Second Quarter (CHINA 106)
Continue to develop students' reading knowledge of classical Chinese, including basic grammar and commonly used vocabulary. Students will learn more concepts and ideas fundamental in Chinese culture involving family, human relationships, governance, learning, life/death, philosophy, etc. through reading canonical classical Chinese texts. Prerequisite: CHINA 105/205 or equivalent.
Terms: Win
| Units: 2-5
CHINA 207:
Beginning Classical Chinese, Third Quarter (CHINA 107)
Goal is reading knowledge of classical Chinese. Basic grammar and commonly used vocabulary. Students with no background in classical Chinese who are taking 127/207 to satisfy Chinese major requirements must begin with 125/205. Prerequisite: CHINLANG 126/206 or equivalent.
Terms: Spr
| Units: 2-5
CHINA 208:
Advanced Classical Chinese: Philosophical Texts
Prerequisite: CHINA 107/207 or equivalent.
Terms: Aut
| Units: 3-5
CHINA 211:
Literature in 20th-Century China (CHINA 111)
(Graduate students register for 211.) How modern Chinese culture evolved from tradition to modernity; the century-long drive to build a modern nation state and to carry out social movements and political reforms. How the individual developed modern notions of love, affection, beauty, and moral relations with community and family. Sources include fiction and film clips. WIM course.
Terms: Aut
| Units: 4-5
CHINA 246:
Political Thought in Modern Asia (CHINA 146, ETHICSOC 146, POLISCI 235N, POLISCI 335N)
The study of political theory in the United States has been accused of being Western-centric: We tend to focus on intellectual traditions from Plato to NATO, while ignoring the vast world of non-Western societies and the ways they think about politics and public life. How do Chinese thinkers conceptualize human rights and good governance? How do Indian intellectuals reconcile democracy and inherited hierarchies in Hinduism? How do Islamic scholars view the relationship between religious authority and secular authority? Should we regard liberal democracy, or Western civilization more broadly, as representing the universal value guiding every society? Or, should we learn from non-Western ideas and values so as to solve problems plaguing Western societies? How can competing visions of good life coexist in a globalized and increasingly pluralistic world? This course aims to answer these questions by exploring three Asian traditions and their perspectives on politics: Confucianism, Hinduism, and Islam. We will focus on the modern period (19th-21st centuries) and the ways intellectuals in these societies respond to the challenge of modernity and Western superiority. Special attention is given to how these intellectuals conceive of the relationship between modernity and their respective traditions: Are they compatible or mutually exclusive? In which ways do intellectuals interpret these traditions so as to render them (in)compatible with modernity? We will read academic articles written by Anglophone scholars as well as original texts written by non-Western thinkers. No knowledge of non-Western languages is required.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-ER
CHINA 251:
The Use of Classical Antiquity in Modern China (CHINA 151, CLASSICS 143)
This course examines the roles played by classical antiquity--Greek, Roman, and Chinese--in China's modernization process. Central topics of discussion include: the relationship between tradition and modernity, the relationship between China and the West, the politics and techniques of appropriation in the reception of classical heritage, and the evolving and highly contentious nature of the differences among various approaches to classical antiquity. Tackling the most fundamental questions that have confronted an ancient civilization from the turn of the twentieth century to the present, the course investigates how "classics" and "classical tradition" acquire different meanings and functions in changed contexts, and serves as a convenient introduction to key moments and figures in modern Chinese cultural and intellectual history.
Terms: Spr
| Units: 3-5
CHINA 275:
Constructing National History in East Asian Archaeology (ARCHLGY 135, ARCHLGY 235, CHINA 175)
Archaeological studies in contemporary East Asia share a common concern, to contribute to building a national narrative and cultural identity. This course focuses on case studies from China, Korea, and Japan, examining the influence of particular social-political contexts, such as nationalism, on the practice of archaeology in modern times.
Terms: Win
| Units: 3-5
CHINA 276:
Emergence of Chinese Civilization from Caves to Palaces (ARCHLGY 111, ARCHLGY 211, CHINA 176)
Introduces processes of cultural evolution from the Paleolithic to the Three Dynasties in China. By examining archaeological remains, ancient inscriptions, and traditional texts, four major topics will be discussed: origins of modern humans, beginnings of agriculture, development of social stratification, and emergence of states and urbanism.
Terms: Spr
| Units: 3-4
CHINA 279:
For Love of Country: National Narratives in Chinese Literature and Film (CHINA 379)
Explores the nation as it is constructed, deconstructed, and continuously contested in novels, short stories, films, and other media from the second half of the 20th century in mainland China and Taiwan. Asks how the trope of the nation and the ideology of nationalism mediate the relationships between politics and aesthetics. Explores the nation's internal fault lines of gender, ethnicity, geography, language, and citizenship.
Terms: Spr
| Units: 3-5
CHINA 290:
Research in Chinese Linguistics (CHINA 190)
This proseminar course introduces to graduate students and advanced undergraduate students in Chinese linguistics the standard practice in linguistic publications. In preparation for conducting research effectively in their own areas of interest, students are introduced to abstract writing, manual style for linguistic publications, available Chinese corpuses, etc. Students should identify a topic of interest through consultation with the instructor within the first two weeks of class and submit an abstract by the end of the third week. They are expected to present the hypothesis and research plan in class in week 4 and report the relevant research findings in week 10. It should be submitted after revisions as a term paper. May be repeated for credit. Prerequisite: China 191 or consent of instructor.
Terms: Aut
| Units: 2-3
| Repeatable
for credit
CHINA 291:
The Structure of Modern Chinese (CHINA 191)
Introduce to students the basic grammar of Standard Modern Chinese in comparison to English. Students learn about the logic of the Chinese in communicating ideas and events without grammatical markers like plurality, definiteness, tense, subject/object, etc, as well as common uses of verbs and adjectives that are totally different from those in English. Prerequisite: CHINLANG 3 or equivalent, or consent of instructor.
Terms: Spr
| Units: 2-4
CHINA 292B:
Chinese Legal History (HISTORY 292B)
This undergraduate colloquium introduces students to the history of law in imperial China through close reading of primary sources in translation and highlights of Anglophone scholarship. We begin with legal perspectives from the Confucian and Legalist classics and the formation of early imperial legal codes. Then we focus on how law served as a field of interaction between state and society during China's last imperial dynasty, the Qing (1644-1911). Specific topics include autocracy and political crime; evidence, review, and appeals; the regulation of gender and sexual relations; the functioning of local courts; property and contract; and the informal sphere of community regulation outside the official judicial system.
Terms: Spr
| Units: 4-5
| UG Reqs: WAY-SI
CHINA 295J:
Chinese Women's History (FEMGEN 295J, HISTORY 295J)
The lives of women in the last 1,000 years of Chinese history. Focus is on theoretical questions fundamental to women's studies. How has the category of woman been shaped by culture and history? How has gender performance interacted with bodily disciplines and constraints such as medical, reproductive, and cosmetic technologies? How relevant is the experience of Western women to women elsewhere? By what standards should liberation be defined?
Terms: Win
| Units: 5
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-EDP, WAY-SI
CHINA 299:
Master's Thesis or Qualifying Paper
A total of 5 units taken in one or more quarters.
Terms: Aut, Win, Spr, Sum
| Units: 2-5
| Repeatable
for credit
CHINA 374:
New Directions in the Study of Poetry and Literary Culture (CHINA 174)
Inquiry into new approaches and interpretations of the poetic tradition in China in the context of cultural history. Readings in recent scholarship and criticism that situate poetry in print history, manuscript culture, gender studies, social history, etc. Readings in English. Reading knowledge of Chinese desirable but not required.
Terms: Win
| Units: 3-4
| Repeatable
4 times
(up to 12 units total)
CHINA 379:
For Love of Country: National Narratives in Chinese Literature and Film (CHINA 279)
Explores the nation as it is constructed, deconstructed, and continuously contested in novels, short stories, films, and other media from the second half of the 20th century in mainland China and Taiwan. Asks how the trope of the nation and the ideology of nationalism mediate the relationships between politics and aesthetics. Explores the nation's internal fault lines of gender, ethnicity, geography, language, and citizenship.
Terms: Spr
| Units: 3-5
CHINA 390:
Practicum Internship
On-the-job training under the guidance of experienced, on-site supervisors. Meets the requirements for curricular practical training for students on F-1 visas. Students submit a concise report detailing work activities, problems worked on, and key results. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
6 times
(up to 6 units total)
CHINA 392:
A History of Sinology (CHINA 192)
A study of major works in the history of Sinology, covering both its 19th century European and 20th century North American branches. This is an introduction to the history of the study of traditional China in the Western world, including all fields (history, literature, philosophy, etc.) and approaches (translation, analysis, close reading, handbooks and reference works). Attention to how the study of China outside of China has evolved through time.
Terms: Win
| Units: 2-4
CHINA 392B:
Law and Society in Late Imperial China (HISTORY 392B)
Connections between legal and social history. Ideology and practice, center and periphery, and state-society tensions and interactions. Readings introduce the work of major historians on concepts and problems in Ming-Qing history.
Terms: Spr
| Units: 4-5
CHINA 395:
Gender and Sexuality in Chinese History (FEMGEN 395J, HISTORY 395J)
Terms: Win
| Units: 4-5
CHINA 399:
Dissertation Research
Independent studies under the direction of a faculty member for which academic credit may properly be allowed. Research will require some in-person access to archival materials in Hoover Institution, Stanford's East Asia Library, and/or Branner Map Collections. For EALC students; non-EALC students, should seek instructor permission before enrolling in section.
Terms: Aut, Win, Spr, Sum
| Units: 1-12
| Repeatable
for credit
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
CHINA 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
CHINLANG 1:
First-Year Modern Chinese, First Quarter
Conversation, grammar, reading, elementary composition. Daily sections may be set at the beginning of the quarter to suit schedule requirements.
Terms: Aut, Win, Spr
| Units: 5
CHINLANG 1A:
Accelerated First-Year Chinese
This Chinese language course is designed for students with no previous knowledge of the language. The goal is to develop communicative competence in listening, speaking, reading and writing skills at the elementary level.
Terms: Sum
| Units: 5
CHINLANG 1B:
First-Year Modern Chinese for Bilingual Students, First Quarter
This is the first of a 3-course sequence (Chinlang1B, 2B, 3B)for students with some speaking skills, but with limited or no writing and reading skills in Mandarin Chinese. The course focuses on introducing a functional vocabulary and grammatical structures through culturally related topics in order to enhance the students literacy and communicative competence.
Terms: Aut
| Units: 3
CHINLANG 2:
First-Year Modern Chinese, Second Quarter
Continuation of CHINLANG 1. Daily sections may be set at the beginning of the quarter to suit schedule requirements.Prerequisite: placement test, CHINLANG 1.
Terms: Aut, Win, Spr
| Units: 5
CHINLANG 2B:
First-Year Modern Chinese for Bilingual Students, Second Quarter
Continuation of Chinlang1B. The course continues to introduces a functional vocabulary and grammatical structures through culturally related topics in order to enhance the students literacy and communicative competence. Prerequisite: Placement Test, CHINLANG 1B.
Terms: Win
| Units: 3
CHINLANG 3:
First-Year Modern Chinese, Third Quarter
Continuation of CHINLANG 2. Daily sections may be set at the beginning of the quarter to suit schedule requirements. Fulfills the University language requirement. Prerequisite: Placement Test, CHINLANG 2.
Terms: Aut, Win, Spr
| Units: 5
| UG Reqs: Language
CHINLANG 3B:
First-Year Modern Chinese for Bilingual Students, Third Quarter
Continuation of CHINLANG 2B. The course continues to introduce a functional vocabulary and grammatical structures through culturally related topics in order to enhance the students literacy and communicative competence. Prerequisite: Placement Test, CHINLANG 2B or consent of the instructor. Fulfills University language requirement.
Terms: Spr
| Units: 3
| UG Reqs: Language
CHINLANG 4W:
Character Writing Lab for Intermediate Speakers of Mandarin
This specialized practicum in the basics of hand writing Chinese characters is for students intending to subsequently enroll in 2nd Year Chinese, 2nd Quarter (either regular or heritage track) in Winter 2022. Eligibility must be based on the results of your Mandarin Placement test completed prior to the start of Autumn Quarter, which specifically provide the option to take this supplemental course.
Terms: Aut
| Units: 2-3
CHINLANG 6:
Beginning Conversational Chinese, First Quarter
This is the first of a 3-course sequence in Beginning Mandarin (CHINLANG 6, 7, 8) that focuses on developing basic oral communication skills. Hanyu pinyin is used (no reading/writing of Chinese characters is required), with special emphasis on developing accurate pronunciation. Students will learn to: a) introduce themselves in an informal social situation, b) engage in simple transactions, c) converse about themselves, their friends and families, and d) talk about activities in their daily lives.
Terms: Aut, Spr
| Units: 2
CHINLANG 7:
Beginning Conversational Chinese, Second Quarter
This is the second of a 3-course sequence in Beginning Mandarin (CHINLANG 6, 7, 8) that focuses on developing basic oral communication skills. Prerequisite is Beginning Conversational Chinese, First Quarter (CHINLANG 6) or equivalent. Hanyu pinyin is used (no reading/writing of Chinese characters required), with emphasis on supporting accurate pronunciation. Students will continue to build speaking proficiency across practical topics related to daily activities, social life, and studies.
Terms: Win
| Units: 2
CHINLANG 8:
Beginning Conversational Chinese, Third Quarter
This is the third of a 3-course sequence in Beginning Mandarin (CHINLANG 6, 7, 8) that focuses on developing basic oral communication skills. Hanyupinyin is used (no reading/writing of Chinese characters required). Students will continue to build speaking proficiency across practical topics including shopping and transportation.Prerequisite is Beginning Conversational Chinese, Second Quarter (CHINLANG 7) or equivalent.
Terms: Spr
| Units: 2
CHINLANG 9A:
Beginning-Intermediate Conversational Chinese
This is the first of a 3-course sequence in Beginning to Intermediate level Mandarin oral communication. (Hanyu pinyin is used; no knowledge of Chinese characters is required.) Prerequisite is the Beginning Conversational Chinese sequence (CHINLANG 6,7,8) or equivalent. Students will continue to build speaking proficiency across a variety of practical content areas including Weather, Food & Dining, Asking Directions, and Health.
Terms: Aut
| Units: 2
CHINLANG 9B:
Beginning-Intermediate Conversational Chinese, Second Quarter
This is the second of a 3-course sequence in Beginning to Intermediate level Mandarin oral communication. (Hanyu pinyin is used; no knowledge of Chinese characters is required.) Prerequisite is CHINLANG 9A or the equivalent. Students will further develop speaking proficiency across a variety of practical content areas.including Health, Social Life, and Living Accommodations.
Terms: Win
| Units: 2
CHINLANG 9C:
Beginning-Intermediate Conversational Chinese, Third Quarter
This is the third of a 3-course sequence in Beginning to Intermediate level Mandarin oral communication. (Hanyu pinyin is used; no knowledge of Chinese characters is required.) Prerequisite is CHINLANG 9B or the equivalent. Students will further develop speaking proficiency across a variety of practical content areas including Sports and Travel..
Terms: Spr
| Units: 2
CHINLANG 10:
Beginning Southern Min (Taiwanese) Conversation, First Quarter
This is the first of a 3-course sequence in Beginning Southern Min -Taiwanese (CHINLANG 10, 11, 12) that focuses on developing basic oral communication skills. No reading/writing of Chinese characters is required.It is designed to equip students with the basic language skills needed in everyday life situations.
Terms: Aut
| Units: 2
CHINLANG 11:
Beginning Southern Min (Taiwanese) Conversation, Second Quarter
Continuation of Chinlang10. The course focuses on developing basic oral communication skills. No reading/writing of Chinese characters is required.It is designed to equip students with the basic language skills needed in everyday life situations. Prerequisite or consent of instructor
Terms: Win
| Units: 2
CHINLANG 12:
Beginning Southern Min (Taiwanese) Conversation, Third Quarter
Continuation of Chinlang 11. The course focuses on developing basic oral communication skills. No reading/writing of Chinese characters is required.It is designed to equip students with the basic language skills. needed in everyday life situations. Prerequisite: Chinlang 11 or consent of instructor
Terms: Spr
| Units: 2
CHINLANG 15:
Beginning Conversational Cantonese, First Quarter
Beginning Conversational Cantonese, 2 units series is 15, 16 and 17nThis is the first of a restructured 3-course series of beginning Cantonese for both Chinese and non-Chinese speakers. The primary objective of this beginning series is to introduce students to the Cantonese language and culture through engaging activities designed to build up their speaking and listening skills needed in traveling, studying, living, or working in Cantonese-speaking communities. The main goals are to enable students to (1) introduce themselves and communicate in daily life situations on topics of personal interest, etc., (2) understand the general ideas in familiar contexts, (3) become familiar with and/or participate in some cultural practices and products in the Cantonese-speaking world. Authentic materials such as classic and popular Cantopop, movie clips, or TV show clips are incorporated in the courses and appropriate online resources are used to facilitate learning. No Prerequisite.
Terms: Aut
| Units: 2
CHINLANG 16:
Beginning Cantonese Conversation, Second Quarter
Beginning Conversational Cantonese, 2 units series is 15, 16 and 17nThis is the first of a restructured 3-course series of beginning Cantonese for both Chinese and non-Chinese speakers. The primary objective of this beginning series is to introduce students to the Cantonese language and culture through engaging activities designed to build up their speaking and listening skills needed in traveling, studying, living, or working in Cantonese-speaking communities. The main goals are to enable students to (1) introduce themselves and communicate in daily life situations on topics of personal interest, etc., (2) understand the general ideas in familiar contexts, (3) become familiar with and/or participate in some cultural practices and products in the Cantonese-speaking world. Authentic materials such as classic and popular Cantopop, movie clips, and TV show clips are incorporated in the courses and appropriate online resources are used to facilitate learning. No Prerequisite.
Terms: Win
| Units: 2
CHINLANG 17:
Beginning Conversational Cantonese, Third Quarter
Continuation of CHINLANG 16. This is the third of the 3-course series on beginning Cantonese. The primary objective of the beginning series is to help students build up a repertoire of vocabulary and basic grammatical structures so that they can: (a) introduce themselves in an informal social situation, (b) engage in simple transactions, (c) converse about themselves, their friends and families, and (d) talk about activities in daily lives. Authentic materials such as Cantopop and movie clips are incorporated in the courses and Internet tools are used to enhance learning. There is also an optional field trip to a karaoke bar, a dim-sum restaurant, or a Cantonese community every quarter to experience Cantonese culture. Prerequisite: CHINLANG 16 or consent of instructor.
Terms: Spr
| Units: 2
CHINLANG 18:
Intermediate Conversational Cantonese, First Quarter
Continuation of CHINLANG 17. This is the first of a 3-course series of intermediate Cantonese for both Chinese and non-Chinese speakers. The primary objective of the intermediate series is to continue exploring the Cantonese language and culture through engaging activities designed to build on their speaking and listening proficiencies needed in traveling, studying, living, or working in Cantonese-speaking communities. The main goals of the intermediate series are to help students continue building their abilities to (1) express themselves more freely in daily life situations on topics of personal interests; (2) understand the main ideas and some details of basic information in a variety of relevant contexts (including familiar and unfamiliar situations); (3) become more familiar with and/or participate in some cultural practices, products, and perspectives, as well as on current affairs in the Cantonese-speaking world. Authentic materials such as classic and popular Cantopop, movie clips, or TV show clips are incorporated in the courses and appropriate online resources are used to facilitate learning. nPrerequisite: Beginning Conversational Cantonese sequence (CHINLANG 15, 16, 17) or equivalent level (consent of instructor).
Terms: Aut
| Units: 2
CHINLANG 19:
Intermediate Conversational Cantonese, Second Quarter
Continuation of CHINLANG 17. This is the first of a 3-course series of intermediate Cantonese for both Chinese and non-Chinese speakers. The primary objective of the intermediate series is to continue exploring the Cantonese language and culture through engaging activities designed to build on their speaking and listening proficiencies needed in traveling, studying, living, or working in Cantonese-speaking communities. The main goals of the intermediate series are to help students continue building their abilities to (1) express themselves more freely in daily life situations on topics of personal interests; (2) understand the main ideas and some details of basic information in a variety of relevant contexts (including familiar and unfamiliar situations); (3) become more familiar with and/or participate in some cultural practices, products, and perspectives, as well as on current affairs in the Cantonese-speaking world. Authentic materials such as classic and popular Cantopop, movie clips, and TV show clips are incorporated in the courses and appropriate online resources are used to facilitate learning. nnPrerequisite: Beginning Conversational Cantonese sequence (CHINLANG 15, 16, 17) or equivalent level (consent of instructor).
Terms: Win
| Units: 2
CHINLANG 20:
Intermediate Conversational Cantonese, Third Quarter
Continuation of CHINLANG 17. This is the first of a 3-course series of intermediate Cantonese for both Chinese and non-Chinese speakers. The primary objective of the intermediate series is to continue exploring the Cantonese language and culture through engaging activities designed to build on their speaking and listening proficiencies needed in traveling, studying, living, or working in Cantonese-speaking communities. The main goals of the intermediate series are to help students continue building their abilities to (1) express themselves more freely in daily life situations on topics of personal interests; (2) understand the main ideas and some details of basic information in a variety of relevant contexts (including familiar and unfamiliar situations); (3) become more familiar with and/or participate in some cultural practices, products, and perspectives, as well as on current affairs in the Cantonese-speaking world. Authentic materials such as classic and popular Cantopop, movie clips, and TV show clips are incorporated in the courses and appropriate online resources are used to facilitate learning. nnPrerequisite: Beginning Conversational Cantonese sequence (CHINLANG 15, 16, 17) or equivalent level (consent of instructor).
Terms: Spr
| Units: 2
CHINLANG 21:
Second-Year Modern Chinese, First Quarter
Continuation of CHINLANG 3. Listening, speaking, reading, writing. Daily sections may be set at the beginning of the quarter to suit schedule requirements. Prerequisite: Placement Test, CHINLANG 3.
Terms: Aut
| Units: 5
| UG Reqs: Language
CHINLANG 21B:
Second-Year Modern Chinese for Bilingual Students, First Quarter
Continuation of CHINLANG 3B. For students with advanced comprehension and speaking skills, but lacking equivalent knowledge of grammar, reading, and writing Chinese characters. Equivalent to CHINLANG 21. Prerequisite: Placement Test, CHINLANG 3B.
Terms: Aut
| Units: 3
| UG Reqs: Language
CHINLANG 22:
Second-Year Modern Chinese, Second Quarter
Continuation of CHINLANG 21. Listening, speaking, reading, writing. Daily sections may be set at the beginning of the quarter to suit schedule requirements. Prerequisite: Placement Test, CHINLANG 21.
Terms: Win
| Units: 5
CHINLANG 22B:
Second-Year Chinese for Bilingual Students, Second Quarter
Continuation of CHINLANG 21B. For students with advanced comprehension and speaking skills, but lacking equivalent knowledge of grammar, reading, and writing Chinese characters. Prerequisite: Placement Test, CHINLANG 21B .
Terms: Win
| Units: 3
| UG Reqs: Language
CHINLANG 23:
Second-Year Modern Chinese, Third Quarter
Continuation of CHINLANG 22. Listening, speaking, reading, writing. Daily sections may be set at the beginning of the quarter to suit schedule requirements. Prerequisite: Placement Test, CHINLANG 22.
Terms: Spr
| Units: 5
| UG Reqs: Language
CHINLANG 23B:
Second-Year Chinese for Bilingual Students, Third Quarter
Continuation of CHINLANG 22B. For students with advanced comprehension and speaking skills, but lacking equivalent knowledge of grammar, reading, and writing Chinese characters. Prerequisite: Placement Test, CHINLANG 22B.
Terms: Spr
| Units: 3
| UG Reqs: Language
CHINLANG 27:
Intermediate Chinese Conversation, First Quarter
First quarter of the three-quarter sequence. For students with basic conversational skills in Standard Modern Chinese. Emphasis is on developing learners' communicative competence in Chinese by means of language practices, oral reports, discussions and group projects. Development of functional language skills for daily communication on topics related to school life, Chinese culture and society.Prerequisite: CHINLANG 3 or consent of instructor.
Terms: Aut
| Units: 2
| Repeatable
for credit
CHINLANG 28:
Intermediate Chinese Conversation, Second Quarter
Continuation of CHINLANG 27. For students with basic conversational skills in Standard Modern Chinese. Emphasis is on developing learners communicative competence in Chinese by means of language practices, oral reports, discussions and group projects. Development of functional language skills for daily communication on topics related to school life, Chinese culture and society. Prerequisite: CHINLANG 27 or consent of instructor.
Terms: Win
| Units: 2
| Repeatable
for credit
CHINLANG 29:
Intermediate Chinese Conversation, Third Quarter
Continuation of CHINLANG 28. For students with basic conversational skills in Standard Modern Chinese. Emphasis is on developing learners' communicative competence in Chinese by means of language practices, oral reports, discussions and group projects. Development of functional language skills for daily communication on topics related to school life, Chinese culture and society. Prerequisite: CHINLANG 28 or consent of instructor
Terms: Spr
| Units: 2
| Repeatable
for credit
CHINLANG 41:
Intermediate-to-Advanced Chinese Conversation, First Quarter
Repeatable once for units. Prerequisite: CHINLANG 23.
Terms: Aut
| Units: 2
| Repeatable
2 times
(up to 4 units total)
CHINLANG 42:
Intermediate-to-Advanced Chinese Conversation, Second Quarter
Continuation of CHINLANG 41. Repeatable once for units. Prerequisite: CHINLANG 23.
Terms: Win
| Units: 2
| Repeatable
2 times
(up to 4 units total)
CHINLANG 43:
Intermediate-to-Advanced Chinese Conversation, Third Quarter
Continuation of CHINLANG 42. Repeatable once for units. Prerequisite: CHINLANG 23.
Terms: Spr
| Units: 2
| Repeatable
2 times
(up to 4 units total)
CHINLANG 51:
Chinese Calligraphy
Introductory course on Chinese calligraphy. Practice writing Chinese characters with a brush, emphasizing regular/standard script and the composition of the characters. May be repeated for credit.Prerequisite CHINLANG 2 or consent of instructor.
Terms: Spr
| Units: 2
| Repeatable
for credit
CHINLANG 99:
Language Specials
Prerequisite: consent of instructor.nn (Staff)
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
CHINLANG 101:
Third-Year Modern Chinese, First Quarter
Continuation of CHINLANG 23. Written and spoken styles of modern Chinese. Reading and discussion of authentic writings on cultural topics; newspaper reports, radio, and TV broadcasts and films; online Chinese software and email network to facilitate study. Prerequisite: Placement Test, CHINLANG 23.
Terms: Aut
| Units: 5
| UG Reqs: Language
CHINLANG 101B:
Third-Year Modern Chinese for Bilingual Students, First Quarter
Continuation of CHINLANG 23B. Equivalent to CHINLANG 101. For students with advanced listening and speaking abilities, but lacking equivalent knowledge in reading and writing. Prerequisite: Placement Test, CHINLANG 23B.
Terms: Aut
| Units: 3
| UG Reqs: Language
CHINLANG 102:
Third-Year Modern Chinese, Second Quarter
Continuation of CHINLANG 101. Written and spoken styles of modern Chinese. Reading and discussion of authentic writings on cultural topics; newspaper reports, radio, and TV broadcasts and films; online Chinese software and email network to facilitate study. Prerequisite: Placement Test, CHINLANG 101.
Terms: Win
| Units: 5
| UG Reqs: Language
CHINLANG 102B:
Third-Year Modern Chinese for Bilingual Students, Second Quarter
Continuation of CHINLANG 101B. Equivalent to CHINLANG 102. For students with advanced listening and speaking abilities, but lacking equivalent knowledge in reading and writing. Prerequisite: Placement Test, CHINLANG 101B.
Terms: Win
| Units: 3
| UG Reqs: Language
CHINLANG 103:
Third-Year Modern Chinese, Third Quarter
Continuation of CHINLANG 102. Written and spoken styles of modern Chinese. Reading and discussion of authentic writings on cultural topics; newspaper reports, radio, and TV broadcasts and films; online Chinese software and email network to facilitate study Prerequisite: Placement Test, CHINLANG 102.
Terms: Spr
| Units: 5
| UG Reqs: Language
CHINLANG 103B:
Third-Year Modern Chinese for Bilingual Students, Third Quarter
Continuation of CHINLANG 102B. Equivalent of CHINLANG 103. For students with advanced listening and speaking abilities, but lacking equivalent knowledge in reading and writing. Prerequisite: CHINLANG 102B.
Terms: Spr
| Units: 3
| UG Reqs: Language
CHINLANG 121:
Advanced Chinese Conversation, First Quarter
Continuation of CHINLANG 29. This is the first quarter of a three-quarter sequence designed for students who have completed Third-year Chinese, or its equivalent, and wish to continue to develop their speaking and listening skills. Content for the course is drawn from a wide variety of current multimedia materials. Topics include general interest and social issues, international relations, and others that lend themselves to lively and in-depth discussion. New grammatical structures and vocabulary will be regularly introduced, with occasional written assignments to support students, development of conversational skills. Placement Test, CHINLANG 103.
Terms: Aut
| Units: 2
| Repeatable
2 times
(up to 4 units total)
CHINLANG 122:
Advanced Chinese Conversation, Second Quarter
Continuation of CHINLANG 121. Second quarter of Advanced Conversational Chinese. It is designed for students who have completed Third-year Chinese, or its equivalent, and wish to continue to develop their speaking and listening skills. Content for the course is drawn from a wide variety of current multimedia materials. Topics include general interest and social issues, international relations, and others that lend themselves to lively and in-depth discussion. New grammatical structures and vocabulary will be regularly introduced, with occasional written assignments to support students, development of conversational skills. Prerequisite: CHINLANG 121.
Terms: Win
| Units: 2
| Repeatable
2 times
(up to 4 units total)
CHINLANG 123:
Advanced Chinese Conversation, Third Quarter
Continuation of CHINLANG 122. Third quarter of Advanced Conversational Chinese. It is designed for students who have completed Third-year Chinese, or its equivalent, and wish to continue to develop their speaking and listening skills. Content for the course is drawn from a wide variety of current multimedia materials. Topics include general interest and social issues,international relations, and others that lend themselves to lively and in-depth discussion. New grammatical structures and vocabulary will be regularly introduced, with occasional written assignments to support development of conversational skills. Prerequisite: Chinlang 122
Terms: Spr
| Units: 2
| Repeatable
2 times
(up to 4 units total)
CHINLANG 125:
Chinese through Modern Fiction (CHINLANG 225)
Increasing Chinese language proficiency through reading original modern Chinese literary masterpieces covered in Chingen 133/233, including prominent modern Chinese writers such as Lu Xun, Shen Congwen, Ding Ling, Zhang Ailing and Yu Hua. Students will gain Chinese language skills and enhance their understanding of Chinese culture. Enrollment in Chingen 133/233 is not required but encouraged. Prerequisite: Chinlang 103,Chinlang 103B or equivalent (proved by placement test result).
Terms: Aut
| Units: 3
CHINLANG 131:
Business Chinese, First Quarter
This is the first course in the Business Chinese series. It focuses on expanding students economic and business-related vocabulary and improving their practical language skills in business communications with Chinese-speaking communities. Students will work on a variety of authentic materials, including newspaper and journal articles, TV news and film clips, as well as commentaries from social media. Prerequisite: CHINLANG 103 or equivalent.
Terms: Aut
| Units: 3-4
| UG Reqs: Language
CHINLANG 132:
Business Chinese, Second Quarter
Continuation of CHINLANG131. This is the second course in the Business Chinese series. It focuses on expanding students economic and business-related vocabulary and improving their practical language skills in business communications with Chinese-speaking communities. Students will work on a variety of authentic materials, including newspaper and journal articles, TV news and film clips, as well as commentaries from social media.Prerequisite: Chinlang 131 or consent of instructor
Terms: Win
| Units: 3-4
| UG Reqs: Language
CHINLANG 133:
Business Chinese, Third Quarter
Continuation of CHINLANG132. This is the third course in the Business Chinese series. It focuses on expanding students economic and business-related vocabulary and improving their practical language skills in business communications with Chinese-speaking communities. Students will work on a variety of authentic materials, including newspaper and journal articles, TV news and film clips, as well as commentaries from social media. Prerequisite: CHINLANG 132.
Terms: Spr
| Units: 3-4
| UG Reqs: Language
CHINLANG 199:
Individual Reading
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
CHINLANG 200:
Directed Reading
May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
CHINLANG 211:
Fourth-Year Modern Chinese, First Quarter
Continuation of CHINLANG 103. This is the first quarter of a three-quarter sequence designed for students with advanced-level proficiency in Chinese. Discussions are based on short stories, essays and newspaper articles, and academic journal articles. Emphasis is on social and cultural issues in contemporary China. Students will learn speed-reading techniques and explore more subtle distinctions in Chinese language use, such as formal vs. informal styles and word choice, toward developing a more sophisticated understanding and command of the language. Having completed one year of study at this level, students will acquire sufficient skills in reading, writing, and speaking on various topics of personal or academic interest more effectively and accurately. Prerequisite: placement test, CHINLANG 103.
Terms: Aut
| Units: 5
CHINLANG 211B:
Fourth- Year Modern Chinese for Bilingual Students, First Quarter
Continuation of CHINLANG 103B. This is the first quarter of a three-quarter sequence designed for bilingual students with advanced-level proficiency in Chinese. Discussions are based on short stories, essays and newspaper articles, along with related media materials. Emphasis is on social and cultural issues in contemporary China. Students will learn speed-reading techniques and explore more subtle distinctions in Chinese language use, such as formal vs. informal styles and word choice, toward developing a more sophisticated understanding and command of the language. Having completed one year of study at this level, students will acquire sufficient skills in reading, writing, and speaking on various topics of personal or public interests more effectively and accurately. Prerequisite: CHINLANG 103B.
Terms: Aut
| Units: 3
CHINLANG 212:
Fourth-Year Modern Chinese, Second Quarter
Continuation of CHINLANG 211. Second quarter of fourth year Chinese. Discussions are based on short stories, essays and newspaper articles, and academic journal articles. Emphasis is on social and cultural issues in contemporary China. Students will learn speed-reading techniques and explore more subtle distinctions in Chinese language use, such as formal vs. informal styles and word choice, toward developing a more sophisticated understanding and command of the language. Having completed one year of study at this level, students will acquire sufficient skills in reading, writing, and speaking on various topics of personal or academic interest more effectively and accurately. Prerequisite: Placement Test, CHINLANG 211.
Terms: Win
| Units: 5
CHINLANG 212B:
Fourth-Year Modern Chinese for Bilingual Students, Second Quarter
Continuation of CHINLANG 211B. Second quarter of Fourth Year Chinese for bilingual students. Discussions are based on short stories, essays and newspaper articles, along with related media materials. Emphasis is on social and cultural issues in contemporary China. Students will learn speed-reading techniques and explore more subtle distinctions in Chinese language use, such as formal vs. informal styles and word choice, toward developing a more sophisticated understanding and command of the language. Having completed one year of study at this level, students will acquire sufficient skills in reading, writing, and speaking on various topics of personal or public interests more effectively and accurately. Prerequisite: CHINLANG 211B.
Terms: Win
| Units: 3
CHINLANG 213:
Fourth-Year Modern Chinese, Third Quarter
Continuation of CHINLANG 212. Third quarter of Fourth Year Chinese. Discussions are based on short stories, essays and newspaper articles, and academic journal articles. Emphasis is on social and cultural issues in contemporary China. Students will learn speed-reading techniques and explore more subtle distinctions in Chinese language use, such as formal vs. informal styles and word choice, toward developing a more sophisticated understanding and command of the language.Having completed one year of study at this level, students will acquire sufficient skills in reading, writing, and speaking on various topics of personal or academic interest more effectively and accurately. Prerequisite: Placement Test, CHINLANG 212.
Terms: Spr
| Units: 5
CHINLANG 213B:
Fourth-Year Modern Chinese for Bilingual Students, Third Quarter
Continuation of CHINLANG 212B. Third quarter of Fourth Year Chinese for bilingual students. Discussions are based on short stories, essays and newspaper articles, along with related media materials. Emphasis is on social and cultural issues in contemporary China. Students will learn speed-reading techniques and explore more subtle distinctions in Chinese language use, such as formal vs. informal styles and word choice, toward developing a more sophisticated understanding and command of the language. Having completed one year of study at this level, students will acquire sufficient skills in reading, writing, and speaking on various topics of personal or public interests more effectively and accurately. Prerequisite: CHINLANG 212B.
Terms: Spr
| Units: 3
CHINLANG 225:
Chinese through Modern Fiction (CHINLANG 125)
Increasing Chinese language proficiency through reading original modern Chinese literary masterpieces covered in Chingen 133/233, including prominent modern Chinese writers such as Lu Xun, Shen Congwen, Ding Ling, Zhang Ailing and Yu Hua. Students will gain Chinese language skills and enhance their understanding of Chinese culture. Enrollment in Chingen 133/233 is not required but encouraged. Prerequisite: Chinlang 103,Chinlang 103B or equivalent (proved by placement test result).
Terms: Aut
| Units: 3
CHINLANG 231A:
Fifth-Year Modern Chinese: Current Issues, First Quarter
One of the two components of fifth-year Chinese, first quarter: A content focuses on politics, the economy, technology and society. Sequence facilitates advanced training in listening, speaking, reading and writing. Targeted functional abilities include presentational and sociocultural appropriate language in formal and informal, academic, and professional contexts. Students can take Chinlang 231A alone for 2 units, or take 231A concurrently with Chinlang 231B for 4 units.
Terms: Aut
| Units: 2
CHINLANG 231B:
Fifth-Year Modern Chinese: Cultural Texts, First Quarter
One of the two components of fifth-year Chinese, first quarter: 'B' content includes cultural and literary texts in the form of dramas, fictional pieces, poetry, essays, TV shows and films. Sequence facilitates advanced training in listening, speaking, reading and writing. Targeted functional abilities include presentational and socioculturally appropriate language in formal and informal, academic, and professional contexts. Students can take 231B alone for 2 units, or take 231B concurrently with 231A for 4 units. Prerequisite: Placement Test, CHINLANG 213, or CHINLANG 213B.
Terms: Aut
| Units: 2
CHINLANG 232A:
Fifth-Year Modern Chinese: Current Issues, Second Quarter
One of the two components of fifth-year Chinese, second quarter: 'A' content focuses on politics, the economy, technology and society. Sequence facilitates advanced training in listening, speaking, reading and writing. Targeted functional abilities include presentational and socioculturally appropriate language in formal and informal, academic, and professional contexts. Students can take 232A alone for 2 units, or take 232A concurrently with 232B for 4 units. Prerequisite: Placement Test, CHINLANG 231A, or CHINLANG 231B.
Terms: Win
| Units: 2
CHINLANG 232B:
Fifth-Year Modern Chinese: Cultural Texts, Second Quarter
One of the two components of fifth-year Chinese, second quarter: 'B' content includes cultural and literary texts in the form of dramas, fictional pieces, poetry, essays, TV shows and films. Sequence facilitates advanced training in listening, speaking, reading and writing. Targeted functional abilities include presentational and socioculturally appropriate language in formal and informal, academic, and professional contexts. Students can take 232B alone for 2 units, or take 232B concurrently with 232A for 4 units. Prerequisite: Placement Test, CHINLANG 231B, or CHINLANG 231A.
Terms: Win
| Units: 2
CHINLANG 233A:
Fifth-Year Modern Chinese: Current Issues, Third Quarter
One of the two components of fifth-year Chinese, third quarter: 'A' content focuses on politics, the economy, technology and society. Sequence facilitates advanced training in listening, speaking, reading and writing. Targeted functional abilities include presentational and socioculturally appropriate language in formal and informal, academic, and professional contexts. Students can take 233A alone for 2 units, or take 233A concurrently with 233B for 4 units. Prerequisite: Placement Test, CHINLANG 232A, or CHINLANG 232B.
Terms: Spr
| Units: 2
CHINLANG 233B:
Fifth-Year Modern Chinese: Cultural Texts, Third Quarter
One of the two components of fifth-year Chinese, third quarter: 'B' content includes cultural and literary texts in the form of dramas, fictional pieces, poetry, essays, TV shows and films. Sequence facilitates advanced training in listening, speaking, reading and writing. Targeted functional abilities include presentational and socioculturally appropriate language in formal and informal, academic, and professional contexts. Students can take 233B alone for 2 units, or take 233B concurrently with 233A for 4 units. Prerequisite: Placement Test, CHINLANG 232B, or CHINLANG 232A.
Terms: Spr
| Units: 2
CHINLANG 251:
Chinese for Academic Discussion and Reading
This course is designed to provide an opportunity for PhD students, as well as Masters or senior undergraduate students with specific academic projects to practice, improve, and refine their Chinese skills. Students will share with the class reading materials related to their academic research projects, and take the leading role in related class discussion. They will additionally write about their research topics and present their research ideas and discoveries to the class. We hope these practices can help students communicate more effectively in a Chinese academic environment, and allow them to improve the presentation skills they will use at Chinese-speaking academic conferences. This course is repeatable. Prerequisite: 213/213B or equivalent and approval of instructor (Email instructor for permission).
Terms: Win
| Units: 2
| Repeatable
4 times
(up to 8 units total)
CHINLANG 394:
Graduate Studies in Chinese Conversation
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
for credit
CHINLANG 395:
Graduate Studies in Chinese
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
CHPR 113:
Healthy/Sustainable Food Systems: Maximum Sustainability across Health, Economics, and Environment (HUMBIO 113S)
Focus on problems with and systems-based solutions to food system issues. Four particular settings are addressed: University, worksite, hospital, and school food. Traditional vs. disruptive food system models compared and contrasted. The goal is to determine how best to maximize sustainability across several dimensions, including health, economics, and the environment. Underlying class themes include social justice and the potential for changing social norms around food production and consumption. Discussion-based seminar. Prerequisite: Human Biology Core or Biology Foundations or consent of instructor.
Terms: Win
| Units: 4
CHPR 130:
Human Nutrition (HUMBIO 130)
(HUMBIO students must enroll in HUMBIO 130. CHPR master's students must enroll in CHRP 130.) The study of food, and the nutrients and substances therein. Their action, interaction, and balance in relation to health and disease. Emphasis is on the biological, chemical, and physiological processes by which humans ingest, digest, absorb, transport, utilize, and excrete food. Dietary composition and individual choices are discussed in relationship to the food supply, and to population and cultural, race, ethnic, religious, and social economic diversity. The relationships between nutrition and disease; ethnic diets; vegetarianism; nutritional deficiencies; nutritional supplementation; phytochemicals. CHPR master's students must enroll for a letter grade. Enrollment limited to students with sophomore academic standing or above. Prerequisites: Human Biology Core or Biology Foundations or consent of instructor.
Terms: Spr
| Units: 4
| UG Reqs: WAY-SMA
CHPR 199:
Undergraduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
CHPR 200:
SPRC/GMD Research Seminar
Focus is on research on prevention of chronic disease and related topics. Guest speakers present material. May be repeat for credit
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
5 times
(up to 5 units total)
CHPR 201:
Introduction to Science of Healthy Living
This introduction to the science of healthy living (primarily U.S.) highlights preventable causes of mortality, i.e. modifiable risk factors, national lifestyle recommendations and behavioral change principles for reducing chronic disease risk. A life course perspective is presented as a trajectory from fetal/neonatal to childhood and adolescence to young, middle-ages and older adults, with recognition of the importance of social determinants of health. Sex & gender differences are also presented. Unless otherwise noted, all lectures are presented by Course Director, Marcia Stefanick, Ph.D. Priority for enrollment given to CHPR masters students, who must take the course for a letter grade.
Terms: Aut
| Units: 2
CHPR 202:
R Fundamentals for Health Research (EPI 202)
This introductory course is a practicum in which students will learn the basics of R and use the programming language to analyze health datasets by application of classical statistical methods. A familiarity with basic descriptive and inferential statistics is required. It is assumed that students will have no (or very little) prior experience with R. Class sessions will include some lecture content and hands-on coding by each student on their own computers. Students will practice using R with open-source and simulated datasets. The primary goal of the course is to equip students with a basic and fundamental understanding of R's capabilities, experience using R with practice datasets, and the ability to extend their facility with R as their needs dictate. Students enrolled for 2 units will have additional weekly practice problems assigned. Priority for enrollment given to CHPR masters students, who must take the course for a letter grade.
Terms: Win
| Units: 1-2
CHPR 205:
Understanding Evidence-Based Medicine: Hands-on experience (EPI 250, MED 250)
How can one practice evidence-based medicine and make evidence-based decisions for clinical practice and policy making? Using pivotal papers published in the recent scientific literature addressing important clinical questions on diverse medical topics, we will probe a wide range of types of studies, types of targeted therapeutic or preventive interventions, and types of studied outcomes (effectiveness and/or safety), including RCTs, observational studies, epidemiologic surveillance studies, systematic reviews-umbrella reviews-meta-analyses-meta-analyses of individual patient data, studies on the evaluation of diagnostic tests and prognostic models, economic analyses studies, and guidelines. Students enrolled for 4 units will complete an additional project or other engagement approved by the instructor. MD studies enroll for +/-. GR students enroll for Letter grade.
Terms: Win
| Units: 3-4
CHPR 206:
Meta-research: Appraising Research Findings, Bias, and Meta-analysis (EPI 206, MED 206, STATS 211)
Open to graduate, medical, and undergraduate students. Appraisal of the quality and credibility of research findings; evaluation of sources of bias. Meta-analysis as a quantitative (statistical) method for combining results of independent studies. Examples from medicine, epidemiology, genomics, ecology, social/behavioral sciences, education. Collaborative analyses. Project involving generation of a meta-research project or reworking and evaluation of an existing published meta-analysis. Prerequisite: knowledge of basic statistics.
Terms: Win
| Units: 3
CHPR 212:
Methods for Health Care Delivery Innovation, Implementation and Evaluation (HRP 218, MED 212)
Preference given to postgraduate fellows and graduate students.Focus is on implementation science and evaluation of health care delivery innovations. Topics include implementation science theory, frameworks, and measurement principles; qualitative and quantitative approaches to designing and evaluating new health care models; hybrid design trials that simultaneously evaluate implementation and effectiveness; distinction between quality improvement and research, and implications for regulatory requirements and publication; and grant-writing strategies for implementation science and evaluation. Students will develop a mock (or actual) grant proposal to conduct a needs assessment or evaluate a Stanford/VA/community intervention, incorporating concepts, frameworks, and methods discussed in class. Priority for enrollment for CHPR 212 will be given to CHPR master's students.
Terms: Win
| Units: 2
CHPR 220:
Responsible Conduct of Research in the Community
This course will engage CHPR students pursuing community-based participatory research. Discussions will center around ethical and practical issues to prepare them for the CHPR program, including course planning, internship, thesis writing, and career development. Discussions will address specifics of conducting research at Stanford as well as issues that may arise in the community at large and in their careers to follow. Course limited to current CHPR master's students.
Terms: Aut
| Units: 1
CHPR 227:
The Science of Community Engagement in Health Research (EPI 272)
The Science of Community Engagement in Health Research course will focus on how the science of community engagement can be applied to diverse health-related research topics across the translational spectrum with the ultimate goal of high quality research that transforms human health and addresses health disparities. The course will provide historical context, theoretical frameworks, foundational skills in diverse community engagement methodologies, and tools for examining the effectiveness of various engagement strategies aimed. Specifically, the course will cover: 1) Historical context for community engagement in health-related research; 2) Evolution of community engagement as a science; 3) Theoretical frameworks for various community engagement approaches; 4) Community-Based Participatory Research (CBPR); 5) Community engagement strategies for different stages of translational research; and 6) Evaluation of various engagement strategies; and 7) Ethics of community engagement. Students will gain practical experience in various community engagement tools and strategies to help guide the development of a community engagement plan responsive to community needs. Challenges and benefits of establishing community partnerships will be highlighted by real-world examples. nThe course will include lectures; interactive student-led presentations and guided exercises; class discussions among invited speakers, students and instructors; individual and group assignments; and organized small-group and experiential activities. Course readings will demonstrate the need and opportunity for interdisciplinary community engagement approaches and will illustrate how to conduct innovative community-engaged research. nThe Science of Community Engagement course is intended to reach students with diverse research interests, including clinical research, community health, health research and policy, epidemiology, prevention research, environmental health, etc.
Terms: Win
| Units: 3
CHPR 228:
Theoretical Foundations and Design of Behavioral Intervention Trials
Focuses on the knowledge and skills, respect and thoughtful practice of designing health promotion interventions that are relevant, theoretically-informed, have broad impacts, and can endure. Provides an in-depth review of intervention approaches for health promotion and disease prevention and covers the leading theories of behavior change. Follows an integrative model to demonstrate similarities and differences between the theoretical approaches, seeking what is useful and worthwhile in each theoretical model rather than looking primarily for what is most easily criticized. Practical in nature with emphasis on the specifics of needs assessments and intervention development and delivery and how these may vary across community settings, with diverse populations, addressing different behaviors, and leveraging traditional and emerging delivery channels. Explores intervention creation, delivery, effectiveness, and sustainability to identify and better understand the resources and other practical considerations necessary to produce, deliver, monitor, and disseminate an intervention with demonstrated effectiveness. Examples drawn from across the behavioral spectrum and include tobacco control, physical activity, healthy diet, stress and distress, as well as consideration of the complexities of extending interventions to target multiple risk behaviors. Students develop a foundational understanding of behavior change theory, rigorous research methods, and creative design strategies to advance the health of individuals and communities. Students taking 2 units only will complete all 4 homework assignments, attend 8 of 10 class sessions, and complete an abbreviated final abstract plus figures/tables instead of a final paper. The grading, in this instance, will be the medical school option of credit/no credit. CHPR master's students must enroll for 3 units and a letter grade.
Terms: Aut
| Units: 3
CHPR 230:
Sexual Function and Diversity in Medical Disciplines (FEMGEN 230)
This course is a coordinated seminar series that presents evidence-based health promotion and disease prevention guidelines by clinical and translational research and population health science faculty of clinical departments other than Medicine (the focus of CHPR 260) of the Stanford School of Medicine, including; Anesthesiology & Perioperative, & Pain Medicine, Cardiothoracic gy, Emergency Medicine, Neurology & Neurological Sciences, Neurosurgery, Obstetrics & Gynecology, Ophthalmology, Orthopaedic Surgery, Otolaryngology, Pathology, Pediatrics, Psychiatry & Behavioral Sciences, Radiation Oncology, Radiology, Surgery and Urology. CHPR master's program students must enroll in CHPR 230 for a letter grade and priority for enrollment will be given to current CHPR students. For third unit, graduate students attend INDE 215 Queer Health & Medicine and complete assignments for that section. For third unit and WAYs, undergrads enroll in SOMGEN 130. Prerequisites: CHPR 201 or equivalent or consent of instructor.
Terms: Win
| Units: 2-3
CHPR 232:
Social and Structural Determinants of Health: Achieving Health Equity
This course examines the theoretical basis and societal context of the social determinants of health (SDOH) and health equity. The focus of this course is on understanding the structural factors, including social, economic, and political mechanisms, which operate through intermediary SDOH to generate health disparities. Each session explores the structural factors underlying a social determinant of health, including the social gradient, structural racism, housing, stress, life-course and Adverse Childhood Experiences, and work. Throughout the course students will develop critical consciousness and methodological competence to think beyond the individual-level to consider multi-level and policy-level interventions to promote health equity.
Terms: Spr
| Units: 1
| Repeatable
for credit
(up to 99 units total)
CHPR 233:
Contemplative Science: The Power of the Pause for Resilience, Relationships, and Resolve
Advances in contemplative science reveal ways of caring for ourselves and others that promote health and well-being for individuals and communities. Study of diverse, evidence-based contemplative practices identifies why, how, and when specific practices are beneficial for health, well-being, focus, learning, self-compassion, positive emotions, empathy, communication, compassionate action, and burnout prevention. This course progresses through: 1) awareness-based self-care; 2) compassion-based interpersonal connections; and 3) purpose-based meaningful work and service. A unifying course framework facilitates insights regarding healthy processes for fulfilling fundamental human needs for safety/calm/peace, connection/compassion/love, and satisfaction/competence/joy. While the course focuses on factors that cultivate and sustain health, obstructions and impediments such as oppression and trauma are discussed. The course combines investigation of research with direct experience in an immersive, transformative learning retreat format rooted in the rhythm of contemplative ways of being, discovery, and expression. Multimodal activities include embodiment practices, meditation, breathwork, journaling, dyad listening, reflections on poetry and non-fiction, research critiques, iterative behavioral action plans, and creation of multimedia narratives. These activities provide a foundation for a lifetime of whole-person integrated ways of living, exploring, thinking, and serving. The course equips students with a body of knowledge and skills to flourish personally and professionally, develop innovative solutions to complex problems, and sustain research and service dedicated to improving health and well-being for everyone. Offered for 1-3 units via 3 weekend retreats (1-unit each) taught on the 2nd, 5th and 8th weekends of the quarter. The curriculum builds upon previous retreat topics: #1 Resilience, #2 Relationships, #3 Resolve. Register for your preferred number of units. (Retreat #1 = 1-unit; Retreats #1 + #2 = 2-units; or Retreats #1 + #2 + #3 = 3 units).
Terms: Spr
| Units: 1-3
| Repeatable
2 times
(up to 6 units total)
CHPR 234:
Applying Contemplative Practices
Knowledge and skills for applying contemplative practices to promote individual and community health and well-being in a variety of settings (e.g., clinics, hospitals, non-profit and for-profit organizations, schools, government agencies, secular and spiritual communities, etc.) is the focus of this course. In-depth exploration is provided through: 1) scholarly articles on contemplative neuroscience, biopsychosocial research, theoretical models, and interventions, and 2) experiential learning in which students are guided in doing diverse contemplative practices, including silence, centering, meditation, labyrinth walking, yoga, qigong, self-compassion, deep listening, storytelling, journaling, lectio divina, prayer, ritual, and compassionate action. Multi-modal learning activities include videos, field experiences, guest speakers, ancient and modern texts, class discussions, and personal reflections. In-depth understanding of contemplative practices is developed through consideration of contemplative practices with respect to behavioral science, ethics, social justice, inclusion and diversity, qualitative and quantitative research, motivational interviewing, compassionate communication, design thinking and relationship-based care, including deep listening, open-minded observation, empathic need-finding, pattern recognition, and creative confidence. The course culminates with students' presentations of their original design for a research-based health and well-being program or policy incorporating contemplative practices.
Terms: Aut
| Units: 3
CHPR 237:
Hunger & Food Insecurity: Challenges and Solution
This course will examine local, national, and global hunger issues and solutions. The focus of each class will acknowledge and examine the associations between health disparities, structural racism, systemic poverty, and the built environment that create barriers to sustainable availability and access to nutritious foods. The course will focus on advancing knowledge and skills in communication and critical thinking. Assignments will include readings, submitting written reflections, participating in class discussions, and a final project. Priority for enrollment given to current CHPR masters students, who must enroll for a letter grade
Terms: Aut
| Units: 1
CHPR 239:
Contemplative Competence for Sustainability of Public and Planetary Health and Well-being
Through a contemplative approach, this course cultivates students' capacity to take skillful action to address climate change. Effective engagement with the daunting complexity inherent in the climate crisis requires calm contemplative competence. The science of mindfulness, resilience, emotional intelligence, and compassion are explored in terms of their roles in supporting pro-environmental behaviors, policies, and programs for personal, public, and planetary health and well-being. Emerging research at the intersection of contemplation and climate science calls for individual insight and transformation to strengthen/restore/heal the human-earth relationship. Contemplative research indicates that the extension of mindful compassion beyond oneself can improve health at the public and planetary level, in addition to the individual level. Contemplative practices effective for promoting mental health in relation to eco-despair and eco-anxiety are addressed (including but not limited to nature-based centering, resilience-building mindfulness and loving kindness meditations, forest bathing, qigong, reflections on human-earth interconnectedness, and gratitude journaling.) Contemplative practices can prevent the burnout, avoidance, and disturbance of daily functioning that can arise from eco-anxiety. Moreover, research indicates contemplative practices can sustain altruistic behaviors that enhance mutual flourishing of people and the planet. Through study of contemplative neuroscience and behavioral science, students will develop/deepen their abilities for awareness, self-modulation, equanimity, self-transcendence, and compassion in caring for Earth. These skills will be discussed and applied to public health and climate change for effective behavioral action in a final class project. Modes of inquiry and class activities include contemplative, scientific, indigenous, artistic, verbal, visual, kinesthetic, sensory, emotional, spiritual, intellectual, social, and relational. Through diverse learning experiences, students will develop the empathy, discernment, and wisdom necessary for initiating and implementing solutions to the climate crisis. Course material equips students with knowledge from national and international leaders in the emerging field of contemplation, public health, and sustainability.
Terms: Aut
| Units: 2-3
CHPR 240:
Prevention Research: the Science of Healthy Living
Features the research of faculty in the Stanford Prevention Research Center and focuses on key health issues over the life course (prenatal through childhood, young to middle-aged, older and elderly adults). Topics include chronic disease (global and U.S.) epidemiology; application of behavioral science to risk reduction; nutrition; weight management; physical activity; stopping smoking; public health; community health and community-based prevention; national prevention strategy; applying communication technology to health promotion. Prerequisite: HumBio 126 or concurrent enrollment in CHPR 201.
Terms: Aut
| Units: 3
CHPR 242:
The Science of Well-being: A Global Perspective
A scientific exploration of overall and multidimensional well-being. The course will provide an overview of the concept of well-being, its composition, assessment, and interpretation. This course is designed to advance understanding and knowledge of well-being. It presents fundamental concepts and methods in the Science of Wellbeing from a global perspective. It also uses data and real-life experience from the Stanford WELL for Life Global Study to demonstrate elements of well-being in various countries and the role culture plays in the conceptual and practice of well-being.
Terms: Win
| Units: 3
CHPR 247:
Methods in Community Assessment, Evaluation, and Research (MED 147, MED 247)
Development of pragmatic skills for design, implementation, and analysis of structured interviews, focus groups, survey questionnaires, and field observations. Topics include: principles of community-based participatory research, including importance of dissemination; strengths and limitations of different study designs; validity and reliability; construction of interview and focus group questions; techniques for moderating focus groups; content analysis of qualitative data; survey questionnaire design; and interpretation of commonly-used statistical analyses.
Terms: Spr
| Units: 3
CHPR 250:
Prevention Across Medical Disciplines: Evidence-based Guidelines
Coordinated seminar series presenting evidence-based health promotion and disease prevention guidelines by research and clinical faculty of multiple divisions of Stanford's Department of Medicine, including cardiovascular medicine, oncology, nephrology, immunology and rheumatology, infectious diseases, endocrinology, gerontology and metabolism, gastroenterology and hepatology, hematology, blood and marrow transplantation, pulmonary and critical care medicine, general medical disciplines (including family medicine). Key prevention issues addressed in primary care and outcomes research, biomedical informatics research and the Stanford Prevention Research Center also presented. Enrollment priority given to CHPR Master's students. CHPR students must enroll for letter grade.Prerequisite: CHPR 201 or HUMBIO 126/CHPR 226 or equivalent or consent of instructor.
Terms: Win
| Units: 3
CHPR 270:
Prevention Across Surgical and Other Medical Disciplines
This course is coordinated seminar series that presents evidence-based health promotion and disease prevention guidelines by clinical and translational research and population health science faculty of clinical departments other than Medicine (the focus of CHPR 260) of the Stanford School of Medicine, including; Anesthesiology & Perioperative, & Pain Medicine, Cardiothoracic Surgery, Dermatology, Emergency Medicine, Neurology & Neurological Sciences, Neurosurgery, Obstetrics & Gynecology, Ophthalmology, Orthopaedic Surgery, Otolaryngology, Pathology, Pediatrics, Psychiatry & Behavioral Sciences, Radiation Oncology, Radiology, Surgery and Urology, CHPR master's program students must enroll for a letter grade and priority for enrollment will be given to current CHPR students. Prerequisites: CHPR 201 or HUMBIO 126/CHPR 226 or equivalent or consent of instructor.
Terms: Spr
| Units: 3
CHPR 271:
Human Molecular Genetics (GENE 271)
For genetic counseling students, graduate students in genetics, medical students, residents, and postdoctoral fellows interested in the practice of medical genetics and genomics. Gene structure and function; the impact of mutation and polymorphism as they relate to developmental pathways and human disease; mitochondrial genetics; approaches to the study of complex genetic conditions; GWAS and genome sequencing technologies; variant interpretation; gene therapy, stem cell biology, and pharmacogenetics. Undergraduates require consent of instructor and a basic genetics course. Non-GC students: Please contact the instructor when you enroll.
Terms: Aut
| Units: 3
CHPR 272:
Introduction to Medical Genetics (GENE 272)
For genetic counseling students, graduate students in human genetics, medical students, residents, and fellows; undergraduates with consent of instructor. Principles of medical genetics practice, including taking a family history, modes of inheritance and risk assessment, and mathematical principles of medical genetics (Bayes theorem, population genetics). An additional problem set is required for 3 units.
Terms: Aut
| Units: 2-3
CHPR 274A:
A Case Based Approach to Clinical Genetics (GENE 274A)
For genetic counseling students and medical genetics residents and fellows. Case-based scenarios and guest expert lectures. Students learn skills in case preparation, management, and presentation, as well as content around common genetic disorders.
Terms: Win
| Units: 2
CHPR 274B:
A Case Based Approach to Clinical Genetics (GENE 274B)
For genetic counseling students and medical genetics residents and fellows. Case-based scenarios and guest expert lectures. Students learn skills in case preparation, management, and presentation, as well as content around common genetic disorders. This course is a continuation of GENE 274A, but may be taken individually with instructor permission.
Terms: Spr
| Units: 2
CHPR 278:
Prenatal Genetic Counseling (GENE 278)
Online course for genetic counseling students, graduate students in genetics, medical students, residents, fellows, and nurses interested in prenatal genetics. Genetic counseling students should take this course in conjunction with their initial prenatal genetics rotation. Topics include: prenatal screening and diagnostic testing, ultrasound, genetic carrier screening, teratology, fetal treatment and intervention, perinatal loss, termination, and infertility. Non-GC students: Please contact the instructor when you enroll.
Terms: Aut, Win, Spr
| Units: 1
CHPR 279:
Pediatric and Adult Genetic Counseling (GENE 279)
Internet based course for genetic counseling students, graduate students in genetics, medical students, residents, and fellows; genetic counseling students should take this course in conjunction with their initial general genetics rotation. Topics include: clinical reasoning in medical genetics, techniques to prepare for the medical genetics visit, assessment of child development and medical history in the context of a genetic workup, dysmorphology, development of a differential diagnosis, and resources for case management and family support. Non-GC students: Please contact the instructor when you enroll.
Terms: Aut, Win, Spr
| Units: 1
CHPR 280:
Metabolic Genetic Counseling (GENE 280)
Internet based course for genetic counseling students, graduate students in genetics, medical students, residents, and fellows. Genetic counseling students should take this course in conjunction with their metabolic genetics rotation. Topics include: overview of metabolic diseases; common pathways; diagnosis, management, and treatment of metabolic disorders; and newborn screening. Non-GC students: Please contact the instructor when you enroll.
Terms: Aut, Win, Spr
| Units: 1
CHPR 281:
Cancer Genetic Counseling (GENE 281)
Internet based course for genetic counseling students, graduate students in genetics, medical students, residents, and fellows; genetic counseling students should take this course in conjunction with their initial cancer genetics rotation. Topics include: cancer biology and cytogenetics; diagnosis and management of common cancer genetic syndromes; predictive testing; psychology of cancer genetic counseling; and topics recommended by ASCO guidelines.Non-GC students: Please contact the instructor when you enroll.
Terms: Aut, Win, Spr
| Units: 1
CHPR 284:
Medical Genetics Seminar (GENE 284)
Presentation of clinical and research topics in human genetics, followed by case presentations from the medical genetics and biochemical genetics services. Course may be completed online or in-person. Non-GC students: Please contact the instructor when you enroll.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
CHPR 287:
CARDIOVASCULAR GENETICS (GENE 287)
Online course for genetic counseling students, graduate students in genetics, medical students, residents, fellows, and nurses interested in inherited cardiovascular conditions. Genetic counseling students should take this course in conjunction with their cardiovascular genetics rotation. Topics include: Basic cardiology principles, including relevant anatomy and physiology; diagnosis, management and genetic testing as it relates to common inherited cardiovascular conditions in both the pediatric and adult setting; predictive genetic testing issues specific to inherited cardiovascular conditions; psychological issues related to sudden death conditions. Non-GC students: Please contact the instructor when you enroll.
Terms: Aut, Win, Spr
| Units: 1
CHPR 290:
Curricular Practical Training and Internship
CHPR masters students enroll for a letter grade in your mentor's section. Before the end of the second week of the quarter, enrolled students must submit a description of the expected learning outcomes and deliverables for each unit to the CHPR office. One unit= three hours of work per week (30 hours for the quarter). CHPR 290 is also the CPT Course required for international students completing degree requirements.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
4 times
(up to 72 units total)
Instructors: ;
Ardoin, N. (PI);
Asch, S. (PI);
Ashley, E. (PI);
Aye, T. (PI);
Baiocchi, M. (PI);
Barr, D. (PI);
Boneh, D. (PI);
Bruce, J. (PI);
Carmichael, S. (PI);
Chamberlain, L. (PI);
Chen, Y. (PI);
Chinthrajah, S. (PI);
Gardner, C. (PI);
Halpern-Felsher, B. (PI);
Heaney, C. (PI);
Henriksen, L. (PI);
Hsing, A. (PI);
Ioannidis, J. (PI);
Kamal, R. (PI);
Kan, K. (PI);
Kiernan, M. (PI);
Kin, C. (PI);
King, A. (PI);
Matlow, R. (PI);
Newberry, J. (PI);
Oppezzo, M. (PI);
Osterberg, L. (PI);
Palaniappan, L. (PI);
Patel, A. (PI);
Patel, M. (PI);
Prochaska, J. (PI);
Robinson, J. (PI);
Robinson, T. (PI);
Rosas, L. (PI);
Sarnquist, C. (PI);
Schapira, L. (PI);
Sindher, S. (PI);
Stafford, R. (PI);
Stefanick, M. (PI);
Stice, E. (PI);
Thadaney Israni, S. (PI);
Trivedi, R. (PI);
Tsai, S. (PI);
Verghese, A. (PI);
Wang, N. (PI);
Winget, M. (PI);
Winkleby, M. (PI);
Winter, S. (PI);
Zulman, D. (PI);
Prochaska, J. (SI);
Preising, T. (GP)
CHPR 299:
Directed Reading
Prerequisite: consent of instructor. Before the end of the second week of the quarter, enrolled students must submit a description of the expected learning outcomes and deliverables for each unit to the CHPR office. One unit= three hours of work per week (10 hours for the quarter).
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
4 times
(up to 72 units total)
Instructors: ;
Asch, S. (PI);
Aye, T. (PI);
Baiocchi, M. (PI);
Barr, D. (PI);
Bruce, J. (PI);
Carmichael, S. (PI);
Chamberlain, L. (PI);
Chinthrajah, S. (PI);
Gardner, C. (PI);
Halpern-Felsher, B. (PI);
Heaney, C. (PI);
Henriksen, L. (PI);
Hsing, A. (PI);
Ioannidis, J. (PI);
Kamal, R. (PI);
Kan, K. (PI);
Kiernan, M. (PI);
King, A. (PI);
Matlow, R. (PI);
Oppezzo, M. (PI);
Osterberg, L. (PI);
Palaniappan, L. (PI);
Patel, A. (PI);
Patel, M. (PI);
Prochaska, J. (PI);
Robinson, J. (PI);
Robinson, T. (PI);
Rosas, L. (PI);
Sarnquist, C. (PI);
Schapira, L. (PI);
Stafford, R. (PI);
Stefanick, M. (PI);
Stice, E. (PI);
Trivedi, R. (PI);
Tsai, S. (PI);
Verghese, A. (PI);
Wang, N. (PI);
Winget, M. (PI);
Winkleby, M. (PI);
Winter, S. (PI);
Zulman, D. (PI)
CHPR 399:
Community Health and Prevention Research Master's Thesis Writing
Thesis writing for Community Health and Prevention Research Program. Students enroll in thesis advisor's section. Non-medical students enroll for a letter grade. Before the end of the second week of the quarter, enrolled students must submit a description of the expected learning outcomes and deliverables for each unit to the CHPR office. One unit= three hours of work per week (30 hours for the quarter).
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
4 times
(up to 72 units total)
Instructors: ;
Ardoin, N. (PI);
Asch, S. (PI);
Ashley, E. (PI);
Aye, T. (PI);
Baiocchi, M. (PI);
Barr, D. (PI);
Boneh, D. (PI);
Bruce, J. (PI);
Carmichael, S. (PI);
Chamberlain, L. (PI);
Chen, Y. (PI);
Chinthrajah, S. (PI);
Gardner, C. (PI);
Halpern-Felsher, B. (PI);
Heaney, C. (PI);
Henriksen, L. (PI);
Hsing, A. (PI);
Ioannidis, J. (PI);
Kamal, R. (PI);
Kan, K. (PI);
Kiernan, M. (PI);
Kin, C. (PI);
King, A. (PI);
Matlow, R. (PI);
Newberry, J. (PI);
Oppezzo, M. (PI);
Osterberg, L. (PI);
Palaniappan, L. (PI);
Patel, A. (PI);
Patel, M. (PI);
Prochaska, J. (PI);
Robinson, J. (PI);
Robinson, T. (PI);
Rosas, L. (PI);
Sarnquist, C. (PI);
Schapira, L. (PI);
Sindher, S. (PI);
Stafford, R. (PI);
Stefanick, M. (PI);
Stice, E. (PI);
Trivedi, R. (PI);
Tsai, S. (PI);
Verghese, A. (PI);
Wang, N. (PI);
Winget, M. (PI);
Winkleby, M. (PI);
Winter, S. (PI);
Zulman, D. (PI);
Prochaska, J. (SI);
Preising, T. (GP);
Smith, S. (GP)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Ardoin, N. (PI);
Asch, S. (PI);
Ashley, E. (PI);
Aye, T. (PI);
Baiocchi, M. (PI);
Barr, D. (PI);
Boneh, D. (PI);
Bruce, J. (PI);
Carmichael, S. (PI);
Chamberlain, L. (PI);
Chen, Y. (PI);
Chinthrajah, S. (PI);
Gardner, C. (PI);
Halpern-Felsher, B. (PI);
Heaney, C. (PI);
Henriksen, L. (PI);
Hsing, A. (PI);
Kamal, R. (PI);
Kan, K. (PI);
Kin, C. (PI);
King, A. (PI);
Matlow, R. (PI);
Newberry, J. (PI);
Oppezzo, M. (PI);
Osterberg, L. (PI);
Palaniappan, L. (PI);
Patel, A. (PI);
Patel, M. (PI);
Prochaska, J. (PI);
Robinson, J. (PI);
Robinson, T. (PI);
Rosas, L. (PI);
Sarnquist, C. (PI);
Schapira, L. (PI);
Sindher, S. (PI);
Stafford, R. (PI);
Stefanick, M. (PI);
Stice, E. (PI);
Trivedi, R. (PI);
Tsai, S. (PI);
Wang, N. (PI);
Winget, M. (PI);
Winter, S. (PI);
Zulman, D. (PI);
Preising, T. (GP);
Smith, S. (GP)
CLASSICS 1G:
Beginning Greek
No knowledge of Greek is assumed. Vocabulary and syntax of the classical language.
Terms: Aut
| Units: 5
CLASSICS 1L:
Beginning Latin
Vocabulary and syntax of the classical language. No previous knowledge of Latin is assumed.
Terms: Aut
| Units: 5
CLASSICS 2G:
Beginning Greek
Continuation of CLASSICS 1G. Vocabulary and syntax of the classical language.
Terms: Win
| Units: 5
CLASSICS 2L:
Beginning Latin
(Formerly CLASSLAT 2.) Vocabulary and syntax of the classical language. Prerequisite: CLASSICS 1L or equivalent placement.
Terms: Win
| Units: 5
CLASSICS 3G:
Beginning Greek
Vocabulary and syntax of the classical language. Prerequisite: CLASSICS 2G or equivalent placement. CLASSICS 3G fulfills University language requirement.
Terms: Spr
| Units: 5
| UG Reqs: Language
CLASSICS 3L:
Beginning Latin
Vocabulary and syntax of the classical language. Prerequisite: CLASSICS 2L or equivalent placement. CLASSICS 3L fulfills the University language requirement.
Terms: Spr
| Units: 5
| UG Reqs: Language
CLASSICS 6L:
Latin 400-1700 CE (CLASSICS 208L, RELIGST 173X)
Readings in later Latin, drawing on the vast bodies of texts from the late antique, medieval and early modern periods. Each week students will prepare selections in advance of class meetings; class time will be devoted to translation and discussion. Students taking this course will gain exposure to a wide range of later Latin texts; hone translation skills; and develop an awareness of the grammatical and stylistic features of post-classical Latin. The course is aimed both at classical Latinists seeking to broaden their reading experience and at medievalists and early modernists seeking to consolidate their Latin language skills. May be repeat for credit.nnPrior experience in Latin is required, preferably CLASSICS 11L. Equivalent accepted. Classics majors and minors may repeat for credit with advance approval from the Director of Undergraduate Studies. Does not fulfill the language requirement in Classical Studies track.
Terms: Sum
| Units: 3-5
| Repeatable
for credit
CLASSICS 9N:
What Didn't Make the Bible (HISTORY 112C, JEWISHST 4, RELIGST 4)
Over two billion people alive today consider the Bible to be sacred scripture. But how did the books that made it into the bible get there in the first place? Who decided what was to be part of the bible and what wasn't? How would history look differently if a given book didn't make the final cut and another one did? Hundreds of ancient Jewish and Christian texts are not included in the Bible. "What Didn't Make It in the Bible" focuses on these excluded writings. We will explore the Dead Sea Scrolls, Gnostic gospels, hear of a five-year-old Jesus throwing temper tantrums while killing (and later resurrecting) his classmates, peruse ancient romance novels, explore the adventures of fallen angels who sired giants (and taught humans about cosmetics), tour heaven and hell, encounter the garden of Eden story told from the perspective of the snake, and learn how the world will end. The course assumes no prior knowledge of Judaism, Christianity, the bible, or ancient history. It is designed for students who are part of faith traditions that consider the bible to be sacred, as well as those who are not. The only prerequisite is an interest in exploring books, groups, and ideas that eventually lost the battles of history and to keep asking the question "why." In critically examining these ancient narratives and the communities that wrote them, you will investigate how religions canonize a scriptural tradition, better appreciate the diversity of early Judaism and Christianity, understand the historical context of these religions, and explore the politics behind what did and did not make it into the bible.
Terms: Spr
| Units: 4
| UG Reqs: WAY-A-II, WAY-SI
CLASSICS 11G:
Intermediate Greek: Prose
Transition to reading Greek prose. Students will build upon knowledge of morphology and syntax acquired in beginning Greek to develop confidence and proficiency in reading a variety of Greek texts from mythology to selections of classical and biblical prose.
Terms: Aut
| Units: 5
| UG Reqs: Language
| Repeatable
for credit
CLASSICS 11L:
Intermediate Latin: Introduction to Literature
Phonology, morphology, semantics, and syntax. Readings in prose and poetry, including Nepos (Life of Hannibal), Cicero, Catullus, and more. Analysis of literary language, including rhythm, meter, word order, narrative, and figures of speech.
Terms: Aut
| Units: 5
| UG Reqs: Language
| Repeatable
for credit
CLASSICS 12G:
Intermediate Greek: Plato's Menexenus
This course aims to give students the tools to confidently read Plato's Greek. We will focus in particular on grammar, syntax, and vocabulary. Since the Menexenus takes the form of an Athenian funeral oration, we will examine this dialogue in the context of public funeral orations in Athens in the classical period. We will also look at the Menexenus in terms of Plato's reactions to the Athenian democracy and its dominant ideologies. Classics majors and minors must take course for letter grade. Classics majors and minors may repeat for credit with advance approval from the Director of Undergraduate Studies.
Terms: Win
| Units: 5
| UG Reqs: Language
| Repeatable
for credit
CLASSICS 12L:
Intermediate Latin: Imperial Women in Suetonius
This course introduces Suetonius' Lives of the Twelve Caesars to the intermediate Latin Student. Rather than focus on the emperors, however, this course reads and examines the passages that deal with the lives of the empresses, especially Livia, Messalina, Agrippina the Younger and others. Students will learn about the roles of women in Roman political life, how they are portrayed by male authors, and their depictions in the genres of ancient biography and history. Towards the end of the course, the student will also read relevant selections regarding the same figures from the works of Tacitus, as well as short passages from the Passion of Saints Perpetua and Felicity. In addition to this thematic focus on imperial women, the other main goal of this class is to continue to reinforce the student's grasp of grammar, syntax, and vocabulary to increase their ability to read Latin and in preparation for advanced courses. Classics majors and minors may repeat for credit with advance approval from the Director of Undergraduate Studies.
Terms: Win
| Units: 5
| UG Reqs: Language
| Repeatable
for credit
CLASSICS 12N:
Income and wealth inequality from the Stone Age to the present (HISTORY 12N)
Rising inequality is a defining feature of our time. How long has economic inequality existed, and when, how and why has the gap between haves and have-nots widened or narrowed over the course of history? This seminar takes a very long-term view of these questions. It is designed to help you appreciate dynamics and complexities that are often obscured by partisan controversies and short-term perspectives, and to provide solid historical background for a better understanding of a growing societal concern.
Terms: Aut
| Units: 4
| UG Reqs: WAY-SI
CLASSICS 13G:
Intermediate Greek: Iliad
This course is intended to introduce students to the unique grammar, vocabulary, and narrative structure of Homeric poetry, with the Iliad as the primary point of focus. Members of the class will translate passages throughout the epic relating to diverse depictions of valor and heroism, with three types of heroic action being emphasized: contests of honor between warriors, discourse between soldiers and civilians, and acts of deception with questionable adherence to the 'heroic code.' Students will read in English all sections of the Iliad not covered in class, as well as selections of Classical-era tragedy and philosophy and modern popular culture which develop and/or interrogate the model of virtue established by Homeric poetry. Classics majors and minors may repeat for credit with advance approval from the Director of Undergraduate Studies.
Terms: Spr
| Units: 5
| UG Reqs: Language
| Repeatable
for credit
CLASSICS 13L:
Intermediate Latin: Ovid
Vocabulary, forms and syntax. Students will read selections from Ovid's Metamorphoses and discuss their wider social context and receptions. Special attention will be paid to books 1, 3, 8 and 10. Classics majors and minors may repeat for credit with advance approval from the Director of Undergraduate Studies.
Terms: Spr
| Units: 5
| UG Reqs: Language
| Repeatable
for credit
CLASSICS 13N:
Race, Blackness, Antiquity (CSRE 13N)
What was the definition of 'race' twenty-five hundred years ago? What did black skin color indicate in the centuries before the Trans-Atlantic slave trade? In this course, students will investigate the history of black skin color in Greek and Roman antiquity alongside the legacy of race within the field of Classics (ancient Greek and Latin literature). In addition to interrogating the terms 'race' and 'blackness' as it applies to an ancient time period, students will cross-examine the role that race and cultural imperialism have played in the formation of the current discipline of Classics. This course will benefit greatly from students with a broad spectrum of interests; all are welcome to join the discussion.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II, WAY-EDP
CLASSICS 14:
Greek and Latin Roots of English
(Formerly CLASSGEN 9) Goal is to improve vocabulary, comprehension of written English, and standardized test scores through learning the Greek and Latin components of English. Focus is on patterns and processes in the formation of the lexicon. Terminology used in medicine, business, education, law, and humanities; introduction to principles of language history and etymology. Greek or Latin not required.
Terms: Sum
| Units: 3
CLASSICS 17N:
To Die For: Antigone and Political Dissent (TAPS 12N)
(Formerly CLASSGEN 6N.) Preference to freshmen. Tensions inherent in the democracy of ancient Athens; how the character of Antigone emerges in later drama, film, and political thought as a figure of resistance against illegitimate authority; and her relevance to contemporary struggles for women's and workers' rights and national liberation. Readings and screenings include versions of "Antigone" by Sophocles, Anouilh, Brecht, Fugard/Kani/Ntshona, Paulin, Glowacki, Gurney, and von Trotta.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-EDP, WAY-ER
CLASSICS 17SC:
Classical California
If you counted the many modern guises in which ancient Greece and Rome show up in our lives, how many could you find? You might consider, for example, words we speak, films we watch, buildings we use, political concepts we debate, styles we admire, myths we read. This course is our chance to explore such rich diversity, emphasizing the more material kinds of `classical remembrance. Our focus will be on California, its architecture, its collections of ancient objects. Readings, to be discussed in class, will inform our treasure hunt, which will start with Stanford University collections and proceed farther afield. Pandemic permitting, we'll visit the Getty Villa in Malibu, one of the world's foremost collections of ancient art housed in the imposing reconstruction of an ancient Roman villa. We'll archive our favorite discoveries, some obvious and some intriguingly obscure, in a digital museum which our class will co-create from scratch. But this will be a treasure hunt with a difference: while pursuing it we'll develop critical awareness about the very nature of ancient Greece and Rome and its legacies. Some of the questions to discuss are: What does the term `classical' convey? How might we weigh this supposed classicism against other traditions? Which ancient voices are heard and which remain silent? To whom do the legacies of ancient Greece and Rome belong? What are the ethics involved in collecting classical antiquities? How does antiquity `read' our very selves, individually and collectively? All are welcome, whether you're new to ancient studies or an old hand. Newcomers will get a uniquely experiential introduction to ancient Greece and Rome. Others will have the opportunity to deepen selected aspects of their classical knowledge. All students will emerge from the class with a broad overview of Greco-Roman pasts; will appreciate the range of human engagements with Greco-Roman antiquity, particularly in its local and regional manifestations; will understand the nature of the 'classical' in relation to other artistic traditions; will understand the role of ancient Greece and Rome in relation to fundamental human values and questions.
Terms: Sum
| Units: 2
CLASSICS 18N:
The Artist in Ancient Greek Society (ARTHIST 100N)
Given the importance of art to all aspects of their lives, the Greeks had reason to respect their artists. Yet potters, painters and even sculptors possessed little social standing. Why did the Greeks value the work of craftsmen but not the men themselves? Why did Herodotus dismiss those who worked with their hands as "mechanics?" What prompted Homer to claim that "there is no greater glory for a man than what he achieves with his own hands," provided that he was throwing a discus and not a vase on a wheel? Painted pottery was essential to the religious and secular lives of the Greeks. Libations to the gods and to the dead required vessels from which to pour them. Economic prosperity depended on the export of wine and oil in durable clay containers. At home, depictions of gods and heroes on vases reinforced Greek values and helped parents to educate their children. Vases depicting Dionysian excess were produced for elite symposia, from which those who potted and painted them were excluded. Sculptors were less lowly but still regarded as "mechanics," with soft bodies and soft minds (Xenophon), "indifferent to higher things" (Plutarch). The seminar addresses such issues as we work to acknowledge our own privilege and biases. Students will read and discuss texts, write response papers and present slide lectures on aspects of the artist's profession.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II
CLASSICS 19N:
Eloquence Personified: How To Speak Like Cicero
This course is an introduction to Roman rhetoric, Cicero's Rome, and the active practice of speaking well. Participants read a short rhetorical treatise by Cicero, analyze one of his speeches as well as more recent ones by, e.g., Kennedy, Martin Luther King Jr., and Obama, and watch their oratorical performances. During the remainder of the term they practice rhetoric, prepare and deliver in class two (short) speeches, and write an essay.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-CE
CLASSICS 26N:
The Roman Empire: Its Grandeur and Fall (HISTORY 11N)
Preference to freshmen. Explore themes on the Roman Empire and its decline from the 1st through the 5th centuries C.E.. What was the political and military glue that held this diverse, multi-ethnic empire together? What were the bases of wealth and how was it distributed? What were the possibilities and limits of economic growth? How integrated was it in culture and religion? What were the causes and consequences of the conversion to Christianity? Why did the Empire fall in the West? How suitable is the analogy of the U.S. in the 21st century?
Terms: Aut
| Units: 4
| UG Reqs: GER:IHUM-3, WAY-SI
CLASSICS 30N:
Making fun of History: Insults, Mockery and Abuse Language in Antiquity
People have mocked one another for as long as there has been language with which to do it, but insults can be difficult to pin down: a word or phrase may seem mocking to one person and funny or friendly to another. Even praise can be insulting, in some situations. Context is key. In this course we will study abusive speech in the context of ancient Greece and Rome. Primary readings will range from Homer and Aristophanes to Plautus and Seneca, as well as vernacular sources such as ancient wall-graffiti and curse tablets. Throughout we will use modern sources such as film, music, and political speeches for comparison. We will also explore different sociological, anthropological, and linguistic models for understanding the social role of insult. Studying the slippery phenomenon of insult reveals a great deal about human communication, human nature, and the Classical tradition. No knowledge of Latin, Greek, or Linguistics is assumed or required for this course.
Terms: Win
| Units: 3
CLASSICS 31:
Greek Mythology
The heroic and divine in the literature, mythology, and culture of archaic Greece. Interdisciplinary approach to the study of individuals and society. Illustrated lectures. Readings in translation of Homer, Hesiod, and the poets of lyric and tragedy. Weekly participation in a discussion section is required during regular academic quarters (Aut, Win, Spr)
Terms: Aut, Sum
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
CLASSICS 37:
Great Books, Big Ideas from Ancient Greece and Rome (DLCL 11, HUMCORE 112)
This course will journey through ancient Greek and Roman literature from Homer to St. Augustine, in constant conversation with the other HumCore travelers in the Ancient Middle East, Africa and South Asia, and Early China. It will introduce participants to some of its fascinating features and big ideas (such as the idea of history); and it will reflect on questions including: What is an honorable life? Who is the Other? How does a society fall apart? Where does human subjectivity fit into a world of matter, cause and effect? Should art serve an exterior purpose? Do we have any duties to the past? This course is part of the Humanities Core, a collaborative set of global humanities seminars that brings all of its students and faculty into conversation. On Mondays you meet in your own course, and on Wednesdays all the HumCore seminars (in session that quarter) meet together: https://humanitiescore.stanford.edu/.
Terms: Aut
| Units: 3
| UG Reqs: WAY-A-II
CLASSICS 40:
The History of Ancient Greek Philosophy (PHIL 100)
We shall cover the major developments in Greek philosophical thought, focusing on Plato, Aristotle, and the Hellenistic schools (the Epicureans, the Stoics, and the Skeptics). Topics include epistemology, metaphysics, psychology, ethics and political theory. No prereqs, not repeatable.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
CLASSICS 42:
Philosophy and Literature (COMPLIT 181, ENGLISH 81, FRENCH 181, GERMAN 181, ILAC 181, ITALIAN 181, PHIL 81, SLAVIC 181)
What, if anything, does reading literature do for our lives? What can literature offer that other forms of writing cannot? Can fictions teach us anything? Can they make people more moral? Why do we take pleasure in tragic stories? This course introduces students to major problems at the intersection of philosophy and literature. It addresses key questions about the value of literature, philosophical puzzles about the nature of fiction and literary language, and ways that philosophy and literature interact. Readings span literature, film, and philosophical theories of art. Authors may include Sophocles, Dickinson, Toni Morrison, Proust, Woolf, Walton, Nietzsche, and Sartre. Students master close reading techniques and philosophical analysis, and write papers combining the two. This is the required gateway course for the Philosophy and Literature major tracks. Majors should register in their home department.
Terms: Aut
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
CLASSICS 47:
Ancient Knowledge, New Frontiers: How the Greek Legacy Became Islamic Science (COMPLIT 107A, HUMCORE 121)
What is the relation between magic and science? Is religion compatible with the scientific method? Are there patterns in the stars? What is a metaphor? This course will read key moments in Greek and Islamic science and philosophy and investigate the philosophy of language, mathematical diagrams, manuscripts, the madrasa, free will, predestination, and semantic logic. We will read selections from Ibn Taymiya, Ibn Haytham, Omar Khayyam, Baha al-Din al-Amili, and others. This course is part of the Humanities Core, a collaborative set of global humanities seminars that brings all of its students and faculty into conversation. On Mondays you meet in your own course, and on Wednesdays all the HumCore seminars (in session that quarter) meet together: https://humanitiescore.stanford.edu/.
Terms: Win
| Units: 3
| UG Reqs: WAY-A-II
CLASSICS 56:
Decolonizing the Western Canon: Introduction to Art and Architecture from Prehistory to Medieval (ARTHIST 1A)
Traditional Art History viewed the Renaissance as its pinnacle; it privileged linear perspective and lifelikeness and measured other traditions against this standard, neglecting art from the Near East, Egypt, the Middle Ages, or Islam. This course will disrupt this colonizing vision by conceptualizing artworks as "methexis" (participation, liveliness, or enactment) as opposed to mimesis (imitation or lifelikeness). We will study the development of the Western canon and its systematic eradication of difference through a renewed understanding of what an artwork is.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-EDP
CLASSICS 76:
Global History: The Ancient World (HISTORY 1A)
World history from the origins of humanity to the Black Death. Focuses on the evolution of complex societies, wealth, violence, hierarchy, and large-scale belief systems.
Terms: Aut
| Units: 3-5
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-SI
CLASSICS 81:
Ancient Empires: Near East (HISTORY 117)
Why do imperialists conquer people? Why do some people resist while others collaborate? This course tries to answer these questions by looking at some of the world's earliest empires. The main focus is on the expansion of the Assyrian and Persian Empires between 900 and 300 BC and the consequences for the ancient Jews, Egyptians, and Greeks. The main readings come from the Bible, Herodotus, and Assyrian and Persian royal inscriptions, and the course combines historical and archaeological data with social scientific approaches. Weekly participation in a discussion section is required.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-SI
CLASSICS 83:
The Greeks (HISTORY 101)
250 years ago, for almost the first time in history, a few societies rejected kings who claimed to know what the gods wanted and began moving toward democracy. Only once before had this happened--in ancient Greece. This course asks how the Greeks did this, and what they can teach us today. It uses texts and archaeology to trace the material and military sides of the story as well as cultural developments, and looks at Greek slavery and misogyny as well as their achievements. Weekly participation in a discussion section is required.
Terms: Win
| Units: 4-5
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-SI
CLASSICS 84:
The Romans (HISTORY 102A)
How did a tiny village create a huge empire and shape the world, and why did it fail? Roman history, imperialism, politics, social life, economic growth, and religious change. Weekly participation in a discussion section is required; enroll in sections on Coursework.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-SI
CLASSICS 101G:
Advanced Greek: Sophocles
Set at the end of the Trojan War, Sophocles' Ajax enacts the final hours of the second-greatest Greek hero. The play will act as a jumping-off point for discussions of the form and role of tragedy in 5th century BCE Athenian society, ancient depictions of mental illness, and the mirrored engagement of modern audiences with the Ajax and Sophocles' engagement with the Homeric tradition. We will read the play in its original Greek, with review of syntax, vocabulary, prosody, and historical context as needed. (Content note: this play depicts suicide.) Classics majors and minors may repeat for credit with advance approval from the Director of Undergraduate Studies.
Terms: Aut
| Units: 3-5
| UG Reqs: Language
| Repeatable
for credit
CLASSICS 101L:
Advanced Latin: Communication is Key. Cicero's De oratore
Why should we care about (the art of) speaking well? How do we perfect it, and towards what ideal? These are the questions Marcus Tullius Cicero explores in his rhetorical and philosophical masterpiece of 55BC. A fictional dialogue of historical characters, including the greatest speakers of Cicero's adolescence, Marcus Antonius and Lucius L. Crassus, it is set in 91 before a darkening background of civil unrest (and worse). Evoking Plato's Phaedrus, anticipating his own situation in the 50s, Cicero weaves together a beautiful discussion of what we should all care about. We'll read De oratore in selection, a few letters and excerpts from his other works, along with chapters from Fantham's The Roman World and Rawson's intellectual biography. Classics majors and minors must take for a letter grade and may repeat for credit with advance approval from the Director of Undergraduate Studies.
Terms: Aut
| Units: 3-5
| UG Reqs: Language
| Repeatable
for credit
CLASSICS 102G:
Advanced Greek: Plato's Euthyphro
We will read Plato's dialogue, the Euthyphro, in ancient Greek, focusing on the understanding of philosophical prose. Furthermore, we will also discuss the significance of text in the broader context of historiography, Athenian philosophy, and Athenian slavery. We will use the text to review Greek grammar and syntax with a view to transitioning students from Intermediate Greek to fluent reading of Attic prose. Classics majors and minors may repeat for credit with advance approval from the Director of Undergraduate Studies.
Terms: Win
| Units: 3-5
| UG Reqs: Language
| Repeatable
for credit
CLASSICS 102L:
Advanced Latin: Horace, Odes (CLASSICS 209L)
In this course we will read Horace's Odes (1-3), a quintessential work of Augustan era lyric poetry which is among the most influential in all of Latin literature. This will be done through focused readings and regular group discussions on specific thematic points, in particular Horace's biography and relationships, use of meter, myth, and political events, and his lyrical style. In addition to reading the Odes, we will also survey other works by Horace, including select poems from his Satires and Epistles. The major objective of this course is to strengthen students' Latin reading skills, in particular matters of grammar and ability to efficiently translate Latin at a high level. Other learning objectives include: understanding the historical context within which the Odes was written; identifying the social, economic, and political entanglements which fashioned Augustan era art and literature; and appreciating Horace's influence on lyric poetry in antiquity and today. Classics majors and minors must take course for letter grade. May be repeated for credit with advance approval from the Director of Undergraduate Studies.
Terms: Win
| Units: 3-5
| UG Reqs: Language, WAY-A-II
| Repeatable
for credit
CLASSICS 103G:
Advanced Greek: Hymns
Greek hymns form a large and heterogenous corpus extending from the Homeric Hymns through Callimachus to early Imperial Orphic texts and beyond. We will read selected hymns in their original Greek, with review of syntax, vocabulary, prosody, and historical context, using our readings as a framework for discussion of Greek religion, the place of the gods in Greek literature, and the porous boundaries of genre. Classics majors and minors may repeat for credit with advance approval from the Director of Undergraduate Studies.
Terms: Spr
| Units: 3-5
| UG Reqs: Language
| Repeatable
for credit
CLASSICS 103L:
Advanced Latin: Informal, Vernacular, and Non-Elite Latin
Much of the Latin we read in Classical Studies is by a relatively small group of authors - Caesar, Cicero, Vergil, Livy - and thus is mostly formal writing done from an elite perspective. However, ancient people of every class and status wrote in Latin. Much of this "non-literary" writing has been lost to history - but not all! In this class we will explore the fascinating (but rarely studied) corpus of non-elite, informal, and vernacular Latin. Readings will include inscriptions and graffiti, personal letters preserved on papyrus or wood, prose accounts, ancient Roman jokes and drinking songs, amateur poetic compositions, verse fables by Phaedrus, and selections from the martyr narrative of Perpetua. (Among other things.) In parallel, we will explore the history of Latin as a spoken language, as well as the socio-historical reasons so little "vernacular" Latin was preserved. Students should be able to read Latin at an Intermediate-to-Advanced level, but no experience with non-elite Latin, linguistics or Roman History is expected or required. Classics majors and minors must take course for letter grade. May be repeated for credit with advance approval from the Director of Undergraduate Studies.
Terms: Spr
| Units: 3-5
| UG Reqs: Language, WAY-A-II
| Repeatable
for credit
CLASSICS 104A:
Latin Syntax I (CLASSICS 204A)
Intensive review of Latin syntax. See CLASSICS 206A/B for supplemental courses. Students should take both syntax and semantics in the same quarters. Prerequisite for undergraduates: three years of Latin. First-year graduate students register for CLASSICS 204A.
Terms: Win
| Units: 4
CLASSICS 104B:
Latin Syntax II (CLASSICS 204B)
Intensive review of Latin syntax. See CLASSICS 206A/B for supplemental courses. Students should take both syntax and semantics in the same quarters. Prerequisite for undergraduates: three years of Latin. First-year graduate students register for CLASSICS 204B.
Terms: Spr
| Units: 4
CLASSICS 105A:
Greek Syntax: Prose Composition (CLASSICS 205A)
The goal of this course is to provide a thorough review of Greek syntax, reinforced by reading selected short passages of Attic Greek in some detail, in order to develop a much greater command of the language and to increase reading skills as well as an understanding of the stylistic features of the major prose genres.
Terms: Win
| Units: 5
CLASSICS 112:
Introduction to Greek Tragedy: Gods, Heroes, Fate, and Justice (TAPS 167)
Gods and heroes, fate and free choice, gender conflict, the justice or injustice of the universe: these are just some of the fundamental human issues that we will explore in about ten of the tragedies of Aeschylus, Sophocles, and Euripides.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
CLASSICS 113:
Enchanted Images: Medieval Art and Its Sonic Dimension (ARTHIST 205, ARTHIST 405, CLASSICS 313, MUSIC 205, MUSIC 405)
Explores the relationship between chant and images in medieval art. Examples are sourced from both Byzantium and the Latin West including the Holy Sepulchre in Jerusalem, Hagia Sophia in Constantinople, Ste. Foy at Conques, and Santiago de Compostela. We will explore how music sharpens the perception of the spatial, visual programs and liturgical objects.
Terms: Aut
| Units: 5
CLASSICS 115:
Virtual Italy (ARCHLGY 117, ENGLISH 115, HISTORY 238C, ITALIAN 115)
Classical Italy attracted thousands of travelers throughout the 1700s. Referring to their journey as the "Grand Tour," travelers pursued intellectual passions, promoted careers, and satisfied wanderlust, all while collecting antiquities to fill museums and estates back home. What can computational approaches tell us about who traveled, where and why? We will read travel accounts; experiment with parsing; and visualize historical data. Final projects to form credited contributions to the Grand Tour Project, a cutting-edge digital platform. No prior programming experience necessary.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-A-II, WAY-SI
CLASSICS 119:
Abject Subjects and Divine Anamorphosis in Byzantine Art (ARTHIST 208A, ARTHIST 408A, CLASSICS 319)
Entering the space of the church immediately interpellated the medieval subject, transforming him/her into an abject self, marred by sin. This psychological effect of pricking the conscience was enhanced by the architectural panopticon channeled through the icon of Christ the Judge in the dome confronting the faithful. The texts recited and chanted during the liturgy further helped streamline the process of interpellation: these homilies and chants were structured as a dialogue implicating the sinful self. This course will explore the ecclesiastical space as a divine anamorphosis, an image of God that envelops the subject, transforming him/her into the object of the divine gaze.
Terms: Spr
| Units: 5
CLASSICS 129:
Human Rights in an Age of Great Power Rivalry, War, and Political Transformation (GLOBAL 125, GLOBAL 225, HUMRTS 120)
As is well known, great and emerging power rivalries largely shaped the course of the 20th century through WWI, WWII, and the Cold War. In the aftermath of the collapse of the Soviet Union, the 21st century been characterized by the geopolitical reconfiguration underway today with the rise of China and India and the challenges posed for American and European influence. The end of the Cold War brought hope that the proxy wars, post-colonial conflicts, and mass atrocity events that characterized the mid-20th century would yield to a more stable international order of cooperation and, hence, to a greater realization of the human rights aspirations embodied in the UN framework. The founding of the International Criminal Court (ICC) in 2002 was widely hailed as a watershed event marking that transformation. Needless to say, those hopes have remained largely unrealized and the refusal of China, India, the United States, and Russia to join the ICC is indicative of how far away a realization of those aspirations remains. As this age of great power political, economic, and military rivalry intensifies how is it impacting both the countries where the rivalries are being played out (e.g.,in the Middle East, Southeast Asia, Africa) and the societies of the rival nations themselves? How are these conflicts affecting the response to global humanitarian issues such as migration, refugees, statelessness, human trafficking, modern day slavery, climate change, and the turn towards increasing authoritarian governance?The course will explore the humanitarian dimension and consequences of war, conflict, and political transformation in such contexts through a series of case studies.
Terms: Win
| Units: 3-5
CLASSICS 132:
Whose Classics? Race and Classical Antiquity in the U.S. (ASNAMST 132, CSRE 132)
Perceived as the privileged inheritance of white European (and later, American) culture, Classics has long been entangled with whiteness. We will examine this issue by flipping the script and decentering whiteness, focusing instead on marginalized communities of color that have been challenging their historic exclusion from classics. We will read classical works and their modern retellings by Black, Indigenous, Chicanx and Asian American intellectual leaders and explore how they critique classics' relationship to racism, nationalism, settler colonialism and imperialism. Readings include Sophocles' Oedipus Rex alongside Rita Dove's The Darker Face of the Earth, Euripides' Medea alongside Luis Alfaro's Mojada, Sophocles' Antigone alongside Beth Piatote's Antíkone, and the selections from the Homeric Odyssey alongside Ocean Vuong's Night Sky with Exit Wounds.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
CLASSICS 133:
Socrates and Social Justice (CLASSICS 233)
In this class, we examine whether Socrates is a model for social justice. Socrates presents a complicated figure regarding issues of political action and social justice. Some view Socrates as a champion of liberty and individual conscience. Others see him as quiescent when Athenian democracy needed defenders or, even worse, allied with those who undermined democracy. By reading relevant selections from Plato in conjunction with contemporary scholarship, we will decide for ourselves whether Socrates is an exemplar of social justice.
Terms: Spr
| Units: 5
| UG Reqs: WAY-A-II, WAY-ER
CLASSICS 136:
The Greek Invention of Mathematics
How was mathematics invented? A survey of the main creative ideas of ancient Greek mathematics. Among the issues explored are the axiomatic system of Euclid's Elements, the origins of the calculus in Greek measurements of solids and surfaces, and Archimedes' creation of mathematical physics. We will provide proofs of ancient theorems, and also learn how such theorems are even known today thanks to the recovery of ancient manuscripts.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
CLASSICS 143:
The Use of Classical Antiquity in Modern China (CHINA 151, CHINA 251)
This course examines the roles played by classical antiquity--Greek, Roman, and Chinese--in China's modernization process. Central topics of discussion include: the relationship between tradition and modernity, the relationship between China and the West, the politics and techniques of appropriation in the reception of classical heritage, and the evolving and highly contentious nature of the differences among various approaches to classical antiquity. Tackling the most fundamental questions that have confronted an ancient civilization from the turn of the twentieth century to the present, the course investigates how "classics" and "classical tradition" acquire different meanings and functions in changed contexts, and serves as a convenient introduction to key moments and figures in modern Chinese cultural and intellectual history.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-EDP, WAY-SI
CLASSICS 150:
Majors Seminar: Revolution? The Fall of the Roman Republic
Required of Classics majors and minors in junior or senior year; students contemplating honors should take this course in junior year. Advanced skills course involving close reading, critical thinking, editing, and writing. Fulfills WIM requirement for Classics.nnIn the wake of its conquest of the Mediterranean lands, the Roman Republic experienced political, social, economic, and cultural upheavals that ultimately resulted in its collapse and the emergence of autocracy. This was a crucial, pivotal moment in European history and has been viewed as an analogue in understandings of contemporary politics. This course will explore the fundamental dimensions of the upheaval, including increasing inequality within the citizenry, the growth of a slave economy, escalating political competition and violence, and the influence of Greek intellectual culture. We will examine the main explanations for the fall of the Republic and ask whether it was a genuine revolution. Readings will include both ancient texts such as orations, letters, and political philosophy of Cicero, Sallusts history of the Catilinarian conspiracy, and the poetry of Catullus and Lucretius, as well as modern scholarly interpretations. This course satisfies the Writing in the Major requirement and will strengthen your skills in close reading, critical thinking, editing, and writing. Three essay assignments will each require a draft and a final revised version.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-Hum, WAY-SI
CLASSICS 152:
The Ancient Anthropocene: An Unnatural History of Roman Environments (ARCHLGY 152A)
This course will reflect on the significance of the Anthropocene over the short- and long-term by casting an environmental lens on the archaeology and history of Rome. It will draw from diverse paleo-environmental, archaeological, art historical, and ancient textual evidence to: interrogate Roman mentalities towards the environment; investigate how Roman technologies and organizational systems enabled the Romans ability to bring about enduring ecological transformations; and explore the confluence of socio-political events and natural phenomena. This course has two objectives: first, to learn the role of the environment in the history of Rome, and vice versa; and second, to compare the Romans relationship with the environment to our own, in particular how ideas, tools, and structures affect our interactions with the natural world.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-SI
CLASSICS 154:
Sailing the Wine-Dark Sea: Maritime Archaeology of the Ancient Mediterranean (ARCHLGY 145)
Why do we care about shipwrecks? What can sunken sites and abandoned ports tell us about our past? Focusing primarily on the archaeological record of shipwrecks and harbors, along with literary evidence and contemporary theory, this course examines how and why ancient mariners ventured across the "wine-dark seas" of the Mediterranean for travel, warfare, pilgrimage, and especially commerce. We will explore interdisciplinary approaches to the development of maritime contacts and communication from the Bronze Age through the end of Roman era. At the same time, we will engage with practical techniques of maritime archaeology, which allows us to explore the material record first hand.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-SI
CLASSICS 155:
Sicily and the Sea (ARCHLGY 140)
Situated in the middle of the Mediterranean Sea, Sicily has for millennia represented a cultural crossroads and hub for the movement of peoples, objects, and ideas. Much of the island's history is reflected in sites and artifacts of maritime life: ancient ports and shipwrecked cargos; traditions and tools of marine resource exploitation; and boats that moved sailors, traders, warriors, fishermen, and displaced peoples across the ages. This course focuses on theoretical and practical engagement with the field, laboratory, and digital methods used by archaeologists to record and understand Sicily's deep cultural heritage along and under the sea. It aims to prepare students for maritime archaeological work and is a prerequisite for participation in the overseas summer field school in Sicily.
Terms: Spr
| Units: 3-5
CLASSICS 161:
Introduction to Greek Art I: The Archaic Period (ARTHIST 101)
The class considers the development of Greek art from 1000-480 and poses the question, how Greek was Greek art? In the beginning, as Greece emerges from 200 years of Dark Ages, their art is cautious, conservative and more abstract than life-like, closer to Calder than Michelangelo. While Homer describes the rippling muscles (and egos) of Bronze Age heroes, his fellow painters and sculptors prefer abstraction. This changes in the 7th century, when travel to and trade with the Near East transform Greek culture. What had been an insular society becomes cosmopolitan, enriched by the sophisticated artistic traditions of lands beyond the Aegean "frog pond." Imported Near Eastern bronzes and ivories awaken Greek artists to a wider range of subjects, techniques and ambitions. Later in the century, Greeks in Egypt learn to quarry and carve hard stone from Egyptian masters. Throughout the 6th century, Greek artists absorb what they had borrowed, compete with one another, defy their teachers, test the tolerance of the gods and eventually produce works of art that speak with a Greek accent. By the end of the archaic period, images of gods and mortals bear little trace of alien influence or imprint, yet without the contributions of Egypt and the Near East, Greek art as we know it would have been unthinkable.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
CLASSICS 162:
Introduction to Greek Art II: The Classical Period (ARTHIST 102)
The class begins with the art, architecture and political ideals of Periclean Athens, from the emergence of the city as the political and cultural center of Greece in 450 to its defeat in the Peloponnesian War in 404. It then considers how the Athenians (shell-shocked from war and three outbreaks of plague) and the rest of 4th century Greece rebuild their lives and the monuments that define them. Earlier 5th century traditions endure, with subtle changes, in the work of sculptors such as Kephisodotos. Less subtle are the outlook and output of his son Praxiteles. In collaboration with Phryne, his muse and mistress, Praxiteles challenged the canons and constraints of the past with the first female nude in the history of Greek sculpture. His gender-bending gods and men were equally audacious, their shiny surfaces reflecting Plato's discussion of Eros and androgyny. Scopas was also a man of his time, but pursued different interests. Drawn to the interior lives of men and woman, his tormented Trojan War heroes and victims are still scarred by memories of the Peloponnesian War, and a world away from the serene faces of the Parthenon. His Maenad, who has left this world for another, belongs to the same years as Euripides' Bacchae and, at the same time, anticipates the torsion and turbulence of Bernini and the Italian Baroque. The history and visual culture of these years remind us that we are not alone, that the Greeks grappled as we do with the inevitability and consequences of war, disease and inner daemons.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
CLASSICS 163:
Artists, Athletes, Courtesans and Crooks (ARTHIST 203)
The seminar examines a range of topics devoted to the makers of Greek art and artifacts, the men and women who used them in life and the afterlife, and the miscreants - from Lord Elgin to contemporary tomb-looters and dealers - whose deeds have damaged, deracinated and desecrated temples, sculptures and grave goods. Readings include ancient texts in translation, books and articles by classicists and art historians, legal texts and lively page-turners. Students will discuss weekly readings, give brief slide lectures and a final presentation on a topic of their choice, which need not be confined to the ancient Mediterranean.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-Hum, WAY-A-II
CLASSICS 164:
Roman Gladiators (ARCHLGY 165)
In modern America, gladiators are powerful representatives of ancient Rome (Spartacus, Gladiator). In the Roman world, gladiators were mostly slaves and reviled, barred from certain positions in society and doomed to short and dangerous lives. A first goal of this course is to analyze Roman society not from the top down, from the perspective of politicians, generals and the literary elite, but from the bottom up, from the perspective of gladiators and the ordinary people in the stands. A second goal is to learn how work with very different kinds of evidence: bone injuries, ancient weapons, gladiator burials, laws, graffiti written by gladiators or their fans, visual images of gladiatorial combats, and the intricate architecture and social control of the amphitheater. A final goal is to think critically about modern ideas of Roman bloodthirst. Are these ideas justified, given the ancient evidence?
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-SI
CLASSICS 165:
Religions of Ancient Eurasia (ARCHLGY 109)
This course will explore archaeological evidence for the ritual and religions of Ancient Eurasia, including Greco-Roman polytheism, early Christianity, and early Buddhism. Each week, we will discuss the most significant themes, methods, and approaches that archaeologists are now using to study religious beliefs and rituals. Examples will focus on the everyday social, material, and symbolic aspects of religion. The course will also consider the role of archaeological heritage in religious conflicts today and the ethical dilemmas of archaeology in the 21st century.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-SI
CLASSICS 168:
Engineering the Roman Empire (ARCHLGY 118)
Enter the mind, the drafting room, and the building site of the Roman architects and engineers whose monumental projects impressed ancient and modern spectators alike. This class explores the interrelated aesthetics and mechanics of construction that led to one of the most extensive building programs undertaken by a pre-modern state. Through case studies ranging from columns, domes and obelisks to road networks, machines and landscape modification, we investigate the materials, methods, and knowledge behind Roman innovation, and the role of designed space in communicating imperial identity.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
CLASSICS 170:
History of Archaeological Thought (ANTHRO 103B, ARCHLGY 103)
Introduction to the history of archaeology and the forms that the discipline takes today, emphasizing developments and debates over the past five decades. Historical overview of culture, historical, processual and post-processual archaeology, and topics that illustrate the differences and similarities in these theoretical approaches. Satisfies Archaeology WIM requirement.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-A-II, WAY-SI
CLASSICS 173:
Hagia Sophia (ARTHIST 208, ARTHIST 408, CLASSICS 273)
This seminar uncovers the aesthetic principles and spiritual operations at work in Hagia Sophia, the church dedicated to Holy Wisdom in Constantinople. Rather than a static and inert structure, the Great Church emerges as a material body that comes to life when the morning or evening light resurrects the glitter of its gold mosaics and when the singing of human voices activates the reverberant and enveloping sound of its vast interior. Drawing on art and architectural history, liturgy, musicology, and acoustics, this course explores the Byzantine paradigm of animation arguing that it is manifested in the visual and sonic mirroring, in the chiastic structure of the psalmody, and in the prosody of the sung poetry. Together these elements orchestrate a multi-sensory experience that has the potential to destabilize the divide between real and oneiric, placing the faithful in a space in between terrestrial and celestial. A short film on aesthetics and samples of Byzantine chant digitally imprinted with the acoustics of Hagia Sophia are developed as integral segments of this research; they offer a chance for the student to transcend the limits of textual analysis and experience the temporal dimension of this process of animation of the inert.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-Hum, WAY-A-II
CLASSICS 181:
Classical Seminar: Origins of Political Thought (CLASSICS 381, ETHICSOC 130A, PHIL 176A, PHIL 276A, POLISCI 230A, POLISCI 330A)
Political philosophy in classical antiquity, centered on reading canonical works of Thucydides, Plato, Aristotle against other texts and against the political and historical background. Topics include: interdependence, legitimacy, justice; political obligation, citizenship, and leadership; origins and development of democracy; law, civic strife, and constitutional change.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER
CLASSICS 185:
Reading the Archimedes Palimpsest
In this course we learn to read Medieval Greek manuscripts, concentrating on the most exciting of them all: the Archimedes Palimpsest. We begin by learning the Greek mathematical language, through a brief reading of Euclid. Following that, we learn how to read Euclid from manuscript and, following that, we proceed to read the Archimedes palimpsest itself. Course requires one year of Greek.
Terms: Win
| Units: 3-5
CLASSICS 186:
African Archive Beyond Colonization (AFRICAST 117, ARCHLGY 166, CLASSICS 286, CSRE 166)
From street names to monuments, the material sediments of colonial time can be seen, heard, and felt in the diverse cultural archives of ancient and contemporary Africa. This seminar aims to examine the role of ethnographic practice in the political agendas of past and present African nations. In the quest to reconstruct an imaginary of Africa in space and time, students will explore these social constructs in light of the rise of archaeology during the height of European empire and colonization. Particularly in the last 50 years, revived interest in African cultural heritage and preservation raises complex questions about the problematic tensions between European, American, and African theories of archaeological and ethnographic practice.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
CLASSICS 187:
Societal Collapse (POLISCI 244D)
Sustained economic growth is an anomaly in human history. Moreover, in the very long term, sustained economic decline is common. Following a historical and cross-cultural perspective, we will study the causes of economic decline, the social and political consequences of that decline, and the path that led to the collapse of some of the most prosperous societies in human history. Among the episodes we will cover are the Late Bronze Age collapse in the Eastern Mediterranean, the fall of the Western Roman Empire, and the Classic Maya collapse. We will compare these ancient episodes with recent cases of socioeconomic decline, including the dissolution of the Soviet Union, and the downfall of Venezuela under Chavismo. We will use the past to reflect on the fundamentals of harmony and prosperity in our society and the challenges that they will face in the future.
Terms: Spr
| Units: 5
| UG Reqs: WAY-SI
CLASSICS 198:
Directed Readings (Undergraduate)
(Formerly CLASSGEN 160.) May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Bork, H. (PI);
Ceserani, G. (PI);
Devine, A. (PI);
Gleason, M. (PI);
Klopacz, J. (PI);
Krebs, C. (PI);
Leidwanger, J. (PI);
Martin, R. (PI);
Maxmin, J. (PI);
McCall, M. (PI);
Morris, I. (PI);
Netz, R. (PI);
Nightingale, A. (PI);
Ober, J. (PI);
Parker, G. (PI);
Peponi, A. (PI);
Rehm, R. (PI);
Saller, R. (PI);
Scheidel, W. (PI);
Shanks, M. (PI);
Stephens, S. (PI);
Tennant, J. (PI);
Trimble, J. (PI)
CLASSICS 199:
Undergraduate Thesis: Senior Research
(Formerly CLASSGEN 199.) May be repeated for credit
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Bork, H. (PI);
Ceserani, G. (PI);
Derbew, S. (PI);
Devine, A. (PI);
Gleason, M. (PI);
Klopacz, J. (PI);
Krebs, C. (PI);
Leidwanger, J. (PI);
Martin, R. (PI);
Maxmin, J. (PI);
McCall, M. (PI);
Morris, I. (PI);
Netz, R. (PI);
Nightingale, A. (PI);
Ober, J. (PI);
Parker, G. (PI);
Peponi, A. (PI);
Rehm, R. (PI);
Saller, R. (PI);
Scheidel, W. (PI);
Shanks, M. (PI);
Stephens, S. (PI);
Trimble, J. (PI)
CLASSICS 201G:
Greek Core 1: Plato, Isocrates, and Aristotle on Poetry and Education
Students will do close readings of Plato's Symposium, Republic 2, 3 and 10, Isocrates' Antidosis, and Aristotle's Poetics and Politics 8. Students will translate and analyze the Greek and gain a solid mastery of these texts in terms of diction, syntax, and style. Students will also read secondary literature on these authors/texts and present oral reports. In this class, we will examine how these philosophers treat the literary, educational, and political aspects of poetry. We will analyze these texts in terms of genre, discourse, and philosophical ideas. We will locate these philosophers in the socio-political context of democratic Athens. How do the different prose genres that they use--a dialogue, an autobiographical speech, and a treatise--address the power and perils of poetry? How do these thinkers valorize the discipline of philosophy as the best mode of education? Greek and Latin material taught in alternate years.
Terms: Aut
| Units: 3-5
CLASSICS 202G:
Greek Core II: History of Literature
Partial coverage of the reading lists for translation and general reading exams, within a framework that introduces philological method, history of scholarship, hermeneutics and various approaches to the construction of literary histories. Emphasis on the continuity and intersection of genres over a millennium of Greek literature. Readings will include handbook treatments (19th to 21st centuries), selected articles on theory, and commentaries on a number of works from archaic poetry to the Second Sophistic. Weekly written exercises in stylistic analysis and interpretation; midterm and final exams. Greek and Latin material taught in alternate years.
Terms: Win
| Units: 3-5
CLASSICS 203G:
Greek Core III: Aeschylus and Euripides
In this course, students will translate and analyze two ancient Greek tragedies: Aeschylus' Suppliants (c. 463 BCE) and Euripides' Medea (431 BCE). As the only extant tragedy from Greek antiquity featuring characters who explicitly reflect on their black skin color, Suppliants destabilizes a monolithic definition of alterity as fifty black Egyptian Greek women transform from frightened maidens into astute performers. In line with their interrogation of foreignness in the Suppliants, students will examine Euripides' characterization of Medea. Namely, after Medea learns that her husband will marry another woman, she kills her own children and leaves a foreign country with her safety intact. Altogether, students will increase their knowledge of Greek grammar and syntax and become familiar with essential aspects of Greek tragedy in primary and secondary sources. Greek and Latin material taught in alternate years.
Terms: Spr
| Units: 3-5
CLASSICS 204A:
Latin Syntax I (CLASSICS 104A)
Intensive review of Latin syntax. See CLASSICS 206A/B for supplemental courses. Students should take both syntax and semantics in the same quarters. Prerequisite for undergraduates: three years of Latin. First-year graduate students register for CLASSICS 204A.
Terms: Win
| Units: 4
CLASSICS 204B:
Latin Syntax II (CLASSICS 104B)
Intensive review of Latin syntax. See CLASSICS 206A/B for supplemental courses. Students should take both syntax and semantics in the same quarters. Prerequisite for undergraduates: three years of Latin. First-year graduate students register for CLASSICS 204B.
Terms: Spr
| Units: 4
CLASSICS 205A:
Greek Syntax: Prose Composition (CLASSICS 105A)
The goal of this course is to provide a thorough review of Greek syntax, reinforced by reading selected short passages of Attic Greek in some detail, in order to develop a much greater command of the language and to increase reading skills as well as an understanding of the stylistic features of the major prose genres.
Terms: Win
| Units: 5
CLASSICS 206A:
The Semantics of Grammar I
Some theoretical linguistics for Classics students, particularly Latin teachers. Concentrates on the meaning of the inflectional categories. 206A: Sets and functions, Tense, Aspect, Argument Structure, Location. 206B: Quantification, Plurality, Modification, Negation, Modality
Terms: Win
| Units: 2
CLASSICS 206B:
The Semantics of Grammar II
Some theoretical linguistics for Classics students, particularly Latin teachers. Concentrates on the meaning of the inflectional categories. 206A: Sets and functions, Tense, Aspect, Argument Structure, Location. 206B: Quantification, Plurality, Modification, Negation, Modality
Terms: Spr
| Units: 2
CLASSICS 208L:
Latin 400-1700 CE (CLASSICS 6L, RELIGST 173X)
Readings in later Latin, drawing on the vast bodies of texts from the late antique, medieval and early modern periods. Each week students will prepare selections in advance of class meetings; class time will be devoted to translation and discussion. Students taking this course will gain exposure to a wide range of later Latin texts; hone translation skills; and develop an awareness of the grammatical and stylistic features of post-classical Latin. The course is aimed both at classical Latinists seeking to broaden their reading experience and at medievalists and early modernists seeking to consolidate their Latin language skills. May be repeat for credit.nnPrior experience in Latin is required, preferably CLASSICS 11L. Equivalent accepted. Classics majors and minors may repeat for credit with advance approval from the Director of Undergraduate Studies. Does not fulfill the language requirement in Classical Studies track.
Terms: Sum
| Units: 3-5
| Repeatable
for credit
CLASSICS 209L:
Advanced Latin: Horace, Odes (CLASSICS 102L)
In this course we will read Horace's Odes (1-3), a quintessential work of Augustan era lyric poetry which is among the most influential in all of Latin literature. This will be done through focused readings and regular group discussions on specific thematic points, in particular Horace's biography and relationships, use of meter, myth, and political events, and his lyrical style. In addition to reading the Odes, we will also survey other works by Horace, including select poems from his Satires and Epistles. The major objective of this course is to strengthen students' Latin reading skills, in particular matters of grammar and ability to efficiently translate Latin at a high level. Other learning objectives include: understanding the historical context within which the Odes was written; identifying the social, economic, and political entanglements which fashioned Augustan era art and literature; and appreciating Horace's influence on lyric poetry in antiquity and today. Classics majors and minors must take course for letter grade. May be repeated for credit with advance approval from the Director of Undergraduate Studies.
Terms: Win
| Units: 3-5
| Repeatable
for credit
CLASSICS 219:
Methods and approaches for ancient historians
The interests and evidence used by classical historians have evolved over the past 50 years from a discipline based largely on literary texts and interested in political and military history. In recent decades interest have shifted to include a heavier emphasis on economic, social and cultural history encompassing issues of gender, cultural representation and identity, and economic performance. Whereas the traditional historiography of the earlier 20th c largely coincided with our elite male-authored texts, the newer interests require different types of evidence and analytic skills. This proseminar offers a very brief exposure to a wide range of approaches and evidence, including demography, numismatics, material culture, epigraphy, law, and digital tools. The expectation is that you will identify those that you will need for your research and will pursue them in future coursework or summer workshops.
Terms: Aut
| Units: 3
CLASSICS 220:
Pedagogy Workshop for Graduate Teachers
The primary goal of this course is to prepare graduate students for teaching Humanities-centered courses, both at Stanford and at other institutions. Instruction will emphasize the pedagogy of courses typical to Classics departments (and similar), including Greek and Latin Language Instruction, large lecture courses, and small seminars on specific topics. Secondary goals of the course are to prepare students for pedagogy-related aspects of the academic job market (e.g., preparing a teaching portfolio), and to introduce pedagogy-facing career options inside and outside the academy. Course discussions will range broadly from the ethical and philosophical facets of Humanities education, to various practical and logistical issues specific in graduate-level teaching. Readings, class visits, and in-class "microteaching" demonstrations will supplement discussions and other coursework. The only requirement for enrolled students is full and engaged participation each week. This course is intended solely for PhD students in the Stanford Department of Classics.
Terms: Spr
| Units: 1-3
| Repeatable
for credit
CLASSICS 233:
Socrates and Social Justice (CLASSICS 133)
In this class, we examine whether Socrates is a model for social justice. Socrates presents a complicated figure regarding issues of political action and social justice. Some view Socrates as a champion of liberty and individual conscience. Others see him as quiescent when Athenian democracy needed defenders or, even worse, allied with those who undermined democracy. By reading relevant selections from Plato in conjunction with contemporary scholarship, we will decide for ourselves whether Socrates is an exemplar of social justice.
Terms: Spr
| Units: 5
CLASSICS 240:
Historiography (HISTORY 304M)
For History and Classics MA and coterm students. This course explores how historians have explored the past, and the strengths and limits of the methods they have employed. Beginning with a survey of non-western historiography, we then investigate the modern formulation of the historical discipline and its continuing evolution. What is the basis of our claims to know the past, and how can we better sift and gauge these claims? How can we better understand the historian's changing role in a changing society?
Terms: Aut
| Units: 4-5
CLASSICS 273:
Hagia Sophia (ARTHIST 208, ARTHIST 408, CLASSICS 173)
This seminar uncovers the aesthetic principles and spiritual operations at work in Hagia Sophia, the church dedicated to Holy Wisdom in Constantinople. Rather than a static and inert structure, the Great Church emerges as a material body that comes to life when the morning or evening light resurrects the glitter of its gold mosaics and when the singing of human voices activates the reverberant and enveloping sound of its vast interior. Drawing on art and architectural history, liturgy, musicology, and acoustics, this course explores the Byzantine paradigm of animation arguing that it is manifested in the visual and sonic mirroring, in the chiastic structure of the psalmody, and in the prosody of the sung poetry. Together these elements orchestrate a multi-sensory experience that has the potential to destabilize the divide between real and oneiric, placing the faithful in a space in between terrestrial and celestial. A short film on aesthetics and samples of Byzantine chant digitally imprinted with the acoustics of Hagia Sophia are developed as integral segments of this research; they offer a chance for the student to transcend the limits of textual analysis and experience the temporal dimension of this process of animation of the inert.
Terms: Aut, Win
| Units: 5
CLASSICS 286:
African Archive Beyond Colonization (AFRICAST 117, ARCHLGY 166, CLASSICS 186, CSRE 166)
From street names to monuments, the material sediments of colonial time can be seen, heard, and felt in the diverse cultural archives of ancient and contemporary Africa. This seminar aims to examine the role of ethnographic practice in the political agendas of past and present African nations. In the quest to reconstruct an imaginary of Africa in space and time, students will explore these social constructs in light of the rise of archaeology during the height of European empire and colonization. Particularly in the last 50 years, revived interest in African cultural heritage and preservation raises complex questions about the problematic tensions between European, American, and African theories of archaeological and ethnographic practice.
Terms: Aut
| Units: 3-5
CLASSICS 297:
Dissertation Proposal Preparation
This course is to be taken twice during the third year of the Classics PhD program. It takes the form of a tutorial based on weekly meetings, leading to the writing of the dissertation prospectus. To register, a student obtain permission from the prospective faculty advisor.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
(up to 99 units total)
Instructors: ;
Bork, H. (PI);
Ceserani, G. (PI);
Cohen, D. (PI);
Derbew, S. (PI);
Krebs, C. (PI);
Leidwanger, J. (PI);
Martin, R. (PI);
Maxmin, J. (PI);
Morris, I. (PI);
Netz, R. (PI);
Nightingale, A. (PI);
Ober, J. (PI);
Parker, G. (PI);
Peponi, A. (PI);
Rehm, R. (PI);
Saller, R. (PI);
Scheidel, W. (PI);
Shanks, M. (PI);
Trimble, J. (PI)
CLASSICS 298:
Directed Reading in Classics (Graduate Students)
This course is offered for students requiring specialized training in an area not covered by existing courses. To register, a student must obtain permission from the Classics Department and the faculty member who is willing to supervise the reading. This course can be repeated for credit, not to exceed 20 units total.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
(up to 20 units total)
Instructors: ;
Arthur - Montagne, J. (PI);
Austin, A. (PI);
Bork, H. (PI);
Ceserani, G. (PI);
Cohen, D. (PI);
Derbew, S. (PI);
Devine, A. (PI);
Gleason, M. (PI);
Harrison, S. (PI);
Klopacz, J. (PI);
Krebs, C. (PI);
Leidwanger, J. (PI);
Martin, R. (PI);
Maxmin, J. (PI);
McCall, M. (PI);
Morris, I. (PI);
Netz, R. (PI);
Nightingale, A. (PI);
Ober, J. (PI);
Parker, G. (PI);
Peponi, A. (PI);
Recht, T. (PI);
Rehm, R. (PI);
Saller, R. (PI);
Scheidel, W. (PI);
Shanks, M. (PI);
Stephens, S. (PI);
Tennant, J. (PI);
Trimble, J. (PI)
CLASSICS 303:
The Proverb in Ancient Greek Literature
This course explores the use of the proverb in ancient Greek poetry and prose. We will examine the role proverbs play across the many different genres of Greek literature as part of a larger 'quotation culture' in antiquity, as evinced in oral performance, ancient reading habits, and educational practices. Part of our study will involve tracing the use, reuse, and transformation of certain proverbs to the extent that they become autonomous literary works in their own right. This will lead us to consider what separates a 'quotation' from other discourse. Does anyone ever speak without 'quoting' something? Texts include selections from Homer, Hesiod, Greek lyric poetry (e.g., Pindar), Greek tragedy and comedy, Herodotus, Thucydides, Plato, Aristotle, and Plutarch.
Terms: Aut
| Units: 5
CLASSICS 304:
Developing a Classics Dissertation Prospectus
This workshop concentrates on the development process of writing a successful dissertation proposal and clarifies expectations of the defense process. Includes peer reviews of draft proposals with an aim to present provisional proposals by the end of term. Required for current third-year Classics Ph.D. students.
Terms: Win
| Units: 4-5
CLASSICS 313:
Enchanted Images: Medieval Art and Its Sonic Dimension (ARTHIST 205, ARTHIST 405, CLASSICS 113, MUSIC 205, MUSIC 405)
Explores the relationship between chant and images in medieval art. Examples are sourced from both Byzantium and the Latin West including the Holy Sepulchre in Jerusalem, Hagia Sophia in Constantinople, Ste. Foy at Conques, and Santiago de Compostela. We will explore how music sharpens the perception of the spatial, visual programs and liturgical objects.
Terms: Aut
| Units: 5
CLASSICS 314:
Through a broken lens? Reading fragments from the 2nd century
The Romantics treated the fragment as an art form; as students of antiquity, we tend to mourn the loss they represent and strive to recover as much of that loss as possible through them. In this course, we'll read a selection of poetic (epic, drama, satire) and prosaic (history, oratory) fragments in combination with a range of methodological and poetological discussions.
Terms: Win
| Units: 3-5
CLASSICS 319:
Abject Subjects and Divine Anamorphosis in Byzantine Art (ARTHIST 208A, ARTHIST 408A, CLASSICS 119)
Entering the space of the church immediately interpellated the medieval subject, transforming him/her into an abject self, marred by sin. This psychological effect of pricking the conscience was enhanced by the architectural panopticon channeled through the icon of Christ the Judge in the dome confronting the faithful. The texts recited and chanted during the liturgy further helped streamline the process of interpellation: these homilies and chants were structured as a dialogue implicating the sinful self. This course will explore the ecclesiastical space as a divine anamorphosis, an image of God that envelops the subject, transforming him/her into the object of the divine gaze.
Terms: Spr
| Units: 5
CLASSICS 324:
Plato on the Soul: Phaedo, Republic, and Phaedrus
In this seminar, we will analyze Plato's conceptions of the soul in the middle period dialogues. We will read the Phaedo and the Phaedrus in full, and Republic books 4-7. We will examine the incorporeality, temporality, rationality, desires, and divine elements of the soul, as well as its life both in and out of the body. How does the soul interact with the body, the gods, and the Forms? What kind of narrative does Plato create for the immortal soul as it moves from one life to another? How does Plato use philosophical argument and literary discourse (myth, allegory, rhetoric) to convey his ideas about the soul?
Terms: Spr
| Units: 4-5
CLASSICS 351:
Ancient Slavery
Why was slavery so pervasive in the Greco-Roman world? How did it relate to other modes of domination, and how did it compare to practices of enslavement in other times and places? We will explore these questions in ways that take account of the specific research interests of the seminar participants, who will be consulted in advance.
Terms: Spr
| Units: 4-5
CLASSICS 354:
Space and Mapping
How do we define cities and urban space, and why and how does that matter? How did cities and urban space work in the ancient Mediterranean? In this graduate seminar, we will work through some fundamental theoretical writings on cities and urbanism, including Childe and his critics, Weber, Lynch and Jacobs, LeFebvre, Hillier and Hanson, Harvey, Soja and others. We will explore the ways in which these ideas have been applied or could be applied to the ancient Mediterranean world, and we will read comparative material on other urban traditions to help us think through the issues.
Terms: Win
| Units: 3-5
CLASSICS 365:
Digital Humanities Methods for Classics
This course will introduce students to methods for computationally analyzing literary, archaeological and historical evidence from the ancient Mediterranean world. Students will acquire programming skills in Python and experience with data science practices, while reading and discussing foundational essays in digital humanities as well as case studies of digital research in classics. Final projects will offer students' the opportunity to explore acquired skills in their areas of interest. No prior programming experience required.
Terms: Aut
| Units: 4-5
CLASSICS 381:
Classical Seminar: Origins of Political Thought (CLASSICS 181, ETHICSOC 130A, PHIL 176A, PHIL 276A, POLISCI 230A, POLISCI 330A)
Political philosophy in classical antiquity, centered on reading canonical works of Thucydides, Plato, Aristotle against other texts and against the political and historical background. Topics include: interdependence, legitimacy, justice; political obligation, citizenship, and leadership; origins and development of democracy; law, civic strife, and constitutional change.
Terms: Win
| Units: 3-5
CLASSICS 395:
Ancient Greek Rationality, Public and Private (PHIL 338R, POLISCI 238R, POLISCI 438R)
In this seminar, we'll consider ancient Greek views about and theories of practical rationality and compare and contrast them with some modern theories, especially theories of instrumental rationality. We'll consider both philosophic authors, especially Plato and Aristotle, but also Aeschylus, Herodotus, Solon, and Thucydides.
Terms: Spr
| Units: 3-5
CLASSICS 399:
Graduate Research in Classics
For graduate students only. Individual research by arrangement with in-department instructors. To register, a student must obtain permission from the faculty member who is willing to supervise the research.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Bork, H. (PI);
Ceserani, G. (PI);
Cohen, D. (PI);
Derbew, S. (PI);
Devine, A. (PI);
Gleason, M. (PI);
Klopacz, J. (PI);
Krebs, C. (PI);
Leidwanger, J. (PI);
Martin, R. (PI);
Maxmin, J. (PI);
McCall, M. (PI);
Morris, I. (PI);
Netz, R. (PI);
Nightingale, A. (PI);
Ober, J. (PI);
Parker, G. (PI);
Peponi, A. (PI);
Rehm, R. (PI);
Saller, R. (PI);
Scheidel, W. (PI);
Shanks, M. (PI);
Stephens, S. (PI);
Trimble, J. (PI)
CLASSICS 801:
TGR M.A. Project
(Formerly CLASSGEN 801.)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Bork, H. (PI);
Ceserani, G. (PI);
Derbew, S. (PI);
Devine, A. (PI);
Gleason, M. (PI);
Klopacz, J. (PI);
Krebs, C. (PI);
Leidwanger, J. (PI);
Martin, R. (PI);
Maxmin, J. (PI);
McCall, M. (PI);
Morris, I. (PI);
Netz, R. (PI);
Nightingale, A. (PI);
Ober, J. (PI);
Parker, G. (PI);
Peponi, A. (PI);
Rehm, R. (PI);
Saller, R. (PI);
Scheidel, W. (PI);
Shanks, M. (PI);
Stephens, S. (PI);
Trimble, J. (PI)
CLASSICS 802:
TGR Ph.D. Dissertation
(Formerly CLASSGEN 802.)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Bork, H. (PI);
Ceserani, G. (PI);
Cohen, D. (PI);
Derbew, S. (PI);
Devine, A. (PI);
Gleason, M. (PI);
Klopacz, J. (PI);
Krebs, C. (PI);
Leidwanger, J. (PI);
Martin, R. (PI);
Maxmin, J. (PI);
McCall, M. (PI);
Morris, I. (PI);
Netz, R. (PI);
Nightingale, A. (PI);
Ober, J. (PI);
Parker, G. (PI);
Peponi, A. (PI);
Rehm, R. (PI);
Saller, R. (PI);
Scheidel, W. (PI);
Shanks, M. (PI);
Stephens, S. (PI);
Trimble, J. (PI)
CME 100:
Vector Calculus for Engineers (ENGR 154)
Computation and visualization using MATLAB. Differential vector calculus: vector-valued functions, analytic geometry in space, functions of several variables, partial derivatives, gradient, linearization, unconstrained maxima and minima, Lagrange multipliers and applications to trajectory simulation, least squares, and numerical optimization. Introduction to linear algebra: matrix operations, systems of algebraic equations with applications to coordinate transformations and equilibrium problems. Integral vector calculus: multiple integrals in Cartesian, cylindrical, and spherical coordinates, line integrals, scalar potential, surface integrals, Green's, divergence, and Stokes' theorems. Numerous examples and applications drawn from classical mechanics, fluid dynamics and electromagnetism. Prerequisites: knowledge of single-variable calculus equivalent to the content of Math 19-21 (e.g., 5 on Calc BC, 4 on Calc BC with Math 21, 5 on Calc AB with Math 21). Placement diagnostic (recommendation non-binding) at: https://exploredegrees.stanford.edu/undergraduatedegreesandprograms/#aptext.
Terms: Aut, Spr
| Units: 5
| UG Reqs: GER:DB-Math, WAY-FR
Instructors: ;
Khayms, V. (PI);
Le, H. (PI);
Ali, M. (TA);
Amdekar, A. (TA);
Brink, T. (TA);
Chaudhari, N. (TA);
De Sota, R. (TA);
Garg, R. (TA);
Hoyt, C. (TA);
Kantor, C. (TA);
Khemka, P. (TA);
LABROGERE, A. (TA);
Vasudevan, V. (TA)
CME 100A:
Vector Calculus for Engineers, ACE
Students attend CME100/ENGR154 lectures with additional recitation sessions; two to four hours per week, emphasizing engineering mathematical applications and collaboration methods. Enrollment by department permission only. Prerequisite: must be enrolled in the regular CME100-01 or 02. Application at: https://engineering.stanford.edu/students/programs/engineering-diversity-programs/additional-calculus-engineers
Terms: Aut, Spr
| Units: 6
| UG Reqs: GER:DB-Math, WAY-FR
CME 102:
Ordinary Differential Equations for Engineers (ENGR 155A)
Analytical and numerical methods for solving ordinary differential equations arising in engineering applications are presented. For analytical methods students learn to solve linear and non-linear first order ODEs; linear second order ODEs; and Laplace transforms. Numerical methods using MATLAB programming tool kit are also introduced to solve various types of ODEs including: first and second order ODEs, higher order ODEs, systems of ODEs, initial and boundary value problems, finite differences, and multi-step methods. This also includes accuracy and linear stability analyses of various numerical algorithms which are essential tools for the modern engineer. This class is foundational for professional careers in engineering and as a preparation for more advanced classes at the undergraduate and graduate levels. Prerequisites: knowledge of single-variable calculus equivalent to the content of Math 19-21 (e.g., 5 on Calc BC, 4 on Calc BC with Math 21, 5 on Calc AB with Math 21). Placement diagnostic (recommendation non-binding) at: https://exploredegrees.stanford.edu/undergraduatedegreesandprograms/#aptext.
Terms: Aut, Win, Spr, Sum
| Units: 5
| UG Reqs: GER:DB-Math, WAY-FR
CME 102A:
Ordinary Differential Equations for Engineers, ACE
Students attend CME102/ENGR155A lectures with additional recitation sessions; two to four hours per week, emphasizing engineering mathematical applications and collaboration methods. Prerequisite: students must be enrolled in the regular section (CME102) prior to submitting application at:nhttps://engineering.stanford.edu/students/programs/engineering-diversity-programs/additional-calculus-engineers
Terms: Aut, Win, Spr
| Units: 6
| UG Reqs: GER:DB-Math, WAY-FR
CME 104:
Linear Algebra and Partial Differential Equations for Engineers (ENGR 155B)
Linear algebra: systems of algebraic equations, Gaussian elimination, undetermined and overdetermined systems, coupled systems of ordinary differential equations, LU factorization, eigensystem analysis, normal modes. Linear independence, vector spaces, subspaces and basis. Numerical analysis applied to structural equilibrium problems, electrical networks, and dynamic systems. Fourier series with applications, partial differential equations arising in science and engineering, analytical solutions of partial differential equations. Applications in heat and mass transport, mechanical vibration and acoustic waves, transmission lines, and fluid mechanics. Numerical methods for solution of partial differential equations: iterative techniques, stability and convergence, time advancement, implicit methods, von Neumann stability analysis. Examples and applications drawn from a variety of engineering fields. Prerequisite: CME102/ENGR155A.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-Math, WAY-FR
CME 104A:
Linear Algebra and Partial Differential Equations for Engineers, ACE
Students attend CME104/ENGR155B lectures with additional recitation sessions; two to four hours per week, emphasizing engineering mathematical applications and collaboration methods. Prerequisite: students must be enrolled in the regular section (CME104) prior to submitting application at: https://engineering.stanford.edu/students/programs/engineering-diversity-programs/additional-calculus-engineers
Terms: Spr
| Units: 6
| UG Reqs: GER:DB-Math, WAY-FR
CME 106:
Introduction to Probability and Statistics for Engineers (ENGR 155C)
Probability: random variables, independence, and conditional probability; discrete and continuous distributions, moments, distributions of several random variables. Numerical simulation using Monte Carlo techniques. Topics in mathematical statistics: random sampling, point estimation, confidence intervals, hypothesis testing, non-parametric tests, regression and correlation analyses. Numerous applications in engineering, manufacturing, reliability and quality assurance, medicine, biology, and other fields. Prerequisite: CME100/ENGR154 or Math 51 or 52.
Terms: Win, Sum
| Units: 4
| UG Reqs: GER:DB-Math, WAY-AQR, WAY-FR
CME 107:
Introduction to Machine Learning (EE 104)
Introduction to machine learning. Formulation of supervised and unsupervised learning problems. Regression and classification. Data standardization and feature engineering. Loss function selection and its effect on learning. Regularization and its role in controlling complexity. Validation and overfitting. Robustness to outliers. Simple numerical implementation. Experiments on data from a wide variety of engineering and other disciplines. Undergraduate students should enroll for 5 units, and graduate students should enroll for 3 units. Prerequisites: ENGR 108; EE 178 or CS 109; CS106A or equivalent.
Terms: Spr
| Units: 3-5
CME 108:
Introduction to Scientific Computing (MATH 114)
Introduction to Scientific Computing Numerical computation for mathematical, computational, physical sciences and engineering: error analysis, floating-point arithmetic, nonlinear equations, numerical solution of systems of algebraic equations, banded matrices, least squares, unconstrained optimization, polynomial interpolation, numerical differentiation and integration, numerical solution of ordinary differential equations, truncation error, numerical stability for time dependent problems and stiffness. Implementation of numerical methods in MATLAB programming assignments. Prerequisites: MATH 51, 52, 53, prior programming experience (MATLAB or other language at level of CS 106A or higher).
Terms: Win, Sum
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-FR
CME 187:
Mathematical Population Biology (BIO 187)
Mathematical models in population biology, in biological areas including demography, ecology, epidemiology, evolution, and genetics. Mathematical approaches include techniques in areas such as combinatorics, differential equations, dynamical systems, linear algebra, probability, and stochastic processes. Math 50 or 60 series is required, and at least two of (Bio 81, Bio 82, Bio 85) are strongly recommended.
Terms: Win
| Units: 3
CME 192:
Introduction to MATLAB
This short course runs for the first four weeks/eight lectures of the quarter and is offered each quarter during the academic year. It is highly recommended for students with no prior programming experience who are expected to use MATLAB in math, science, or engineering courses. It will consist of interactive lectures and application-based assignments. The goal of the short course is to make students fluent in MATLAB and to provide familiarity with its wide array of features. The course covers an introduction of basic programming concepts, data structures, and control/flow; and an introduction to scientific computing in MATLAB, scripts, functions, visualization, simulation, efficient algorithm implementation, toolboxes, and more.
Terms: Aut, Win, Spr
| Units: 1
CME 193:
Introduction to Scientific Python
This short course runs for the first four weeks of the quarter. It is recommended for students who are familiar with programming at least at the level of CS106A and want to translate their programming knowledge to Python with the goal of becoming proficient in the scientific computing and data science stack. Lectures will be interactive with a focus on real world applications of scientific computing. Technologies covered include Numpy, SciPy, Pandas, Scikit-learn, and others. Topics will be chosen from Linear Algebra, Optimization, Machine Learning, and Data Science. Prior knowledge of programming will be assumed, and some familiarity with Python is helpful, but not mandatory.
Terms: Aut, Win, Spr
| Units: 1
CME 200:
Linear Algebra with Application to Engineering Computations (ME 300A)
Computer based solution of systems of algebraic equations obtained from engineering problems and eigen-system analysis, Gaussian elimination, effect of round-off error, operation counts, banded matrices arising from discretization of differential equations, ill-conditioned matrices, matrix theory, least square solution of unsolvable systems, solution of non-linear algebraic equations, eigenvalues and eigenvectors, similar matrices, unitary and Hermitian matrices, positive definiteness, Cayley-Hamilton theory and function of a matrix and iterative methods. Prerequisite: familiarity with computer programming, and MATH51.
Terms: Aut
| Units: 3
CME 204:
Partial Differential Equations in Engineering (ME 300B)
Geometric interpretation of partial differential equation (PDE) characteristics; solution of first order PDEs and classification of second-order PDEs; self-similarity; separation of variables as applied to parabolic, hyperbolic, and elliptic PDEs; special functions; eigenfunction expansions; the method of characteristics. If time permits, Fourier integrals and transforms, Laplace transforms. Prerequisite: CME 200/ME 300A, equivalent, or consent of instructor.
Terms: Win
| Units: 3
CME 206:
Introduction to Numerical Methods for Engineering (ME 300C)
Numerical methods from a user's point of view. Lagrange interpolation, splines. Integration: trapezoid, Romberg, Gauss, adaptive quadrature; numerical solution of ordinary differential equations: explicit and implicit methods, multistep methods, Runge-Kutta and predictor-corrector methods, boundary value problems, eigenvalue problems; systems of differential equations, stiffness. Emphasis is on analysis of numerical methods for accuracy, stability, and convergence. Introduction to numerical solutions of partial differential equations; Von Neumann stability analysis; alternating direction implicit methods and nonlinear equations. Prerequisites: CME 200/ME 300A, CME 204/ME 300B.
Terms: Spr
| Units: 3
CME 209:
Mathematical Modeling of Biological Systems (BIOE 209)
The course covers mathematical and computational techniques needed to solve advanced problems encountered in applied bioengineering. Fundamental concepts are presented in the context of their application to biological and physiological problems including cancer, cardiovascular disease, infectious disease, and systems biology. Topics include Taylor's Series expansions, parameter estimation, regression, nonlinear equations, linear systems, optimization, numerical differentiation and integration, stochastic methods, ordinary differential equations and Fourier series. Python, Matlab and other software will be used for weekly assignments and projects.nPrerequisites: Math 51, 52, 53; prior programming experience (Matlab or other language at level of CS 106a or higher)
Terms: Win
| Units: 3
CME 211:
Software Development for Scientists and Engineers
Basic usage of the Python and C/C++ programming languages are introduced and used to solve representative computational problems from various science and engineering disciplines. Software design principles including time and space complexity analysis, data structures, object-oriented design, decomposition, encapsulation, and modularity are emphasized. Usage of campus wide Linux compute resources: login, file system navigation, editing files, compiling and linking, file transfer, etc. Versioning and revision control, software build utilities, and the LaTeX typesetting software are introduced and used to help complete programming assignments. Prerequisite: introductory programming course equivalent to CS 106A or instructor consent.
Terms: Aut
| Units: 3
CME 212:
Advanced Software Development for Scientists and Engineers
Advanced topics in software development, debugging, and performance optimization are covered. The capabilities and usage of common libraries and frameworks such as BLAS, LAPACK, FFT, PETSc, and MKL/ACML are reviewed. Computer representation of integer and floating point numbers, and interoperability between C/C++ and Fortran is described. More advanced software engineering topics including: representing data in files, signals, unit and regression testing, and build automation. The use of debugging tools including static analysis, gdb, and Valgrind are introduced. An introduction to computer architecture covering processors, memory hierarchy, storage, and networking provides a foundation for understanding software performance. Profiles generated using gprof and perf are used to help guide the performance optimization process. Computational problems from various science and engineering disciplines will be used in assignments. Prerequisites: CME 200 / ME 300A and CME 211.
Terms: Win
| Units: 3
CME 213:
Introduction to parallel computing using MPI, openMP, and CUDA (ME 339)
This class will give hands-on experience with programming multicore processors, graphics processing units (GPU), and parallel computers. The focus will be on the message passing interface (MPI, parallel clusters) and the compute unified device architecture (CUDA, GPU). Topics will include multithreaded programs, GPU computing, computer cluster programming, C++ threads, OpenMP, CUDA, and MPI. Pre-requisites include C++, templates, debugging, UNIX, makefile, numerical algorithms (differential equations, linear algebra).
Terms: Spr
| Units: 3
CME 217:
Analytics Accelerator (BIODS 217)
This is a multidisciplinary graduate level course designed to give students hands-on experience working in teams through real-world project-based research and experiential classroom activities. Students work in dynamic teams with the support of course faculty and mentors, researching preselected topics. Students apply a computational and data analytics lens and use design thinking methodology. The course exposes students to ethics, unintended consequences and team building exercises supported by relevant lectures on data science and subject matter topics. Pre-requisites: none. Enrollment by application only. Graduate students only. The course application closes November 30, 2021. Application and more information: https://forms.gle/VW6KKWN4AUV6cPzZA
Terms: Win
| Units: 3
| Repeatable
2 times
(up to 6 units total)
CME 217A:
Analytics Accelerator Seminar (BIODS 217A)
CME 217A introduces students to potential computational mathematics research projects at Stanford and with outside organizations. This seminar series is an introduction to winter quarter CME 217B, a multidisciplinary graduate level course designed to give students hands-on experience working in teams through real-world project-based research. Each week throughout the quarter, a project mentor will present their research. In November, students preference projects and apply for the winter quarter CME 217B. Pre-requisites: none. Graduate students only.
Terms: Aut
| Units: 1
| Repeatable
2 times
(up to 2 units total)
CME 241:
Foundations of Reinforcement Learning with Applications in Finance (MS&E 346)
This course is taught in 3 modules - (1) Markov Processes and Planning Algorithms, including Approximate Dynamic Programming (3 weeks), (2) Financial Trading problems cast as Stochastic Control, from the fields of Portfolio Management, Derivatives Pricing/Hedging, Order-Book Trading (2 weeks), and (3) Reinforcement Learning Algorithms, including Monte-Carlo, Temporal-Difference, Batch RL, Policy Gradient (4 weeks). The final week will cover practical aspects of RL in the industry, including an industry guest speaker. The course emphasizes the theory of RL, modeling the practical nuances of these finance problems, and strengthening the understanding through plenty of programming exercises. No pre-requisite coursework expected, but a foundation in undergraduate Probability, basic familiarity with Finance, and Python programming skills are required.
Terms: Win
| Units: 3
CME 243:
Risk Analytics and Management in Finance and Insurance (STATS 243)
Market risk and credit risk, credit markets. Back testing, stress testing and Monte Carlo methods. Logistic regression, generalized linear models and generalized mixed models. Loan prepayment and default as competing risks. Survival and hazard functions, correlated default intensities, frailty and contagion. Risk surveillance, early warning and adaptive control methodologies. Banking and bank regulation, asset and liability management. Prerequisite: STATS 240 or equivalent.
Terms: Win
| Units: 3
CME 250:
Introduction to Machine Learning
A Short course presenting the principles behind when, why, and how to apply modern machine learning algorithms. We will discuss a framework for reasoning about when to apply various machine learning techniques, emphasizing questions of over-fitting/under-fitting, regularization, interpretability, supervised/unsupervised methods, and handling of missing data. The principles behind various algorithms--the why and how of using them--will be discussed, while some mathematical detail underlying the algorithms--including proofs--will not be discussed. Unsupervised machine learning algorithms presented will include k-means clustering, principal component analysis (PCA), and independent component analysis (ICA). Supervised machine learning algorithms presented will include support vector machines (SVM), classification and regression trees (CART), boosting, bagging, and random forests. Imputation, the lasso, and cross-validation concepts will also be covered. The R programming language will be used for examples, though students need not have prior exposure to R. Prerequisite: undergraduate-level linear algebra and statistics; basic programming experience (R/Matlab/Python).
Terms: Spr
| Units: 1
CME 251:
Geometric and Topological Data Analysis (CS 233)
Mathematical and computational tools for the analysis of data with geometric content, such images, videos, 3D scans, GPS traces -- as well as for other data embedded into geometric spaces. Linear and non-linear dimensionality reduction techniques. Graph representations of data and spectral methods. The rudiments of computational topology and persistent homology on sampled spaces, with applications. Global and local geometry descriptors allowing for various kinds of invariances. Alignment, matching, and map/correspondence computation between geometric data sets. Annotation tools for geometric data. Geometric deep learning on graphs and sets. Function spaces and functional maps. Networks of data sets and joint learning for segmentation and labeling. Prerequisites: discrete algorithms at the level of CS161; linear algebra at the level of Math51 or CME103.
Terms: Spr
| Units: 3
CME 262:
Imaging with Incomplete Information (CEE 362G)
Statistical and computational methods for inferring images from incomplete data. Bayesian inference methods are used to combine data and quantify uncertainty in the estimate. Fast linear algebra tools are used to solve problems with many pixels and many observations. Applications from several fields but mainly in earth sciences. Prerequisites: Linear algebra and probability theory.
Terms: Spr
| Units: 3-4
CME 263:
Introduction to Linear Dynamical Systems (EE 263)
Applied linear algebra and linear dynamical systems with applications to circuits, signal processing, communications, and control systems. Topics: least-squares approximations of over-determined equations, and least-norm solutions of underdetermined equations. Symmetric matrices, matrix norm, and singular-value decomposition. Eigenvalues, left and right eigenvectors, with dynamical interpretation. Matrix exponential, stability, and asymptotic behavior. Multi-input/multi-output systems, impulse and step matrices; convolution and transfer-matrix descriptions. Control, reachability, and state transfer; observability and least-squares state estimation. Prerequisites: Linear algebra and matrices as in ENGR 108 or MATH 104; ordinary differential equations and Laplace transforms as in EE 102B or CME 102.
Terms: Aut, Sum
| Units: 3
CME 270:
Advances in Computing with Uncertainties
If a politician, executive, or medical team were to use the results of your model for some critical decision, how well would you sleep at night? As computation plays an increasingly important role in our society, understanding the limitations of its predictive capabilities becomes of the utmost importance. Uncertainty quantification (UQ) considers the intersection of probability, statistics, numerics, and disciplinary sciences to provide a computational framework for measuring and reducing uncertainties. This graduate course focuses in depth on topics that are less typically covered in a traditional introduction to UQ, with particular attention given to polynomial chaos methods, Galerkin schemes, linear transport with uncertainty, and active subspaces. Research applications will be emphasized through assignments, case studies, and student-defined projects. Prerequisite: probability and statistics at the level of CME 106 or equivalent, linear algebra at the level of CME 200 or equivalent, or consent of the instructor.
Terms: Aut
| Units: 1-3
CME 279:
Computational Biology: Structure and Organization of Biomolecules and Cells (BIOE 279, BIOMEDIN 279, BIOPHYS 279, CS 279)
Computational techniques for investigating and designing the three-dimensional structure and dynamics of biomolecules and cells. These computational methods play an increasingly important role in drug discovery, medicine, bioengineering, and molecular biology. Course topics include protein structure prediction, protein design, drug screening, molecular simulation, cellular-level simulation, image analysis for microscopy, and methods for solving structures from crystallography and electron microscopy data. Prerequisites: elementary programming background (CS 106A or equivalent) and an introductory course in biology or biochemistry.
Terms: Aut
| Units: 3
CME 285:
Computational Modeling in the Cardiovascular System (BIOE 285, ME 285)
This course introduces computational modeling methods for cardiovascular blood flow and physiology. Topics in this course include analytical and computational methods for solutions of flow in deformable vessels, one-dimensional equations of blood flow, cardiovascular anatomy, lumped parameter models, vascular trees, scaling laws, biomechanics of the circulatory system, and 3D patient specific modeling with finite elements; course will provide an overview of the diagnosis and treatment of adult and congenital cardiovascular diseases and review recent research in the literature in a journal club format. Students will use SimVascular software to do clinically-oriented projects in patient specific blood flow simulations. Pre-requisites: CME102, ME133 and CME192.
Terms: Spr
| Units: 3
CME 291:
Master's Research
Students require faculty sponsor. (Staff)
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
for credit
Instructors: ;
Begenau, J. (PI);
Biondi, B. (PI);
Bohg, J. (PI);
Bustamante, C. (PI);
Darve, E. (PI);
Dunham, E. (PI);
Ermon, S. (PI);
Gerritsen, M. (PI);
Gevaert, O. (PI);
Giesecke, K. (PI);
Glynn, P. (PI);
Goel, A. (PI);
Gous, A. (PI);
Grundfest, J. (PI);
Hanson, K. (PI);
Hernandez-Boussard, T. (PI);
Iaccarino, G. (PI);
Lai, T. (PI);
Leskovec, J. (PI);
Li, F. (PI);
Lobell, D. (PI);
Marsden, A. (PI);
Osgood, B. (PI);
Palacios, J. (PI);
Papanicolaou, G. (PI);
Pavone, M. (PI);
Pelger, M. (PI);
Rao, A. (PI);
Re, C. (PI);
Rusu, M. (PI);
Santucci, A. (PI);
Suckale, J. (PI);
Tchelepi, H. (PI);
Wootters, M. (PI);
Xing, L. (PI);
Ying, L. (PI)
CME 292:
Advanced MATLAB for Scientific Computing
Short course running first four weeks of the quarter (8 lectures) with interactive lectures and a mini project. Students will be introduced to advanced MATLAB features, syntaxes, and toolboxes not traditionally found in introductory courses. Material will be reinforced with in-class examples and demos involving topics from scientific computing. Students will be practicing the knowledge learned through a mini course project, which will be based on either the suggested topics or a topic of their own choice. MATLAB topics to be covered will be drawn from: advanced graphics and animation, MATLAB tools, data management, code optimization, object-oriented programming, and a variety of toolboxes, including optimization, statistical and machine learning, deep learning, parallel computing, and symbolic math. CME 192 (Introduction to MATLAB) or equivalent programming background is recommended prior to taking this course.
Terms: Win
| Units: 1
CME 298:
Basic Probability and Stochastic Processes with Engineering Applications (MATH 158)
Calculus of random variables and their distributions with applications. Review of limit theorems of probability and their application to statistical estimation and basic Monte Carlo methods. Introduction to Markov chains, random walks, Brownian motion and basic stochastic differential equations with emphasis on applications from economics, physics and engineering, such as filtering and control. Prerequisites: exposure to basic probability.
Terms: Spr
| Units: 3
CME 300:
First Year Seminar Series
Required for first-year ICME Ph.D. students; recommended for first-year ICME M.S. students. Presentations about research at Stanford by faculty and researchers from Engineering, H&S, and organizations external to Stanford. May be repeated for credit.
Terms: Aut
| Units: 1
| Repeatable
for credit
CME 300Q:
ICME QUALIFYING EXAMS WORKSHOP
Prepares ICME students for the qualifying exams by reviewing relevant course topics and problem solving strategies. Senior ICME students share experiences and lead discussions revolving around ICME core courses.
Terms: Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
CME 302:
Numerical Linear Algebra
Solution of linear systems, accuracy, stability, LU, Cholesky, QR, least squares problems, singular value decomposition, eigenvalue computation, iterative methods, Krylov subspace, Lanczos and Arnoldi processes, conjugate gradient, GMRES, direct methods for sparse matrices. Prerequisites: CME 108/Math 114 and one of Math 104 or Math 113.
Terms: Aut
| Units: 3
CME 303:
Partial Differential Equations of Applied Mathematics (MATH 220)
First-order partial differential equations; method of characteristics; weak solutions; elliptic, parabolic, and hyperbolic equations; Fourier transform; Fourier series; and eigenvalue problems. Prerequisite: Basic coursework in multivariable calculus and ordinary differential equations, and some prior experience with a proof-based treatment of the material as in Math 171 or Math 61CM.nnNOTE: Undergraduates require instructor permission to enroll. Undergraduates interested in taking the course should contact the instructor for permission, providing information about relevant background such as performance in prior coursework, reading, etc.
Terms: Aut
| Units: 3
CME 305:
Discrete Mathematics and Algorithms (MS&E 316)
Introduction to theoretical foundations of discrete mathematics and algorithms. Emphasis on providing mathematical tools for combinatorial optimization, i.e. how to efficiently optimize over large finite sets and reason about the complexity of such problems. Topics include: graph theory, minimum cut, minimum spanning trees, matroids, maximum flow, non-bipartite matching, NP-hardness, approximation algorithms, spectral graph theory, and Laplacian systems. Prerequisites: CS 161 is highly recommended, although not required.
Terms: Win
| Units: 3
CME 306:
Numerical Solution of Partial Differential Equations (MATH 226)
Hyperbolic partial differential equations: stability, convergence and qualitative properties; nonlinear hyperbolic equations and systems; combined solution methods from elliptic, parabolic, and hyperbolic problems. Examples include: Burger's equation, Euler equations for compressible flow, Navier-Stokes equations for incompressible flow. Prerequisites: MATH 220 or CME 302.nnNOTE: Undergraduates require instructor permission to enroll. Undergraduates interested in taking the course should contact the instructor for permission, providing information about relevant background such as performance in prior coursework, reading, etc.
Terms: Spr
| Units: 3
CME 307:
Optimization (MS&E 311)
Applications, theories, and algorithms for finite-dimensional linear and nonlinear optimization problems with continuous variables. Elements of convex analysis, first- and second-order optimality conditions, sensitivity and duality. Algorithms for unconstrained optimization, and linearly and nonlinearly constrained problems. Modern applications in communication, game theory, auction, and economics. Prerequisites: MATH 113, 115, or equivalent.
Terms: Win
| Units: 3
CME 308:
Stochastic Methods in Engineering (MATH 228, MS&E 324)
The basic limit theorems of probability theory and their application to maximum likelihood estimation. Basic Monte Carlo methods and importance sampling. Markov chains and processes, random walks, basic ergodic theory and its application to parameter estimation. Discrete time stochastic control and Bayesian filtering. Diffusion approximations, Brownian motion and an introduction to stochastic differential equations. Examples and problems from various applied areas. Prerequisites: exposure to probability and background in analysis.
Terms: Spr
| Units: 3
CME 309:
Randomized Algorithms and Probabilistic Analysis (CS 265)
Randomness pervades the natural processes around us, from the formation of networks, to genetic recombination, to quantum physics. Randomness is also a powerful tool that can be leveraged to create algorithms and data structures which, in many cases, are more efficient and simpler than their deterministic counterparts. This course covers the key tools of probabilistic analysis, and application of these tools to understand the behaviors of random processes and algorithms. Emphasis is on theoretical foundations, though we will apply this theory broadly, discussing applications in machine learning and data analysis, networking, and systems. Topics include tail bounds, the probabilistic method, Markov chains, and martingales, with applications to analyzing random graphs, metric embeddings, random walks, and a host of powerful and elegant randomized algorithms. Prerequisites: CS 161 and STAT 116, or equivalents and instructor consent.
Terms: Win
| Units: 3
CME 323:
Distributed Algorithms and Optimization
The emergence of clusters of commodity machines with parallel processing units has brought with it a slew of new algorithms and tools. Many fields such as Machine Learning and Optimization have adapted their algorithms to handle such clusters. Topics include distributed and parallel algorithms for: Optimization, Numerical Linear Algebra, Machine Learning, Graph analysis, Streaming algorithms, and other problems that are challenging to scale on a commodity cluster. The class will focus on analyzing parallel and distributed programs, with some implementation using Apache Spark and TensorFlow. Recommended prerequisites: Discrete math at the level of CS 161 and programming at the level of CS 106A.
Terms: Spr
| Units: 3
CME 330:
Applied Mathematics in the Chemical and Biological Sciences (CHEMENG 300)
Mathematical solution methods via applied problems including chemical reaction sequences, mass and heat transfer in chemical reactors, quantum mechanics, fluid mechanics of reacting systems, and chromatography. Topics include generalized vector space theory, linear operator theory with eigenvalue methods, phase plane methods, perturbation theory (regular and singular), solution of parabolic and elliptic partial differential equations, and transform methods (Laplace and Fourier). Prerequisites: CME 102/ENGR 155A and CME 104/ENGR 155B, or equivalents.
Terms: Aut
| Units: 3
CME 350Q:
The ABCs of TQC: An introduction to the mathematics of Topological Quantum Computing
Computation is a mechanical process. Computers process information by manipulating physical systems encoding bits, and quantum computers manipulate encodings in quantum mechanical systems. This process is extremely delicate and error-prone, so we must develop fault-tolerant computation protocols to make quantum computers useful. Quantum error-correcting codes provide a means of developing fault-tolerance at the software level. This course will explore Topological Quantum Computing (TQC) as a means of achieving fault-tolerance at the hardware level instead, by encoding information in topological phases of matter that are intrinsically protected from local deformations and interactions. TQC promises scalable quantum computing and it lies at the crossroads of cutting-edge research in Physics, Engineering, and Mathematics. This course will introduce the mathematical machinery modeling TQC. The main players are Anyons, Braids, and Categories: braiding anyons, which are certain quasiparticles existing only in two-dimensional systems, results in unitary state transformations implementing logical gates on encoded qubits. The mathematical theory of anyons, which are neither bosons nor fermions, as simple objects in unitary modular tensor categories is quite interesting, and this course will develop it from the ground up.
Terms: Spr
| Units: 1
CME 364A:
Convex Optimization I (EE 364A)
Convex sets, functions, and optimization problems. The basics of convex analysis and theory of convex programming: optimality conditions, duality theory, theorems of alternative, and applications. Least-squares, linear and quadratic programs, semidefinite programming, and geometric programming. Numerical algorithms for smooth and equality constrained problems; interior-point methods for inequality constrained problems. Applications to signal processing, communications, control, analog and digital circuit design, computational geometry, statistics, machine learning, and mechanical engineering. Prerequisite: linear algebra such as EE263, basic probability.
Terms: Win, Sum
| Units: 3
CME 364B:
Convex Optimization II (EE 364B)
Continuation of 364A. Subgradient, cutting-plane, and ellipsoid methods. Decentralized convex optimization via primal and dual decomposition. Monotone operators and proximal methods; alternating direction method of multipliers. Exploiting problem structure in implementation. Convex relaxations of hard problems. Global optimization via branch and bound. Robust and stochastic optimization. Applications in areas such as control, circuit design, signal processing, and communications. Course requirements include project. Prerequisite: 364A.
Terms: Spr
| Units: 3
CME 369:
Computational Methods in Fluid Mechanics (ME 469)
The last two decades have seen the widespread use of Computational Fluid Dynamics (CFD) for analysis and design of thermal-fluids systems in a wide variety of engineering fields. Numerical methods used in CFD have reached a high degree of sophistication and accuracy. The objective of this course is to introduce 'classical' approaches and algorithms used for the numerical simulations of incompressible flows. In addition, some of the more recent developments are described, in particular as they pertain to unstructured meshes and parallel computers. An in-depth analysis of the procedures required to certify numerical codes and results will conclude the course.
Terms: Spr
| Units: 3
CME 390:
Curricular Practical Training
Educational opportunities in high technology research and development labs in applied mathematics. Qualified ICME students engage in internship work and integrate that work into their academic program. Students register during the quarter they are employed and complete a research report outlining their work activity, problems investigated, results, and follow-on projects they expect to perform. May be repeated three times for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
3 times
(up to 3 units total)
CME 399:
Special Research Topics in Computational and Mathematical Engineering
Graduate-level research work not related to report, thesis, or dissertation. May be repeated for credit.
Terms: Aut
| Units: 1-15
| Repeatable
6 times
(up to 30 units total)
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Aiken, A. (PI);
Athey, S. (PI);
Basu, S. (PI);
Bimpikis, K. (PI);
Biondi, B. (PI);
Blanchet, J. (PI);
Bosagh Zadeh, R. (PI);
Boyd, S. (PI);
Bump, D. (PI);
Bustamante, C. (PI);
Candes, E. (PI);
Carlsson, G. (PI);
Chen, J. (PI);
Darve, E. (PI);
Dror, R. (PI);
Farhat, C. (PI);
Fedkiw, R. (PI);
Gerritsen, M. (PI);
Giesecke, K. (PI);
Guibas, L. (PI);
Hastie, T. (PI);
Holmes, S. (PI);
Iaccarino, G. (PI);
Iancu, D. (PI);
James, D. (PI);
Johari, R. (PI);
Kahn, S. (PI);
Khatri, P. (PI);
Kundaje, A. (PI);
Lai, T. (PI);
Lobell, D. (PI);
Marsden, A. (PI);
McClelland, J. (PI);
Montanari, A. (PI);
Owen, A. (PI);
Papanicolaou, G. (PI);
Pavone, M. (PI);
Pelger, M. (PI);
Pilanci, M. (PI);
Plevritis, S. (PI);
Potts, C. (PI);
Re, C. (PI);
Rosenberg, N. (PI);
Rusu, M. (PI);
Ryzhik, L. (PI);
Saban, D. (PI);
Saberi, A. (PI);
Sidford, A. (PI);
Suckale, J. (PI);
Tartakovsky, D. (PI);
Ugander, J. (PI);
Wein, L. (PI);
Weintraub, G. (PI);
Wong, W. (PI);
Xing, L. (PI);
Ye, Y. (PI);
Yeung, S. (PI);
Ying, L. (PI)
CME 444:
Computational Consulting
Advice by graduate students under supervision of ICME faculty. Weekly briefings with faculty adviser and associated faculty to discuss ongoing consultancy projects and evaluate solutions. May be repeated for credit.
Terms: Spr
| Units: 1-3
| Repeatable
for credit
CME 500:
Departmental Seminar
This seminar series in winter quarter will explore how ICME coursework and research is applied in various organizations around the world. It will feature speakers from ICME affiliate companies and ICME alumni giving technical talks on their use of computational math in their current roles. May be repeated for credit.
Terms: Win
| Units: 1
| Repeatable
for credit
CME 510:
Linear Algebra and Optimization Seminar
Recent developments in numerical linear algebra and numerical optimization. Guest speakers from other institutions and local industry. Goal is to bring together scientists from different theoretical and application fields to solve complex scientific computing problems. May be repeated for credit.
Terms: Spr
| Units: 1
| Repeatable
for credit
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
CME 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Athey, S. (PI);
Biondi, B. (PI);
Blanchet, J. (PI);
Boyd, S. (PI);
Bustamante, C. (PI);
Candes, E. (PI);
Carlsson, G. (PI);
Darve, E. (PI);
Farhat, C. (PI);
Gerritsen, M. (PI);
Giesecke, K. (PI);
Guibas, L. (PI);
Holmes, S. (PI);
Iaccarino, G. (PI);
Iancu, D. (PI);
Johari, R. (PI);
Khatri, P. (PI);
Kochenderfer, M. (PI);
Lai, T. (PI);
Marsden, A. (PI);
Moin, P. (PI);
Montanari, A. (PI);
Papanicolaou, G. (PI);
Pavone, M. (PI);
Rajagopal, R. (PI);
Re, C. (PI);
Reed, E. (PI);
Saban, D. (PI);
Saberi, A. (PI);
Saunders, M. (PI);
Sidford, A. (PI);
Suckale, J. (PI);
Tibshirani, R. (PI);
Utz, P. (PI);
Wong, W. (PI);
Xing, L. (PI);
Yamins, D. (PI);
Ye, Y. (PI);
Ying, L. (PI)
COLLEGE 101:
Why College? Your Education and the Good Life
You're about to embark on an amazing journey: a college education. But what is the purpose of this journey? Why go to college? Some argue that the purpose of college is to train you for a career. Others claim that college is no longer necessary, that you can launch the next big startup and change the world without a degree. Peter Thiel offers students like you $100,000 to skip or stop out of college because knowledge that is acquired under compulsion obtains no hold on the mind. Why read Plato if you're a STEM major, after all? Why think about primate health if you're in the arts? In the face of such critiques, this class makes a case for an expansive education that trains your mind to engage with a variety of subjects and skills. The philosophy behind this model has traditionally been called liberal education (from the Latin word for freedom, libertas). Together we will explore the history, practice, and rationales for a liberal education by putting canonical texts in conversation with more recent works. We will consider the relevance of liberal education to all areas of study, from STEM to the arts, and its relations to future careers. And we will examine the central place that the idea of 'the good life' has historically enjoyed in theories of liberal education. You will be prompted to examine your own life, to question how and why you make decisions, and to argue for your views while respecting those of others. Maybe you will conclude that a liberal education is no longer relevant in the twenty-first century, but we hope that you will do so armed with a thorough understanding of what it has been and what it can be. In the end, college is less about what you will do in life, than about what kind of person you will be. So: what kind of person do you want to be? What kind of life will you live? Join us as we explore what others have said about these questions and prepare to answer them for yourself.
Terms: Aut
| Units: 3
| UG Reqs: College, THINK, WAY-A-II
Instructors: ;
Balakrishnan, K. (PI);
Edelstein, D. (PI);
Egan, R. (PI);
Lee, H. (PI);
Levine, E. (PI);
Lum, K. (PI);
Massoumi, M. (PI);
Mrsny, S. (PI);
Ramirez, B. (PI);
Reist, S. (PI);
Stokes, L. (PI);
Turman, J. (PI);
Zaharchuk, G. (PI);
Mitchell, D. (GP)
COLLEGE 102:
Citizenship in the 21st Century
Citizenship is not just what passport you hold or where you were born. Citizenship also means equal membership in a self-governing political community. We will explore some of the many debates about this ideal: Who is (or ought to be) included in citizenship? Who gets to decide? What responsibilities come with citizenship? Is citizenship analogous to being a friend, a family member, a business partner? How have people excluded from citizenship fought for, and sometimes won, inclusion? These debates have a long history, featuring in some of the earliest recorded philosophy and literature but also animating current political debates in the United States and elsewhere.
Terms: Win
| Units: 3
| UG Reqs: College, THINK, WAY-ER, WAY-SI
Instructors: ;
Abolafia, J. (PI);
Averbach, R. (PI);
Cao, R. (PI);
Chapman, E. (PI);
Coyne, B. (PI);
Gordon, D. (PI);
Greenburg, J. (PI);
Grubman, N. (PI);
Konings, A. (PI);
Loggins, A. (PI);
Ly, M. (PI);
Phelan, P. (PI);
Ramirez, B. (PI);
Satz, D. (PI);
Schroeder, D. (PI);
Sockness, B. (PI);
Sorkin, I. (PI);
Tang, J. (PI);
Wenar, L. (PI);
Winstein, K. (PI);
Young, J. (PI);
Mitchell, D. (GP)
COLLEGE 103:
Globally Queer
The progress of LGBTQ+ rights over the last half century has been remarkably swift and absolutely global. Pride parades and marriage rights have become emblems of a global movement that seems to transcend culture. This course asks what has allowed LGBTQ+ issues to become leading indicators of a certain kind of liberalization and modernization. What is the road LGBTQ+ rights took from the Stonewall Inn in 1969 to Pride Parades in Minsk, Kolkata and Nuuk, Greenland by 2015? This course will introduce students to the concepts and issues that have shaped this development. But it will also highlight the concepts by which historians, social scientists and political theorists have interrogated the problematic underbelly of this story of global triumph. What gets left out when we frame the course of LGBTQ+ history as somehow moving from Lower Manhattan to the rest of the world? Many academics studying LGBTQ+ history worry about the eurocentrism inherent in this way of telling the story this way, and about how it truncates our understanding of LGBTQ+ culture. After all, are LGBTQ+ identities and rights one size-fits-all? Do they become a way for Western nations to once again set the standards by which others are judged developmentally deficient? In certain societies reference to a 'traditional' national way of thinking about gender and sexuality is simply a fig leaf for homophobia and transphobia. But in other countries an international vocabulary of LGBTQ+ identity comes face-to-face with longstanding or newly emergent configurations of gender and sexuality that look very different. How do we mediate between those two? At the same time, the way Western societies export their conception of what LGBTQ+ identity is and why and when it matters tells us something about how Western Europe and the United States think about these issues themselves? What kinds of rights do Western nations tend to (or at least claim to) champion? Who gets to have and claim those rights?
Terms: Spr
| Units: 4
| UG Reqs: College, THINK, WAY-A-II, WAY-EDP
COLLEGE 104:
The Meat We Eat
This course takes a global perspective on the human facets driving meat consumption. Using historical, ecological, and anthropological material, we look at the ways meat eating has fundamentally shaped our environment, our health, and our culture. We will draw on examples from Europe, Asia, and North Africa, where systems of social division have been in place for centuries based on the professional relationships of individuals and communities with animal slaughter and butchery. We consider how a range of factors, from religious norms to colonial laws have regulated how meat and animals fit into society often with unexpected results. For instance, attitudes to waste from animal slaughter led to the development of the abattoir, and ultimately facilitated industrialized meat production. The course will ask students to consider their own consumption or abstinence from meat in light of global systems of ecology and structural inequity.
Terms: Spr
| Units: 4
| UG Reqs: College, THINK, WAY-SI
COLLEGE 105:
The Politics of Development
This course examines foundational reasons for why some countries remain poor and why inequality persists today. In addition to answering the why question, we will also examine how practitioners, policy-makers, and academics have tackled global development challenges, where they have met success, and where failure has provided key lessons for the future. The course will examine issues of colonialism and contemporary foreign aid. Students will learn about and explore patterns of development across the world, critically evaluate foundational theories of development, and understand the practical challenges and possible solutions to reducing poverty, creating equality, and ensuring good governance. Course assignments will aim to have students practice linking data and evidence with policy innovation, using global datasets to perform statistical analyses. Students will leave this class with an understanding of how development works (and doesn't work) in practice.
Terms: Spr
| Units: 4
| UG Reqs: College, THINK, WAY-AQR, WAY-SI
COLLEGE 106:
Environmental Sustainability: Global Predicaments and Possible Solutions
The course will survey our planet's greatest sustainability challenges, and some of the possible ways that humankind might overcome each. The course material will include introductory-level science, social science, and business studies material, and give students a basic understanding of the global biological, cultural, social, and economic processes involved in environmental sustainability.
Terms: Spr
| Units: 4
| UG Reqs: College, THINK, WAY-SI, WAY-SMA
COMM 1:
Introduction to Communication
Our world is being transformed by media technologies that change how we interact with one another and perceived the world around us. These changes are all rooted in communication practices, and their consequences touch on almost all aspects of life. In COMM 1 we will examine the effects of media technologies on psychological life, on industry, and on communities local and global through theorizing and demonstrations and critiques of a wide range of communication products and services.
Terms: Aut
| Units: 5
| UG Reqs: WAY-SI
COMM 1B:
Media, Culture, and Society (AMSTUD 1B)
The institutions and practices of mass media, including television, film, radio, and digital media, and their role in shaping culture and social life. The media's shifting relationships to politics, commerce, and identity.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-A-II, WAY-SI
COMM 11SC:
Deliberative Democracy in Theory and Practice: Deliberating the Issues that Divide Us and Beyond
American democracy is increasingly polarized and dysfunctional. Levels of public trust in the Congress and politicians are at virtually all-time lows, and so is the ability of members of different parties to work together in Washington, D.C., and in many state capitols, to find solutions to our major public policy problems. Much is written about the growing polarization of American society, yet public opinion polling suggests that the public is not as bitterly divided as the political class.<br>nOne perspective on the current crisis stresses the lack of opportunities for the American public to deliberate on key issues and challenges under good conditions - where they can receive balanced and informed briefings and talk with one another face to face, away from the glare of broadcast media and social networks that only reinforce their initial points of view. 'Good' conditions also provide trained moderators to encourage and ensure mutual respect for divergent points of view. When a representative, random sample of a population - be it a city or an entire nation - is brought together in this way to deliberate, while being polled on their opinions before and after deliberation, new insights emerge about what decisions 'the people' collectively might come to if they could talk in one room together as fellow citizens. We call this innovative method of democratic dialogue and opinion formation 'Deliberative Polling.' It has been used over 100 times in over 30 countries to help register public opinion in a more democratic and constructive fashion.nThis course will first examine basic theory on deliberative democracy, with emphasis on the state of polarization in American democracy and the issues that appear to most bitterly divide the American public. Then it will study the method of Deliberative Polling and look at a number of specific instances where it has been applied to help inform public policy dialogue or decision-making. We will read studies evaluating applications of Deliberative Polling in cities and countries around the world. We will watch documentary films describing the experience with deliberative polls in several settings. We will examine in detail some of the statistical polling results from previous Deliberative Polls to determine whether and why (and to what extent) people change their opinions on policy issues as a result of the deliberative process. As hands-on experience, students will prepare briefing materials and surveys for an upcoming Deliberative Polling experiment that will be implemented by a cross-institutional deliberative democracy practicum course that is being led by Stanford's Center for Deliberative Democracy and the Haas Center for Public Service. They may also contribute to the planned state wide deliberation on the future of California. In addition, students will engage in their own deliberations using the Stanford Platform for Online Deliberation, which has been deployed around the world. Students will complete background reading over the summer and will write short papers during the course analyzing specific previous experiences with Deliberative Polling.
Terms: Sum
| Units: 2
COMM 101S:
History of YouTube
Since its launch in 2005, YouTube has become the second most visited website in the world, with more than 1 billion monthly users. It has influenced the worlds of entertainment, politics, and business alike. It has launched the careers of A-list celebrities while also creating an entirely new celebrity ecosystem. It has become a crucial political tool for presidential candidates and political subcultures alike. In the process, it has upended the entertainment industry and much of its business model. From the beginning, it has also been a source of controversy, raising questions about its role in promoting cyberbullying, radicalization, and harmful content. This course will provide an overview of the platform's cultural history. Drawing on communication studies, media theory, and science and technology studies, we will explore how the platform has evolved in its seventeen years of existence, and how it has influenced, and been influenced by, its cultural and social environment. Students will be introduced to concepts such as participatory culture, microcelebrity, and platform politics. We will grapple with questions such as: how have YouTube's new technological features shaped the culture of the platform, and vice versa? How does community function on the platform, and how has that changed over time? And how have YouTube's content policies affected each of these dynamics? As we address these questions, we will come to grapple with the broader concerns of what it means to be a platform online and why a history of platforms matters.
Terms: Sum
| Units: 3
| UG Reqs: WAY-SI
COMM 103S:
Digital Media and Personalization
The rise of personalization technologies has disrupted domains ranging from political campaigns to fashion, with reverberating societal consequences. People who use digital media platforms leave behind a data trail that can be used to peer into their minds and make inferences about their psychological characteristics. These inferred psychological characteristics, in-turn, can be used to dynamically customize messages to individual users at a granular scale. Personalization technologies operate with the goal of maximizing persuasive appeal of messages by creating a psychological fit between mediated content and the characteristics of individual users. In this course, we will examine (1) the basic psychological mechanisms underlying personalization technologies, (2) the role played by big data and machine learning techniques in facilitating persuasion and (3) the ethical issues associated with the rise of modern-day personalization technologies. By combining a big data lens with socio-cognitive psychological research, we will understand how, why and when personalization technologies work. We will also spend time formulating the future of personalization technologies while considering the broader societal repercussions that might originate from their continued widespread adoption.
Terms: Sum
| Units: 3
COMM 104W:
Reporting, Writing, and Understanding the News
Techniques of news reporting and writing. The value and role of news in democratic societies. Gateway class to journalism. Prerequisite for all COMM 177/277 classes. Limited enrollment. Preference to COMM majors.
Terms: Aut, Win, Spr
| Units: 5
| UG Reqs: WAY-CE
COMM 106:
Communication Research Methods (COMM 206)
(Graduate students register for COMM 206. COMM 106 is offered for 5 units, COMM 206 is offered for 4 units.) Conceptual and practical concerns underlying commonly used quantitative approaches, including experimental, survey, content analysis, and field research in communication. Pre- or corequisite: STATS 60 or consent of instructor. (Cardinal Course certified by the Haas Center)
Terms: Aut
| Units: 4-5
| UG Reqs: GER:DB-SocSci, WAY-AQR
COMM 108:
Media Processes and Effects (COMM 208)
(Graduate students register for COMM 208. COMM 108 is offered for 5 units, COMM 208 is offered for 4 units.) The process of communication theory construction including a survey of social science paradigms and major theories of communication. Recommended: COMM 1 or PSYCH 1.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-SI
COMM 111S:
Digital Media and Social Networks
Our social interactions and relationships are important. Who we communicate with, how we communicate, and the quantity and quality of our social relationships all have an impact on our psychological well-being. Today, many of our interactions and relationships play out online in digital media, like social media platforms (e.g., Facebook, Instagram, TikTok) and smartphones. In this course, we will explore (1) how communication behavior and social networks shape our lives online and offline, (2) the influence of personality and well-being on social life, and (3) social network approaches to studying interactions and relationships. By combining theory and research from communication and media psychology with social network analysis, we can understand how media platforms impact our psychological experiences and social environments. With communication technology playing an ever-increasing role in society, understanding how social interactions and relationships impact our lives has never been more critical.
Terms: Sum
| Units: 3
COMM 118S:
Into the Metaverse: Designing the Future of Virtual Worlds
What will the future look like? One idea that is recently gaining attention is the Metaverse, a computer-generated simulation of a world in which people can meet and interact. In this course, students will critically evaluate the current landscape of such conceptualizations of virtual worlds. From the psychological and behavioral mechanisms of how people perceive virtual humans, to the design of virtual spaces and interactions, to the ethical considerations that shape how virtual worlds are regulated, this course will pull from multiple fields to provide a comprehensive understanding of virtual worlds. In the first week, the instructor will distribute Oculus Quest 2 headsets for each student to use and return at the end of the quarter. Using these headsets, we will go on virtual field trips to social worlds. Through in-VR experiences, academic papers and articles, and discussions, students will develop a toolset to learn how to approach designing future virtual worlds.
Terms: Sum
| Units: 3
| UG Reqs: WAY-SI
COMM 123:
Getting the Picture: Photojournalism in Russia and the U.S. (AMSTUD 123, REES 223, SLAVIC 123, SLAVIC 323)
The vast majority of photographs printed and consumed around the world appeared on the pages of magazines and newspapers. These pictures were almost always heavily edited, presented in carefully devised sequences, and printed alongside text. Through firsthand visual analysis of the picture presses of yesteryear, this course considers the ongoing meaning, circulation, and power of images as they shape a worldview in Russia as well as the US. In looking at points of contact between two world powers, we will cover the works of a wide array of authors, photographers, photojournalists and photographed celebrities (Lev Tolstoy, Margaret Bourke-White, Russian satirists Ilf and Petrov, John Steinbeck and Richard Capa, and many others). We will explore the relationship between photojournalistic practice of the past with that of our present, from the printed page to digital media, as well as the ethical quandaries posed by the cameras intervention into/shaping of modern history. No knowledge of Russian is required.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-SI
COMM 124:
Truth, Trust, and Tech (COMM 224)
(Graduate students enroll in COMM 224. COMM 124 is offered for 5 units, COMM 224 is offered for 4 units.) Deception is one of the most significant and pervasive social phenomena of our age. Lies range from the trivial to the very serious, including deception between friends and family, in the workplace, and in security and intelligence contexts. At the same time, information and communication technologies have pervaded almost all aspects of human communication, from everyday technologies that support interpersonal interactions to, such as email and instant messaging, to more sophisticated systems that support organization-level interactions. Given the prevalence of both deception and communication technology in our personal and professional lives, an important set of questions have recently emerged about how humans adapt their deceptive practices to new communication and information technologies, including how communication technology affects the practice of lying and the detection of deception, and whether technology can be used to identify deception.
Terms: Win
| Units: 4-5
| UG Reqs: WAY-SI
COMM 125:
Perspectives on American Journalism (AMSTUD 125, COMM 225)
An examination of American journalism, focusing on how news is produced, distributed, and financially supported. Emphasis on current media controversies and puzzles, and on designing innovations in discovering and telling stories. (Graduate students register for COMM 225. COMM 125 is offered for 5 units, COMM 225 is offered for 4 units.)
Terms: Aut
| Units: 4-5
| UG Reqs: GER:DB-SocSci, WAY-SI
COMM 128:
Back to the Future: Media, Art, and Politics in the 1980s (AMSTUD 128B, COMM 228, COMM 328, HISTORY 258A, HISTORY 358A)
(COMM 128 is offered for 5 units, COMM 228 is offered for 4 units. COMM 328 is offered for 3-5 units.)This seminar covers the intersection of politics, media and art in the U.S. from the end of the Vietnam War in 1975 to the fall of the Berlin Wall in 1989. Topics include globalization and financialization; the rise of the New Right; the personalization of media technology, from television to computing; postmodernism and political art; feminism, queer, and sex-positive activism; identity politics and the culture wars. Open to juniors, seniors, and graduate students.
Terms: Win
| Units: 3-5
COMM 135:
Deliberative Democracy and its Critics (AMSTUD 135, COMM 235, COMM 335, ETHICSOC 135F, POLISCI 234P, POLISCI 334P)
This course examines the theory and practice of deliberative democracy and engages both in a dialogue with critics. Can a democracy which emphasizes people thinking and talking together on the basis of good information be made practical in the modern age? What kinds of distortions arise when people try to discuss politics or policy together? The course draws on ideas of deliberation from Madison and Mill to Rawls and Habermas as well as criticisms from the jury literature, from the psychology of group processes and from the most recent normative and empirical literature on deliberative forums. Deliberative Polling, its applications, defenders and critics, both normative and empirical, will provide a key case for discussion.
Terms: Win, Spr
| Units: 3-5
| UG Reqs: WAY-ER, WAY-SI
COMM 138:
Deliberative Democracy Practicum: Applying Deliberative Polling (COMM 238)
In this course, students will work directly on a real-world deliberative democracy project using the method of Deliberative Polling. Students in this course will work in partnership with the Center for Deliberative Democracy at Stanford, a research center devoted to the research in democracy and public opinion around the world. This unique practicum will allow students to work on an actual Deliberative Polling project on campus. In just one quarter, the students will prepare for, implement, and analyze the results for an Deliberative Polling project. This is a unique opportunity that allows students to take part in the entire process of a deliberative democracy project. Through this practicum, students will learn and apply quantitative and qualitative research methods. Students will explore the underlying challenges and complexities of what it means to actually do community-engaged research in the real world. As such, this course will provide students with skills and experience in research design in deliberative democracy, community and stakeholder engagement, and the practical aspects of working in local communities. This practicum is a collaboration between the Center for Deliberative Democracy and the Haas Center for Public Service. CDD website: http://cdd.stanford.edu; Hass Center website: https://haas.stanford.edu. This hybrid course meets at the Donald Kennedy Room at the Haas Center for Public Service.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-AQR, WAY-SI
| Repeatable
3 times
(up to 15 units total)
COMM 151:
The First Amendment: Freedom of Speech and Press (COMM 251, ETHICSOC 151, POLISCI 125P)
(Graduate students enroll in 251. COMM 151 is offered for 5 units, COMM 251 is offered for 4 units.) The First Amendment: Freedom of Speech and Press (Law 7084): Introduction to the constitutional protections for freedom of speech, press, and expressive association. All the major Supreme Court cases dealing with issues such as incitement, libel, hate speech, obscenity, commercial speech, and campaign finance. There are no prerequisites, but a basic understanding of American government would be useful. This course is crosslisted in the university and undergraduates are eligible to take it. Elements used in grading: Law students will be evaluated based on class participation and a final exam. Non-law students will be evaluated on class participation, a midterm and final exam, and nonlaw students will participate in a moot court on a hypothetical case. Non-law students will also have an additional one hour discussion section each week led by a teaching assistant. Cross-listed with Communication (COMM 151, COMM 251) and Political Science (POLISCI 125P).
Terms: Spr
| Units: 4-5
COMM 158:
Censorship and Propaganda (COMM 258)
(Graduate students enroll in COMM 258. COMM 158 is offered for 5 units, COMM 258 is offered for 4 units.) While the internet and other digital technologies have amplified the voice of ordinary citizens, the power of governments and other large organizations to control and to manipulate information is increasingly apparent. In this course, we will examine censorship and propaganda in the age of the internet and social media. What constitutes censorship and propaganda in the digital age? Who conducts censorship and propaganda, and how? What are the consequences and effects of censorship and propaganda in this era of information proliferation? How have censorship and propaganda changed from previous eras? Students will take a hands-on, project-based approach to exploring these questions.
Terms: Win
| Units: 4-5
| UG Reqs: WAY-SI
COMM 159:
Which Side of History? How Technology Is Reshaping Democracy and Our Lives (EDUC 159)
Technology, with its 24/7 influence on our lives, has transformed our entire society. This course, led by James Steyer, founder and CEO of Common Sense Media, will examine a number of critical issues: How can we hold tech platforms accountable? How do we protect the privacy of consumers? How can we ensure the mental health of our society? Guest speakers-including Hillary Clinton, Cory Booker, Sacha Baron Cohen, Reid Hoffman, and Julie Lythcott-Haims-will bring a unique perspective on the remarkable impact of technology on our lives.
Terms: Aut
| Units: 1
COMM 162:
Campaigns, Voting, Media, and Elections (COMM 262, POLISCI 120B)
(Graduate students enroll in COMM 262. COMM 162 is offered for 5 units, COMM 262 is offered for 4 units.) This course examines the theory and practice of American campaigns and elections. First, we will attempt to explain the behavior of the key players -- candidates, parties, journalists, and voters -- in terms of the institutional arrangements and political incentives that confront them. Second, we will use current and recent election campaigns as "laboratories" for testing generalizations about campaign strategy and voter behavior. Third, we examine selections from the academic literature dealing with the origins of partisan identity, electoral design, and the immediate effects of campaigns on public opinion, voter turnout, and voter choice. As well, we'll explore issues of electoral reform and their more long-term consequences for governance and the political process.
Terms: Win
| Units: 4-5
| UG Reqs: GER:DB-SocSci, WAY-SI
COMM 164:
The Psychology of Communication About Politics in America (COMM 264, POLISCI 124L, POLISCI 324L, PSYCH 170, PUBLPOL 164)
(Graduate students enroll in COMM 264. COMM 164 is offered for 5 units, COMM 264 is offered for 4 units.) Focus is on how politicians and government learn what Americans want and how the public's preferences shape government action; how surveys measure beliefs, preferences, and experiences; how poll results are criticized and interpreted; how conflict between polls is viewed by the public; how accurate surveys are and when they are accurate; how to conduct survey research to produce accurate measurements; designing questionnaires that people can understand and use comfortably; how question wording can manipulate poll results; corruption in survey research.
Terms: Win
| Units: 4-5
| UG Reqs: WAY-SI
COMM 166:
Virtual People (COMM 266)
(Graduate students register for COMM 266. COMM 166 is offered for 5 units, COMM 266 is offered for 4 units.) The concept of virtual people or digital human representations; methods of constructing and using virtual people; methodological approaches to interactions with and among virtual people; and current applications. Viewpoints including popular culture, literature, film, engineering, behavioral science, computer science, and communication. Note for PhD students in programs other than Communication: instructor permission required.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-SI
COMM 172:
Media Psychology (COMM 272)
(Graduate students register for COMM 272. COMM 172 is offered for 5 units, COMM 272 is offered for 4 units.) The literature related to psychological processing and the effects of media. Topics: unconscious processing; picture perception; attention and memory; emotion; the physiology of processing media; person perception; pornography; consumer behavior; advanced film and television systems; and differences among reading, watching, and listening.
Terms: Spr
| Units: 4-5
| UG Reqs: GER:DB-SocSci, WAY-SI
COMM 176:
Advanced Digital Journalism Production (COMM 276)
(Graduate students register for 276. COMM 176 is offered for 5 units, COMM 276 is offered for 4 units.) In-depth reporting and production using audio, images and video. Focus on an in-depth journalism project with appropriate uses of digital media: audio, photography, graphics, and video. Topics include advanced field techniques and approaches (audio, video, still) and emphasis on creating a non-fiction narrative arc in a multimedia piece of 10-12 minutes. Prerequisite: COMM 275 or consent of instructor
Terms: Spr
| Units: 4-5
| UG Reqs: WAY-CE
COMM 177B:
Big Local Journalism: a project-based class (COMM 277B)
(COMM 177B is offered for 5 units, COMM 277B is offered for 4 units.) This class will tackle data-driven journalism, in collaboration with other academic and journalistic partners. The class is centered around one or more projects rooted in local data-driven journalism but with potential for regional or national journalistic stories and impact. Students work in interdisciplinary teams to negotiate for public records and data, analyze data and report out stories. Some of the work may be published by news organizations or may be used to advance data journalism projects focused on public accountability. Students will gain valuable knowledge and skills in how to negotiate for public records, how to critically analyze data for journalistic purpose and build out reporting and writing skills. Students with a background in journalism (especially data journalism), statistics, computer science, law, or public policy are encouraged to participate. Enrollment is limited. May be repeated for credit. (Cardinal Course certified by the Haas Center)
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-SI
| Repeatable
2 times
(up to 10 units total)
COMM 177C:
Specialized Writing and Reporting: Health and Science Journalism (COMM 277C, EARTHSYS 177C, EARTHSYS 277C)
(Graduate students enroll in COMM 277C. COMM 177C is offered for 5 units, COMM 277C is offered for 4 units.) Practical, collaborative, writing-intensive advanced journalistic reporting and writing course in the specific practices and standards of health and science journalism. Science and journalism students learn how to identify and write engaging stories about medicine, global health, science, and related environmental issues; how to assess the quality and relevance of science news; how to cover the health and science beats effectively and efficiently; and how to build bridges between the worlds of journalism and science. Instructed Winter Quarter 2021 by Dr. Seema Yasmin http://www.seemayasmin.com. nnnLimited enrollment: preference to students enrolled in or considering the Earth Systems Master of Arts, Environmental Communication Program and the Graduate Journalism Program. Prerequisite: EarthSys 191/291, COMM 104W, or consent of instructor. Admission by application only, available from dr.yasmin@stanford.edu (Meets Earth Systems WIM requirement.)
Terms: Win
| Units: 4-5
COMM 177D:
Specialized Writing and Reporting: Narrative Journalism (COMM 277D)
(Graduate students register for COMM 277D. COMM 177D is offered for 5 units, COMM 277D is offered for 4 units.) How to report, write, edit, and read long-form narrative nonfiction, whether for magazines, news sites or online venues. Tools and templates of story telling such as scenes, characters, dialogue, and narrative arc. How the best long-form narrative stories defy or subvert conventional wisdom and bring fresh light to the human experience through reporting, writing, and moral passion. Prerequisite: 104 or consent of instructor.
Terms: Spr
| Units: 4-5
| UG Reqs: WAY-CE
COMM 177E:
Specialized Writing and Reporting: Telling True Stories (COMM 277E)
(COMM 177E is offered for 5 units, COMM 277E is offered for 4 units.) Whether covering news, culture or sports, journalism feature writers combine factual reporting with vivid storytelling in a variety of forms -- from profiles to essays to narratives. In a course designed as a writer's workshop, students will learn to think, report and write in scenes; to write from the point of view of one or more subjects; to report with a heightened sense of observation; and to focus on the most telling details in a story. Prerequisite: COMM 104W or consent of instructor.
Terms: Aut
| Units: 4-5
COMM 177I:
Investigative Watchdog Reporting (COMM 277I)
Graduate students register for COMM 277I. COMM 177I is offered for 5 units, COMM 277I is offered for 4 units.) Learn how to apply an investigative and data mindset to journalism, from understanding how to background an individual or entity using online databases to compiling or combining disparate sets of information in ways that unveil wrongdoing or mismanagement. Focuses on mining texts, tracking associations, and using visualizations. Stories produced apply investigative techniques to beat reporting, breaking news, and long form journalism. Instructor permission required for freshmen and sophomores.
Terms: Spr
| Units: 4-5
COMM 177P:
Programming in Journalism (COMM 277P)
This course introduces general purpose programming skills commonly used in the news. Students will gain basic proficiency in the Unix shell and Python programming while practicing skills such as web scraping, acquiring data from public APIs, cleaning and transforming data, and working with spreadsheets and databases. Automation and reproducibility will be important themes in the course. Exercises and projects will focus on helping students understand the nuances of obtaining and preparing data for use in data analysis and web applications for the news. Students must have basic SQL skills for this course.
Terms: Win
| Units: 4-5
COMM 177SW:
Specialized Writing and Reporting: Sports Journalism (COMM 277S)
(Graduate students register for COMM 277S. COMM 177SW is offered for 5 units, COMM 177S is offered for 4 units.) Workshop. An examination of American sports writing from the 1920's Golden Age of Sports to present. Students become practitioners of the sports writing craft in an intensive laboratory. Hones journalistic skills such as specialized reporting, interviewing, deadline writing, creation of video projects, and conceptualizing and developing stories for print and online.
Terms: Win
| Units: 4-5
| UG Reqs: WAY-CE
COMM 177T:
Building News Applications (COMM 277T)
(Graduate students register for 277T. COMM 177T is offered for 5 units, COMM 277T is offered for 4 units.) This course introduces students to the process of building interactive web applications and visualizations for the news. Students will study examples from the news industry and gain proficiency in a range of technical languages, skills and tools: version control, HTML, CSS, Javascript, Python, web protocols, and web hosting and deployment. Class exercises and projects will focus on the use of these technologies to produce applications that tell a story and engage the public. Students must have basic proficiency in Python, SQL and the Unix shell.
Terms: Spr
| Units: 4-5
| Repeatable
3 times
(up to 15 units total)
COMM 177Y:
Specialized Writing and Reporting: Foreign Correspondence (COMM 277Y)
(Graduate students register for COMM 277Y. COMM 177Y is offered for 5 units, COMM 277Y is offered for 4 units.) Study how being a foreign correspondent has evolved and blend new communication tools with clear narrative to tell stories from abroad in a way that engages a diversifying American audience in the digital age. Prerequisite: COMM 104W, COMM 279, or consent of instructor.
Terms: Spr
| Units: 4-5
| UG Reqs: WAY-CE, WAY-SI
COMM 180:
Ethics, Public Policy, and Technological Change (CS 182, ETHICSOC 182, PHIL 82, POLISCI 182, PUBLPOL 182)
Examination of recent developments in computing technology and platforms through the lenses of philosophy, public policy, social science, and engineering. Course is organized around five main units: algorithmic decision-making and bias; data privacy and civil liberties; artificial intelligence and autonomous systems; the power of private computing platforms; and issues of diversity, equity, and inclusion in the technology sector. Each unit considers the promise, perils, rights, and responsibilities at play in technological developments. Prerequisite: CS106A.
Terms: Win
| Units: 5
| UG Reqs: WAY-ER
Instructors: ;
Reich, R. (PI);
Sahami, M. (PI);
Weinstein, J. (PI);
Berman, E. (TA);
Guillen, D. (TA);
Jiang, S. (TA);
Kini, K. (TA);
Kohrman, A. (TA);
Korkmaz, E. (TA);
Larkin, K. (TA);
Liu, A. (TA);
Liu, C. (TA);
Propp, J. (TA);
Stowell, C. (TA);
Venkat, S. (TA);
Wu, Y. (TA);
Yang, A. (TA);
Yang, C. (TA)
COMM 186W:
Media, Technology, and the Body (COMM 286)
(Graduate students register for 286. COMM 186W is offered for 5 units, COMM 286 is offered for 4 units.) This course considers major themes in the cultural analysis of the body in relation to media technologies. How do media and information technologies shape our understanding of the body and concepts of bodily difference such as race, gender, and disability? We will explore both classic theories and recent scholarship to examine how technologies mediate the body and bodily practices in various domains, from entertainment to engineering, politics to product design.
Terms: Spr
| Units: 4-5
| UG Reqs: WAY-SI
COMM 195:
Honors Thesis
Qualifies students to conduct communication research. Student must apply for department honors thesis program during Spring Quarter of junior year.
Terms: Aut, Win, Spr, Sum
| Units: 5
| Repeatable
3 times
(up to 15 units total)
Instructors: ;
Bailenson, J. (PI);
Christin, A. (PI);
Fishkin, J. (PI);
Hamilton, J. (PI);
Hancock, J. (PI);
Harari, G. (PI);
Iyengar, S. (PI);
Krosnick, J. (PI);
Li, X. (PI);
Pan, J. (PI);
Ram, N. (PI);
Reeves, B. (PI);
Turner, F. (PI)
COMM 199:
Individual Work
For students with high academic standing. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Bailenson, J. (PI);
Brenner, R. (PI);
Christin, A. (PI);
Fishkin, J. (PI);
Hamilton, J. (PI);
Hancock, J. (PI);
Harari, G. (PI);
Iyengar, S. (PI);
Krosnick, J. (PI);
Li, X. (PI);
Migielicz, G. (PI);
Nguyen, D. (PI);
Pan, J. (PI);
Phillips, C. (PI);
Pomerantz, G. (PI);
Ram, N. (PI);
Reeves, B. (PI);
Tumgoren, S. (PI);
Turner, F. (PI);
Wheaton, J. (PI);
Zacharia, J. (PI)
COMM 206:
Communication Research Methods (COMM 106)
(Graduate students register for COMM 206. COMM 106 is offered for 5 units, COMM 206 is offered for 4 units.) Conceptual and practical concerns underlying commonly used quantitative approaches, including experimental, survey, content analysis, and field research in communication. Pre- or corequisite: STATS 60 or consent of instructor. (Cardinal Course certified by the Haas Center)
Terms: Aut
| Units: 4-5
COMM 208:
Media Processes and Effects (COMM 108)
(Graduate students register for COMM 208. COMM 108 is offered for 5 units, COMM 208 is offered for 4 units.) The process of communication theory construction including a survey of social science paradigms and major theories of communication. Recommended: COMM 1 or PSYCH 1.
Terms: Win
| Units: 5
COMM 216:
Journalism Law
(Graduate students register for 216.) Laws and regulation impacting journalists. Topics include libel, privacy, news gathering, protection sources, fair trial and free press, theories of the First Amendment, and broadcast regulation. Prerequisite: Journalism M.A. student or advanced Communication major. Preference for enrollment in COMM 116 will be: Communications Majors and Co-Terms, then Seniors from other disciplines. Total enrollment in COMM 116/216 combined will be limited to 20.
Terms: Win
| Units: 4
COMM 224:
Truth, Trust, and Tech (COMM 124)
(Graduate students enroll in COMM 224. COMM 124 is offered for 5 units, COMM 224 is offered for 4 units.) Deception is one of the most significant and pervasive social phenomena of our age. Lies range from the trivial to the very serious, including deception between friends and family, in the workplace, and in security and intelligence contexts. At the same time, information and communication technologies have pervaded almost all aspects of human communication, from everyday technologies that support interpersonal interactions to, such as email and instant messaging, to more sophisticated systems that support organization-level interactions. Given the prevalence of both deception and communication technology in our personal and professional lives, an important set of questions have recently emerged about how humans adapt their deceptive practices to new communication and information technologies, including how communication technology affects the practice of lying and the detection of deception, and whether technology can be used to identify deception.
Terms: Win
| Units: 4-5
COMM 225:
Perspectives on American Journalism (AMSTUD 125, COMM 125)
An examination of American journalism, focusing on how news is produced, distributed, and financially supported. Emphasis on current media controversies and puzzles, and on designing innovations in discovering and telling stories. (Graduate students register for COMM 225. COMM 125 is offered for 5 units, COMM 225 is offered for 4 units.)
Terms: Aut
| Units: 4-5
COMM 228:
Back to the Future: Media, Art, and Politics in the 1980s (AMSTUD 128B, COMM 128, COMM 328, HISTORY 258A, HISTORY 358A)
(COMM 128 is offered for 5 units, COMM 228 is offered for 4 units. COMM 328 is offered for 3-5 units.)This seminar covers the intersection of politics, media and art in the U.S. from the end of the Vietnam War in 1975 to the fall of the Berlin Wall in 1989. Topics include globalization and financialization; the rise of the New Right; the personalization of media technology, from television to computing; postmodernism and political art; feminism, queer, and sex-positive activism; identity politics and the culture wars. Open to juniors, seniors, and graduate students.
Terms: Win
| Units: 3-5
COMM 235:
Deliberative Democracy and its Critics (AMSTUD 135, COMM 135, COMM 335, ETHICSOC 135F, POLISCI 234P, POLISCI 334P)
This course examines the theory and practice of deliberative democracy and engages both in a dialogue with critics. Can a democracy which emphasizes people thinking and talking together on the basis of good information be made practical in the modern age? What kinds of distortions arise when people try to discuss politics or policy together? The course draws on ideas of deliberation from Madison and Mill to Rawls and Habermas as well as criticisms from the jury literature, from the psychology of group processes and from the most recent normative and empirical literature on deliberative forums. Deliberative Polling, its applications, defenders and critics, both normative and empirical, will provide a key case for discussion.
Terms: Win, Spr
| Units: 3-5
COMM 238:
Deliberative Democracy Practicum: Applying Deliberative Polling (COMM 138)
In this course, students will work directly on a real-world deliberative democracy project using the method of Deliberative Polling. Students in this course will work in partnership with the Center for Deliberative Democracy at Stanford, a research center devoted to the research in democracy and public opinion around the world. This unique practicum will allow students to work on an actual Deliberative Polling project on campus. In just one quarter, the students will prepare for, implement, and analyze the results for an Deliberative Polling project. This is a unique opportunity that allows students to take part in the entire process of a deliberative democracy project. Through this practicum, students will learn and apply quantitative and qualitative research methods. Students will explore the underlying challenges and complexities of what it means to actually do community-engaged research in the real world. As such, this course will provide students with skills and experience in research design in deliberative democracy, community and stakeholder engagement, and the practical aspects of working in local communities. This practicum is a collaboration between the Center for Deliberative Democracy and the Haas Center for Public Service. CDD website: http://cdd.stanford.edu; Hass Center website: https://haas.stanford.edu. This hybrid course meets at the Donald Kennedy Room at the Haas Center for Public Service.
Terms: Aut
| Units: 3-5
| Repeatable
3 times
(up to 15 units total)
COMM 251:
The First Amendment: Freedom of Speech and Press (COMM 151, ETHICSOC 151, POLISCI 125P)
(Graduate students enroll in 251. COMM 151 is offered for 5 units, COMM 251 is offered for 4 units.) The First Amendment: Freedom of Speech and Press (Law 7084): Introduction to the constitutional protections for freedom of speech, press, and expressive association. All the major Supreme Court cases dealing with issues such as incitement, libel, hate speech, obscenity, commercial speech, and campaign finance. There are no prerequisites, but a basic understanding of American government would be useful. This course is crosslisted in the university and undergraduates are eligible to take it. Elements used in grading: Law students will be evaluated based on class participation and a final exam. Non-law students will be evaluated on class participation, a midterm and final exam, and nonlaw students will participate in a moot court on a hypothetical case. Non-law students will also have an additional one hour discussion section each week led by a teaching assistant. Cross-listed with Communication (COMM 151, COMM 251) and Political Science (POLISCI 125P).
Terms: Spr
| Units: 4-5
COMM 258:
Censorship and Propaganda (COMM 158)
(Graduate students enroll in COMM 258. COMM 158 is offered for 5 units, COMM 258 is offered for 4 units.) While the internet and other digital technologies have amplified the voice of ordinary citizens, the power of governments and other large organizations to control and to manipulate information is increasingly apparent. In this course, we will examine censorship and propaganda in the age of the internet and social media. What constitutes censorship and propaganda in the digital age? Who conducts censorship and propaganda, and how? What are the consequences and effects of censorship and propaganda in this era of information proliferation? How have censorship and propaganda changed from previous eras? Students will take a hands-on, project-based approach to exploring these questions.
Terms: Win
| Units: 4-5
COMM 262:
Campaigns, Voting, Media, and Elections (COMM 162, POLISCI 120B)
(Graduate students enroll in COMM 262. COMM 162 is offered for 5 units, COMM 262 is offered for 4 units.) This course examines the theory and practice of American campaigns and elections. First, we will attempt to explain the behavior of the key players -- candidates, parties, journalists, and voters -- in terms of the institutional arrangements and political incentives that confront them. Second, we will use current and recent election campaigns as "laboratories" for testing generalizations about campaign strategy and voter behavior. Third, we examine selections from the academic literature dealing with the origins of partisan identity, electoral design, and the immediate effects of campaigns on public opinion, voter turnout, and voter choice. As well, we'll explore issues of electoral reform and their more long-term consequences for governance and the political process.
Terms: Win
| Units: 4-5
COMM 264:
The Psychology of Communication About Politics in America (COMM 164, POLISCI 124L, POLISCI 324L, PSYCH 170, PUBLPOL 164)
(Graduate students enroll in COMM 264. COMM 164 is offered for 5 units, COMM 264 is offered for 4 units.) Focus is on how politicians and government learn what Americans want and how the public's preferences shape government action; how surveys measure beliefs, preferences, and experiences; how poll results are criticized and interpreted; how conflict between polls is viewed by the public; how accurate surveys are and when they are accurate; how to conduct survey research to produce accurate measurements; designing questionnaires that people can understand and use comfortably; how question wording can manipulate poll results; corruption in survey research.
Terms: Win
| Units: 4-5
COMM 266:
Virtual People (COMM 166)
(Graduate students register for COMM 266. COMM 166 is offered for 5 units, COMM 266 is offered for 4 units.) The concept of virtual people or digital human representations; methods of constructing and using virtual people; methodological approaches to interactions with and among virtual people; and current applications. Viewpoints including popular culture, literature, film, engineering, behavioral science, computer science, and communication. Note for PhD students in programs other than Communication: instructor permission required.
Terms: Aut
| Units: 4-5
COMM 272:
Media Psychology (COMM 172)
(Graduate students register for COMM 272. COMM 172 is offered for 5 units, COMM 272 is offered for 4 units.) The literature related to psychological processing and the effects of media. Topics: unconscious processing; picture perception; attention and memory; emotion; the physiology of processing media; person perception; pornography; consumer behavior; advanced film and television systems; and differences among reading, watching, and listening.
Terms: Spr
| Units: 4-5
COMM 273D:
Public Affairs Data Journalism I
Even before the ubiquity of Internet access and high-powered computers, public accountability reporting relied on the concerted collection of observations and analytical problem-solving. We study the methods, and the data, used to discover leads and conduct in-depth reporting on public affairs, including election finance and safety regulations. Students gain practical experience with the digital tools and techniques of computer-assisted reporting. Prerequisite: Only open to Journalism M.A. students.
Terms: Aut
| Units: 4
| Repeatable
2 times
(up to 8 units total)
COMM 274D:
Public Affairs Data Journalism II
Learn how to find, create and analyze data to tell news stories with public service impact. Uses relational databases, advanced queries, basic statistics, and mapping to analyze data for storytelling. Assignments may include stories, blog posts, and data visualizations, with at least one in-depth project based on data analysis. Prerequisites: COMM 273D or Journalism M.A. student.
Terms: Win
| Units: 4
| Repeatable
2 times
(up to 8 units total)
COMM 275:
Multimedia Storytelling: Reporting and Production Using Audio, Still Images, and Video
Multimedia assignments coordinated with deadline reporting efforts in COMM 273 from traditional news beats using audio, still photography, and video. Use of digital audio recorders and audio production to leverage voice-over narration, interviews, and natural sound; use of digital still cameras and audio to produce audio slideshows; and the combination of these media with video in post-production with Final Cut Pro. Prerequisite: Only open to Journalism M.A. students. Corequisite: COMM 273. Email instructor for permission.
Terms: Aut
| Units: 3-4
COMM 276:
Advanced Digital Journalism Production (COMM 176)
(Graduate students register for 276. COMM 176 is offered for 5 units, COMM 276 is offered for 4 units.) In-depth reporting and production using audio, images and video. Focus on an in-depth journalism project with appropriate uses of digital media: audio, photography, graphics, and video. Topics include advanced field techniques and approaches (audio, video, still) and emphasis on creating a non-fiction narrative arc in a multimedia piece of 10-12 minutes. Prerequisite: COMM 275 or consent of instructor
Terms: Spr
| Units: 4-5
COMM 277B:
Big Local Journalism: a project-based class (COMM 177B)
(COMM 177B is offered for 5 units, COMM 277B is offered for 4 units.) This class will tackle data-driven journalism, in collaboration with other academic and journalistic partners. The class is centered around one or more projects rooted in local data-driven journalism but with potential for regional or national journalistic stories and impact. Students work in interdisciplinary teams to negotiate for public records and data, analyze data and report out stories. Some of the work may be published by news organizations or may be used to advance data journalism projects focused on public accountability. Students will gain valuable knowledge and skills in how to negotiate for public records, how to critically analyze data for journalistic purpose and build out reporting and writing skills. Students with a background in journalism (especially data journalism), statistics, computer science, law, or public policy are encouraged to participate. Enrollment is limited. May be repeated for credit. (Cardinal Course certified by the Haas Center)
Terms: Aut
| Units: 4-5
| Repeatable
2 times
(up to 10 units total)
COMM 277C:
Specialized Writing and Reporting: Health and Science Journalism (COMM 177C, EARTHSYS 177C, EARTHSYS 277C)
(Graduate students enroll in COMM 277C. COMM 177C is offered for 5 units, COMM 277C is offered for 4 units.) Practical, collaborative, writing-intensive advanced journalistic reporting and writing course in the specific practices and standards of health and science journalism. Science and journalism students learn how to identify and write engaging stories about medicine, global health, science, and related environmental issues; how to assess the quality and relevance of science news; how to cover the health and science beats effectively and efficiently; and how to build bridges between the worlds of journalism and science. Instructed Winter Quarter 2021 by Dr. Seema Yasmin http://www.seemayasmin.com. nnnLimited enrollment: preference to students enrolled in or considering the Earth Systems Master of Arts, Environmental Communication Program and the Graduate Journalism Program. Prerequisite: EarthSys 191/291, COMM 104W, or consent of instructor. Admission by application only, available from dr.yasmin@stanford.edu (Meets Earth Systems WIM requirement.)
Terms: Win
| Units: 4-5
COMM 277D:
Specialized Writing and Reporting: Narrative Journalism (COMM 177D)
(Graduate students register for COMM 277D. COMM 177D is offered for 5 units, COMM 277D is offered for 4 units.) How to report, write, edit, and read long-form narrative nonfiction, whether for magazines, news sites or online venues. Tools and templates of story telling such as scenes, characters, dialogue, and narrative arc. How the best long-form narrative stories defy or subvert conventional wisdom and bring fresh light to the human experience through reporting, writing, and moral passion. Prerequisite: 104 or consent of instructor.
Terms: Spr
| Units: 4-5
COMM 277E:
Specialized Writing and Reporting: Telling True Stories (COMM 177E)
(COMM 177E is offered for 5 units, COMM 277E is offered for 4 units.) Whether covering news, culture or sports, journalism feature writers combine factual reporting with vivid storytelling in a variety of forms -- from profiles to essays to narratives. In a course designed as a writer's workshop, students will learn to think, report and write in scenes; to write from the point of view of one or more subjects; to report with a heightened sense of observation; and to focus on the most telling details in a story. Prerequisite: COMM 104W or consent of instructor.
Terms: Aut
| Units: 4-5
COMM 277I:
Investigative Watchdog Reporting (COMM 177I)
Graduate students register for COMM 277I. COMM 177I is offered for 5 units, COMM 277I is offered for 4 units.) Learn how to apply an investigative and data mindset to journalism, from understanding how to background an individual or entity using online databases to compiling or combining disparate sets of information in ways that unveil wrongdoing or mismanagement. Focuses on mining texts, tracking associations, and using visualizations. Stories produced apply investigative techniques to beat reporting, breaking news, and long form journalism. Instructor permission required for freshmen and sophomores.
Terms: Spr
| Units: 4-5
COMM 277P:
Programming in Journalism (COMM 177P)
This course introduces general purpose programming skills commonly used in the news. Students will gain basic proficiency in the Unix shell and Python programming while practicing skills such as web scraping, acquiring data from public APIs, cleaning and transforming data, and working with spreadsheets and databases. Automation and reproducibility will be important themes in the course. Exercises and projects will focus on helping students understand the nuances of obtaining and preparing data for use in data analysis and web applications for the news. Students must have basic SQL skills for this course.
Terms: Win
| Units: 4-5
COMM 277S:
Specialized Writing and Reporting: Sports Journalism (COMM 177SW)
(Graduate students register for COMM 277S. COMM 177SW is offered for 5 units, COMM 177S is offered for 4 units.) Workshop. An examination of American sports writing from the 1920's Golden Age of Sports to present. Students become practitioners of the sports writing craft in an intensive laboratory. Hones journalistic skills such as specialized reporting, interviewing, deadline writing, creation of video projects, and conceptualizing and developing stories for print and online.
Terms: Win
| Units: 4-5
COMM 277T:
Building News Applications (COMM 177T)
(Graduate students register for 277T. COMM 177T is offered for 5 units, COMM 277T is offered for 4 units.) This course introduces students to the process of building interactive web applications and visualizations for the news. Students will study examples from the news industry and gain proficiency in a range of technical languages, skills and tools: version control, HTML, CSS, Javascript, Python, web protocols, and web hosting and deployment. Class exercises and projects will focus on the use of these technologies to produce applications that tell a story and engage the public. Students must have basic proficiency in Python, SQL and the Unix shell.
Terms: Spr
| Units: 4-5
| Repeatable
3 times
(up to 15 units total)
COMM 277Y:
Specialized Writing and Reporting: Foreign Correspondence (COMM 177Y)
(Graduate students register for COMM 277Y. COMM 177Y is offered for 5 units, COMM 277Y is offered for 4 units.) Study how being a foreign correspondent has evolved and blend new communication tools with clear narrative to tell stories from abroad in a way that engages a diversifying American audience in the digital age. Prerequisite: COMM 104W, COMM 279, or consent of instructor.
Terms: Spr
| Units: 4-5
COMM 279:
News Reporting & Writing Fundamentals
Learn beat reporting and writing skills including source development, interviewing, and story structure for news and features. Emphasis on developing news judgment, clear writing skills, and an ability to execute stories on deadline. Exercises and assignments mimic a newsroom. Students pursue local beats with a focus on public issues and complement written pieces with relevant data analyses and multimedia components. Prerequisite: Only open to Journalism M.A. students. Corequisite: COMM 275.
Terms: Aut
| Units: 3-4
| Repeatable
2 times
(up to 8 units total)
COMM 280:
Immersive (VR/AR) Journalism in the Public Sphere
The immersive space (cinematic VR, virtual reality, and augmented reality) is journalism's newest and most exciting reporting and storytelling tool. We survey best practices and methods in this emerging medium and learn 360-degree video production and postproduction. Teams will illuminate issues and provoke conversation in the public sphere. Prerequisite: Preference to Journalism M.A. students. Please contact instructor for permission number to enroll.
Terms: Win
| Units: 4
COMM 281:
Exploring Computational Journalism (CS 206)
This project-based course will explore the field of computational journalism, including the use of Data Science, Info Visualization, AI, and emerging technologies to help journalists discover and tell stories, understand their audience, advance free speech, and build trust. Please apply by Jan 15, 2021 at ecj.stanford.edu
Terms: Win
| Units: 3
COMM 286:
Media, Technology, and the Body (COMM 186W)
(Graduate students register for 286. COMM 186W is offered for 5 units, COMM 286 is offered for 4 units.) This course considers major themes in the cultural analysis of the body in relation to media technologies. How do media and information technologies shape our understanding of the body and concepts of bodily difference such as race, gender, and disability? We will explore both classic theories and recent scholarship to examine how technologies mediate the body and bodily practices in various domains, from entertainment to engineering, politics to product design.
Terms: Spr
| Units: 4-5
COMM 289P:
Journalism Thesis
MA thesis course. Focuses on development of in-depth journalism project, culminating in work of publishable quality.
Terms: Aut, Win, Spr
| Units: 2-4
COMM 290:
Media Studies M.A. Project
Individual research for coterminal Media Studies students.
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
2 times
(up to 4 units total)
Instructors: ;
Bailenson, J. (PI);
Christin, A. (PI);
Fishkin, J. (PI);
Frankel, G. (PI);
Grimes, A. (PI);
Hamilton, J. (PI);
Hancock, J. (PI);
Harari, G. (PI);
Iyengar, S. (PI);
Krosnick, J. (PI);
Li, X. (PI);
Pan, J. (PI);
Ram, N. (PI);
Reeves, B. (PI);
Tumgoren, S. (PI);
Turner, F. (PI)
COMM 299:
Individual Work
Terms: Aut, Win, Spr, Sum
| Units: 1-4
| Repeatable
for credit
Instructors: ;
Bailenson, J. (PI);
Brenner, R. (PI);
Christin, A. (PI);
Fishkin, J. (PI);
Hamilton, J. (PI);
Hancock, J. (PI);
Harari, G. (PI);
Iyengar, S. (PI);
Krosnick, J. (PI);
Li, X. (PI);
Migielicz, G. (PI);
Pan, J. (PI);
Phillips, C. (PI);
Pomerantz, G. (PI);
Ram, N. (PI);
Reeves, B. (PI);
Tumgoren, S. (PI);
Turner, F. (PI);
Wheaton, J. (PI);
Zacharia, J. (PI)
COMM 301:
Communication Research, Curriculum Development and Pedagogy
Designed to prepare students for teaching and research in the Department of Communication. Students will be trained in developing curriculum and in pedagogical practices, and will also be exposed to the research programs of various faculty members in the department. Required of all Ph.D. students. Email instructor for permission to enroll.
Terms: Aut
| Units: 1
COMM 308:
Graduate Seminar in Political Psychology (POLISCI 321, PSYCH 284)
For students interested in research in political science, psychology, or communication. Methodological techniques for studying political attitudes and behaviors. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
COMM 311:
Theory of Communication
Basic communication theory for first-year Ph.D. students in the Department of Communication. Introduction to basic writings and concepts in communication research. The goal is an introduction to issues in the field that are common in communication research. First half of the class will emphasize classic literature about field organization, history and theory. Second half will emphasize contemporary theory in areas that students select. Email instructor for permission to enroll.
Terms: Aut
| Units: 1-5
COMM 314:
Ethnographic Methods (SOC 319)
This course offers an introduction to the practice and politics of ethnographic fieldwork. It provides a "how to" of ethnographic research, in which students will conduct an ethnographic project of their own, complemented by weekly readings and discussions. In the process, we will discuss the theory and epistemology of fieldwork, along with the practicalities and politics of fieldwork in different domains. We will examine different stages of ethnographic research (entering the field, conducting and recording fieldwork, exiting the field and writing it up), different methods (observations, interviews, "going along"), as well as distinct styles of ethnographic work (virtual ethnography, organizational ethnography, narrative ethnography, etc.). The course will serve as a participative workshop for students to exchange field notes, share practical advice, and consolidate their research interests. Email instructor for permission to enroll.
Terms: Win
| Units: 1-5
COMM 318:
Quantitative Social Science Research Methods
An introduction to a broad range of social science research methods that are widely used in PhD work. Prerequisite: consent of instructor.
Terms: Spr
| Units: 1-5
COMM 322:
Advanced Studies in Behavior and Social Media
This course will focus on advanced research on social media with an emphasis on interpersonal dynamics. The course will emphasize key theories from psychology and communication that bear on behavior and social media. Students will develop a research project in the course that draws on one of the primary methods from the social media space. Email instructor for permission to enroll.
Terms: Aut
| Units: 1-5
COMM 324:
Language and Technology
In this course we develop a model of how language reflects social and psychological dynamics in social media and other technologically-mediated contexts. The course lays out the main stages of analyzing language to understand social dynamics, including using theory to identify key discourse features, feature extraction, and classification and prediction. The course will draw on action-oriented language approaches to understand how people use language (e.g., grounding and joint action models), and then build on this approach to understand how discourse features from natural language can be used to answer questions from a wide range of social science questions, and ultimately, to the design of new technologies. Email instructor for permission to enroll.
Terms: Aut
| Units: 3-5
COMM 326:
Advanced Topics in Human Virtual Representation
Topics include the theoretical construct of person identity, the evolution of that construct given the advent of virtual environments, and methodological approaches to understanding virtual human representation. Prerequisite: PhD student or consent of instructor.
Terms: Aut
| Units: 1-5
| Repeatable
for credit
COMM 328:
Back to the Future: Media, Art, and Politics in the 1980s (AMSTUD 128B, COMM 128, COMM 228, HISTORY 258A, HISTORY 358A)
(COMM 128 is offered for 5 units, COMM 228 is offered for 4 units. COMM 328 is offered for 3-5 units.)This seminar covers the intersection of politics, media and art in the U.S. from the end of the Vietnam War in 1975 to the fall of the Berlin Wall in 1989. Topics include globalization and financialization; the rise of the New Right; the personalization of media technology, from television to computing; postmodernism and political art; feminism, queer, and sex-positive activism; identity politics and the culture wars. Open to juniors, seniors, and graduate students.
Terms: Win
| Units: 3-5
COMM 335:
Deliberative Democracy and its Critics (AMSTUD 135, COMM 135, COMM 235, ETHICSOC 135F, POLISCI 234P, POLISCI 334P)
This course examines the theory and practice of deliberative democracy and engages both in a dialogue with critics. Can a democracy which emphasizes people thinking and talking together on the basis of good information be made practical in the modern age? What kinds of distortions arise when people try to discuss politics or policy together? The course draws on ideas of deliberation from Madison and Mill to Rawls and Habermas as well as criticisms from the jury literature, from the psychology of group processes and from the most recent normative and empirical literature on deliberative forums. Deliberative Polling, its applications, defenders and critics, both normative and empirical, will provide a key case for discussion.
Terms: Win, Spr
| Units: 3-5
COMM 339:
Questionnaire Design for Surveys and Laboratory Experiments: Social and Cognitive Perspectives (POLISCI 421K, PSYCH 231)
The social and psychological processes involved in asking and answering questions via questionnaires for the social sciences; optimizing questionnaire design; open versus closed questions; rating versus ranking; rating scale length and point labeling; acquiescence response bias; don't-know response options; response choice order effects; question order effects; social desirability response bias; attitude and behavior recall; and introspective accounts of the causes of thoughts and actions.
Terms: Aut
| Units: 4
COMM 345:
Personality Expression in Digitally Mediated Contexts
Digital devices (e.g., computers, smartphones, wearables) and platforms (e.g., social media sites, forums, virtual worlds) mediate much of our daily life. Each time we use digital media for communication, information seeking, or entertainment, we leave behind psychologically revealing digital footprints. In this course, we will explore how digital footprints can be used to understand individual differences in thinking, feeling, and behaving. Class activities and assignments will require students to apply the concepts to their own research projects. Course enrollment limited to PhD-level students.
Terms: Spr
| Units: 1-5
COMM 346:
Advanced Topics on Individual Differences in Media Psychology
This will be a project-based course for graduate students to take a deep dive on a specific topic within media psychology. All topics will share an underlying focus on individual differences. Example topics include: describing individual differences in use of digital devices (e.g., computers, smartphones, wearables) and platforms (e.g., social media, forums, virtual worlds), explaining what may be driving such differences (e.g., psychological factors, contextual factors), applying and developing methodological approaches for understanding and assessing mediated personalities, and exploring applications of psychologically tailoring media to peoples characteristics and contexts. Students will work collaboratively with the instructor and other students in the course to produce a novel work by the end of the quarter.
Terms: Spr
| Units: 3
| Repeatable
5 times
(up to 15 units total)
COMM 355:
The World of Influencers: Labor, Power, and Celebrity on Social Media
Over the past decade, influencers and online content creators have become highly visible on social media platforms. From fashion and travel influencers posting glamourous pictures on Instagram to YouTubers and TikTokers sharing new dance moves, car repair tips, and beauty routines for different skin colors, the diversity and promise of social media creation turned the role of 'influencer' into a highly desirable - but deeply uncertain - career. In this course, we will draw on classical frameworks in communication, sociology, and organization studies to examine these forms of cultural production through the lenses of labor, power, and celebrity in contemporary societies. Please contact the instructor for permission to enroll.
Terms: Spr
| Units: 1-5
COMM 365:
Longitudinal Data Analysis in Social Science Research (PSYCH 289)
This course offers a project-based orientation to methodological issues associated with the analysis of multivariate and/or longitudinal data in the social sciences. General areas to be covered include the manipulation/organization/description of the types of empirical data obtained in social science research, and the application/implementation of multivariate analysis techniques to those data. Students will, through hands-on analysis of their data, acquire experiences in the formulation of research questions and study designs that are appropriately tethered to a variety of advanced analytical methods. Limited to PhD students and consent of instructor.
Terms: Win
| Units: 1-5
| Repeatable
for credit
COMM 367:
Growth Modeling: Linear, Nonlinear, SEM, and MLM Approaches (PSYCH 294)
This course is a survey of growth modeling methods useful for study of developmental and change processes. General areas to be covered include conceptualization and organization of longitudinal panel data, linear growth modeling, inclusion of time-invariant and time-varying covariates, nonlinear growth models (including a variety of exponential, sigmoid and spline models), multiple-group models, and growth mixture models. Students will work through application/implementation of the models through hands-on analysis of simulated and empirical data in both structural equation modeling (SEM) and multilevel modeling (MLM) frameworks, acquire experiences in the formulation of research questions and study designs that are appropriately tethered to the different theoretical perspectives invoked by the different models.
Terms: Aut
| Units: 3
COMM 369:
Measurement and the Study of Change in Social Science Research (PSYCH 262)
This course is a survey of methodological issues associated with the measurement of psychological constructs and processes of change. General areas to be covered include use of latent variable models (structural equation modeling), classical test theory, generalizability theory, principal component analysis, factor analysis, item response theory and how these models facilitate and/or constrain the study of change processes. Students will work through application/implementation of the models through hands-on analysis of simulated and empirical data, acquire experiences in the formulation of research questions and study designs that are appropriately tethered to the different theoretical perspectives invoked by the different models.
Terms: Spr
| Units: 3
COMM 372G:
Seminar in Psychological Processing
Media and Mental Health is the topic for the Comm 372G seminar in Winter Quarter 2022. The seminar will focus on new ways to define media interactions that can be linked to mental health, taking advantage of new methods and computational analytics that provide granular details about media use. We will consider both the role of media in diagnosing mental illness, as well as how media use may change the onset, course and treatment of mental illness. We will discuss and write about psychiatric illnesses including bipolar disorder, suicide and suicidal ideation, post-traumatic stress disorders, anxiety, attention disorders, addiction, schizophrenia, post-partem depression, obsessive-compulsive disorders and eating disorders. Dr. Thomas Robinson (MD, Stanford Medical School) will join in instruction, and mental health experts will provide briefings on different diagnoses. The main focus of discussions (and writing), however, will be on media and technology content, applications, contexts, functions, sequences, rhythms, applications and services. We will be guided by new work and data from the Screenomics Lab that records moment-by-moment changes in screen use (see screenomics.stanford.edu for background). nThe seminar is open to MA and PhD students across the university, and with permission of the instructor, to advanced undergraduates.
Terms: Win
| Units: 1-5
| Repeatable
for credit
COMM 378:
Media and Time
As media technologies change, they radically restructure our experience of time. This course will bring together readings from media psychology and media history in order to understand this process. Students will explore issues such as the acceleration of everyday life, new modes of screen use, and the transformation of cultural categories such as narrative and the event. Ultimately the course aims to help prepare students to consider time in scholarship about media.
Terms: Spr
| Units: 1-5
COMM 380:
Curriculum Practical Training
Practical experience in the communication industries. Prerequisite: consent of instructor. Meets requirements for Curricular Practical Training for students on F-1 visas. (Staff)
Terms: Sum
| Units: 1-5
| Repeatable
4 times
(up to 20 units total)
Instructors: ;
Bailenson, J. (PI);
Christin, A. (PI);
Fishkin, J. (PI);
Hamilton, J. (PI);
Hancock, J. (PI);
Harari, G. (PI);
Iyengar, S. (PI);
Krosnick, J. (PI);
Pan, J. (PI);
Reeves, B. (PI);
Turner, F. (PI)
COMM 383:
Digital Repression
Repression research examines the causes and consequences of actions that are meant to, or actually do, raise the costs of activism, protest, and/or social movement activity. The rise of digital and social media has brought substantial increases in attention to the repression of digital activists and movements (e.g., violence against online activists), the deployment of new strategies for repression enabled by digital and social media (e.g., digital surveillance and social credit schemes), and the development of information strategies designed to diminish the effectiveness of social mobilization (e.g., influence campaigns). This Ph.D. seminar explores a fast growing body of research spread across disciplines and areas of study to better understand what constitutes digital repression and what is new about digital repression. Email instructor for consent.
Terms: Win
| Units: 1-3
COMM 385:
Media as Ways of Knowing
How do the tools and techniques of capturing, representing, storing, and transmitting information shape how and what we know? And how might such instruments influence the relationship between epistemic practices and forms social, cultural, and political life? This course will draw on scholarship across the history of science, science and technology studies, and media theory to consider the role media technologies play in how knowledge is produced, circulated, and authorized. Instructor consent required. Limited to PhD students or with consent of instructor.
Terms: Spr
| Units: 1-5
COMM 390:
Communication Colloquium
The Communication Colloquium is a monthly seminar held throughout the academic year, in which leading scholars present their research findings. The Colloquium is intended for PhD students in Communication, and priority will be given to COMM PhD students. Attendance of all sessions is required to receive credit.
Terms: Win, Spr
| Units: 1
| Repeatable
for credit
COMM 399:
Advanced Individual Work
Terms: Aut, Win, Spr, Sum
| Units: 1-9
| Repeatable
for credit
(up to 72 units total)
Instructors: ;
Bailenson, J. (PI);
Christin, A. (PI);
Fishkin, J. (PI);
Hamilton, J. (PI);
Hancock, J. (PI);
Harari, G. (PI);
Iyengar, S. (PI);
Krosnick, J. (PI);
Li, X. (PI);
Migielicz, G. (PI);
Pan, J. (PI);
Phillips, C. (PI);
Pomerantz, G. (PI);
Ram, N. (PI);
Reeves, B. (PI);
Turner, F. (PI);
Wheaton, J. (PI);
Zacharia, J. (PI)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Bailenson, J. (PI);
Brenner, R. (PI);
Christin, A. (PI);
Fishkin, J. (PI);
Hamilton, J. (PI);
Hancock, J. (PI);
Harari, G. (PI);
Iyengar, S. (PI);
Krosnick, J. (PI);
Li, X. (PI);
Migielicz, G. (PI);
Pan, J. (PI);
Phillips, C. (PI);
Ram, N. (PI);
Reeves, B. (PI);
Tumgoren, S. (PI);
Turner, F. (PI);
Zacharia, J. (PI)
COMM 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Bailenson, J. (PI);
Christin, A. (PI);
Fishkin, J. (PI);
Hamilton, J. (PI);
Hancock, J. (PI);
Harari, G. (PI);
Iyengar, S. (PI);
Krosnick, J. (PI);
Li, X. (PI);
Pan, J. (PI);
Ram, N. (PI);
Reeves, B. (PI);
Turner, F. (PI)
COMPLIT 10SC:
The Cult of Happiness: Pursuing the Good Life in America and China (CHINA 10SC)
The 2006 film Pursuit of Happyness, an unabashed celebration of the American Dream, was enthusiastically embraced by Chinese audiences. It seems that the pursuit of happiness has become truly globalized, even as the American Dream is slipping away for many. Are Americans still convinced that their conception of happiness is a self-evident truth and a universal gospel? Is there anything that Americans might learn about what it means to live a good life from not only the distant past, but also cultures in which happiness is envisioned and sought after very differently? This course takes a multi-disciplinary approach to the question of happiness and invites undergraduate students to reflect on its relationship to wealth, wisdom, health, love, pleasure, virtue, justice, and solidarity. Giving equal weight to Chinese and Western sources, it seeks to defamiliarize some of the most deeply held ideas and values in American society through the lens of cross-cultural inquiry.<br><br>nnDuring the summer, students will read a selection of novels, memoirs, and reflections by philosophers, psychologists, and sociologists. In September, we will review these texts and place them alongside movies, short fiction, news stories, and social commentary while we interrogate the chimera of happiness. In addition, we will experiment with meditation, short-form life writing (including mock-obituaries!), and service-learning.
Terms: Sum
| Units: 2
COMPLIT 11Q:
Shakespeare, Playing, Gender
Preference to sophomores. Focus is on several of the best and lesser known plays of Shakespeare, on theatrical and other kinds of playing, and on ambiguities of both gender and playing gender.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II
COMPLIT 15SC:
Who Belongs at Stanford? Discussions of a Different Sort of Education (CSRE 11SC)
You've finished your first year of university. You have taken the required first year courses, you hope you have explored enough, you are anxious about choosing a major. You know the campus fairly well, you have perhaps made some friends, you have some sort of routine. But you have the nagging feeling that so much of this is simply an illusion. The question then becomes, do you throw your faith, mind, and your body into that illusion (everyone else seems to), or do you risk the chance of missing a step by spending some time in Sophomore College reflecting on the immediate past and the future, with others who have similar questions. You may feel that the generalizations you heard in Year 1 about liberal education seem remote from your life experiences; you may have wished you could have engaged in more in-depth discussions, but that there was not time or interest in approaching the subject matter as you would have wanted to. We are then faced with the very important question: What happens when 'diverse' populations are recruited to places like Stanford, and then asked to constrain or reshape their diversity for the sake of belonging? We will discuss how this small-scale exercise in intellectual exploration can be read as a correlate for how individuals and societies work. What kinds of identities, values, stories count, and which do not? Liberal ideologies and principles may sound nice, but liberalism tends to flounder when presented with practical real-world issues like employment, health care, police brutality, pandemics, environmental degradation, and yes, education. There are two required texts for the course, first, Brazilian educator Paolo Freire's Pedagogy of the Oppressed. What Freire proposes is a way of teaching and learning that is the antithesis of what he calls the 'banking model of education.' The banking model works this way, schools deposit learning into your account, and you withdraw it when you need it. Little, if any thought, is placed upon what exactly that currency is, and why it's of any value. Freire's pedagogy is exactly the opposite-people act together to determine their learning goals - what they want to accomplish in the world--negotiate how best to arrive at those goals. They belong to the community because they are the creators of that community. The second texts are essays by the seminal Black feminist scholar, bell hooks. Author of more than 30 books, hooks started life in poverty in rural Kentucky, then won admission to Stanford, and went on to be a prolific writer, educator, and activist. She was deeply influenced by Freire. Ultimately, the task that both Freire and hooks addressed was to alter the condition of oppression through approaching the idea of education in a radically different manner. All remaining readings, activities, speakers, will be the product of our collective discussions come to the first day of class with your ideas, thoughts, and music (see below). This summer we will aim to do the following: Get to know and trust each other, and to support each other's explorations, questions, tentative answers. Pause and reflect on things that we feel we have not been able to really grapple with yet. Learn how others have challenged normative ideas about what an educational community might look like. Think of ways of sustaining our support for each other into the sophomore year.
Terms: Sum
| Units: 2
COMPLIT 31:
Texts that Changed the World from the Ancient Middle East (HUMCORE 111, JEWISHST 150, RELIGST 150)
This course traces the story of the cradle of human civilization. We will begin with the earliest human stories, the Gilgamesh Epic and biblical literature, and follow the path of the development of law, religion, philosophy and literature in the ancient Mediterranean or Middle Eastern world, to the emergence of Jewish and Christian thinking. We will pose questions about how this past continues to inform our present: What stories, myths, and ideas remain foundational to us? How did the stories and myths shape civilizations and form larger communities? How did the earliest stories conceive of human life and the divine? What are the ideas about the order of nature, and the place of human life within that order? How is the relationship between the individual and society constituted? This course is part of the Humanities Core: https://humanitiescore.stanford.edu/
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-ER
COMPLIT 36A:
Dangerous Ideas (ARTHIST 36, EALC 36, ENGLISH 71, ETHICSOC 36X, FRENCH 36, HISTORY 3D, MUSIC 36H, PHIL 36, POLISCI 70, RELIGST 36X, SLAVIC 36, TAPS 36)
Ideas matter. Concepts such as equality, tradition, and Hell have inspired social movements, shaped political systems, and dramatically influenced the lives of individuals. Others, like race, gender, and technology play an important role in contemporary debates in the United States. All of these ideas are contested, and they have a real power to change lives, for better and for worse. In this one-unit class we will examine these "dangerous" ideas. Each week, a faculty member from a different department in the humanities and arts will explore a concept that has shaped human experience across time and space.
Terms: Spr
| Units: 1
COMPLIT 37Q:
Zionism and the Novel (JEWISHST 37Q)
At the end of the nineteenth century, Zionism emerged as a political movement to establish a national homeland for the Jews, eventually leading to the establishment of the State of Israel in 1948. This seminar uses novels to explore the changes in Zionism, the roots of the conflict in the Middle East, and the potentials for the future. We will take a close look at novels by Israelis, both Jewish and Arab, in order to understand multiple perspectives, and we will also consider works by authors from the North America and from Europe. NOTE: To satisfy a WAYS requirement, this course must be taken for at least 3 units. In AY 2020-21, a 'CR' grade will satisfy the WAYS requirement.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II, WAY-EDP, Writing 2
COMPLIT 43:
Modernity and Novels in the Middle East (HUMCORE 131)
This course will investigate cultural and literary responses to modernity in the Middle East. The intense modernization process that started in mid 19th century and lingers to this day in the region caused Arabic, Persian, and Turkish literary cultures to encounter rapid changes; borders dissolved, new societies and nations were formed, daily life westernized, and new literary forms took over the former models. In order to understand how writers and individuals negotiated between tradition and modernity and how they adapted their traditions into the modern life we will read both canonical and graphic novels comparatively from each language group and focus on the themes of nation, identity, and gender. All readings will be in English translation. This course is part of the Humanities Core: https://humanitiescore.stanford.edu/
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II
COMPLIT 44:
Humanities Core: How to be Modern in East Asia (CHINA 24, HUMCORE 133, JAPAN 24, KOREA 24)
Modern East Asia was almost continuously convulsed by war and revolution in the 19th and 20th centuries. But the everyday experience of modernity was structured more profoundly by the widening gulf between the country and the city, economically, politically, and culturally. This course examines literary and cinematic works from China and Japan that respond to and reflect on the city/country divide, framing it against issues of class, gender, national identity, and ethnicity. It also explores changing ideas about home/hometown, native soil, the folk, roots, migration, enlightenment, civilization, progress, modernization, nationalism, cosmopolitanism, and sustainability. All materials are in English. This course is part of the Humanities Core: https://humanitiescore.stanford.edu/
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II
COMPLIT 51Q:
Comparative Fictions of Ethnicity (AMSTUD 51Q, CSRE 51Q)
We may "know" "who" we "are," but we are, after all, social creatures. How does our sense of self interact with those around us? How does literature provide a particular medium for not only self expression, but also for meditations on what goes into the construction of "the Self"? After all, don't we tell stories in response to the question, "who are you"? Besides a list of nouns and names and attributes, we give our lives flesh and blood in telling how we process the world. Our course focuses in particular on this question--Does this universal issue ("who am I") become skewed differently when we add a qualifier before it, like "ethnic"?
Terms: Win, Spr
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP, Writing 2
COMPLIT 55N:
Black Panther, Hamilton, DÃaz, and Other Wondrous Lives (CSRE 55N)
This seminar concerns the design and analysis of imaginary (or constructed) worlds for narratives and media such as films, comics, and literary texts. The seminar's primary goal is to help participants understand the creation of better imaginary worlds - ultimately all our efforts should serve that higher purpose. Some of the things we will consider when taking on the analysis of a new world include: What are its primary features - spatial, cultural, biological, fantastic, cosmological? What is the world's ethos (the guiding beliefs or ideals that characterize the world)? What are the precise strategies that are used by the artist to convey the world to us and us to the world? How are our characters connected to the world? And how are we - the viewer or reader or player - connected to the world? Note: This course must be taken for a letter grade to be eligible for WAYS credit. In AY 2020-21, a `CR' grade will satisfy the WAYS requirement.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
COMPLIT 101:
What Is Comparative Literature?
How can we best talk about literature? What exactly is literature? What is theory? What is comparison? How do these questions fit into our lives? This course is an introduction to Comparative Literature suitable for all students. We will think about the question of comparison as a method and practice in today's literary studies. The course considers literature from all periods and languages, and translation. Further readings will include Heng, Saussy, Shih and others.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-Hum, WAY-A-II
COMPLIT 102:
Film Series: Understanding Turkey Through Film (COMPLIT 302)
Join us in our quest to understand the great transformation in Turkey and its impact on its people through cinema. Set against the backdrop of the expansion of capitalism and the fundamental cultural, political and social change in the last decade, the movies in this series tell the uneasy stories of individuals whose lives are affected by this disruptive change. By examining the link between the individual experiences and societal change, the films confront issues such as globalization, gender and racial hierarchies, urban transformation, state repression, male domination, and the women's struggle in Turkey. We will watch eight Turkish films for this course. After introductions by Dr. Alemdaroglu or Dr. Karahan that artistically, historically, and politically contextualize the films we will have a discussion and Q&A session led by instructors or invited guest scholars of Anthropology, Film Studies, Political Science, Women and Gender Studies or film directors themselves. The students and interested Stanford community will be provided with the streaming links for the movies at the beginning of each week to screen them on their own time, and the discussion sessions will be held on the scheduled class time on Thursday. All films will be in Turkish with English subtitles.
Terms: Aut
| Units: 1-2
COMPLIT 107A:
Ancient Knowledge, New Frontiers: How the Greek Legacy Became Islamic Science (CLASSICS 47, HUMCORE 121)
What is the relation between magic and science? Is religion compatible with the scientific method? Are there patterns in the stars? What is a metaphor? This course will read key moments in Greek and Islamic science and philosophy and investigate the philosophy of language, mathematical diagrams, manuscripts, the madrasa, free will, predestination, and semantic logic. We will read selections from Ibn Taymiya, Ibn Haytham, Omar Khayyam, Baha al-Din al-Amili, and others. This course is part of the Humanities Core, a collaborative set of global humanities seminars that brings all of its students and faculty into conversation. On Mondays you meet in your own course, and on Wednesdays all the HumCore seminars (in session that quarter) meet together: https://humanitiescore.stanford.edu/.
Terms: Win
| Units: 3
| UG Reqs: WAY-A-II
COMPLIT 109A:
Murder, Mystery and Memory: Istanbul in Historical Fiction (COMPLIT 309A)
This course serves as an introduction to the genre of historical fiction with a focus on Istanbul as its setting. After a brief overview of the origins of the genre in the early nineteenth century to its worldwide popularity in the twenty-first century, we will read historical novels set in Istanbul at its different moments in time. We will study issues of narration, memory and plot as we explore the relation between literature and history, between historical novel and truth; and discuss what it means to imaginatively and critically engage with the past. Readings will include novels by writers such as Ihsan Oktay Anar, Mathias Enard, Jason Goodwin, Nedim Gursel, Barbara Nadel, and Orhan Pamuk.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II
COMPLIT 111Q:
Texts and Contexts: Spanish/English Literary Translation Workshop (ILAC 111Q)
The Argentinian writer and translator, Jorge Luis Borges, once said, 'Cada idioma es un modo de sentir el universo.' How are modes of feeling and perception translated across languages? How does the historical context of a work condition its translation into and out of a language? In this course, you will translate from a variety of genres that will teach you the practical skills necessary to translate literary texts from Spanish to English and English to Spanish. By the end of the term, you will have translated and received feedback on a project of your own choosing. Discussion topics may include: the importance of register, tone, and audience; the gains, in addition to the losses, that translations may introduce; the role of ideological, social-political, and aesthetic factors on the production of translations; and comparative syntaxes, morphologies, and semantic systems. Preference will be given to sophomores but freshman through seniors have enjoyed this course in the past. Course taught in Spanish.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-CE
COMPLIT 114:
Masterpieces: Kafka (GERMAN 150, JEWISHST 145)
This class will address major works by Franz Kafka and consider Kafka as a modernist writer whose work reflects on modernity. We will also examine the role of Kafka's themes and poetics in the work of contemporary writers.
Terms: Aut
| Units: 3-5
COMPLIT 115:
Vladimir Nabokov: Displacement and the Liberated Eye (COMPLIT 315, SLAVIC 156, SLAVIC 356)
How did the triumphant author of "the great American novel" "Lolita" evolve from the young author writing at white heat for the tiny sad Russian emigration in Berlin? We will read his short stories and the novels "The Luzhin Defense, Invitation to a Beheading, Lolita, Lolita" the film, and "Pale Fire", to see how Nabokov generated his sinister-playful forms as a buoyant answer to the "hypermodern" visual and film culture of pre-WWII Berlin, and then to America's all-pervading postwar "normalcy" in his pathological comic masterpieces "Lolita" and "Pale Fire". Buy texts in translation at the Bookstore; Slavic grad students will supplement with reading and extra sessions in original Russian.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:DB-Hum
COMPLIT 121:
Poems, Poetry, Worlds (DLCL 141)
What is poetry? How does it speak in many voices to questions of philosophy, history, society, and personal experience? Why does it matter? The reading and interpretation of poetry in crosscultural comparison as experience, invention, form, sound, knowledge, and part of the world.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-Hum, WAY-A-II
COMPLIT 122:
Literature as Performance:
The course re-embeds great dramatic texts in history, theory, and philosophy of performance. We counterpoint Plato's Symposium on Eros with the performative tradition of the Persian love lyric, and continue to develop fruitful comparisons across a range of international works and thinkers. Course incorporates two live TAPS and Shakes productions, audiovisual works and films, and students' own creative ventures.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-Hum
COMPLIT 122A:
Radical Poetry: The Avant-garde in Latin America and Spain (ILAC 122A)
The first few decades of the 20th century ushered in a dynamic literary and aesthetic renewal in Spain and Latin America. Young poets sought a radical change in response to a rapidly changing world, one marked by the horrors of World War I and the rise of a new technological urban society. This course will focus on the poetry and attendant manifestos of movements such as Creacionismo, Ultraismo, Estridentismo, Surrealismo and other -ismos. How did the European avant-garde (e.g. Futurism, Dada, and Surrealism) inform such aesthetic turns? In what ways did poetry assimilate modern visual culture while questioning established poetics? Authors may include Aleixandre, Borges, Cansino-Assens, G. Diego, G. de Torre, Huidobro, Larrea, Lorca, Maples Arce, Neruda, Tablada, and Vallejo. Taught in Spanish.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II
COMPLIT 123:
The Novel and the World (DLCL 143)
This course will trace the global development of the modern literary genre par excellence through some of its great milestones from the 18th century to the present. Includes works by Flaubert, Bulgakov, Baldwin, and Bâ.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-Hum, WAY-A-II
COMPLIT 126:
Persian Poetry: Text, Space, and Image (ARTHIST 206A, ARTHIST 406A, COMPLIT 226)
Featuring several sessions led by distinguished artist Ala Ebtekar, this course traces the nexus of word and image across a millennium of Persian poetry. Our aim is to look at how texts have been represented through images and enacted in public performances, from the tenth century to the present. Topics will range from high to popular culture and include the visual representation of narrative in illuminated manuscripts, the function of calligraphy on sacred and profane buildings, the performance of poetry in mediaeval courts, the use of images in dramatic tellings of the national epic, and the practice of divination by books. What kinds of space are created in these different instances of text and image coming together? What does it mean for our understanding - and experience - of history if verses from the 13th or 14th century are inscribed on the interior of taxi cabs that navigate through the contemporary Iranian city? And how does an ancient text come alive in a performance that seeks to recreate the space of its origin? These are some of the questions that will be explored through an examination of primary sources (both texts and images) as well as theoretical analyses.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II
COMPLIT 127B:
The Hebrew and Jewish Short Story (JEWISHST 147B)
Short stories from Israel, the US and Europe including works by Agnon, Kafka, Keret, Castel-Bloom, Kashua, Singer, Benjamin, Freud, biblical myths and more. The class will engage with questions related to the short story as a literary form and the history of the short story. Reading and discussion in English. Optional: special section with readings and discussions in Hebrew. Note: To be eligible for WAYS credit, you must take the course for a Letter Grade. In AY 2020-21, a 'CR' grade will satisfy the WAYS requirement.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-CE
COMPLIT 133A:
Literature and Society in Africa and the Caribbean (AFRICAAM 133, AFRICAST 132, COMPLIT 233A, CSRE 133E, FRENCH 133, JEWISHST 143)
This course explores cultural productions from the French-speaking world in the 20th and 21st centuries. We will examine foundational and contemporary works from Sub-Saharan Africa, the Maghreb, and the Caribbean while considering their engagement with the historical and political contexts in which they were produced. This course will also serve to improve students' speaking and writing skills in French while sharpening their knowledge of the linguistic and conceptual tools needed to conduct literary analysis. The diverse topics discussed will include national and cultural identity, race and class, gender and sexuality, orality and textuality, transnationalism and migration, colonialism and decolonization, history and memory, and the politics of language. Authors, filmmakers, and artists include Paulette Nardal, Aimé Césaire, Frantz Fanon, Maryse Condé, Djibril Tamsir Niane, Albert Memmi, Leila Sebbar, Dany Laferrière, Abdourahman Waberi, Fatou Kiné Diakité, Alexis Peskine, Mati Diop, and special guest, Léonora Miano. Taught in French. Students are encouraged to complete FRENLANG 124 or to successfully test above this level through the Language Center.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP
COMPLIT 137:
Love, Loss, and Devotion in Indian Literature (HUMCORE 127, RELIGST 127)
Why are human cultures perennially preoccupied with love, and with what happens when it vanishes? Classical theorists in India have argued, at least, that love is the very foundation of aesthetic experience, and that love has something fundamental to teach us about the goals of human life and the nature of the divine. This course explores this deep preoccupation with love and longing for love through several influential works of courtly and devotional literature from medieval and early modern India. In dialogue with these classic works, we ask the following questions: How do we narrate the experience of love? What is the relationship between human love and love for the divine? Why does love, both human and divine, become lost or occluded? In other words, what is the meaning of suffering and loss, and how can it be overcome? This is the second of three courses in the South Asia track of the Humanities Core, dedicated to an exploration of some of the most enduring concepts and questions that South Asian cultures have wrestled with over the course of their history.
Terms: Win
| Units: 3
| UG Reqs: WAY-A-II, WAY-SI
COMPLIT 138:
Literature and the Brain (COMPLIT 238, ENGLISH 118, ENGLISH 218, FRENCH 118, FRENCH 218, PSYC 126, PSYCH 118F)
How does fiction make us better at reading minds? Why do some TV shows get us to believe two contradictory things at once? And can cognitive biases be a writer's best friend? We'll think about these and other questions in the light of contemporary neuroscience and experimental psychology, with the help of Song of Solomon (Toni Morrison), Madame Bovary (Gustave Flaubert), season 1 of Westworld (Lisa Joy / Jonathan Nolan), and short readings from writers like Louise Glück, Jorge Luis Borges, Virginia Woolf, and Marcel Proust. We'll also ask what we see when we read; whether the language we speak affects the way we think; and why different people react differently to the same book. Plus: is free will a fiction, or were you just forced to say that?
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II
COMPLIT 141:
Songs of Love and Longing (COMPLIT 241B, MUSIC 183F, MUSIC 283F)
This course will take us on a journey from the Balkans to South Asia as we explore the nexus of poetry and song practiced by bards across a vast geographic and cultural space. Specifically, we will survey the Persianate genre of ghazal lyric, the storytelling traditions of Central Asia, the spiritual concert of certain Sufi orders, the mystical poems and music of Alevi ashiks in Turkey and the Balkans, the life and legend of Armenian poet-composer Sayat Nova, the spiritual practices of the Kurdish Ahl-e Haqq in Iran, the art forms of khyal and qawwali in India and Pakistan, and the syncretistic mysticism of the Bauls of Bengal. Students will engage in listening exercises, analysis of cinematic examples, and a comparison with the European troubadour tradition. There are no prerequisites for this course apart from a desire to engage with poetry as an existential performance. Taught in English.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II
COMPLIT 142:
The Literature of the Americas (AMSTUD 142, CSRE 142, ENGLISH 172E)
This course will focus on identifying moments of continuity and discontinuity in the literatures of the Americas, both in time and space. We will look at a wide-range of literatures of the Americas in comparative perspective, emphasizing continuities and crises that are common to North American, Central American, and South American literatures, from the colonial period until today. Topics include the definitions of such concepts as empire and colonialism, the encounters between worldviews of European and indigenous peoples, the emergence of creole and racially mixed populations, slavery, the New World voice, myths of America as paradise or utopia, the coming of modernism, twentieth-century avant-gardes, and distinctive modern episodes in unaccustomed conversation with each other.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II
COMPLIT 148:
Transcultural Perspectives of South-East Asian Music and Arts (COMPLIT 267, FRENCH 260A, MUSIC 146N, MUSIC 246N)
This course will explore the links between aspects of South-East Asian cultures and their influence on modern and contemporary Western art and literature, particularly in France; examples of this influence include Claude Debussy (Gamelan music), Jacques Charpentier (Karnatak music), Auguste Rodin (Khmer art) and Antonin Artaud (Balinese theater). In the course of these interdisciplinary analyses - focalized on music and dance but not limited to it - we will confront key notions in relation to transculturality: orientalism, appropriation, auto-ethnography, nostalgia, exoticism and cosmopolitanism. We will also consider transculturality interior to contemporary creation, through the work of contemporary composers such as Tran Kim Ngoc, Chinary Ung and Tôn-Thât Tiêt. Viewings of sculptures, marionette theater, ballet, opera and cinema will also play an integral role. To satisfy a Ways requirement, this course must be taken for at least 3 units. WIM credit in Music at 4 units and a letter grade.
Terms: Win
| Units: 2-4
| UG Reqs: WAY-A-II
COMPLIT 149:
The Laboring of Diaspora & Border Literary Cultures (CSRE 149, ILAC 149)
Focus is given to emergent theories of culture and on comparative literary and cultural studies. How do we treat culture as a social force? How do we go about reading the presence of social contexts within cultural texts? How do ethno-racial writers re-imagine the nation as a site with many "cognitive maps" in which the nation-state is not congruent with cultural identity? How do diaspora and border narratives/texts strive for comparative theoretical scope while remaining rooted in specific local histories. Note: This course must be taken for a letter grade to be eligible for WAYS credit. In AY 2020-21, a "CR" grade will satisfy the WAYS requirement.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP
COMPLIT 154A:
Film & Philosophy (ENGLISH 154F, FRENCH 154, ITALIAN 154, PHIL 193C, PHIL 293C)
What makes you the individual you are? Should you plan your life, or make it up as you go along? Is it always good to remember your past? Is it always good to know the truth? When does a machine become a person? What do we owe to other people? Is there always a right way to act? How can we live in a highly imperfect world? And what can film do that other media can't? We'll think about all of these great questions with the help of films that are philosophically stimulating, stylistically intriguing, and, for the most part, gripping to watch: Do The Right Thing (Lee), The Dark Knight (Nolan), Eternal Sunshine of the Spotless Mind (Kaufman), Arrival (Villeneuve), My Dinner with André (Malle), Blade Runner (Scott), La Jetée (Marker), Fight Club (Fincher), No Country for Old Men (Coen), The Seventh Seal (Bergman), and Memento (Nolan). Attendance at weekly screenings is mandatory; and fun.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II
COMPLIT 161E:
Narrative and Narrative Theory (ENGLISH 161)
An introduction to stories and storytelling--that is, to narrative. What is narrative? When is narrative fictional and when non-fictional? How is it done, word by word, sentence by sentence? Must it be in prose? Can it be in pictures? How has storytelling changed over time? Focus on various forms, genres, structures, and characteristics of narrative. nEnglish majors must take this class for 5 units.
Terms: Aut, Win, Spr
| Units: 5
| UG Reqs: GER:DB-Hum, WAY-A-II
COMPLIT 181:
Philosophy and Literature (CLASSICS 42, ENGLISH 81, FRENCH 181, GERMAN 181, ILAC 181, ITALIAN 181, PHIL 81, SLAVIC 181)
What, if anything, does reading literature do for our lives? What can literature offer that other forms of writing cannot? Can fictions teach us anything? Can they make people more moral? Why do we take pleasure in tragic stories? This course introduces students to major problems at the intersection of philosophy and literature. It addresses key questions about the value of literature, philosophical puzzles about the nature of fiction and literary language, and ways that philosophy and literature interact. Readings span literature, film, and philosophical theories of art. Authors may include Sophocles, Dickinson, Toni Morrison, Proust, Woolf, Walton, Nietzsche, and Sartre. Students master close reading techniques and philosophical analysis, and write papers combining the two. This is the required gateway course for the Philosophy and Literature major tracks. Majors should register in their home department.
Terms: Aut
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
COMPLIT 184A:
Poetry and Mysticism (COMPLIT 284A)
This course explores the interfaces of poetic and mystical speech across times and cultures. Topics include performance; subjectivity; spiritual/erotic love; linguistic fragmentation; the limits of language; and, finally, the question of apophasis as a subversive act. Sources range from the 10th to the 20th century and include Ramon Llull, Santa Teresa, Saint John of the Cross, the Judaic tradition, Hallaj, Rumi, Persianate Sufism, Meister Eckhart, Angelus Silesius, Paul Celan, Simone Weil, Georges Bataille, Juan Goytisolo, and Andrei Tarkovsky. Taught in English.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II
COMPLIT 186A:
The Art of Self-Portraits (FEMGEN 186, FRENCH 186, ITALIAN 186)
What is a self-portrait? The simple answer is that it is a portrait of the self. The complex answer is: anything that a person finds relevant to one's identity. Sometimes self-portraits are built around a positive idea, sometimes around a sense of loss; sometimes they are constructed as a shield or as a weapon, and turn into a manifesto of the self; sometimes they include a physical representation, sometimes they deny legitimacy to the body; sometimes gender or race (or both) are at the core of the identity, sometimes they are hidden; they are, however, never neutral and are always meaningful. In this class we will learn how to disentangle these multiple layers and will work on deconstructing them: we will focus on how each facet shapes and determines the representation and will appreciate the tactics and strategies used by the artists and authors in our syllabus (Frida Kahlo, Pablo Picasso, Simone de Beauvoir, Jin Min Lee, Alison Bechdel, Jhumpa Lahiri, among others). The class is taught in English and will have creative as well as critical assignments.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II
COMPLIT 188A:
Women, Wheat, and Weather? Lessons from Italy and the Global South for the 21st Century (COMPLIT 288, FRENCH 188, FRENCH 288, ITALIAN 188, ITALIAN 288)
The Global South - a symbolic Mediterranean stretching from the Caribbean to India - lures the civilized man with the promise of excellent weather, voluptuous women, and good food. Already in antiquity, Sicily, the southernmost province of what is today modern Italy, was known as "the granary of Rome," supplying the Empire with wheat. Still today, the South is associated with vacation, underdevelopment, superstition, the mafia, la dolce vita: "The South is the problem; the North the solution," Boaventura de Sousa Santos succinctly puts it. In this course, we will move beyond the three W's by focusing on Italy from the point of view of "Southern Thought" ("pensiero meridiano"). We will read 20th/21st-century literary, philosophical, anthropological, and sociological texts from the Global South (Franco Cassano, Roberto M. Dainotto, Salman Rushdie, Gayatri Spivak, de Sousa Santos, Frantz Fanon, Homi Bhabha, Achille Mbembe, Carla Lonzi) to discuss such relevant topics as community and belonging (Elena Ferrante), technology and globalization (Luigi Pirandello; Fernando Pessoa), virus and contagion (Albert Camus), as well as race and gender (Igiaba Scego) from a Southern critical perspective. What counterhegemonic, non-binary, and renewable alternatives do the south of Italy and the Global South in general offer to understand these issues, and to the Western and Northern European emphasis on reason (the Cartesian "cogito"), individualism, and objectivity? We will have guest speakers from the Council of the EU and USAID specialized in international development, as well as conversations with authors. Taught in English.
Terms: Aut
| Units: 3-5
COMPLIT 194:
Independent Research
(Staff)
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Barletta, V. (PI);
Berman, R. (PI);
Daub, A. (PI);
Eshel, A. (PI);
Greene, R. (PI);
Greenleaf, M. (PI);
Huber, M. (PI);
Key, A. (PI);
Landy, J. (PI);
Lee, H. (PI);
Levy, I. (PI);
Palumbo-Liu, D. (PI);
Parker, P. (PI);
Resina, J. (PI);
Saldivar, J. (PI);
Wang, B. (PI)
COMPLIT 199:
Senior Seminar
What is criticism? When we interpret literature today, are we fulfilling the critical vocation? What are the alternatives? We consider the origins of the idea of the critic in nineteenth-century culture, its development in the twentieth century, and its current exponents, revisionists, and dissenters. Senior seminar for Comparative Literature Senior majors only.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER
COMPLIT 207:
Why is Climate Change Un-believable? Interdisciplinary Approaches to Environmental Action
The science is there. The evidence is there. Why do people still refuse to recognize one of the greatest threats to human existence? Why can't, why won't they believe the truth? The time to act is slowly evaporating before our eyes. To answer this question requires an interdisciplinary approach that investigates many of the ways global warming has been analyzed, imagined, represented, and evaluated. Thus we welcome students of any major willing to embark on this common project and to participate fully. We will challenge ourselves to move between and amongst texts that are familiar and those we will bring into the conversation. There will be much that we miss, but we hope this course will at least begin a serious conversation in a unique way. The course will run on two parallel tracks: on the one hand, we will delve into textual representations and arguments; on the other hand, we will attempt to develop a sensibility for how climate change makes itself manifest in the physical world through a series of workshops and site visits in the Bay Area. The first track of this course will center on the discussion of three science fiction novels: The Hungry Tide by Amitav Ghosh, The Three Body Problem by Cixin Liu, and Parable of the Sower by Octavia Butler. The second track of this course is comprised of a series of workshops that aims to develop spatial and material literacy relevant to climate change awareness. It will engage topics such as: scale, atmosphere, measure, material reciprocity, and garbage repurposing. One of the primary goals of this course is to not only understand the problem of climate change, but also how to best act upon it. Thus the required final assignment for this class can be a recommendation for action based on a critical review of the topic of climate change and already existing activism. It can take the form of a paper, a video, an installation art project, a podcast, etc.. But in all cases your work must analytically engage the specific medium of literary expression.
Terms: Sum
| Units: 5
| UG Reqs: WAY-A-II
COMPLIT 207B:
Emergent Thinking: Abolition and Climate Change (AFRICAAM 207)
Gesturing toward adrienne marie brown's notion of 'emergent strategy,' this course asks us to think in the most radical and imaginative ways possible about two systemic failures that animate what Achille Mbembe has called 'necropolitics' decisions on who lives, and who dies: the police, and climate change. We will look at both the material aspects of police and prison abolition, and climate change and environmental justice, and theoretical approaches to the same. Using works by Ruth Wilson Gilmore, Angela Davis, Alex Vitale, Dino Gilio-Whittaker, Candace Fukijane, Ben Ehrenreich, Amitav Ghosh, Ursula LeGuin and Octavia Butler, our texts put the imagination and the political will to work. This seminar course will be capped at 25 enrollments. I expect to offer this course annually.
Terms: Win
| Units: 4
COMPLIT 208:
The Cosmopolitan Introvert: Modern Greek Poetry and its Itinerants
Overview of the last century of Greek poetry with emphasis on modernism. Approximately 20 modern Greek poets (starting with Cavafy and Nobel laureates Seferis and Elytis and moving to more modern writers) are read and compared to other major European and American writers. The themes of the cosmopolitan itinerant and of the introvert, often co-existing in the same poet, connect these idiosyncratic voices. The course uses translations and requires no knowledge of Greek but original texts can also be shared with interested students. Note: The course is open to both undergraduate and graduate students
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II
COMPLIT 212A:
Desiring Machines: Buildings, Maps, and Clouds (ARTHIST 212, ARTHIST 412, COMPLIT 312A, ILAC 212A, ILAC 312A)
Focus is on early modern machines as tools for experience and action. In their break with Freudian psychoanalysis, French theorists Deleuze and Guattari speak of the machine as a tool of desire and attraction itself as "machinic" rather than desire for something that is missing. The goal of this course is to equip students with a different way of thinking by exploring a large group of objects from the early modern world (poems, buildings, costumes, maps, nets, and clouds) that help us to approach the period in a new way.
Terms: Win
| Units: 3-5
COMPLIT 214:
Shipwrecks and Backlands: Getting Lost in Literature (COMPLIT 314A, ILAC 218, ILAC 318)
This course takes students on a journey through tales of getting lost in the Portuguese and Spanish empires. We will read harrowing stories of being caught adrift at sea and mystical interpretations of island desertion. The course begins with sea-dominated stories of Portuguese voyages to Asia, Africa, and Brazil then turns to how the Amazon and the sertão, or backlands, became a driving force of Brazilian literature. Official historians, poets, and novelists imbued the ocean and the backlands with romanticism, yet these spaces were the backdrop to slavery and conquest. Instead of approaching shipwreck and captivity narratives as eyewitness testimonies, as many have, we will consider how they produced 'the sea' and 'the wilderness' as poetic constructions in Western literature while also offering glimpses of the 'darker side' of Iberian expansion. Taught in English with all texts offered both in English and the original Portuguese or Spanish. Optional guest lectures in Portuguese.
Terms: Aut
| Units: 3-5
COMPLIT 220:
Renaissance Africa (AFRICAST 220E, ILAC 220E, ILAC 320E)
Literature, art, and culture in Central/Southern Africa during the sixteenth and seventeenth centuries. Emphasis on forms of exchange between Europeans and Africans in the Kingdom of Kongo and Angola. Readings in Portuguese and English. Taught in English.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
COMPLIT 222:
Narratives of Modern and Contemporary Korea (KOREA 120, KOREA 220)
This introductory survey will examine the development of South and North Korean literature from the turn of the 20th century until the present. The course will be guided by historical and thematic inquiries as we explore literature in the colonial period, in the period of postwar industrialization, and contemporary literature from the last decade. We will supplement our readings with critical writing about Korea from the fields of cultural studies and the social sciences in order to broaden the terms of our engagement with our primary texts.
Terms: Win
| Units: 4-5
| UG Reqs: WAY-A-II
COMPLIT 226:
Persian Poetry: Text, Space, and Image (ARTHIST 206A, ARTHIST 406A, COMPLIT 126)
Featuring several sessions led by distinguished artist Ala Ebtekar, this course traces the nexus of word and image across a millennium of Persian poetry. Our aim is to look at how texts have been represented through images and enacted in public performances, from the tenth century to the present. Topics will range from high to popular culture and include the visual representation of narrative in illuminated manuscripts, the function of calligraphy on sacred and profane buildings, the performance of poetry in mediaeval courts, the use of images in dramatic tellings of the national epic, and the practice of divination by books. What kinds of space are created in these different instances of text and image coming together? What does it mean for our understanding - and experience - of history if verses from the 13th or 14th century are inscribed on the interior of taxi cabs that navigate through the contemporary Iranian city? And how does an ancient text come alive in a performance that seeks to recreate the space of its origin? These are some of the questions that will be explored through an examination of primary sources (both texts and images) as well as theoretical analyses.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II
COMPLIT 228:
Critical Translation Studies (JAPAN 123, JAPAN 223)
This course does not teach students how to translate, but rather how to incorporate translation into their critical thinking. Critical translation studies comprises wide-ranging ruminations on the complex interplay between languages, cultures, power, and identity. How can we integrate translation into our thinking about the processes that shape literary, political, ethical, and aesthetic sensibilities, and what do we stand to gain by doing so? Course readings introduce key works from inter-lingual perspectives that range across English, Hebrew, French, German, Italian, Spanish, Tagalog, Bengali, Chinese, Japanese, Indonesian, and Québécois. (Students need only have some knowledge of a language other than Standard American English to productively engage with the readings.) Class discussions and workshop assignments are designed to prepare students to integrate critical thinking about translation into their own research and intellectual interests.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II
COMPLIT 229B:
Camus (CSRE 129, FRENCH 129, HISTORY 235F)
"The admirable conjunction of a man, of an action, and of a work" for Sartre, "the ideal husband of contemporary letters" for Susan Sontag, reading "Camus's fiction as an element in France's methodically constructed political geography of Algeria" for Edward Said, Camus embodies the very French figure of the "intellectuel engagé," or public intellectual. From his birth in 1913 into a poor European family in Algeria to the Nobel Prize in Literature in 1957, from the Mediterranean world to Paris, Camus engaged in the great ethical and political battles of his time, often embracing controversial positions. Through readings and films, we will explore his multiple legacies. Readings from Albert Camus, Jean-Paul Sartre, Assia Djebar, Kamel Daoud, Mouloud Feraoun, Alice Kaplan, Edward Said, Edwidge Danticat. Students will work on their production of written French, in addition to speaking French and reading comprehension. Taught in French. Students are highly encouraged to complete FRENLANG 124 or to successfully test above this level through the Language Center. This course fulfills the Writing in the Major (WIM) requirement.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-A-II, WAY-EDP
COMPLIT 233A:
Literature and Society in Africa and the Caribbean (AFRICAAM 133, AFRICAST 132, COMPLIT 133A, CSRE 133E, FRENCH 133, JEWISHST 143)
This course explores cultural productions from the French-speaking world in the 20th and 21st centuries. We will examine foundational and contemporary works from Sub-Saharan Africa, the Maghreb, and the Caribbean while considering their engagement with the historical and political contexts in which they were produced. This course will also serve to improve students' speaking and writing skills in French while sharpening their knowledge of the linguistic and conceptual tools needed to conduct literary analysis. The diverse topics discussed will include national and cultural identity, race and class, gender and sexuality, orality and textuality, transnationalism and migration, colonialism and decolonization, history and memory, and the politics of language. Authors, filmmakers, and artists include Paulette Nardal, Aimé Césaire, Frantz Fanon, Maryse Condé, Djibril Tamsir Niane, Albert Memmi, Leila Sebbar, Dany Laferrière, Abdourahman Waberi, Fatou Kiné Diakité, Alexis Peskine, Mati Diop, and special guest, Léonora Miano. Taught in French. Students are encouraged to complete FRENLANG 124 or to successfully test above this level through the Language Center.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP
COMPLIT 235E:
Dante's "Inferno" (ITALIAN 235E)
Intensive reading of Dante's "Inferno" (the first canticle of his three canticle poem The Divine Comedy). Main objective: to learn how to read the Inferno in detail and in depth, which entails both close textual analysis as well as a systematic reconstruction of the Christian doctrines that subtend the poem. The other main objective is to understand how Dante's civic and political identity as a Florentine, and especially his exile from Florence, determined his literary career and turned him into the author of the poem. Special emphasis on Dante's moral world view and his representation of character. Taught in English.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II
COMPLIT 238:
Literature and the Brain (COMPLIT 138, ENGLISH 118, ENGLISH 218, FRENCH 118, FRENCH 218, PSYC 126, PSYCH 118F)
How does fiction make us better at reading minds? Why do some TV shows get us to believe two contradictory things at once? And can cognitive biases be a writer's best friend? We'll think about these and other questions in the light of contemporary neuroscience and experimental psychology, with the help of Song of Solomon (Toni Morrison), Madame Bovary (Gustave Flaubert), season 1 of Westworld (Lisa Joy / Jonathan Nolan), and short readings from writers like Louise Glück, Jorge Luis Borges, Virginia Woolf, and Marcel Proust. We'll also ask what we see when we read; whether the language we speak affects the way we think; and why different people react differently to the same book. Plus: is free will a fiction, or were you just forced to say that?
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II
COMPLIT 240C:
Dreams and Visions: A Comparative Poetics.
This course offers an introduction to esoteric narratives of dreams and visions from antiquity to the present. Sources include the ancient Babylonian dreams of Gilgamesh; Jewish Merkabah mysticism; Cicero's Dream of Scipio and its resonance in mediaeval philosophy and cosmogony; hermetic tales of the prophet Muhammad's nocturnal ascension; Islamic mysticism, illuminationism, and dream literature; the practice of dream interpretation with the Kurdish Ahl-e Haqq; the role of dreams and visions in Islamic hagiographical texts; Emanuel Swedenborg's Journal of Dreams; and, finally, the cosmo-ecological thought of the Yanomami people of Brazil with its reversal of day and night. While a nod to Freud's Interpretation of Dreams will be indispensable, our focus will be on primary texts from across the world (poems, prose, and anthropological accounts) and their relevance to the shaping of alternative world views.
Terms: Win
| Units: 3-5
COMPLIT 241B:
Songs of Love and Longing (COMPLIT 141, MUSIC 183F, MUSIC 283F)
This course will take us on a journey from the Balkans to South Asia as we explore the nexus of poetry and song practiced by bards across a vast geographic and cultural space. Specifically, we will survey the Persianate genre of ghazal lyric, the storytelling traditions of Central Asia, the spiritual concert of certain Sufi orders, the mystical poems and music of Alevi ashiks in Turkey and the Balkans, the life and legend of Armenian poet-composer Sayat Nova, the spiritual practices of the Kurdish Ahl-e Haqq in Iran, the art forms of khyal and qawwali in India and Pakistan, and the syncretistic mysticism of the Bauls of Bengal. Students will engage in listening exercises, analysis of cinematic examples, and a comparison with the European troubadour tradition. There are no prerequisites for this course apart from a desire to engage with poetry as an existential performance. Taught in English.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II
COMPLIT 242:
Poetry Workshop in Spanish (ILAC 242)
Latin American and Spanish poetry approached through elements of craft. Assignments are creative in nature and focus on the formal elements of poetry (meter, rhythm, lineation, rhetorical figures and tropes) and the exploration of lyric subgenres (e.g. ode, elegy, prose poem). Students write original poems throughout the quarter. No previous experience with creative writing is required. Course taught in Spanish. Enrollment limited.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-CE
COMPLIT 243B:
Arabic Poetry: Advanced Readings in Arabic Literature and Science II
Arabic poetry from the present day to the 500s. This class will be taught entirely in Arabic. Open to undergraduates with four years or more of Arabic.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II
| Repeatable
for credit
COMPLIT 243G:
Adab and Ilm: Advanced Readings in Arabic Literature and Science I
Sufism, Quranic exegesis, adab, hands-on manuscript work in Special Collections, and more. Texts will be in Arabic and discussion will be in English. Advanced reading in Arabic literature (adab) and science (ilm) for graduate students. Open to undergraduates with four years or more of Arabic.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II
| Repeatable
for credit
COMPLIT 244:
Literature and Technology from Frankenstein to the Futurists (ENGLISH 244, ITALIAN 244, ITALIAN 344)
Overview of defects and disorder across crystalline, amorphous, and glassy phases that are central to function and application, spanning metals, ceramics, and soft/biological matter. Structure and properties of simple 0D/1D/2D defects in crystalline materials. Scaling laws, connectivity and frustration, and hierarchy/distributions of structure across length scales in more disordered materials. Key characterization techniques. Pre-reqs: MATSCI 211 (thermo), 212 (kinetics)
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II
COMPLIT 248A:
Reading Turkish I
Reading Turkish I is an introduction to the structures of the Turkish language necessary for reading. It is designed to develop reading competence in Turkish for graduate students. Undergraduates should consult the instructor before enrolling for the course. Essential grammar, syntax points, vocabulary, and reading skills will be emphasized. This is not a traditional language course that takes an integrated four-skill approach; since the goal is an advanced reading level, the focus is mainly on grammar, reading comprehension, and translation. With full concentration on reading, we will be able to cover advanced material in a short amount of time. The course is conducted in English, but students will be exposed to the sounds of Turkish, and will have the opportunity to practice pronunciation in class. NOTE: COMPLIT 248A Reading Turkish I is followed by COMPLIT 248B Reading Turkish II in the Winter and COMPLIT 248C Advanced Turkish for Research in the Spring.
Terms: Aut
| Units: 2-4
COMPLIT 248B:
Reading Turkish II
This course is the continuation of COMPLIT 248A Reading Turkish I, which served as an introduction to the structures of the Turkish language necessary for reading. It is designed to develop reading competence in Turkish for graduate students. Undergraduates should consult the instructor before enrolling for the course. Essential grammar, syntax points, vocabulary, and reading skills will be emphasized. This is not a traditional language course that takes an integrated four-skill approach; it focuses only on reading, and as a result we will be able to cover advanced material in a short amount of time. This course is conducted in English, but students will be exposed to the sounds of Turkish, and will have the opportunity to practice pronunciation in class. COMPLIT 248B is followed by COMPLIT 248C Advanced Turkish for Research in the Spring.
Terms: Win
| Units: 2-4
COMPLIT 248C:
Advanced Turkish-English Translation
This course is the continuation of COMPLIT 248A Reading Turkish I and COMPLIT 248B Reading Turkish II. Refining advanced grammar, reading, and translation skills in modern Turkish through intensive reading and translation from a variety of source texts. Emphasis on Turkish cultural, historical, literary, and political texts depending on students' academic interests. Prerequisites COMPLIT 248A & B or prior knowledge of Turkish and consultation with the instructor is necessary.
Terms: Spr
| Units: 2-4
COMPLIT 249A:
The Iranian Cinema: Image and Meaning (GLOBAL 249A)
This course will focus on the analysis of ten Iranian films with the view of placing them in discourse on the semiotics of Iranian art and culture. The course will also look at the influence of a wide array of cinematic traditions from European, American, and Asian masters on Iranian cinema. This course must be taken for a minimum of 3 units and a letter grade to be eligible for WAYS credit.
Terms: Aut
| Units: 1-3
| UG Reqs: WAY-A-II
COMPLIT 249B:
Iranian Cinema in Diaspora (GLOBAL 249B)
Despite enormous obstacles, immigrant Iranian filmmakers, within a few decades (after the Iranian Revolution), have created a slow but steady stream of films outside Iran. They were originally started by individual spontaneous attempts from different corners of the world and by now we can identify common lines of interest amongst them. There are also major differences between them. These films have never been allowed to be screened inside Iran, and without any support from the global system of production and distribution, as independent and individual attempts, they have enjoyed little attention. Despite all this, Iranian cinema in exile is in no sense any less important than Iranian cinema inside Iran. In this course we will view one such film, made outside Iran, in each class meeting and expect to reach a common consensus in identifying the general patterns within these works and this movement. Questions such as the ones listed below will be addressed in our meetings each week: What changes in aesthetics and point of view of the filmmaker are caused by the change in his or her work environment? Though unwantedly these films are made outside Iran, how related are they to the known (recognized) cinema within Iran? And in fact, to what extent do these films express things that are left unsaid by the cinema within Iran? NOTE: To satisfy a WAYS requirement, this course must be taken for a minimum 3 units and a letter grade. Please contact your academic advisor for University policy regarding WAYS.
Terms: Win
| Units: 1-3
| UG Reqs: WAY-A-II
COMPLIT 249C:
Contemporary Iranian Theater (GLOBAL 249C)
Today, Iranian plays both in traditional and contemporary styles are staged in theater festivals throughout the world and play their role in forming a universal language of theater which combine the heritages from countries in all five continents. Despite many obstacles, some Iranian plays have been translated into English and some prominent Iranian figures are successful stage directors outside Iran. Forty-six years ago when "Theater in Iran" (a monograph on the history of Iranian plays) by Bahram Beyzaie was first published, it put the then contemporary Iranian theater movement "which was altogether westernizing itself blindly" face to face with a new kind of self-awareness. Hence, today's generation of playwrights and stage directors in Iran, all know something of their theatrical heritage. In this course we will spend some class sessions on the history of theater in Iran and some class meetings will be concentrating on contemporary movements and present day playwrights. Given the dearth of visual documents, an attempt will be made to present a picture of Iranian theater to the student. Students are expected to read the recommended available translated plays of the contemporary Iranian playwrights and participate in classroom discussions. NOTE: To satisfy WAYS requirements, you must enroll in the course for a minimum of 3 units. Please contact your academic advisor for more information regarding University WAYS requirements.
Terms: Spr
| Units: 1-3
| UG Reqs: WAY-A-II
COMPLIT 250B:
The Oceanic Novel: Woolf, Conrad, Duras, Tournier, Condé, Ortese (COMPLIT 350B, FRENCH 250, FRENCH 350, ITALIAN 250, ITALIAN 350)
This course will examine novels situated by, on, or in the sea. Its guiding questions: how do the immense breadth and depth of the sea relate to human interiority, self-discovery, and the shadow world of dreams? Does the sea mark a boundary, or a dissolution of that boundary? Novels include 'To The Lighthouse,' 'The Secret Sharer,' 'The Sailor from Gibraltar,' 'Friday,' 'Crossing the Mangrove,' and 'The Iguana.'
Terms: Win
| Units: 3-5
COMPLIT 251A:
Iberian Expansion Through the Looking Glass: One World or Many? (COMPLIT 351A, CSRE 251, CSRE 351, HISTORY 271C, HISTORY 371C, ILAC 251, ILAC 351)
The conquerors, missionaries, and historians who reflected on Iberian overseas expansion during the early modern period often asked themselves a crucial question: was there only one world or many? Were the Americas a 'New World,' unknown to the ancients, entirely detached from the rest of human history? Even after the invasion and occupation of the Americas, many European chroniclers continued to think that the world was divided into three parts - Europe, Asia, and Africa. In their descriptions of the Americas, they drew heavily on histories and travel reports pertaining to other epochs and locales, especially contemporary Asia and ancient Rome. At the same time, indigenous elites and mestizo authors in the Americas used 'Old World' history and news of distant conflicts to reflect on the immediacy of their historical experience. In this course, students will consider the ways in which diverse authors in New Spain (Mexico), Peru, and Brazil contemplated themselves in relation to remote times and places: from Greco-Roman Antiquity to Lutheran Germany, the Ottoman Mediterranean to the Apocalyptic End of Times. Students will analyze the many reflections, distortions, inversions, translations, uncanny resemblances, and strange parallel dimensions that resulted from these intellectual experiments. Primary sources include chronicles, poetry, theater, Afro-Catholic festivals, pictographic codices, feather mosaics, and maps. All texts offered in the original language and in English translation whenever possible. For graduate students and advanced undergraduates.
Terms: Spr
| Units: 3-5
COMPLIT 255:
Black Feminism and Anti-Carceral Resistance (AFRICAAM 355, FEMGEN 255A)
Black feminists throughout the Western Hemisphere have long resisted carcerality, a system that emerged as a response to antebellum Black fugitivity. In this course, we will review Black feminist theory and abolitionist activism, focusing on how the carceral state affects Black women in particular. We will draw from the work of academic scholars such as Ruth Wilson Gilmore and Angela Davis as well as the work of abolitionist activists and community leaders such as Mariame Kaba. Participants in this course will be introduced in depth to contemporary abolitionist demands and to the Black feminist theorists working in tandem with the abolitionist movement.
Terms: Aut
| Units: 3-5
COMPLIT 258A:
Existentialism, from Moral Quest to Novelistic Form (ILAC 211, ILAC 311)
This seminar intends to follow the development of Existentialism from its genesis to its literary expressions in the European postwar. The notions of defining commitment, of moral ambiguity, the project of the self, and the critique of humanism will be studied in selected texts by Kierkegaard, Heidegger, Unamuno, Albert Camus, Jean-Paul Sartre, Simone de Beauvoir, and Joan Sales.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-ER
COMPLIT 259A:
Levinas and Literature (JEWISHST 249A)
Focus is on major works by French phenomenologist Emmanuel Levinas (1906-1995) and their import for literary studies. Aim is to discuss and evaluate Levinas's (often latent) aesthetics through a close reading of his work in phenomenology, ethics, and Jewish philosophy. If poetry has come to seem barbaric (or at least useless) in a world so deeply shaped by genocide, forced migration, and climate change, Levinas offers a clear and deeply engaged path forward. If you love literature but still haven't figured out what on earth it might be good for, this course is for you. Readings and discussion in English.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II
COMPLIT 261:
Comparative Methodologies in Black Gender Studies (AFRICAAM 361, COMPLIT 361, FEMGEN 362)
This course takes a comparative methodological approach to Black Gender Studies, introducing students to the important terms and debates that animate this field. We will read monographs in the fields of history, anthropology, gender studies, critical theory, and Black studies that trace Black Women's and Gender Expansive people's experiences across the Western Hemisphere. Participants in this course will develop an original academic paper in Black Gender Studies or in their respective field by the end of the term. NOTE: Enrollment is capped and limited to graduate students and upperclass-persons. To be considered for enrollment in this course, please send your CV and a short statement about how your work ties/will tie to Black Gender Studies to mlrosa@stanford.edu. Applications will be reviewed until the cap is reached.
Terms: Win
| Units: 3-5
COMPLIT 263B:
Paul Celan: The Poetic Event (GERMAN 263, GERMAN 363, JEWISHST 263)
Paul Celan (1920-1970) is one of the greatest poets of our time. Touching on philosophy, history, our relation to nature, and love, his poetry is a profound meditation on the modern human condition. This course will present some of Celan's best work and will discuss significant contributions to Celan scholarship. Readings include Heidegger, Gadamer, Nelly Sachs, Bachmann, Derrida, Szondi, and Anne Carson, among others.
Terms: Win
| Units: 3-5
COMPLIT 264:
Crossing the Atlantic: Race and Identity in the African Diaspora (AFRICAAM 264, CSRE 265, FRENCH 264)
This course interrogates the relationship between literature, culture, race and identity in the African diaspora. We will analyze racial discourses through literature, and various forms of cultural expression while examining the role of class and gender in these configurations. As we follow the historical and geographical trajectories of people of African descent in different parts of the world, students will explore literary and political movements with the objective of examining how race has been constructed and is performed in different regions of the diaspora. Our readings will take us from Martinique, Guadeloupe, Guyana, France, and Senegal to Cuba, Brazil, Haiti and the Dominican Republic. Topics discussed will include: Race, identity, gender, class, memory, oral tradition, Afro-Caribbean religions, Negrismo, Négritude, Antillanité, Créolité, colonialism, modernity and national belonging. Readings will include the works of: Jean Price-Mars, Léopold Senghor, Aimé Césaire, Léon Damas, Frantz Fanon, Nicolás Guillén, Nancy Morejon, Maryse Condé, Patrick Chamoiseau, Edouard Glissant, among others. Taught in English.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
COMPLIT 264T:
Race, Gender, Justice (CSRE 264S, TAPS 264S)
The question of justice animates some of the most influential classics and contemporary plays in the dramatic canon. We will examine the relationship between state laws and kinship obligations in Sophocles's Antigone. We will trace the transnational circulation of this text and its adaptations in Gambaro's Argentinian Antigona Furiosa, and Fugard and Kani's South African The Island. We will read Shakespeare's Othello and consider questions of racism, misogyny, and intimate partner violence, investigate the reverberations of these themes in the OJ Simpson trial, and explore its afterlife in Toni Morrison's Desdemona. We will take up questions of sexual violence via John Patrick Shanley's Doubt and Ariel Dorfman's Chilean classic, Death and the Maiden. We will examine themes of police brutality and racial vulnerability in Anna Deavere Smith's Twilight and Aleshea Harris's What to Send Up When it Goes Down. Through close readings of plays, we will explore the inter-articulation of intimacy and violence, intimidation and transgression, vengeance and forgiveness within the context of larger struggles for gender and racial justice. We will read plays in light of contemporary reckonings with the US criminal justice system: the #MeToo movement and the Black Lives Matter movement. While the former appeals to the criminal justice system to restore victims¿ rights, the latter urges a thorough dismantling of the carceral state. How do we understand these divergent responses to augment or abolish punitive structures? Meets WM requirement for TAPS.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
COMPLIT 283A:
Modern Notions of 'The Holy' (COMPLIT 383A, GERMAN 283A, GERMAN 383A, JEWISHST 283A, RELIGST 283A, RELIGST 383A)
This course explores the question, "What may we call 'holy' in the modern era?" by focusing on key writers and thinkers, who in various ways, and in different times raised this question: Friedrich Hölderlin, Hermann Cohen, Franz Kafka, Martin Heidegger, Martin Buber, Franz Rosenzweig, Else Lasker-Schüler, Walter Benjamin, Ernst Bloch, Hannah Arendt, Margarete Susman, Nelly Sachs, Paul Celan, and Judith Butler.nnThis course will be synchronous-conducted, but will also use an innovative, Stanford-developed, on-line platform called Poetic Thinking. Poetic Thinking allows students to share both their scholarly and creative work with each other. Based on the newest technology and beautifully designed, it will greatly enhance their course experience.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
COMPLIT 284A:
Poetry and Mysticism (COMPLIT 184A)
This course explores the interfaces of poetic and mystical speech across times and cultures. Topics include performance; subjectivity; spiritual/erotic love; linguistic fragmentation; the limits of language; and, finally, the question of apophasis as a subversive act. Sources range from the 10th to the 20th century and include Ramon Llull, Santa Teresa, Saint John of the Cross, the Judaic tradition, Hallaj, Rumi, Persianate Sufism, Meister Eckhart, Angelus Silesius, Paul Celan, Simone Weil, Georges Bataille, Juan Goytisolo, and Andrei Tarkovsky. Taught in English.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II
COMPLIT 287:
Hope in the Modern Age (GERMAN 287, JEWISHST 287)
Immanuel Kant famously considered "What may I hope?" to be the third and final question of philosophy. This course considers the thinkers, from Immanuel Kant to Judith Butler, who have attempted to answer this question from within the context of modernity. Has revolution replaced religion as the object of our hope? Has Enlightenment lived up to its promises? These topics and more will be discussed, with readings from thinkers including Hegel, Marx, Nietzsche, Benjamin, Adorno, and Arendt, alongside the literature of writers such as Kafka, Celan, Nelly Sachs, among others, and with particular focus on the question of hope within the German-Jewish tradition.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-SI
COMPLIT 288:
Women, Wheat, and Weather? Lessons from Italy and the Global South for the 21st Century (COMPLIT 188A, FRENCH 188, FRENCH 288, ITALIAN 188, ITALIAN 288)
The Global South - a symbolic Mediterranean stretching from the Caribbean to India - lures the civilized man with the promise of excellent weather, voluptuous women, and good food. Already in antiquity, Sicily, the southernmost province of what is today modern Italy, was known as "the granary of Rome," supplying the Empire with wheat. Still today, the South is associated with vacation, underdevelopment, superstition, the mafia, la dolce vita: "The South is the problem; the North the solution," Boaventura de Sousa Santos succinctly puts it. In this course, we will move beyond the three W's by focusing on Italy from the point of view of "Southern Thought" ("pensiero meridiano"). We will read 20th/21st-century literary, philosophical, anthropological, and sociological texts from the Global South (Franco Cassano, Roberto M. Dainotto, Salman Rushdie, Gayatri Spivak, de Sousa Santos, Frantz Fanon, Homi Bhabha, Achille Mbembe, Carla Lonzi) to discuss such relevant topics as community and belonging (Elena Ferrante), technology and globalization (Luigi Pirandello; Fernando Pessoa), virus and contagion (Albert Camus), as well as race and gender (Igiaba Scego) from a Southern critical perspective. What counterhegemonic, non-binary, and renewable alternatives do the south of Italy and the Global South in general offer to understand these issues, and to the Western and Northern European emphasis on reason (the Cartesian "cogito"), individualism, and objectivity? We will have guest speakers from the Council of the EU and USAID specialized in international development, as well as conversations with authors. Taught in English.
Terms: Aut
| Units: 3-5
COMPLIT 293:
Literary Translation: Theory and Practice (DLCL 293, ENGLISH 293)
An overview of translation theories and practices over time. The aesthetic, ethical, and political questions raised by the act and art of translation and how these pertain to the translator's tasks. Discussion of particular translation challenges and the decision processes taken to address these issues. Coursework includes assigned theoretical readings, comparative translations, and the undertaking of an individual translation project.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-CE
COMPLIT 302:
Film Series: Understanding Turkey Through Film (COMPLIT 102)
Join us in our quest to understand the great transformation in Turkey and its impact on its people through cinema. Set against the backdrop of the expansion of capitalism and the fundamental cultural, political and social change in the last decade, the movies in this series tell the uneasy stories of individuals whose lives are affected by this disruptive change. By examining the link between the individual experiences and societal change, the films confront issues such as globalization, gender and racial hierarchies, urban transformation, state repression, male domination, and the women's struggle in Turkey. We will watch eight Turkish films for this course. After introductions by Dr. Alemdaroglu or Dr. Karahan that artistically, historically, and politically contextualize the films we will have a discussion and Q&A session led by instructors or invited guest scholars of Anthropology, Film Studies, Political Science, Women and Gender Studies or film directors themselves. The students and interested Stanford community will be provided with the streaming links for the movies at the beginning of each week to screen them on their own time, and the discussion sessions will be held on the scheduled class time on Thursday. All films will be in Turkish with English subtitles.
Terms: Aut
| Units: 1-2
COMPLIT 309A:
Murder, Mystery and Memory: Istanbul in Historical Fiction (COMPLIT 109A)
This course serves as an introduction to the genre of historical fiction with a focus on Istanbul as its setting. After a brief overview of the origins of the genre in the early nineteenth century to its worldwide popularity in the twenty-first century, we will read historical novels set in Istanbul at its different moments in time. We will study issues of narration, memory and plot as we explore the relation between literature and history, between historical novel and truth; and discuss what it means to imaginatively and critically engage with the past. Readings will include novels by writers such as Ihsan Oktay Anar, Mathias Enard, Jason Goodwin, Nedim Gursel, Barbara Nadel, and Orhan Pamuk.
Terms: Win
| Units: 3-5
COMPLIT 312A:
Desiring Machines: Buildings, Maps, and Clouds (ARTHIST 212, ARTHIST 412, COMPLIT 212A, ILAC 212A, ILAC 312A)
Focus is on early modern machines as tools for experience and action. In their break with Freudian psychoanalysis, French theorists Deleuze and Guattari speak of the machine as a tool of desire and attraction itself as "machinic" rather than desire for something that is missing. The goal of this course is to equip students with a different way of thinking by exploring a large group of objects from the early modern world (poems, buildings, costumes, maps, nets, and clouds) that help us to approach the period in a new way.
Terms: Win
| Units: 3-5
COMPLIT 314A:
Shipwrecks and Backlands: Getting Lost in Literature (COMPLIT 214, ILAC 218, ILAC 318)
This course takes students on a journey through tales of getting lost in the Portuguese and Spanish empires. We will read harrowing stories of being caught adrift at sea and mystical interpretations of island desertion. The course begins with sea-dominated stories of Portuguese voyages to Asia, Africa, and Brazil then turns to how the Amazon and the sertão, or backlands, became a driving force of Brazilian literature. Official historians, poets, and novelists imbued the ocean and the backlands with romanticism, yet these spaces were the backdrop to slavery and conquest. Instead of approaching shipwreck and captivity narratives as eyewitness testimonies, as many have, we will consider how they produced 'the sea' and 'the wilderness' as poetic constructions in Western literature while also offering glimpses of the 'darker side' of Iberian expansion. Taught in English with all texts offered both in English and the original Portuguese or Spanish. Optional guest lectures in Portuguese.
Terms: Aut
| Units: 3-5
COMPLIT 315:
Vladimir Nabokov: Displacement and the Liberated Eye (COMPLIT 115, SLAVIC 156, SLAVIC 356)
How did the triumphant author of "the great American novel" "Lolita" evolve from the young author writing at white heat for the tiny sad Russian emigration in Berlin? We will read his short stories and the novels "The Luzhin Defense, Invitation to a Beheading, Lolita, Lolita" the film, and "Pale Fire", to see how Nabokov generated his sinister-playful forms as a buoyant answer to the "hypermodern" visual and film culture of pre-WWII Berlin, and then to America's all-pervading postwar "normalcy" in his pathological comic masterpieces "Lolita" and "Pale Fire". Buy texts in translation at the Bookstore; Slavic grad students will supplement with reading and extra sessions in original Russian.
Terms: Spr
| Units: 3-5
COMPLIT 316:
Scholarship and Activism for Justice
In this weekly discussion group we will center on scholarship that addresses issues of social inequity and ways to act for change.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
COMPLIT 320A:
Epic and Empire (ENGLISH 314)
Focus is on Virgil's Aeneid and its influence, tracing the European epic tradition (Ariosto, Tasso, Camoes, Spenser, and Milton) to New World discovery and mercantile expansion in the early modern period.
Terms: Spr
| Units: 5
COMPLIT 324:
Before the Global South: The Avant-Garde and the Quest for New Knowledges in the Premodern (FRENCH 324)
Contemporary Brazilian, Caribbean, European, and American writers and artists who engage with media, forms, and temporalities of premodern cultures as they develop new epistemologies of the Global South. Readings include Augusto de Campos, Roberto Dainotto, Edouard Glissant, Ezra Pound, Boaventura de Sousa Santos, Zrinka Stahuljak, Eliot Weinberger.
Terms: Aut
| Units: 3-5
COMPLIT 325:
Realism and the Impossible Nation
After thinking about literary realism from the very particular angle of national identity, we will read four big novels - two by the Portuguese writer Jose Saramago (Blindness, and Seeing), Namwali Serpell's brilliant novel of Zambia, The Old Drift, and Gao Xinjian's dazzling and disturbing Soul Mountain. Each of these novels, in very different ways, tackles issues of gender, state politics, and environmentalism, and the idea of human perception and sociality.
Terms: Spr
| Units: 3-5
COMPLIT 334A:
Concepts of Modernity I: Philosophical Foundations (ILAC 334A, MTL 334A)
In the late eighteenth century, Immanuel Kant proclaimed his epoch to be "the genuine age of criticism." He went on to develop the critique of reason, which set the stage for many of the themes and problems that have preoccupied Western thinkers for the last two centuries. This fall quarter survey is intended as an introduction to these themes and problems. The general course layout draws equal parts on Koselleck's practice of "conceptual history" (Begriffsgeschichte) and on Jameson's "cognitive mapping." After consideration of an important, if often under-appreciated precedent (the baroque), we turn our attention to the conceptual triad of subject, reason and critique, followed by that of revolution, utopia and sovereignty. Authors may include Hegel, Marx, Nietzsche, Weber, Freud, Lukács, and others. This course is the first of a two-course sequence. Priority to graduate students in MTL, ILAC, and English.
Terms: Aut
| Units: 5
COMPLIT 334B:
Concepts of Modernity II: Culture, Aesthetics, and Society in the Age of Globalization (MTL 334B)
Emphasis on world-system theory, theories of coloniality and power, and aesthetic modernity/postmodernity in their relation to culture broadly understood.
Terms: Win
| Units: 5
COMPLIT 336:
Yasar Kemal: Dissidence, Rebellion, and Storytelling in Turkey
This class will address the major works of Yasar Kemal, a prolific novelist and a masterful storyteller of Kurdish descent from Turkey, who throughout his life endured political persecution and imprisonment for his outspoken stance on minority rights and the Kurdish conflict. We will explore his literary career of six decades with a focus on his merging of Kurdish/Turkish oral traditions with modern literary techniques; the language he created that challenged official standard Turkish; his concern for the environment; his contribution to 'the village novel' of 1950s; and the peasants and feudal landlords of his novels to discuss the dissidence and rebellion in Turkish literature. All readings and discussion will be in English.
Terms: Spr
| Units: 3-5
COMPLIT 338:
The Gothic in Literature and Culture (ENGLISH 338, FRENCH 338)
This course examines the Gothic as a both a narrative subgenre and an aesthetic mode, since its 18th century invention. Starting with different narrative genres of Gothic expression such as the Gothic novel, the ghost tale, and the fantastic tale by writers such as Walpole, Radcliffe, Sade, Poe, and E.T.A. Hoffmann, the course goes on to ask how the Gothic sensibility permeates a wide range of 19th century cultural phenomena that explore the dark side of Enlightenment, from Romantic poetry and art to melodrama, feuilleton novels, popular spectacles like the wax museum and the morgue. If time permits, we will also ask how the Gothic is updated into our present in popular novels and cinema. Critical readings will examine both the psychology of the Gothic sensibility and its social context, and might be drawn from theorists such as Benjamin, Freud, Lacan, Kristeva, and Zizek.
Terms: Spr
| Units: 5
COMPLIT 350B:
The Oceanic Novel: Woolf, Conrad, Duras, Tournier, Condé, Ortese (COMPLIT 250B, FRENCH 250, FRENCH 350, ITALIAN 250, ITALIAN 350)
This course will examine novels situated by, on, or in the sea. Its guiding questions: how do the immense breadth and depth of the sea relate to human interiority, self-discovery, and the shadow world of dreams? Does the sea mark a boundary, or a dissolution of that boundary? Novels include 'To The Lighthouse,' 'The Secret Sharer,' 'The Sailor from Gibraltar,' 'Friday,' 'Crossing the Mangrove,' and 'The Iguana.'
Terms: Win
| Units: 3-5
COMPLIT 351A:
Iberian Expansion Through the Looking Glass: One World or Many? (COMPLIT 251A, CSRE 251, CSRE 351, HISTORY 271C, HISTORY 371C, ILAC 251, ILAC 351)
The conquerors, missionaries, and historians who reflected on Iberian overseas expansion during the early modern period often asked themselves a crucial question: was there only one world or many? Were the Americas a 'New World,' unknown to the ancients, entirely detached from the rest of human history? Even after the invasion and occupation of the Americas, many European chroniclers continued to think that the world was divided into three parts - Europe, Asia, and Africa. In their descriptions of the Americas, they drew heavily on histories and travel reports pertaining to other epochs and locales, especially contemporary Asia and ancient Rome. At the same time, indigenous elites and mestizo authors in the Americas used 'Old World' history and news of distant conflicts to reflect on the immediacy of their historical experience. In this course, students will consider the ways in which diverse authors in New Spain (Mexico), Peru, and Brazil contemplated themselves in relation to remote times and places: from Greco-Roman Antiquity to Lutheran Germany, the Ottoman Mediterranean to the Apocalyptic End of Times. Students will analyze the many reflections, distortions, inversions, translations, uncanny resemblances, and strange parallel dimensions that resulted from these intellectual experiments. Primary sources include chronicles, poetry, theater, Afro-Catholic festivals, pictographic codices, feather mosaics, and maps. All texts offered in the original language and in English translation whenever possible. For graduate students and advanced undergraduates.
Terms: Spr
| Units: 3-5
COMPLIT 359A:
Philosophical Reading Group (FRENCH 395, ITALIAN 395)
Discussion of one contemporary or historical text from the Western philosophical tradition per quarter in a group of faculty and graduate students. For admission of new participants, a conversation with Professor Robert Harrison is required. May be repeated for credit. Taught in English.
Terms: Aut, Win
| Units: 1
| Repeatable
for credit
COMPLIT 360B:
History and Theory of the Novel: Foundations (ENGLISH 360B)
Can the novel, as genre, be conceptualized or critically synthesized? This course will approach such a daunting question from its two necessary starting-points: fiction and theory. On the one hand, we'll take up several of those major novels that have so often been viewed as aesthetically foundational: most likely Don Quixote, Emma, Madame Bovary and The Brothers Karamazov. On the other hand, we'll read the major theoretical statements of Lukacs (Theory of the Novel, Studies in European Realism, The Historical Novel) and Bakhtin (The Dialogical Imagination, Problems of Dostoevsky's Poetics), as well as text-specific criticism. This small group of texts might be seen as both necessary and insufficient to the largest questions of the genre. Our focus will be on closely reading and engaging each text in its inviting and demanding singularity and in building an open, imaginative and wide-ranging dialogue between fictions and theories. (This course might be followed by a class the next year on History and Theory of the Novel: Experiments, extending these questions in a number of further formal, geographic and chronological directions).
Terms: Win
| Units: 5
COMPLIT 361:
Comparative Methodologies in Black Gender Studies (AFRICAAM 361, COMPLIT 261, FEMGEN 362)
This course takes a comparative methodological approach to Black Gender Studies, introducing students to the important terms and debates that animate this field. We will read monographs in the fields of history, anthropology, gender studies, critical theory, and Black studies that trace Black Women's and Gender Expansive people's experiences across the Western Hemisphere. Participants in this course will develop an original academic paper in Black Gender Studies or in their respective field by the end of the term. NOTE: Enrollment is capped and limited to graduate students and upperclass-persons. To be considered for enrollment in this course, please send your CV and a short statement about how your work ties/will tie to Black Gender Studies to mlrosa@stanford.edu. Applications will be reviewed until the cap is reached.
Terms: Win
| Units: 3-5
COMPLIT 369:
Introduction to the Profession of Literary Studies (DLCL 369, FRENCH 369, GERMAN 369, ITALIAN 369)
A survey of how literary theory and other methods have been made institutional since the nineteenth century. The readings and conversation are designed for entering Ph.D. students in the national literature departments and comparative literature.
Terms: Aut
| Units: 1-2
COMPLIT 383A:
Modern Notions of 'The Holy' (COMPLIT 283A, GERMAN 283A, GERMAN 383A, JEWISHST 283A, RELIGST 283A, RELIGST 383A)
This course explores the question, "What may we call 'holy' in the modern era?" by focusing on key writers and thinkers, who in various ways, and in different times raised this question: Friedrich Hölderlin, Hermann Cohen, Franz Kafka, Martin Heidegger, Martin Buber, Franz Rosenzweig, Else Lasker-Schüler, Walter Benjamin, Ernst Bloch, Hannah Arendt, Margarete Susman, Nelly Sachs, Paul Celan, and Judith Butler.nnThis course will be synchronous-conducted, but will also use an innovative, Stanford-developed, on-line platform called Poetic Thinking. Poetic Thinking allows students to share both their scholarly and creative work with each other. Based on the newest technology and beautifully designed, it will greatly enhance their course experience.
Terms: Win
| Units: 3-5
COMPLIT 397:
Graduate Studies Colloquium
Colloquium for graduate students in Comparative Literature. Taught in English. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
15 times
(up to 15 units total)
COMPLIT 398L:
Literary Lab (ENGLISH 398L)
Gathering and analyzing data, constructing hypotheses and designing experiments to test them, writing programs [if needed], preparing visuals and texts for articles or conferences. Requires a year-long participation in the activities of the Lab.
Terms: Win, Sum
| Units: 2-5
| Repeatable
2 times
(up to 10 units total)
COMPLIT 399:
Individual Work
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Barletta, V. (PI);
Berman, R. (PI);
Daub, A. (PI);
Eshel, A. (PI);
Greene, R. (PI);
Greenleaf, M. (PI);
Huber, M. (PI);
Key, A. (PI);
Landy, J. (PI);
Lee, H. (PI);
Levy, I. (PI);
Palumbo-Liu, D. (PI);
Parker, P. (PI);
Resina, J. (PI);
Saldivar, J. (PI);
Saldivar, R. (PI);
Wang, B. (PI)
COMPLIT 680:
Curricular Practical Training
CPT course required for international students completing degree. Prerequisite: Comparative Literature Ph.D. candidate.
Terms: Sum
| Units: 1-3
| Repeatable
for credit
COMPLIT 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Barletta, V. (PI);
Berman, R. (PI);
Daub, A. (PI);
Eshel, A. (PI);
Greene, R. (PI);
Greenleaf, M. (PI);
Huber, M. (PI);
Key, A. (PI);
Landy, J. (PI);
Lee, H. (PI);
Levy, I. (PI);
Palumbo-Liu, D. (PI);
Parker, P. (PI);
Resina, J. (PI);
Saldivar, J. (PI);
Saldivar, R. (PI);
Wang, B. (PI)
COMPMED 80N:
Animal behavior: sex, death, and sometimes food!
Preference to freshman. Behavior is what makes animals special (thirsty plants don't walk to water), but why do animals behave the way they do? What does their behavior tell us about their inner lives, and about ourselves? What do lipstick and cuckoos and fireflies have in common? Why would nobody want to be a penguin? What do mice say to each other in their pee-mail? Learning how to think about questions like these gives us a unique perspective on the natural world. Format: Flipped, Student-centered, Community of learners, with online and in-person discussion. Discussion and criticism of video examples, and documentaries, and student presentations. Topics: History and approaches to animal behavior; development of behavior, from genetics to learning; mechanisms of behavior, from neurons to motivation; function of behavior, from honest signals to selfish genes; the phylogeny of behavior, from domestication to speciation; and modern applications of behavior, from abnormal behavior, to conservation, to animal welfare, and animal consciousness.
Terms: Aut, Spr
| Units: 3
| UG Reqs: WAY-SMA
COMPMED 81Q:
Aardvarks to Zebras: The A to Z of Animal Anatomy
Preference to sophomores. Ever wonder what cats and narwhals have in common? Maybe you haven't, but despite their seemingly different lifestyles and habitats (i.e. sleeping on couches versus swimming in oceans), they are both mammals! In this seminar, students will gain an appreciation for basic mammalian anatomic and physiologic principles that span across multiple species while emphasizing key differences that render each species unique. Through student projects, we will explore evolutionary adaptations that have driven the success of a variety of species within the context of their natural environments. In addition to a weekly lecture, anticipated laboratory sessions will reinforce anatomic principles through a combination of rodent cadaver dissection, organ and bone specimens, and use of virtual reality demonstrations. Furthermore, as conditions allow, students will have the opportunity to visit Año Nuevo State Park to experience a guided viewing of northern elephant seals within their natural habitat. Students with a passion for science will gain a fundamental understanding of anatomy that is applicable to future careers in medicine, biomedical research, veterinary medicine, and ecology/conservation.
Terms: Win
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
COMPMED 85N:
Animal Use in Biomedical Research
Preference to freshmen. How and why animals are used in biomedical science. Addresses human and animal disease entities and how animal research has contributed to the treatment and cure of disease. SignificantnPreference to freshmen. How and why animals are used in biomedical science. Addresses human and animal health and how animal research has contributed to the treatment and cure of disease. Significant portions of this course are devoted to documenting the humane care and treatment of laboratory animals in research, including, but not limited to such topics as law and ethics, animal behavior, animal modeling, and the animal activist movement. Course topics will also include: history of animals in research, environmental enrichment for research animals, and research animals in the media.
Terms: Spr
| Units: 3
COMPMED 87Q:
Laboratory Mouse in Biomedical Research
What is a nude mouse and why is it used in cancer research? How come my mouse pups have a different coat color than their parents? What is a knockout mouse? Answers to these and more are in this introduction to the laboratory mouse, one of the most widely used models in biomedical research. We will explore the natural history and origin of the laboratory mouse; the ethics and regulations on the use of mice in research; the characteristics and nomenclature of commonly used mouse strains; the anatomy, physiology, and husbandry of mice; common mouse diseases and their effects on research; mouse coat color genetics and its relevance to human diseases; immunodeficient mouse models and their uses in research; and the technology for genetically engineering mice (e.g., transgenic mice). Hands-on laboratories will include mouse handling and biomethodology, necropsy and tissue sampling and anesthesia and surgery. Each student is expected to read research papers that use the mouse as a research model and give a presentation on a topic of their choice. Students interested in biomedical research and human or veterinary medicine will benefit from this seminar.
Terms: Aut
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
COMPMED 89Q:
Ouch it Hurts! The Comparative Neurobiology of Pain
Preference to sophomores. Focus is on understanding the basic neurobiology of pain pathways. Topics include the physiology, pharmacology, and clinical aspects of effective pain management. In both humans and animals pain is part of the protective mechanisms that prevent further injury to the body. However, if the pain process continues unchecked, it can become extremely detrimental.
Terms: Win
| Units: 3
COMPMED 89SS:
The Neurobiology of Pain
Whether from the sharp bite of a stubbed toe, the dull throb of an aching muscle, or progressive disease discomfort, pain acts as a natural defense mechanism to protect both humans and animals. It is critical for survival. Pain also serves as a warning against repetitive, harmful behaviors. It's a signal to seek attention and relief, since uncontrolled pain can have chronic and debilitating consequences. This course introduces basic pain concepts, pain pathways, and their underlying neurobiology. Topics will incorporate diagnosis, symptoms and presentation, and treatment using pain experts across the medical field-- such as physicians, veterinarians, dentists, and pharmacists. The course will introduce scientists and clinical researchers, and highlights from their work.
Terms: Sum
| Units: 3
COMPMED 91N:
And that's why cats should never eat garlic!
Did you know that although we love garlic, it could make cats very sick? And how come if a human or a dog gets a heart attack they'll end up with a scar, but some fish can regenerate parts of their hearts? In this course, we will explore how select diseases can manifest themselves similarly or differently in different animal species. Students will have the opportunity to interpret physical exam findings, examine blood lab tests (bloodwork), look at X-rays (radiographs), and see what some of these diseases look like at the microscopic level (histology). Students will also discuss how humans benefit from understanding diseases in veterinary species, and how veterinary species benefit from understanding diseases in humans. This course will be of interest to those wanting to learn more about disease processes, and those interested in pursuing careers in biomedical fields including veterinary and human medicine. Oh, and one last thing don't cook with non-stick pans if you have indoor birds. Why? Sign up for the course to find out!
Terms: Spr
| Units: 3
| UG Reqs: WAY-SMA
COMPMED 109:
Veterinary Clinical Shadowing Experience
Restricted to pre-veterinary students. Priority given to Seniors. The objective of this course is to provide students with practical experience in clinical laboratory animal veterinary medicine by shadowing veterinary staff at Stanford. Experience is gained in areas of laboratory animal veterinary care such as housing systems, husbandry, disease surveillance, enrichment, physical exams and clinical management. Enrolled students will work with multiple species and fully intend to apply to veterinary school. Limited Enrollment. Once registered, students must contact Dr. Sam Baker to create a shadowing schedule.
Terms: Spr
| Units: 1-2
| Repeatable
2 times
(up to 3 units total)
COMPMED 110:
Pre-Veterinary Advisory
Have you ever considered a career in veterinary medicine but are unsure what it would entail? Pre-Vet Advisory fosters a community of veterinary-curious students and connects them with Stanford veterinarians. Periodic group meetings and guest lectures will introduce students to the variety of career options within veterinary medicine. Academic advising, with an emphasis on required coursework and practical experience, will be provided for those students intending to apply to veterinary school.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
COMPMED 114:
Wielding White Coat Words: Introduction to Comparative Medical Terminology
Are you left clueless trying to understand the medical jargon when watching your favorite medical drama? Are you interested in attending a professional school (e.g., medical, dental, or veterinary) and want to have a head start over your classmates? The Comparative Medical Terminology course is designed to introduce students to a new language of human and veterinary medical terminology. Upon successful completion of the course, students will be able to comprehend a medical record report and to communicate using medical terminology. This course is designed for STEM students who are considering pursuing advanced training in a health care profession and/or translational science or biomedical research. No previous experience using medical terminology is necessary.
Terms: Win
| Units: 3
COMPMED 182:
How to Avoid the Walking Dead: Understanding Biosafety
Are you concerned the Walking Dead will soon rise? Are we on the verge of World War Z? What can be done to prevent the escape of Zombie-producing agents from labs? This course seeks to save the world through the introduction of biosafety history, concepts, and principles & practices as seen through the lens of specific diseases and research at Stanford. The course will be of interest to students looking to pursue careers in biomedical research or those wishing to pursue professional medical education.
Terms: Sum
| Units: 2
COMPMED 198:
Undergraduate Directed Reading in Comparative Medicine
May be taken as a prelude to research and may also involve participation in a lab or research group seminar and/or library research.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
for credit
Instructors: ;
Albertelli, M. (PI);
Bentzel, D. (PI);
Buckmaster, P. (PI);
Casey, K. (PI);
Darian-Smith, C. (PI);
Felt, S. (PI);
Garner, J. (PI);
Green, S. (PI);
Hestrin, S. (PI);
Huss, M. (PI);
Nagamine, C. (PI);
Pacharinsak, C. (PI);
Vilches-Moure, J. (PI)
COMPMED 199:
Undergraduate Research
Investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
for credit
Instructors: ;
Albertelli, M. (PI);
Bentzel, D. (PI);
Buckmaster, P. (PI);
Casey, K. (PI);
Cherpes, T. (PI);
Darian-Smith, C. (PI);
Felt, S. (PI);
Garner, J. (PI);
Green, S. (PI);
Hestrin, S. (PI);
Huss, M. (PI);
Nagamine, C. (PI);
Pacharinsak, C. (PI);
Vilches-Moure, J. (PI)
COMPMED 200:
One Health Journal Club
Participants report on and review scientific articles published in peer reviewed journals. Focus is on manuscripts which report basic and mechanistic discoveries, animal modeling and translational research. The objective is to introduce MLAS students to critical scientific review of hypothesis-based research and experimental design, data analysis and interpretation. Enrollment limited to undergraduate and graduate students currently matriculated or planning to enroll in the MS in Laboratory Animal Science degree program.
Terms: Aut, Win
| Units: 1
| Repeatable
5 times
(up to 5 units total)
COMPMED 205:
Animal Use in Biomedical Research
How and why animals are used in biomedical science. Addresses human and animal health and how animal research has contributed to the treatment and cure of disease. Significant portions of this course are devoted to documenting the humane care and treatment of laboratory animals in research, including, but not limited to such topics as law and ethics, animal behavior, animal modeling, and the animal activist movement. Course topics will also include: history of animals in research, environmental enrichment for research animals, and research animals in the media. Includes hands-on workshops covering animal handling, aseptic rodent surgery, and mouse breeding.
Terms: Spr
| Units: 3
COMPMED 208:
Primate Brain Evolution: An Introduction to who we are
We explore the origins and evolutionary trends that have shaped primate brain structure and function. We focus on primates in the context of other mammalian and vertebrate species, as a way of comparing alternate brain plans and evolutionary pressures/trends. Topics include: The peripheral nervous system, brain evolution and the primate hand, vision, vocalization and language acquisition, the intelligent brain, and hominid evolution. We use current analytical approaches, critique papers, and make cross species comparisons to build a deeper appreciation of vertebrate brain organization more broadly, and the primate brain and nervous system more specifically. There are no prerequisites, but a basic understanding of neurobiology is helpful/preferred, and the class is complementary to COMPMED 207.
Terms: Aut
| Units: 2
COMPMED 209:
Laboratory Animal Medicine Seminar
Focuses on husbandry, care, and diseases of major laboratory animal species (rodents, fish and amphibians, swine, sheep, rabbits, monkeys); regulatory and compliance, applied principles of animal modeling, and factors that influence animal research, animal behavior, and research reproducibility. The objective of this course is to provide students with an overview of the history of laboratory animal science, current industry standards and practices, and the fundamentals of laboratory animal diseases. Department consent is required for enrollment. May be repeated for credit. The course is virtual. Must attend 7 out of 10 seminars in the quarter for a satisfactory grade.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
COMPMED 210:
Form and Funkiness of Lab Animals : Anatomy, Histology, and Pathology
Have you ever stopped to think what all those pink and purple dots mean in a histology slide? Does wondering about what a pancreas really looks like keep you up at night? Have you ever lost sleep thinking about what dermatitis or an infarct really are? Well, this is your lucky quarter! This course focuses on the anatomy and histology (microscopic anatomy) of the entire mouse, both in normal and diseased states. The topics covered in the first portion of the course include: 1) organ identification at the gross level, 2) proper tissue fixation and preparation for histology, 3) identification of normal organ histology on hematoxylin and eosin (H&E)-stained slides, and 4) use of special stains for brightfield microscopy. Topics covered in the second portion of the course include: 1) basic pathology principles (response to injury, cell death, inflammation, healing, and neoplasia), and 2) common diseases of the laboratory mouse. This course may involve dissection laboratories. Comfort with mouse handling and previous participation in the VSC Mouse Handling Workshop and the Rodent Tissue Collection and Necropsy Workshop is recommended.
Terms: Win
| Units: 4
COMPMED 211:
Robust, reproducible, real-world experimental design and analysis for life and biomedical scientists
So you've taken all these stats classes and learned a bunch of equations, but now you have to design and analyze your own experiments, and you're feeling lost and all those equations and classes really don't make sense. DON'T PANIC, we've all been there, and this is the class for you! Try learning these essential skills a different way - conceptually and hands-on without equations. Emphasis is on real-world experimental design and analysis in the life sciences, with particular focus on modern techniques that maximize power and minimize sample size, and avoiding common errors contributing to false discovery and the reproducibility crisis. This is a flipped-classroom. Class time is devoted to discussion of assigned reading (primarily Grafen & Hails 2002 "Modern statistics for the life sciences"), hands on guided work-through of example data sets, and developing analyses for the students' own research data. The objective is to provide students with a foundational conceptual understanding of biostatistics, particularly as applied to the design and planning of animal-based research projects.
Terms: Aut
| Units: 3
COMPMED 260:
Masters Laboratory Animal Science Practicum/Laboratory Research
Research laboratory and clinical service (pathology, diagnostic laboratory, surgery, husbandry, anesthesiology, aquatics, facility business and management, etc.), quarterly rotations for students enrolled in the Master's of Laboratory Animal Science program. The objective of this course is to provide students with hands on experience in research laboratories using animal models and to provide experience working in the daily operations of a large, veterinary service center. Fulfills the practicum and research requirements of MLAS students.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
6 times
(up to 90 units total)
Instructors: ;
Albertelli, M. (PI);
Bentzel, D. (PI);
Casey, K. (PI);
Darian-Smith, C. (PI);
Felt, S. (PI);
Garner, J. (PI);
Green, S. (PI);
Hestrin, S. (PI);
Huss, M. (PI);
Nagamine, C. (PI);
Pacharinsak, C. (PI);
Parker, K. (PI);
Vilches-Moure, J. (PI)
COMPMED 290:
Laboratory Animal Science Professional Development and Career Exploration
Focus is on career development for graduate students and trainees enrolled in a trainee program in the Department of Comparative Medicine. Seminar topics include career pathways in laboratory animal science, resume preparation, manuscript preparation and authorship, life in academics, life in industry and biopharma, regulatory agencies, veterinary and medical school. Speakers include faculty, speakers from industry and pharmaceutical companies, veterinary school and medical school graduates, regulatory and compliance professionals, research scientists, and animal research program/laboratory managers. Students may choose to shadow veterinary clinical faculty or rotate through basic science laboratory, by special arrangement. The objective is to introduce students to the multiple career pathways available to individuals with advanced training in laboratory animal science. May be taken up to six quarters.
Terms: Aut, Win
| Units: 1
| Repeatable
6 times
(up to 6 units total)
COMPMED 291:
Masters Research Presentations
Students enrolled in Masters of Laboratory Animal Science Graduate Program will present their Masters research project to the department. The first few sessions of the course are designed to assist students with development of their scientific talk and presentation skills. All students will receive feedback and evaluations from the audience, including faculty and fellow trainees. These talks are intended to help students be prepared for job talks as they seek employment in biotech, academia, and professional school. This course will meet the research presentation requirement of the MLAS degree program.
Terms: Spr
| Units: 1
| Repeatable
4 times
(up to 4 units total)
COMPMED 292:
Practical Training
Educational opportunities for students participating in professional internships in organizations (e.g. research institutes, medicine, biotechnology, development labs, policy). Students engage in internship work and integrate that work into their academic program. After the internship, students are required to submit a summary of the work completed, skills learned, and reflection of the professional growth gained as a result of the internship. Meets the requirements for curricular practical training for students on F-1 visas. Student is responsible for arranging own internship/employment and faculty sponsorship. Register under faculty sponsor's section number. Prerequisite: Qualified offer of employment and consent of advisor.
Terms: Sum
| Units: 1
| Repeatable
2 times
(up to 2 units total)
COMPMED 299:
Directed Reading in Comparative Medicine
Prerequisite: consent of instructor. (Staff)
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Albertelli, M. (PI);
Bentzel, D. (PI);
Buckmaster, P. (PI);
Casey, K. (PI);
Darian-Smith, C. (PI);
Felt, S. (PI);
Garner, J. (PI);
Green, S. (PI);
Hestrin, S. (PI);
Huss, M. (PI);
Nagamine, C. (PI);
Pacharinsak, C. (PI);
Parker, K. (PI);
Vilches-Moure, J. (PI)
COMPMED 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Albertelli, M. (PI);
Buckmaster, P. (PI);
Cherpes, T. (PI);
Darian-Smith, C. (PI);
Felt, S. (PI);
Garner, J. (PI);
Green, S. (PI);
Hestrin, S. (PI);
Nagamine, C. (PI);
Pacharinsak, C. (PI)
COMPMED 399:
Graduate Research
Investigations sponsored by individual faculty members.Opportunities are available in comparative medicine and pathology, immuno-histochemistry, electron microscopy, molecular genetics, quantitative morphometry, neuroanatomy and neurophysiology of the hippocampus, pathogenesis of intestinal infections, immunopathology, biology of laboratory rodents, anesthesiology of laboratory animals, gene therapy of animal models of neurodegenerative diseases, and development and characterization of transgenic animal models. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Albertelli, M. (PI);
Buckmaster, P. (PI);
Casey, K. (PI);
Cherpes, T. (PI);
Darian-Smith, C. (PI);
Felt, S. (PI);
Garner, J. (PI);
Green, S. (PI);
Hestrin, S. (PI);
Huss, M. (PI);
Nagamine, C. (PI);
Pacharinsak, C. (PI);
Vilches-Moure, J. (PI)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Albertelli, M. (PI);
Casey, K. (PI);
Cherpes, T. (PI);
Darian-Smith, C. (PI);
Felt, S. (PI);
Garner, J. (PI);
Green, S. (PI);
Hestrin, S. (PI);
Nagamine, C. (PI);
Pacharinsak, C. (PI);
Parker, K. (PI);
Sudhof, T. (PI);
Vilches-Moure, J. (PI)
CS 1U:
Practical Unix
A practical introduction to using the Unix operating system with a focus on Linux command line skills. Class will consist of video tutorials and weekly hands-on lab sections. Topics include: grep and regular expressions, ZSH, Vim and Emacs, basic and advanced GDB features, permissions, working with the file system, revision control, Unix utilities, environment customization, and using Python for shell scripts. Topics may be added, given sufficient interest. Course website: http://cs1u.stanford.edu
Terms: Aut, Win
| Units: 1
CS 7:
Personal Finance for Engineers
Introduction to the fundamentals and analysis specifically needed by engineers to make informed and intelligent financial decisions. Course will focus on actual industry-based financial information from technology companies and realistic financial issues. Topics include: behavioral finance, budgeting, debt, compensation, stock options, investing and real estate. No prior finance or economics experience required.
Terms: Aut
| Units: 1
CS 9:
Problem-Solving for the CS Technical Interview
This course will prepare students to apply and interview for internships and full-time positions in the software engineering industry. Each week, we will have one meeting focused on advice (e.g. resume prep, behavioral interviews, salary negotiation, panel discussions with representatives from startups and big tech), and one meeting focused on working through and discussing one or more coding problems.
Terms: Aut, Spr
| Units: 1
CS 11SI:
How to Make VR: Introduction to Virtual Reality Design and Development
In this hands-on, experiential course, students will design and develop virtual reality applications. You'll learn how to use the Unity game engine, the most popular platform for creating immersive applications. The class will teach the design best practices and the creation pipeline for VR applications. Students will work in groups to present a final project in building an application for the Oculus Quest 2 headset. Enrollment is limited and by application only. See https://cs11si.stanford.edu for more information and the link to the application. Prerequisite: CS 106A or equivalent
Terms: Spr
| Units: 2
CS 12SI:
Introduction to Mobile Augmented Reality Design and Development
Over the course of 9 weeks, we'll be covering major components of mobile AR development with Unity and AR Foundations to dig deep into concepts such as Plane Detection, Object Placement, Image and Face Tracking, Graphics, and a lot more! The class will feature student lecturers from Stanford XR leaders who have experience developing XR applications and guest speakers from industry professionals. Throughout the class, you'll build your very own interactive AR app and share your work with others to showcase what you've learned. Prerequisite: CS 106A or equivalent basic coding experience.
Terms: Aut
| Units: 1
CS 21SI:
AI for Social Good
Students will learn about and apply cutting-edge artificial intelligence techniques to real-world social good spaces (such as healthcare, government, education, and environment). The class will focus on techniques from machine learning and deep learning, including regression, neural networks, convolutional neural networks (CNNs), and recurrent neural networks (RNNs). The course alternates between lectures on machine learning theory and discussions with invited speakers, who will challenge students to apply techniques in their social good domains. Students complete weekly coding assignments reinforcing machine learning concepts and applications. Prerequisites: programming experience at the level of CS107, mathematical fluency at the level of MATH51, comfort with probability at the level of CS109 (or equivalent). Application required for enrollment.
Terms: Spr
| Units: 2
CS 22A:
The Social & Economic Impact of Artificial Intelligence (INTLPOL 200)
Recent advances in computing may place us at the threshold of a unique turning point in human history. Soon we are likely to entrust management of our environment, economy, security, infrastructure, food production, healthcare, and to a large degree even our personal activities, to artificially intelligent computer systems. The prospect of "turning over the keys" to increasingly autonomous systems raises many complex and troubling questions. How will society respond as versatile robots and machine-learning systems displace an ever-expanding spectrum of blue- and white-collar workers? Will the benefits of this technological revolution be broadly distributed or accrue to a lucky few? How can we ensure that these systems are free of algorithmic bias and respect human ethical principles? What role will they play in our system of justice and the practice of law? How will they be used or abused in democratic societies and autocratic regimes? Will they alter the geopolitical balance of power, and change the nature of warfare? The goal of CS22a is to equip students with the intellectual tools, ethical foundation, and psychological framework to successfully navigate the coming age of intelligent machines.
Terms: Win
| Units: 1
CS 24:
Minds and Machines (LINGUIST 35, PHIL 99, PSYCH 35, SYMSYS 1, SYMSYS 200)
(Formerly SYMSYS 100). An overview of the interdisciplinary study of cognition, information, communication, and language, with an emphasis on foundational issues: What are minds? What is computation? What are rationality and intelligence? Can we predict human behavior? Can computers be truly intelligent? How do people and technology interact, and how might they do so in the future? Lectures focus on how the methods of philosophy, mathematics, empirical research, and computational modeling are used to study minds and machines. Students must take this course before being approved to declare Symbolic Systems as a major. All students interested in studying Symbolic Systems are urged to take this course early in their student careers. The course material and presentation will be at an introductory level, without prerequisites. If you have any questions about the course, please email symsys1staff@gmail.com.
Terms: Aut, Win
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-FR
CS 25:
Transformers United
Since their introduction in 2017, transformers have revolutionized Natural Language Processing (NLP). Now, transformers are finding applications all over Deep Learning, be it computer vision (CV), reinforcement learning (RL), Generative Adversarial Networks (GANs), Speech or even Biology. Among other things, transformers have enabled the creation of powerful language models like GPT 3 and were instrumental in DeepMind's recent Alphafold2, that tackles protein folding. In this seminar, we examine the details of how transformers work, and dive deep into the different kinds of transformers and how they're applied in different fields. We do this through a combination of instructor lectures, guest lectures, and classroom discussions. We will invite people at the forefront of transformers research across different domains for guest lectures. Prerequisites: Basic knowledge of Deep Learning (must understand attention) or CS224N/CS231N/CS230. To apply, fill out this form: https://forms.gle/TzAtqjZ4vnjhNMSy7
Terms: Aut
| Units: 1
CS 41:
Hap.py Code: The Python Programming Language
This course is about the fundamentals and contemporary usage of the Python programming language. The primary focus is on developing best practices in writing Python and exploring the extensible and unique parts of the Python language. Topics include: Pythonic conventions, data structures such as list comprehensions, anonymous functions, iterables, powerful built-ins (e.g. map, filter, zip), and Python libraries. For the last few weeks, students will work with course staff to develop their own significant Python project. Prerequisite: CS106B, CS106X, or equivalent.
Terms: Spr
| Units: 2
CS 44N:
Great Ideas in Graphics
A hands-on interactive and fun exploration of great ideas from computer graphics. Motivated by graphics concepts, mathematical foundations and computer algorithms, students will explore an eccentric selection of "great ideas" through short weekly programming projects. Project topics will be selected from a diverse array of computer graphics concepts and historical elements.
Terms: Aut
| Units: 3
CS 46N:
Data-Driven Decisions and Discovery
The use of data to drive decisions and discoveries has increased dramatically over the past two decades, thanks to prevalent data collection, cheaper storage, faster computers, and sophisticated new algorithms. This introductory seminar will have three interwoven components: (1) Hands-on instruction in tools and techniques for working with data, from spreadsheets to data visualization systems to machine learning packages. (2) A suite of case studies where data has been key to decision-making or discovery, drawn from a wide variety of domains. (3) Ethical issues including privacy in data collection and use, the effect of bias in data-driven decision making, and evaluating claims about data-driven results and recommendations. Students will be expected to complete short assignments with data tools, a larger project on a dataset of personal interest, and a short case study presentation. No computer programming experience is required.
Terms: Spr
| Units: 3
CS 47:
Cross-Platform Mobile Development
The fundamentals of cross-platform mobile application development using the React Native framework (RN). The Primary focus is on enabling students to build apps for both iOS and Android using RN. Students will explore the unique aspects that made RN a primary tool for mobile development within Facebook, Instagram, Walmart, Tesla, and UberEats, SpaceX, Coinbase and many more. Prerequisites: no formal pre-reqs but CS142/CS193x and/or prior programming experience helps. Website: web.stanford.edu/class/cs47/. To enroll in the class, please fill the following application: https://forms.gle/rhcGyigx1hWCrfA48. The application deadline is March 28 at 6:00 pm.
Terms: Win, Spr
| Units: 2
CS 49N:
Using Bits to Control Atoms
This is a crash course in how to use a stripped-down computer system about the size of a credit card (the rasberry pi computer) to control as many different sensors as we can implement in ten weeks, including LEDs, motion sensors, light controllers, and accelerometers. The ability to fearlessly grab a set of hardware devices, examine the data sheet to see how to use it, and stitch them together using simple code is a secret weapon that software-only people lack, and allows you to build many interesting gadgets. We will start with a "bare metal'' system --- no operating system, no support --- and teach you how to read device data sheets describing sensors and write the minimal code needed to control them (including how to debug when things go wrong, as they always do). This course differs from most in that it is deliberately mostly about what and why rather than how --- our hope is that the things you are able at the end will inspire you to follow the rest of the CS curriculum to understand better how things you've used work. Prerequisites: knowledge of the C programming language. A Linux or Mac laptop that you are comfortable coding on.
Terms: Aut
| Units: 3
CS 51:
CS + Social Good Studio: Designing Social Impact Projects
Get real-world experience researching and developing your own social impact project! Students work in small teams to develop high-impact projects around problem domains provided by partner organizations, under the guidance and support of design/technical coaches from industry and non-profit domain experts. Main class components are workshops, community discussions, guest speakers and mentorship. Studio provides an outlet for students to create social change through CS while engaging in the full product development cycle on real-world projects. The class culminates in a showcase where students share their project ideas and Minimum Viable Product prototypes with stakeholders and the public. Application required; please see cs51.stanford.edu for more information.
Terms: Win
| Units: 2
CS 52:
CS + Social Good Studio: Implementing Social Good Projects
Continuation of CS51 (CS + Social Good Studio). Teams enter the quarter having completed and tested a minimal viable product (MVP) with a well-defined target user, and a community partner. Students will learn to apply scalable technical frameworks, methods to measure social impact, tools for deployment, user acquisition techniques and growth/exit strategies. The purpose of the class is to facilitate students to build a sustainable infrastructure around their product idea. CS52 will host mentors, guest speakers and industry experts for various workshops and coaching-sessions. The class culminates in a showcase where students share their projects with stakeholders and the public. Prerequisite: CS 51, or consent of instructor.
Terms: Spr
| Units: 2
CS 56N:
Great Discoveries and Inventions in Computing
This seminar will explore some of both the great discoveries that underlie computer science and the inventions that have produced the remarkable advances in computing technology. Key questions we will explore include: What is computable? How can information be securely communicated? How do computers fundamentally work? What makes computers fast? Our exploration will look both at the principles behind the discoveries and inventions, as well as the history and the people involved in those events. Some exposure to programming is required.
Terms: Win
| Units: 3
CS 57N:
Randomness: Computational and Philosophical Approaches (PHIL 3N)
Is it ever reasonable to make a decision randomly? For example, would you ever let an important choice depend on the flip of a coin? Can randomness help us answer difficult questions more accurately or more efficiently? What is randomness anyway? Can an object be random? Are there genuinely random processes in the world, and if so, how can we tell? In this seminar, we will explore these questions through the lenses of philosophy and computation. By the end of the quarter students should have an appreciation of the many roles that randomness plays in both humanities and sciences, as well as a grasp of some of the key analytical tools used to study the concept. The course will be self-contained, and no prior experience with randomness/probability is necessary.
Terms: Win
| Units: 3
CS 59SI:
Quantum Computing: Open-Source Project Experience
This course focuses on giving quantum software engineering industry experience with open-source projects proposed by frontier quantum computing and quantum device corporate partners. Quantum computing and quantum information industry sponsors submit open-source projects for students or teams of students to build and create solutions throughout the quarter with mentorship from the company. Gain experience with quantum mechanics, quantum computing, and real-world software development. Prerequisites: Computer science basics (106A, 106B), some undergraduate physics and basic understanding of quantum computing (no formal coursework in quantum computing required)
Terms: Spr
| Units: 2
CS 80Q:
Race and Gender in Silicon Valley (AFRICAAM 80Q)
Join us as we go behind the scenes of some of the big headlines about trouble in Silicon Valley. We'll start with the basic questions like who decides who gets to see themselves as "a computer person," and how do early childhood and educational experiences shape our perceptions of our relationship to technology? Then we'll see how those questions are fundamental to a wide variety of recent events from #metoo in tech companies, to the ways the under-representation of women and people of color in tech companies impacts the kinds of products that Silicon Valley brings to market. We'll see how data and the coming age of AI raise the stakes on these questions of identity and technology. How can we ensure that AI technology will help reduce bias in human decision-making in areas from marketing to criminal justice, rather than amplify it?
Terms: Aut
| Units: 3
| UG Reqs: WAY-EDP
CS 83:
Playback Theater
Playback combines elements of theater, community work and storytelling. In a playback show, a group of actors and musicians create an improvised performance based on the audience's personal stories. A playback show brings about a powerful listening and sharing experience. During the course, we will tell, listen, play together, and train in playback techniques. We will write diaries to process our experience in the context of education and research. The course is aimed to strengthen listening abilities, creativity and the collaborative spirit, all integral parts of doing great science. In playback, as in research, we are always moving together, from the known, to the unknown, and back. There is limited enrollment for this class. Application is required.
Terms: Win
| Units: 3
| UG Reqs: WAY-CE
CS 91SI:
Digital Canvas: An Introduction to UI/UX Design
In this course, students learn digital design in a low-stress environment. We will teach the essential concepts of UI/UX design and create actual user interfaces in a project-based format. By the end of the class, students will have experience in creating handoff-ready interactive high-fidelity mockups for a realistic product feature. This course covers what makes a good or bad interface, effective design techniques from the ground up, and how to execute on design principles using the tool Figma. Limited enrollment - admission determined by short application due 11:59 PM on March 23: https://forms.gle/knsLbRwt7th4HHsb7 . No required prerequisites. Recommended: some prior experience in product design, human-computer interaction, or front-end engineering
Terms: Spr
| Units: 2
CS 100A:
Problem-solving Lab for CS106A
Additional problem solving practice for the introductory CS course CS 106A. Sections are designed to allow students to acquire a deeper understanding of CS and its applications, work collaboratively, and develop a mastery of the material. Limited enrollment, permission of instructor required. Concurrent enrollment in CS 106A required.
Terms: Aut, Win, Spr
| Units: 1
CS 100B:
Problem-solving Lab for CS106B
Additional problem solving practice for the introductory CS course CS106B. Sections are designed to allow students to acquire a deeper understanding of CS and its applications, work collaboratively, and develop a mastery of the material. Limited enrollment, permission of instructor required. Concurrent enrollment in CS 106B required.
Terms: Aut, Win, Spr
| Units: 1
CS 103:
Mathematical Foundations of Computing
What are the theoretical limits of computing power? What problems can be solved with computers? Which ones cannot? And how can we reason about the answers to these questions with mathematical certainty? This course explores the answers to these questions and serves as an introduction to discrete mathematics, computability theory, and complexity theory. At the completion of the course, students will feel comfortable writing mathematical proofs, reasoning about discrete structures, reading and writing statements in first-order logic, and working with mathematical models of computing devices. Throughout the course, students will gain exposure to some of the most exciting mathematical and philosophical ideas of the late nineteenth and twentieth centuries. Specific topics covered include formal mathematical proofwriting, propositional and first-order logic, set theory, binary relations, functions (injections, surjections, and bijections), cardinality, basic graph theory, the pigeonhole principle, mathematical induction, finite automata, regular expressions, the Myhill-Nerode theorem, context-free grammars, Turing machines, decidable and recognizable languages, self-reference and undecidability, verifiers, and the P versus NP question. Students with significant proofwriting experience are encouraged to instead take CS154. Students interested in extra practice and support with the course are encouraged to concurrently enroll in CS103A. Prerequisite: CS106B or equivalent. CS106B may be taken concurrently with CS103.
Terms: Aut, Win, Spr, Sum
| Units: 3-5
| UG Reqs: GER:DB-Math, WAY-FR
Instructors: ;
Aiken, A. (PI);
Lee, C. (PI);
Liu, A. (PI);
Schwarz, K. (PI);
Dellepere, M. (TA);
Emami, G. (TA);
Ferris, A. (TA);
Gao, C. (TA);
Han, Z. (TA);
Horovitz, O. (TA);
Jain, T. (TA);
Kaul, D. (TA);
Koba Sato, L. (TA);
Li, S. (TA);
Lian, Z. (TA);
Liu, J. (TA);
Liu, L. (TA);
Lu, L. (TA);
McClearn, G. (TA);
Navarro Goldaraz, A. (TA);
Richmond, D. (TA);
Xu, M. (TA)
CS 103A:
Mathematical Problem-solving Strategies
Problem solving strategies and techniques in discrete mathematics and computer science. Additional problem solving practice for CS103. In-class participation required. Prerequisite: consent of instructor. Co-requisite: CS103.
Terms: Win, Spr
| Units: 1
CS 105:
Introduction to Computers
For non-technical majors. What computers are and how they work. Practical experience in development of websites and an introduction to programming. A survey of Internet technology and the basics of computer hardware. Students in technical fields and students looking to acquire programming skills should take 106A or 106X. Students with prior computer science experience at the level of 106 or above require consent of instructor. Prerequisite: minimal math skills.
Terms: Aut, Spr
| Units: 3-5
| UG Reqs: GER:DB-EngrAppSci, WAY-FR
CS 106A:
Programming Methodology
Introduction to the engineering of computer applications emphasizing modern software engineering principles: program design, decomposition, encapsulation, abstraction, and testing. Emphasis is on good programming style and the built-in facilities of respective languages. Uses the Python programming language. No prior programming experience required.
Terms: Aut, Win, Spr, Sum
| Units: 3-5
| UG Reqs: GER:DB-EngrAppSci, WAY-FR
CS 106B:
Programming Abstractions
Abstraction and its relation to programming. Software engineering principles of data abstraction and modularity. Object-oriented programming, fundamental data structures (such as stacks, queues, sets) and data-directed design. Recursion and recursive data structures (linked lists, trees, graphs). Introduction to time and space complexity analysis. Uses the programming language C++ covering its basic facilities. Prerequisite: 106A or equivalent.
Terms: Aut, Win, Spr, Sum
| Units: 3-5
| UG Reqs: GER:DB-EngrAppSci, WAY-FR
CS 106E:
Exploration of Computing
This course, designed for the non-computer scientist, will provide students with a solid foundation in the concepts and terminology behind computers, the Internet, and software development. It will give you better understanding and insight when working with technology. It will be particularly useful to future managers and PMs who will work with or who will lead programmers and other tech workers. But it will be useful to anyone who wants a better understanding of tech concepts and terms. We'll start by covering the foundations of Computer Hardware, the CPU, Operating Systems, Computer Networks, and the Web. We will then use our foundation to explore a variety of tech-related topics including Computer Security (how computers are attacked and defensive measures that can be taken); Cloud Computing, Artificial Intelligence, Software Development, Human-Computer Interaction, and Computer Theory.nnPrerequisites: Some programming experience at the High School level of above will help students get the most out of the class, but the course can be successfully completed with no prerequisites.
Terms: Spr
| Units: 3
CS 106L:
Standard C++ Programming Laboratory
This class explores features of the C++ programming language beyond what's covered in CS106B. Topics include core C++ language features (e.g. const-correctness, operator overloading, templates, move semantics, and lambda expressions) and standard libraries (e.g. containers, algorithms, and smart pointers). Pre- or corequisite: CS106B or equivalent. Prerequisite: CS106B or equivalent. CS106L may be taken concurrently with CS106B.
Terms: Aut, Win, Spr
| Units: 1
CS 106M:
Enrichment Adventures in Programming Abstractions
This enrichment add-on is a companion course to CS106B to explore additional topics and go into further depth. Specific topics to be announced per-quarter; past topics have included search engines, pattern recognition, data compression/encryption, error correction, digital signatures, and numerical recipes. Students must be co-enrolled in CS106B. Refer to cs106m.stanford.edu for more information.
Terms: Aut
| Units: 1
CS 106S:
Coding for Social Good
Survey course on applications of fundamental computer science concepts from CS 106B/X to problems in the social good space (such as health, government, education, and environment). Each week consists of in-class activities designed by student groups, local tech companies, and nonprofits. Introduces students to JavaScript and the basics of web development. Some of the topics we will cover include mental health chatbots, tumor classification with basic machine learning, sentiment analysis of tweets on refugees, and storytelling through virtual reality. Pre/Corequisite: CS106B or CS106X.
Terms: Aut, Win, Spr
| Units: 1
CS 107:
Computer Organization and Systems
Introduction to the fundamental concepts of computer systems. Explores how computer systems execute programs and manipulate data, working from the C programming language down to the microprocessor. Topics covered include: the C programming language, data representation, machine-level code, computer arithmetic, elements of code compilation, memory organization and management, and performance evaluation and optimization. Prerequisites: 106B or X, or consent of instructor.
Terms: Aut, Win, Spr
| Units: 3-5
| UG Reqs: GER:DB-EngrAppSci, WAY-FR
Instructors: ;
Gregg, C. (PI);
Troccoli, N. (PI);
Benson, A. (TA);
Benson, A. (GP);
Ebhomielen, O. (TA);
Eicher, S. (TA);
Gaur, A. (TA);
Iglesias, R. (TA);
Jain, T. (TA);
Kula, J. (TA);
Low, M. (TA);
Lu, H. (TA);
Meany, C. (TA);
Moore, A. (TA);
Narayan, S. (TA);
Shih, J. (TA);
Sullan, G. (TA);
Worrel, M. (TA);
Zhang, H. (TA)
CS 107A:
Problem-solving Lab for CS107
Additional problem solving practice for the introductory CS course CS107. Sections are designed to allow students to acquire a deeper understanding of CS and its applications, work collaboratively, and develop a mastery of the material. Limited enrollment, permission of instructor required. Concurrent enrollment in CS 107 required.
Terms: Aut, Win, Spr
| Units: 1
CS 107E:
Computer Systems from the Ground Up
Introduction to the fundamental concepts of computer systems through bare metal programming on the Raspberry Pi. Explores how five concepts come together in computer systems: hardware, architecture, assembly code, the C language, and software development tools. Students do all programming with a Raspberry Pi kit and several add-ons (LEDs, buttons). Topics covered include: the C programming language, data representation, machine-level code, computer arithmetic, compilation, memory organization and management, debugging, hardware, and I/O. Enrollment limited to 40. Check website for details: http://cs107e.stanford.edu on student selection process. Prerequisite: CS106B or CS106X, and consent of instructor. There is a $75 course lab fee.
Terms: Aut, Win, Spr
| Units: 3-5
| UG Reqs: WAY-FR
CS 108:
Object-Oriented Systems Design
Software design and construction in the context of large OOP libraries. Taught in Java. Topics: OOP design, design patterns, testing, graphical user interface (GUI) OOP libraries, software engineering strategies, approaches to programming in teams. Prerequisite: 107.
Terms: Win
| Units: 3-4
| UG Reqs: GER:DB-EngrAppSci
CS 109:
Introduction to Probability for Computer Scientists
Topics include: counting and combinatorics, random variables, conditional probability, independence, distributions, expectation, point estimation, and limit theorems. Applications of probability in computer science including machine learning and the use of probability in the analysis of algorithms. Prerequisites: 103, 106B or X, multivariate calculus at the level of MATH 51 or CME 100 or equivalent.
Terms: Aut, Win, Spr, Sum
| Units: 3-5
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-FR
Instructors: ;
Cain, J. (PI);
Kaur, A. (PI);
Piech, C. (PI);
Dellepere, M. (TA);
George, S. (TA);
Gianitsos, E. (TA);
Guillen, D. (TA);
Kaur, A. (TA);
Kim, Y. (TA);
Lu, L. (TA);
McCoy, E. (TA);
McCreight, D. (TA);
Nicholls, A. (TA);
Ramirez, J. (TA);
Ravi, R. (TA);
Shi, H. (TA);
Tandel, A. (TA);
Tullis, I. (TA);
Wu, C. (TA);
Wu, M. (TA);
Yan, S. (TA);
da Silva Sampaio, G. (TA)
CS 109A:
Problem-solving Lab for CS109
Additional problem solving practice for the introductory CS course CS109. Sections are designed to allow students to acquire a deeper understanding of CS and its applications, work collaboratively, and develop a mastery of the material. Enrollment limited to 30 students, permission of instructor required. Concurrent enrollment in CS 109 required.
Terms: Aut, Win, Spr
| Units: 1
CS 110:
Principles of Computer Systems
Principles and practice of engineering of computer software and hardware systems. Topics include: techniques for controlling complexity; strong modularity using client-server design, virtual memory, and threads; networks; atomicity and coordination of parallel activities. Prerequisite: 107.
Terms: Aut, Win
| Units: 3-5
| UG Reqs: GER:DB-EngrAppSci
Instructors: ;
Cain, J. (PI);
Troccoli, N. (PI);
DeMichele, P. (TA);
Decoppet, S. (TA);
Drazen, A. (TA);
Jorgensen, J. (TA);
Kaur, A. (TA);
Kaur, A. (GP);
Kula, J. (TA);
Lin, V. (TA);
Meany, C. (TA);
Parida, S. (TA);
Ramirez, J. (TA)
CS 110A:
Problem Solving Lab for CS110
Additional design and implementation problems to complement the material taught in CS110. In-class participation is required. Prerequisite: consent of instructor. Corequisite: CS110.
Terms: Aut, Win
| Units: 1
CS 110L:
Safety in Systems Programming
Supplemental lab to CS 110. Explores how program analysis tools can find common bugs in programs and demonstrates how we can use the Rust programming language to build robust systems software. Course is project-based and will examine additional topics in concurrency and networking through the lens of Rust. Corequisite: CS 110
Terms: Aut, Win
| Units: 2
CS 111:
Operating Systems Principles
Explores operating system concepts including concurrency, synchronization, scheduling, processes, virtual memory, I/O, file systems, and protection. Available as a substitute for CS110 that fulfills any requirement satisfied by CS110. Prerequisite: CS107.
Terms: Spr
| Units: 3-5
Instructors: ;
Cain, J. (PI);
Ousterhout, J. (PI);
Bernstein, M. (TA);
Decoppet, S. (TA);
Drazen, A. (TA);
Heller, B. (TA);
Jiao, C. (TA);
Lin, V. (TA);
Nichols, J. (TA);
Parida, S. (TA);
Tong, A. (TA)
CS 111A:
Problem Solving Lab for CS111
Additional design and implementation problems to complement the material taught in CS111. In-class participation is required. Prerequisite: consent of instructor. Corequisite: CS111
Terms: Spr
| Units: 1
CS 112:
Operating systems kernel implementation project
Students will learn the details of how operating systems work throughnfour implementation projects in the Pintos operating system. Thenprojects center around threads, processes, virtual memory, and filensystems. This class should not be taken by students who have taken ornplan to take CS212 or CS140. Prerequisite: CS111 or permission of theninstructor.
Terms: Win
| Units: 3
CS 114:
Selected Reading of Computer Science Research
Detailed reading of 5-10 research publications in computer science. For undergraduates, the course is an introduction to advanced foundational concepts within a field as well as an in-depth look at detailed research. For graduate students, the course focuses on historical reading as well as an opportunity to discuss the strengths and weaknesses of the work. Both groups of students discuss historical context, how ideas succeeded or did not and why, and how they manifest in modern technology. The discussion of each piece of work includes a guest lecture by one of its authors.
Terms: Spr
| Units: 3
CS 124:
From Languages to Information (LINGUIST 180, LINGUIST 280)
Extracting meaning, information, and structure from human language text, speech, web pages, social networks. Introducing methods (regex, edit distance, naive Bayes, logistic regression, neural embeddings, inverted indices, collaborative filtering, PageRank), applications (chatbots, sentiment analysis, information retrieval, question answering, text classification, social networks, recommender systems), and ethical issues in both. Prerequisites: CS106B
Terms: Aut
| Units: 3-4
| UG Reqs: WAY-AQR
Instructors: ;
Jurafsky, D. (PI);
Cruz, D. (TA);
Kim, M. (TA);
Lowber, A. (TA);
Lu, H. (TA);
Newman, B. (TA);
Ocampo Barba, P. (TA);
Qushair, Y. (TA);
Soylu, D. (TA);
Sun, A. (TA);
Wade, B. (TA);
Yu, D. (TA)
CS 129:
Applied Machine Learning
(Previously numbered CS 229A.) You will learn to implement and apply machine learning algorithms. This course emphasizes practical skills, and focuses on giving you skills to make these algorithms work. You will learn about commonly used learning techniques including supervised learning algorithms (logistic regression, linear regression, SVM, neural networks/deep learning), unsupervised learning algorithms (k-means), as well as learn about specific applications such as anomaly detection and building recommender systems. This class is taught in the flipped-classroom format. You will watch videos and complete in-depth programming assignments and online quizzes at home, then come to class for discussion sections. This class will culminate in an open-ended final project, which the teaching team will help you on. Prerequisites: Programming at the level of CS106B or 106X, and basic linear algebra such as Math 51.
Terms: Spr
| Units: 3-4
CS 131:
Computer Vision: Foundations and Applications
Computer Vision technologies are transforming automotive, healthcare, manufacturing, agriculture and many other sections. Today, household robots can navigate spaces and perform duties, search engines can index billions of images and videos, algorithms can diagnose medical images for diseases, and smart cars can see and drive safely. Lying in the heart of these modern AI applications are computer vision technologies that can perceive, understand, and reconstruct the complex visual world. This course is designed for students who are interested in learning about the fundamental principles and important applications of Computer Vision. This course will introduce a number of fundamental concepts in image processing and expose students to a number of real-world applications. It will guide students through a series of projects to implement cutting-edge algorithms. There will be optional discussion sections on Fridays. Prerequisites: Students should be familiar with Python, Calculus & Linear Algebra.
Terms: Aut
| Units: 3-4
CS 140:
Operating Systems and Systems Programming
Covers key concepts in computer systems through the lens of operatingnsystem design and implementation. Topics include threads, scheduling,nprocesses, virtual memory, synchronization, multi-core architectures,nmemory consistency, hardware atomics, memory allocators, linking, I/O,nfile systems, and virtual machines. Concepts are reinforced with fournkernel programming projects in the Pintos operating system. This classnmay be taken as an accelerated single-class alternative to the CS111,nCS112 sequence; conversely, the class should not be taken by studentsnwho have already taken CS111 or CS112
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-EngrAppSci
CS 140E:
Operating systems design and implementation
Students will implement a simple, clean operating system (virtual memory, processes, file system) in the C programming language, on a rasberry pi computer and use the result to run a variety of devices and implement a final project. All hardware is supplied by the instructor, and no previous experience with operating systems, raspberry pi, or embedded programming is required.
Terms: Win
| Units: 3-4
CS 142:
Web Applications
Concepts and techniques used in constructing interactive web applications. Browser-side web facilities such as HTML, cascading stylesheets, the document object model, and JavaScript frameworks and Server-side technologies such as server-side JavaScript, sessions, and object-oriented databases. Issues in web security and application scalability. New models of web application deployment. Prerequisite: CS 107.
Terms: Win, Spr
| Units: 3
Instructors: ;
Rosenblum, M. (PI);
Davis, C. (TA);
Di, C. (TA);
Estrada-Arias, D. (TA);
Gu, T. (TA);
Liu, M. (TA);
Nguyen, A. (TA);
Ramjee, S. (TA);
Sah, T. (TA);
Selvaraj, A. (TA);
Xu, E. (TA);
Ying, R. (TA);
Zhou, Q. (TA)
CS 143:
Compilers
Principles and practices for design and implementation of compilers and interpreters. Topics: lexical analysis; parsing theory; symbol tables; type systems; scope; semantic analysis; intermediate representations; runtime environments; code generation; and basic program analysis and optimization. Students construct a compiler for a simple object-oriented language during course programming projects. Prerequisites: 103 or 103B, 107 equivalent, or consent from instructor.
Terms: Spr
| Units: 3-4
| UG Reqs: GER:DB-EngrAppSci
CS 144:
Introduction to Computer Networking
Principles and practice. Structure and components of computer networks, with focus on the Internet. Packet switching, layering, and routing. Transport and TCP: reliable delivery over an unreliable network, flow control, congestion control. Network names, addresses and ethernet switching. Includes significant programming component in C/C++; students build portions of the internet TCP/IP software. Prerequisite: CS110.
Terms: Aut
| Units: 3-4
| UG Reqs: GER:DB-EngrAppSci
CS 145:
Data Management and Data Systems
Introduction to the use, design, and implementation of database and data-intensive systems, including data models; schema design; data storage; query processing, query optimization, and cost estimation; concurrency control, transactions, and failure recovery; distributed and parallel execution; semi-structured databases; and data system support for advanced analytics and machine learning. Prerequisites: 103 and 107 (or equivalent).
Terms: Aut
| Units: 3-4
| UG Reqs: GER:DB-EngrAppSci
Instructors: ;
Shivakumar, N. (PI);
Bansal, A. (TA);
Gong, S. (TA);
Nangi, S. (TA);
Srivastava, S. (TA);
Tong, A. (TA);
Van Uden, C. (TA);
Yang, A. (TA);
Zhou, A. (TA);
Zhou, Q. (TA)
CS 147:
Introduction to Human-Computer Interaction Design
Introduces fundamental methods and principles for designing, implementing, and evaluating user interfaces. Topics: user-centered design, rapid prototyping, experimentation, direct manipulation, cognitive principles, visual design, social software, software tools. Learn by doing: work with a team on a quarter-long design project, supported by lectures, readings, and studios. Prerequisite: 106B or X or equivalent programming experience. Recommended that CS Majors have also taken one of 142, 193P, or 193A.nnPlease note: Less than 5 is only allowed for graduate students.
Terms: Win
| Units: 3-5
Instructors: ;
Landay, J. (PI);
Davis, C. (TA);
Gjertsen, K. (TA);
Hadi, S. (TA);
Inouye, K. (TA);
Lallas, T. (TA);
Le, K. (TA);
Lin, Y. (TA);
Ocampo Barba, P. (TA);
So, J. (TA);
Yang, E. (TA);
Zagerman, M. (TA)
CS 148:
Introduction to Computer Graphics and Imaging
This is the introductory, prerequisite course in the computer graphics sequence that introduces students to the technical concepts behind creating computer generated images. Through this course, students will gain a firm working knowledge of the underlying mathematical concepts of synthetic imagery (including triangles, meshes, normals, interpolation, world spaces, texture mapping, etc.) Students will also explore the fundamentals of light and color and how they interact with the environment through lighting, shading, and material models varying in realism and complexity. Ultimately, students will come to an understanding of rasterization and ray tracing technology for creating visually-compelling synthetic images, and briefly examine how they extend to animation and inverse rendering. Students will additionally be exposed to a high-level survey of topics in computer graphics, such as acceleration structures, anti-aliasing, and depth of field. Starter code will be provided to guide students through development and give them familiarity with industry-level tools. The class will conclude with a final project in which students pursue in-depth a specific topic of interest.nPrerequisites: Linear Algebra and familiarity with Python and debugging.
Terms: Aut, Sum
| Units: 3-4
| UG Reqs: GER:DB-EngrAppSci, WAY-CE
Instructors: ;
Fedkiw, R. (PI);
Lin, P. (PI);
Li, K. (SI);
Cheepurupalli, V. (TA);
Hong, K. (TA);
Iswara, A. (TA);
Jin, Y. (TA);
Li, K. (TA);
Omens, D. (TA);
Sohn, C. (TA);
Venkat, S. (TA);
Wang, R. (TA);
Wu, J. (TA);
Ye, S. (TA);
Yeung, J. (TA);
Zhu, Y. (TA)
CS 149:
Parallel Computing
This course is an introduction to parallelism and parallel programming. Most new computer architectures are parallel; programming these machines requires knowledge of the basic issues of and techniques for writing parallel software. Topics: varieties of parallelism in current hardware (e.g., fast networks, multicore, accelerators such as GPUs, vector instruction sets), importance of locality, implicit vs. explicit parallelism, shared vs. non-shared memory, synchronization mechanisms (locking, atomicity, transactions, barriers), and parallel programming models (threads, data parallel/streaming, MapReduce, Apache Spark, SPMD, message passing, SIMT, transactions, and nested parallelism). Significant parallel programming assignments will be given as homework. The course is open to students who have completed the introductory CS course sequence through 110.
Terms: Aut
| Units: 3-4
| UG Reqs: GER:DB-EngrAppSci
CS 151:
Logic Programming
Logic Programming is a style of programming based on symbolic logic. In writing a logic program, the programmer describes the application area of the program (as a set of logical sentences) without reference to the internal data structures or operations of the system executing the program. In this regard, a logic program is more of a specification than an implementation; and logic programs are often called runnable specifications. This course introduces basic logic programming theory, current technology, and examples of common applications, notably deductive databases, logical spreadsheets, enterprise management, computational law, and game playing. Work in the course takes the form of readings and exercises, weekly programming assignments, and a term-long project. Prerequisite: CS 106B or equivalent.
Terms: Spr
| Units: 3
CS 152:
Trust and Safety Engineering
An introduction to the ways consumer internet services are abused to cause real human harm and the potential operational, product and engineering responses. Students will learn about spam, fraud, account takeovers, the use of social media by terrorists, misinformation, child exploitation, harassment, bullying and self-harm. This will include studying both the technical and sociological roots of these harms and the ways various online providers have responded. Our goal is to provide students with an understanding of how the technologies they may build have been abused in the past and how they might spot future abuses earlier. The class is taught by a long-time practitioner and supplemented by guest lecturers from tech companies and non-profits. Fulfills the Technology in Society requirement. Prerequisite: CS106B or equivalent for grad students. Content note: This class will cover real-world harmful behavior and expose students to potentially upsetting material.
Terms: Win
| Units: 3
CS 154:
Introduction to the Theory of Computation
This course provides a mathematical introduction to the following questions: What is computation? Given a computational model, what problems can we hope to solve in principle with this model? Besides those solvable in principle, what problems can we hope to efficiently solve? In many cases we can give completely rigorous answers; in other cases, these questions have become major open problems in computer science and mathematics. By the end of this course, students will be able to classify computational problems in terms of their computational complexity (Is the problem regular? Not regular? Decidable? Recognizable? Neither? Solvable in P? NP-complete? PSPACE-complete?, etc.). Students will gain a deeper appreciation for some of the fundamental issues in computing that are independent of trends of technology, such as the Church-Turing Thesis and the P versus NP problem. Prerequisites: CS 103 or 103B.
Terms: Aut
| Units: 3-4
| UG Reqs: GER:DB-EngrAppSci
CS 155:
Computer and Network Security
For juniors, seniors, and first-year graduate students. Principles of computer systems security. Attack techniques and how to defend against them. Topics include: network attacks and defenses, operating system security, application security (web, apps, databases), malware, privacy, and security for mobile devices. Course projects focus on building reliable software. Prerequisite: 110. Recommended: basic Unix.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-EngrAppSci
Instructors: ;
Boneh, D. (PI);
Durumeric, Z. (PI);
Gong, M. (TA);
Harris, R. (GP);
Hogan, M. (TA);
Hosono, G. (TA);
Li, D. (TA);
Rossman, T. (TA);
Sarda, S. (TA);
Tao, S. (TA);
Tie-Shue, J. (TA);
Wald, E. (TA)
CS 157:
Computational Logic
Rigorous introduction to Symbolic Logic from a computational perspective. Encoding information in the form of logical sentences. Reasoning with information in this form. Overview of logic technology and its applications - in mathematics, science, engineering, business, law, and so forth. Topics include the syntax and semantics of Propositional Logic, Relational Logic, and Herbrand Logic, validity, contingency, unsatisfiability, logical equivalence, entailment, consistency, natural deduction (Fitch), mathematical induction, resolution, compactness, soundness, completeness.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-FR
CS 161:
Design and Analysis of Algorithms
Worst and average case analysis. Recurrences and asymptotics. Efficient algorithms for sorting, searching, and selection. Data structures: binary search trees, heaps, hash tables. Algorithm design techniques: divide-and-conquer, dynamic programming, greedy algorithms, randomization. Algorithms for fundamental graph problems: minimum-cost spanning tree, connected components, topological sort, and shortest paths. Possible additional topics: network flow, string searching, amortized analysis, stable matchings and approximation algorithms. Prerequisite: 103 or 103B; 109 or STATS 116.
Terms: Aut, Win, Sum
| Units: 3-5
| UG Reqs: GER:DB-EngrAppSci, WAY-FR
Instructors: ;
Anari, N. (PI);
Charikar, M. (PI);
Rubinstein, A. (PI);
Tullis, I. (PI);
Boennighausen, P. (TA);
Cai, B. (TA);
Chirananthavat, T. (TA);
Correa Dias Godoy, F. (TA);
Eicher, S. (TA);
Emami, G. (TA);
Francisco, J. (TA);
Garg, R. (TA);
Grannis-Vu, R. (TA);
Hong, J. (TA);
Iswara, A. (TA);
Jain, S. (TA);
Khanna, S. (TA);
Liu, Z. (TA);
Lowe, S. (TA);
Lu, L. (TA);
Luxsuwong, N. (TA);
Noyola, T. (TA);
Palaparthi, A. (TA);
Strassle, C. (TA);
Tran, M. (TA);
Turati, A. (TA);
Villa-Renteria, I. (TA);
Vuong, J. (TA);
Wang, Y. (TA);
Wen, E. (TA);
Xia, L. (TA);
Yang, A. (TA);
Yang, C. (TA);
Zhao, J. (TA);
Zhu, B. (TA)
CS 161A:
Problem-Solving Lab for CS161
Additional problem solving practice for CS161. Sections are designed to allow students to acquire a deeper understanding of CS and its applications, work collaboratively, and develop a mastery of the material. Concurrent enrollment in CS 161 required. Limited enrollment, permission of instructor, and application required.
Terms: Aut, Win
| Units: 1
CS 163:
The Practice of Theory Research
(Previously numbered CS 353). Introduction to research in the Theory of Computing, with an emphasis on research methods (the practice of research), rather than on any particular body of knowledge. The students will participate in a highly structured research project: starting from reading research papers from a critical point of view and conducting bibliography searches, through suggesting new research directions, identifying relevant technical areas, and finally producing and communicating new insights. The course will accompany the projects with basic insights on the main ingredients of research. Research experience is not required, but basic theory knowledge and mathematical maturity are expected. The target participants are advanced undergrads as well as MS students with interest in CS theory. Prerequisites: CS161 and CS154. Limited class size.
Terms: Win
| Units: 3
| UG Reqs: WAY-SMA
CS 166:
Data Structures
This course is a deep dive into the design, analysis, implementation,nand theory of data structures. Over the course of the quarter, we'llnexplore fundamental techniques in data structure design (isometries,namortization, randomization, etc.) and explore perspectives andnintuitions useful for developing new data structures. We'll do so bynsurveying classic data structures like Fibonacci heaps and suffix trees,nas well as more modern data structures like count-min sketches and rangenminimum queries. By the time we've finished, we'll have seen some trulynbeautiful strategies for solving problems efficiently. Prerequisites:nCS107 and CS161.
Terms: Spr
| Units: 3-4
CS 168:
The Modern Algorithmic Toolbox
This course will provide a rigorous and hands-on introduction to the central ideas and algorithms that constitute the core of the modern algorithms toolkit. Emphasis will be on understanding the high-level theoretical intuitions and principles underlying the algorithms we discuss, as well as developing a concrete understanding of when and how to implement and apply the algorithms. The course will be structured as a sequence of one-week investigations; each week will introduce one algorithmic idea, and discuss the motivation, theoretical underpinning, and practical applications of that algorithmic idea. Each topic will be accompanied by a mini-project in which students will be guided through a practical application of the ideas of the week. Topics include hashing, dimension reduction and LSH, boosting, linear programming, gradient descent, sampling and estimation, and an introduction to spectral techniques. Prerequisites: CS107 and CS161, or permission from the instructor.
Terms: Spr
| Units: 3-4
CS 170:
Stanford Laptop Orchestra: Composition, Coding, and Performance (MUSIC 128)
Classroom instantiation of the Stanford Laptop Orchestra (SLOrk) which includes public performances. An ensemble of more than 20 humans, laptops, controllers, and special speaker arrays designed to provide each computer-mediated instrument with its sonic identity and presence. Topics and activities include issues of composing for laptop orchestras, instrument design, sound synthesis, programming, and live performance. May be repeated four times for credit. Space is limited; see https://ccrma.stanford.edu/courses/128 for information about the application and enrollment process. May be repeat for credit
Terms: Spr
| Units: 1-5
| UG Reqs: WAY-CE
| Repeatable
4 times
(up to 20 units total)
CS 182:
Ethics, Public Policy, and Technological Change (COMM 180, ETHICSOC 182, PHIL 82, POLISCI 182, PUBLPOL 182)
Examination of recent developments in computing technology and platforms through the lenses of philosophy, public policy, social science, and engineering. Course is organized around five main units: algorithmic decision-making and bias; data privacy and civil liberties; artificial intelligence and autonomous systems; the power of private computing platforms; and issues of diversity, equity, and inclusion in the technology sector. Each unit considers the promise, perils, rights, and responsibilities at play in technological developments. Prerequisite: CS106A.
Terms: Win
| Units: 5
| UG Reqs: WAY-ER
Instructors: ;
Reich, R. (PI);
Sahami, M. (PI);
Weinstein, J. (PI);
Berman, E. (TA);
Guillen, D. (TA);
Jiang, S. (TA);
Kini, K. (TA);
Kohrman, A. (TA);
Korkmaz, E. (TA);
Larkin, K. (TA);
Liu, A. (TA);
Liu, C. (TA);
Propp, J. (TA);
Stowell, C. (TA);
Venkat, S. (TA);
Wu, Y. (TA);
Yang, A. (TA);
Yang, C. (TA)
CS 182W:
Ethics, Public Policy, and Technological Change (WIM)
Writing-intensive version of CS182. Satisfies the WIM requirement for Computer Science, Engineering Physics, STS, and Math/Comp Sci undergraduates (and is only open to those majors). Prerequisite: CS106A. See CS182 for lecture day/time information. Enroll in either CS 182 or CS 182W, not both. Enrollment in WIM version of the course is limited to 120 students.nEnrollment is restricted to seniors and coterminal students until January 3,2022. Starting January 3, 2022, enrollment will open to all students if additional spaces remain available in the class.
Terms: Win
| Units: 5
| UG Reqs: WAY-ER
Instructors: ;
Reich, R. (PI);
Sahami, M. (PI);
Weinstein, J. (PI);
Berman, E. (TA);
Jiang, S. (TA);
Kini, K. (TA);
Kohrman, A. (TA);
Korkmaz, E. (TA);
Larkin, K. (TA);
Liu, A. (TA);
Liu, C. (TA);
Propp, J. (TA);
Stowell, C. (TA);
Venkat, S. (TA);
Wu, Y. (TA);
Yang, A. (TA);
Yang, C. (TA)
CS 183E:
Effective Leadership in High-Tech
You will undoubtedly leave Stanford with the technical skills to excel in your first few jobs. But non-technical skills are just as critical to making a difference. This seminar is taught by two industry veterans in engineering leadership and product management. In a small group setting, we will explore how you can be a great individual contributor (communicating with clarity, getting traction for your ideas, resolving conflict, and delivering your best work) and how you can transition into leadership roles (finding leadership opportunities, creating a great team culture, hiring and onboarding new team members). We will end by turning back to your career (picking your first job and negotiating your offer, managing your career changes, building a great network, and succeeding with mentors). Prerequisites: Preference given to seniors and co-terms in Computer Science and related majors. Enrollment limited and application required for admittance.
Terms: Aut
| Units: 1
CS 184:
Bridging Policy and Tech Through Design (PUBLPOL 170)
This project-based course aims to bring together students from computer science and the social sciences to work with external partner organizations at the nexus of digital technology and public policy. Students will collaborate in interdisciplinary teams on a problem with a partner organization. Along with the guidance of faculty mentors and the teaching staff, students will engage in a project with outcomes ranging from policy memos and white papers to data visualizations and software. Possible projects suggested by partner organizations will be presented at an information session in early March. Following the infosession, a course application will open for teams to be selected before the start of Spring Quarter. Students may apply to a project with a partner organization or with a preformed team and their own idea to be reviewed for approval by the course staff. There will be one meeting per week for the full class and at least one weekly meeting with the project-based team mentors. Prerequisites: Appropriate preparation depends on the nature of the project proposed, and will be verified by the teaching staff based on your application.
Terms: Aut, Spr
| Units: 3-4
CS 190:
Software Design Studio
This course teaches the art of software design: how to decompose large complex systems into classes that can be implemented and maintained easily. Topics include the causes of complexity, modular design, techniques for creating deep classes, minimizing the complexity associated with exceptions, in-code documentation, and name selection. The class involves significant system software implementation and uses an iterative approach consisting of implementation, review, and revision. The course is taught in a studio format with in-class discussions and code reviews in addition to lectures. Prerequisite: CS 140 or equivalent. Apply at: https://web.stanford.edu/class/cs190
Terms: Win
| Units: 3-4
CS 191:
Senior Project
Restricted to Computer Science students. Group or individual research projects under faculty direction. Register using instructor's section number. A project can be either a significant software application or publishable research. Software application projects include a research component, substantial programming, and are comparable in scale to shareware programs or commercial applications. Research projects may result in a paper publishable in an academic journal or presentable at a conference. Public presentation of final application or research results is required. Prerequisite: Completion of at least 135 units and consent of instructor. Project proposal form is required before the beginning of the quarter of enrollment: https://cs.stanford.edu/degrees/undergrad/Senior%20Project%20Proposal.pdfhttps://cs.stanford.edu/degrees/undergrad/Senior%20Project%20Proposal.pdf
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
for credit
Instructors: ;
Achour, S. (PI);
Agrawala, M. (PI);
Aiken, A. (PI);
Altman, R. (PI);
Angst, R. (PI);
Bailis, P. (PI);
Batzoglou, S. (PI);
Bejerano, G. (PI);
Bernstein, M. (PI);
Blikstein, P. (PI);
Bohg, J. (PI);
Boneh, D. (PI);
Borenstein, J. (PI);
Bouland, A. (PI);
Boyd, S. (PI);
Cain, J. (PI);
Cao, P. (PI);
Charikar, M. (PI);
Cheriton, D. (PI);
Dally, B. (PI);
Dill, D. (PI);
Dror, R. (PI);
Durumeric, Z. (PI);
Engler, D. (PI);
Ermon, S. (PI);
Fedkiw, R. (PI);
Feigenbaum, E. (PI);
Fikes, R. (PI);
Finn, C. (PI);
Fisher, K. (PI);
Fogg, B. (PI);
Fox, A. (PI);
Garcia-Molina, H. (PI);
Genesereth, M. (PI);
Gill, J. (PI);
Girod, B. (PI);
Goel, A. (PI);
Goel, S. (PI);
Goodman, N. (PI);
Gregg, C. (PI);
Guibas, L. (PI);
Haber, N. (PI);
Hanrahan, P. (PI);
Hennessy, J. (PI);
Horowitz, M. (PI);
Icard, T. (PI);
James, D. (PI);
Johari, R. (PI);
Jurafsky, D. (PI);
Katti, S. (PI);
Kay, M. (PI);
Khatib, O. (PI);
Kjoelstad, F. (PI);
Kochenderfer, M. (PI);
Koller, D. (PI);
Kozyrakis, C. (PI);
Kundaje, A. (PI);
Lam, M. (PI);
Landay, J. (PI);
Latombe, J. (PI);
Lee, C. (PI);
Leskovec, J. (PI);
Levis, P. (PI);
Levitt, M. (PI);
Levoy, M. (PI);
Li, F. (PI);
Liang, P. (PI);
Ma, T. (PI);
Manning, C. (PI);
Mazieres, D. (PI);
McCarthy, J. (PI);
McKeown, N. (PI);
Mitchell, J. (PI);
Mitra, S. (PI);
Montanari, A. (PI);
Musen, M. (PI);
Nayak, P. (PI);
Ng, A. (PI);
Niebles Duque, J. (PI);
Olukotun, O. (PI);
Ousterhout, J. (PI);
Paepcke, A. (PI);
Pande, V. (PI);
Parlante, N. (PI);
Pea, R. (PI);
Piech, C. (PI);
Plotkin, S. (PI);
Plummer, R. (PI);
Poldrack, R. (PI);
Potts, C. (PI);
Prabhakar, B. (PI);
Pratt, V. (PI);
Raghavan, P. (PI);
Rajaraman, A. (PI);
Re, C. (PI);
Reingold, O. (PI);
Roberts, E. (PI);
Rosenblum, M. (PI);
Roughgarden, T. (PI);
Rubin, D. (PI);
Sadigh, D. (PI);
Sahami, M. (PI);
Salisbury, J. (PI);
Savarese, S. (PI);
Saxena, A. (PI);
Schwarz, K. (PI);
Shoham, Y. (PI);
Sosic, R. (PI);
Stamos, A. (PI);
Tan, L. (PI);
Thrun, S. (PI);
Tobagi, F. (PI);
Ullman, J. (PI);
Valiant, G. (PI);
Van Roy, B. (PI);
Wang, G. (PI);
Wetzstein, G. (PI);
Widom, J. (PI);
Wiederhold, G. (PI);
Winograd, T. (PI);
Winstein, K. (PI);
Wodtke, C. (PI);
Wootters, M. (PI);
Wu, J. (PI);
Yamins, D. (PI);
Yeung, S. (PI);
Young, P. (PI);
Zaharia, M. (PI);
Zelenski, J. (PI);
Zou, J. (PI);
Rutherford, E. (GP)
CS 191W:
Writing Intensive Senior Research Project
Restricted to Computer Science students. Writing-intensive version of CS191. Register using instructor's section number. Prerequisite: Completion of at least 135 units and consent of instructor. Project proposal form is required before the beginning of the quarter of enrollment: https://cs.stanford.edu/degrees/undergrad/Senior%20Project%20Proposal.pdf
Terms: Aut, Win, Spr
| Units: 3-6
| Repeatable
for credit
Instructors: ;
Achour, S. (PI);
Agrawala, M. (PI);
Aiken, A. (PI);
Altman, R. (PI);
Batzoglou, S. (PI);
Bejerano, G. (PI);
Bernstein, M. (PI);
Blikstein, P. (PI);
Bohg, J. (PI);
Boneh, D. (PI);
Borenstein, J. (PI);
Bouland, A. (PI);
Boyd, S. (PI);
Brunskill, E. (PI);
Cain, J. (PI);
Cao, P. (PI);
Charikar, M. (PI);
Cheriton, D. (PI);
Dally, B. (PI);
Dill, D. (PI);
Dror, R. (PI);
Durumeric, Z. (PI);
Engler, D. (PI);
Ermon, S. (PI);
Fatahalian, K. (PI);
Fedkiw, R. (PI);
Feigenbaum, E. (PI);
Fikes, R. (PI);
Finn, C. (PI);
Fisher, K. (PI);
Fogg, B. (PI);
Fox, A. (PI);
Garcia-Molina, H. (PI);
Genesereth, M. (PI);
Gill, J. (PI);
Girod, B. (PI);
Goel, A. (PI);
Goel, S. (PI);
Goodman, N. (PI);
Gregg, C. (PI);
Guibas, L. (PI);
Haber, N. (PI);
Hanrahan, P. (PI);
Hennessy, J. (PI);
Horowitz, M. (PI);
Icard, T. (PI);
James, D. (PI);
Johari, R. (PI);
Jurafsky, D. (PI);
Katti, S. (PI);
Kay, M. (PI);
Khatib, O. (PI);
Kochenderfer, M. (PI);
Koller, D. (PI);
Kozyrakis, C. (PI);
Kundaje, A. (PI);
Lam, M. (PI);
Landay, J. (PI);
Latombe, J. (PI);
Leskovec, J. (PI);
Levis, P. (PI);
Levitt, M. (PI);
Levoy, M. (PI);
Li, F. (PI);
Liang, P. (PI);
Manning, C. (PI);
Mazieres, D. (PI);
McCarthy, J. (PI);
McKeown, N. (PI);
Mitchell, J. (PI);
Mitra, S. (PI);
Montanari, A. (PI);
Musen, M. (PI);
Nayak, P. (PI);
Ng, A. (PI);
Niebles Duque, J. (PI);
Okamura, A. (PI);
Olukotun, O. (PI);
Ousterhout, J. (PI);
Paepcke, A. (PI);
Pande, V. (PI);
Parlante, N. (PI);
Pea, R. (PI);
Piech, C. (PI);
Plotkin, S. (PI);
Plummer, R. (PI);
Potts, C. (PI);
Prabhakar, B. (PI);
Pratt, V. (PI);
Raghavan, P. (PI);
Rajaraman, A. (PI);
Re, C. (PI);
Reingold, O. (PI);
Roberts, E. (PI);
Rosenblum, M. (PI);
Roughgarden, T. (PI);
Rubin, D. (PI);
Saberi, A. (PI);
Sadigh, D. (PI);
Sahami, M. (PI);
Salisbury, J. (PI);
Savarese, S. (PI);
Saxena, A. (PI);
Schwarz, K. (PI);
Shoham, Y. (PI);
Stamos, A. (PI);
Tan, L. (PI);
Thrun, S. (PI);
Tobagi, F. (PI);
Ullman, J. (PI);
Valiant, G. (PI);
Van Roy, B. (PI);
Wang, G. (PI);
Wetzstein, G. (PI);
Widom, J. (PI);
Wiederhold, G. (PI);
Winograd, T. (PI);
Winstein, K. (PI);
Wodtke, C. (PI);
Wu, J. (PI);
Yeung, S. (PI);
Young, P. (PI);
Zaharia, M. (PI);
Zelenski, J. (PI);
Zou, J. (PI);
Rutherford, E. (GP)
CS 192:
Programming Service Project
Restricted to Computer Science students. Appropriate academic credit (without financial support) is given for volunteer computer programming work of public benefit and educational value. Register using the section number associated with the instructor. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-4
| Repeatable
for credit
Instructors: ;
Achour, S. (PI);
Aiken, A. (PI);
Altman, R. (PI);
Batzoglou, S. (PI);
Bejerano, G. (PI);
Bernstein, M. (PI);
Boneh, D. (PI);
Bouland, A. (PI);
Cain, J. (PI);
Cao, P. (PI);
Cheriton, D. (PI);
Dally, B. (PI);
Dill, D. (PI);
Engler, D. (PI);
Fedkiw, R. (PI);
Feigenbaum, E. (PI);
Fikes, R. (PI);
Finn, C. (PI);
Fisher, K. (PI);
Fogg, B. (PI);
Fox, A. (PI);
Garcia-Molina, H. (PI);
Genesereth, M. (PI);
Gill, J. (PI);
Girod, B. (PI);
Goel, A. (PI);
Gregg, C. (PI);
Guibas, L. (PI);
Hanrahan, P. (PI);
Hennessy, J. (PI);
Horowitz, M. (PI);
Johari, R. (PI);
Jurafsky, D. (PI);
Katti, S. (PI);
Kay, M. (PI);
Khatib, O. (PI);
Koller, D. (PI);
Kozyrakis, C. (PI);
Lam, M. (PI);
Latombe, J. (PI);
Leskovec, J. (PI);
Levis, P. (PI);
Levitt, M. (PI);
Levoy, M. (PI);
Li, F. (PI);
Manning, C. (PI);
Mazieres, D. (PI);
McCarthy, J. (PI);
McKeown, N. (PI);
Mitchell, J. (PI);
Musen, M. (PI);
Nayak, P. (PI);
Ng, A. (PI);
Olukotun, O. (PI);
Ousterhout, J. (PI);
Parlante, N. (PI);
Plotkin, S. (PI);
Plummer, R. (PI);
Prabhakar, B. (PI);
Pratt, V. (PI);
Raghavan, P. (PI);
Rajaraman, A. (PI);
Roberts, E. (PI);
Rosenblum, M. (PI);
Roughgarden, T. (PI);
Sahami, M. (PI);
Salisbury, J. (PI);
Schwarz, K. (PI);
Shoham, Y. (PI);
Thrun, S. (PI);
Tobagi, F. (PI);
Ullman, J. (PI);
Van Roy, B. (PI);
Widom, J. (PI);
Wiederhold, G. (PI);
Winograd, T. (PI);
Wu, J. (PI);
Yeung, S. (PI);
Young, P. (PI);
Zelenski, J. (PI);
Rutherford, E. (GP)
CS 193C:
Client-Side Internet Technologies
Client-side technologies used to create web sites such as Google maps or Gmail. Includes HTML5, CSS, JavaScript, the Document Object Model (DOM), and Ajax. Prerequisite: programming experience at the level of CS106A.
Terms: Sum
| Units: 3
CS 193Q:
Introduction to Python Programming
CS193Q teaches basic Python programming with a similar end-condition to CS106AP: strings, lists, numbers, dicts, loops, logic, functions, testings, decomposition and style, and modules. CS193Q assumes knowledge of some programming language, and proceeds by showing how each common programming idea is expressed in Python. CS193Q moves very quickly, meeting 3 times for 4 hours for a total of 12 hours which is a mixture of lecture and lab time.
Terms: Aut
| Units: 1
CS 193X:
Web Programming Fundamentals
Introduction to full-stack web development with an emphasis on fundamentals. Client-side topics include layout and rendering through HTML and CSS, event-driven programming through JavaScript, and single-threaded asynchronous programming techniques including Promises. Focus on modern standardized APIs and best practices. Server-side topics include the development of RESTful APIs, JSON services, and basic server-side storage techniques. Covers desktop and mobile web development. Prerequisite: 106B or equivalent.
Terms: Win
| Units: 3
CS 194:
Software Project
Design, specification, coding, and testing of a significant team programming project under faculty supervision. Documentation includes capture of project rationale, design and discussion of key performance indicators, a weekly progress log and a software architecture diagram. Public demonstration of the project at the end of the quarter. Preference given to seniors. May be repeated for credit. Prerequisites: CS109 and CS161.
Terms: Win, Spr
| Units: 3
| Repeatable
for credit
CS 194A:
Android Programming Workshop
Learn basic, foundational techniques for developing Android mobile applications and apply those toward building a single or multi page, networked Android application.
Terms: Aut
| Units: 1
CS 194H:
User Interface Design Project
Advanced methods for designing, prototyping, and evaluating user interfaces to computing applications. Novel interface technology, advanced interface design methods, and prototyping tools. Substantial, quarter-long course project that will be presented in a public presentation. Prerequisites: CS 147, or permission of instructor.
Terms: Spr
| Units: 3-4
CS 194W:
Software Project (WIM)
Restricted to Computer Science and Electrical Engineering undergraduates. Writing-intensive version of CS194. Preference given to seniors. Prerequisites: CS109 and CS161.
Terms: Win, Spr
| Units: 3
CS 195:
Supervised Undergraduate Research
Directed research under faculty supervision. Register using instructor's section number. Students are required to submit a written report and give a public presentation on their work. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 3-4
| Repeatable
20 times
(up to 100 units total)
Instructors: ;
Achour, S. (PI);
Aiken, A. (PI);
Altman, R. (PI);
Barrett, C. (PI);
Bejerano, G. (PI);
Bernstein, M. (PI);
Bouland, A. (PI);
Cain, J. (PI);
Durumeric, Z. (PI);
Engler, D. (PI);
Ermon, S. (PI);
Fatahalian, K. (PI);
Finn, C. (PI);
Follmer, S. (PI);
Genesereth, M. (PI);
Goodman, N. (PI);
Guibas, L. (PI);
Hanrahan, P. (PI);
Kjoelstad, F. (PI);
Kundaje, A. (PI);
Landay, J. (PI);
Leskovec, J. (PI);
Levis, P. (PI);
Li, F. (PI);
Mitchell, J. (PI);
Ng, A. (PI);
Niebles Duque, J. (PI);
Piech, C. (PI);
Potts, C. (PI);
Re, C. (PI);
Savarese, S. (PI);
Troccoli, N. (PI);
Valiant, G. (PI);
Wetzstein, G. (PI);
Wodtke, C. (PI);
Wu, J. (PI);
Yeung, S. (PI);
Zaharia, M. (PI)
CS 197:
Computer Science Research
An onramp for students interested in breaking new ground in the frontiers of computer science. Course format features faculty lectures introducing the fundamentals of computer science research, alongside special interest group meetings that provide mentorship and feedback on a real research project. CURIS students enroll for 3 units and prepare for summer research. All other students enroll for 4 units and select a research area (AI, HCI, Systems, etc.) for a quarter-long team programming project with a Ph.D. student mentor. Lecture topics include reading technical papers, practicing oral communication and technical writing skills, and independently formulating research questions. Prerequisites: In both cases, enrollment is by application. CS106B is required; CS107 is strongly recommended.
Terms: Aut, Spr
| Units: 3-4
CS 198:
Teaching Computer Science
Students lead a discussion section of 106A while learning how to teach a programming language at the introductory level. Focus is on teaching skills, techniques, and course specifics. Application and interview required; see http://cs198.stanford.edu.
Terms: Aut, Win, Spr
| Units: 3-4
CS 198B:
Additional Topics in Teaching Computer Science
Students build on the teaching skills developed in CS198. Focus is on techniques used to teach topics covered in CS106B. Prerequisite: successful completion of CS198.
Terms: Aut, Win, Spr
| Units: 1
CS 199:
Independent Work
Special study under faculty direction, usually leading to a written report. Register using instructor's section number. Letter grade; if not appropriate, enroll in CS199P. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
for credit
Instructors: ;
Achour, S. (PI);
Agrawala, M. (PI);
Aiken, A. (PI);
Altman, R. (PI);
Bailis, P. (PI);
Batzoglou, S. (PI);
Bejerano, G. (PI);
Bernstein, M. (PI);
Blikstein, P. (PI);
Bohg, J. (PI);
Boneh, D. (PI);
Borenstein, J. (PI);
Bouland, A. (PI);
Boyd, S. (PI);
Brunskill, E. (PI);
Cain, J. (PI);
Cao, P. (PI);
Charikar, M. (PI);
Cheriton, D. (PI);
Dally, B. (PI);
Dill, D. (PI);
Dror, R. (PI);
Durumeric, Z. (PI);
Engler, D. (PI);
Ermon, S. (PI);
Fatahalian, K. (PI);
Fedkiw, R. (PI);
Feigenbaum, E. (PI);
Fikes, R. (PI);
Finn, C. (PI);
Fisher, K. (PI);
Fogg, B. (PI);
Fox, A. (PI);
Ganguli, S. (PI);
Garcia-Molina, H. (PI);
Genesereth, M. (PI);
Gill, J. (PI);
Girod, B. (PI);
Goel, A. (PI);
Goodman, N. (PI);
Grimes, A. (PI);
Guestrin, C. (PI);
Guibas, L. (PI);
Haber, N. (PI);
Hanrahan, P. (PI);
Hennessy, J. (PI);
Horowitz, M. (PI);
Icard, T. (PI);
James, D. (PI);
Johari, R. (PI);
Jurafsky, D. (PI);
Katti, S. (PI);
Kay, M. (PI);
Khatib, O. (PI);
Kjoelstad, F. (PI);
Kochenderfer, M. (PI);
Koller, D. (PI);
Kozyrakis, C. (PI);
Kundaje, A. (PI);
Lam, M. (PI);
Landay, J. (PI);
Latombe, J. (PI);
Lee, C. (PI);
Leskovec, J. (PI);
Levis, P. (PI);
Levitt, M. (PI);
Levoy, M. (PI);
Li, F. (PI);
Liang, P. (PI);
Lin, H. (PI);
Liu, K. (PI);
Manning, C. (PI);
Mazieres, D. (PI);
McCarthy, J. (PI);
McKeown, N. (PI);
Mitchell, J. (PI);
Mitra, S. (PI);
Musen, M. (PI);
Nayak, P. (PI);
Ng, A. (PI);
Niebles Duque, J. (PI);
Olukotun, O. (PI);
Ousterhout, J. (PI);
Paepcke, A. (PI);
Pande, V. (PI);
Parlante, N. (PI);
Patrignani, M. (PI);
Pavone, M. (PI);
Pea, R. (PI);
Piech, C. (PI);
Plotkin, S. (PI);
Plummer, R. (PI);
Potts, C. (PI);
Prabhakar, B. (PI);
Pratt, V. (PI);
Raghavan, P. (PI);
Rajaraman, A. (PI);
Re, C. (PI);
Reingold, O. (PI);
Roberts, E. (PI);
Rosenblum, M. (PI);
Roughgarden, T. (PI);
Rubin, D. (PI);
Rubinstein, A. (PI);
Sadigh, D. (PI);
Sahami, M. (PI);
Salisbury, J. (PI);
Savarese, S. (PI);
Saxena, A. (PI);
Schwarz, K. (PI);
Shoham, Y. (PI);
Stanford, J. (PI);
Tan, L. (PI);
Thrun, S. (PI);
Tobagi, F. (PI);
Ullman, J. (PI);
Valiant, G. (PI);
Van Roy, B. (PI);
Widom, J. (PI);
Wiederhold, G. (PI);
Winograd, T. (PI);
Winstein, K. (PI);
Wodtke, C. (PI);
Wootters, M. (PI);
Wu, J. (PI);
Yamins, D. (PI);
Yan, L. (PI);
Yeung, S. (PI);
Young, P. (PI);
Zaharia, M. (PI);
Zelenski, J. (PI);
Rutherford, E. (GP)
CS 199P:
Independent Work
Special study under faculty direction, usually leading to a written report. Register using instructor's section number. CR/NC only, if not appropriate, enroll in CS199. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
for credit
Instructors: ;
Achour, S. (PI);
Agrawala, M. (PI);
Aiken, A. (PI);
Altman, R. (PI);
Angst, R. (PI);
Barrett, C. (PI);
Batzoglou, S. (PI);
Bejerano, G. (PI);
Bernstein, M. (PI);
Blikstein, P. (PI);
Boneh, D. (PI);
Borenstein, J. (PI);
Bouland, A. (PI);
Brunskill, E. (PI);
Cain, J. (PI);
Cao, P. (PI);
Charikar, M. (PI);
Cheriton, D. (PI);
Dally, B. (PI);
Dill, D. (PI);
Dror, R. (PI);
Durumeric, Z. (PI);
Engler, D. (PI);
Fedkiw, R. (PI);
Feigenbaum, E. (PI);
Fikes, R. (PI);
Finn, C. (PI);
Fisher, K. (PI);
Fogg, B. (PI);
Fox, A. (PI);
Garcia-Molina, H. (PI);
Genesereth, M. (PI);
Gill, J. (PI);
Girod, B. (PI);
Goel, A. (PI);
Goodman, N. (PI);
Grimes, A. (PI);
Guibas, L. (PI);
Hanrahan, P. (PI);
Hennessy, J. (PI);
Horowitz, M. (PI);
James, D. (PI);
Johari, R. (PI);
Jurafsky, D. (PI);
Katti, S. (PI);
Kay, M. (PI);
Khatib, O. (PI);
Kochenderfer, M. (PI);
Koller, D. (PI);
Kozyrakis, C. (PI);
Kundaje, A. (PI);
Lam, M. (PI);
Landay, J. (PI);
Latombe, J. (PI);
Lee, C. (PI);
Leskovec, J. (PI);
Levis, P. (PI);
Levitt, M. (PI);
Levoy, M. (PI);
Li, F. (PI);
Liang, P. (PI);
Lin, H. (PI);
Liu, K. (PI);
Manning, C. (PI);
Mazieres, D. (PI);
McCarthy, J. (PI);
McKeown, N. (PI);
Mitchell, J. (PI);
Mitra, S. (PI);
Musen, M. (PI);
Nayak, P. (PI);
Ng, A. (PI);
Olukotun, O. (PI);
Ousterhout, J. (PI);
Parlante, N. (PI);
Pavone, M. (PI);
Piech, C. (PI);
Plotkin, S. (PI);
Plummer, R. (PI);
Prabhakar, B. (PI);
Pratt, V. (PI);
Raghavan, P. (PI);
Rajaraman, A. (PI);
Re, C. (PI);
Reingold, O. (PI);
Roberts, E. (PI);
Rosenblum, M. (PI);
Roughgarden, T. (PI);
Sahami, M. (PI);
Salisbury, J. (PI);
Savarese, S. (PI);
Saxena, A. (PI);
Schwarz, K. (PI);
Shoham, Y. (PI);
Socher, R. (PI);
Tan, L. (PI);
Thrun, S. (PI);
Tobagi, F. (PI);
Trippel, C. (PI);
Ullman, J. (PI);
Valiant, G. (PI);
Van Roy, B. (PI);
Widom, J. (PI);
Wiederhold, G. (PI);
Winograd, T. (PI);
Winstein, K. (PI);
Wodtke, C. (PI);
Wootters, M. (PI);
Wu, J. (PI);
Yamins, D. (PI);
Yan, L. (PI);
Young, P. (PI);
Zaharia, M. (PI);
Zelenski, J. (PI);
Zou, J. (PI);
Rutherford, E. (GP)
CS 202:
Law for Computer Science Professionals
Businesses are built on ideas. Today's successful companies are those that most effectively generate, protect, and exploit new and valuable business ideas. Over the past 40 years, intellectual capital has emerged as the leading assets class. Ocean Tomo® estimates that over 80% of the market value of S&P 500 corporations now stems from intangible assets, which consist largely of intellectual property (IP) assets (e.g., the company and product names, logos and designs; patentable inventions; proprietary software and databases, and other proprietary product, manufacturing and marketing information). It is therefore vital for entrepreneurs and other business professionals to have a basic understanding of IP and how it is procured, protected, and exploited. This course provides an overview of the many and varied IP issues that students will confront during their careers. It is intended to be both informative and fun. Classes will cover the basics of patent, trademark, copyright, and trade secret law. Current issues in these areas will be covered, including patent protection for software and business methods, copyrightability of computer programs and APIs, issues relating to artificial intelligence, and the evolving protection for trademarks and trade secrets. Emerging issues concerning the federal Computer Fraud & Abuse Act (CFAA) and hacking will be covered, as will employment issues, including employee proprietary information and invention assignment agreements, work made for hire agreements, confidentiality agreements, non-compete agreements and other potential post-employment restrictions. Recent notable lawsuits will be discussed, including Apple v. Samsung (patents), Alice Corp. v. CLS Bank (software and business method patents), Oracle v. Google (software/APIs), Waymo v. Uber (civil and criminal trade secret theft), and hiQ v. LinkedIn (CFAA). IP law evolves constantly and new headline cases that arise during the term are added to the class discussion. Guest lectures typically include experts on open source software; legal and practical issues confronted by business founders; and, consulting and testifying as an expert in IP litigation. Although many of the issues discussed will involve technology disputes, the course also covers IP issues relating to art, music, photography, and literature. Classes are presented in an open discussion format and they are designed to be enjoyed by students of all backgrounds and areas of expertise.
Terms: Aut, Spr
| Units: 1
CS 204:
Computational Law
Computational Law is an innovative approach to legal informatics concerned with the representation of regulations in computable form. From a practical perspective, Computational Law is important as the basis for computer systems capable of performing useful legal calculations, such as compliance checking, legal planning, and regulatory analysis. In this course, we look at the theory of Computational Law, we review relevant technology and applications, we discuss the prospects and problems of Computational Law, and we examine its philosophical and legal implications. Work in the course consists of reading, class discussion, and practical exercises.
Terms: Spr
| Units: 2-3
CS 205L:
Continuous Mathematical Methods with an Emphasis on Machine Learning
A survey of numerical approaches to the continuous mathematics used throughout computer science with an emphasis on machine and deep learning. Although motivated from the standpoint of machine learning, the course will focus on the underlying mathematical methods including computational linear algebra and optimization, as well as special topics such as automatic differentiation via backward propagation, momentum methods from ordinary differential equations, CNNs, RNNs, etc. Written homework assignments and (straightforward) quizzes focus on various concepts; additionally, students can opt in to a series of programming assignments geared towards neural network creation, training, and inference. (Replaces CS205A, and satisfies all similar requirements.) Prerequisites: Math 51; Math104 or MATH113 or equivalent or comfort with the associated material.
Terms: Win
| Units: 3
CS 206:
Exploring Computational Journalism (COMM 281)
This project-based course will explore the field of computational journalism, including the use of Data Science, Info Visualization, AI, and emerging technologies to help journalists discover and tell stories, understand their audience, advance free speech, and build trust. Please apply by Jan 15, 2021 at ecj.stanford.edu
Terms: Win
| Units: 3
CS 208E:
Great Ideas in Computer Science
Great Ideas in Computer Science Covers the intellectual tradition of computer science emphasizing ideas that reflect the most important milestones in the history of the discipline. Topics include programming and problem solving; implementing computation in hardware; algorithmic efficiency; the theoretical limits of computation; cryptography and security; computer networks; machine learning; and the philosophy behind artificial intelligence. Readings will include classic papers along with additional explanatory material.
Terms: Aut
| Units: 3
CS 210A:
Software Project Experience with Corporate Partners
Two-quarter project course. Focus is on real-world software development. Corporate partners seed projects with loosely defined challenges from their R&D labs; students innovate to build their own compelling software solutions. Student teams are treated as start-up companies with a budget and a technical advisory board comprised of instructional staff and corporate liaisons. Teams will typically travel to the corporate headquarters of their collaborating partner, meaning some teams will travel internationally. Open loft classroom format such as found in Silicon Valley software companies. Exposure to: current practices in software engineering; techniques for stimulating innovation; significant development experience with creative freedoms; working in groups; real-world software engineering challenges; public presentation of technical work; creating written descriptions of technical work. Prerequisites: CS109 and CS161.
Terms: Win
| Units: 3-4
CS 210B:
Software Project Experience with Corporate Partners
Continuation of CS210A. Focus is on real-world software development. Corporate partners seed projects with loosely defined challenges from their R&D labs; students innovate to build their own compelling software solutions. Student teams are treated as start-up companies with a budget and a technical advisory board comprised of the instructional staff and corporate liaisons. Teams will typically travel to the corporate headquarters of their collaborating partner, meaning some teams will travel internationally. Open loft classroom format such as found in Silicon Valley software companies. Exposure to: current practices in software engineering; techniques for stimulating innovation; significant development experience with creative freedoms; working in groups; real world software engineering challenges; public presentation of technical work; creating written descriptions of technical work. Prerequisites: CS 210A
Terms: Spr
| Units: 3-4
CS 212:
Operating Systems and Systems Programming
Covers key concepts in computer systems through the lens of operatingnsystem design and implementation. Topics include threads, scheduling,nprocesses, virtual memory, synchronization, multi-core architectures,nmemory consistency, hardware atomics, memory allocators, linking, I/O,nfile systems, and virtual machines. Concepts are reinforced with fournkernel programming projects in the Pintos operating system. This classnmay be taken as an accelerated single-class alternative to the CS111,nCS112 sequence; conversely, the class should not be taken by studentsnwho have already taken CS111 or CS112.
Terms: Win
| Units: 3-5
CS 214:
Selected Reading of Computer Science Research
Detailed reading of 5-10 research publications in computer science. For undergraduates, the course is an introduction to advanced foundational concepts within a field as well as an in-depth look at detailed research. For graduate students, the course focuses on historical reading as well as an opportunity to discuss the strengths and weaknesses of the work. Both groups of students discuss historical context, how ideas succeeded or did not and why, and how they manifest in modern technology. The discussion of each piece of work includes a guest lecture by one of its authors.
Terms: Spr
| Units: 3
CS 221:
Artificial Intelligence: Principles and Techniques
Artificial intelligence (AI) has had a huge impact in many areas, including medical diagnosis, speech recognition, robotics, web search, advertising, and scheduling. This course focuses on the foundational concepts that drive these applications. In short, AI is the mathematics of making good decisions given incomplete information (hence the need for probability) and limited computation (hence the need for algorithms). Specific topics include search, constraint satisfaction, game playing,n Markov decision processes, graphical models, machine learning, and logic. Prerequisites: CS 103 or CS 103B/X, CS 106B or CS 106X, CS 109, and CS 161 (algorithms, probability, and object-oriented programming in Python). We highly recommend comfort with these concepts before taking the course, as we will be building on them with little review.
Terms: Aut, Spr
| Units: 3-4
Instructors: ;
Hashimoto, T. (PI);
Liang, P. (PI);
Sadigh, D. (PI);
Cao, R. (TA);
Consul, S. (TA);
Fang, F. (TA);
Gillespie, L. (TA);
Gulrajani, I. (TA);
Hansel, P. (TA);
Hughes, J. (TA);
Khanna, S. (TA);
Li, T. (TA);
Liao, M. (TA);
Lowe, S. (TA);
Lu, L. (TA);
NI, X. (TA);
Palaparthi, A. (TA);
Piseno, M. (TA);
Ramjee, S. (TA);
Sagawa, S. (TA);
Shen, K. (TA);
Sridhar, A. (TA);
Vaidyanath, S. (TA);
Velu, A. (TA);
Wang, Y. (TA);
Wu, Y. (TA);
Yu, K. (TA);
Yu, L. (TA);
Zhou, Z. (TA)
CS 223A:
Introduction to Robotics (ME 320)
Robotics foundations in modeling, design, planning, and control. Class covers relevant results from geometry, kinematics, statics, dynamics, motion planning, and control, providing the basic methodologies and tools in robotics research and applications. Concepts and models are illustrated through physical robot platforms, interactive robot simulations, and video segments relevant to historical research developments or to emerging application areas in the field. Recommended: matrix algebra.
Terms: Win
| Units: 3
CS 224N:
Natural Language Processing with Deep Learning (LINGUIST 284, SYMSYS 195N)
Methods for processing human language information and the underlying computational properties of natural languages. Focus on deep learning approaches: understanding, implementing, training, debugging, visualizing, and extending neural network models for a variety of language understanding tasks. Exploration of natural language tasks ranging from simple word level and syntactic processing to coreference, question answering, and machine translation. Examination of representative papers and systems and completion of a final project applying a complex neural network model to a large-scale NLP problem. Prerequisites: calculus and linear algebra; CS124, CS221, or CS229.
Terms: Win
| Units: 3-4
Instructors: ;
Manning, C. (PI);
Ali, K. (TA);
Banerjee, G. (TA);
Chi, E. (TA);
Goldie, A. (TA);
Hong, F. (TA);
Kanodia, S. (TA);
Lam, G. (TA);
Li, V. (TA);
Mitchell, E. (TA);
Newman, B. (TA);
Rai, M. (TA);
Shen, K. (TA);
Sui, E. (TA);
Sun, A. (TA);
Wolff, C. (TA);
Yasunaga, M. (TA);
Yu, K. (TA);
Zhang, Y. (TA);
Zheng, L. (TA);
Zhou, A. (TA)
CS 224S:
Spoken Language Processing (LINGUIST 285)
Introduction to spoken language technology with an emphasis on dialogue and conversational systems. Deep learning and other methods for automatic speech recognition, speech synthesis, affect detection, dialogue management, and applications to digital assistants and spoken language understanding systems. Prerequisites: CS124, CS221, CS224N, or CS229.
Terms: Spr
| Units: 2-4
CS 224U:
Natural Language Understanding (LINGUIST 188, LINGUIST 288, SYMSYS 195U)
Project-oriented class focused on developing systems and algorithms for robust machine understanding of human language. Draws on theoretical concepts from linguistics, natural language processing, and machine learning. Topics include lexical semantics, distributed representations of meaning, relation extraction, semantic parsing, sentiment analysis, and dialogue agents, with special lectures on developing projects, presenting research results, and making connections with industry. Prerequisites: CS 224N or CS 224S (This is a smaller number of courses than previously.)
Terms: Spr
| Units: 3-4
CS 224V:
Conversational Virtual Assistants with Deep Learning
While commercial virtual assistants today can perform over hundreds of thousands of skills, they require a tremendous amount of manual labor. This course focuses on the latest virtual assistant research that uses deep learning to lower the development cost, improve the scalability and robustness, and to add dialogue capabilities to enhance the user experience. Students will learn both the theory and practice with written and programming assignments, as well as a course project of their own design. Topics include: a virtual assistant architecture that uses deep learning to (1) semantically parse dialogues to the ThingTalk virtual assistant programming language, (2) generate responses, and (3) recover from parsing errors through user feedback; neural dialogue semantic parser generators from high-level specifications such as database schemas and API signatures; robust, sample-efficient training for dialogues by combining few-shot data with synthesized data; multilingual, mixed-initiative, multimodal assistants; federated privacy-protecting assistants. Prerequisites: one of LINGUIST 180/280, CS 124, CS 224N, CS 224S, 224U.
Terms: Aut
| Units: 3-4
CS 224W:
Machine Learning with Graphs
Many complex data can be represented as a graph of relationships between objects. Such networks are a fundamental tool for modeling complex social, technological, and biological systems. This course focuses on the computational, algorithmic, and modeling challenges specific to the analysis of massive graphs. By means of studying the underlying graph structure and its features, students are introduced to machine learning techniques and data mining tools apt to reveal insights on a variety of networks. Topics include: representation learning and Graph Neural Networks; algorithms for the World Wide Web; reasoning over Knowledge Graphs; influence maximization; disease outbreak detection, social network analysis. Prerequisites: CS109, any introductory course in Machine Learning.
Terms: Aut
| Units: 3-4
Instructors: ;
Leskovec, J. (PI);
Chang, S. (TA);
Chen, X. (TA);
George, S. (GP);
Hu, W. (TA);
Liu, Y. (TA);
Nair, L. (GP);
Ogut, G. (TA);
Porter, A. (TA);
Ren, H. (TA);
Reyes Gomez, F. (TA);
Su, X. (TA)
CS 225A:
Experimental Robotics
Hands-on laboratory course experience in robotic manipulation. Topics include robot kinematics, dynamics, control, compliance, sensor-based collision avoidance, and human-robot interfaces. Second half of class is devoted to final projects using various robotic platforms to build and demonstrate new robot task capabilities. Previous projects include the development of autonomous robot behaviors of drawing, painting, playing air hocket, yoyo, basketball, ping-pong or xylophone. Prerequisites: 223A or equivalent.
Terms: Spr
| Units: 3
CS 227B:
General Game Playing
A general game playing system accepts a formal description of a game to play it without human intervention or algorithms designed for specific games. Hands-on introduction to these systems and artificial intelligence techniques such as knowledge representation, reasoning, learning, and rational behavior. Students create GGP systems to compete with each other and in external competitions. Prerequisite: programming experience. Recommended: 103 or equivalent.
Terms: Spr
| Units: 3
CS 228:
Probabilistic Graphical Models: Principles and Techniques
Probabilistic graphical modeling languages for representing complex domains, algorithms for reasoning using these representations, and learning these representations from data. Topics include: Bayesian and Markov networks, extensions to temporal modeling such as hidden Markov models and dynamic Bayesian networks, exact and approximate probabilistic inference algorithms, and methods for learning models from data. Also included are sample applications to various domains including speech recognition, biological modeling and discovery, medical diagnosis, message encoding, vision, and robot motion planning. Prerequisites: basic probability theory and algorithm design and analysis.
Terms: Win
| Units: 3-4
CS 229:
Machine Learning (STATS 229)
Topics: statistical pattern recognition, linear and non-linear regression, non-parametric methods, exponential family, GLMs, support vector machines, kernel methods, deep learning, model/feature selection, learning theory, ML advice, clustering, density estimation, EM, dimensionality reduction, ICA, PCA, reinforcement learning and adaptive control, Markov decision processes, approximate dynamic programming, and policy search. Prerequisites: knowledge of basic computer science principles and skills at a level sufficient to write a reasonably non-trivial computer program in Python/NumPy to the equivalency of CS106A, CS106B, or CS106X, familiarity with probability theory to the equivalency of CS 109, MATH151, or STATS 116, and familiarity with multivariable calculus and linear algebra to the equivalency of MATH51 or CS205.
Terms: Aut, Spr, Sum
| Units: 3-4
Instructors: ;
Avati, A. (PI);
Charikar, M. (PI);
Guestrin, C. (PI);
Ma, T. (PI);
Ng, A. (PI);
Re, C. (PI);
Ali, K. (TA);
Balogun, E. (TA);
Bhaskhar, N. (TA);
Chen, Y. (TA);
Cheong, R. (TA);
Chou, K. (TA);
Dong, K. (TA);
Epstein, E. (TA);
Hua, X. (TA);
Itkina, M. (TA);
Jain, S. (TA);
Jung, S. (TA);
Kim, K. (TA);
Knowles, T. (TA);
Kumar, A. (TA);
Li, K. (TA);
Lim, D. (TA);
Liu, Z. (TA);
Medepalli, P. (TA);
Nicholls, A. (TA);
Sachidananda, V. (TA);
Sridhar, A. (TA);
Srikanth, M. (TA);
Tanwar, S. (TA);
Thomas, G. (TA);
Waites, C. (TA);
Wolff, C. (TA);
Xie, M. (TA);
Yan, X. (TA);
Young, G. (TA);
Yuan, H. (TA)
CS 229M:
Machine Learning Theory (STATS 214)
How do we use mathematical thinking to design better machine learning methods? This course focuses on developing mathematical tools for answering these questions. This course will cover fundamental concepts and principled algorithms in machine learning, particularly those that are related to modern large-scale non-linear models. The topics include concentration inequalities, generalization bounds via uniform convergence, non-convex optimization, implicit regularization effect in deep learning, and unsupervised learning and domain adaptations. nnPrerequisites: linear algebra ( MATH 51 or CS 205), probability theory (STATS 116, MATH 151 or CS 109), and machine learning ( CS 229, STATS 229, or STATS 315A).
Terms: Aut
| Units: 3
CS 230:
Deep Learning
Deep Learning is one of the most highly sought after skills in AI. We will help you become good at Deep Learning. In this course, you will learn the foundations of Deep Learning, understand how to build neural networks, and learn how to lead successful machine learning projects. You will learn about Convolutional networks, RNNs, LSTM, Adam, Dropout, BatchNorm, Xavier/He initialization, and more. You will work on case studies from healthcare, autonomous driving, sign language reading, music generation, and natural language processing. You will master not only the theory, but also see how it is applied in industry. You will practice all these ideas in Python and in TensorFlow, which we will teach. AI is transforming multiple industries. After this course, you will likely find creative ways to apply it to your work. This class is taught in the flipped-classroom format. You will watch videos and complete in-depth programming assignments and online quizzes at home, then come in to class for advanced discussions and work on projects. This class will culminate in an open-ended final project, which the teaching team will help you on. Prerequisites: Familiarity with programming in Python and Linear Algebra (matrix / vector multiplications). CS 229 may be taken concurrently.
Terms: Aut, Spr
| Units: 3-4
| UG Reqs: WAY-AQR, WAY-FR
Instructors: ;
Katanforoosh, K. (PI);
Ng, A. (PI);
Chen, Y. (TA);
Hong, F. (TA);
Joshi, R. (TA);
Kanodia, A. (TA);
Kanodia, S. (TA);
Lam, G. (TA);
Lee, J. (TA);
Li, V. (TA);
Ramjee, S. (TA);
Sui, E. (TA);
Wulfovich, M. (TA);
Yu, T. (TA);
Zhou, A. (TA)
CS 231A:
Computer Vision: From 3D Reconstruction to Recognition
(Formerly 223B) An introduction to the concepts and applications in computer vision. Topics include: cameras and projection models, low-level image processing methods such as filtering and edge detection; mid-level vision topics such as segmentation and clustering; shape reconstruction from stereo, as well as high-level vision tasks such as object recognition, scene recognition, face detection and human motion categorization. Prerequisites: linear algebra, basic probability and statistics.
Terms: Win
| Units: 3-4
CS 231N:
Deep Learning for Computer Vision
Computer Vision has become ubiquitous in our society, with applications in search, image understanding, apps, mapping, medicine, drones, and self-driving cars. Core to many of these applications are visual recognition tasks such as image classification and object detection. Recent developments in neural network approaches have greatly advanced the performance of these state-of-the-art visual recognition systems. This course is a deep dive into details of neural-network based deep learning methods for computer vision. During this course, students will learn to implement, train and debug their own neural networks and gain a detailed understanding of cutting-edge research in computer vision. We will cover learning algorithms, neural network architectures, and practical engineering tricks for training and fine-tuning networks for visual recognition tasks. Prerequisites: Proficiency in Python; CS131 and CS229 or equivalents; MATH21 or equivalent, linear algebra.
Terms: Spr
| Units: 3-4
Instructors: ;
Gao, R. (PI);
Li, F. (PI);
Wu, J. (PI);
Bansal, D. (TA);
Buch, S. (TA);
Dharan, G. (TA);
Gupta, A. (TA);
Huang, Z. (TA);
Kaul, D. (TA);
Kim, M. (GP);
Kulal, S. (TA);
Patel, M. (TA);
Ren, H. (TA);
Sharma, M. (TA);
Shen, W. (TA);
Shi, H. (TA);
Su, S. (TA);
Zhang, Y. (TA)
CS 233:
Geometric and Topological Data Analysis (CME 251)
Mathematical and computational tools for the analysis of data with geometric content, such images, videos, 3D scans, GPS traces -- as well as for other data embedded into geometric spaces. Linear and non-linear dimensionality reduction techniques. Graph representations of data and spectral methods. The rudiments of computational topology and persistent homology on sampled spaces, with applications. Global and local geometry descriptors allowing for various kinds of invariances. Alignment, matching, and map/correspondence computation between geometric data sets. Annotation tools for geometric data. Geometric deep learning on graphs and sets. Function spaces and functional maps. Networks of data sets and joint learning for segmentation and labeling. Prerequisites: discrete algorithms at the level of CS161; linear algebra at the level of Math51 or CME103.
Terms: Spr
| Units: 3
CS 234:
Reinforcement Learning
To realize the dreams and impact of AI requires autonomous systems that learn to make good decisions. Reinforcement learning is one powerful paradigm for doing so, and it is relevant to an enormous range of tasks, including robotics, game playing, consumer modeling and healthcare. This class will briefly cover background on Markov decision processes and reinforcement learning, before focusing on some of the central problems, including scaling up to large domains and the exploration challenge. One key tool for tackling complex RL domains is deep learning and this class will include at least one homework on deep reinforcement learning. Prerequisites: proficiency in python, CS 229 or equivalents or permission of the instructor; linear algebra, basic probability.
Terms: Win
| Units: 3
Instructors: ;
Brunskill, E. (PI);
Arumugam, D. (TA);
Betterton, J. (TA);
Lee, J. (TA);
Liu, E. (TA);
Nie, A. (TA);
Parmar, J. (TA);
Sardana, N. (TA);
Vaidyanath, S. (TA);
Zhang, C. (TA)
CS 235:
Computational Methods for Biomedical Image Analysis and Interpretation (BIOMEDIN 260, RAD 260)
The latest biological and medical imaging modalities and their applications in research and medicine. Focus is on computational analytic and interpretive approaches to optimize extraction and use of biological and clinical imaging data for diagnostic and therapeutic translational medical applications. Topics include major image databases, fundamental methods in image processing and quantitative extraction of image features, structured recording of image information including semantic features and ontologies, indexing, search and content-based image retrieval. Case studies include linking image data to genomic, phenotypic and clinical data, developing representations of image phenotypes for use in medical decision support and research applications and the role that biomedical imaging informatics plays in new questions in biomedical science. Includes a project. Enrollment for 3 units requires instructor consent. Prerequisites: programming ability at the level of CS 106A, familiarity with statistics, basic biology. Knowledge of Matlab or Python highly recommended.
Terms: Spr
| Units: 3-4
CS 236:
Deep Generative Models
Generative models are widely used in many subfields of AI and Machine Learning. Recent advances in parameterizing these models using neural networks, combined with progress in stochastic optimization methods, have enabled scalable modeling of complex, high-dimensional data including images, text, and speech. In this course, we will study the probabilistic foundations and learning algorithms for deep generative models, including Variational Autoencoders (VAE), Generative Adversarial Networks (GAN), and flow models. The course will also discuss application areas that have benefitted from deep generative models, including computer vision, speech and natural language processing, and reinforcement learning. Prerequisites: Basic knowledge about machine learning from at least one of CS 221, 228, 229 or 230. Students will work with computational and mathematical models and should have a basic knowledge of probabilities and calculus. Proficiency in some programming language, preferably Python, required.
Terms: Aut
| Units: 3
CS 236G:
Generative Adversarial Networks
Generative Adversarial Networks (GANs) have rapidly emerged as the state-of-the-art technique in realistic image generation. This course presents theoretical intuition and practical knowledge on GANs, from their simplest to their state-of-the-art forms. Their benefits and applications span realistic image editing that is omnipresent in popular app filters, enabling tumor classification under low data schemes in medicine, and visualizing realistic scenarios of climate change destruction. This course also examines key challenges of GANs today, including reliable evaluation, inherent biases, and training stability. After this course, students should be familiar with GANs and the broader generative models and machine learning contexts in which these models are situated. Prerequisites: linear algebra, statistics, CS106B, plus a graduate-level AI course such as: CS230, CS229 (or CS129), or CS221.
Terms: Win
| Units: 3
CS 237A:
Principles of Robot Autonomy I (AA 174A, AA 274A, EE 160A, EE 260A)
Basic principles for endowing mobile autonomous robots with perception, planning, and decision-making capabilities. Algorithmic approaches for robot perception, localization, and simultaneous localization and mapping; control of non-linear systems, learning-based control, and robot motion planning; introduction to methodologies for reasoning under uncertainty, e.g., (partially observable) Markov decision processes. Extensive use of the Robot Operating System (ROS) for demonstrations and hands-on activities. Prerequisites: CS 106A or equivalent, CME 100 or equivalent (for linear algebra), and CME 106 or equivalent (for probability theory).
Terms: Aut
| Units: 3-4
CS 237B:
Principles of Robot Autonomy II (AA 174B, AA 274B, EE 260B)
This course teaches advanced principles for endowing mobile autonomous robots with capabilities to autonomously learn new skills and to physically interact with the environment and with humans. It also provides an overview of different robot system architectures. Concepts that will be covered in the course are: Reinforcement Learning and its relationship to optimal control, contact and dynamics models for prehensile and non-prehensile robot manipulation, imitation learning and human intent inference, as well as different system architectures and their verification. Students will earn the theoretical foundations for these concepts and implement them on mobile manipulation platforms. In homeworks, the Robot Operating System (ROS) will be used extensively for demonstrations and hands-on activities. Prerequisites: CS106A or equivalent, CME 100 or equivalent (for linear algebra), CME 106 or equivalent (for probability theory), and AA 171/274.
Terms: Win
| Units: 3-4
CS 238:
Decision Making under Uncertainty (AA 228)
This course is designed to increase awareness and appreciation for why uncertainty matters, particularly for aerospace applications. Introduces decision making under uncertainty from a computational perspective and provides an overview of the necessary tools for building autonomous and decision-support systems. Following an introduction to probabilistic models and decision theory, the course will cover computational methods for solving decision problems with stochastic dynamics, model uncertainty, and imperfect state information. Topics include: Bayesian networks, influence diagrams, dynamic programming, reinforcement learning, and partially observable Markov decision processes. Applications cover: air traffic control, aviation surveillance systems, autonomous vehicles, and robotic planetary exploration. Prerequisites: basic probability and fluency in a high-level programming language.
Terms: Aut
| Units: 3-4
Instructors: ;
Kochenderfer, M. (PI);
Betterton, J. (TA);
Brown, J. (TA);
Dax, V. (TA);
Delecki, H. (TA);
Kruse, L. (TA);
Lazarus Garcia, C. (TA);
Moss, R. (TA);
Peltzer, O. (TA);
Schlichting, M. (TA);
Sidrane, C. (TA)
CS 239:
Advanced Topics in Sequential Decision Making (AA 229)
Survey of recent research advances in intelligent decision making for dynamic environments from a computational perspective. Efficient algorithms for single and multiagent planning in situations where a model of the environment may or may not be known. Partially observable Markov decision processes, approximate dynamic programming, and reinforcement learning. New approaches for overcoming challenges in generalization from experience, exploration of the environment, and model representation so that these methods can scale to real problems in a variety of domains including aerospace, air traffic control, and robotics. Students are expected to produce an original research paper on a relevant topic. Prerequisites: AA 228/CS 238 or CS 221.
Terms: Win
| Units: 3-4
CS 240:
Advanced Topics in Operating Systems
Recent research. Classic and new papers. Topics: virtual memory management, synchronization and communication, file systems, protection and security, operating system extension techniques, fault tolerance, and the history and experience of systems programming. Prerequisite: 140 or equivalent.
Terms: Spr
| Units: 3
| Repeatable
for credit
CS 240LX:
Advanced Systems Laboratory, Accelerated
This is an implementation-heavy, lab-based class that covers similar topics as CS240, but by writing code versus discussing papers. Our code will run "bare-metal" (without an operating system) on the widely-used ARM-based raspberry pi. Bare-metal lets us do interesting tricks without constantly fighting a lumbering, general-purpose OS that cannot get out of its own way. We will do ten projects, one per week, where each project covers two labs of (at a minimum) several hours each and a non-trivial amount of outside work. The workload is significant, but I will aim to not waste your time. Prerequisite: CS140E or instructor permission.
Terms: Spr
| Units: 3
CS 241:
Embedded Systems Workshop (EE 285)
Project-centric building hardware and software for embedded computing systems. This year the course projects are on a large interactive light sculpture to be installed in Packard. Syllabus topics will be determined by the needs of the enrolled students and projects. Examples of topics include: interrupts and concurrent programming, mechanical control, state-based programming models, signaling and frequency response, mechanical design, power budgets, software, firmware, and PCB design. Interested students can help lead community workshops to begin building the installation. Prerequisites: one of CS107, EE101A, EE108, ME80.
Terms: Aut, Spr
| Units: 3
| Repeatable
3 times
(up to 9 units total)
CS 242:
Programming Languages
This course explores foundational models of computation, such as the lambda calculus and other small calculi, and the incorporation of basic advances in PL theory into modern programming languages such as Haskell and Rust. Topics include type systems (polymorphism, algebraic data types, static vs. dynamic), control flow (exceptions, continuations), concurrency/parallelism, metaprogramming, verification, and the semantic gap between computational models and modern hardware. The study of programming languages is equal parts systems and theory, looking at how a rigorous understanding of the semantics of computation enables formal reasoning about the behavior and properties of complex real-world systems. Prerequisites: 103, 110.
Terms: Aut
| Units: 3-4
CS 243:
Program Analysis and Optimizations
Program analysis techniques used in compilers and software development tools to improve productivity, reliability, and security. The methodology of applying mathematical abstractions such as graphs, fixpoint computations, binary decision diagrams in writing complex software, using compilers as an example. Topics include data flow analysis, instruction scheduling, register allocation, parallelism, data locality, interprocedural analysis, and garbage collection. Prerequisites: 103 or 103B, and 107.
Terms: Spr
| Units: 3-4
CS 244:
Advanced Topics in Networking
Classic papers, new ideas, and research papers in networking. Architectural principles: why the Internet was designed this way? Congestion control. Wireless and mobility; software-defined networks (SDN) and network virtualization; content distribution networks; packet switching; data-center networks. Prerequisite: 144 or equivalent.
Terms: Spr
| Units: 3-4
CS 244B:
Distributed Systems
Distributed operating systems and applications issues, emphasizing high-level protocols and distributed state sharing as the key technologies. Topics: distributed shared memory, object-oriented distributed system design, distributed directory services, atomic transactions and time synchronization, application-sufficient consistency, file access, process scheduling, process migration, and storage/communication abstractions on distribution, scale, robustness in the face of failure, and security. Prerequisites: CS 144.
Terms: Spr
| Units: 3
CS 245:
Principles of Data-Intensive Systems
Most important computer applications have to reliably manage and manipulate datasets. This course covers the architecture of modern data storage and processing systems, including relational databases, cluster computing frameworks, streaming systems and machine learning systems. Topics include storage management, query optimization, transactions, concurrency, fault recovery, and parallel processing, with a focus on the key design ideas shared across many types of data-intensive systems. Prerequisites: CS 145, 161.
Terms: Win
| Units: 3-4
CS 246:
Mining Massive Data Sets
The availability of massive datasets is revolutionizing science and industry. This course discusses data mining and machine learning algorithms for analyzing very large amounts of data. Topics include: Big data systems (Hadoop, Spark); Link Analysis (PageRank, spam detection); Similarity search (locality-sensitive hashing, shingling, min-hashing); Stream data processing; Recommender Systems; Analysis of social-network graphs; Association rules; Dimensionality reduction (UV, SVD, and CUR decompositions); Algorithms for large-scale mining (clustering, nearest-neighbor search); Large-scale machine learning (decision tree ensembles); Multi-armed bandit; Computational advertising. Prerequisites: At least one of CS107 or CS145.
Terms: Win
| Units: 3-4
| UG Reqs: WAY-FR
Instructors: ;
Leskovec, J. (PI);
Cheerla, N. (TA);
Chen, X. (TA);
Kaul, D. (TA);
Lin, J. (TA);
Liu, Y. (TA);
Nair, L. (GP);
Patel, M. (TA);
Ren, H. (TA);
Su, X. (TA)
CS 247A:
Design for Artificial Intelligence (SYMSYS 195A)
A project-based course that builds on the introduction to design in CS147 by focusing on advanced methods and tools for research, prototyping, and user interface design. Studio based format with intensive coaching and iteration to prepare students for tackling real world design problems. This course takes place entirely in studios; you must plan on attending every studio to take this class. The focus of CS247A is design for human-centered artificial intelligence experiences. What does it mean to design for AI? What is HAI? How do you create responsible, ethical, human centered experiences? Let us explore what AI actually is and the constraints, opportunities and specialized processes necessary to create AI systems that work effectively for the humans involved. Prerequisites: CS147 or equivalent background in design thinking.
Terms: Spr
| Units: 3-4
CS 247B:
Design for Behavior Change (SYMSYS 195B)
Over the last decade, tech companies have invested in shaping user behavior, sometimes for altruistic reasons like helping people change bad habits into good ones, and sometimes for financial reasons such as increasing engagement. In this project-based hands-on course, students explore the design of systems, information and interface for human use. We will model the flow of interactions, data and context, and crafting a design that is useful, appropriate and robust. Students will design and prototype utility apps or games as a response to the challenges presented. We will also examine the ethical consequences of design decisions and explore current issues arising from unintended consequences. Prerequisite: CS147 or equivalent.
Terms: Win
| Units: 3-4
CS 247G:
Design for Play (SYMSYS 195G)
A project-based course that builds on the introduction to design in CS147 by focusing on advanced methods and tools for research, prototyping, and user interface design. Studio based format with intensive coaching and iteration to prepare students for tackling real world design problems. This course takes place entirely in studios; please plan on attending every studio to take this class. The focus of CS247g is an introduction to theory and practice of game design. We will make digital and paper games, do rapid iteration and run user research studies appropriate to game design. This class has multiple short projects, allowing us to cover a variety of genres, from narrative to pure strategy. Prerequisites: 147 or equivalent background.
Terms: Spr
| Units: 3-4
CS 247I:
Design for Understanding
Complex problems require nuanced design approaches. In this project-based hands-on course, students explore the design of systems, information and interface for human use. Each quarter we pick a different challenging topic to explore and explain; past classes have included fake news, electoral politics and gender. Students will create an explainer, an information site and a game as a response to the challenges presented. We will model the flow of interactions, data and context, and craft a design that is useful, appropriate and robust. We will also examine the ethical consequences of design decisions and explore current issues arising from unintended consequences. Prerequisite: CS 147 or equivalent.
Terms: Aut
| Units: 3-4
CS 247S:
Service Design (SYMSYS 195S)
A project-based course that builds on the introduction to design in CS147 by focusing on advanced methods and tools for research, prototyping, and user interface design. Studio based format with intensive coaching and iteration to prepare students for tackling real world design problems. This course takes place entirely in studios; you must plan on attending every studio to take this class. The focus of CS247S is Service Design. In this course we will be looking at experiences that address the needs of multiple types of stakeholders at different touchpoints - digital, physical, and everything in between. If you have ever taken an Uber, participated in the Draw, engaged with your bank, or ordered a coffee through the Starbucks app, you have experienced a service that must have a coordinated experience for the customer, the service provider, and any other stakeholders involved. Let us explore what specialized tools and processes are required to created these multi-faceted interactions. Prerequisites: CS147 or equivalent background in design thinking.nnNote: You must sign up for both sections of CS247 so that the class runs from 9:45 - 1:15 on Wednesday and Friday for all students.
Terms: Win
| Units: 3-4
CS 248:
Interactive Computer Graphics
This course provides a comprehensive introduction to interactive computer graphics, focusing on fundamental concepts and techniques, as well as their cross-cutting relationship to multiple problem domains in interactive graphics (such as rendering, animation, geometry, image processing). Topics include: 2D and 3D drawing, sampling theory, interpolation, rasterization, image compositing, the real-time GPU graphics pipeline (and parallel rendering), VR rendering, geometric transformations, curves and surfaces, geometric data structures, subdivision, meshing, spatial hierarchies, image processing, time integration, physically-based animation, and inverse kinematics. The course will involve several in-depth programming assignments and a self-selected final project that explores concepts covered in the class. Prerequisite: CS 107, MATH 51.
Terms: Win
| Units: 3-4
CS 249I:
The Modern Internet
Advanced networking course that covers how the Internet has evolved and operates today. Topics include modern Internet topology and routing practices, recently introduced network protocols, popular content delivery strategies, and pressing privacy, security, and abuse challenges. The course consists of a mixture of lecture, guest talks, and investigative projects where students will analyze how Internet operates in practice. Prerequisite: CS 144, EE 284, or equivalent.
Terms: Aut
| Units: 3
CS 250:
Algebraic Error Correcting Codes (EE 387)
Introduction to the theory of error correcting codes, emphasizing algebraic constructions, and diverse applications throughout computer science and engineering. Topics include basic bounds on error correcting codes; Reed-Solomon and Reed-Muller codes; list-decoding, list-recovery and locality. Applications may include communication, storage, complexity theory, pseudorandomness, cryptography, streaming algorithms, group testing, and compressed sensing. Prerequisites: Linear algebra, basic probability (at the level of, say, CS109, CME106 or EE178) and "mathematical maturity" (students will be asked to write proofs). Familiarity with finite fields will be helpful but not required.
Terms: Win
| Units: 3
CS 251:
Cryptocurrencies and blockchain technologies
For advanced undergraduates and for graduate students. The potential applications for Bitcoin-like technologies is enormous. The course will cover the technical aspects of cryptocurrencies, blockchain technologies, and distributed consensus. Students will learn how these systems work, and how to engineer secure software that interacts with Blockchains like Bitcoin, Ethereum, and others. Prerequisite: CS110. Recommended: CS255.
Terms: Aut
| Units: 3
CS 253:
Web Security
Principles of web security. The fundamentals and state-of-the-art in web security. Attacks and countermeasures. Topics include: the browser security model, web app vulnerabilities, injection, denial-of-service, TLS attacks, privacy, fingerprinting, same-origin policy, cross site scripting, authentication, JavaScript security, emerging threats, defense-in-depth, and techniques for writing secure code. Course projects include writing security exploits, defending insecure web apps, and implementing emerging web standards. Prerequisite: CS 142 or equivalent web development experience.
Terms: Aut
| Units: 3
CS 254:
Computational Complexity
An introduction to computational complexity theory. Topics include the P versus NP problem and other major challenges of complexity theory; Space complexity: Savitch's theorem and the Immerman-Szelepscényi theorem; P, NP, coNP, and the polynomial hierarchy; The power of randomness in computation; Non-uniform computation and circuit complexity; Interactive proofs. Prerequisites: 154 or equivalent; mathematical maturity.
Terms: Win
| Units: 3
CS 254B:
Computational Complexity II
A continuation of CS254 (Computational Complexity). Topics include Barriers to P versus NP; The relationship between time and space, and time-space tradeoffs for SAT; The hardness versus randomness paradigm; Average-case complexity; Fine-grained complexity; Current and new areas of complexity theory research. Prerequisite: CS254.
Terms: Spr
| Units: 3
CS 255:
Introduction to Cryptography
For advanced undergraduates and graduate students. Theory and practice of cryptographic techniques used in computer security. Topics: encryption (symmetric and public key), digital signatures, data integrity, authentication, key management, PKI, zero-knowledge protocols, and real-world applications. Prerequisite: basic probability theory.
Terms: Win
| Units: 3
CS 259Q:
Quantum Computing
The course introduces the basics of quantum algorithms, quantum computational complexity, quantum information theory, and quantum cryptography, including the models of quantum circuits and quantum Turing machines, Shor's factoring algorithms, Grover's search algorithm, the adiabatic algorithms, quantum error-correction, impossibility results for quantum algorithms, Bell's inequality, quantum information transmission, and quantum coin flipping. Prerequisites: knowledge of linear algebra, discrete probability and algorithms.
Terms: Win
| Units: 3
CS 261:
Optimization and Algorithmic Paradigms
Algorithms for network optimization: max-flow, min-cost flow, matching, assignment, and min-cut problems. Introduction to linear programming. Use of LP duality for design and analysis of algorithms. Approximation algorithms for NP-complete problems such as Steiner Trees, Traveling Salesman, and scheduling problems. Randomized algorithms. Introduction to sub-linear algorithms and decision making under uncertainty. Prerequisite: 161 or equivalent.
Terms: Spr
| Units: 3
CS 265:
Randomized Algorithms and Probabilistic Analysis (CME 309)
Randomness pervades the natural processes around us, from the formation of networks, to genetic recombination, to quantum physics. Randomness is also a powerful tool that can be leveraged to create algorithms and data structures which, in many cases, are more efficient and simpler than their deterministic counterparts. This course covers the key tools of probabilistic analysis, and application of these tools to understand the behaviors of random processes and algorithms. Emphasis is on theoretical foundations, though we will apply this theory broadly, discussing applications in machine learning and data analysis, networking, and systems. Topics include tail bounds, the probabilistic method, Markov chains, and martingales, with applications to analyzing random graphs, metric embeddings, random walks, and a host of powerful and elegant randomized algorithms. Prerequisites: CS 161 and STAT 116, or equivalents and instructor consent.
Terms: Win
| Units: 3
CS 270:
Modeling Biomedical Systems (BIOMEDIN 210)
At the core of informatics is the problem of creating computable models of biomedical phenomena. This course explores methods for modeling biomedical systems with an emphasis on contemporary semantic technology, including knowledge graphs. Topics: data modeling, knowledge representation, controlled terminologies, ontologies, reusable problem solvers, modeling problems in healthcare information technology and other aspects of informatics. Students acquire hands-on experience with several systems and tools. Prerequisites: CS106A. Basic familiarity with Python programming, biology, probability, and logic are assumed.
Terms: Win, Spr
| Units: 3
CS 271:
Artificial Intelligence in Healthcare (BIODS 220, BIOMEDIN 220)
Healthcare is one of the most exciting application domains of artificial intelligence, with transformative potential in areas ranging from medical image analysis to electronic health records-based prediction and precision medicine. This course will involve a deep dive into recent advances in AI in healthcare, focusing in particular on deep learning approaches for healthcare problems. We will start from foundations of neural networks, and then study cutting-edge deep learning models in the context of a variety of healthcare data including image, text, multimodal and time-series data. In the latter part of the course, we will cover advanced topics on open challenges of integrating AI in a societal application such as healthcare, including interpretability, robustness, privacy and fairness. The course aims to provide students from diverse backgrounds with both conceptual understanding and practical grounding of cutting-edge research on AI in healthcare. Prerequisites: Proficiency in Python or ability to self-learn; familiarity with machine learning and basic calculus, linear algebra, statistics; familiarity with deep learning highly recommended (e.g. prior experience training a deep learning model).
Terms: Aut
| Units: 3-4
CS 272:
Introduction to Biomedical Data Science Research Methodology (BIOE 212, BIOMEDIN 212, GENE 212)
Capstone Biomedical Data Science experience. Hands-on software building. Student teams conceive, design, specify, implement, evaluate, and report on a software project in the domain of biomedicine. Creating written proposals, peer review, providing status reports, and preparing final reports. Issues related to research reproducibility. Guest lectures from professional biomedical informatics systems builders on issues related to the process of project management. Software engineering basics. Because the team projects start in the first week of class, attendance that week is strongly recommended. Prerequisites: BIOMEDIN 210 or 214 or 215 or 217 or 260. Preference to BMI graduate students. Consent of instructor required.
Terms: Win, Spr
| Units: 3-5
CS 273C:
Cloud Computing for Biology and Healthcare (BIOMEDIN 222, GENE 222)
Big Data is radically transforming healthcare. To provide real-time personalized healthcare, we need hardware and software solutions that can efficiently store and process large-scale biomedical datasets. In this class, students will learn the concepts of cloud computing and parallel systems' architecture. This class prepares students to understand how to design parallel programs for computationally intensive medical applications and how to run these applications on computing frameworks such as Cloud Computing and High Performance Computing (HPC) systems. Prerequisites: familiarity with programming in Python and R.
Terms: Spr
| Units: 3
CS 274:
Representations and Algorithms for Computational Molecular Biology (BIOE 214, BIOMEDIN 214, GENE 214)
Topics: This is a graduate level introduction to bioinformatics and computational biology, algorithms for alignment of biological sequences and structures, computing with strings, phylogenetic tree construction, hidden Markov models, basic structural computations on proteins, protein structure prediction, molecular dynamics and energy minimization, statistical analysis of 3D biological data, integration of data sources, knowledge representation and controlled terminologies for molecular biology, microarray analysis, chemoinformatics, pharmacogenetics, network biology. Note: For Fall 2021, Dr. Altman will be away on sabbatical and so class will be taught from lecture videos recorded in fall of 2018. The class will be entirely online, with no scheduled meeting times. Lectures will be released in batches to encourage pacing. A team of TAs will manage all class logistics and grading. Firm prerequisite: CS 106B.
Terms: Aut
| Units: 3-4
CS 275:
Translational Bioinformatics (BIOE 217, BIOMEDIN 217, GENE 217)
Computational methods for the translation of biomedical data into diagnostic, prognostic, and therapeutic applications in medicine. Topics: multi-scale omics data generation and analysis, utility and limitations of public biomedical resources, machine learning and data mining, issues and opportunities in drug discovery, and mobile/digital health solutions. Case studies and course project. Prerequisites: programming ability at the level of CS 106A and familiarity with biology and statistics.
Terms: Win
| Units: 3-4
CS 275A:
Symbolic Musical Information (MUSIC 253)
Properties of symbolic data for music applications including advanced notation systems, data durability, mark-up languages, optical music recognition, and data-translation tasks. Hands-on work involves these digital score formats: Guido Music Notation, Humdrum, MuseData, MEI, MusicXML, SCORE, and MIDI internal code.
Terms: Win
| Units: 2-4
CS 275B:
Computational Music Analysis (MUSIC 254)
Leveraging off three synchronized sets of symbolic data resources for notation and analysis, the lab portion introduces students to the open-source Humdrum Toolkit for music representation and analysis. Issues of data content and quality as well as methods of information retrieval, visualization, and summarization are considered in class. Grading based primarily on student projects. Prerequisite: 253 or consent of instructor.
Terms: Spr
| Units: 2-4
CS 278:
Social Computing (SOC 174, SOC 274)
Today we interact with our friends and enemies, our team partners and romantic partners, and our organizations and societies, all through computational systems. How do we design these social computing systems to be effective and responsible? This course covers design patterns for social computing systems and the foundational ideas that underpin them. Students will engage with the course topic via readings, reading responses, and in-class discussions. Course available for 3-4 units; students enrolling in the 4-unit option will have the opportunity to create new computationally-mediated social environments through a group project. This group project will have weekly project work sections starting Week 2
Terms: Spr
| Units: 3-4
CS 279:
Computational Biology: Structure and Organization of Biomolecules and Cells (BIOE 279, BIOMEDIN 279, BIOPHYS 279, CME 279)
Computational techniques for investigating and designing the three-dimensional structure and dynamics of biomolecules and cells. These computational methods play an increasingly important role in drug discovery, medicine, bioengineering, and molecular biology. Course topics include protein structure prediction, protein design, drug screening, molecular simulation, cellular-level simulation, image analysis for microscopy, and methods for solving structures from crystallography and electron microscopy data. Prerequisites: elementary programming background (CS 106A or equivalent) and an introductory course in biology or biochemistry.
Terms: Aut
| Units: 3
CS 281:
Ethics of Artificial Intelligence
Machine learning has become an indispensable tool for creating intelligent applications, accelerating scientific discoveries, and making better data-driven decisions. Yet, the automation and scaling of such tasks can have troubling negative societal impacts. Through practical case studies, you will identify issues of fairness, justice and truth in AI applications. You will then apply recent techniques to detect and mitigate such algorithmic biases, along with methods to provide more transparency and explainability to state-of-the-art ML models. Finally, you will derive fundamental formal results on the limits of such techniques, along with tradeoffs that must be made for their practical application. CS229 or equivalent classes or experience.
Terms: Spr
| Units: 3-4
CS 295:
Software Engineering
Software specification, testing and verification. The emphasis is on automated tools for developing reliable software. The course covers material---drawn primarily from recent research papers---on the technologynunderlying these tools. Assignments supplement the lectures with hands-on experience in using these tools and customizing them for solving new problems. The course is appropriate for students intending to pursue research in program analysis and verification, as well as for those who wish to add the use of advanced software tools to their skill set. Prerequisites: 108. Recommended: a project course such as 140, 143 or 145.
Terms: Win
| Units: 3
CS 298:
Seminar on Teaching Introductory Computer Science (EDUC 298)
Faculty, undergraduates, and graduate students interested in teaching discuss topics raised by teaching computer science at the introductory level. Prerequisite: consent of instructor.
Terms: Spr
| Units: 1
CS 300:
Departmental Lecture Series
Priority given to first-year Computer Science Ph.D. students. CS Masters students admitted if space is available. Presentations by members of the department faculty, each describing informally his or her current research interests and views of computer science as a whole.
Terms: Aut
| Units: 1
CS 320:
Value of Data and AI
Many of the most valuable companies in the world and the most innovative startups have business models based on data and AI, but our understanding about the economic value of data, networks and algorithmic assets remains at an early stage. For example, what is the value of a new dataset or an improved algorithm? How should investors value a data-centric business such as Netflix, Uber, Google, or Facebook? And what business models can best leverage data and algorithmic assets in settings as diverse as e-commerce, manufacturing, biotech and humanitarian organizations? In this graduate seminar, we will investigate these questions by studying recent research on these topics and by hosting in-depth discussions with experts from industry and academia. Key topics will include value of data quantity and quality in statistics and AI, business models around data, networks, scaling effects, economic theory around data, and emerging data protection regulations. Students will also conduct a group research projects in this field.nnPrerequisites: Sufficient mathematical maturity to follow the technical content; some familiarity with data mining and machine learning and at least an undergraduate course in statistics are recommended.
Terms: Win
| Units: 3
CS 322:
Triangulating Intelligence: Melding Neuroscience, Psychology, and AI (PSYCH 225)
This course will cover both classic findings and the latest research progress on the intersection of cognitive science, neuroscience, and artificial intelligence: How does the study of minds and machines inform and guide each other? What are the assumptions, representations, or learning mechanisms that are shared (across multiple disciplines, and what are different? How can we build a synergistic partnership between cognitive psychology, neuroscience, and artificial intelligence? We will focus on object perception and social cognition (human capacities, especially in infancy and early childhood) and the ways in which these capacities are formalized and reverse-engineered (computer vision, reinforcement learning). Through paper reading and review, discussion, and the final project, students will learn the common foundations shared behind neuroscience, cognitive science, and AI research and leverage them to develop their own research project in these areas. Recommended prerequisites: PSYCH 1, PSYCH 24/SYMSYS 1/CS 24, CS 221, CS 231N
Terms: Win
| Units: 3
CS 324:
Understanding and Developing Large Language Models
The field of natural language processing (NLP) has been transformed by massive pre-trained language models. They form the basis of all state-of-the-art systems across a wide range of tasks and have shown an impressive ability to generate fluent text and perform few-shot learning. At the same time, these models are hard to understand and give rise to new ethical and scalability challenges. In this course, students will learn the fundamentals about the modeling, theory, ethics, and systems aspects of massive language models, as well as gain hands-on experience working with them.
Terms: Win
| Units: 3
CS 325B:
Data for Sustainable Development (EARTHSYS 162, EARTHSYS 262)
The sustainable development goals (SDGs) encompass many important aspects of human and ecosystem well-being that are traditionally difficult to measure. This project-based course will focus on ways to use inexpensive, unconventional data streams to measure outcomes relevant to SDGs, including poverty, hunger, health, governance, and economic activity. Students will apply machine learning techniques to various projects outlined at the beginning of the quarter. The main learning goals are to gain experience conducting and communicating original research. Prior knowledge of machine learning techniques, such as from CS 221, CS 229, CS 231N, STATS 202, or STATS 216 is required. Open to both undergraduate and graduate students. Enrollment limited to 24. Students must apply for the class by filling out the form at https://goo.gl/forms/9LSZF7lPkHadix5D3. A permission code will be given to admitted students to register for the class.
Terms: Aut
| Units: 3-5
| Repeatable
for credit
CS 326:
Topics in Advanced Robotic Manipulation
This course provides a survey of the most important and influential concepts in autonomous robotic manipulation. It includes classical concepts that are still widely used and recent approaches that have changed the way we look autonomous manipulation. We cover approaches towards motion planning and control using visual and tactile perception as well as machine learning. This course is especially concerned with new approaches for overcoming challenges in generalization from experience, exploration of the environment, and learning representation so that these methods can scale to real problems. Students are expected to present one paper in a tutorial, debate a paper once from the Pro and once from the Con side. They are also expected to propose an original research project and work on it towards a research paper. Recommended: CS 131, 223A, 229 or equivalents.
Terms: Aut
| Units: 3-4
CS 329D:
Machine Learning Under Distributional Shifts
The progress of machine learning systems has seemed remarkable and inexorable a wide array of benchmark tasks including image classification, speech recognition, and question answering have seen consistent and substantial accuracy gains year on year. However, these same models are known to fail consistently on atypical examples and domains not contained within the training data. The goal of the course is to introduce the variety of areas in which distributional shifts appear, as well as provide theoretical characterization and learning bounds for distribution shifts. Prerequisites: CS229 or equivalent. Recommended: CS229T (or basic knowledge of learning theory).
Terms: Aut
| Units: 3
CS 329E:
Machine Learning on Embedded Systems (EE 292D)
This is a project-based class where students will learn how to develop machine learning models for execution in resource constrained environments such as embedded systems. In this class students will learn about techniques to optimize machine learning models and deploy them on a device such as a Arduino, Raspberry PI, Jetson, or Edge TPUs. The class has a significant project component. Prerequisites: CS 107(required), CS 229 (recommended), CS 230 (recommended).
Terms: Aut
| Units: 3
CS 329P:
Practical Machine Learning
Applying Machine Learning (ML) to solve real problems accurately and robustly requires more than just training the latest ML model. First, you will learn practical techniques to deal with data. This matters since real data is often not independently and identically distributed. It includes detecting covariate, concept, and label shifts, and modeling dependent random variables such as the ones in time series and graphs. Next, you will learn how to efficiently train ML models, such as tuning hyper-parameters, model combination, and transfer learning. Last, you will learn about fairness and model explainability, and how to efficiently deploy models. This class will teach both statistics, algorithms and code implementations. Homeworks and the final project emphasize solving real problems. Prerequisites: Python programing and machine learning (CS 229), basic statistics. Please view course website here: https://c.d2l.ai/stanford-cs329p/
Terms: Aut
| Units: 3-4
CS 329S:
Machine Learning Systems Design
This project-based course covers the iterative process for designing, developing, and deploying machine learning systems. It focuses on systems that require massive datasets and compute resources, such as large neural networks. Students will learn about data management, data engineering, approaches to model selection, training, scaling, how to continually monitor and deploy changes to ML systems, as well as the human side of ML projects. In the process, students will learn about important issues including privacy, fairness, and security. Pre-requisites: At least one of the following; CS229, CS230, CS231N, CS224N or equivalent. Students should have a good understanding of machine learning algorithms and should be familiar with at least one framework such as TensorFlow, PyTorch, JAX.
Terms: Win
| Units: 3-4
CS 329T:
Trustworthy Machine Learning
This course will provide an introduction to state-of-the-art ML methods designed to make AI more trustworthy. The course focuses on four concepts: explanations, fairness, privacy, and robustness. We first discuss how to explain and interpret ML model outputs and inner workings. Then, we examine how bias and unfairness can arise in ML models and learn strategies to mitigate this problem. Next, we look at differential privacy and membership inference in the context of models leaking sensitive information when they are not supposed to. Finally, we look at adversarial attacks and methods for imparting robustness against adversarial manipulation.Students will gain understanding of a set of methods and tools for deploying transparent, ethically sound, and robust machine learning solutions. Students will complete labs, homework assignments, and discuss weekly readings. Prerequisites: CS229 or similar introductory Python-based ML class; knowledge of deep learning such as CS230, CS231N; familiarity with ML frameworks in Python (scikit-learn, Keras) assumed.
Terms: Spr
| Units: 3
CS 330:
Deep Multi-task and Meta Learning
While deep learning has achieved remarkable success in supervised and reinforcement learning problems, such as image classification, speech recognition, and game playing, these models are, to a large degree, specialized for the single task they are trained for. This course will cover the setting where there are multiple tasks to be solved, and study how the structure arising from multiple tasks can be leveraged to learn more efficiently or effectively. This includes: goal-conditioned reinforcement learning techniques that leverage the structure of the provided goal space to learn many tasks significantly faster; meta-learning methods that aim to learn efficient learning algorithms that can learn new tasks quickly; curriculum and lifelong learning, where the problem requires learning a sequence of tasks, leveraging their shared structure to enable knowledge transfer. This is a graduate-level course. By the end of the course, students should be able to understand and implement the state-of-the-art multi-task learning algorithms and be ready to conduct research on these topics. Prerequisites: CS 229 or equivalent. Familiarity with deep learning, reinforcement learning, and machine learning is assumed.
Terms: Aut
| Units: 3
Instructors: ;
Finn, C. (PI);
Hausman, K. (PI);
Ali, K. (TA);
Arumugam, D. (TA);
Hsu, K. (TA);
Liu, E. (TA);
Pan, E. (TA);
Rafailov, R. (TA);
Sharma, A. (TA);
Tang, S. (TA);
Yu, T. (TA)
CS 333:
Algorithms for Interactive Robotics
AI agents need to collaborate and interact with humans in many different settings such as bots operating on social media and crowdsourcing platforms, AI assistants brokering transactions on electronic marketplaces, autonomous vehicles driving alongside humans, or robots interacting with and assisting humans in homes. Our goal in this class is to learn about and design algorithms that enable robots and AI agents to reason about their actions, interact with one another, the humans, and the environment they live in, as well as plan safe strategies that humans can trust and rely on. This is a project-based graduate course that studies algorithms in robotics, machine learning, and control theory, which can improve the state-of-the-art human-AI systems. nnRecommended: Introductory course in AI (CS 221) and Machine Learning (CS 229).
Terms: Win
| Units: 3-4
CS 337:
AI-Assisted Care (MED 277)
AI has been advancing quickly, with its impact everywhere. In healthcare, innovation in AI could help transforming of our healthcare system. This course offers a diverse set of research projects focusing on cutting edge computer vision and machine learning technologies to solve some of healthcare's most important problems. The teaching team and teaching assistants will work closely with students on research projects in this area. Research projects include Care for Senior at Senior Home, Surgical Quality Analysis, AI Assisted Parenting, Burn Analysis & Assessment and more. AI areas include Video Understanding, Image Classification, Object Detection, Segmentation, Action Recognition, Deep Learning, Reinforcement Learning, HCI and more. The course is open to students in both school of medicine and school of engineering.
Terms: Aut
| Units: 1-4
CS 342:
Building for Digital Health (MED 253)
This project-based course will provide a comprehensive overview of key requirements in the design and full-stack implementation of a digital health research application. Several pre-vetted and approved projects from the Stanford School of Medicine will be available for students to select from and build. Student teams learn about all necessary approval processes to deploy a digital health solution (data privacy clearance/I RB approval, etc.) and be guided in the development of front-end and back-end infrastructure using best practices. The final project will be the presentation and deployment of a fully approved digital health research application. CS106A, CS106B, Recommended: CS193P/A, CS142, CS47, CS110. Limited enrollment for this course.
Terms: Win
| Units: 3-4
CS 343D:
Domain-Specific Programming Models and Compilers
This class will cover the principles and practices of domain-specific programming models and compilers for dense and sparse applications in scientific computing, data science, and machine learning. We will study programming models from the recent literature, categorize them, and discuss their properties. We will also discuss promising directions for their compilation, including the separation of algorithm, schedule, and data representation, polyhedral compilation versus rewrite rules, and sparse iteration theory. Prerequisites: CS143 or equivalent
Terms: Aut
| Units: 3
CS 347:
Human-Computer Interaction: Foundations and Frontiers
(Previously numbered CS376.) How will the future of human-computer interaction evolve? This course equips students with the major animating theories of human-computer interaction, and connects those theories to modern innovations in research. Major theories are drawn from interaction (e.g., tangible and ubiquitous computing), social computing (e.g., Johansen matrix), and design (e.g., reflective practitioner, wicked problems), and span domains such as AI+HCI (e.g., mixed initiative interaction), accessibility (e.g., ability based design), and interface software tools (e.g., threshold/ceiling diagrams). Students read and comment on multiple research papers per week, and perform a quarter-long research project. Prerequisites: For CS and Symbolic Systems undergraduates/masters students, CS147 or CS247. No prerequisite for PhD students or students outside of CS and Symbolic Systems.
Terms: Spr
| Units: 3-4
| Repeatable
for credit
CS 348B:
Computer Graphics: Image Synthesis Techniques
Intermediate level, emphasizing high-quality image synthesis algorithms and systems issues in rendering. Topics include: Reyes and advanced rasterization, including motion blur and depth of field; ray tracing and physically based rendering; Monte Carlo algorithms for rendering, including direct illumination and global illumination; path tracing and photon mapping; surface reflection and light source models; volume rendering and subsurface scattering; SIMD and multi-core parallelism for rendering. Written assignments and programming projects. Prerequisite: 248 or equivalent. Recommended: Fourier analysis or digital signal processing.
Terms: Spr
| Units: 3-4
CS 348C:
Computer Graphics: Animation and Simulation
Core mathematics and methods for computer animation and motion simulation. Traditional animation techniques. Physics-based simulation methods for modeling shape and motion: particle systems, constraints, rigid bodies, deformable models, collisions and contact, fluids, and fracture. Animating natural phenomena. Methods for animating virtual characters and crowds. Additional topics selected from data-driven animation methods, realism and perception, animation systems, motion control, real-time and interactive methods, and multi-sensory feedback. Recommended: CS 148 and/or 205A. Prerequisite: linear algebra.
Terms: Win
| Units: 3
CS 348E:
Character Animation: Modeling, Simulation, and Control of Human Motion
This course introduces technologies and mathematical tools for simulating, modeling, and controlling human/animal movements. Students will be exposed to integrated knowledge and techniques across computer graphics, robotics, machine learning and biomechanics. The topics include numerical integration, 3D character modeling, keyframe animation, skinning/rigging, multi-body dynamics, human kinematics, muscle dynamics, trajectory optimization, learning policies for motor skills, and motion capture. Students who successfully complete this course will be able to use and modify physics simulator for character animation or robotic applications, to design/train control policies for locomotion or manipulation tasks on virtual agents, and to leverage motion capture data for synthesizing realistic virtual humans. The evaluation of this course is based on three assignments and an open-ended research project. Recommended Prerequisite: CS148 or CS205A
Terms: Spr
| Units: 3
CS 348I:
Computer Graphics in the Era of AI
This course introduces deep learning methods and AI technologies applied to four main areas of Computer Graphics: rendering, geometry, animation, and imaging. We will study a wide range of problems on content creation for images, shapes, and animations, recently advanced by deep learning techniques. For each problem, we will understand its conventional solutions, study the state-of-the-art learning-based approaches, and critically evaluate their results as well as the impacts to researchers and practitioners in Computer Graphics. The topics include differentiable rendering/neural rendering, BRDF estimation, texture synthesis, denoising, procedural modeling, view synthesis, colorization, style transfer, motion synthesis, differentiable physics simulation, and reinforcement learning. Through programming projects and homework, students who successfully complete this course will be able to use neural rendering algorithms for image manipulation, apply neural procedural modeling for shape and scene synthesis, exploit data-driven methods for simulating physical phenomena, and implement policy learning algorithms for creating character animation. Recommended Prerequisites: CS148, CS231N
Terms: Aut
| Units: 3-4
CS 348K:
Visual Computing Systems
Visual computing tasks such as computational photography, image/video understanding, and real-time 3D graphics are key responsibilities of modern computer systems ranging from sensor-rich smart phones, autonomous robots, and large data centers. These workloads demand exceptional system efficiency and this course examines the key ideas, techniques, and challenges associated with the design of parallel, heterogeneous systems that execute and accelerate visual computing applications. This course is intended for graduate and advanced undergraduate-level students interested in architecting efficient graphics, image processing, and computer vision systems (both new hardware architectures and domain-optimized programming frameworks) and for students in graphics, vision, and ML that seek to understand throughput computing concepts so they can develop scalable algorithms for these platforms. Students will perform daily research paper readings, complete simple programming assignments, and compete a self-selected term project. Prerequisites: CS 107 or equivalent. Highly recommended: Parallel Computing (CS149) or Computer Architecture (EE 282). Students will benefit from some background in deep learning (CS 230, CS 231N), computer vision (CS 231A), digital image processing (CS 232) or computer graphics (CS248).
Terms: Spr
| Units: 3-4
CS 348N:
Neural Models for 3D Geometry
Course Description: Generation of high-quality 3D models and scenes by leveraging machine learning tools and approaches. Survey of geometry representations. Public 3D object and scene data sets. Neural architectures for geometry, including deep architectures for point clouds and meshes. Generative models for 3D: autoencoders, GANs, neural implicits, neural ODEs, autoregressive models. Conditional generation based on images or partial geometry. Variation generation. Evaluation metrics for content generation. Use of synthetic data in ML training pipelines. Prerequisites: CS148 and the rudiments of deep learning. Recommended: CS229.
Terms: Win
| Units: 3
CS 349D:
Cloud Computing Technology
The largest change in the computer industry over the past ten years has arguably been the emergence of cloud computing: organizations are increasingly moving their workloads to managed public clouds and using new, global-scale services that were simply not possible in private infrastructure. However, both building and using cloud systems remains a black art with many difficult research challenges. This research seminar will cover the latest advances in cloud computing from both industry and academic work and survey challenges including programming interfaces, cloud native applications, resource management, pricing, availability and reliability, privacy and security. Students will propose and develop an original research project in cloud computing. nnPrerequisites: For graduate students, background in computer systems recommended but not required (CS 140/240, 144/244, 244B or 245). Undergrads will need instructor's approval.
Terms: Aut
| Units: 3
CS 349H:
Software Techniques for Emergent Hardware Platforms (EE 292Y)
Research seminar on software techniques for emergent computational substrates with guest lectures from hardware designers from research and industry. This seminar explores the benefits of novel hardware technologies, the challenges gating broad adoption of these technologies, and how software techniques can help mitigate these challenges and improve the usability of these hardware platforms. Note that the computational substrates discussed vary depending on the semester. Topics covered include: In-memory computing platforms, dynamical system-solving mixed-signal devices, exible and bendable electronics, neuromorphic computers, intermittent computing platforms, ReRAMs, DNA-based storage, and optical computing platforms. Prerequisites: CS107 or CS107E (required) and EE180 (recommended).
Terms: Aut
| Units: 3
CS 349M:
Machine Learning for Software Engineering
In recent years, tools based on machine learning have become increasingly prevalent in the software engineering field. The ubiquity of machine learning is an important factor, but just as important is the availability of software engineering data: there are billions of lines of code available in public repositories (e.g. on GitHub), there is the change history of that code, there are discussion fora (e.g. Stack Overflow) that contain a wealth of information for developers, companies have access to telemetry on their apps from millions of users, and so on. The scale of software engineering data has permitted machine learning and statistical approaches to imagine tools that are beyond the capabilities of traditional, semantics-based approaches. In this graduate seminar, students will learn the various ways in which code and related artifacts can be treated as data, and how various developer tools can be built by applying machine learning over this data. The course will consist of discussion of a selection of research papers, as well as a hands-on project that can be done in small groups. Prerequisites: Familiarity with basic machine learning, and either CS143 or CS295.
Terms: Spr
| Units: 3-4
CS 354:
Topics in Intractability: Unfulfilled Algorithmic Fantasies
Over the past 45 years, understanding NP-hardness has been an amazingly useful tool for algorithm designers. This course will expose students to additional ways to reason about obstacles for designing efficient algorithms. Topics will include unconditional lower bounds (query- and communication-complexity), total problems, Unique Games, average-case complexity, and fine-grained complexity. Prerequisites: CS 161 or equivalent. CS 254 recommended but not required.
Terms: Win
| Units: 3
CS 355:
Advanced Topics in Cryptography
Topics: Pseudo randomness, multiparty computation, pairing-based and lattice-based cryptography, zero knowledge protocols, and new encryption and integrity paradigms. May be repeated for credit. Prerequisite: CS255.
Terms: Spr
| Units: 3
| Repeatable
for credit
CS 356:
Topics in Computer and Network Security
Research seminar covering foundational work and current topics in computer and network security. Students will read and discuss published research papers as well as complete an original research project in small groups. Open to Ph.D. and masters students as well as advanced undergraduate students. Prerequisites: While the course has no official prerequisites, students need a mature understanding of software systems and networks to be successful. We strongly encourage students to first take CS155: Computer and Network Security.
Terms: Win
| Units: 3
CS 357S:
Formal Methods for Computer Systems
The complexity of modern computer systems requires rigorous and systematic verification/validation techniques to evaluate their ability to correctly and securely support application programs. To this end, a growing body of work in both industry and academia leverages formal methods techniques to solve computer systems challenges. This course is a research seminar that will cover foundational work and current topics in the application of formal methods-style techniques (some possible examples include SAT/SMT, model checking, symbolic execution, theorem proving, program synthesis, fuzzing) to reliable and secure computer systems design. The course can be thought of as an applied formal methods course where the application is reliable and secure architecture, microarchitecture, and distributed systems design. Prior formal methods experience is not necessary. Students will read and discuss published research papers and complete an original research project. Open to PhD and masters students as well as advanced undergraduate students. Prerequisites: EE180 Digital Systems Architecture or comparable course, or consent of instructor.
Terms: Aut
| Units: 3
CS 360:
Simplicity and Complexity in Economic Theory (ECON 284)
Technology has enabled the emergence of economic systems of formerly inconceivable complexity. Nevertheless, some technology-related economic problems are so complex that either supercomputers cannot solve them in a reasonable time, or they are too complex for humans to comprehend. Thus, modern economic designs must still be simple enough for humans to understand, and must address computationally complex problems in an efficient fashion. This topics course explores simplicity and complexity in economics, primarily via theoretical models. We will focus on recent advances. Key topics include (but are not limited to) resource allocation in complex environments, communication complexity and information aggregation in markets, robust mechanisms, dynamic matching theory, influence maximization in networks, and the design of simple (user-friendly) mechanisms. Some applications include paired kidney exchange, auctions for electricity and for radio spectrum, ride-sharing platforms, and the diffusion of information. Prerequisites: Econ 203 or equivalent.
Terms: Spr
| Units: 3-5
CS 361:
Engineering Design Optimization (AA 222)
Design of engineering systems within a formal optimization framework. This course covers the mathematical and algorithmic fundamentals of optimization, including derivative and derivative-free approaches for both linear and non-linear problems, with an emphasis on multidisciplinary design optimization. Topics will also include quantitative methodologies for addressing various challenges, such as accommodating multiple objectives, automating differentiation, handling uncertainty in evaluations, selecting design points for experimentation, and principled methods for optimization when evaluations are expensive. Applications range from the design of aircraft to automated vehicles. Prerequisites: some familiarity with probability, programming, and multivariable calculus.
Terms: Spr
| Units: 3-4
CS 366:
Computational Social Choice (MS&E 336)
An in-depth treatment of algorithmic and game-theoretic issues in social choice. Topics include common voting rules and impossibility results; ordinal vs cardinal voting; market approaches to large scale decision making; voting in complex elections, including multi-winner elections and participatory budgeting; protocols for large scale negotiation and deliberation; fairness in societal decision making;nalgorithmic approaches to governance of modern distributed systems such as blockchains and community-mediated social networks; opinion dynamics and polarization. Prerequisites: algorithms at the level of 212 or CS 161, probability at the level of 221, and basic game theory, or consent of instructor.
Terms: Aut
| Units: 3
CS 368:
Algorithmic Techniques for Big Data
(Previously numbered CS 369G.) Designing algorithms for efficient processing of large data sets poses unique challenges. This course will discuss algorithmic paradigms that have been developed to efficiently process data sets that are much larger than available memory. We will cover streaming algorithms and sketching methods that produce compact datanstructures, dimension reduction methods that preserve geometric structure, efficient algorithms for numerical linear algebra, graph sparsification methods, as well as impossibility results for these techniques.
Terms: Spr
| Units: 3
CS 369Z:
Dynamic Data Structures for Graphs
With the increase of huge, dynamically changing data sets there is a raising need for dynamic data structures to represent and process them. This course will present the algorithmic techniques that have been developed for dynamic data structures for graphs and for point sets.
Terms: Aut
| Units: 3
CS 371:
Computational Biology in Four Dimensions (BIOMEDIN 371, BIOPHYS 371, CME 371)
Cutting-edge research on computational techniques for investigating and designing the three-dimensional structure and dynamics of biomolecules, cells, and everything in between. These techniques, which draw on approaches ranging from physics-based simulation to machine learning, play an increasingly important role in drug discovery, medicine, bioengineering, and molecular biology. Course is devoted primarily to reading, presentation, discussion, and critique of papers describing important recent research developments. Prerequisite: CS 106A or equivalent, and an introductory course in biology or biochemistry. Recommended: some experience in mathematical modeling (does not need to be a formal course).
Terms: Win
| Units: 3
CS 372:
Artificial Intelligence for Disease Diagnosis and Information Recommendations
Artificial intelligence, specifically deep learning, stands out as one of the most transformative technologies of the past decade. AI can already outperform humans in several computer vision and natural language processing tasks. However, we still face some of the same limitations and obstacles that led to the demise of the first AI boom phase five decades ago. This research-oriented course will first review and reveal the limitations (e.g., iid assumption on training and testing data, voluminous training data requirement, and lacking interpretability) of some widely used AI algorithms, including convolutional neural networks (CNNs), transformers, reinforcement learning, and generative adversarial networks (GANs). To address these limitations, we will then explore topics including transfer learning for remedying data scarcity, knowledge-guided multimodal learning for improving data diversity, out of distribution generalization, attention mechanisms for enabling Interpretability, meta learning, and privacy-preserving training data management. The course will be taught through a combination of lecture and project sessions. Lectures on specialized AI applications (e.g., cancer/depression diagnosis and treatment, AI/VR for surgery, and health education) will feature guest speakers from academia and industry. Students will be assigned to work on an extensive project that is relevant to their fields of study (e.g., CS, Medicine, and Data Science). Projects may involve conducting literature surveys, formulating ideas, and implementing these ideas. Example project topics are but not limited to 1) knowledge guided GANs for improving training data diversity, 2) disease diagnosis via multimodal symptom checking, and 3) fake and biased news/information detection.
Terms: Spr
| Units: 3
CS 377G:
Designing Serious Games
Over the last few years we have seen the rise of "serious games" to promote understanding of complex social and ecological challenges, and to create passion for solving them. This project-based course provides an introduction to game design principals while applying them to games that teach. Run as a hands-on studio class, students will design and prototype games for social change and civic engagement. We will learn the fundamentals of games design via lecture and extensive reading in order to make effective games to explore issues facing society today. The course culminates in an end-of- quarter open house to showcase our games. Prerequisite: CS147 or equivalent. 247G recommended, but not required.
Terms: Win
| Units: 3-4
CS 377Q:
Designing for Accessibility (ME 214)
Designing for accessibility is a valuable and important skill in the UX community. As businesses are becoming more aware of the needs and scope of people with some form of disability, the benefits of universal design, where designing for accessibility ends up benefiting everyone, are becoming more apparent. This class introduces fundamental Human Computer Interaction (HCI) concepts and skills in designing for accessibility through individual assignments. Student projects will identify an accessibility need, prototype a design solution, and conduct a user study with a person with a disability.
Terms: Spr
| Units: 3-4
CS 377U:
Understanding Users
This project-based class focuses on understanding the use of technology in the world. Students will learn generative and evaluative research methods to explore how systems are appropriated into everyday life in a quarter-long project where they design, implement and evaluate a novel mobile application. Quantitative (e.g. A/B testing, instrumentation, analytics, surveys) and qualitative (e.g. diary studies, contextual inquiry, ethnography) methods and their combination will be covered along with practical experience applying these methods in their project. Prerequisites: CS 147, 193A/193P (or equivalent mobile programming experience).
Terms: Spr
| Units: 3-4
CS 390A:
Curricular Practical Training
Educational opportunities in high technology research and development labs in the computing industry. Qualified computer science students engage in internship work and integrate that work into their academic program. Students register under their faculty advisor during the quarter they are employed and complete a research report outlining their work activity, problems investigated, results, and follow-on projects they expect to perform. CS390A, CS390B, and CS390C may each be taken once.
Terms: Aut, Win, Spr, Sum
| Units: 1
Instructors: ;
Achour, S. (PI);
Agrawala, M. (PI);
Aiken, A. (PI);
Altman, R. (PI);
Anari, N. (PI);
Bailis, P. (PI);
Barrett, C. (PI);
Batzoglou, S. (PI);
Bejerano, G. (PI);
Bernstein, M. (PI);
Blikstein, P. (PI);
Bohg, J. (PI);
Boneh, D. (PI);
Borenstein, J. (PI);
Bouland, A. (PI);
Boyd, S. (PI);
Brunskill, E. (PI);
Cain, J. (PI);
Cao, P. (PI);
Chang, M. (PI);
Charikar, M. (PI);
Cheriton, D. (PI);
Dally, B. (PI);
Dill, D. (PI);
Dror, R. (PI);
Duchi, J. (PI);
Durumeric, Z. (PI);
Engler, D. (PI);
Ermon, S. (PI);
Fatahalian, K. (PI);
Fedkiw, R. (PI);
Feigenbaum, E. (PI);
Fikes, R. (PI);
Finn, C. (PI);
Fischer, M. (PI);
Fisher, K. (PI);
Fogg, B. (PI);
Follmer, S. (PI);
Fox, A. (PI);
Garcia-Molina, H. (PI);
Genesereth, M. (PI);
Gill, J. (PI);
Girod, B. (PI);
Goel, A. (PI);
Goel, S. (PI);
Goodman, N. (PI);
Gregg, C. (PI);
Guibas, L. (PI);
Hanrahan, P. (PI);
Hashimoto, T. (PI);
Hennessy, J. (PI);
Horowitz, M. (PI);
Icard, T. (PI);
James, D. (PI);
Johari, R. (PI);
Jurafsky, D. (PI);
Katti, S. (PI);
Kay, M. (PI);
Khatib, O. (PI);
Kochenderfer, M. (PI);
Koller, D. (PI);
Kozyrakis, C. (PI);
Kundaje, A. (PI);
Lam, M. (PI);
Landay, J. (PI);
Latombe, J. (PI);
Lee, C. (PI);
Leskovec, J. (PI);
Levis, P. (PI);
Levitt, M. (PI);
Levoy, M. (PI);
Li, F. (PI);
Liang, P. (PI);
Liu, K. (PI);
Ma, T. (PI);
Manning, C. (PI);
Mazieres, D. (PI);
McCarthy, J. (PI);
McKeown, N. (PI);
Mitchell, J. (PI);
Mitra, S. (PI);
Musen, M. (PI);
Nayak, P. (PI);
Ng, A. (PI);
Niebles Duque, J. (PI);
Okamura, A. (PI);
Olukotun, O. (PI);
Ousterhout, J. (PI);
Paepcke, A. (PI);
Pande, V. (PI);
Parlante, N. (PI);
Pavone, M. (PI);
Pea, R. (PI);
Piech, C. (PI);
Plotkin, S. (PI);
Plummer, R. (PI);
Potts, C. (PI);
Prabhakar, B. (PI);
Pratt, V. (PI);
Raghavan, P. (PI);
Rajaraman, A. (PI);
Re, C. (PI);
Reingold, O. (PI);
Roberts, E. (PI);
Rosenblum, M. (PI);
Roughgarden, T. (PI);
Rubinstein, A. (PI);
Sadigh, D. (PI);
Sahami, M. (PI);
Salisbury, J. (PI);
Savarese, S. (PI);
Schwarz, K. (PI);
Shoham, Y. (PI);
Sidford, A. (PI);
Sosic, R. (PI);
Stanford, J. (PI);
Tan, L. (PI);
Thrun, S. (PI);
Tobagi, F. (PI);
Trippel, C. (PI);
Troccoli, N. (PI);
Ullman, J. (PI);
Valiant, G. (PI);
Van Roy, B. (PI);
Wang, G. (PI);
Wetzstein, G. (PI);
Widom, J. (PI);
Wiederhold, G. (PI);
Winograd, T. (PI);
Winstein, K. (PI);
Wodtke, C. (PI);
Wootters, M. (PI);
Wu, J. (PI);
Yamins, D. (PI);
Yeung, S. (PI);
Young, P. (PI);
Zaharia, M. (PI);
Zelenski, J. (PI);
Zou, J. (PI);
Rutherford, E. (GP)
CS 390B:
Curricular Practical Training
Educational opportunities in high technology research and development labs in the computing industry. Qualified computer science students engage in internship work and integrate that work into their academic program. Students register under their faculty advisor during the quarter they are employed and complete a research report outlining their work activity, problems investigated, results, and follow-on projects they expect to perform. CS390A, CS390B, and CS390C may each be taken once.
Terms: Aut, Win, Spr, Sum
| Units: 1
Instructors: ;
Achour, S. (PI);
Agrawala, M. (PI);
Aiken, A. (PI);
Altman, R. (PI);
Bailis, P. (PI);
Barrett, C. (PI);
Batzoglou, S. (PI);
Bejerano, G. (PI);
Bernstein, M. (PI);
Blikstein, P. (PI);
Bohg, J. (PI);
Boneh, D. (PI);
Bouland, A. (PI);
Boyd, S. (PI);
Brunskill, E. (PI);
Cain, J. (PI);
Cao, P. (PI);
Chang, M. (PI);
Charikar, M. (PI);
Cheriton, D. (PI);
Dally, B. (PI);
Dill, D. (PI);
Dror, R. (PI);
Duchi, J. (PI);
Durumeric, Z. (PI);
Engler, D. (PI);
Ermon, S. (PI);
Fatahalian, K. (PI);
Fedkiw, R. (PI);
Feigenbaum, E. (PI);
Fikes, R. (PI);
Finn, C. (PI);
Fisher, K. (PI);
Fogg, B. (PI);
Follmer, S. (PI);
Fox, A. (PI);
Garcia-Molina, H. (PI);
Genesereth, M. (PI);
Gill, J. (PI);
Girod, B. (PI);
Goel, A. (PI);
Goel, S. (PI);
Goodman, N. (PI);
Gregg, C. (PI);
Guibas, L. (PI);
Hanrahan, P. (PI);
Hennessy, J. (PI);
Horowitz, M. (PI);
Icard, T. (PI);
James, D. (PI);
Johari, R. (PI);
Jurafsky, D. (PI);
Katti, S. (PI);
Kay, M. (PI);
Khatib, O. (PI);
Kochenderfer, M. (PI);
Koller, D. (PI);
Kozyrakis, C. (PI);
Kundaje, A. (PI);
Lam, M. (PI);
Landay, J. (PI);
Latombe, J. (PI);
Lee, C. (PI);
Leskovec, J. (PI);
Levis, P. (PI);
Levitt, M. (PI);
Levoy, M. (PI);
Li, F. (PI);
Liang, P. (PI);
Ma, T. (PI);
Manning, C. (PI);
Mazieres, D. (PI);
McCarthy, J. (PI);
McKeown, N. (PI);
Mitchell, J. (PI);
Mitra, S. (PI);
Musen, M. (PI);
Nayak, P. (PI);
Ng, A. (PI);
Okamura, A. (PI);
Olukotun, O. (PI);
Ousterhout, J. (PI);
Paepcke, A. (PI);
Parlante, N. (PI);
Pavone, M. (PI);
Pea, R. (PI);
Piech, C. (PI);
Plotkin, S. (PI);
Plummer, R. (PI);
Potts, C. (PI);
Prabhakar, B. (PI);
Pratt, V. (PI);
Raghavan, P. (PI);
Rajaraman, A. (PI);
Re, C. (PI);
Reingold, O. (PI);
Roberts, E. (PI);
Rosenblum, M. (PI);
Roughgarden, T. (PI);
Rubinstein, A. (PI);
Sadigh, D. (PI);
Sahami, M. (PI);
Salisbury, J. (PI);
Savarese, S. (PI);
Schwarz, K. (PI);
Shoham, Y. (PI);
Sidford, A. (PI);
Tan, L. (PI);
Thrun, S. (PI);
Tobagi, F. (PI);
Ullman, J. (PI);
Valiant, G. (PI);
Van Roy, B. (PI);
Wang, G. (PI);
Wetzstein, G. (PI);
Widom, J. (PI);
Wiederhold, G. (PI);
Winograd, T. (PI);
Winstein, K. (PI);
Wootters, M. (PI);
Wu, J. (PI);
Yeung, S. (PI);
Young, P. (PI);
Zaharia, M. (PI);
Zelenski, J. (PI);
Zou, J. (PI);
Rutherford, E. (GP)
CS 390C:
Curricular Practical Training
Educational opportunities in high technology research and development labs in the computing industry. Qualified computer science students engage in internship work and integrate that work into their academic program. Students register under their faculty advisor during the quarter they are employed and complete a research report outlining their work activity, problems investigated, results, and follow-on projects they expect to perform. CS 390A, CS390B, and CS390C may each be taken once.
Terms: Aut, Win, Spr, Sum
| Units: 1
Instructors: ;
Achour, S. (PI);
Aiken, A. (PI);
Altman, R. (PI);
Batzoglou, S. (PI);
Bejerano, G. (PI);
Bernstein, M. (PI);
Blikstein, P. (PI);
Boneh, D. (PI);
Bouland, A. (PI);
Cain, J. (PI);
Cao, P. (PI);
Charikar, M. (PI);
Cheriton, D. (PI);
Dally, B. (PI);
Dill, D. (PI);
Durumeric, Z. (PI);
Engler, D. (PI);
Ermon, S. (PI);
Fedkiw, R. (PI);
Feigenbaum, E. (PI);
Fikes, R. (PI);
Finn, C. (PI);
Fisher, K. (PI);
Fogg, B. (PI);
Follmer, S. (PI);
Fox, A. (PI);
Garcia-Molina, H. (PI);
Genesereth, M. (PI);
Gill, J. (PI);
Girod, B. (PI);
Goel, A. (PI);
Goodman, N. (PI);
Guibas, L. (PI);
Hanrahan, P. (PI);
Hennessy, J. (PI);
Horowitz, M. (PI);
James, D. (PI);
Johari, R. (PI);
Jurafsky, D. (PI);
Katti, S. (PI);
Kay, M. (PI);
Khatib, O. (PI);
Koller, D. (PI);
Kozyrakis, C. (PI);
Lam, M. (PI);
Latombe, J. (PI);
Lee, C. (PI);
Leskovec, J. (PI);
Levis, P. (PI);
Levitt, M. (PI);
Levoy, M. (PI);
Li, F. (PI);
Liang, P. (PI);
Liu, K. (PI);
Ma, T. (PI);
Manning, C. (PI);
Mazieres, D. (PI);
McCarthy, J. (PI);
McKeown, N. (PI);
Mitchell, J. (PI);
Mitra, S. (PI);
Musen, M. (PI);
Nayak, P. (PI);
Ng, A. (PI);
Okamura, A. (PI);
Olukotun, O. (PI);
Ousterhout, J. (PI);
Paepcke, A. (PI);
Parlante, N. (PI);
Pavone, M. (PI);
Pea, R. (PI);
Piech, C. (PI);
Plotkin, S. (PI);
Plummer, R. (PI);
Prabhakar, B. (PI);
Pratt, V. (PI);
Raghavan, P. (PI);
Rajaraman, A. (PI);
Re, C. (PI);
Roberts, E. (PI);
Rosenblum, M. (PI);
Roughgarden, T. (PI);
Sahami, M. (PI);
Salisbury, J. (PI);
Savarese, S. (PI);
Schwarz, K. (PI);
Shoham, Y. (PI);
Sidford, A. (PI);
Thrun, S. (PI);
Tobagi, F. (PI);
Ullman, J. (PI);
Valiant, G. (PI);
Van Roy, B. (PI);
Wang, G. (PI);
Widom, J. (PI);
Wiederhold, G. (PI);
Winograd, T. (PI);
Winstein, K. (PI);
Wootters, M. (PI);
Wu, J. (PI);
Yeung, S. (PI);
Young, P. (PI);
Zaharia, M. (PI);
Zelenski, J. (PI);
Rutherford, E. (GP)
CS 390D:
Part-time Curricular Practical Training
For qualified computer science PhD students only. Permission number required for enrollment; see the CS PhD program administrator in Gates room 195. Educational opportunities in high technology research and development labs in the computing industry. Qualified computer science PhD students engage in research and integrate that work into their academic program. Students register under their faculty advisor during the quarter they are employed and complete a research report outlining their work activity, problems investigated, results, and follow-on projects they expect to perform. Students on F1 visas should be aware that completing 12 or more months of full-time CPT will make them ineligible for Optional Practical Training (OPT).
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
Instructors: ;
Achour, S. (PI);
Agrawala, M. (PI);
Aiken, A. (PI);
Altman, R. (PI);
Bailis, P. (PI);
Barrett, C. (PI);
Batzoglou, S. (PI);
Bejerano, G. (PI);
Bernstein, M. (PI);
Blikstein, P. (PI);
Bohg, J. (PI);
Boneh, D. (PI);
Bouland, A. (PI);
Boyd, S. (PI);
Brunskill, E. (PI);
Cain, J. (PI);
Cao, P. (PI);
Charikar, M. (PI);
Cheriton, D. (PI);
Dally, B. (PI);
Dill, D. (PI);
Dror, R. (PI);
Duchi, J. (PI);
Durumeric, Z. (PI);
Engler, D. (PI);
Ermon, S. (PI);
Fatahalian, K. (PI);
Fedkiw, R. (PI);
Feigenbaum, E. (PI);
Fikes, R. (PI);
Finn, C. (PI);
Fisher, K. (PI);
Follmer, S. (PI);
Fox, A. (PI);
Garcia-Molina, H. (PI);
Genesereth, M. (PI);
Gill, J. (PI);
Girod, B. (PI);
Goel, A. (PI);
Goel, S. (PI);
Goodman, N. (PI);
Guibas, L. (PI);
Hanrahan, P. (PI);
Hayden, P. (PI);
Hennessy, J. (PI);
Horowitz, M. (PI);
James, D. (PI);
Johari, R. (PI);
Jurafsky, D. (PI);
Katti, S. (PI);
Kay, M. (PI);
Khatib, O. (PI);
Kochenderfer, M. (PI);
Koller, D. (PI);
Kozyrakis, C. (PI);
Kundaje, A. (PI);
Lam, M. (PI);
Landay, J. (PI);
Latombe, J. (PI);
Leskovec, J. (PI);
Levis, P. (PI);
Levitt, M. (PI);
Levoy, M. (PI);
Li, F. (PI);
Liang, P. (PI);
Liu, K. (PI);
Ma, T. (PI);
Manning, C. (PI);
Mazieres, D. (PI);
McKeown, N. (PI);
Mitchell, J. (PI);
Mitra, S. (PI);
Montanari, A. (PI);
Musen, M. (PI);
Nayak, P. (PI);
Ng, A. (PI);
Olukotun, O. (PI);
Ousterhout, J. (PI);
Paepcke, A. (PI);
Pande, V. (PI);
Parlante, N. (PI);
Pavone, M. (PI);
Piech, C. (PI);
Plotkin, S. (PI);
Prabhakar, B. (PI);
Pratt, V. (PI);
Raghavan, P. (PI);
Rajaraman, A. (PI);
Re, C. (PI);
Reingold, O. (PI);
Roberts, E. (PI);
Rosenblum, M. (PI);
Roughgarden, T. (PI);
Rubinstein, A. (PI);
Saberi, A. (PI);
Sadigh, D. (PI);
Sahami, M. (PI);
Salisbury, J. (PI);
Savarese, S. (PI);
Schwarz, K. (PI);
Shoham, Y. (PI);
Tan, L. (PI);
Thrun, S. (PI);
Tobagi, F. (PI);
Ullman, J. (PI);
Valiant, G. (PI);
Van Roy, B. (PI);
Widom, J. (PI);
Wiederhold, G. (PI);
Winograd, T. (PI);
Winstein, K. (PI);
Wootters, M. (PI);
Wu, J. (PI);
Yan, L. (PI);
Yeung, S. (PI);
Young, P. (PI);
Zaharia, M. (PI);
Zelenski, J. (PI);
Zou, J. (PI);
Rutherford, E. (GP)
CS 393:
Computer Laboratory
For CS graduate students. A substantial computer program is designed and implemented; written report required. Recommended as a preparation for dissertation research. Register using the section number associated with the instructor. Prerequisite: consent of instructor.
Terms: Aut
| Units: 1-9
| Repeatable
for credit
CS 395:
Independent Database Project
For graduate students in Computer Science. Use of database management or file systems for a substantial application or implementation of components of database management system. Written analysis and evaluation required. Register using the section number associated with the instructor. Prerequisite: consent of instructor.
Terms: Aut
| Units: 1-6
| Repeatable
for credit
CS 398:
Computational Education
This course covers cutting-edge education algorithms used to model students, assess learning, and design widely deployable tools for open access education. The goal of the course is for you to be ready to lead your own computation education research project. Topics include knowledge tracing, generative grading, teachable agents, and challenges and opportunities implementing computational education in diverse contexts around the world. The course will consist of group and individual work and encourages creativity. Recommended: CS 142 and/or CS 221. Prerequisites: CS 106B and 109.
Terms: Spr
| Units: 4
CS 399:
Independent Project
Letter grade only. This course is for masters students only. Undergraduate students should enroll in CS199; PhD students should enroll in CS499. Letter grade; if not appropriate, enroll in CS399P. Register using the section number associated with the instructor. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-9
| Repeatable
for credit
Instructors: ;
Achour, S. (PI);
Agrawala, M. (PI);
Aiken, A. (PI);
Akbarpour, M. (PI);
Altman, R. (PI);
Barrett, C. (PI);
Batzoglou, S. (PI);
Bejerano, G. (PI);
Bernstein, M. (PI);
Blikstein, P. (PI);
Bohg, J. (PI);
Boneh, D. (PI);
Borenstein, J. (PI);
Bouland, A. (PI);
Boyd, S. (PI);
Brunskill, E. (PI);
Cain, J. (PI);
Cao, P. (PI);
Chang, M. (PI);
Charikar, M. (PI);
Cheriton, D. (PI);
Dally, B. (PI);
Dill, D. (PI);
Dror, R. (PI);
Durumeric, Z. (PI);
Engler, D. (PI);
Ermon, S. (PI);
Fatahalian, K. (PI);
Fedkiw, R. (PI);
Feigenbaum, E. (PI);
Fikes, R. (PI);
Finn, C. (PI);
Fisher, K. (PI);
Fogg, B. (PI);
Fox, A. (PI);
Garcia-Molina, H. (PI);
Genesereth, M. (PI);
Gill, J. (PI);
Girod, B. (PI);
Goel, A. (PI);
Goel, S. (PI);
Goodman, N. (PI);
Gregg, C. (PI);
Guestrin, C. (PI);
Guibas, L. (PI);
Haber, N. (PI);
Hanrahan, P. (PI);
Hashimoto, T. (PI);
Hennessy, J. (PI);
Horowitz, M. (PI);
Icard, T. (PI);
James, D. (PI);
Johari, R. (PI);
Jurafsky, D. (PI);
Katti, S. (PI);
Kay, M. (PI);
Khatib, O. (PI);
Kochenderfer, M. (PI);
Koller, D. (PI);
Kozyrakis, C. (PI);
Kundaje, A. (PI);
Lam, M. (PI);
Landay, J. (PI);
Latombe, J. (PI);
Lee, C. (PI);
Leskovec, J. (PI);
Levis, P. (PI);
Levitt, M. (PI);
Levoy, M. (PI);
Li, F. (PI);
Liang, P. (PI);
Liu, K. (PI);
Ma, T. (PI);
MacCartney, B. (PI);
Manning, C. (PI);
Mazieres, D. (PI);
McCarthy, J. (PI);
McKeown, N. (PI);
Mitchell, J. (PI);
Montgomery, S. (PI);
Musen, M. (PI);
Nayak, P. (PI);
Ng, A. (PI);
Niebles Duque, J. (PI);
Okamura, A. (PI);
Olukotun, O. (PI);
Ousterhout, J. (PI);
Paepcke, A. (PI);
Pande, V. (PI);
Parlante, N. (PI);
Patrignani, M. (PI);
Pea, R. (PI);
Piech, C. (PI);
Plotkin, S. (PI);
Plummer, R. (PI);
Potts, C. (PI);
Prabhakar, B. (PI);
Pratt, V. (PI);
Raghavan, P. (PI);
Rajaraman, A. (PI);
Re, C. (PI);
Reingold, O. (PI);
Roberts, E. (PI);
Rosenblum, M. (PI);
Roughgarden, T. (PI);
Rubin, D. (PI);
Rubinstein, A. (PI);
Sadigh, D. (PI);
Sahami, M. (PI);
Salisbury, J. (PI);
Savarese, S. (PI);
Saxena, A. (PI);
Schwarz, K. (PI);
Shoham, Y. (PI);
Sidford, A. (PI);
Socher, R. (PI);
Sosic, R. (PI);
Stanford, J. (PI);
Tan, L. (PI);
Thrun, S. (PI);
Tobagi, F. (PI);
Trippel, C. (PI);
Ullman, J. (PI);
Valiant, G. (PI);
Van Roy, B. (PI);
Varodayan, D. (PI);
Wang, G. (PI);
Wetzstein, G. (PI);
Widom, J. (PI);
Wiederhold, G. (PI);
Winograd, T. (PI);
Winstein, K. (PI);
Wodtke, C. (PI);
Wootters, M. (PI);
Wu, J. (PI);
Yamins, D. (PI);
Yan, L. (PI);
Yeung, S. (PI);
Young, P. (PI);
Zaharia, M. (PI);
Zelenski, J. (PI);
Zou, J. (PI);
Rutherford, E. (GP)
CS 399P:
Independent Project
Graded satisfactory/no credit. This course is for masters students only. Undergraduate students should enroll in CS199; PhD students should enroll in CS499. S/NC only; if not appropriate, enroll in CS399. Register using the section number associated with the instructor. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-9
| Repeatable
for credit
Instructors: ;
Achour, S. (PI);
Agrawala, M. (PI);
Aiken, A. (PI);
Altman, R. (PI);
Bailis, P. (PI);
Batzoglou, S. (PI);
Bejerano, G. (PI);
Bernstein, M. (PI);
Blikstein, P. (PI);
Boneh, D. (PI);
Bouland, A. (PI);
Boyd, S. (PI);
Brunskill, E. (PI);
Cain, J. (PI);
Cao, P. (PI);
Charikar, M. (PI);
Cheriton, D. (PI);
Dally, B. (PI);
Dill, D. (PI);
Dror, R. (PI);
Engler, D. (PI);
Ermon, S. (PI);
Fedkiw, R. (PI);
Feigenbaum, E. (PI);
Fikes, R. (PI);
Finn, C. (PI);
Fisher, K. (PI);
Fogg, B. (PI);
Fox, A. (PI);
Garcia-Molina, H. (PI);
Genesereth, M. (PI);
Gill, J. (PI);
Girod, B. (PI);
Goel, A. (PI);
Goodman, N. (PI);
Gregg, C. (PI);
Guibas, L. (PI);
Haber, N. (PI);
Hanrahan, P. (PI);
Hennessy, J. (PI);
Horowitz, M. (PI);
James, D. (PI);
Johari, R. (PI);
Jurafsky, D. (PI);
Katti, S. (PI);
Kay, M. (PI);
Khatib, O. (PI);
Kochenderfer, M. (PI);
Koller, D. (PI);
Kozyrakis, C. (PI);
Lam, M. (PI);
Landay, J. (PI);
Latombe, J. (PI);
Lee, C. (PI);
Leskovec, J. (PI);
Levis, P. (PI);
Levitt, M. (PI);
Levoy, M. (PI);
Li, F. (PI);
Liang, P. (PI);
Liu, K. (PI);
Manning, C. (PI);
Mazieres, D. (PI);
McCarthy, J. (PI);
McKeown, N. (PI);
Mitchell, J. (PI);
Musen, M. (PI);
Nayak, P. (PI);
Ng, A. (PI);
Olukotun, O. (PI);
Ousterhout, J. (PI);
Paepcke, A. (PI);
Parlante, N. (PI);
Plotkin, S. (PI);
Plummer, R. (PI);
Prabhakar, B. (PI);
Pratt, V. (PI);
Raghavan, P. (PI);
Rajaraman, A. (PI);
Re, C. (PI);
Roberts, E. (PI);
Rosenblum, M. (PI);
Roughgarden, T. (PI);
Sahami, M. (PI);
Salisbury, J. (PI);
Savarese, S. (PI);
Saxena, A. (PI);
Shoham, Y. (PI);
Socher, R. (PI);
Thrun, S. (PI);
Tobagi, F. (PI);
Ullman, J. (PI);
Valiant, G. (PI);
Van Roy, B. (PI);
Varodayan, D. (PI);
Wang, G. (PI);
Wetzstein, G. (PI);
Widom, J. (PI);
Wiederhold, G. (PI);
Winograd, T. (PI);
Wu, J. (PI);
Yan, L. (PI);
Young, P. (PI);
Zelenski, J. (PI);
Zou, J. (PI);
Rutherford, E. (GP)
CS 422:
Interactive and Embodied Learning (EDUC 234A)
Most successful machine learning algorithms of today use either carefully curated, human-labeled datasets, or large amounts of experience aimed at achieving well-defined goals within specific environments. In contrast, people learn through their agency: they interact with their environments, exploring and building complex mental models of their world so as to be able to flexibly adapt to a wide variety of tasks. One crucial next direction in artificial intelligence is to create artificial agents that learn in this flexible and robust way. Students will read and take turns presenting current works, and they will produce a proposal of a feasible next research direction. Prerequisites: CS229, CS231N, CS234 (or equivalent).
Terms: Win
| Units: 3
CS 428B:
Probabilistic Models of Cognition: Language (LINGUIST 238B, PSYCH 220B)
How can we understand natural language use in computational terms? This course surveys probabilistic models for natural language semantics and pragmatics. It begins with an introduction to the Rational Speech Acts framework for modeling pragmatics as social reasoning. It then explores a variety of phenomena in language meaning and usage. Probabilistic programming will be used as a precise and practical way to express models.
Terms: Aut
| Units: 3
CS 432:
Computer Vision for Education and Social Science Research (EDUC 463)
Computer vision -- the study of how to design artificial systems that can perform high-level tasks related to image or video data (e.g. recognizing and locating objects in images and behaviors in videos) -- has seen recent dramatic success. In this course, we seek to give education and social science researchers the know-how needed to apply cutting edge computer vision algorithms in their work as well as an opportunity to workshop applications. Prerequisite: python familiarity and some experience with data.
Terms: Win
| Units: 3
CS 448B:
Data Visualization (SYMSYS 195V)
Techniques and algorithms for creating effective visualizations based on principles from graphic design, visual art, perceptual psychology, and cognitive science. Topics: graphical perception, data and image models, visual encoding, graph and tree layout, color, animation, interaction techniques, automated design. Lectures, reading, and project. Prerequisite: one of CS147, CS148, or equivalent.
Terms: Aut
| Units: 3-4
| Repeatable
for credit
CS 448I:
Computational Imaging (EE 367)
Digital photography and basic image processing, convolutional neural networks for image processing, denoising, deconvolution, single pixel imaging, inverse problems in imaging, proximal gradient methods, introduction to wave optics, time-of-flight imaging, end-to-end optimization of optics and imaging processing. Emphasis is on applied image processing and solving inverse problems using classic algorithms, formal optimization, and modern artificial intelligence techniques. Students learn to apply material by implementing and investigating image processing algorithms in Python. Term project. Recommended: EE261, EE263, EE278.
Terms: Win
| Units: 3
CS 476A:
Music, Computing, Design: The Art of Design (MUSIC 256A)
This course explores the artful design of software tools, toys, games,ninstruments, and experiences. Topics include programming, audiovisualndesign, strategies for crafting interactive systems, game design, asnwell as aesthetic and social considerations of shaping technology in ournworld today. Course work features several programming assignments withnan emphasis on critical design feedback, reading responses, and an"design your own" final project. Prerequisite: experience in C/C++/Javanor Unity/C#. See https://ccrma.stanford.edu/courses/256a/
Terms: Aut
| Units: 3-4
CS 498C:
Introduction to CSCL: Computer-Supported Collaborative Learning (EDUC 315A)
This seminar introduces students to foundational concepts and research on computer-supported collaborative learning (CSCL). It is designed for LSTD doctoral students, LDT masters' students, other GSE graduate students and advanced undergraduates inquiring about theory, research and design of CSCL. CSCL is defined as a triadic structure of collaboration mediated by a computational artefact (participant-artifact-participant). CSCL encompasses two individuals performing a task together in a short time, small or class-sized groups, and students following the same course, digitally interacting.
Terms: Win
| Units: 3
CS 499:
Advanced Reading and Research
Letter grade only. Advanced reading and research for CS PhD students. Register using the section number associated with the instructor. Prerequisite: consent of instructor. This course is for PhD students only. Undergraduate students should enroll in CS199, masters students should enroll in CS399. Letter grade; if not appropriate, enroll in CS499P.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Achour, S. (PI);
Agrawala, M. (PI);
Aiken, A. (PI);
Altman, R. (PI);
Anari, N. (PI);
Bailis, P. (PI);
Barrett, C. (PI);
Batzoglou, S. (PI);
Bejerano, G. (PI);
Bernstein, M. (PI);
Bohg, J. (PI);
Boneh, D. (PI);
Bouland, A. (PI);
Boyd, S. (PI);
Brunskill, E. (PI);
Cain, J. (PI);
Cao, P. (PI);
Charikar, M. (PI);
Cheriton, D. (PI);
Dally, B. (PI);
Dill, D. (PI);
Dror, R. (PI);
Duchi, J. (PI);
Durumeric, Z. (PI);
Engler, D. (PI);
Ermon, S. (PI);
Fatahalian, K. (PI);
Fedkiw, R. (PI);
Feigenbaum, E. (PI);
Fikes, R. (PI);
Finn, C. (PI);
Fisher, K. (PI);
Fogg, B. (PI);
Follmer, S. (PI);
Fox, A. (PI);
Garcia-Molina, H. (PI);
Genesereth, M. (PI);
Gill, J. (PI);
Girod, B. (PI);
Goel, A. (PI);
Goel, S. (PI);
Goodman, N. (PI);
Guestrin, C. (PI);
Guibas, L. (PI);
Haber, N. (PI);
Hanrahan, P. (PI);
Hashimoto, T. (PI);
Hennessy, J. (PI);
Horowitz, M. (PI);
Icard, T. (PI);
James, D. (PI);
Johari, R. (PI);
Jurafsky, D. (PI);
Katti, S. (PI);
Kay, M. (PI);
Khatib, O. (PI);
Kjoelstad, F. (PI);
Kochenderfer, M. (PI);
Koller, D. (PI);
Kozyrakis, C. (PI);
Kundaje, A. (PI);
Lam, M. (PI);
Landay, J. (PI);
Latombe, J. (PI);
Leskovec, J. (PI);
Levis, P. (PI);
Levitt, M. (PI);
Levoy, M. (PI);
Li, F. (PI);
Liang, P. (PI);
Liu, K. (PI);
Ma, T. (PI);
Manning, C. (PI);
Mazieres, D. (PI);
McCarthy, J. (PI);
McKeown, N. (PI);
Mitchell, J. (PI);
Mitra, S. (PI);
Montanari, A. (PI);
Musen, M. (PI);
Nayak, P. (PI);
Ng, A. (PI);
Olukotun, O. (PI);
Ousterhout, J. (PI);
Paepcke, A. (PI);
Parlante, N. (PI);
Pavone, M. (PI);
Piech, C. (PI);
Plotkin, S. (PI);
Plummer, R. (PI);
Potts, C. (PI);
Prabhakar, B. (PI);
Pratt, V. (PI);
Raghavan, P. (PI);
Rajaraman, A. (PI);
Re, C. (PI);
Reingold, O. (PI);
Roberts, E. (PI);
Rosenblum, M. (PI);
Roughgarden, T. (PI);
Rubinstein, A. (PI);
Saberi, A. (PI);
Sadigh, D. (PI);
Sahami, M. (PI);
Salisbury, J. (PI);
Savarese, S. (PI);
Saxena, A. (PI);
Schwarz, K. (PI);
Shoham, Y. (PI);
Sidford, A. (PI);
Tan, L. (PI);
Thrun, S. (PI);
Tobagi, F. (PI);
Trippel, C. (PI);
Ullman, J. (PI);
Utterback, C. (PI);
Valiant, G. (PI);
Van Roy, B. (PI);
Wang, G. (PI);
Wetzstein, G. (PI);
Widom, J. (PI);
Wiederhold, G. (PI);
Winograd, T. (PI);
Winstein, K. (PI);
Wootters, M. (PI);
Wu, J. (PI);
Yamins, D. (PI);
Yan, L. (PI);
Yeung, S. (PI);
Young, P. (PI);
Zaharia, M. (PI);
Zelenski, J. (PI);
Zou, J. (PI);
Rutherford, E. (GP)
CS 499P:
Advanced Reading and Research
Graded satisfactory/no credit. Advanced reading and research for CS PhD students. Register using the section number associated with the instructor. Prerequisite: consent of instructor. This course is for PhD students only. Undergraduate students should enroll in CS199, masters students should enroll in CS399. S/NC only; if not appropriate, enroll in CS499.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Achour, S. (PI);
Agrawala, M. (PI);
Aiken, A. (PI);
Altman, R. (PI);
Bailis, P. (PI);
Barrett, C. (PI);
Batzoglou, S. (PI);
Bejerano, G. (PI);
Bernstein, M. (PI);
Blikstein, P. (PI);
Bohg, J. (PI);
Boneh, D. (PI);
Bouland, A. (PI);
Boyd, S. (PI);
Brunskill, E. (PI);
Cain, J. (PI);
Cao, P. (PI);
Charikar, M. (PI);
Cheriton, D. (PI);
Dally, B. (PI);
Dill, D. (PI);
Dror, R. (PI);
Duchi, J. (PI);
Durumeric, Z. (PI);
Engler, D. (PI);
Ermon, S. (PI);
Fatahalian, K. (PI);
Fedkiw, R. (PI);
Feigenbaum, E. (PI);
Fikes, R. (PI);
Finn, C. (PI);
Fisher, K. (PI);
Fogg, B. (PI);
Follmer, S. (PI);
Fox, A. (PI);
Garcia-Molina, H. (PI);
Genesereth, M. (PI);
Gill, J. (PI);
Girod, B. (PI);
Goel, A. (PI);
Goel, S. (PI);
Goodman, N. (PI);
Guestrin, C. (PI);
Guibas, L. (PI);
Haber, N. (PI);
Hanrahan, P. (PI);
Hashimoto, T. (PI);
Hennessy, J. (PI);
Horowitz, M. (PI);
Icard, T. (PI);
James, D. (PI);
Johari, R. (PI);
Jurafsky, D. (PI);
Katti, S. (PI);
Kay, M. (PI);
Khatib, O. (PI);
Kjoelstad, F. (PI);
Kochenderfer, M. (PI);
Koller, D. (PI);
Kozyrakis, C. (PI);
Kundaje, A. (PI);
Lam, M. (PI);
Landay, J. (PI);
Latombe, J. (PI);
Leskovec, J. (PI);
Levis, P. (PI);
Levitt, M. (PI);
Levoy, M. (PI);
Li, F. (PI);
Liang, P. (PI);
Liu, K. (PI);
Ma, T. (PI);
Manning, C. (PI);
Mazieres, D. (PI);
McCarthy, J. (PI);
McKeown, N. (PI);
Mitchell, J. (PI);
Mitra, S. (PI);
Musen, M. (PI);
Nayak, P. (PI);
Ng, A. (PI);
Olukotun, O. (PI);
Ousterhout, J. (PI);
Paepcke, A. (PI);
Parlante, N. (PI);
Pavone, M. (PI);
Piech, C. (PI);
Plotkin, S. (PI);
Plummer, R. (PI);
Potts, C. (PI);
Prabhakar, B. (PI);
Pratt, V. (PI);
Raghavan, P. (PI);
Rajaraman, A. (PI);
Re, C. (PI);
Reingold, O. (PI);
Roberts, E. (PI);
Rosenblum, M. (PI);
Roughgarden, T. (PI);
Rubinstein, A. (PI);
Saberi, A. (PI);
Sadigh, D. (PI);
Sahami, M. (PI);
Salisbury, J. (PI);
Savarese, S. (PI);
Saxena, A. (PI);
Schwarz, K. (PI);
Shoham, Y. (PI);
Sidford, A. (PI);
Tan, L. (PI);
Thrun, S. (PI);
Tobagi, F. (PI);
Trippel, C. (PI);
Ullman, J. (PI);
Utterback, C. (PI);
Valiant, G. (PI);
Van Roy, B. (PI);
Wang, G. (PI);
Wetzstein, G. (PI);
Widom, J. (PI);
Wiederhold, G. (PI);
Winograd, T. (PI);
Winstein, K. (PI);
Wootters, M. (PI);
Wu, J. (PI);
Yamins, D. (PI);
Yan, L. (PI);
Yeung, S. (PI);
Young, P. (PI);
Zaharia, M. (PI);
Zelenski, J. (PI);
Zou, J. (PI);
Rutherford, E. (GP)
CS 520:
Knowledge Graphs
Knowledge graphs have emerged as a compelling abstraction for organizing world's structured knowledge over the internet, capturing relationships among key entities of interest to enterprises, and a way to integrate information extracted from multiple data sources. Knowledge graphs have also started to play a central role in machine learning and natural language processing as a method to incorporate world knowledge, as a target knowledge representation for extracted knowledge, and for explaining what is being learned. This class is a graduate level research seminar and will include lectures on knowledge graph topics (e.g., data models, creation, inference, access) and invited lectures from prominent researchers and industry practitioners. The seminar emphasizes synthesis of AI, database systems and HCI in creating integrated intelligent systems centered around knowledge graphs.
Terms: Spr
| Units: 1
CS 521:
Seminar on AI Safety
In this seminar, we will focus on the challenges in the design of safe and verified AI-based systems. We will explore some of the major problems in this area from the viewpoint of industry and academia. We plan to have a weekly seminar speaker to discuss issues such as verification of AI systems, reward misalignment and hacking, secure and attack-resilient AI systems, diagnosis and repair, issues regarding policy and ethics, as well as the implications of AI safety in automotive industry. Prerequisites: There are no official prerequisites but an introductory course in artificial intelligence is recommended.
Terms: Spr
| Units: 1
CS 522:
Seminar in Artificial Intelligence in Healthcare
Artificial intelligence is poised to make radical changes in healthcare, transforming areas such as diagnosis, genomics, surgical robotics, and drug discovery. In the coming years, artificial intelligence has the potential to lower healthcare costs, identify more effective treatments, and facilitate prevention and early detection of diseases. This class is a seminar series featuring prominent researchers, physicians, entrepreneurs, and venture capitalists, all sharing their thoughts on the future of healthcare. We highly encourage students of all backgrounds to enroll (no AI/healthcare background necessary). Speakers and more at shift.stanford.edu/healthai.
Terms: Aut
| Units: 1
CS 523:
Research Seminar in Computer Vision + X
With advances in deep learning, computer vision (CV) has been transforming all sorts of domains, including healthcare, human-computer interaction, transportation, art, sustainability, and so much more. In this seminar, we investigate its far-reaching applications, with a different theme chosen as the focus each quarter (e.g. the inaugural quarter was CV + Healthcare; the theme for the quarter will be listed on the class syllabus). Throughout the quarter, we deeply examine these themes in CV + X research through weekly intimate discussions with researchers from academia and industry labs who conduct research at the center of CV and other domains. Each week, students will read and prepare questions and reflections on an assigned paper authored by that week's speaker. We highly encourage students who are interested in taking an interactive, deep dive into CV research literature to apply. While there are no hard requirements, we strongly suggest having the background and fluency necessary to read and analyze AI research papers (thus MATH 51 or linear algebra, and at least one of CS 231x, 224x, 221, 229, 230, 234, 238, AI research experience for CV and AI fundamentals may be helpful).
Terms: Spr
| Units: 1-2
CS 528:
Machine Learning Systems Seminar
Machine learning is driving exciting changes and progress in computing systems. What does the ubiquity of machine learning mean for how people build and deploy systems and applications? What challenges does industry face when deploying machine learning systems in the real world, and how can new system designs meet those challenges? In this weekly talk series, we will invite speakers working at the frontier of machine learning systems, and focus on how machine learning changes the modern programming stack. Topics will include programming models for ML, infrastructure to support ML applications such as ML Platforms, debugging, parallel computing, and hardware for ML. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
CS 529:
Robotics and Autonomous Systems Seminar (AA 289)
Seminar talks by researchers and industry professionals on topics related to modern robotics and autonomous systems. Broadly, talks will cover robotic design, perception and navigation, planning and control, and learning for complex robotic systems. May be repeated for credit.
Terms: Win, Spr
| Units: 1
| Repeatable
for credit
(up to 99 units total)
CS 547:
Human-Computer Interaction Seminar
Weekly speakers on human-computer interaction topics. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
CS 802:
TGR Dissertation
Terminal Graduate Registration (TGR). CS PhD students who have their TGR form approved should register under the section number associated with their faculty advisor.
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Achour, S. (PI);
Agrawala, M. (PI);
Aiken, A. (PI);
Altman, R. (PI);
Batzoglou, S. (PI);
Bejerano, G. (PI);
Bernstein, M. (PI);
Blikstein, P. (PI);
Bohg, J. (PI);
Boneh, D. (PI);
Bouland, A. (PI);
Boyd, S. (PI);
Brunskill, E. (PI);
Cain, J. (PI);
Cao, P. (PI);
Charikar, M. (PI);
Cheriton, D. (PI);
Dally, B. (PI);
Dill, D. (PI);
Dror, R. (PI);
Engler, D. (PI);
Ermon, S. (PI);
Fatahalian, K. (PI);
Fedkiw, R. (PI);
Feigenbaum, E. (PI);
Fikes, R. (PI);
Finn, C. (PI);
Fisher, K. (PI);
Fogg, B. (PI);
Fox, A. (PI);
Garcia-Molina, H. (PI);
Genesereth, M. (PI);
Gill, J. (PI);
Girod, B. (PI);
Goel, A. (PI);
Goel, S. (PI);
Guestrin, C. (PI);
Guibas, L. (PI);
Haber, N. (PI);
Hanrahan, P. (PI);
Hashimoto, T. (PI);
Hennessy, J. (PI);
Horowitz, M. (PI);
James, D. (PI);
Johari, R. (PI);
Jurafsky, D. (PI);
Katti, S. (PI);
Kay, M. (PI);
Khatib, O. (PI);
Kjoelstad, F. (PI);
Kochenderfer, M. (PI);
Koller, D. (PI);
Kozyrakis, C. (PI);
Kundaje, A. (PI);
Lam, M. (PI);
Landay, J. (PI);
Latombe, J. (PI);
Leskovec, J. (PI);
Levis, P. (PI);
Levitt, M. (PI);
Levoy, M. (PI);
Li, F. (PI);
Liang, P. (PI);
Liu, K. (PI);
Ma, T. (PI);
Manning, C. (PI);
Mazieres, D. (PI);
McCarthy, J. (PI);
McKeown, N. (PI);
Mitchell, J. (PI);
Musen, M. (PI);
Nayak, P. (PI);
Ng, A. (PI);
Olukotun, O. (PI);
Ousterhout, J. (PI);
Parlante, N. (PI);
Pavone, M. (PI);
Pea, R. (PI);
Piech, C. (PI);
Plotkin, S. (PI);
Plummer, R. (PI);
Potts, C. (PI);
Prabhakar, B. (PI);
Pratt, V. (PI);
Raghavan, P. (PI);
Rajaraman, A. (PI);
Re, C. (PI);
Reingold, O. (PI);
Roberts, E. (PI);
Rosenblum, M. (PI);
Roughgarden, T. (PI);
Rubinstein, A. (PI);
Sadigh, D. (PI);
Sahami, M. (PI);
Salisbury, J. (PI);
Savarese, S. (PI);
Shoham, Y. (PI);
Tan, L. (PI);
Thrun, S. (PI);
Tobagi, F. (PI);
Ullman, J. (PI);
Utterback, C. (PI);
Valiant, G. (PI);
Van Roy, B. (PI);
Wang, G. (PI);
Wetzstein, G. (PI);
Widom, J. (PI);
Wiederhold, G. (PI);
Winograd, T. (PI);
Winstein, K. (PI);
Wootters, M. (PI);
Wu, J. (PI);
Yeung, S. (PI);
Young, P. (PI);
Zaharia, M. (PI);
Zelenski, J. (PI);
Zou, J. (PI);
Rutherford, E. (GP)
CSB 199:
Undergraduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Chen, J. (PI);
Cimprich, K. (PI);
Dreisbach, R. (PI);
Elias, J. (PI);
Ferrell, J. (PI);
Grimes, K. (PI);
Jarosz, D. (PI);
Meyer, T. (PI);
Mochly-Rosen, D. (PI);
Qi, S. (PI);
Wandless, T. (PI);
Wysocka, J. (PI);
Kay-Sherrard, E. (GP);
Ramalho, D. (GP)
CSB 201:
Chemical and Systems Biology Bootcamp
In this "boot camp" students perform hands-on original research in small groups, combining chemical biology systems-level approaches to investigate current biological problems. This year's course will investigate the function and regulation of uncharacterized genes. Students will acquire conceptual and methodological training in a wide range of modern techniques, including "omics" approaches, fluorescence microscopy, genome editing, computational approaches, and quantitative data analysis.
Terms: Aut
| Units: 1
CSB 221:
Methods and Logic in Chemical and Systems Biology
This course covers logic, experimental design and methods in Chemical and Systems Biology, using discussions of classic and modern literature to discern the principles of biological investigation in making discoveries and testing hypotheses. In collaboration with faculty, students also apply those principles to generate a potential research project, presented in both written and oral form.
Terms: Win
| Units: 3
CSB 224:
Chemical and Systems Biology Pizza Talks
Required of and limited to all graduate students and postdoctoral scholars in the Department of Chemical and Systems Biology. Students and postdocs are required to give in-depth presentations about their current projects within the academic year.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
6 times
(up to 6 units total)
CSB 242:
Drug Discovery and Development Seminar Series
The scientific principles and technologies involved in making the transition from a basic biological observation to the creation of a new drug emphasizing molecular and genetic issues. Prerequisite: biochemistry, chemistry, or bioengineering.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
CSB 243:
Biotechnology and Development of Therapeutics
This course will introduce students to the applications of biotechnology to the discovery and development of novel drugs and therapeutics. Students will learn about the process of drug discovery and development from target discovery, through drug optimization, preclinical testing, clinical testing, and commercialization. The course also offers a basic understanding of functions that work in parallel with discovery research and drug development, including business strategy, portfolio decision-making and program management. Finally, the course allows the opportunity to learn from, and connect with leaders from companies within the Biotchnology sector. Please register your interest on Handshake (https://app.joinhandshake.com/events/811414) and we will contact you with a permission code if accepted into the course. Please email Stephanie (seberle@stanford.edu) with any further questions.
Terms: Aut
| Units: 1-2
CSB 245:
Economics of Biotechnology
Focuses on translation of promising research discovery into marketed drugs and the integration of scientific method, clinical needs assessment, clinical and regulatory strategy, market analysis, economic considerations, and the influence of the healthcare economic ecosystem necessary for successful translation. Explores the economic perspectives of various stakeholders--patients, providers, payers, biotechnology and pharmaceutical companies, FDA, and financial markets--and how they influence drug development.
Terms: Spr
| Units: 2
CSB 260:
Concepts and Applications in Chemical Biology (CHEM 289)
Current topics include chemical genetics, activity-based probes, inducible protein degradation, DNA/RNA chemistry and molecular evolution, protein labeling, carbohydrate engineering, fluorescent proteins and sensors, optochemical/optogenetic methods, mass spectrometry, and genome-editing technologies.
Terms: Spr
| Units: 3
CSB 270:
Research Seminar
Students discuss readings focused on chemical and systems biology assigned by corresponding faculty host. Course held before corresponding Friday Cutting Lecture Series speaker. Please contact Student Services with any questions regarding the course administration. Required for CSB first and second year students. Open to all CSB students.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
Instructors: ;
Chen, J. (PI);
Chistol, G. (PI);
Cimprich, K. (PI);
Ferrell, J. (PI);
Grimes, K. (PI);
Jarosz, D. (PI);
Meyer, T. (PI);
Mochly-Rosen, D. (PI);
Wandless, T. (PI);
Wysocka, J. (PI);
Kay-Sherrard, E. (GP);
Ramalho, D. (GP)
CSB 271:
Principles of Cell Cycle Control (BIO 171, BIO 271)
Genetic analysis of the key regulatory circuits governing the control of cell division. Illustration of key principles that can be generalized to other synthetic and natural biological circuits. Focus on tractable model organisms; growth control; irreversible biochemical switches; chromosome duplication; mitosis; DNA damage checkpoints; MAPK pathway-cell cycle interface; oncogenesis. Analysis of classic and current primary literature.
Terms: Spr
| Units: 3
CSB 290:
Curricular Practical Training
CPT Course required for international students completing degree requirements.
Terms: Aut, Win, Spr, Sum
| Units: 1
CSB 299:
Directed Reading in Chemical and Systems Biology
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Chen, J. (PI);
Cimprich, K. (PI);
Dreisbach, R. (PI);
Elias, J. (PI);
Ferrell, J. (PI);
Grimes, K. (PI);
Jarosz, D. (PI);
Meyer, T. (PI);
Mochly-Rosen, D. (PI);
Qi, S. (PI);
Wandless, T. (PI);
Wysocka, J. (PI);
Kay-Sherrard, E. (GP);
Ramalho, D. (GP)
CSB 346:
Advanced Seminar in Microbial Molecular Biology (BIO 346, GENE 346)
Enrollment limited to PhD students associated with departmental research groups in genetics or molecular biology.
Terms: Aut, Win
| Units: 1
CSB 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Chen, J. (PI);
Cimprich, K. (PI);
Dreisbach, R. (PI);
Elias, J. (PI);
Ferrell, J. (PI);
Grimes, K. (PI);
Jarosz, D. (PI);
Meyer, T. (PI);
Mochly-Rosen, D. (PI);
Qi, S. (PI);
Wandless, T. (PI);
Wysocka, J. (PI);
Kay-Sherrard, E. (GP);
Ramalho, D. (GP)
CSB 399:
Graduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Chen, J. (PI);
Chistol, G. (PI);
Cimprich, K. (PI);
Dreisbach, R. (PI);
Elias, J. (PI);
Ferrell, J. (PI);
Gray, N. (PI);
Grimes, K. (PI);
Jarosz, D. (PI);
Martinez, N. (PI);
Meyer, T. (PI);
Mochly-Rosen, D. (PI);
Qi, S. (PI);
Wandless, T. (PI);
Wysocka, J. (PI);
Kay-Sherrard, E. (GP);
Ramalho, D. (GP)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Chen, J. (PI);
Cimprich, K. (PI);
Dreisbach, R. (PI);
Elias, J. (PI);
Ferrell, J. (PI);
Grimes, K. (PI);
Jarosz, D. (PI);
Meyer, T. (PI);
Mochly-Rosen, D. (PI);
Qi, S. (PI);
Wandless, T. (PI);
Wysocka, J. (PI);
Kay-Sherrard, E. (GP);
Ramalho, D. (GP)
CSB 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Chen, J. (PI);
Chistol, G. (PI);
Cimprich, K. (PI);
Dreisbach, R. (PI);
Elias, J. (PI);
Ferrell, J. (PI);
Gray, N. (PI);
Grimes, K. (PI);
Jarosz, D. (PI);
Martinez, N. (PI);
Meyer, T. (PI);
Mochly-Rosen, D. (PI);
Qi, S. (PI);
Wandless, T. (PI);
Wysocka, J. (PI);
Kay-Sherrard, E. (GP);
Ramalho, D. (GP)
CSRE 1T:
Introduction to Science, Technology & Society (STS 1)
The course introduces students to critical perspectives on the history, social context, epistemology, and ethics of science, technology, and medicine. The goal of the course is to learn about major concepts and methods from science & technology studies, introduced in the context of real-world issues. STS 1 is the required gateway course for the major in Science, Technology & Society, but is open to students from all departments and disciplines. A final paper will be required. There will be no final exam.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-A-II, WAY-SI
CSRE 3P:
America: Unequal (PUBLPOL 113, SOC 3)
It was never imagined "when the U.S. was founded" that the rich would be so rich and the poor so poor. It was never imagined "when the U.S. was founded" that opportunities to get ahead would depend so profoundly on one's family circumstances and other starting conditions. How could this have happened in the "land of opportunity?" What are the effects of such profound inequality? And what, if anything, should be done about it?
Terms: Win
| Units: 4
| UG Reqs: WAY-EDP, WAY-SI
CSRE 5C:
Human Trafficking: Historical, Legal, and Medical Perspectives (FEMGEN 5C, HISTORY 5C, INTNLREL 5C)
(Same as History 105C. History majors and others taking 5 units, enroll in 105C.) Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution, labor exploitation, and organ trade, focusing on human rights violations and remedies. Provides a historical context for the development and spread of human trafficking. Analyzes the current international and domestic legal and policy frameworks to combat trafficking and evaluates their practical implementation. Examines the medical, psychological, and public health issues involved. Uses problem-based learning. Required weekly 50-min. discussion section, time TBD. Students interested in service learning should consult with the instructor and will enroll in an additional course.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI
CSRE 11SC:
Who Belongs at Stanford? Discussions of a Different Sort of Education (COMPLIT 15SC)
You've finished your first year of university. You have taken the required first year courses, you hope you have explored enough, you are anxious about choosing a major. You know the campus fairly well, you have perhaps made some friends, you have some sort of routine. But you have the nagging feeling that so much of this is simply an illusion. The question then becomes, do you throw your faith, mind, and your body into that illusion (everyone else seems to), or do you risk the chance of missing a step by spending some time in Sophomore College reflecting on the immediate past and the future, with others who have similar questions. You may feel that the generalizations you heard in Year 1 about liberal education seem remote from your life experiences; you may have wished you could have engaged in more in-depth discussions, but that there was not time or interest in approaching the subject matter as you would have wanted to. We are then faced with the very important question: What happens when 'diverse' populations are recruited to places like Stanford, and then asked to constrain or reshape their diversity for the sake of belonging? We will discuss how this small-scale exercise in intellectual exploration can be read as a correlate for how individuals and societies work. What kinds of identities, values, stories count, and which do not? Liberal ideologies and principles may sound nice, but liberalism tends to flounder when presented with practical real-world issues like employment, health care, police brutality, pandemics, environmental degradation, and yes, education. There are two required texts for the course, first, Brazilian educator Paolo Freire's Pedagogy of the Oppressed. What Freire proposes is a way of teaching and learning that is the antithesis of what he calls the 'banking model of education.' The banking model works this way, schools deposit learning into your account, and you withdraw it when you need it. Little, if any thought, is placed upon what exactly that currency is, and why it's of any value. Freire's pedagogy is exactly the opposite-people act together to determine their learning goals - what they want to accomplish in the world--negotiate how best to arrive at those goals. They belong to the community because they are the creators of that community. The second texts are essays by the seminal Black feminist scholar, bell hooks. Author of more than 30 books, hooks started life in poverty in rural Kentucky, then won admission to Stanford, and went on to be a prolific writer, educator, and activist. She was deeply influenced by Freire. Ultimately, the task that both Freire and hooks addressed was to alter the condition of oppression through approaching the idea of education in a radically different manner. All remaining readings, activities, speakers, will be the product of our collective discussions come to the first day of class with your ideas, thoughts, and music (see below). This summer we will aim to do the following: Get to know and trust each other, and to support each other's explorations, questions, tentative answers. Pause and reflect on things that we feel we have not been able to really grapple with yet. Learn how others have challenged normative ideas about what an educational community might look like. Think of ways of sustaining our support for each other into the sophomore year.
Terms: Sum
| Units: 2
CSRE 12:
Community Organizing: People, Power, and Change
Mobilizing communities for positive social change requires educated leaders equipped with the skills to organize people and power. Organizing can make a difference in addressing major public challenges that demand full engagement of the citizenry, especially those whose voices are not heard unless they organize. Leadership is accepting responsibility to enable others to achieve shared purpose in the face of uncertainty. Organizing is a way to lead by identifying, recruiting and developing more leadership; building community around that leadership; and building power from the resources of that community.
Terms: Aut
| Units: 4
CSRE 12SL:
Legalistic Precedents for Gender/Sexuality and Racial Disparities
This course covers key issue areas targeted by the American Civil Liberties Union Northern California (ACLU NorCal) chapter and seeks to build more informed policy-based discourse around racial and gender/sexuality disparities in technology and civil liberties, reproductive rights, housing, and general/special education policy by discussing legal precedents that perpetuate discriminatory treatment of minorities under legal pretenses. Additional themes will be covered that have perpetuated legally protected strategies to exploit racial and gender/sexuality minority groups such as: (i) the legalistic process' insistence on expediency in finding nearest precedents resulting in misapplication of legal language across different issue areas (i.e. abstraction of abortion law applied to net neutrality), and coverage of Supreme Court and circuit court decisions that are legitimized by popular culture but no longer have constitutional precedent (i.e. Brown v. Board of Education overturned by the implicitly segregationist Freeman v. Pitts and Missouri v. Jenkins decision, etc. The course seeks to build awareness around legalistic language that are leveraged for discriminatory treatment of minorities and strives to create spaces for policy-based discussion around key issue areas under the purview of the ACLU NorCal chapter.
Terms: Spr
| Units: 1-2
CSRE 13N:
Race, Blackness, Antiquity (CLASSICS 13N)
What was the definition of 'race' twenty-five hundred years ago? What did black skin color indicate in the centuries before the Trans-Atlantic slave trade? In this course, students will investigate the history of black skin color in Greek and Roman antiquity alongside the legacy of race within the field of Classics (ancient Greek and Latin literature). In addition to interrogating the terms 'race' and 'blackness' as it applies to an ancient time period, students will cross-examine the role that race and cultural imperialism have played in the formation of the current discipline of Classics. This course will benefit greatly from students with a broad spectrum of interests; all are welcome to join the discussion.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II, WAY-EDP
CSRE 18:
Antiracism and Health Equity: A project-based community service course
This class will examine the structural racialized bias in medicine, biomedical research and health care delivery by using short form media to address the dismantling of systemic racist practices. In understanding that inequity is a feature and not a flaw of health status and health care delivery in the United States, students will design and deliver creative, serviceable solutions for community partner-generated problems/issues. This course is designed for human biology students but, all majors are welcome. "Cardinal Course certified by the Haas Center
Terms: Aut, Spr
| Units: 1
CSRE 28N:
The Cultural Shaping of Emotion (PSYCH 28N)
This seminar examines how our cultural ideas and practices shape our conceptions, perceptions, and experiences of emotion. We will read and discuss empirical research and case studies from psychology, anthropology, sociology, and medicine. Course requirements include weekly reading and thought papers, weekly discussion, and a final research project and presentation.
Terms: Spr
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
CSRE 30Q:
The Big Shift (ANTHRO 31Q)
Is the middle class shrinking? How do people who live at the extremes of American society- the super rich, the working poor and those who live on the margins, imagine and experience "the good life"? How do we understand phenomena such as gang cultures, addiction and the realignment of white consciousness? This class uses the methods and modes of ethnographic study in an examination of American culture. Ethnographic materials range from an examination of the new American wealth boom of the last 20 years (Richistan by Robert Frank) to the extreme and deadlynworld of the invisible underclass of homeless addicts on the streets of San Francisco (Righteous Dopefiend by Phillipe Bourgois and Jeff Schonberg). The experiences of Hispanic immigrants and the struggle to escape gang life in Los Angeles are highlighted in the story of Homeboy Industries a job creation program initiated by a priest working in LA's most deadly neighborhoods (G-Dog and the Homeboys by Celeste Fremon). Finally in Searching for Whitopia: an improbable journeyninto the heart of White America, Rich Benjamin explores the creation on ethnic enclaves (whitopias) as fear over immigration and the shrinking white majority redefine race consciousnessnin the 21st century. Each of these narratives provides a window into the various ways in which Americans approach the subjects of wealth and the good life, poverty and the underclass, and thenconstruction of class, race, and gender in American society. Students will not be required to have any previous knowledge, just curiosity and an open mind.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-SocSci
CSRE 47Q:
Heartfulness: Mindfulness, Compassion, and Responsibility (LIFE 185Q)
We practice mindfulness as a way of enhancing well-being, interacting compassionately with others, and engaging in socially responsible actions as global citizens. Contemplation is integrated with social justice through embodied practice, experiential learning, and creative expression. Class activities and assignments include journaling, mindfulness practices, and expressive arts. We build a sense of community through appreciative intelligence, connected knowing, deep listening and storytelling.
Terms: Aut
| Units: 3
| UG Reqs: WAY-EDP
CSRE 50S:
Nineteenth Century America (AFRICAAM 50B, HISTORY 50B)
(Same as HISTORY 150B. HISTORY 50B is for 3 units; HISTORY 150B is for 5 units.) Territorial expansion, social change, and economic transformation. The causes and consequences of the Civil War. Topics include: urbanization and the market revolution; slavery and the Old South; sectional conflict; successes and failures of Reconstruction; and late 19th-century society and culture.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-SI
CSRE 51Q:
Comparative Fictions of Ethnicity (AMSTUD 51Q, COMPLIT 51Q)
We may "know" "who" we "are," but we are, after all, social creatures. How does our sense of self interact with those around us? How does literature provide a particular medium for not only self expression, but also for meditations on what goes into the construction of "the Self"? After all, don't we tell stories in response to the question, "who are you"? Besides a list of nouns and names and attributes, we give our lives flesh and blood in telling how we process the world. Our course focuses in particular on this question--Does this universal issue ("who am I") become skewed differently when we add a qualifier before it, like "ethnic"?
Terms: Win, Spr
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP, Writing 2
CSRE 55M:
MMUF Seminar
This seminar is designed to help MMUF honor students in the following ways: (1) developing and refining research paper topics, (2) learning about the various approaches to research and writing, and (3) connecting to Stanford University resources such as the library and faculty. May be repeat for credit
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
6 times
(up to 6 units total)
CSRE 55N:
Black Panther, Hamilton, DÃaz, and Other Wondrous Lives (COMPLIT 55N)
This seminar concerns the design and analysis of imaginary (or constructed) worlds for narratives and media such as films, comics, and literary texts. The seminar's primary goal is to help participants understand the creation of better imaginary worlds - ultimately all our efforts should serve that higher purpose. Some of the things we will consider when taking on the analysis of a new world include: What are its primary features - spatial, cultural, biological, fantastic, cosmological? What is the world's ethos (the guiding beliefs or ideals that characterize the world)? What are the precise strategies that are used by the artist to convey the world to us and us to the world? How are our characters connected to the world? And how are we - the viewer or reader or player - connected to the world? Note: This course must be taken for a letter grade to be eligible for WAYS credit. In AY 2020-21, a `CR' grade will satisfy the WAYS requirement.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
CSRE 91B:
Telling Your Story as Counterstory: The Rhetoric of Critical Race Theory (PWR 91HT)
Critical Race Theory (CRT), developed by legal scholars in the 1970s, proposes that marginalized folk use their own stories to reframe discussions about racism, particularly through a creative practice called counterstory. This course will take a deep dive into counterstory as a creative form of resistance and intercultural communication. Students will develop the skills to respond to a stock story with counterstory and participate in an online collective project. Students will also produce an e-portfolio.
Terms: Aut
| Units: 4
| UG Reqs: WAY-CE, WAY-EDP
CSRE 99B:
EAST House Seminar: Current Issues and Debates in Equity, Access & Society (EDUC 100B)
EAST is the Equity, Access, and Society Theme House at Stanford University. The EAST House Seminar is primarily a speaker series designed to introduce students to the research of Stanford faculty. In Autumn and Winter quarters, faculty and other scholars from around the University discuss their research related to equity, access, and society, broadly construed. Each week will feature a speaker from disciplines ranging from the social sciences to the humanities who will engage students with their work and what it means for understanding and/or addressing pressing issues in society. In Spring quarter, the seminar is a small group discussion of weekly readings on a focused topic in equity, access, and education. Contact instructor for details. The seminar is repeatable for credit.
Terms: Win
| Units: 1
| Repeatable
for credit
CSRE 99C:
EAST House Seminar: Readings on Equity, Access & Society (EDUC 100C)
EAST is the Equity, Access, and Society Theme House at Stanford University. The EAST House Seminar is primarily a speaker series designed to introduce students to the research of Stanford faculty. In Autumn and Winter quarters, faculty and other scholars from around the University discuss their research related to equity, access, and society, broadly construed. Each week will feature a speaker from disciplines ranging from the social sciences to the humanities who will engage students with their work and what it means for understanding and/or addressing pressing issues in society. In Spring quarter, the seminar is a small group discussion of weekly readings on a focused topic in equity, access, and education. Contact instructor for details. The seminar is repeatable for credit.
Terms: Spr
| Units: 1
| Repeatable
for credit
CSRE 100P:
Student and Community Organizing for Social Change
In this course, we will learn from long-time organizers and change agents by studying movement histories, participating in skill-building workshops, and engaging directly in movement-building work with community partners from the Bay Area. Through selected readings curated in collaboration with community partners, we will dive into the stories, tactics, principles, methodologies, and theories of what it means to build community, enact social change, and challenge institutional forms of knowledge production. The goal of this course is to provide us with strategic frameworks and hands-on experiences of creating alternative futures in the now.
Terms: Spr
| Units: 3
CSRE 102C:
History of World Cinema III: Queer Cinema around the World (ARTHIST 164, ARTHIST 364, CSRE 302C, FEMGEN 100C, FILMEDIA 100C, FILMEDIA 300C, GLOBAL 193, GLOBAL 390, TAPS 100C, TAPS 300C)
Provides an overview of cinema from around the world since 1960, highlighting the cultural, political, and economic forces that have shaped various film movements over the last six decades. We study key film movements and national cinemas towards developing a formal, historical, theoretical appreciation of a variety of commercial and art film traditions. Specific topics may vary by term/year/instructor. This term's topic, Queer Cinema around the World, studies the relationship of gender, sexuality, and cinematic representation trans-regionally and transnationally. Moving beyond the Euro-American focus of gender and sexuality studies and queer cinema courses, this course will foster an examination of queerness, sexual minorities, same-sex desire, LGBTQI+ rights, censorship, precarity, and hopefulness in relation to race, nationalism, religion, and region. Through film and video from Kenya, Hong Kong, India, The Dominican Republic, South Korea, Spain, Palestine, Argentina, the US (Black, indigenous cinemas, for instance), South Africa, Colombia etc., this course will engage with a range of queer cinematic forms and queer spectatorial practices in different parts of the world.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
| Repeatable
2 times
(up to 10 units total)
CSRE 103:
Intergroup Communication (PSYCH 103)
In an increasingly globalized world, our ability to connect and engage with new audiences is directly correlated with our competence and success in any field How do our intergroup perceptions and reactions influence our skills as communicators? This course uses experiential activities and discussion sections to explore the role of social identity in effective communication. The objective of the course is to examine and challenge our explicit and implicit assumptions about various groups to enhance our ability to successfully communicate across the complex web of identity. NOTE: If you are interested in enrolling in this class, please fill out the following survey to be considered: https://docs.google.com/document/d/1CGQtF7_aIakrVp9pccVP-ih3lKf1dg7DvltEGXWMYyQ/edit?usp=sharing
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-EDP
CSRE 103B:
Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices (AFRICAAM 106, EDUC 103B, EDUC 337)
Focus is on classrooms with students from diverse racial, ethnic and linguistic backgrounds. Studies, writing, and media representation of urban and diverse school settings; implications for transforming teaching and learning. Issues related to developing teachers with attitudes, dispositions, and skills necessary to teach diverse students.
Terms: Win
| Units: 4
| UG Reqs: WAY-EDP
CSRE 103F:
Intergroup Communication Facilitation (PSYCH 103F)
Are you interested in strengthening your skills as a facilitator or section leader? Interested in opening up dialogue around identity within your community or among friends? This course will provide you with facilitation tools and practice, but an equal part of the heart of this class will come from your own reflection on the particular strengths and challenges you may bring to facilitation and how to craft a personal style that works best for you. This reflection process is ongoing, for the instructors as well as the students.
Terms: Aut, Spr
| Units: 2
| Repeatable
for credit
CSRE 105C:
Human Trafficking: Historical, Legal, and Medical Perspectives (FEMGEN 105C, HISTORY 105C, HUMRTS 112, INTNLREL 105C)
(Same as HISTORY 5C. History majors and others taking 5 units, enroll in 105C.) Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution, labor exploitation, and organ trade, focusing on human rights violations and remedies. Provides a historical context for the development and spread of human trafficking. Analyzes the current international and domestic legal and policy frameworks to combat trafficking and evaluates their practical implementation. Examines the medical, psychological, and public health issues involved. Uses problem-based learning. Required weekly 50-min. discussion section, time TBD. Students interested in service learning should consult with the instructor and will enroll in an additional course.
Terms: Aut
| Units: 5
| UG Reqs: WAY-SI
CSRE 106A:
A.I.-Activism-Art (ARTHIST 168A, ENGLISH 106A, SYMSYS 168A)
Lecture/studio course exploring arts and humanities scholarship and practice engaging with, and generated by, emerging emerging and exponential technologies. Our course will explore intersections of art and artificial intelligence with an emphasis on social impact and racial justice. Open to all undergraduates.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II
CSRE 107:
Community Organizing: People, Power and Change
Mobilizing communities for positive social change requires educated leaders equipped with the skills to organize people and power. Organizing can make a difference in addressing major public challenges that demand full engagement of the citizenry, especially those whose voices are not heard unless they organize. Leadership is accepting responsibility to enable others to achieve shared purpose in the face of uncertainty. Organizing is a way to lead by identifying, recruiting and developing more leadership; building community around that leadership; and building power from the resources of that community. In this course, each student accepts responsibility for organizing constituents to achieve an outcome by the end of the semester. As reflective practitioners, students learn to analyze their leadership of this campaign.
Terms: Spr
| Units: 4-5
CSRE 108:
Introduction to Feminist, Gender, and Sexuality Studies (AMSTUD 107, FEMGEN 101, TAPS 108)
Introduction to interdisciplinary approaches to gender, sexuality, queer, trans and feminist studies. Topics include the emergence of sexuality studies in the academy, social justice and new subjects, science and technology, art and activism, history, film and memory, the documentation and performance of difference, and relevant socio-economic and political formations such as work and the family. Students learn to think critically about race, gender, and sexuality from local and global perspectives.
Terms: Aut, Spr
| Units: 4-5
| UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-EDP, WAY-SI
CSRE 109A:
Federal Indian Law (NATIVEAM 109A)
Cases, legislation, comparative justice models, and historical and cultural material. The interlocking relationships of tribal, federal, and state governments. Emphasis is on economic development, religious freedom, and environmental justice issues in Indian country.
Terms: Win
| Units: 3
CSRE 114:
Imagining the American Frontier in Popular Culture and Fiction. (AMSTUD 114, FEMGEN 114A)
Stories of the frontier pervade our cultural texts and linger in our imaginations. This course focuses on the continued fascination with the American West and frontier narratives as source material for a wide range of popular culture texts and fiction. From Oregon Trail to Joss Whedon's Firefly and from Quentin Tarantino to Janelle Monáe, this course draws from a wide range of genres and formats including novels, short stories, films, serialized television, board games, video games, and experimental hypertext fiction. Putting historical primary sources in conversation with contemporary cultural texts, students will examine how the entwined and sometimes conflicting process of history- and memory-making has continued to build frontier imaginaries in the present.
Terms: Aut
| Units: 5
CSRE 117:
Expanding Engineering Limits: Culture, Diversity, and Equity (CSRE 217, ENGR 117, ENGR 217, FEMGEN 117, FEMGEN 217)
This course investigates how culture and diversity shape who becomes an engineer, what problems get solved, and the quality of designs, technology, and products. As a course community, we consider how cultural beliefs about race, ethnicity, gender, sexuality, abilities, socioeconomic status, and other intersectional aspects of identity interact with beliefs about engineering, influence diversity in the field, and affect equity in engineering education and practice. We also explore how engineering cultures and environments respond to and change with individual and institutional agency. The course involves weekly presentations by scholars and engineers, readings, short writing assignments, small-group discussion, and hands-on, student-driven projects. Students can enroll in the course for 1 unit (lectures only), or 3 units (lectures+discussion+project). For 1 unit, students should sign up for Section 1 and Credit/No Credit grading, and for 3 units students should sign up for Section 2 and either the C/NC or Grade option.
Terms: Win
| Units: 3
CSRE 117S:
History of Native Americans in California (HISTORY 250A, NATIVEAM 117S)
This course examines the political histories and cultural themes of Native Americans in California, 1700s1950s. Throughout the semester we will focus on: demographics, diversity of tribal cultures; regional environmental backgrounds; the Spanish Era and missionization; the Mexican Era and secularization; relations with the United States Government and the State of California, including the gold rush period, statehood, unratified treaties, origin of reservations/rancherias, and other federal policies, e.g., Allotment Act, Indian Reorganization Act and termination.
Terms: Aut
| Units: 3-5
| UG Reqs: GER:EC-AmerCul, WAY-EDP
CSRE 121:
Discourse of the Colonized: Native American and Indigenous Voices (NATIVEAM 121)
Using the assigned texts covering the protest movements in the 20th century to the texts written from the perspective of the colonized at the end of the 20th century, students will engage in discussions on decolonization. Students will be encouraged to critically explore issues of interest through two short papers and a 15-20 minute presentation on the topic of interest relating to decolonization for Native Americans in one longer paper. Approaching research from an Indigenous perspective will be encouraged throughout.
Terms: Spr
| Units: 5
| UG Reqs: GER:EC-AmerCul
CSRE 122S:
Social Class, Race, Ethnicity, and Health (AFRICAAM 132, HUMBIO 122S)
Examines health disparities in the U.S., looking at the patterns of those disparities and their root causes. Explores the intersection of lower social class and ethnic minority status in affecting health status and access to health care. Compares social and biological conceptualizations of race and ethnicity. Upper division course with preference given to upperclassmen. Prerequisite: Human Biology Core or Biology Foundations.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
CSRE 125E:
Shades of Green: Exploring and Expanding Environmental Justice in Practice (EARTHSYS 125, EARTHSYS 225, URBANST 125)
Historically, discussions of race, ethnicity, culture, and equity in the environment have been shaped by a limited view of the environmental justice movement, often centered on urban environmental threats and separated from other types of environmental and climate advocacy. This course will seek to expand on these discussions by exploring topics such as access to outdoor spaces, definitions of wilderness, inclusion in environmental organizations, gender and the outdoors, the influence of colonialism on ways of knowing, food justice and ethics, and the future of climate change policy. The course will also involve a community partnership project. In small groups students will work with an environmental organization to problem-solve around issues of equity, representation, and access. We value a diversity of experiences and epistemologies and welcome undergraduates from all disciplines. Since this is a practical course, there will be a strong emphasis on participation and commitment to community partnerships. This course requires instructor approval, please submit an application by March 16th at midnight. Application available at https://forms.gle/owqmLqLjLP1rDYEZA
Terms: Spr
| Units: 3-4
| UG Reqs: WAY-EDP
CSRE 126C:
Ethics and Leadership in Public Service (EDUC 126A, ETHICSOC 79, URBANST 126A)
This course explores ethical questions that arise in public service work, as well as leadership theory and skills relevant to public service work. Through readings, discussions, in-class activities, assignments, and guest lectures, students will develop a foundation and vision for a future of ethical and effective service leadership. This course serves as a gateway for interested students to participate in the Haas Center's Public Service Leadership Program.
Terms: Win
| Units: 3-4
| UG Reqs: WAY-ER
CSRE 129:
Camus (COMPLIT 229B, FRENCH 129, HISTORY 235F)
"The admirable conjunction of a man, of an action, and of a work" for Sartre, "the ideal husband of contemporary letters" for Susan Sontag, reading "Camus's fiction as an element in France's methodically constructed political geography of Algeria" for Edward Said, Camus embodies the very French figure of the "intellectuel engagé," or public intellectual. From his birth in 1913 into a poor European family in Algeria to the Nobel Prize in Literature in 1957, from the Mediterranean world to Paris, Camus engaged in the great ethical and political battles of his time, often embracing controversial positions. Through readings and films, we will explore his multiple legacies. Readings from Albert Camus, Jean-Paul Sartre, Assia Djebar, Kamel Daoud, Mouloud Feraoun, Alice Kaplan, Edward Said, Edwidge Danticat. Students will work on their production of written French, in addition to speaking French and reading comprehension. Taught in French. Students are highly encouraged to complete FRENLANG 124 or to successfully test above this level through the Language Center. This course fulfills the Writing in the Major (WIM) requirement.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-A-II, WAY-EDP
CSRE 131:
Trauma, Healing, and Empowerment in Asian America (ASNAMST 131)
In these perilous times we need places of refuge where we can affirm our humanity and renew our commitment to social justice. Using historical and collective trauma of Asian Americans as a focus, we illuminate our current struggles to find meaning and balance in the face of anti-Asian violence. In a beloved community we gently witness and touch our wounds, finding healing and empowerment. Women elders lead us in healing practices that are experiential, embodied, and creative expression. Our practices are based in Heartfulness, mindfulness, compassion, and responsibility. This self-reflective process uses narrative, oral and written, as a way of becoming whole, healing wounds of home, community, roots, and identity.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-CE, WAY-EDP
CSRE 132:
Whose Classics? Race and Classical Antiquity in the U.S. (ASNAMST 132, CLASSICS 132)
Perceived as the privileged inheritance of white European (and later, American) culture, Classics has long been entangled with whiteness. We will examine this issue by flipping the script and decentering whiteness, focusing instead on marginalized communities of color that have been challenging their historic exclusion from classics. We will read classical works and their modern retellings by Black, Indigenous, Chicanx and Asian American intellectual leaders and explore how they critique classics' relationship to racism, nationalism, settler colonialism and imperialism. Readings include Sophocles' Oedipus Rex alongside Rita Dove's The Darker Face of the Earth, Euripides' Medea alongside Luis Alfaro's Mojada, Sophocles' Antigone alongside Beth Piatote's Antíkone, and the selections from the Homeric Odyssey alongside Ocean Vuong's Night Sky with Exit Wounds.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
CSRE 132C:
Technology and Inequality (ANTHRO 132C)
In this advanced interdisciplinary seminar we will examine the ways that technologies aimed to make human lives better (healthier, freer, more connected, and informed) often also harbor the potential to exacerbate social inequalities. Drawing from readings in the social sciences on power and ethics, we will pay special attention to issues of wealth, race, ethnicity, sex, gender, globalization and humanitarianism.
Terms: Aut
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
CSRE 133E:
Literature and Society in Africa and the Caribbean (AFRICAAM 133, AFRICAST 132, COMPLIT 133A, COMPLIT 233A, FRENCH 133, JEWISHST 143)
This course explores cultural productions from the French-speaking world in the 20th and 21st centuries. We will examine foundational and contemporary works from Sub-Saharan Africa, the Maghreb, and the Caribbean while considering their engagement with the historical and political contexts in which they were produced. This course will also serve to improve students' speaking and writing skills in French while sharpening their knowledge of the linguistic and conceptual tools needed to conduct literary analysis. The diverse topics discussed will include national and cultural identity, race and class, gender and sexuality, orality and textuality, transnationalism and migration, colonialism and decolonization, history and memory, and the politics of language. Authors, filmmakers, and artists include Paulette Nardal, Aimé Césaire, Frantz Fanon, Maryse Condé, Djibril Tamsir Niane, Albert Memmi, Leila Sebbar, Dany Laferrière, Abdourahman Waberi, Fatou Kiné Diakité, Alexis Peskine, Mati Diop, and special guest, Léonora Miano. Taught in French. Students are encouraged to complete FRENLANG 124 or to successfully test above this level through the Language Center.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP
CSRE 133P:
Ethics and Politics in Public Service (POLISCI 133Z, PUBLPOL 103Z, URBANST 122Z)
This course examines ethical and political questions that arise in doing public service work, whether volunteering, service learning, humanitarian endeavors overseas, or public service professions such as medicine and teaching. What motives do people have to engage in public service work? Are self-interested motives troublesome? What is the connection between service work and justice? Should the government or schools require citizens or students to perform service work? Is mandatory service an oxymoron?
Terms: Sum
| Units: 4
| UG Reqs: WAY-ER
CSRE 141:
Gentrification (AFRICAAM 241A, URBANST 141)
Neighborhoods in the Bay Area and around the world are undergoing a transformation known as gentrification. Middle- and upper-income people are moving into what were once low-income areas, and housing costs are on the rise. Tensions between newcomers and old timers, who are often separated by race, ethnicity, or sexual orientation, can erupt; high rents may force long-time residents to leave. In this class we will move beyond simplistic media depictions to explore the complex history, nature, causes and consequences of this process. Students will learn through readings, films, class discussions, and engagement with a local community organization. (Cardinal Course certified by the Haas Center)
Terms: Spr
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
CSRE 141E:
Counterstory in Literature and Education (EDUC 141, EDUC 341, LIFE 124)
Counterstory is a method developed in critical legal studies that emerges out of the broad "narrative turn" in the humanities and social science. This course explores the value of this turn, especially for marginalized communities, and the use of counterstory as analysis, critique, and self-expression. Using an interdisciplinary approach, we examine counterstory as it has developed in critical theory, critical pedagogy, and critical race theory literatures, and explore it as a framework for liberation, cultural work, and spiritual exploration.
Terms: Spr
| Units: 3
| UG Reqs: WAY-CE, WAY-EDP
CSRE 141R:
Between Malcolm X and Martin Luther King, JR.: Race, Religion, and the Politics of Freedom (AFRICAAM 221, AMSTUD 141X, HISTORY 151M, POLISCI 126, RELIGST 141)
Malcolm X (El Hajj Malik El Shabazz) and Martin Luther King, Jr. are both icons of the twentieth-century civil rights and black freedom movements. Often characterized as polar opposites - one advocating armed self-defense and the other non-violence against all provocation - they continue to be important religious, political, and intellectual models for how we imagine the past as well as for current issues concerning religion, race, politics and freedom struggles in the United States and globally. This course focuses on the political and spiritual lives of Martin and Malcolm. We will examine their personal biographies, speeches, writings, representations, FBI Files, and legacies as a way to better understand how the intersections of religion, race, and politics came to bare upon the freedom struggles of people of color in the US and abroad. The course also takes seriously the evolutions in both Martin and Malcolm's political approaches and intellectual development, focusing especially on the last years of their respective lives. We will also examine the critical literature that takes on the leadership styles and political philosophies of these communal leaders, as well as the very real opposition and surveillance they faced from state forces like the police and FBI. Students will gain an understanding of what social conditions, religious structures and institutions, and personal experiences led to first the emergence and then the assassinations of these two figures. We will discuss the subtleties of their political analyses, pinpointing the key differences and similarities of their philosophies, approaches, and legacies, and we will apply these debates of the mid- twentieth century to contemporary events and social movements in terms of how their legacies are articulated and what we can learn from them in struggles for justice and recognition in twenty-first century America and beyond.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-EDP, WAY-ER
CSRE 141S:
Immigration and Multiculturalism (POLISCI 141A)
What are the economic effects of immigration? Do immigrants assimilate into local culture? What drives native attitudes towards immigrants? Is diversity bad for local economies and societies and which policies work for managing diversity and multiculturalism? We will address these and similar questions by synthesizing the conclusions of a number of empirical studies on immigration and multiculturalism. The emphasis of the course is on the use of research design and statistical techniques that allow us to move beyond correlations and towards causal assessments of the effects of immigration and immigration policy.
Terms: Win
| Units: 5
| UG Reqs: WAY-AQR, WAY-SI
CSRE 142:
The Literature of the Americas (AMSTUD 142, COMPLIT 142, ENGLISH 172E)
This course will focus on identifying moments of continuity and discontinuity in the literatures of the Americas, both in time and space. We will look at a wide-range of literatures of the Americas in comparative perspective, emphasizing continuities and crises that are common to North American, Central American, and South American literatures, from the colonial period until today. Topics include the definitions of such concepts as empire and colonialism, the encounters between worldviews of European and indigenous peoples, the emergence of creole and racially mixed populations, slavery, the New World voice, myths of America as paradise or utopia, the coming of modernism, twentieth-century avant-gardes, and distinctive modern episodes in unaccustomed conversation with each other.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II
CSRE 142C:
Challenging the Status Quo: Social Entrepreneurs Advancing Democracy, Development and Justice (AFRICAST 142, AFRICAST 242, INTNLREL 142, URBANST 135)
This community-engaged learning class is part of a broader Program on Social Entrepreneurship at the Haas Center for Public Service. It will use practice to better inform theory about how innovation can help address societies biggest challenges. Working with the instructor and three visiting nonprofit social entrepreneurs in residence, students will use case studies of successful and failed social change strategies to explore relationships between social entrepreneurship, race, democracy and justice. This course interrogates approaches like design theory, measuring impact, fundraising, leadership, storytelling and policy advocacy and explores how they can address issues like ending homelessness, fighting the COVID-19 pandemic and achieving racial justice, with a particular focus on California. This is a community-engaged learning class in which students will learn by working on projects that support the social entrepreneurs' efforts to promote social change. Students should register for either 3 OR 5 units only. Students enrolled in the full 5 units will have a service-learning component along with the course. Students enrolled for 3 units will not complete the service-learning component. Limited enrollment. Attendance at the first class is mandatory in order to participate in service learning.
Terms: Aut, Spr
| Units: 3-5
| UG Reqs: WAY-SI
CSRE 143:
Re(positioning) Disability: Historical, Cultural, and Social Lenses (AFRICAAM 244, EDUC 144, PEDS 246D)
This course is designed to introduce undergraduate students of any major to important theoretical and practical concepts regarding special education, disability, and diversity. This course primarily addresses the social construction of disability and its intersection with race and class through the critical examination of history, law, social media, film, and other texts. Students will engage in reflection about their own as well as broader U.S. discourses moving towards deeper understanding of necessary societal and educational changes to address inequities. Successful completion of this course fulfills one requirement for the School of Education minor in Education.
Terms: Aut
| Units: 3
CSRE 144:
Transforming Self and Systems: Crossing Borders of Race, Nation, Gender, Sexuality, and Class (ASNAMST 144, FEMGEN 144X, LIFE 144)
Exploration of crossing borders within ourselves, and between us and them, based on a belief that understanding the self leads to understanding others. How personal identity struggles have meaning beyond the individual, how self healing can lead to community healing, how the personal is political, and how artistic self expression based in self understanding can address social issues. The tensions of victimization and agency, contemplation and action, humanities and science, embracing knowledge that comes from the heart as well as the mind. Studies are founded in synergistic consciousness as movement toward meaning, balance, connectedness, and wholeness. Engaging these questions through group process, journaling, reading, drama, creative writing, and storytelling. Study is academic and self-reflective, with an emphasis on developing and presenting creative works in various media that express identity development across borders.
Terms: Win
| Units: 5
| UG Reqs: WAY-CE, WAY-EDP
CSRE 146A:
Designing Research for Social Justice: Writing a Community-Based Research Proposal (URBANST 123)
This course will support students in designing and writing a community-engaged research proposal. In contrast to "traditional" forms of research, community-engaged research uses a social justice lens in seeking to apply research to benefit communities most impacted. Community-engaged researchers also aim to challenge the power relationship between "researchers" and "researched" by working side by side with community partners in the design, conceptualization, and actualization of the research process. In this course, students will learn how to write a community-engaged research proposal. This involves forming a successful community partnership, generating meaningful research questions, and selecting means of collecting and analyzing data that best answer your research questions and support community partners. The course will also support students in developing a grounding in the theory and practice of community-engaged research, and to consider the ethical questions and challenges involved. By the end of the course, students should have a complete research proposal that can be used to apply for a number of summer funding opportunities including the Chappell Lougee Scholarship, the Community-Based Research Fellowship, Cardinal Quarter fellowships, and Major Grants. Please note that completion of the course does not guarantee funding-- rather, the course supports you in learning how to write a strong community-engaged research proposal that you can use to apply to any number of fellowships). This course is also useful for students in any academic year who are interested in pursuing community-engaged theses or capstone projects.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-SI
CSRE 146B:
Approaching Research in the Community: Design and Methods (CSRE 346B, URBANST 123B)
This course focuses on issues of research design and how to select specific methodological strategies to assure ethical and effective partnership-based research. In this course, students will plan for their own participation in a CBRF project. Topical themes will include best practice strategies for (a) defining and selecting community problems or issues to be addressed, (b) generating relevant and useful research questions, (c) choosing specific means and methods for data collection [e.g., surveys, interviews, focus groups, etc.], (d) storing, organizing and analyzing data, (e) reflecting on and critiquing research findings, and (f) carrying out dissemination in ways that can be expected to enhance community power and advance community development. Students will be provided with opportunities to workshop their respective projects-in-development, (e.g., developing and sharing research questions, data collection instruments, strategies for engaging community constituents as co-researchers, etc.). This is a required course for students participating in the Haas Center for Public Service Community-based Research Fellows Program, but enrollment is open to all Stanford students.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SI
CSRE 147D:
Studies in Music, Media, and Popular Culture: Music and Urban Film (MUSIC 147K, MUSIC 247K)
How music and sound work in urban cinema. What happens when music's capacity to transform everyday reality combines with the realism of urban films? Provides an introduction to traditional theories of film music and film sound; considers how new technologies and practices have changed the roles of music in film. Readings discuss film music, realistic cinema, urban musical practices and urban culture. Viewing includes action/adventure, Hindi film, documentary, film noir, hip hop film, the musical, and borderline cases by Jean-Luc Godard, Spike Lee, Wong Kar-Wai and Tsai Ming-Liang. Pre- or corequisite (for music majors): MUSIC 22. (WIM at 4 unit level only.)
Terms: Aut
| Units: 3-4
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-EDP
CSRE 149:
The Laboring of Diaspora & Border Literary Cultures (COMPLIT 149, ILAC 149)
Focus is given to emergent theories of culture and on comparative literary and cultural studies. How do we treat culture as a social force? How do we go about reading the presence of social contexts within cultural texts? How do ethno-racial writers re-imagine the nation as a site with many "cognitive maps" in which the nation-state is not congruent with cultural identity? How do diaspora and border narratives/texts strive for comparative theoretical scope while remaining rooted in specific local histories. Note: This course must be taken for a letter grade to be eligible for WAYS credit. In AY 2020-21, a "CR" grade will satisfy the WAYS requirement.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP
CSRE 149A:
The Urban Underclass (SOC 149, SOC 249, URBANST 112)
(Graduate students register for 249.) Recent research and theory on the urban underclass, including evidence on the concentration of African Americans in urban ghettos, and the debate surrounding the causes of poverty in urban settings. Ethnic/racial conflict, residential segregation, and changes in the family structure of the urban poor.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
CSRE 150A:
Race and Crime (PSYCH 150, PSYCH 259)
The goal of this course is to examine social psychological perspectives on race, crime, and punishment in the United States. Readings will be drawn not only from psychology, but also from sociology, criminology, economics, and legal studies. We will consider the manner in which social psychological variables may operate at various points in the crimina; justice system- from policing, to sentencing, to imprisonment, to re-entry. Conducted as a seminar. Students interested in participating should attend the first session and complete online application for permission at https://goo.gl/forms/CAut7RKX6MewBIuG3.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SI
CSRE 150B:
Race and Crime Practicum (PSYCH 150B)
This practicum is designed to build on the lessons learned in PSYCH 150 Race & Crime. In this community service learning course, students participate in community partnerships relevant to race and crime, as well as reflection to connect these experiences to research and course content. Interested students should complete an application for permission at: https://goo.gl/forms/CAut7RKX6MewBIuG3. Prerequisite: PSYCH 150 (taken concurrently or previously).
Terms: Spr
| Units: 2-4
CSRE 150S:
Nineteenth Century America (AFRICAAM 150B, AMSTUD 150B, HISTORY 150B)
(Same as HISTORY 50B. 150B is for 5 units; 50B is for 3 units.) Territorial expansion, social change, and economic transformation. The causes and consequences of the Civil War. Topics include: urbanization and the market revolution; slavery and the Old South; sectional conflict; successes and failures of Reconstruction; and late 19th-century society and culture.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-SI
CSRE 151C:
Ethical STEM: Race, Justice, and Embodied Practice (STS 51D, SYMSYS 151D, TAPS 151D)
What role do science and technology play in the creation of a just society? How do we confront and redress the impact of racism and bias within the history, theory, and practice of these disciplines? This course invites students to grapple with the complex intersections between race, inequality, justice, and the STEM fields. We orient to these questions from an artistically-informed position, asking how we can rally the embodied practices of artists to address how we think, make, and respond to each other. Combining readings from the history of science, technology, and medicine, ethics and pedagogy, as well as the fine and performing arts, we will embark together on understanding how our STEM practices have emerged, how we participate today, and what we can imagine for them in the future. The course will involve workshops, field trips (as possible), and invited guests. All students, from any discipline, field, interest, and background, are welcome! This course does build upon the STS 51 series from 2020-21, though it is not a prerequisite for this course. Please contact the professor if you have any questions!
Terms: Win
| Units: 4
CSRE 154D:
Black Magic: Ethnicity, Race, and Identity in Performance Cultures (AFRICAAM 154G, AFRICAAM 254G, FEMGEN 154G, TAPS 154G, TAPS 354G)
In 2013, CaShawn Thompson devised a Twitter hashtag, #blackgirlmagic, to celebrate the beauty and intelligence of black women. Twitter users quickly adopted the slogan, using the hashtag to celebrate everyday moments of beauty, accomplishment, and magic. The slogan offered a contemporary iteration of an historical alignment: namely, the concept of "magic" with both Black people as well as "blackness." This course explores the legacy of Black magic--and black magic--through performance texts including plays, poetry, films, and novels. We will investigate the creation of magical worlds, the discursive alignment of magic with blackness, and the contemporary manifestation of a historical phenomenon. We will cover, through lecture and discussion, the history of black magic representation as well as the relationship between magic and religion. Our goal will be to understand the impact and history of discursive alignments: what relationship does "black magic" have to and for "black bodies"? How do we understand a history of performance practice as being caught up in complicated legacies of suspicion, celebration, self-definition? The course will give participants a grounding in black performance texts, plays, and theoretical writings. *This course will also satisfy the TAPS department WIM requirement.*
Terms: Spr
| Units: 3-4
| UG Reqs: WAY-A-II, WAY-EDP
CSRE 157B:
Election 2020 (EDUC 157)
(Also LAW 7101). We are living in extraordinary times. The historic convergence of social, economic, and public health challenges has profoundly impacted the lives of millions of Americans. In the midst of great uncertainty, the 2020 US presidential election will be perhaps the most important in our lifetimes. Will Donald J. Trump win reelection amid high unemployment, deep political polarization, and the COVID-19 pandemic that has upended life as we know it? Or will Joe Biden and a team of Democrats prevail? We will assemble a wide range of expert speakers-including preeminent political, business, foreign policy, and academic leaders-to explore these questions (and more) as we seek to cultivate a broad and informed view of this pivotal election.
Terms: Aut
| Units: 1
CSRE 160:
Censorship in American Art (AMSTUD 167, ARTHIST 160, FEMGEN 167)
This course examines the art history of censorship in the United States. Paying special attention to the suppression of queer, Black and Latinx visual and performance art, including efforts to vandalize works and defund institutions, students will explore a variety of writing such as news articles, manifestos, letters, protest signs, scholarly texts, and court proceedings. The course approaches censorship as an act to restrict freedom of expression and, however unwittingly, as a mode of provocation and publicity.
Terms: Aut
| Units: 5
| UG Reqs: WAY-A-II, WAY-EDP
CSRE 161P:
Entrepreneurship for Social and Racial Equity (NATIVEAM 161)
This course is designed for students of all backgrounds and provides an introduction to business ownership and an entrepreneurial mindset with a focus on operating businesses with racial equity as a core principle and/or within diverse communities with an aim to create social impact for future generations as well as profitability and sustainability models. The course will introduce the beginning elements of creating a business concept (formation, product, business strategy) as well as the additional overlay of social impact and cultural considerations. Types of financing as well as effective pitching will also be covered. Course materials will include instructor presentations, case studies, homework assignments, creation of students own business concept plan and guest interviews with successful professionals working within social impact and diverse communities. Business considerations related to culture, finance, policy and advocacy will also be covered.
Terms: Spr
| Units: 3
CSRE 162:
The Politics of Sex: Work, Family, and Citizenship in Modern American Women's History (AMSTUD 161, FEMGEN 61, FEMGEN 161, HISTORY 61, HISTORY 161)
This course explores the transition from Victorian to modern American womanhood by asking how Native, European, African, Mexican, and Asian American women navigated the changing sexual, economic, and political landscapes of the twentieth century. Through secondary readings, primary sources, films, music, and literature we explore the opportunities and boundaries on groups of women in the context of historical events that included immigration, urbanization, wartime, depression, the Cold War, as well as recurrent feminist and conservative political movements.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-EDP, WAY-SI
CSRE 163:
Fly Folk in the Buttermilk: A Black Music and Culture Writing Workshop (AFRICAAM 163, MUSIC 153C)
This course in honor of the late, great music journalist and thinker, Greg Tate, is designed to introduce popular music writing as a genre to students from all academic backgrounds. From cultural criticism, liner notes, music journalism, and DJ scholarship and more - this course explores the art of music writing with lectures, discussion and ongoing feedback on student writing from Special Guest Artists DJ Lynnée Denise and Daniel Gray-Kontar. Students will also have the opportunity to read and analyze various types of music writing in public and scholarly venues, and if they choose, to build a portfolio of their own working across several possible genres. Nationally and internationally renowned guests will visit with the class regularly to share their journeys as writers and offer their views on craft, aesthetics, and principles for writers to consider as they work on their own craft. These guests will include: Cheo Hodari Coker, journalist at The Source Magazine turned television/film writer of Creed II; Joan Morgan, long-time music and culture writer who coined the phrase Hip-Hop Feminism; Fredara Hadley, ethnomusicology professor at The Juilliard School; Scott Poulsen Bryant, co-founding editor of Vibe Magazine, and others. This spring course is presented by the Institute for Diversity in the Arts, IDA.
Terms: Spr
| Units: 1-4
CSRE 164A:
Race and Performance (AFRICAAM 164A, CSRE 364A, TAPS 164)
How does race function in performance and dare we say live and in living color? How does one deconstruct discrimination at its roots?n nFrom a perspective of global solidarity and recognition of shared plight among BIPOC communities, we will read and perform plays that represent material and psychological conditions under a common supremacist regime. Where and when possible, we will host a member of the creative team of some plays in our class for a live discussion. Assigned materials include works by Lin-Manuel Miranda, Amiri Baraka, Young Jean Lee, Ayad Akhtar, Susan Lori Parks, David Henry Hwang, Betty Shamieh, Jeremy O. Harris, and Christopher Demos Brown.n nThis class offers undergraduate students a discussion that does not center whiteness, but takes power, history, culture, philosophy, and hierarchy as core points of debate. In the first two weeks, we will establish the common terms of the discussion about stereotypes, representation, and historical claims, but then we will quickly move toward an advanced conversation about effective discourse and activism through art, performance, and cultural production. In this class, we assume that colonialism, slavery, white supremacy, and oppressive contemporary state apparatuses are real, undeniable, and manifest. Since our starting point is clear, our central question is not about recognizing or delineating the issues, but rather, it is a debate about how to identify the target of our criticism in order to counter oppression effectively and dismantle long-standing structures.n nNot all BIPOC communities are represented in this syllabus, as such claim of inclusion in a single quarter would be tokenistic and disingenuous. Instead, we will aspire to understand and negotiate some of the complexities related to race in several communities locally in the U.S. and beyond.
Terms: Aut
| Units: 3-5
CSRE 166:
African Archive Beyond Colonization (AFRICAST 117, ARCHLGY 166, CLASSICS 186, CLASSICS 286)
From street names to monuments, the material sediments of colonial time can be seen, heard, and felt in the diverse cultural archives of ancient and contemporary Africa. This seminar aims to examine the role of ethnographic practice in the political agendas of past and present African nations. In the quest to reconstruct an imaginary of Africa in space and time, students will explore these social constructs in light of the rise of archaeology during the height of European empire and colonization. Particularly in the last 50 years, revived interest in African cultural heritage and preservation raises complex questions about the problematic tensions between European, American, and African theories of archaeological and ethnographic practice.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
CSRE 168:
RACE, NATURE, AND THE CITY (AFRICAAM 168, EARTHSYS 169, SOC 168A, URBANST 168)
This course provides an introduction to the study of race and place within urban political ecology (UPE). Geographer Natasha Cornea defines UPE as a 'conceptual approach that understands urbanization to be a political, economic, social, and ecological process, one that often results in highly uneven and inequitable landscapes' in and beyond cities. The primary focus will be cities in the Americas, but we will draw on insights from scholars studying the mutually constitutive nature of race and place in other regions. In line with critical theories that frame intersectional experiences of race, the course readings also take into account class, gender, sexuality, and nation.
Terms: Spr
| Units: 4
| UG Reqs: WAY-EDP, WAY-SI
CSRE 173:
Still Waters Run Deep, Troubling The Archive with filmmaking and photography (AFRICAAM 173)
Using lens-based filmmaking and photography as a form of storytelling, students will create individual projects that explore their own family, community, environmental histories, and narratives. How has your identities or historical context been flattened, simplified, or erased? How have they been shaped, transformed, and uplifted? How has your relationship to the land affected your current social, political, or environmental circumstances? What tools can we employ as creatives to re-dress the past and rebuild new relationships to self and community? We will watch works by artists of color and read essays by Saidiya Hartman, Alice Walker, and Fred Moten. We will explore how our narratives challenge knowledge production while connecting past to present. Students will identify an archive to use as source material for a personal project. They will use filmmaking and or photography to intervene in or trouble that archive. No experience required. This course is presented by the Institute for Diversity in the Arts (IDA)
Terms: Win
| Units: 3-4
CSRE 174:
History of South Africa (AFRICAAM 147, HISTORY 147)
(Same as HISTORY 47. HISTORY 147 is for 5 units; HISTORY 47 is for 3 units) Introduction, focusing particularly on the modern era. Topics include: precolonial African societies; European colonization; the impact of the mineral revolution; the evolution of African and Afrikaner nationalism; the rise and fall of the apartheid state; the politics of post-apartheid transformation; and the AIDS crisis.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-EDP, WAY-SI
CSRE 177E:
Well-Being in Immigrant Children & Youth: A Service Learning Course (CHILATST 177A, EDUC 177A, HUMBIO 29A)
This is an interdisciplinary course that will examine the dramatic demographic changes in American society that are challenging the institutions of our country, from health care and education to business and politics. This demographic transformation is occurring first in children and youth, and understanding how social institutions are responding to the needs of immigrant children and youth to support their well-being is the goal of this course. Cardinal Course certified by the Haas Center.
Terms: Aut
| Units: 4
| UG Reqs: WAY-EDP
CSRE 177F:
Well-Being in Immigrant Children & Youth: A Service Learning Course (CHILATST 177B, EDUC 177B)
This is an interdisciplinary course that will examine the dramatic demographic changes in American society that are challenging the institutions of our country, from health care and education to business and politics. This demographic transformation is occurring first in children and youth, and understanding how social institutions are responding to the needs of immigrant children and youth to support their well-being is the goal of this course. Cardinal Course certified by the Haas Center.
Terms: Win
| Units: 4
| UG Reqs: WAY-EDP
CSRE 179A:
Crime and Punishment in America (AFRICAAM 179A, AMSTUD 179A, SOC 179A, SOC 279A)
This course provides a comprehensive introduction to the way crime has been defined and punished in the United States. Recent social movements such as the Movement for Black Lives have drawn attention to the problem of mass incarceration and officer-involved shootings of people of color. These movements have underscored the centrality of the criminal justice system in defining citizenship, race, and democracy in America. How did our country get here? This course provides a social scientific perspective on Americas past and present approach to crime and punishment. Readings and discussions focus on racism in policing, court processing, and incarceration; the social construction of crime and violence; punishment among the privileged; the collateral consequences of punishment in poor communities of color; and normative debates about social justice, racial justice, and reforming the criminal justice system. Students will learn to gather their own knowledge and contribute to normative debates through a field report assignment and an op-ed writing assignment.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-EDP, WAY-SI
CSRE 180A:
Foundations of Social Research (SOC 180A, SOC 280A)
Formulating a research question, developing hypotheses, probability and non-probability sampling, developing valid and reliable measures, qualitative and quantitative data, choosing research design and data collection methods, challenges of making causal inference, and criteria for evaluating the quality of social research. Emphasis is on how social research is done, rather than application of different methods. Limited enrollment; preference to Sociology and Urban Studies majors, and Sociology coterms.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-SI
CSRE 180B:
Introduction to Data Analysis (SOC 180B, SOC 280B)
Preference to Sociology majors, minors, and co-terms. Enrollment for non-sociologists will open two weeks after enrollment begins. Methods for analyzing and evaluating quantitative data in sociological research. Students will be taught how to run and interpret multivariate regressions, how to test hypotheses, and how to read and critique published data analyses.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-AQR
CSRE 180E:
Introduction to Chicanx/Latinx Studies (CHILATST 180E, EDUC 179E)
This course draws on intersectional and interdisciplinary approaches to introduce students to the range of issues, experiences, and methodologies that form the foundation of Latina/o/x studies. By considering the relationship between the creation of "Latinx" and "American" identities, students will critically reconsider the borders that constitute the U.S. as a political and cultural formation. The course balances depth and breadth in its study of the variety of perspectives and experiences that come to be associated with U.S. Latinxs. Thus, we will analyze the histories of predominant U.S. Latinx sub-groups, such as Mexicans/Chicanxs and Puerto Ricans, while also incorporating considerations of the ways in which broader populations with ties to Central America, South America, and the Caribbean play crucial roles in constituting U.S. Latinx identities. Topics include the U.S./Mexico border and the borderlands; (im)migration and diaspora; literary and cultural traditions; music and expressive practices; labor and structural inequality; social movements; Latinx urbanism; gender and sexuality; political and economic shifts; and inter- and intra-group relations. Sources include a range of social science and humanities scholarship. This course will meet at Sequoia High School. Transportation will be provided.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul
CSRE 185B:
Jews in the Contemporary World: The American Jewish Present & Past in Popular Culture, Film, & TV (HISTORY 185B, JEWISHST 185B, REES 185B, SLAVIC 183)
(HISTORY 185B is 5 units; HISTORY 85B IS 3 units.) Who are American Jews as depicted in popular media -- film, television, etc. -- since the Second World War? How are their religion, politics, mores, and practices represented and what ways, if at all, do such portraits reflect historical trends among Jews and society in general? What can be learned from film or tv about Jewish identity, notions of Jewish power and powerlessness, communal cohesiveness and assimilation, sexuality and the wages of intermarriage or race?
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-EDP, WAY-SI
CSRE 188Q:
Imagining Women: Writers in Print and in Person (FEMGEN 188Q)
Gender roles, gender relations and sexual identity explored in contemporary literature and conversation with guest authors. Weekly meetings designated for book discussion and meeting with authors. Interest in writing and a curiosity about diverse women's lives would be helpful to students. Students will use such tools as close reading, research, analysis and imagination. Seminar requires strong voice of all participants. Oral presentations, discussion papers, final projects.
Terms: Aut
| Units: 4-5
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-EDP, Writing 2
CSRE 189:
Race and Immigration (AFRICAAM 190, SOC 189, SOC 289)
In the contemporary United States, supposedly race-neutral immigration laws have racially-unequal consequences. Immigrants from Mexico, Central America, and the Middle East are central to ongoing debates about who's includable, and who's excludable, from American society. These present-day dynamics mirror the historical forms of exclusion imposed on immigrants from places as diverse as China, Eastern Europe, Ireland, Italy, Japan, and much of Africa. These groups' varied experiences of exclusion underscore the long-time encoding of race into U.S. immigration policy and practice. Readings and discussions center on how immigration law has become racialized in its construction and in its enforcement over the last 150 years.
Terms: Win
| Units: 4-5
| UG Reqs: WAY-EDP, WAY-SI
CSRE 190A:
Public Service and Social Impact: Pathways to Purposeful Careers (ENGLISH 180, POLISCI 74B, PUBLPOL 75B, SOC 190A, SYMSYS 193, URBANST 190A)
How do I translate my interests and capacities into a career in public service and social impact? This course will introduce you to a wide range of roles that help shape public policy and civic life, including government, nonprofits, social enterprise and the arts. It can be taken for one or two units. For one unit, you participate in a weekly, interactive speaker series designed to give you a sense for what different public service careers are like. Each week, guests describe their organizations and roles, highlight key intellectual issues and policy challenges, discuss their career paths, and describe skills crucial for the job. For a second unit, you participate additionally in a more intimate weekly session designed to help you translate this knowledge into action. You will identify roles and organizations that might be a good match for you, build your network through informational interviewing, receive career coaching, and acquire the tools you need to launch your job or internship search. This course is open to all students, not only those studying political science, public policy and other social sciences, but also those in the arts, humanities, sciences, or engineering. Course content will be relevant to both students soon entering the job market and those facing choices about courses of study and internships. It is co-sponsored by the Haas Center for Public Service, the School of Humanities and Sciences, and Stanford in Government.nnStudents taking the course for one unit must enroll in the Tuesday lecture, and students taking the course for two units must enroll in both the Tuesday lecture and the Thursday section.
Terms: Win
| Units: 1-2
CSRE 194KTA:
Topics in Writing & Rhetoric: Racism, Misogyny, and the Law (FEMGEN 194, HISTORY 261C, PWR 194KTA)
The gutting of the Voting Rights Act in 2013 by the Supreme Court of the United States led to the consequent disenfranchisement of many voters of color. For many citizens who desire a truly representative government, SCOTUS's decision predicted the collapse of democracy and endorsed White supremacy. In this course, through an examination of jurisprudential racism and misogyny, students will learn to dissect the rhetoric of the U.S. judicial branch and the barriers it constructs to equity and inclusion through caselaw and appellate Opinions. The United States of America long deprived the right to vote to men of color and women of every race, and equal access to justice including at the intersections has been an enduring fight. The history of employment law, criminal justice, access to healthcare, and more includes jurisprudence enforcing racist and misogynist U.S. policies and social dynamics. Students will learn how to read a case, scrutinize court briefings, and contextualize bias as a foundation to erect a more just, equitable, and inclusionary legal system.
Terms: Spr
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
CSRE 196C:
Introduction to Comparative Studies in Race and Ethnicity (ENGLISH 172D, PSYCH 155, SOC 146, TAPS 165)
How different disciplines approach topics and issues central to the study of ethnic and race relations in the U.S. and elsewhere. Lectures by senior faculty affiliated with CSRE. Discussions led by CSRE teaching fellows. Includes an optional Haas Center for Public Service certified Community Engaged Learning section, this year we will be working with members from the Muwekma Ohlone Tribe in Berkeley, CA - If interested, sign up for discussion section number 4.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
CSRE 200R:
Directed Research
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Alim, H. (PI);
Brody, J. (PI);
Camarillo, A. (PI);
Ebtekar, A. (PI);
Jimenez, T. (PI);
Marquez, R. (PI);
Mitchell, T. (PI);
Montoya, J. (PI);
Moraga, C. (PI);
Murray, D. (PI);
Palumbo-Liu, D. (PI);
Saldivar, J. (PI);
Segura, G. (PI);
Snipp, C. (PI);
Sohn, S. (PI);
Steyer, J. (PI);
Tsai, J. (PI);
RED-HORSE MOHL, V. (TA)
CSRE 200W:
Directed Reading
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Alim, H. (PI);
Barr, D. (PI);
Brody, J. (PI);
Carson, C. (PI);
Chang, J. (PI);
Elam, M. (PI);
Hernandez, G. (PI);
Jernigan, H. (PI);
Jimenez, T. (PI);
Lythcott-Haims, J. (PI);
Mitchell, T. (PI);
Moraga, C. (PI);
Moya, P. (PI);
Murphy-Shigematsu, S. (PI);
Murray, D. (PI);
Palumbo-Liu, D. (PI);
Rosa, J. (PI);
Saldivar, J. (PI);
Segura, G. (PI);
Snipp, C. (PI);
Valdes, G. (PI)
CSRE 200X:
CSRE Senior Seminar
Required for CSRE-related students, including those who opt to write honors theses in other departments and programs. Research and the writing of the senior honors thesis or senior paper under the supervision of a faculty project adviser. The process of research including conceptualization, development of prospectus, development of theses, research, analysis, and writing.
Terms: Aut
| Units: 5
CSRE 200Y:
CSRE Senior Honors Research
Terms: Win
| Units: 1-10
| Repeatable
for credit
CSRE 200Z:
CSRE Senior Honors Research
Terms: Spr
| Units: 1-5
| Repeatable
for credit
CSRE 201B:
The Undocumented Migration Project Exhibition at Stanford (CHILATST 201B)
Are you an artist seeking a greater purpose for you art? Would you like to gain a sense of history and best practices for engaging your community in creative work? nnHuman Rights policy experts and activists, artists and scholars will participate in this (online via Zoom.us) student & community course on contemporary immigration policy and human rights issues.The course is structured around the ideas of art, activism and scholarship as they intersect with the subject of migration. Often considered distinct fields, we will explore the ways they merge together, and engage in dialogue with an array of guests from a multitude of backgrounds.nn In addition to learning about the Hostile Terrain94 project through tagging the identities of lives of those lost along the Sonoran desert and considering the U.S. policy of prevention through deterrence to crossing the U.S. Mexican Border, this class will explore art making with paper as the primary media. Paper with its material qualities can provide diverse and accessible entryways into the processes of inclusion, recordation, and mass participation. Through the interconnecting of the practical task of filling information onto toe tags to create the exhibition at the Anderson Collection, which documents the human remains of migrants identified for the exhibition (Fall 2020) with creating new objects in paper, the projects in this course will discover and recover identity through articulations of identity in paper.
Terms: Aut
| Units: 3
CSRE 202:
Moving the Message: Reading and embodying the works of bell hooks (AFRICAAM 201, AFRICAST 202, DANCE 122, ENGLISH 287)
In this course, we will spend time reading, discussing and embodying the work of Black feminist theorist and teacher bell hooks. hook's work focuses on practices rooted in Black feminism, the role of love in revolutionary politics, rescuing ourselves and each other from hegemonic forces, and building the components necessary for a life of liberatory politics. Through a process grounded in movement improvisation, creative writing and expression we will explore how the words and theories of bell hooks can literally move us towards freedom and self recovery. This course is presented by the Institute for Diversity in the Arts, IDA.
Terms: Spr
| Units: 2
CSRE 217:
Expanding Engineering Limits: Culture, Diversity, and Equity (CSRE 117, ENGR 117, ENGR 217, FEMGEN 117, FEMGEN 217)
This course investigates how culture and diversity shape who becomes an engineer, what problems get solved, and the quality of designs, technology, and products. As a course community, we consider how cultural beliefs about race, ethnicity, gender, sexuality, abilities, socioeconomic status, and other intersectional aspects of identity interact with beliefs about engineering, influence diversity in the field, and affect equity in engineering education and practice. We also explore how engineering cultures and environments respond to and change with individual and institutional agency. The course involves weekly presentations by scholars and engineers, readings, short writing assignments, small-group discussion, and hands-on, student-driven projects. Students can enroll in the course for 1 unit (lectures only), or 3 units (lectures+discussion+project). For 1 unit, students should sign up for Section 1 and Credit/No Credit grading, and for 3 units students should sign up for Section 2 and either the C/NC or Grade option.
Terms: Win
| Units: 3
CSRE 224:
Asian American Racialization in Education (ASNAMST 224, EDUC 224)
This course examines how race and other social processes in education have shaped understandings of the racial category of "Asian American." Students will investigate how education as a social institution makes, remakes, and challenges racial narratives about Asian Americans, as well as implications for the U.S. racial structure. Drawing upon research in Education, Sociology, and Asian American Studies, we interrogate assumptions about Asian Americans' educational success. Selected topics include parental engagement, race/ethnicity intersections, higher education, social class, and community organizing.
Terms: Spr
| Units: 3-4
CSRE 226D:
The Holocaust: Insights from New Research (CSRE 326D, HISTORY 226D, HISTORY 326D, JEWISHST 226E, JEWISHST 326D)
Overview of the history of the Holocaust, the genocide of European Jews. Explores its causes, course, consequences, and memory. Addresses the events themselves, as well as the roles of perpetrators and bystanders, dilemmas faced by victims, collaboration of local populations, and the issue of rescue. Considers how the Holocaust was and is remembered and commemorated by victims and participants alike. Uses different kinds of sources: scholarly work, memoirs, diaries, film, and primary documents.
Terms: Win
| Units: 4-5
| UG Reqs: WAY-SI
CSRE 251:
Iberian Expansion Through the Looking Glass: One World or Many? (COMPLIT 251A, COMPLIT 351A, CSRE 351, HISTORY 271C, HISTORY 371C, ILAC 251, ILAC 351)
The conquerors, missionaries, and historians who reflected on Iberian overseas expansion during the early modern period often asked themselves a crucial question: was there only one world or many? Were the Americas a 'New World,' unknown to the ancients, entirely detached from the rest of human history? Even after the invasion and occupation of the Americas, many European chroniclers continued to think that the world was divided into three parts - Europe, Asia, and Africa. In their descriptions of the Americas, they drew heavily on histories and travel reports pertaining to other epochs and locales, especially contemporary Asia and ancient Rome. At the same time, indigenous elites and mestizo authors in the Americas used 'Old World' history and news of distant conflicts to reflect on the immediacy of their historical experience. In this course, students will consider the ways in which diverse authors in New Spain (Mexico), Peru, and Brazil contemplated themselves in relation to remote times and places: from Greco-Roman Antiquity to Lutheran Germany, the Ottoman Mediterranean to the Apocalyptic End of Times. Students will analyze the many reflections, distortions, inversions, translations, uncanny resemblances, and strange parallel dimensions that resulted from these intellectual experiments. Primary sources include chronicles, poetry, theater, Afro-Catholic festivals, pictographic codices, feather mosaics, and maps. All texts offered in the original language and in English translation whenever possible. For graduate students and advanced undergraduates.
Terms: Spr
| Units: 3-5
CSRE 253C:
Histories of Racial Capitalism (AFRICAAM 257, HISTORY 253C)
This colloquium takes as its starting point the insistence that the movement, settlement, and hierarchical arrangements of indigenous communities and people of African descent is inseparable from regimes of capital accumulation. It builds on the concept of "racial capitalism," which rejects treatments of race as external to a purely economic project and counters the idea that racism is an externality, cultural overflow, or aberration from the so-called real workings of capitalism. This course will cover topics such as chattel slavery, settler colonialism, black capitalism, the under-development of Africa, and the profitability of mass incarceration.
Terms: Spr
| Units: 5
CSRE 260:
Race and Ethnicity in Urban California (AFRICAAM 169A, AMSTUD 169, URBANST 169)
The course is part of an ongoing research project that examines the consequences of longterm social, economic, and political changes in ethnic and race relations in in urban California. The required readings, discussions, and service learning component all provide a platform for students to explore important issues, past and present, affecting California municipalities undergoing rapid demographic transformation.
Terms: Aut
| Units: 4-5
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
CSRE 264S:
Race, Gender, Justice (COMPLIT 264T, TAPS 264S)
The question of justice animates some of the most influential classics and contemporary plays in the dramatic canon. We will examine the relationship between state laws and kinship obligations in Sophocles's Antigone. We will trace the transnational circulation of this text and its adaptations in Gambaro's Argentinian Antigona Furiosa, and Fugard and Kani's South African The Island. We will read Shakespeare's Othello and consider questions of racism, misogyny, and intimate partner violence, investigate the reverberations of these themes in the OJ Simpson trial, and explore its afterlife in Toni Morrison's Desdemona. We will take up questions of sexual violence via John Patrick Shanley's Doubt and Ariel Dorfman's Chilean classic, Death and the Maiden. We will examine themes of police brutality and racial vulnerability in Anna Deavere Smith's Twilight and Aleshea Harris's What to Send Up When it Goes Down. Through close readings of plays, we will explore the inter-articulation of intimacy and violence, intimidation and transgression, vengeance and forgiveness within the context of larger struggles for gender and racial justice. We will read plays in light of contemporary reckonings with the US criminal justice system: the #MeToo movement and the Black Lives Matter movement. While the former appeals to the criminal justice system to restore victims¿ rights, the latter urges a thorough dismantling of the carceral state. How do we understand these divergent responses to augment or abolish punitive structures? Meets WM requirement for TAPS.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
CSRE 265:
Crossing the Atlantic: Race and Identity in the African Diaspora (AFRICAAM 264, COMPLIT 264, FRENCH 264)
This course interrogates the relationship between literature, culture, race and identity in the African diaspora. We will analyze racial discourses through literature, and various forms of cultural expression while examining the role of class and gender in these configurations. As we follow the historical and geographical trajectories of people of African descent in different parts of the world, students will explore literary and political movements with the objective of examining how race has been constructed and is performed in different regions of the diaspora. Our readings will take us from Martinique, Guadeloupe, Guyana, France, and Senegal to Cuba, Brazil, Haiti and the Dominican Republic. Topics discussed will include: Race, identity, gender, class, memory, oral tradition, Afro-Caribbean religions, Negrismo, Négritude, Antillanité, Créolité, colonialism, modernity and national belonging. Readings will include the works of: Jean Price-Mars, Léopold Senghor, Aimé Césaire, Léon Damas, Frantz Fanon, Nicolás Guillén, Nancy Morejon, Maryse Condé, Patrick Chamoiseau, Edouard Glissant, among others. Taught in English.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
CSRE 265G:
Writing and Voice: Anthropological Telling through Literature and Practices of Expression (ANTHRO 265G)
In this graduate seminar we will explore how writers draw from their worlds of experience to create humanistic works of broad 'and often urgent' appeal. We will pay special attention to how creative writers integrate details of history, kinship, community, identity, pain and imagined possibilities for justice with stories that carry the potential to far exceed the bounds of a particular cultural or geographical place. Our focus will be on how writers combine the personal with larger pressing issues of our times that invite us to breakout of the cloistered spaces of academia (a responsibility, a necessity and also an opportunity) to write for larger publics. nnWe will read and take writing prompts from authors who explore themes akin to those we care about as anthropologists to limn connections between ethnographic telling and literary sensibilities. All of the texts and writing exercises will invite students to intellectually collaborate with writers on the ways they clarify, magnify or explode understandings of power, race, colonial trauma, uncertain futures and societal afflictions as well as how individuals and communities expose and remake the constraints that the modern world has bequeathed us. nnWe will engage works across genres. Potential authors include Lucile Clifton, Natalie Diaz, David Diop, Ralph Ellison, Laleh Khadivi, Moshin Hamid, Zora Neale Hurston, Maaza Mengiste, Toni Morrison, Tommy Orange, Zitkala-Sa and Ocean Vuong.
Terms: Win
| Units: 3
CSRE 270:
Introduction to Arab Studies: Memory, Heritage, and Cultural Production (CSRE 370)
What is Arab Studies? Who are Arabs? Where do they live? How can we better understand this area and its people? This class offers undergraduate and graduate students the opportunity to engage with Arab Studies through a series of public lectures, screenings, and discussions. One key theme of our course this year is Arab Cities and Urban life. After a quick introduction to the region in the first week, we quickly move to crucial historical junctures in world recognized cities from Dubai to Beirut, Damascus to Cairo, Amman to Casablanca, Mecca to Algiers, passing through cities and regions between. Honing into cultural, political, and religious lives of Arabs in these urban environments, well always end by asking a question on our theme of recovery. Can Arabs recover from colonialism? Division? Loss? COVID-19? Can they recover themselves? Is it even desirable to do so? In partnership with the Abbasi Program for Islamic Studies, we will host scholars, artists, and thinkers in our midst to learn about their worldviews, their battles, and their desired destinies. Lectures will engage with traditional topics of Arab Studies, such as Orientalism, the Postcolonial turn, Colonialism, Arab Nationalism, Arab-U.S.A relations, Modernity, tumultuous second half of the twentieth century, September 11, and the last two decades of invasions, occupations, revolution, turmoil, and most recently, the world-wide pandemic. Is there an Arab-World?
Terms: Aut
| Units: 2-4
CSRE 292:
Education for Liberation: A History of African American Education, 1800 to the Present (EDUC 392)
This course examines discourses around education and freedom in African American educational thought from the 19th century to the present, using both primary sources and the works of current historians. The course pays particular attention to how the educational philosophies of different African American thinkers reflected their conceptions of what shape freedom might take in the American context, and the tension between educational outlooks that sought inclusion or integration versus those that prized self-determination. We will also be attentive to the ways in which age, gender, geography, class, and color worked to influence the pursuit and achievement of various African American educational visions. This will be a 3-5 credit course and meet as a seminar open both to graduate students and advanced undergraduates.
Terms: Win
| Units: 3-5
CSRE 293:
Black and Brown: American Artists of Color (AFRICAAM 193, ARTHIST 293, CHILATST 293)
This course explores the art history of African American and Latina/o/x artists in the United States, Latin America & the Caribbean. Focused on particular exhibition and collection histories, students will consider the artistic, social and political conditions that led Black and Brown artists to learn from each other, work together, and unite around issues of race, civil rights, immigration, and justice.
Terms: Win
| Units: 4-5
CSRE 300:
Theory and Method in Comparative Studies in Race and Ethnicity (ENGLISH 300A)
This course examines the concept of race, processes of racial formation, and theory and methods for the interdisciplinary study of race and ethnicity. The course will focus on articulations of race and Blackness in the context of Africa and its diaspora, and will feature guest lecturers drawn from within and beyond Stanford.
Terms: Spr
| Units: 2-5
CSRE 302C:
History of World Cinema III: Queer Cinema around the World (ARTHIST 164, ARTHIST 364, CSRE 102C, FEMGEN 100C, FILMEDIA 100C, FILMEDIA 300C, GLOBAL 193, GLOBAL 390, TAPS 100C, TAPS 300C)
Provides an overview of cinema from around the world since 1960, highlighting the cultural, political, and economic forces that have shaped various film movements over the last six decades. We study key film movements and national cinemas towards developing a formal, historical, theoretical appreciation of a variety of commercial and art film traditions. Specific topics may vary by term/year/instructor. This term's topic, Queer Cinema around the World, studies the relationship of gender, sexuality, and cinematic representation trans-regionally and transnationally. Moving beyond the Euro-American focus of gender and sexuality studies and queer cinema courses, this course will foster an examination of queerness, sexual minorities, same-sex desire, LGBTQI+ rights, censorship, precarity, and hopefulness in relation to race, nationalism, religion, and region. Through film and video from Kenya, Hong Kong, India, The Dominican Republic, South Korea, Spain, Palestine, Argentina, the US (Black, indigenous cinemas, for instance), South Africa, Colombia etc., this course will engage with a range of queer cinematic forms and queer spectatorial practices in different parts of the world.
Terms: Spr
| Units: 3-5
| Repeatable
2 times
(up to 10 units total)
CSRE 303:
CSRE Graduate Student Workshop Series
This course is designed specifically for Graduate Fellows in the Center for Comparative Studies in Race and Ethnicity.
Terms: Aut
| Units: 1
| Repeatable
3 times
(up to 1 units total)
CSRE 326D:
The Holocaust: Insights from New Research (CSRE 226D, HISTORY 226D, HISTORY 326D, JEWISHST 226E, JEWISHST 326D)
Overview of the history of the Holocaust, the genocide of European Jews. Explores its causes, course, consequences, and memory. Addresses the events themselves, as well as the roles of perpetrators and bystanders, dilemmas faced by victims, collaboration of local populations, and the issue of rescue. Considers how the Holocaust was and is remembered and commemorated by victims and participants alike. Uses different kinds of sources: scholarly work, memoirs, diaries, film, and primary documents.
Terms: Win
| Units: 4-5
CSRE 340:
Re-Examining Special Education through Multiple Lenses (EDUC 440, PEDS 240)
This seminar, intended to grow and shift with the changing landscape of education, with particular focus on students with learning differences and the interests of our doctoral students and faculty, begins by exploring three questions: (1) How can scholars and scientists support the growth and development of students with learning differences? (2) How do we define and critique evidence-based practices (EDPs), including what counts as evidence and in what ways do EDPs support change in school outcomes? (3) In what ways do the Americans with Disabilities Act (ADA) and the Individuals with Disabilities Education Act (IDEA) provide direction and support progress in creating fully inclusive communities across the U.S.? What are the missed opportunities, misdirections, and barriers to fully emancipated and connected lives? Conveners will likely change each quarter along with topics
Terms: Spr
| Units: 1-3
| Repeatable
12 times
(up to 36 units total)
CSRE 343:
(Re)Framing Difference: Interdisciplinary Perspectives on Disability, Race and Culture (AFRICAAM 442, EDUC 442, FEMGEN 442, PEDS 242)
This course uses social theories of difference to examine the intersections of disability, race and culture. The course will examine these concepts drawing from scholarship published in history, sociology of education, urban sociology, cultural studies, disability studies, social studies of science, cultural psychology, educational and cultural anthropology, comparative education and special education. Implications for policy, research and practice will be covered.
Terms: Aut
| Units: 4
CSRE 346B:
Approaching Research in the Community: Design and Methods (CSRE 146B, URBANST 123B)
This course focuses on issues of research design and how to select specific methodological strategies to assure ethical and effective partnership-based research. In this course, students will plan for their own participation in a CBRF project. Topical themes will include best practice strategies for (a) defining and selecting community problems or issues to be addressed, (b) generating relevant and useful research questions, (c) choosing specific means and methods for data collection [e.g., surveys, interviews, focus groups, etc.], (d) storing, organizing and analyzing data, (e) reflecting on and critiquing research findings, and (f) carrying out dissemination in ways that can be expected to enhance community power and advance community development. Students will be provided with opportunities to workshop their respective projects-in-development, (e.g., developing and sharing research questions, data collection instruments, strategies for engaging community constituents as co-researchers, etc.). This is a required course for students participating in the Haas Center for Public Service Community-based Research Fellows Program, but enrollment is open to all Stanford students.
Terms: Spr
| Units: 3
CSRE 351:
Iberian Expansion Through the Looking Glass: One World or Many? (COMPLIT 251A, COMPLIT 351A, CSRE 251, HISTORY 271C, HISTORY 371C, ILAC 251, ILAC 351)
The conquerors, missionaries, and historians who reflected on Iberian overseas expansion during the early modern period often asked themselves a crucial question: was there only one world or many? Were the Americas a 'New World,' unknown to the ancients, entirely detached from the rest of human history? Even after the invasion and occupation of the Americas, many European chroniclers continued to think that the world was divided into three parts - Europe, Asia, and Africa. In their descriptions of the Americas, they drew heavily on histories and travel reports pertaining to other epochs and locales, especially contemporary Asia and ancient Rome. At the same time, indigenous elites and mestizo authors in the Americas used 'Old World' history and news of distant conflicts to reflect on the immediacy of their historical experience. In this course, students will consider the ways in which diverse authors in New Spain (Mexico), Peru, and Brazil contemplated themselves in relation to remote times and places: from Greco-Roman Antiquity to Lutheran Germany, the Ottoman Mediterranean to the Apocalyptic End of Times. Students will analyze the many reflections, distortions, inversions, translations, uncanny resemblances, and strange parallel dimensions that resulted from these intellectual experiments. Primary sources include chronicles, poetry, theater, Afro-Catholic festivals, pictographic codices, feather mosaics, and maps. All texts offered in the original language and in English translation whenever possible. For graduate students and advanced undergraduates.
Terms: Spr
| Units: 3-5
CSRE 364A:
Race and Performance (AFRICAAM 164A, CSRE 164A, TAPS 164)
How does race function in performance and dare we say live and in living color? How does one deconstruct discrimination at its roots?n nFrom a perspective of global solidarity and recognition of shared plight among BIPOC communities, we will read and perform plays that represent material and psychological conditions under a common supremacist regime. Where and when possible, we will host a member of the creative team of some plays in our class for a live discussion. Assigned materials include works by Lin-Manuel Miranda, Amiri Baraka, Young Jean Lee, Ayad Akhtar, Susan Lori Parks, David Henry Hwang, Betty Shamieh, Jeremy O. Harris, and Christopher Demos Brown.n nThis class offers undergraduate students a discussion that does not center whiteness, but takes power, history, culture, philosophy, and hierarchy as core points of debate. In the first two weeks, we will establish the common terms of the discussion about stereotypes, representation, and historical claims, but then we will quickly move toward an advanced conversation about effective discourse and activism through art, performance, and cultural production. In this class, we assume that colonialism, slavery, white supremacy, and oppressive contemporary state apparatuses are real, undeniable, and manifest. Since our starting point is clear, our central question is not about recognizing or delineating the issues, but rather, it is a debate about how to identify the target of our criticism in order to counter oppression effectively and dismantle long-standing structures.n nNot all BIPOC communities are represented in this syllabus, as such claim of inclusion in a single quarter would be tokenistic and disingenuous. Instead, we will aspire to understand and negotiate some of the complexities related to race in several communities locally in the U.S. and beyond.
Terms: Aut
| Units: 3-5
CSRE 370:
Introduction to Arab Studies: Memory, Heritage, and Cultural Production (CSRE 270)
What is Arab Studies? Who are Arabs? Where do they live? How can we better understand this area and its people? This class offers undergraduate and graduate students the opportunity to engage with Arab Studies through a series of public lectures, screenings, and discussions. One key theme of our course this year is Arab Cities and Urban life. After a quick introduction to the region in the first week, we quickly move to crucial historical junctures in world recognized cities from Dubai to Beirut, Damascus to Cairo, Amman to Casablanca, Mecca to Algiers, passing through cities and regions between. Honing into cultural, political, and religious lives of Arabs in these urban environments, well always end by asking a question on our theme of recovery. Can Arabs recover from colonialism? Division? Loss? COVID-19? Can they recover themselves? Is it even desirable to do so? In partnership with the Abbasi Program for Islamic Studies, we will host scholars, artists, and thinkers in our midst to learn about their worldviews, their battles, and their desired destinies. Lectures will engage with traditional topics of Arab Studies, such as Orientalism, the Postcolonial turn, Colonialism, Arab Nationalism, Arab-U.S.A relations, Modernity, tumultuous second half of the twentieth century, September 11, and the last two decades of invasions, occupations, revolution, turmoil, and most recently, the world-wide pandemic. Is there an Arab-World?
Terms: Aut
| Units: 2-4
CSRE 372:
African American Child and Adolescent Mental Health: An Ecological Approach (EDUC 372, PSYCH 261)
African American children and adolescents face a number of challenges (e.g., racism, discrimination, lack of access to resources, community violence) that can impact their mental health. Yet, they possess and utilize many strengths in the face of challenge and adversity. This seminar will explore the most salient historical, social, cultural, and ecological factors that influence the mental health and resilience of African American youth, with attention to contextual determinants that shape mental health. Applying an ecological systems approach, the course will focus on how families, schools, and communities are integral to youth's adjustment and well-being. By utilizing a culturally specific and context based lens in analyzing empirical, narrative, and visual content, students will better understand factors that can promote or inhibit the mental health and resilience of African American children and adolescents across development.
Terms: Spr
| Units: 3
CSRE 385:
Race, Ethnicity, and Language: Pedagogical Possibilities (AFRICAAM 389C, EDUC 389C)
This seminar explores the intersections of language and race/racism/racialization in the public schooling experiences of students of color. We will briefly trace the historical emergence of the related fields of sociolinguistics and linguistic anthropology, explore how each of these scholarly traditions approaches the study of language, and identify key points of overlap and tension between the two fields before considering recent examples of inter-disciplinary scholarship on language and race in urban schools. Issues to be addressed include language variation and change, language and identity, bilingualism and multilingualism, language ideologies, and classroom discourse. We will pay particular attention to the implications of relevant literature for teaching and learning in urban classrooms.
Terms: Win
| Units: 3-4
CSRE 389B:
Race, Ethnicity, and Language: Writing Race, Ethnicity, and Language in Ethnography (ANTHRO 398B, EDUC 389B, LINGUIST 254)
This methods seminar focuses on developing ethnographic strategies for representing race, ethnicity, and language in writing without reproducing the stereotypes surrounding these categories and practices. In addition to reading various ethnographies, students conduct their own ethnographic research to test out the authors' contrasting approaches to data collection, analysis, and representation. The goal is for students to develop a rich ethnographic toolkit that will allow them to effectively represent the (re)production and (trans)formation of racial, ethnic, and linguistic phenomena.
Terms: Aut
| Units: 3-4
CSRE 390:
Riot: Visualizing Civil Unrest in the 20th and 21st Centuries (AFRICAAM 291, AFRICAAM 491, ARTHIST 291, ARTHIST 491, CSRE 290, FILMEDIA 291, FILMEDIA 491)
This seminar explores the visual legacy of civil unrest in the United States. Focusing on the 1965 Watts Rebellion, 1992 Los Angeles Riots, 2014 Ferguson Uprising, and 2020 George Floyd Uprisings. Students closely examine photographs, television broadcasts, newspapers, magazines, and film and video representations of unrest. Additionally, students will visually analyze the works of artists who have responded to the instances of police brutality and challenged the systemic racism, xenophobia, and anti-Black violence leading to and surrounding these events.nNOTE: Instructor consent required for undergraduate students. Please contact the instructor for permission to enroll.
Terms: Aut
| Units: 3-5
CSRE 439:
Critical Race Theory in Education (EDUC 439)
This seminar will examine the foundational tenets of Critical Race Theory (CRT) as an analytic framework to study of inequities in P-20 education. Each week will examine how CRT tenets developed in law and were taken up in education via epistemology, methodology, and axiology. Consequently, the course will move temporally, spatially, and pedagogically across fields and siblings of Critical Race Theory. We will use the course content as a vehicle to understand the theoretical and analytical power and limits of CRT. Finally, we will explore CRT's focus on identifying and disrupting white supremacy, anti-Blackness, and interlocking inequities (re)produced in education.
Terms: Win
| Units: 2-5
CTL 53:
Working Smarter
Once you get into the school of your dreams, how will you be sure you can succeed there? The level of organization and study skills necessary for college success are often very different than in high school. In Working Smarter, you will learn evidence-based, college-level strategies for time management, note taking, studying, reading, writing, discussion, and oral presentations. This class is a great fit for high school students who want to prepare for college and for college students who want to expand their set of strategies for successful learning in STEM, social science, and humanities courses.
Terms: Sum
| Units: 2
CTL 120:
Peer Tutor Training
Goal is to help students become effective peer tutors for course material already mastered by articulating aims; developing practical tutoring skills including strategies for drop-in sessions; observing experienced tutors; discussing reading assignments; role playing; and reflecting on experiences as a peer tutor intern. Prerequisite: consent of instructor.
Terms: Aut, Win
| Units: 1
CTL 280:
Learning & Teaching of Science (EDUC 280, ENGR 295, MED 270, PHYSICS 295)
This course will provide students with a basic knowledge of the relevant research in cognitive psychology and science education and the ability to apply that knowledge to enhance their ability to learn and teach science, particularly at the undergraduate level. Course will involve readings, discussion, and application of the ideas through creation of learning activities. It is suitable for advanced undergraduates and graduate students with some science background.
Terms: Spr
| Units: 3
CTL 312:
Science and Engineering Course Design (ENGR 312)
For students interested in an academic career and who anticipate designing science or engineering courses at the undergraduate or graduate level. Goal is to apply research on science and engineering learning to the design of effective course materials. Topics include syllabus design, course content and format decisions, assessment planning and grading, and strategies for teaching improvement.
Terms: Win
| Units: 2-3
CTS 199:
Undergraduate Research
Allows for qualified students to undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Backhus, L. (PI);
Berry, M. (PI);
Burdon, T. (PI);
Dake, M. (PI);
Fischbein, M. (PI);
Hanley, F. (PI);
Hiesinger, W. (PI);
Karakikes, I. (PI);
Lee, A. (PI);
Mark, J. (PI);
McElhinney, D. (PI);
Miller, D. (PI);
Mitchell, R. (PI);
Morris, R. (PI);
Oyer, P. (PI);
Reinhartz, O. (PI);
Reitz, B. (PI);
Shrager, J. (PI);
Woo, J. (PI)
CTS 203:
Introduction to Cardiothoracic Surgery
Weekly seminar series featuring residents, fellows, and faculty of the Department of Cardiothoracic Surgery. This course aims to introduce preclinical medical students to the diverse field of cardiac surgery, with emphasis on what life as a cardiac surgeon looks like. Lectures will highlight various operations performed and pathophysiology commonly encountered in cardiac surgery.
Terms: Spr
| Units: 1
CTS 225:
Stem Cells in Cardiovascular Regenerative Medicine
This course consists of didactic lectures and journal club presentations on the basic principles and translational applications of stem cells for treatment of cardiovascular diseases. Another component of the course is peer-to-peer teaching by student-led journal club presentations. To synthesize knowledge gained from the course, the students will prepare a final report in the form of a research proposal. After completion of this course, the students should expect to: 1) Get broad exposure to basic and translational applications of stem cell research to cardiovascular medicine; and 2) Read, interpret, and orally present scientific literature. Prerequisite: Medical of graduate standing; undergraduates require instructor approval.
Terms: Spr
| Units: 2
| Repeatable
2 times
(up to 4 units total)
CTS 299:
Directed Reading in Cardiothoracic Surgery
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Backhus, L. (PI);
Berry, M. (PI);
Beygui, R. (PI);
Burdon, T. (PI);
Burt, B. (PI);
Dake, M. (PI);
Daughters, G. (PI);
Dong, E. (PI);
Fischbein, M. (PI);
Hanley, F. (PI);
Hoang, C. (PI);
Lee, A. (PI);
Mallidi, H. (PI);
Mark, J. (PI);
McElhinney, D. (PI);
Merritt, R. (PI);
Miller, D. (PI);
Mitchell, R. (PI);
Morris, R. (PI);
Oyer, P. (PI);
Reddy, V. (PI);
Reinhartz, O. (PI);
Reitz, B. (PI);
Robbins, R. (PI);
Shrager, J. (PI);
Woo, J. (PI)
CTS 300A:
Cardiothoracic Surgery Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: In this clerkship students participate with one of the two cardiothoracic surgical teams on rounds, in the operating room, in the outpatient cardiothoracic surgery clinic, and in joint weekly conferences with the medical cardiology and pediatric cardiology services. Please note: Visiting students must obtain approval from Stephanie Harrington prior to applying for this clerkship. Please email your CV and transcript to Stephanie Harrington at scunanan@stanford.edu. PREREQUISITES: Surgery 300A or final-year student. PERIODS AVAILABLE: 1-12. full time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Michael Fischbein, M.D. CLERKSHIP COORDINATOR: Stephanie Harrington, 650-721-2552, CVRB. REPORTING INSTRUCTIONS: Student should contact coordinator prior to arrival; Time: TBA. CALL CODE: 4. OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
CTS 301B:
Adult Cardiothoracic Surgery Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: A basic introduction to adult cardiac surgical disease. Diagnostic and therapeutic techniques are emphasized, and the students are taught applied cardiothoracic anatomy and physiology. Students are expected to participate in pre-operative evaluation, the operations, and the postoperative care of each patient. The surgical faculty and house staff closely supervise students. Advanced students can easily assume intern-level responsibilities, if desired. More time is available at the VA Palo Alto for reading compared to the Stanford University Hospital. Participation is expected at didactic sessions where the clinical clerks and the faculty discuss various aspects of cardiothoracic pathophysiology and pathologic anatomy. These sessions can be individualized according to a student's specific interest and background. Attendance at the Monday SUMC morbidity and mortality conference along with adult cardiothoracic surgery conferences are expected. Students also have access and supervision to the cardiac simulation center where a variety of cardiac surgical skills and techniques may be practiced. Require Pre-Approval Please note: Visiting students must obtain approval from Stephanie Harrington prior to applying for this clerkship. Please email your CV and transcript to Stephanie Harrington at scunanan@stanford.edu. PREREQUISITES: Surgery 300A or equivalent clinical preparation. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 2 student per period. CLERKSHIP DIRECTOR: Tom Burdon, M.D. CLERKSHIP COORDINATOR: Stephanie Harrington, 650-721-2552. REPORTING INSTRUCTIONS: Where: VA Palo Alto Surgery Office (Building 100, 3rd floor); Time: 8:00 am. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
CTS 303A:
Advanced Thoracic Surgery Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Open to visitors. Intensive clinical experience in thoracic surgery (non-cardiac). Direct, supervised responsibility for both intra- and post-operative management of patients with benign or malignant intrathoracic disease. Particularly extensive exposure to thoracic oncology and video-assisted techniques. Participation as integral member of the thoracic surgical service allows education in the diagnostic and therapeutic thought-processes required in complex surgical decision-making. PREREQUISITES: Surgery 300A. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Joseph B. Shrager, M.D. CLERKSHIP COORDINATOR: Donna Yoshida, 650-721-2086. REPORTING INSTRUCTIONS: Where: Students should contact the coordinator prior to the first day; Time: TBA. CALL CODE: 2 (every fifth night; rounds one morning per weekend). OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
CTS 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Backhus, L. (PI);
Berry, M. (PI);
Beygui, R. (PI);
Burdon, T. (PI);
Burt, B. (PI);
Dake, M. (PI);
Daughters, G. (PI);
Dong, E. (PI);
Fischbein, M. (PI);
Hanley, F. (PI);
Hiesinger, W. (PI);
Hoang, C. (PI);
Karakikes, I. (PI);
Lee, A. (PI);
Lui, N. (PI);
Mainwaring, R. (PI);
Mallidi, H. (PI);
Mark, J. (PI);
McElhinney, D. (PI);
Merritt, R. (PI);
Miller, D. (PI);
Mitchell, R. (PI);
Morris, R. (PI);
Oyer, P. (PI);
Reddy, V. (PI);
Reinhartz, O. (PI);
Reitz, B. (PI);
Robbins, R. (PI);
Shrager, J. (PI);
Woo, J. (PI)
CTS 398A:
Clinical Elective in Cardiothoracic Surgery
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Provides an opportunity for a student in the clinical years to have a clinical experience in Cardiothoracic Surgery, of a quality and duration to be decided upon by the student and a faculty preceptor in the Department of Cardiothoracic Surgery. Please note: Students cannot add 398A clerkships directly to their fishbowl schedules through the regular shuffles. Please contact Caroline Cheang in the Office of Medical Student Affairs at cheang@stanford.edu or 650-498-7619 with the faculty preceptor's name and email address to add this clerkship. PREREQUISITES: CTS 300A, consent of the designated faculty preceptor, and approval by an Associate Dean for Student Affairs. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Michael Fischbein, M.D. CLERKSHIP COORDINATOR: Stephanie Harrington, 650-721-2552. REPORTING INSTRUCTIONS: Where: TBA; Time: TBA. CALL CODE: 4. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
3 times
(up to 18 units total)
CTS 399:
Graduate Research
Allows for qualified students to undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Backhus, L. (PI);
Berry, M. (PI);
Beygui, R. (PI);
Burdon, T. (PI);
Burt, B. (PI);
Dake, M. (PI);
Daughters, G. (PI);
Dong, E. (PI);
Fischbein, M. (PI);
Hanley, F. (PI);
Hoang, C. (PI);
Lee, A. (PI);
Mallidi, H. (PI);
Mark, J. (PI);
McElhinney, D. (PI);
Merritt, R. (PI);
Miller, D. (PI);
Mitchell, R. (PI);
Morris, R. (PI);
Oyer, P. (PI);
Reddy, V. (PI);
Reinhartz, O. (PI);
Reitz, B. (PI);
Robbins, R. (PI);
Shrager, J. (PI);
Woo, J. (PI)
DANCE 1:
Contemporary Modern I: Liquid Flow
Students in Liquid Flow will participate in a dance and movement class that 1) teaches the fundamentals of dance technique, and 2) addresses the way that you already dance in the world. Through discovering your own DIY movement signature and being aware of one another's dance, motion, and energy in space, we will transform the way that we move and connect to one another to inhabit flow states from the dance studio, into everyday life, and ultimately onto the stage. nAccompanied by contemporary and live music, Students will develop articulation, flexibility and "grace", learn contemporary and classic dance vocabulary, gain freedom dancing with others and mine dance's potential for social transformation and connection. Designed for beginners, we welcome student movers from diverse dance traditions, non-dancers, athletes, and more advanced dancers, who desire fluidity in their daily life, from thought to action.
Terms: Aut, Win
| Units: 1
| UG Reqs: WAY-CE, way_ce
DANCE 11:
Introduction to Dance Studies (TAPS 11)
This class is an introduction to dance studies and the complex meanings bodily performances carry both onstage and off. Using critical frames drawn from dance criticism, history and ethnography and performance studies, and readings from cultural studies, dance, theater and critical theory, the class explores how performing bodies make meanings. We will read theoretical and historical texts and recorded dance as a means of developing tools for viewing and analyzing dance and understanding its place in larger social, cultural, and political structures. Special attention will be given to new turns in queer and feminist dance studies. TAPS 11 has been certified to fulfill the Writing in the Major (WIM) requirement.
Terms: Win
| Units: 4
| UG Reqs: WAY-A-II, WAY-EDP
DANCE 17AX:
Circa's Leviathan: Art of Circus Movement
Stanford Live will host Circa's internationally-renowned ensemble and a local cast of circus performers, dancers and young people to perform Leviathan, a world premiere circus event. This Arts Intensive class will provide six students experience in movement, dance, and/or circus arts the opportunity to study the legacy of circus and join the rehearsals to ultimately perform in Leviathan with Circa on Sept. 30 & Oct. 1, 2022. Working with Circa's Artistic team and ensemble performers, students will be required to participate in three weeks of rehearsal to learn the show and perform. Students will also work with Circa's Artistic Director, Yaron Lifschitz, during final rehearsals and in season. Aleta Hayes will offer a supportive curriculum exploring the artistic themes of collaboration, movement, and using art to express the human experience. Curriculum will also focus on the emotional and physical aspects of mounting a complex performance.Circus studies within the academic field of performance studies is a heavily under-researched area. The 19th century circus offers fascinating histories of race and gender in performance. The history of the circus is also a history of technology and coincides with the industrial revolution's persistent push to merge the human and the machine - the constant attempt to test and push against the boundaries of humanity's frailties and mortality. Contemporary circus draws from current cultural aesthetics, street vernacular, movement improvisation-- blurring lines between dance, theater and circus. We will look at pioneers of the genre including Cirque Du Soleil, Pickle Family circus, Archaos and more recent examples like the Tiger Lillies, the Lucent dossier Company and others. The art of circus is taken in an exciting new direction as 36 performers hang from a grid suspended in the air and propel themselves across the stage, tumbling, balancing and soaring together. The dramatic power and extreme skill of Circa's trademark acrobatics thrillingly expose the tension between the mass and the individual in this epic theatrical event that is at once deeply moving and physically stunning. In these complex times, Leviathan offers hope by celebrating what can be achieved when we work together. This action-packed show connects the local with the global and the emerging with the visionary and genuinely pushes boundaries in a powerful new circus production. Please note that Arts Intensive and initial rehearsals with Circa will take place September 6-23. Additional evening rehearsals will be scheduled and required leading up to the September 30 and October 1 performances following Arts Intensive period. Students must commit to the full intensive in addition to the final rehearsals and ultimate performances the week of September 24 to October 1.
Terms: Sum
| Units: 2
DANCE 25:
Studio to Stage: Student Choreography Projects
Make your own dance, outdoors! In Studio-to-stage, student choreographers and dancers propose, develop, rehearse, and perform their own dances under the close guidance of a faculty mentor. This year's project focus is: Outdoor Site-Specific Dance. Weekly in-class rehearsals include: site selection and development of concept; casting and development of movement material; investigation of music/sound¿ supporting theatrical elements. Class work sessions include frequent peer and mentor feedback. The quarter culminates in a free outdoor public concert performance, "RICOCHET", performed 7 pm to sunset on June 1. The dances will be created and performed in sites on, or adjacent to, the Science & Engineering Quad (SEQ), known for its highly varied architectural features, landscape and grounds. Creative collaboration includes costume creation with student designers (under guidance of TAPS costume designer Becky Bodurtha). "RICOCHET" is a TAPS Developmental Series Production of the 21-22 Season, investigating innovative performance in non-traditional spaces. Unconventional sites invite a broad and inclusive definition of dance, here defined as any intentional movement including fusion forms, physical theater, ritual, athletic training, and behavior in addition to more familiar forms. Dance makers and dancers of all levels, styles, and training backgrounds are strongly encouraged to enroll. All student collaborators receive credit for participating. No audition necessary. Highly encouraged: students schedule an interview with faculty mentor, Diane Frank <diane.frank.dance@gmail.com> prior to the start of the Spring quarter.
Terms: Spr
| Units: 1
| UG Reqs: way_ce
DANCE 30:
Contemporary Choreography: Chocolate Heads Performance Project (AFRICAAM 37)
An interdisciplinary project-based class to develop dance technique, collaborative choreography, and associated visual and musical arts. We invite dancers, movers, and emerging creators of all styles and backgrounds. The Autumn 21-22 project theme will be Chocolate Heads at the Cantor: Dance, Upcycled Fashion, and the Cinematic Eye. The Chocolate Heads will continue the practice of creating intermedia events using dance, film projection on bodies and surfaces, live DJ, vocals, and runway presentation. This site-specific dance performance will feature upcycled costumes co-constructed by the students under the designer's supervision. Students chosen to participate will engage in interrelated choreographic and art-making collaborations which address street performance, fashion ecologies, and social platforms. To be presented Feb. 2022 at the Cantor Art Center, we will reimagine the runway space as an arena for collective moving performance, while modeling ways of being that are body positive, transcultural, and gender expansive. All levels of experience are welcome. Week 1: TU 9/21--Introduction to project, creative team & CHs Band; THU 9/23--1st Audition Workshop. Contact Instructor (Aleta Hayes ahayes1@stanford.edu) for more information.
Terms: Aut
| Units: 1-2
| UG Reqs: WAY-CE
| Repeatable
for credit
DANCE 30S:
Chocolate Heads Dance, Fashion & Performance @ the Cantor Arts Center
Students enrolled in the Winter Quarter DAN 30S: Chocolate Heads will participate in an interdisciplinary dance and fashion performance to be fully manifested in the Winter Quarter (February 2022) at the Cantor Arts Center. This production will be a collaboration between TAPS, IDA, and the Cantor Arts Center. Co-created, choreographed and performed annually, this year's (2021-22) intermedia performance will combine dance, upcycled, original fashion, runway and performance of live vocals with DJ.n nDANCE 30S in the Winter quarter is the follow-on course to Dance 30: Dance and Performance Making Workshop in Autumn QTR. While Dance 30 is a prerequisite, rare exceptions for participation could be considered for fashionistas, performers or designers with unique contributions. Students with special skills in photography, fashion writing/journalism, theater technology (crew) are desired. Please contact Instructor & Artistic Director of the Chocolate Heads with questions about Dance 30S participation in winter: Aleta Hayes (ahayes1@stanford.edu)
Terms: Win
| Units: 2
| UG Reqs: WAY-CE
DANCE 45:
Dance Improvisation from Freestyle to Hip Hop (AFRICAAM 45)
In this dance improvisation class, we will develop techniques and practices to cultivate an improvisational practice in dance and domains beyond. This class is an arena for physical and artistic exploration to fire the imagination of dance improvisers and to promote collaborative and interactive intelligence. We will draw upon dance styles and gestural vocabularies, including contemporary dance, hip-hop, vogue and more. Students will learn how to apply these improvisational dance ideas to generate and innovate across disciplines. Accompanied by a live DJ, students will practice listening with eyes, ears, and our whole bodies. Open to students from all dance, movement, and athletic backgrounds. Beginners welcome.
Terms: Spr
| Units: 1-2
| UG Reqs: WAY-CE
| Repeatable
for credit
DANCE 46:
Social Dance I
Introduction to non-competitive social dance. The social dances found in today's popular culture include 3 kinds of swing, 3 forms of waltz, tango, salsa, bachata, cha-cha and nightclub two-step. The course also includes tips for great partnering, enhancing creativity, developing personal style, stress reduction, musicality, and the ability to adapt to changing situations. The emphasis on comfort, partnering and flexibility will enable students to dance with partners whose experience comes from any dance tradition. If the class is filled, register to get on the waitlist.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: way_ce
| Repeatable
12 times
(up to 12 units total)
DANCE 48:
Ballet I: Introduction to Ballet
Fundametals of ballet technique including posture, placement, the foundation steps, and ballet terms; emphasis on the development of coordination, balance, flexibility, sense of lines, and sensitivity to rhythm and music. May be repeated for credit.
Terms: Aut, Win, Sum
| Units: 1
| UG Reqs: WAY-CE, way_ce
| Repeatable
for credit
DANCE 50:
Contemporary Choreography
Each day Ketley will develop a new phrase of choreography with the students and use this as the platform for investigation. Consistent lines of inquiry include; sculpting with the body as an emotional, instinctual, and graphic landscape, how the fracturing and the complication of strands of information can feel generative of new ways of moving, discussions around how our use of time is directly correlated to our sense of presence, and the multitude of physical colors available to each of us as artists as we expand our curiosity about movement. Classes will be very physical, trusting that much of our knowledge is contained in the body. For questions please e-mail aketley@stanford.edu.
Terms: Aut
| Units: 1
| UG Reqs: WAY-CE, way_ce
| Repeatable
2 times
(up to 2 units total)
DANCE 58:
Hip Hop I: Introduction to Hip Hop
Steps and styling in one of America's 21st-century vernacular dance forms. May be repeated for credit.
Terms: Aut, Sum
| Units: 1
| UG Reqs: WAY-CE, way_ce
| Repeatable
for credit
DANCE 59:
Hip-Hop II
Steps and styling in one of America's 21st-century vernacular dance forms. May be repeated for credit.
Terms: Aut, Win
| Units: 1
| UG Reqs: WAY-CE, way_ce
| Repeatable
for credit
DANCE 108:
Hip Hop Choreography: Hip Hop Meets Broadway
What happens when Hip Hop meets "Fosse", "Aida", "Dream Girls" and "In the Heights"?nThe most amazing collaboration of Hip Hop styles adapted to some of the most memorable Broadway Productions.nThis class will explore the realm between Hip Hop Dance and the Broadway Stage. Infusing Acting thru dance movement and exploring the Art of Lip Sync thru Hip Hop Dance styles.
Terms: Spr
| Units: 1
| UG Reqs: WAY-CE, way_ce
| Repeatable
9 times
(up to 9 units total)
DANCE 109:
Choreography: Strategies to Building Movement, Dance, and Time Based Art
A class for students interested in contemporary methods of devising movement for performance. At the forefront of current dance culture hybridity has become the new normal, with movement blended from everyday actions, classical forms, hip-hop, and beyond. The body as a vehicle for expression is an ever expanding landscape and the class will focus on the plethora of ways movement can be derived including; the many ways improvisation can engender movement, how systemic approaches to performance can enhance a creators understanding of the body in space, the ways chaos and ugliness can redefine our notions of beauty, and how environment, sound, music, and context can inform our physical sensibilities. The class is open to all students from any movement background or those new to dance with a curiosity about how the body can be a vibrant and multifaceted artistic tool. For more information please contact choreographer and lecturer Alex Ketley at aketley@stanford.edu.
Terms: Win
| Units: 2
| UG Reqs: WAY-CE
| Repeatable
2 times
(up to 4 units total)
DANCE 122:
Moving the Message: Reading and embodying the works of bell hooks (AFRICAAM 201, AFRICAST 202, CSRE 202, ENGLISH 287)
In this course, we will spend time reading, discussing and embodying the work of Black feminist theorist and teacher bell hooks. hook's work focuses on practices rooted in Black feminism, the role of love in revolutionary politics, rescuing ourselves and each other from hegemonic forces, and building the components necessary for a life of liberatory politics. Through a process grounded in movement improvisation, creative writing and expression we will explore how the words and theories of bell hooks can literally move us towards freedom and self recovery. This course is presented by the Institute for Diversity in the Arts, IDA.
Terms: Spr
| Units: 2
DANCE 123:
Choreography: Hot Mess & Deliberate Failure as Practice
A dance class in how we become the worst dancer possible. The foundation of this class has many parts. One is that, in almost every respect the way we gain insight into anything is to understand more clearly its polarity. As a class we purposely explore chaos, failure, and "bad" dancing, with the hope that then we will have a greater chance to understand and refine our personal notions around beauty. The class also acknowledges that creativity is at times born from the loss of control. Instead of looking at this idea obliquely, Hot Mess looks at this directly by having dancers confront a number of movement and vocal prompts that are literally impossible to execute in any good way. This class embraces and celebrates destabilization, with all the exuberance, fear, and learning that can happen when we accept and practice being lost.
Terms: Spr
| Units: 2
| UG Reqs: WAY-CE
DANCE 128:
Roots Modern Experience - Mixed Level (AFRICAAM 128)
In this course students will be introduced to a series of Afro-contemporary dance warm ups and dance combinations that are drawn from a broad range of modern dance techniques, somatic practices and dance traditions of the African diaspora with a particular focus on Afro Brazilian, Afro Cuban and Haitian dance forms. Our study of these dance disciplines will inform the movement vocabulary, technical training, class discussions, and choreography we experience in this course. Students will learn more about the dances and rhythms for the Orishas of Brazil and Cuba, and the Loa of Haiti with an additional focus on other African diaspora dance forms such as, Cuban Haitian, Palo, Samba and Samba-Reggae. Dance combinations will consist of dynamic movement patterns that condition the body for strength, flexibility, endurance, musicality and coordination. Through this approach to our warm ups and class choreography, we will deepen our analysis and understanding of how African diaspora movement traditions are inherently embedded in many expressions of the broadly termed form known as contemporary dance.
Terms: Aut, Spr
| Units: 1
| UG Reqs: way_ce
| Repeatable
3 times
(up to 3 units total)
DANCE 140:
Contemporary Modern II
This intermediate level course will cover fundamental principles underlying the evolving style of modern/contemporary dance both technical and artistic in nature. Students will perform creative and technical exercises that develop strength, flexibility, musicality, increased range of motion, functional efficiency, and performance quality as a means towards developing more, efficient, expressive, and communicative bodies. The contemporary technique taught in this class prepares the student to perform with clarity and artistry, and with deeper anatomical knowledge and connectivity.
Terms: Aut, Win
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
for credit
DANCE 141:
Contemporary Modern III
This advanced level technique course will cover the fundamental principles underlying modern/contemporary dance both technical and artistic in nature. Students will perform technical exercises that develop functional efficiency, strength, flexibility, musicality, range of motion and performance quality as a means towards honing their own artistic expression and physicality. More advanced concepts such as qualitative versatility, phrasing awareness, innovative physical decision-making, and attention to performance will be explored in greater depth. The contemporary technique taught in this class prepares the student to perform with clarity and artistry, and with deeper anatomical knowledge and connectivity. Short written reflections and concert attendance will supplement studio work. May be repeated for credit.
Terms: Aut, Win
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
for credit
DANCE 141S:
Contemporary Modern: Advanced Comparative Techniques (AFRICAAM 141S)
Students will take technique classes each week from various, diverse and notable Contemporary Modern Dance Instructors from across the Bay Area and beyond, in order to learn from and be exposed to the scope and breadth of the contemporary dance field.
Terms: Spr
| Units: 1
| UG Reqs: WAY-CE
DANCE 146:
Social Dance II
Intermediate non-competitive social ballroom dance. The partner dances found in today's popular culture include Lindy hop, Viennese waltz, hustle, traveling foxtrot, plus intermediate/advanced levels of cross-step waltz and nightclub two-step. The course continues further tips for great partnering, enhancing creativity, developing personal style, stress reduction, musicality, and the ability to adapt to changing situations. Prerequisite: Dance 46. Many students are taken from the waiting list. If the class is filled, register to get on the waitlist.
Terms: Spr
| Units: 1
| UG Reqs: way_ce
| Repeatable
for credit
DANCE 148:
Ballet II
Intermediate Ballet at Stanford is designed for students who have done ballet in their past, but maybe have stepped away from the form for awhile. The class focuses on technique, musicality, vocabulary, coordination and artistic choice. The class looks at ballet as an enduring and vibrant movement system that can be used for classical purposes or as a way to strengthen and diversify the movement vocabulary inherent in other dance forms like modern, hip-hop, or social dancing.
Terms: Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
for credit
DANCE 149:
Ballet III
Advanced Ballet at Stanford is offered for students who are interested in rigorous, complex, and artistically compelling ballet training. The class focuses on technique, but in the broad sense of how ballet as a movement system can be used for a wide range of dance disciplines. The class honors the historical training legacy that defines classical ballet, but is in no way shackled to that history in an antiquated fashion. The students are encouraged to explore the form as artists, to question its foundations, and find their own sense of agency within classical dance. Students with a strong background in ballet are encouraged to come, but also students with less ballet training are welcome as long as they have an email dialog with the lecturer beforehand. Any questions can be directed to Lecturer Alex Ketley at aketley@stanford.edu
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
for credit
DANCE 156:
Social Dance III
Intermediate non-competitive social ballroom dance. Intermediate/advanced waltz variations, redowa and Bohemian National Polka are followed by intermediate/advanced tango, cha-cha, salsa and bachata. The course continues further tips for great partnering, enhancing creativity, developing personal style, stress reduction, musicality, and the ability to adapt to changing situations. Prerequisite: Dance 46. Dance 156 may immediately follow Dance 46. Many students are taken from the waiting list. If the class is filled, register to get on the waitlist.
Terms: Win
| Units: 1
| UG Reqs: way_ce
| Repeatable
for credit
DANCE 166:
History of Social Dance in Western Culture
NEWLY REVISED COURSE. A survey of movement and historical dance from the past two centuries to today, with the technique and traditions that are distinctive to each era. Partnered dances include Waltz, Tango, Jazz Age and Swing Era dances, 1970s Disco, Latin dances, through today's social dance forms. Renaissance and Baroque dance will no longer be covered, in order to focus on the evolution of today's social dance forms. The course will include techniques for historical dance reconstruction, with students creating their own dance reconstructions. Previous dance experience is not required to take this course.
Terms: Aut
| Units: 1
| UG Reqs: WAY-CE, way_ce
DANCE 190:
Special Research
Topics related to the discipline of dance. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
DANCE 195D:
Queer Caribbean Performance (TAPS 195D, TAPS 395D)
With its' lush and fantastic landscape, fabulous carnivalesque aesthetics, and rich African Diaspora Religious traditions, the Caribbean has long been a setting which New World black artists have staged competing visions of racial and sexual utopia and dystopia. However, these foreigner-authored fantasies have often overshadowed the lived experience and life storytelling of Caribbean subjects. This course explores the intersecting performance cultures, politics, and sensual/sexual practices that have constituted queer life in the Caribbean region and its diaspora. Placing Caribbean queer of color critique alongside key moments in twentieth and twenty-first century performance history at home and abroad, we will ask how have histories of the plantation, discourses of race and nation, migration, and revolution led to the formation of regionally specific queer identifications. What about the idea of the 'tropics' has made it such as fertile ground for queer performance making, and how have artists from the region identified or dis-identified with these aesthetic formations? This class will begin with an exploration of theories of queer diaspora and queer of color critique's roots in black feminisms. We will cover themes of exile, religious rites, and organizing as sights of queer political formation and creative community in the Caribbean.
Terms: Win
| Units: 4
| UG Reqs: WAY-A-II, WAY-EDP
DANCE 290:
Special Research
Individual project on the work of any choreographer, period, genre, or dance-related topic. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
DBIO 199:
Undergraduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Barna, M. (PI);
Beachy, P. (PI);
Bejerano, G. (PI);
Boettiger, A. (PI);
Chen, J. (PI);
Crabtree, G. (PI);
Fuller, M. (PI);
Jarosz, D. (PI);
Kim, S. (PI);
Kingsley, D. (PI);
Loh, K. (PI);
Nusse, R. (PI);
Shapiro, L. (PI);
Talbot, W. (PI);
Villeneuve, A. (PI);
Weissman, I. (PI);
Wysocka, J. (PI);
Ramalho, D. (GP)
DBIO 200:
Genetics and Developmental Biology Training Camp (GENE 200)
Open to first year Department of Genetics and Developmental Biology students, to others with consent of instructors. Introduction to basic manipulations, both experimental and conceptual, in genetics and developmental biology.
Terms: Aut
| Units: 1
DBIO 210:
Developmental Biology
Current areas of research in developmental biology. How organismic complexity is generated during embryonic and post-embryonic development. The roles of genetic networks, gene regulation ,organogenesis, tissue patterning, cell lineage, maternal inheritance, cell-cell communication, signaling, and regeneration in developmental processes in well- studied organisms such as vertebrates, insects, and nematodes. Team-taught. Students meet with faculty to discuss current papers from the literature. Prerequisite: graduate standing, consent of instructor. Recommended: familiarity with basic techniques and experimental rationales of molecular biology, biochemistry, and genetics.
Terms: Spr
| Units: 4
DBIO 215:
Frontiers in Biological Research (BIOC 215, GENE 215)
Students analyze cutting edge science, develop a logical framework for evaluating evidence and models, and enhance their ability to design original research through exposure to experimental tools and strategies. The class runs in parallel with the Frontiers in Biological Research seminar series. Students and faculty meet on the Tuesday preceding each seminar to discuss a landmark paper in the speaker's field of research. Following the Wednesday seminar, students meet briefly with the speaker for a free-range discussion which can include insights into the speakers' paths into science and how they pick scientific problems.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
DBIO 219:
Special Topics in Development and Cancer: Evolutionary and Quantitative Perspectives (BIOE 219)
The course will serve as a literature-based introductory guide for synthesis of ideas in developmental biology and cancer, with an emphasis on evolutionary analysis and quantitative thinking. The goal for this course is for students to understand how we know what we know about fundamental questions in the field of developmental biology and cancer, and how we ask good questions for the future. We will discuss how studying model organisms has provided the critical breakthroughs that have helped us understand developmental and disease mechanisms in higher organisms. The students are expected to be able to read the primary literature and think critically about experiments to understand what is actually known and what questions still remain unanswered. Students will develop skills in the educated guesswork to apply order-of-magnitude methodology to questions in development and cancer.
Terms: Win
| Units: 3
DBIO 234:
Elements of Grant Writing
Focus is on training first year graduate students in proposal writing. In an intensive 4-week period, students learn fundamental skills focused on scientific proposal writing, including writing and criticizing a proposal on the scientific topic of their choice. Students encouraged to use these new skills and the proposal they create to apply for external funding to support their research training. Students in the Genetics home program may enroll in this course with prior approval from the course director. The course may be held online through web-based presentations, discussions and conferences, pending health requirements.
Terms: Aut
| Units: 1
DBIO 299:
Directed Reading in Developmental Biology
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Barna, M. (PI);
Beachy, P. (PI);
Bejerano, G. (PI);
Boettiger, A. (PI);
Chen, J. (PI);
Crabtree, G. (PI);
Fuller, M. (PI);
Jarosz, D. (PI);
Kim, S. (PI);
Kingsley, D. (PI);
Loh, K. (PI);
Nusse, R. (PI);
Shapiro, L. (PI);
Talbot, W. (PI);
Villeneuve, A. (PI);
Weissman, I. (PI);
Wysocka, J. (PI);
Ramalho, D. (GP)
DBIO 299C:
CURRICULAR PRACTICAL TRAINING
CPT Course required for international students completing degree requirements.
Terms: Aut
| Units: 1
DBIO 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Barna, M. (PI);
Beachy, P. (PI);
Bejerano, G. (PI);
Boettiger, A. (PI);
Chen, J. (PI);
Crabtree, G. (PI);
Fuller, M. (PI);
Jarosz, D. (PI);
Kaiser, A. (PI);
Kim, S. (PI);
Kingsley, D. (PI);
Loh, K. (PI);
Nusse, R. (PI);
Shapiro, L. (PI);
Talbot, W. (PI);
Villeneuve, A. (PI);
Weissman, I. (PI);
Wysocka, J. (PI);
Ramalho, D. (GP)
DBIO 399:
Graduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Barna, M. (PI);
Beachy, P. (PI);
Bejerano, G. (PI);
Boettiger, A. (PI);
Chen, J. (PI);
Crabtree, G. (PI);
Fuller, M. (PI);
Jarosz, D. (PI);
Kim, S. (PI);
Kingsley, D. (PI);
Loh, K. (PI);
Nusse, R. (PI);
Shapiro, L. (PI);
Talbot, W. (PI);
Villeneuve, A. (PI);
Weissman, I. (PI);
Wysocka, J. (PI);
Tefera, N. (SI);
Kay-Sherrard, E. (GP);
Ramalho, D. (GP)
DBIO 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Barna, M. (PI);
Beachy, P. (PI);
Bejerano, G. (PI);
Boettiger, A. (PI);
Chen, J. (PI);
Crabtree, G. (PI);
Fuller, M. (PI);
Jarosz, D. (PI);
Kim, S. (PI);
Kingsley, D. (PI);
Loh, K. (PI);
Nusse, R. (PI);
Shapiro, L. (PI);
Talbot, W. (PI);
Villeneuve, A. (PI);
Weissman, I. (PI);
Wysocka, J. (PI);
Kay-Sherrard, E. (GP);
Ramalho, D. (GP)
DDRL 189:
Finding and Refining a Research Question in Democracy, Development and Rule of Law
For all CDDRL honors students, to be taken Spring quarter of their Junior year.
Terms: Spr
| Units: 3
DDRL 190:
Interschool Honors Program on Democracy, Development, and the Rule of Law
Students from different schools meet in a year-long seminar to discuss, analyze, and conduct research on issues pertaining to Democracy, Development, and the Rule of Law (DDRL). This combines research methods and policy evaluations in preparation for an honors thesis to be submitted by each student. All students must submit a thesis to receive a grade for this course.
Terms: Aut, Win
| Units: 1-3
| Repeatable
3 times
(up to 9 units total)
DERM 199:
Undergraduate Research
Allows for qualified students to undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Aasi, S. (PI);
Badger, J. (PI);
Benjamin, L. (PI);
Chang, A. (PI);
Chang, H. (PI);
Fiorentino, D. (PI);
Kafi, R. (PI);
Karasek, M. (PI);
Khavari, P. (PI);
Kim, Y. (PI);
Ko, J. (PI);
Lane, A. (PI);
Lee, C. (PI);
Linos, E. (PI);
Marinkovich, M. (PI);
Nord, K. (PI);
Oro, A. (PI);
Peng, D. (PI);
Rahman, Z. (PI);
Swetter, S. (PI);
Tang, J. (PI);
Teng, J. (PI);
Wang, K. (PI)
DERM 210:
Dialogues in Dermatology
Interactive talks by leading dermatologists will discuss current issues, clinical practice, and opportunities in the field. Topics that will be covered include: General Dermatology, Pediatric Dermatology, Dermatology-Oncology, Mohs Surgery, Dermatopathology, Rheumatology-Dermatology, among others. Speakers will highlight the array of diseases and conditions encountered in their disciplines.
Terms: Aut, Win
| Units: 1
DERM 300A:
Dermatology Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Consists of a 4 week rotation through Stanford adult and pediatric clinics and the VA. Designed to give students a broad clinical exposure to skin diseases. Emphasis is on the outpatient diagnosis and treatment of common skin problems and the cutaneous manifestations of systemic disease. Students are expected to attend the Tuesday morning didactic teaching sessions as well as the dermatology grand rounds every Thursday morning. Students are expected to learn how to describe and recognize morphology, to perform a thorough skin examination, and to perform basic diagnostic and therapeutic procedures. PREREQUISITES: None. PERIODS AVAILABLE: 2-12, full time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Joanna Badger, M.D. CLERKSHIP COORDINATOR: Madison Siemers, msiemers@stanford.edu. REPORTING INSTRUCTIONS: Where: 450 Broadway, Pavilion C, Redwood City, CA 94063; Time: 8:00 am. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
DERM 309A:
Pediatric Dermatology
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This clerkship is designed to give students a broad clinical exposure to pediatric skin diseases. Emphasis is on the outpatient diagnosis and treatment of common skin problems and the cutaneous manifestations of systemic disease. Students are expected to attend the Tuesday morning didactic teaching sessions as well as the dermatology grand rounds every Thursday morning. Students are expected to learn how to describe and recognize morphology, to perform a thorough skin examination, and to perform basic diagnostic and therapeutic procedures. Basic conversational Spanish is not required as we have a translation service accessible in every exam room in the clinic. PREREQUISITES: DERM 300A preferred. PERIODS AVAILABLE: 1-12. Full time for 4 weeks. 1 student per period. CLERKSHIP DIRECTOR: Joyce Teng, M.D., Ph.D.; Associate Director: Ann Marqueling, M.D. CLERKSHIP COORDINATOR: Trish Dykzeul, tdykzeul@stanford.edu, 650-723-6493. REPORTING INSTRUCTIONS: Where: LPCH Palo Alto location, 770 Welch Road, Suite 301, Palo Alto, CA 94304; Time: 8:00 am. CALL CODE: 0. OTHER FACULTY: P. Khuu, D. Siegel. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
DERM 310B:
Advanced Clinical Elective in Dermatology
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: A dermatology advanced clerkship designed for medical students interested in pursuingndermatology residency training. It consists of a 4 week clerkship based at the Stanford Medicine Outpatient Clinic in Redwood City, Stanford Hospital and Clinics in Palo Alto, the Palo Alto VA, and/or Santa Clara Valley Medical Center. Students work closely with faculty to obtain strong clinical skills in the diagnosis and management of common skin disorders, participating in dermatopathology sessions, inpatient consultations, cutaneous oncology, surgery, and general and specialty adult dermatology clinics. Students are expected to attend Tuesday morning didactic teaching sessions as well as Dermatology Grand Rounds every Thursday morning. Students will be expected to give a case-based presentation at Grand Rounds during the rotation. Stanford medical students interested in enrolling should contact Madison Siemers at msiemers@stanford.edu for more information. Outside Rotators: To apply, please return the application along with your CV, USMLE, and clerkship grades by 12 PM PDT on April 6th to msiemers@stanford.edu. Please do not submit applications directly to the Clerkship Office unless instructed to do so by the course directors. The selection of outside rotators will occur at the end of April. Note that this clerkship employs a deadline that differs from that of the Stanford Clerkship Office. Unfortunately, there are no exceptions to the application deadline. You may apply through SlideRoom for Outside Rotators by visiting the 310B course descriptionntab at: https://med.stanford.edu/dermatology/Education/Medical_Students.html. SCORE PROGRAM: This clerkship participates in the SCORE program, a diversity promotion program run by the Stanford Clerkship Office that provides other support for outside rotators. Please note that individuals who has underrepresented in medicine, socially, economically, or educationally disadvantaged, and others whose backgrounds and experiences would diversify their clinical fields, may qualify for this program. Please see the following for further details: https://med.stanford.edu/clerkships/score-program.html. PREREQUISITES: Dermatology 300A for Stanford medical students and an equivalent intro dermatology course for outside rotators. PERIODS AVAILABLE: 2-12, full time for 4 weeks. 2 students per period. CLERKSHIP DIRECTOR: Matthew Lewis, M.D. & Jennifer Chen, M.D. CLERKSHIP COORDINATOR: Madison Siemers, msiemers@stanford.edu. REPORTING INSTRUCTIONS: Where: Palo Alto VA, 3801 Miranda Avenue, Palo Alto, CA 94304, Bldg. 100, Dermatology Clinic, Rm D1-227; Time: 8:00 am. CALL CODE: 0. OTHER FACULTY: VA & Stanford dermatology faculty. LOCATION: SUMC, VAPAHCS.
Terms: Aut, Win, Spr, Sum
| Units: 6
DERM 311A:
Advanced Pediatric Dermatology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: A pediatric dermatology advanced clerkship designed for medical students interested in pursuing dermatology residency training. It consists of a 4-week clerkship based at the Pediatric Dermatology Clinic located at 770 Welch Road, Suite 261, 2nd Floor, Palo Alto, CA 94304 location. Students work closely with faculty to obtain strong clinical skills in the diagnosis and management of common skin disorders. Students are part of the Stanford and LPCH dermatology teams, participating in dermatopathology sessions, inpatient consultations, melanoma, cutaneous oncology, surgery, and pediatric dermatology clinics. Students are expected to attend the Tuesday morning didactic teaching sessions, as well as the dermatology grand rounds every Thursday morning. PREREQUISITES: DERM 309A. PERIODS AVAILABLE: 1-12, full time for 4 weeks. 1 student per period. CLERKSHIP DIRECTOR: Joyce Teng, M.D., Ph.D.; Associate Director: Ann Marqueling, M.D. CLERKSHIP COORDINATOR: Trish Dykzeul, tdykzeul@stanford.edu, 650-723-6493. REPORTING INSTRUCTIONS: Where: 770 Welch Road, Suite 261, 2nd Floor, Palo Alto, CA 94304; Time: 8:30 am. CALL CODE: 0. OTHER FACULTY: D. Chu, P. Khuu, D. Siegel. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
DERM 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Aasi, S. (PI);
Badger, J. (PI);
Benjamin, L. (PI);
Chang, A. (PI);
Chang, H. (PI);
Fiorentino, D. (PI);
Kafi, R. (PI);
Karasek, M. (PI);
Khavari, P. (PI);
Kim, Y. (PI);
Ko, J. (PI);
Kwong, B. (PI);
Lane, A. (PI);
Marinkovich, M. (PI);
Nord, K. (PI);
Oro, A. (PI);
Peng, D. (PI);
Rahman, Z. (PI);
Rieger, K. (PI);
Sarin, K. (PI);
Siegel, D. (PI);
Swetter, S. (PI);
Tang, J. (PI);
Teng, J. (PI);
Wang, K. (PI);
Tang, J. (SI)
DERM 398A:
Clinical Elective in Dermatology
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This elective is designed to provide additional exposure to an area of Dermatology of particular interest. Ideally it should follow the Dermatology 300A elective. The student needs to contact the faculty preceptor they want to work with directly so that specifics of the elective (quality and duration) can be determined jointly. Please note: Students cannot add 398A clerkships directly to their fishbowl schedules through the regular shuffles. Please contact Caroline Cheang in the Office of Medical Student Affairs at cheang@stanford.edu or 650-498-7619 with the faculty preceptor's name and email address to add this clerkship. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 4 students per period. CLERKSHIP DIRECTOR: Joanna Badger, M.D. CLERKSHIP COORDINATOR: Madison Siemers, msiemers@stanford.edu. REPORTING INSTRUCTIONS: Where: TBA (designated faculty preceptor); Time: TBA. CALL CODE: 2. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC, SCVMC, KPMC.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
3 times
(up to 18 units total)
DERM 399:
Graduate Research
Allows for qualified students to undertake investigations sponsored by individual faculty members. Opportunities are available in dermatopathology, histochemistry, electron microscopy, biochemistry, tissue culture, quantitative and qualitative evaluation of peripheral vascular disease and sweating, immunofluorescent microscopy, connective tissue molecular biology, and wound healing. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Aasi, S. (PI);
Badger, J. (PI);
Benjamin, L. (PI);
Chang, A. (PI);
Chang, H. (PI);
Fiorentino, D. (PI);
Honari, G. (PI);
Kafi, R. (PI);
Karasek, M. (PI);
Khavari, P. (PI);
Kim, Y. (PI);
Lane, A. (PI);
Marinkovich, M. (PI);
Nord, K. (PI);
Oro, A. (PI);
Peng, D. (PI);
Rahman, Z. (PI);
Sarin, K. (PI);
Swetter, S. (PI);
Tang, J. (PI);
Teng, J. (PI);
Wang, K. (PI);
Tang, J. (SI)
DESINST 110A:
Design for Living & Learning
Design for Living & Learning is a 2 quarter course open to pre-assign residents of the Lantana Design House. Through hands-on activities, readings and lectures you will learn how to design experiences that meet the hidden needs of your fellow residents. You will assume the role of designer-in-residence as you learn techniques for need finding, radical-collaboration, rapid prototyping, and get a chance to bring your ideas into reality. Students who take on a larger project load will be eligible for 2 units. Must sign up for DESINST 110A and DESINST 110B. Learn more at dschool.stanford.edu.
Terms: Aut
| Units: 1-2
DESINST 110B:
Design for Living & Learning
Design for Living & Learning is a 2 quarter course open to pre-assign residents of the Lantana Design House. Through hands-on activities, readings and lectures you will learn how to design experiences that meet the hidden needs of your fellow residents. You will assume the role of designer-in-residence as you learn techniques for need finding, radical-collaboration, rapid prototyping, and get a chance to bring your ideas into reality. Students who take on a larger project load will be eligible for 2 units. Must sign up for DESINST 110A and DESINST 110B. Learn more at dschool.stanford.edu.
Terms: Win
| Units: 1-2
DESINST 215:
The Design of Data
Our world is increasingly complex and laden with many forms of measurable data. Infographics abound, but whether explicit or not, the stories they tell are all designed. In this hands-on course, students will learn to use mapping and design techniques to sort and synthesize data, unlock insights and communicate information. Students will practice finding insight from both qualitative and quantitative information. Take this course if you are interested in learning how to navigate through and create for the complicated intersection of data and design. This class is for students of all experience levels. Note: this is not a data analytics or statistics class. nnAdmission by application. See dschool.stanford.edu/classes for more information.
Terms: Spr
| Units: 3-4
DESINST 221:
Designing Organizational Culture
From COVID-19 to racial injustice, lack of diversity to economic inequality, our current state of unsettledness makes the importance of organizational culture clear while demanding a proactive reworking of these cultures to respond to the needs of these times. Ann Swidler's seminal work on culture* (1986) states that people use culture as a toolkit in unsettling times as a way to cope with change. Inside this toolkit, there are culture practices, including organizational habits, routines, rituals, and stories, which help run meetings, work processes, and human relationships. This class will tackle how organizations can build strong, human-centered cultures to address the urgent challenges of our times. The class will combine two areas: organizational culture and human-centered design. It starts with the premise that an organization's culture is shaped not only by executives, and managers, but also individual employees. Students will learn a holistic, participatory approach to culture-making, by covering both top-down and bottom-up initiatives to improve culture. This course's format is based on understanding and internalizing theory, by applying its key concepts to reflection exercises, and design projects. In this class, students will first survey theories, methods, and case studies to learn how organizational culture is built and changed. They will then reflect on these theories and methods. Then they will use a human centered, iterative design process to build an understanding of organizational culture through group projects throughout the semester. on burning topics of current organizational culture, including high-performance, creativity, equity, diversity, and wellbeing.
Terms: Aut
| Units: 3
DESINST 222:
DESIGNING FOR COMMUNAL SAFETY (AFRICAAM 222)
How might we design for communal safety beyond the prison industrial complex? Through recognizing the prison industrial complex as a design problem, we will explore both how established institutions (like prisons and policing) are impermanent and the possibility of designing beyond them for our communal betterment. Together with partners from the community leading the movement to abolish prisons, you will generate new design concepts of freedom and safety. You will evaluate the prison industrial complex's inability to invest in communal safety and prototype design ideas that contribute to alternative systems of justice that reject carceral harm. In order to inform and inspire our work, we will uplift and center the voices of the impacted, particularly incarcerated folks. Students of all backgrounds are welcome, directly impacted folks, and Black and Brown students are highly encouraged to apply. The class will consist of Stanford students as well as underrepresented members of the community and non-traditional students.
Terms: Aut
| Units: 3
DESINST 225:
Designing Towards an Antiracist Stanford (AFRICAAM 225)
In this class, we will explore complex concepts of systemic and interpersonal oppression and racism, understand how these concepts manifest on our campus and in our communities, then design and prototype meaningful interventions for impact. We will stand on the shoulders of giants who have come before us while also blazing entirely new trails of our own discovery. Our communities are relying on us to leverage the momentum of this moment, our voices, and our unique skill sets to deconstruct systems of oppression and racism; let's stock our collective toolbox, together.
Terms: Aut
| Units: 3
DESINST 230:
Community College: Designing for Policy, Ethics, AI/ML tech, Culture, the Environment (AFRICAAM 230)
Let's design the world we want for ourselves and the next generation. Let's make space for a variety of Black & Brown voices with diverse expertise to imagine this future. Let's design, build, and test solutions to our world's most pressing problems - together. In this course, your attendance will be alongside Black and Brown community members that live, work, and play outside of the Stanford University experience. You will learn about the implications of Policy, Ethics, AI/ML tech, Culture, the Environment and their impacts on all facets of your agency as an individual as well as on our society as a whole. You will hear from subject matter experts across many fields, dig into historical societal struggles, identify challenges, prototype solutions, and present your ideas to a special panel of industry and community rock stars at the culmination of this experimental class. Each week, learners will be led in a series of participatory lectures and active provocations by Black and Brown creative misfits, leaders, and voices in policy, the arts, design, activism, technology, education, and entrepreneurship (amongst other things). They'll share their work, passions, and insights on how they've navigated and advocated for the inclusion of diverse voices as we look to solve some of the challenges of our generation. Each week, lecturers and guest speakers will challenge learners with an actionable provocation that will be worked out in the weekly on-campus design studio time. At the end of the 10-week course, learners will be armed with the design fundamentals, growth mindset, and community. They will pitch a prototype of a solution that they have worked on to address one of the issues we have touched on in previous lectures. They will present this prototype in a Demo Day format to a panel of special guests as a capstone activity. If you want to be part of a movement towards building access, opportunity, equity, and space for historically marginalized groups then you've come to the right place. Join us! ** Students of all backgrounds are welcome, and Black and Brown students are highly encouraged to apply. The class will be comprised of Stanford students as well as underrepresented members of the community, non-traditional students, and working-class adults.
Terms: Aut
| Units: 3
DESINST 232:
REIMAGINING CAMPUS LIFE
The COVID-19 pandemic ushered in a new normal. In-person exchanges at work, school and social gatherings were quickly replaced with virtual interactions. Even as we cautiously emerge from lockdown, some of the fragmented, unequal, and occasionally awkward virtual interactions are here to stay... unless designed differently. The good news is that the pandemic fading to our rearview mirror gives us a great opportunity to design hybrid learning and interactions to be more inclusive, connected, adaptive, and resilient - with intention. In this class, you will design hybrid spaces, practices, and experiences at the d.school and in your home environment that optimize our blended new reality, holistically combining in-person and virtual interactions. You'll design practices that promote inclusion, connectedness, and mutual accountability. And you'll design a learning experience of tomorrow, inspired by the Open Loop Learning concept of lifetime learning for Stanford. Develop your creative abilities and solve critical challenges of our new hybrid reality. Reimagining Campus Life course immerses students in the challenge of creating the university experience of the present future.
Terms: Aut
| Units: 3
DESINST 240:
Designing Machine Learning: A Multidisciplinary Approach
As machine learning makes its way into all kinds of products, systems, spaces, and experiences, we need to train a new generation of creators to harness the potential of machine learning and also to understand its implications. This class invites a mix of designers, data scientists, engineers, business people, and diverse professionals of all backgrounds to help create a multi-disciplinary environment for collaboration. Through a mixture of hands-on guided investigations and design projects, students will learn to design systems of machine learning that create lasting value within their human contexts and environments. Application required, see dschool.stanford.edu/classes for more information.
Terms: Win
| Units: 3
DESINST 242:
Deconstructing Impact: Lessons with Leaders
We all want to have impact - even Stanford's purpose is to 'prepare students to...contribute to the world.' But words like impact, purpose, change, and even innovation have lost their teeth. In this intimate seminar, students will put the bite back into these ideas, learning a diverse toolkit of strategies to enable them to make a positive dent in complex ecosystems through companies and capital. Through weekly, student-led dialogues with leading private-sector change-makers - including unicorn founders, investors across asset classes, and iconic C-suite executives - we'll explore questions like:How do you introduce new innovations to old markets? How do you identify, manage, and mobilize stakeholders within an ecosystem? How do you deploy capital for positive social and financial returns? What are the strategies for companies to be good corporate citizens? What mindsets enable leaders to effect change? How does design support innovation for impact? What are the key issues and megatrends shaping the future of private sector innovation and impact? As a way of synthesizing key insights, students will create a public-facing design project (e.g.co-publishing a book of lessons, authoring a series of articles, creating content for social platforms, producing live video or audio, some combination, or something else!). Alongside this core project, students will also be paired with a mentor from the instructors' networks who will help them reflect on their own interests in impact and innovation.
Terms: Aut
| Units: 2
DESINST 243:
FLIGHTS IN FUTURES
We can - and must be - the dreamers, the inventors, the artists, the creators, the pioneers, the shapers of our own tomorrows. We can - and must be - the dreamers, the inventors, the artists, the creators, the pioneers, the shapers of our own tomorrows. Flights in Futures: Building Stories of Tomorrow will immerse you in a diverse range of ways to see, imagine, create and experience future worlds. This class will be organized into two-week 'futures sprints' or 'flights' where you'll experience a wide range of methods including gaming, worldbuilding, speculative fiction, scenario creation, and experiential performance, culminating in a capstone "World's Fair of the Future." Join us to become a futures-fluent leaders who can envision, communicate, and create the future stories that become our shared designs for tomorrow.
Terms: Spr
| Units: 3
DESINST 245:
Redesigning Post-Disaster Finance
Unfortunately, natural disaster scenarios are becoming annual and severe due to climate change, urbanization and legacy building practices and standards. When disaster responders leave affected communities, banks, insurance companies and government agencies are challenged to fund the rebuilding.nnHow might we bring human-centered design to the post-disaster loan and insurance processes?nnIn this class, you will interview bankers, insurers and their bank regulators, borrowers, past disaster victims, emergency responders and others to visually map post-disaster process from multiple points-of-view, with the goal of revealing simpler and more adaptive design opportunities.Then you will work together to produce an immersive storytelling experience for all stakeholders to see how they might take a more human-centered approach to the post-disaster banking and insurance processes, where the stories of rebuilt community and household can be better told, shared and funded faster.nnAdmission by application. Find more info at dschool.stanford.edu/classes.
Terms: Spr
| Units: 3-4
DESINST 258:
Upstreaming Health (HUMBIO 128D)
Good health doesn't begin the minute someone walks into a doctor's office. If we want everyday life to become healthier by default, we need to shift our interventions from downstream to upstream, from healthcare to the places where we live, learn, work, and play. Upstreaming health means making a deliberate effort to create patterns of everyday life that keep people well - physically, emotionally, financially, and socially. nnIn Upstreaming Health, we will explore systems that influence health, integrating concepts from public health, systems thinking, and design justice and use tools from product and policy design to answer the question: How might we upstream health for all people? Through three projects, students will prototype possibilities for upstreaming health for themselves, the Stanford community, and population as a whole, using food as a lens for designing systemic change.nnThis course is open to students from a diversity of backgrounds, experiences, and disciplines.
Terms: Spr
| Units: 3
DESINST 258U:
Upstreaming Health (HUMBIO 128U)
Good health doesn't begin the minute someone walks into a doctor's office. If we want everyday life to become healthier by default, we need to shift our interventions from downstream to upstream, from healthcare to the places where we live, learn, work, and play. Upstreaming health means making a deliberate effort to create patterns of everyday life that keep people well - physically, emotionally, financially, and socially. In Upstreaming Health, we will explore systems that influence health, integrating concepts from public health, systems thinking, and design justice and use tools from product and policy design to answer the question: How might we upstream health for all people? Through three projects, students will prototype possibilities for upstreaming health for themselves, the Stanford community, and population as a whole, using food as a lens for designing systemic change. This course is open to students from a diversity of backgrounds, experiences, and disciplines.
Terms: Spr
| Units: 3
DESINST 283:
Designed To Play
During this unique moment in time, with the pandemic still looming, and racial reckoning in America, the importance and the role of play in designing experiences is an essential tool that enables us to collectively navigate ambiguity, build trust and re-imagine assorted legacy systems. In this class, students will explore the playful nature of creativity to help Playworks ensure schools and families have opportunities for safe and healthy play and design programming which builds equity, trust, and understanding for its players. Students will learn how the playful mind is essential to productive thinking and underlies the creativity required for the best ideas. In this course we are asking: How might we design play-based learning experiences easy enough for anyone, any school, any parent, or any kid to pick up or lead with no prior training? This class is for students of all experience levels; we will redefine play as we learn and develop skills to move from the abstract to the concrete -- with meaning, goals, and principles.
Terms: Aut
| Units: 3-4
DESINST 295:
Designing for More: Scaling Impact within Education
When we seek solutions for grand challenges, we are wise to not assume we need to design the solution from scratch, but rather to first look for early signs where things are already working in the wider field--a phenomenon known as "positive deviants" or "bright spots". In this hands-on course, students will learn how to identify bright spots in education, and then use design to create a means to try to equitably spread those practices. Take this course if you are interested in learning about the intersection of design + scaled impact + social justice.
Terms: Aut
| Units: 1
DESINST 301A:
CREATIVITY IN RESEARCH
Creativity in Research Scholars is for Stanford PhD students across all disciplines. In addition to their primary research activities, these individuals are learning and applying design thinking to push the boundaries of their work and create entirely new applications and approaches to their research. PhD students will integrate design thinking tools into their research culminating in a personal project. We will teach the students on how to employ different research mindsets and approaches to enable PhD students to explore their research in new creative ways. This program is meant for doctoral students that are eager to use creative practices and collaboration to create impact.
Terms: Win
| Units: 1
DESINST 301B:
Creativity in Research
Creativity in Research Scholars is for Stanford PhD students across all disciplines. In addition to their primary research activities, these individuals are learning and applying design thinking to push the boundaries of their work and create entirely new applications and approaches to their research. PhD students will integrate design thinking tools into their research culminating in a personal project. We will teach the students on how to employ different research mindsets and approaches to enable PhD students to explore their research in new creative ways. This program is meant for doctoral students that are eager to use creative practices and collaboration to create impact.
Terms: Spr
| Units: 1
DESINST 308:
CIVIC DESIGN (CEE 308D)
Planners, policymakers, courts, and designers are exhorted to 'involve the public' in decision-making, but how can this aspiration be made a reality? We will explore methods and case studies of how participatory design can be used for better communities. Our design work will focus on housing and urban governance. How can we garner more community input to shape the civic processes driving stable housing, legal protections, climate resilience, and equitable access to public services? How can we facilitate productive dialogue and pair strategy with meaningful interventions? How can we create culture-shifts in how people interact with government agencies and policymakers? Students will work on a civic design project with a real-world stakeholder, to explore how to apply these methods and case studies. We explore how to go beyond 'performative' outreach to move toward genuine community involvement that enhances democracy, justice, and the public interest.
Terms: Spr
| Units: 3-4
DESINST 310:
Negotiation by Design: Applied Design Thinking for Negotiators
An application is required; please submit and wait for approval before enrolling in Axess. See https://dschool.stanford.edu/classes/negotiation-by-design for more information. Where many stakeholders are working within a complex scenario, the skilled negotiator is comfortable with the inherent ambiguity, at once nimble and careful in responding to new information and changing positions. In this advanced negotiation course, we will crack open some of the fundamental negotiation principles and show you how, where and why design thinking can add unique value to your negotiation skills and outcomes. Mapping and designing the structure and process of your negotiation; understanding tools to gain empathy for the stakeholders involved in the negotiation; learning different styles of negotiation; practicing spontaneity, adaptability and presence in the moment; team brainstorming in preparation, and team dynamics in the execution of a negotiation. You will work through exercises that isolate these skills and then apply them in simulated negotiations, at least one in every class session, to improve your confidence and competence as a negotiator. You and your teammates will then bring them all to bear in a capstone, multi-party, multi-issue negotiation simulation. If you have already taken a basic negotiation course, or have demonstrable experience, we invite you to apply. No previous design thinking experience is required, though certainly useful.
Terms: Win
| Units: 2
DESINST 366:
Creative Gym: A Design Thinking Skills Studio
Build your creative confidence and sharpen your design thinking skills. Train your intuition and expand the design context from which you operate every day. This experimental studio will introduce d.school students to fast- paced experiential exercises that lay the mental and physical foundation for a potent bias toward action, and a wider knowledge of the personal skills that expert design thinkers utilize in all phases of their process. Recent research based on this course curriculum show that performing these class activities will expand your creative capacity in statistically significant ways.
Terms: Spr
| Units: 1
DESINST 380:
Introduction to Design Impact
Design can change the world. But whether it's for better or worse isn't a static outcome. Your work - like you - will change with time. Sometimes for the better. Sometimes for the worse. This course will introduce you to the powers and responsibilities of design work through a series of hands-on project-based learning experiences inspired by moments that changed the world - or better and worse - throughout the last 50 years in the United States in mid-20th century America. You will explore a medley of design mindsets, methods and mediums - but most importantly you will have a better understanding of who you are and how you can use design to change the world - for the better
Terms: Aut
| Units: 3
DLCL 11:
Great Books, Big Ideas from Ancient Greece and Rome (CLASSICS 37, HUMCORE 112)
This course will journey through ancient Greek and Roman literature from Homer to St. Augustine, in constant conversation with the other HumCore travelers in the Ancient Middle East, Africa and South Asia, and Early China. It will introduce participants to some of its fascinating features and big ideas (such as the idea of history); and it will reflect on questions including: What is an honorable life? Who is the Other? How does a society fall apart? Where does human subjectivity fit into a world of matter, cause and effect? Should art serve an exterior purpose? Do we have any duties to the past? This course is part of the Humanities Core, a collaborative set of global humanities seminars that brings all of its students and faculty into conversation. On Mondays you meet in your own course, and on Wednesdays all the HumCore seminars (in session that quarter) meet together: https://humanitiescore.stanford.edu/.
Terms: Aut
| Units: 3
| UG Reqs: WAY-A-II
DLCL 50:
At Home Abroad Seminar: International Film Series (GLOBAL 50)
The At Home Abroad House invites you to challenge your habits of visual culture, fill your ears with less-familiar sounds, and build your own understanding of what it means to live in a global age. Stanford experts from a multitude of cultural disciplines representing multiple geographic regions have selected some of the best of the best of recent film for you to view: come see for yourself and see outside the box with this tailored line-up of contemporary cinema from around the world. Weekly screenings hosted at the At Home Abroad House; class is open to undergrads only and is mandatory for pre-assigned residents of AHA.
Terms: Aut
| Units: 1-2
| Repeatable
9 times
(up to 18 units total)
DLCL 50B:
At Home Abroad Seminar: The Global Creativity Lab (GLOBAL 50B)
The At Home Abroad House invites you to challenge the way you usually learn by trying out art forms and creative problem-solving strategies from around the world and building your own understanding of what it means to live in a global age. This once-a-week seminar offers a line-up of hands-on sessions with seasoned guests from across Stanford. Each session introduces students to a different cultural perspective via expert insight and activities that encourage learning by doing: faculty- and student-led workshops will encompass multiple media (such as music, dance, visual arts), genres (such as pop culture, drama, folklore, and poetry), and venues that are global in nature (such as sports and technology). Through lively discussion and active doing, students will gain exposure to global discourses and issues through creative approaches. No prerequisites; required for pre-assigned residents of AHA; open to all interested undergraduate students.
Terms: Win
| Units: 1-2
| Repeatable
9 times
(up to 18 units total)
DLCL 50C:
At Home Abroad Seminar: Global Gastronomies and Multicultural Cooking Class (GLOBAL 50C)
Global Gastronomies and Multicultural Cooking Class held at AHA House, Yost. Course fees are $75 per student; open to undergraduate students only.
Terms: Spr
| Units: 1-2
| Repeatable
9 times
(up to 18 units total)
DLCL 141:
Poems, Poetry, Worlds (COMPLIT 121)
What is poetry? How does it speak in many voices to questions of philosophy, history, society, and personal experience? Why does it matter? The reading and interpretation of poetry in crosscultural comparison as experience, invention, form, sound, knowledge, and part of the world.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-Hum, WAY-A-II
DLCL 143:
The Novel and the World (COMPLIT 123)
This course will trace the global development of the modern literary genre par excellence through some of its great milestones from the 18th century to the present. Includes works by Flaubert, Bulgakov, Baldwin, and Bâ.
Terms: Spr, Sum
| Units: 5
| UG Reqs: GER:DB-Hum, WAY-A-II
DLCL 189A:
Honors Thesis Seminar
For undergraduate majors in DLCL departments; required for honors students. Planning, researching, and writing an honors thesis. Oral presentations and peer workshops. Research and writing methodologies, and larger critical issues in literary studies. NOTE: The professor will send a survey to students that are enrolled to determine the day / time this class will meet.
Terms: Aut
| Units: 4
DLCL 189B:
Honors Thesis Seminar
For undergraduate majors in DLCL departments; required for honors students. Planning, researching, and writing an honors thesis. Oral presentations and peer workshops. Research and writing methodologies, and larger critical issues in literary studies.
Terms: Win
| Units: 2-4
Instructors: ;
Alduy, C. (PI);
Barletta, V. (PI);
Berman, R. (PI);
Bernhardt-Kamil, E. (PI);
Edelstein, D. (PI);
Eshel, A. (PI);
Fleishman, L. (PI);
Galvez, M. (PI);
Greene, R. (PI);
Greenleaf, M. (PI);
Harrison, R. (PI);
Hoyos, H. (PI);
Huber, M. (PI);
Hughes, N. (PI);
Ilchuk, Y. (PI);
Key, A. (PI);
Landy, J. (PI);
Palumbo-Liu, D. (PI);
Resina, J. (PI);
Safran, G. (PI);
Saldivar, J. (PI);
Saldivar, R. (PI);
Starkey, K. (PI)
DLCL 189C:
Honors Thesis Seminar
For undergraduate majors in DLCL departments; required for honors students. Planning, researching, and writing an honors thesis. Oral presentations and peer workshops. Research and writing methodologies, and larger critical issues in literary studies.
Terms: Spr
| Units: 2-4
| Repeatable
2 times
(up to 8 units total)
Instructors: ;
Alduy, C. (PI);
Barletta, V. (PI);
Berman, R. (PI);
Edelstein, D. (PI);
Eshel, A. (PI);
Fleishman, L. (PI);
Galvez, M. (PI);
Greene, R. (PI);
Greenleaf, M. (PI);
Harrison, R. (PI);
Hoyos, H. (PI);
Huber, M. (PI);
Hughes, N. (PI);
Ilchuk, Y. (PI);
Key, A. (PI);
Palumbo-Liu, D. (PI);
Resina, J. (PI);
Safran, G. (PI);
Saldivar, J. (PI);
Saldivar, R. (PI);
Starkey, K. (PI)
DLCL 199:
Honors Thesis Oral Presentation
For undergraduate majors in DLCL departments; required for honors students. Oral presentations and peer workshops. Regular advisory meetings required.
Terms: Spr
| Units: 1
Instructors: ;
Alduy, C. (PI);
Barletta, V. (PI);
Berman, R. (PI);
Edelstein, D. (PI);
Eshel, A. (PI);
Fleishman, L. (PI);
Galvez, M. (PI);
Greene, R. (PI);
Greenleaf, M. (PI);
Harrison, R. (PI);
Hoyos, H. (PI);
Huber, M. (PI);
Hughes, N. (PI);
Ilchuk, Y. (PI);
Key, A. (PI);
Palumbo-Liu, D. (PI);
Resina, J. (PI);
Safran, G. (PI);
Saldivar, J. (PI);
Saldivar, R. (PI);
Starkey, K. (PI)
DLCL 201:
Digital Humanities Practicum
Interested in applying digital tools and methods to text, images, or other humanities research materials? This hands-on course will support you in planning and implementing your own digital project, using materials in any language. Working directly with a digital humanities expert, you will identify your own research question that can be addressed by digital methods, define a reasonable scope, and learn how to implement the methods you need to answer your research question. The course will include workshops on topics including data management, project management, and how to talk about your work both in academic contexts, and as part of your portfolio for applying to jobs in other fields.
Terms: Win, Spr
| Units: 1-5
| Repeatable
3 times
(up to 5 units total)
DLCL 205:
Project Management and Ethical Collaboration for Humanists (DLCL 305)
What does it look like to manage a collaborative project in a way that's both effective and ethical, taking into account the needs of people as well as the task? This class will cover project management and collaboration as they are practiced in digital humanities, "alt-ac" (alternative academic) jobs, and similar environments outside academia. In addition to readings and discussion, students will participate in a simulation of one year in the life of a digital humanities project (in the style of Dungeons and Dragons and similar role-playing games), with each student playing the role of a member on the project team.
Terms: Aut
| Units: 3-5
DLCL 221:
Materia
Materia is a focal group on post-anthropocentrism, Latin Americanist and otherwise. Building on and expanding the theoretical framework offered by thinkers such as Fernando Ortiz, Bruno Latour, and Jane Bennett, we engage with works of literature and criticism that de-center the human as object of study. To earn the unit, undergraduate and graduate students should attend the workshops held by the focal group, prepare the pre-circulated readings, and actively contribute to discussion throughout the year. The latter can take place during plenary, over office hours with faculty coordinators, or via contributions to the focal group's online platforms. A short quarterly response paper that relates group discussions with the student's ongoing research is recommended. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
15 times
(up to 15 units total)
DLCL 222:
Philosophy and Literature
The Focal Group in Philosophy and Literature brings together scholars and students from eight departments to investigate questions in aesthetics and literary theory, philosophically-inflected literary texts, and the form of philosophical writings. Fields of interest include both continental and analytic philosophy, as well as cognitive science, political philosophy, rational choice theory, and related fields. Students may sign up for a unit of credit each quarter via DLCL 222. To earn the unit, students must secure written permission in advance from one of the instructors, before the final study list deadline. They must then do one of the following three things: (a) attend an event hosted by the Philosophy and Literature group (including events hosted by the graduate workshop) and write up a reaction paper of 2-5 pages; (b) present a paper of their own to the graduate workshop; (c) agree with one of the DLCL 222 instructors on a reading related to the year's activities, and meet with him/her for a discussion of that reading. Normally, students should register for the CR/NC option; only students planning to use DLCL 222 for the Ph.D. minor in Philosophy and Literature should enroll for a letter grade. Prerequisite for undergraduates: undergraduate students wishing to take DLCL 222 must previously have taken the philosophy and literature gateway course PHIL 81 ( CLASSICS 42, COMPLIT 181, ENGLISH 81, FRENCH 181, GERMAN 181, ITALIAN 181, SLAVIC 181) or a class taught by one of the instructors of DLCL 222.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
DLCL 223:
Renaissances
The Renaissances Group brings together faculty members and students from several departments at Stanford to consider the present and future of early modern literary studies (a period spanning the fourteenth through the seventeenth centuries). Taking seriously the plural form of the group's name, we seek to explore the early modern period from a wide range of disciplinary, cultural, linguistic, and geographical perspectives.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
DLCL 224:
Workshop in Poetics
The Workshop in Poetics is concerned with the theoretical and practical dimensions of the reading and criticism of poetry. During the many years of its existence, the Workshop has become a central venue at Stanford enabling participants to share their individual projects in a general conversation outside of disciplinary and national confinements. The two dimensions that the workshop sees as urgent are: poetics in its specificity as an arena for theory and interpretive practice, and historical poetics as a particular set of challenges for the reader and scholar.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
DLCL 229:
The Contemporary
The Contemporary is a focal group dedicated to the study of recent innovative works in literature and the arts as they touch on social, political, and philosophical concerns of our era. Building on and expanding the theoretical framework offered by thinkers as Hannah Arendt, Paul Rabinow, or Giorgio Agamben, we seek to trace the capacity of the artistic imagination to broaden the vocabulary with which we address contemporary challenges to freedom and to meaningful action. To earn the unit, undergraduate and graduate students should attend the workshops held by the focal group and contribute one substantive response during the year. This can come in the form of an individual discussion with one of the two lead faculty, 1,500 words of contribution to the focal group's online platforms, or a presentation to the group itself. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
DLCL 230:
Medieval Studies Workshop
The Medieval Studies Workshop brings together faculty members and Ph.D. students from several departments to consider interdisciplinary scholarly developments in the field of medieval studies, a period spanning the fifth through the fifteenth century CE. To earn the unit, graduate students should attend the workshops held by the focal group and actively contribute to discussion throughout the year. The latter can take place during plenary or over office hours with faculty leaders. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
(up to 99 units total)
DLCL 238:
Comics: More than Words (ENGLISH 1C, FILMEDIA 38)
This research unit looks at Comics from a transnational, cross-cultural, and interdisciplinary perspective. Each quarter we organize a series of lectures, reading sessions, and workshops around a main topic. Some previous topics that we have explored are: Postcolonialism and Decoloniality (Fall 2021), Feminisms (Winter 2022), and Superheroes (Spring 2022). This year we plan on exploring topics such as Mangas (Fall 2022), Computer Science (Winter 2023), and Comic Theory (Spring 2023). We gather three times per quarter on Zoom or in person. To earn the unit, students must attend all events hosted during the quarter, do the readings in advance of the meeting, and participate actively in the discussion.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
20 times
(up to 20 units total)
DLCL 293:
Literary Translation: Theory and Practice (COMPLIT 293, ENGLISH 293)
An overview of translation theories and practices over time. The aesthetic, ethical, and political questions raised by the act and art of translation and how these pertain to the translator's tasks. Discussion of particular translation challenges and the decision processes taken to address these issues. Coursework includes assigned theoretical readings, comparative translations, and the undertaking of an individual translation project.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-CE
DLCL 298:
Preparing to Teach English as a Second Language
This course focuses on practical aspects of teaching English to speakers of other languages. Its primary focus is an overview of the structure of English, which is crucial for effective English language instruction. Students in this course will also have practicum experience including classroom observations, pedagogical text evaluations, and supervised instruction of English language learners.
Terms: Spr
| Units: 3
DLCL 301:
The Learning and Teaching of Second Languages
This course approaches the teaching of second languages from a learning perspective. In other words, it eschews the traditional focus on teaching methods and emphasizes instructional decision-making within the context of learners intellectual and linguistic development. The course is designed to prepare language instructors to teach languages at the beginning and intermediate levels in a variety of university settings to an array of populations.
Terms: Spr
| Units: 3
DLCL 302:
The Learning and Teaching of Second-Language Literatures
This course is a follow-up to The Learning and Teaching of Second Languages (DLCL 301) and is structured to reflect the needs and challenges of students and teachers embarking on courses at the late second-year level and beyond. Participants will focus on a language and literary area within a chosen foreign language. They will interrogate how literature learning assists further language acquisition and how the level of language knowledge facilitates and impedes literary interpretation and reading comprehension. Prerequisite: DLCL 301.
Terms: Aut
| Units: 1-3
DLCL 305:
Project Management and Ethical Collaboration for Humanists (DLCL 205)
What does it look like to manage a collaborative project in a way that's both effective and ethical, taking into account the needs of people as well as the task? This class will cover project management and collaboration as they are practiced in digital humanities, "alt-ac" (alternative academic) jobs, and similar environments outside academia. In addition to readings and discussion, students will participate in a simulation of one year in the life of a digital humanities project (in the style of Dungeons and Dragons and similar role-playing games), with each student playing the role of a member on the project team.
Terms: Aut
| Units: 3-5
DLCL 311:
Professional Workshop
This course will introduce second-year graduate students to the professional dimensions of the study of literature and culture. Our primary focus will be on developing skills that will help you not only to complete your graduate program efficiently and successfully, but also to think ahead and prepare for your transition into employment. While our main focus will be the transition to work within academia, as a junior faculty member, or in another position, we will also dedicate time to skills that are transferable to professions outside of academia. On the one hand the workshop is very practical, addressing questions such as: how to turn a seminar paper into an article and find a venue for it; how to think ahead for the academic and non-academic job market, with a breakdown by year of study; how to think about creating a teaching portfolio for yourself; and so on. At the same time, we will also seek to engage with the 'meta' questions: we will step back from the tasks we are regularly engaged with in order to think more critically about the nature of the fields we work in and the goals of the humanities, the profession of graduate student/faculty as a craft, which has specific components. Supervised by the graduate affairs committee of the DLCL. May be repeated for credit.
Terms: Win
| Units: 1-2
| Repeatable
for credit
DLCL 326:
Crafting Your Humanist Career
In this interactive course, PhD students from all humanities departments and programs will learn how to chart a deliberate path through graduate school. The course offers exposure to the wide variety of humanist careers within and beyond the academy. It is ideal for students at the end of the second year; all humanities PhD students are welcome. This course will equip students with the tools and information to shape their own development as scholars and professionals while completing degree milestones and program expectations. Students will identify their core values, learn about diverse opportunities, begin building a professional network, articulate their graduate school mission, and practice mapping their humanist career. We are confident that our curriculum will reduce stress by building community and providing a space to pause and reflect. You have options! Together, we'll move from fear of the future to ownership of your grad school years and curiosity about possible careers!
Terms: Sum
| Units: 1
DLCL 333:
Philosophy, Literature, and the Arts Core Seminar (ENGLISH 333, MUSIC 332, PHIL 333)
This course serves as the Core Seminar for the PhD Minor in Philosophy, Literature, and the Arts. It introduces students to a wide range of topics at the intersection of philosophy with literary and arts criticism. The seminar is intended for graduate students. It is suitable for theoretically ambitious students of literature and the arts, philosophers with interests in value theory, aesthetics, and topics in language and mind, and other students with strong interest in the psychological importance of engagement with the arts. In this year's installment, we will focus on issues about the nature of fiction, about the experience of appreciation and what it does for us, about the ethical consequences of imaginative fictions, and about different conceptions of the importance of the arts in life more broadly. May be repeated for credit.
Terms: Win
| Units: 2-4
| Repeatable
5 times
(up to 20 units total)
DLCL 369:
Introduction to the Profession of Literary Studies (COMPLIT 369, FRENCH 369, GERMAN 369, ITALIAN 369)
A survey of how literary theory and other methods have been made institutional since the nineteenth century. The readings and conversation are designed for entering Ph.D. students in the national literature departments and comparative literature.
Terms: Aut
| Units: 1-2
EALC 36:
Dangerous Ideas (ARTHIST 36, COMPLIT 36A, ENGLISH 71, ETHICSOC 36X, FRENCH 36, HISTORY 3D, MUSIC 36H, PHIL 36, POLISCI 70, RELIGST 36X, SLAVIC 36, TAPS 36)
Ideas matter. Concepts such as equality, tradition, and Hell have inspired social movements, shaped political systems, and dramatically influenced the lives of individuals. Others, like race, gender, and technology play an important role in contemporary debates in the United States. All of these ideas are contested, and they have a real power to change lives, for better and for worse. In this one-unit class we will examine these "dangerous" ideas. Each week, a faculty member from a different department in the humanities and arts will explore a concept that has shaped human experience across time and space.
Terms: Spr
| Units: 1
EALC 198:
Senior Colloquium
Students research, write, and present a capstone essay or honors thesis. All EALC undergraduate majors must take this course, be it for the senior capstone essay or honors thesis.
Terms: Win
| Units: 3
EALC 200:
Directed Readings in Asian Languages
For Chinese, Japanese, and Korean literature. Prerequisite: consent of instructor. (Staff)
Terms: Aut, Win, Spr, Sum
| Units: 1-12
| Repeatable
for credit
Instructors: ;
Dasher, R. (PI);
Egan, R. (PI);
Lee, H. (PI);
Levy, I. (PI);
Liu, L. (PI);
Matsumoto, Y. (PI);
Reichert, J. (PI);
Stilerman, A. (PI);
Sun, C. (PI);
Wang, B. (PI);
Zhou, Y. (PI);
Zur, D. (PI)
EALC 200A:
International Technology Management Independent Study
Independent work under the direction of a faculty member; written report or written examination required. Letter grade given on the basis of the report; if not appropriate, student should enroll in 390. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 2-5
| Repeatable
5 times
(up to 15 units total)
EALC 200B:
International Technology Management Independent Study
Independent work under the direction of a faculty member; written report or written examination required. Letter grade given on the basis of the report; if not appropriate, student should enroll in 390. May be repeated for credit.
Terms: Win
| Units: 2-5
| Repeatable
5 times
(up to 15 units total)
EALC 201:
Proseminar in East Asian Humanities I: Skills and Methodologies
Bibliographic, pedagogical, and research methods in East Asian Humanities.
Terms: Aut
| Units: 3
EALC 202:
Proseminar in East Asian Humanities II: Current Scholarship
Research presentations by EALC faculty and advanced graduate students and invited speakers.
Terms: Win
| Units: 1
EALC 211:
East Asian Humanities Workshop I
Workshop in East Asian Humanities.
Terms: Aut
| Units: 1
| Repeatable
5 times
(up to 5 units total)
EALC 212:
East Asian Humanities Workshop II
Workshop in East Asian Humanities.
Terms: Win
| Units: 1
| Repeatable
5 times
(up to 5 units total)
EALC 213:
East Asian Humanities Workshop III
Workshop in East Asian Humanities.
Terms: Spr
| Units: 1
| Repeatable
5 times
(up to 5 units total)
EALC 402A:
Topics in International Technology Management (EASTASN 402A, EE 402A)
Fall 2021 Theme: Mobility: Asia Moves Forward in the 4th Industrial Revolution. Distinguished guest speakers and panels from industry examine new technology-and-business solutions that may shape the future of mobility, e.g. smart city infrastructure for autonomous vehicles, intelligent prosthetics for physical mobility, autonomous delivery robots, new propulsion and navigation systems, new applications of mobile IT devices, and more. Seminars delivered online only via Zoom; asynchronous participation possible. See syllabus for specific requirements, which may differ from those of other seminars at Stanford.
Terms: Aut
| Units: 1
| Repeatable
for credit
EALC 402T:
Entrepreneurship in Asian High Tech Industries (EASTASN 402T, EE 402T)
Distinctive patterns and challenges of entrepreneurship in Asia; update of business and technology issues in the creation and growth of start-up companies in major Asian economies. Distinguished speakers from industry, government, and academia.
Terms: Spr
| Units: 1
| Repeatable
for credit
EARTH 1A:
Know Your Planet: Research Frontiers
You are interested in the challenges that face our planet, but you are not sure about the career opportunities in the earth, energy, and environmental sciences. The breadth of possibilities will surprise you! In this course, you will meet faculty working on a diverse array of environmental problems, learn about the career paths of working professionals in the earth sciences, and hear from expert panels about post-graduation pathways available to you in the earth, energy, and environmental sciences. Open to all students. May be repeated for credit.
Terms: Aut
| Units: 1
| Repeatable
3 times
(up to 3 units total)
EARTH 1B:
Know Your Planet: Big Earth
Interested in Big Data and how to apply it to global environmental and sustainability challenges? This course provides an introduction to Big Data and its applications in solving global challenges such as meeting global energy needs, food and water security, climate change, and natural hazards. The first half of the course will focus on foundational concepts of Big Data; the second half of the course will focus on applications of Big Data while introducing students to Stanford Earth alumni who are currently using these concepts in their work. May be repeated for credit.
Terms: Win
| Units: 1
| Repeatable
3 times
(up to 3 units total)
EARTH 1C:
Know Your Planet: Science in the Field
Science isn't just in labs or on computer screens. From mountains, deserts, and forests to oceans, ice fields, and clouds, Stanford researchers work in a wide variety of locations, studying processes and phenomena where they happen. This course will give students the opportunity to engage with some of those researchers. You¿ll hear about different ways fieldwork is done, the questions being researched and what ¿fieldwork¿ means today. This course consists of a lecture by a different Stanford Earth researcher each week. There will also be up to 2-hours of readings, virtual field trips, or other associated activities outside of the class time each week. Open to all students.
Terms: Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
EARTH 1D:
Know Your Planet: Earth in the Lab
Interested in the challenges that face our planet, but not sure how scientists answer Earth's big questions in a small laboratory? In this course, we will tackle the big questions in little spaces - and you will explore how real labs answer very real questions. You will meet faculty working on a diverse array of environmental problems and take tours of their laboratories to understand how observations in the lab are at the heart of scientific discovery. Open to all students.
Terms: Spr
| Units: 1
EARTH 2:
Climate and Society
How and why is the climate changing? How might a changing climate affect human society? And what can we do to alter the course of climate change and adapt to any climatic changes that do occur? This course provides an introduction to the natural science and social science of climate change. The focus is on what science tells us about the causes, consequences, and solutions to climate change, as well as on how scientific progress is made on these issues.
Terms: Win
| Units: 3
| UG Reqs: WAY-SMA
EARTH 15:
Living on the Edge (GEOLSCI 5)
A weekend field trip along the Pacific Coast. Tour local beaches, geology, and landforms with expert guides from the School of Earth, Energy & Environmental Sciences. Enjoy a BBQ dinner and stay overnight in tents along the coast. Get to know faculty and graduate students in Stanford Earth. Transportation, meals, and camping equipment are provided at no cost to student participants. AY2020-21 offering is dependent on the COVID-19 health situation.
Terms: Spr
| Units: 1
EARTH 42:
Moving and Shaking in the Bay Area (GEOLSCI 42)
Active faulting and erosion in the Bay Area, and its effects upon landscapes. Earth science concepts and skills through investigation of the valley, mountain, and coastal areas around Stanford. Faulting associated with the San Andreas Fault, coastal processes along the San Mateo coast, uplift of the mountains by plate tectonic processes, and landsliding in urban and mountainous areas. Field excursions; student projects.
Terms: Aut
| Units: 4
| UG Reqs: WAY-AQR, WAY-SMA
EARTH 100:
Research Preparation for Undergraduates
For undergraduates planning to conduct research during the summer with faculty in the School of Earth, Energy & EnvironmentaL Sciences. Readings, oral presentations, proposal development. May be repeated for credit.
Terms: Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
EARTH 115:
Wrigley Field Program in Hawaii Preparation
Preparatory course for the Wrigley Field Program in Hawaii. This course will introduce students to the faculty and topics that will be covered during the fall program. It will also include logistics content, readings, and an introduction to Hawaiian history and culture. Instructor approval required. Open only to students accepted to the 2020 Wrigley program.
Terms: Spr
| Units: 1
EARTH 126Y:
Hard Earth: Stanford Graduate-Student Talks Exploring Tough Environmental Dilemmas (CEE 126Y)
Environmental disasters are striking with alarming frequency. Many, including wildfires and ecosystem collapse, are hitting California. The winter 2019 Hard Earth series will feature biweekly talks by Stanford graduate students whose research probes how people are coping with, adapting to, and changing their lives in the face of environmental catastrophe. Their talks will focus on events close to home in California. Students who choose to enroll in the entire quarterly series as a 1-unit class will, in the weeks between the talks, discuss what's happening in California in the context of the rest of the world.
Terms: Win
| Units: 1
EARTH 126Z:
Hard Earth: The Interconnected Impacts of Global Climate Change (CEE 126Z)
The COVID crisis makes one thing clear: society is ill-equipped to deal with disasters that do not respect borders and can cripple social and economic systems. Climate change, though radically different from a virus, similarly is a global threat. This class will feature virtual biweekly talks by four graduate students whose research probes a changing climate's already-occurring impacts on livelihoods, jobs, food, and social safety nets around the world. In the weeks in between the talks, we will hold a group discussion to explore how we can, as a global society, re-imagine our response to disaster.
Terms: Spr
| Units: 1
EARTH 165H:
Big Earth Hackathon Wildland Fire Challenge (CEE 165H, CEE 265H, EARTH 265H)
Participate in Stanford's Big Earth Hackathon challenge on wildland fires by finding an innovative solution to wildland fire prediction, prevention, and/or evacuation. Students work in self-organized diverse teams of 2-4 students in weeks 1-8, with a final presentation of the work on Friday May 27. The teams will spend the first few weeks designing their specific team problem/scope/goals under one of three primary areas of focus. Guidance in the design and solution processes will be provided by faculty, industry and/or community leaders. Workshops in data analysis, programming, GIS, and fundamental issues related to wildfires will be provided at the start of the quarter to give students tools and insights to define and tackle problems.
Terms: Spr
| Units: 3
EARTH 200P:
Your Professional Development Practicum
Developing a strong portfolio of skills and tools takes resources and partners. This practicum enables the freedom to explore and develop a specific component of your professional portfolio with instructor support. You will set a professional development goal at the start of the quarter and then build a self-directed set of experiences that engage on-campus resources, professional society opportunities, and/or external partners to explore and develop new skills. Completion will include reflection on the experience, feedback from peers and mentors, and a concrete product that expands your professional toolkit. This practicum is recommended for latter stage graduate students, or following completion of Earth 200A.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
10 times
(up to 10 units total)
EARTH 203:
Diversity and Inclusion in the Geosciences
This course will prepare students to address the participation and inclusion challenges uniquely faced in the geosciences. By bringing awareness to specific tools and tactics which improve learning and working environments, we hope to help others develop inclusive environments where diversity is valued and celebrated. Diverse thinking coupled with inclusive practices improves science and team performance. In the past 40 years, the geosciences have had the lowest diversity of all STEM fields within higher education. Using insights from recent literature and perspectives from guest speakers, we will evaluate current practices and identify those that hold promise in improving broader participation and inclusion in the geosciences. Discussions will focus on actions that individuals can take to promote greater inclusion within every level of higher education in the earth sciences.
Terms: Win
| Units: 1
EARTH 265H:
Big Earth Hackathon Wildland Fire Challenge (CEE 165H, CEE 265H, EARTH 165H)
Participate in Stanford's Big Earth Hackathon challenge on wildland fires by finding an innovative solution to wildland fire prediction, prevention, and/or evacuation. Students work in self-organized diverse teams of 2-4 students in weeks 1-8, with a final presentation of the work on Friday May 27. The teams will spend the first few weeks designing their specific team problem/scope/goals under one of three primary areas of focus. Guidance in the design and solution processes will be provided by faculty, industry and/or community leaders. Workshops in data analysis, programming, GIS, and fundamental issues related to wildfires will be provided at the start of the quarter to give students tools and insights to define and tackle problems.
Terms: Spr
| Units: 3
EARTH 400:
Directed Research
Independent research for graduate student projects.
Terms: Aut, Win, Spr, Sum
| Units: 3
| Repeatable
4 times
(up to 12 units total)
EARTH 401:
Curricular Practical Training
Curricular Practical Training
Terms: Aut, Win, Spr, Sum
| Units: 1
EARTHSYS 2:
Chemistry of the Earth and Planets (GEOLSCI 2)
Chemistry of the Earth and PlanetsnCouse Description: Introduction to chemical principles with an emphasis on applications in the Earth Sciences. Topics include: origin and distribution of the elements in the solar system and on Earth, origin and structure of the Earth, its oceans and atmosphere, crystal chemistry, structure, and transformations, predicting and balancing reactions; thermodynamics, phase diagrams, high temperature and aqueous geochemistry, weathering, isotope geochemistry, and organic geochemistry. Students will also be exposed to analytical methods used in the Earth sciences.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SMA
| Repeatable
3 times
(up to 9 units total)
EARTHSYS 4:
Coevolution of Earth and Life (GEOLSCI 4)
Earth is the only planet in the universe currently known to harbor life. When and how did Earth become inhabited? How have biological activities altered the planet? How have environmental changes affected the evolution of life? In this course, we explore these questions by developing an understanding of life's multi-billion year history using tools from biology, geology, paleontology, and chemistry. We discuss major groups of organisms, when they appear in the rock record, and how they have interacted with the Earth to create the habitats and ecosystems that we are familiar with today.
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-SMA
EARTHSYS 8:
The Oceans: An Introduction to the Marine Environment (ESS 8)
The course will provide a basic understanding of how the ocean functions as a suite of interconnected ecosystems, both naturally and under the influence of human activities. Emphasis is on the interactions between the physical and chemical environment and the dominant organisms of each ecosystem. The types of ecosystems discussed include coral reefs, deep-sea hydrothermal vents, coastal upwelling systems, blue-water oceans, estuaries, and near-shore dead zones. Lectures, multimedia presentations, group activities, and tide-pooling day trip.
Terms: Spr
| Units: 4
| UG Reqs: WAY-SMA
EARTHSYS 10:
Introduction to Earth Systems
For non-majors and prospective Earth Systems majors. Multidisciplinary approach using the principles of geology, biology, engineering, and economics to describe how the Earth operates as an interconnected, integrated system. Goal is to understand global change on all time scales. Focus is on sciences, technological principles, and sociopolitical approaches applied to solid earth, oceans, water, energy, and food and population. Case studies: environmental degradation, loss of biodiversity, and resource sustainability.
Terms: Aut
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-SMA
Instructors: ;
Arrigo, K. (PI);
Nevle, R. (PI);
Assa, G. (TA);
Bernstein, M. (TA);
Francisco, T. (TA);
Gomes, A. (TA);
Hagan, D. (TA);
Maung, S. (TA);
Portillo, R. (TA);
Stevenson, J. (TA);
Szybunka, H. (TA);
Vabre, B. (TA)
EARTHSYS 11:
Introduction to Geology (GEOLSCI 1)
Why are earthquakes, volcanoes, and natural resources located at specific spots on the Earth surface? Why are there rolling hills to the west behind Stanford, and soaring granite walls to the east in Yosemite? What was the Earth like in the past, and what will it be like in the future? Lectures, hands-on laboratories, in-class activities, and one virtual field trip will help you see the Earth through the eyes of a geologist. Topics include plate tectonics, the cycling and formation of different types of rocks, and how geologists use rocks to understand Earth's history.
Terms: Spr
| Units: 5
| UG Reqs: GER: DB-NatSci, WAY-AQR, WAY-SMA
EARTHSYS 26:
Sustainability in Athletics
This interactive, seminar-style course explores the intersection of environmental sustainability and athletics. Athletic teams and organizations provide a unique lens to analyze environmental sustainability due to their global reach, enormous fan bases and widely recognized sport icons. At the same time, the athletics industry produces an enormous environmental footprint with its travel, gear, competitive fueling, events, venue construction and maintenance. Because of this position, the sports industry has the opportunity and responsibility to create meaningful change in support of a sustainable future. We will explore the many ways that the athletics industry can make this change by inviting weekly speakers from a multitude of sports realms to share their expertise, vision and advice. There will be six learning modules addressing sustainability in terms of athletic gear and equipment, sports nutrition, facilities and stadiums, game days and events, the national and international stage, and individual sustainability superstars. Through taking this course, students will develop an understanding for the current state of athletic sustainability as well as future directions for the industry in this space.
Terms: Spr
| Units: 2
EARTHSYS 36N:
Life at the Extremes: From the Deep Sea to Deep Space
Preference to freshmen. Microbial life is diverse and resilient on Earth; could it survive elsewhere in our solar system? This seminar will investigate the diversity of microbial life on earth, with an emphasis on extremophiles, and consider the potential for microbial life to exist and persist in extraterrestrial locales. Topics include microbial phylogenetic and physiological diversity, biochemical adaptations of extremophiles, ecology of extreme habitats, and apparent requirements and limits of life. Format includes lectures, discussions, lab-based activities and local field trips. Basics of microbiology, biochemistry, and astrobiology.
Terms: Win
| Units: 3
| UG Reqs: WAY-SMA
EARTHSYS 38N:
The Worst Journey in the World: The Science, Literature, and History of Polar Exploration (ESS 38N, GEOLSCI 38N)
This course examines the motivations and experiences of polar explorers under the harshest conditions on Earth, as well as the chronicles of their explorations and hardships, dating to the 1500s for the Arctic and the 1700s for the Antarctic. Materials include The Worst Journey in the World by Aspley Cherry-Garrard who in 1911 participated in a midwinter Antarctic sledging trip to recover emperor penguin eggs. Optional field trip into the high Sierra in March.
Terms: Aut
| Units: 3
| UG Reqs: GER: DB-NatSci
EARTHSYS 41N:
The Global Warming Paradox
Preference to freshman. Focus is on the complex climate challenges posed by the substantial benefits of energy consumption, including the critical tension between the enormous global demand for increased human well-being and the negative climate consequences of large-scale emissions of carbon dioxide. Topics include: Earth's energy balance; detection and attribution of climate change; the climate response to enhanced greenhouse forcing; impacts of climate change on natural and human systems; and proposed methods for curbing further climate change. Sources include peer-reviewed scientific papers, current research results, and portrayal of scientific findings by the mass media and social networks.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SMA
EARTHSYS 46N:
Exploring the Critical Interface between the Land and Monterey Bay: Elkhorn Slough (ESS 46N)
Preference to freshmen. Field trips to sites in the Elkhorn Slough, a small agriculturally impacted estuary that opens into Monterey Bay, a model ecosystem for understanding the complexity of estuaries, and one of California's last remaining coastal wetlands. Readings include Jane Caffrey's "Changes in a California Estuary: A Profile of Elkhorn Slough". Basics of biogeochemistry, microbiology, oceanography, ecology, pollution, and environmental management.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SMA
EARTHSYS 96:
Land Justice: Unearthing Histories & Seeding Liberation
Through readings, class discussions, direct interviews, peer reviews, and blog posts, this course grounds students in United States land histories, explores contemporary efforts towards food and land justice, and equips students with the frameworks to envision and work towards an equitable and just food and land management system, and greater environmental movement. Teams of students will have the opportunity to delve deeper into course concepts through direct engagement with our community partners. This course acknowledges the ways that historical and contemporary colonial violence, racism, and systemic injustice shape our food and land systems, while empowering students to envision and help build an equitable, just, sovereign, and healthy land future. Although this is an online course, there will be a strong emphasis on community engagement and in-class participation. If you are interested in enrolling in this course, please apply by Friday, March 12, 2021 through the following form: https://bit.ly/37yO9Tk. (Cardinal Course certified by the Haas Center)
Last offered: Spring 2021
| Units: 2
EARTHSYS 100A:
Data Science for Geoscience (GEOLSCI 6)
This course provides an overview of the most relevant areas of data science to address geoscientific challenges and questions as they pertain to the environment, earth resources & hazards. The focus lies on the methods that treat common characters of geoscientific data: multivariate, multi-scale, compositional, geospatial and space-time. In addition, the course will treat those statistical method that allow a quantification of the human dimension by looking at quantifying impact on humans (e.g. hazards, contamination) and how humans impact the environment (e.g. contamination, land use). The course focuses on developing skills that are not covered in traditional statistics and machine learning courses.
Terms: Win
| Units: 3
| UG Reqs: WAY-AQR
| Repeatable
3 times
(up to 9 units total)
EARTHSYS 101:
Energy and the Environment (ENERGY 101)
Energy use in modern society and the consequences of current and future energy use patterns. Case studies illustrate resource estimation, engineering analysis of energy systems, and options for managing carbon emissions. Focus is on energy definitions, use patterns, resource estimation, pollution. Recommended: MATH 21 or 42.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-SMA
EARTHSYS 101C:
Science for Conservation Policy: Meeting California's Pledge to Protect 30% by 2030 (BIO 101)
California has set the ambitious goal of conserving 30% of its lands and waters by the year 2030. In this course, students will develop science-based recommendations to help policymakers reach this '30 by 30' goal. Through lectures, labs, and field trips, students will gain practical skills in ecology, protected area design in the face of climate change, and science communication. Students will apply these skills to analyze real-world data, formulate conservation recommendations, and communicate their findings in verbal and written testimony to policymakers. Prerequisites: BIO 81 or BIO/EARTHSYS 105 or BIO/EARTHSYS 111 or instructor approval.
Terms: Win
| Units: 4
| UG Reqs: WAY-AQR
EARTHSYS 102:
Fundamentals of Renewable Power (ENERGY 102)
Do you want a much better understanding of renewable power technologies? Did you know that wind and solar are the fastest growing forms of electricity generation? Are you interested in hearing about the most recent, and future, designs for green power? Do you want to understand what limits power extraction from renewable resources and how current designs could be improved? This course dives deep into these and related issues for wind, solar, biomass, geothermal, tidal and wave power technologies. We welcome all student, from non-majors to MBAs and grad students. If you are potentially interested in an energy or environmental related major, this course is particularly useful. Recommended: Math 21 or 42.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-SMA
EARTHSYS 103:
Understand Energy (CEE 107A, CEE 207A)
Energy is the number one contributor to climate change and has significant consequences for our society, political system, economy, and environment. Energy is also a fundamental driver of human development and opportunity. In taking this course, students will not only understand the fundamentals of each energy resource -- including significance and potential, conversion processes and technologies, drivers and barriers, policy and regulation, and social, economic, and environmental impacts -- students will also be able to put this in the context of the broader energy system. Both depletable and renewable energy resources are covered, including oil, natural gas, coal, nuclear, biomass and biofuel, hydroelectric, wind, solar thermal and photovoltaics (PV), geothermal, and ocean energy, with cross-cutting topics including electricity, storage, climate change and greenhouse gas emissions (GHG), sustainability, green buildings, energy efficiency, transportation, and the developing world. The 4 unit course includes lecture and in-class discussion, readings and videos, homework assignments, one on-campus field trip during lecture time and two off-campus field trips with brief report assignments. Off-campus field trips to wind farms, solar farms, nuclear power plants, natural gas power plants, hydroelectric dams, etc. Enroll for 5 units to also attend the Workshop, an interactive discussion section on cross-cutting topics that meets once per week for 80 minutes (Mondays, 1:30 PM - 2:50 PM). Open to all: pre-majors and majors, with any background! Website: https://energy.stanford.edu/understand-energy. CEE 107S/207S Understand Energy: Essentials is a shorter (3 unit) version of this course, offered summer quarter. Students should not take both for credit. Prerequisites: Algebra
Terms: Aut, Spr
| Units: 3-5
| UG Reqs: GER:DB-EngrAppSci, WAY-SI
Instructors: ;
Gragg, D. (PI);
Stasio, K. (PI);
Woodward, J. (PI);
Amoh, B. (TA);
Hills-Bunnell, D. (TA);
Jetty, S. (TA);
Michielssen, M. (TA);
Morelli, C. (TA);
Naby, S. (TA);
Palmer, F. (TA)
EARTHSYS 104:
The Water Course (EARTHSYS 204, GEOPHYS 104, GEOPHYS 204)
The Central Valley of California provides a third of the produce grown in the U.S., but recent droughts and increasing demand have raised concerns about both food and water security. The pathway that water takes from rainfall to the irrigation of fields or household taps ('the water course') determines the quantity and quality of the available water. Working with various data sources (measurements made on the ground, in wells, and from satellites) allows us to model the water budget in the valley and explore the recent impacts on freshwater supplies.
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-AQR, WAY-SMA
EARTHSYS 105A:
Ecology and Natural History of Jasper Ridge Biological Preserve (BIO 105A)
The Ecology and Natural History of the Jasper Ridge Biological Preserve is an upper-division course that aims to help students learn ecology and natural history using a 'living laboratory,' the Jasper Ridge Biological Preserve. The course's central goal is that, as a community of learning, we examine 'via introductory discussions, followed by hands-on experiences in the field' the scientific basis of ecological research, archaeology, edaphology, geology, species interactions, land management, and multidisciplinary environmental education. The first 10 sessions that compose the academic program are led by the instructors, faculty (world-experts on the themes of each session), and JRBP staff. In addition, this 20-week class (winter and spring quarters) trains students to become JRBP Docents that will join the Jasper Ridge education affiliates community. Completion of both Winter (BIO 105A) and Spring (BIO 105B) sequence training program is required to join the Ecology and Natural History of Jasper Ridge Biological Preserve course.
Terms: Win
| Units: 4
EARTHSYS 105B:
Ecology and Natural History of Jasper Ridge Biological Preserve (BIO 105B)
The Ecology and Natural History of the Jasper Ridge Biological Preserve is an upper-division course that aims to help students learn ecology and natural history using a 'living laboratory,' the Jasper Ridge Biological Preserve. The course's central goal is that, as a community of learning, we examine 'via introductory discussions, followed by hands-on experiences in the field' the scientific basis of ecological research, archaeology, edaphology, geology, species interactions, land management, and multidisciplinary environmental education. The first 10 sessions that compose the academic program are led by the instructors, faculty (world-experts on the themes of each session), and JRBP staff. In addition, this 20-week class (winter and spring quarters) trains students to become JRBP Docents that will join the Jasper Ridge education affiliates community. Completion of both Winter (BIO 105A) and Spring (BIO 105B) sequence training program is required to join the Ecology and Natural History of Jasper Ridge Biological Preserve course.
Terms: Spr
| Units: 4
EARTHSYS 106:
World Food Economy (EARTHSYS 206, ECON 106, ECON 206, ESS 106, ESS 206)
The World Food Economy is a survey course that covers the economic and political dimensions of food production, consumption, and trade. The course focuses on food markets and food policy within a global context. It is comprised of three major sections: structural features (agronomic, technological, and economic) that determine the nature of domestic food systems; the role of domestic food and agricultural policies in international markets; and the integrating forces of international research, trade, and food aid in the world food economy. This 5-unit course entails a substantial group modeling project that is required for all students. Enrollment is by application only. The application is found at https://economics.stanford.edu/undergraduate/forms. Deadline: March 15, 2022.
Terms: Spr
| Units: 5
| UG Reqs: WAY-SI
EARTHSYS 107:
Control of Nature (ESS 107)
Think controlling the earth's climate is science fiction? It is when you watch Snowpiercer or Dune, but scientists are already devising geoengineering schemes to slow climate change. Will we ever resurrect the woolly mammoth or even a T. Rex (think Jurassic Park)? Based on current research, that day will come in your lifetime. Who gets to decide what species to save? And more generally, what scientific and ethical principles should guide our decisions to control nature? In this course, we will examine the science behind ways that people alter and engineer the earth, critically examining the positive and negative consequences. We'll explore these issues first through popular movies and books and then, more substantively, in scientific research.
Terms: Spr
| Units: 3
| UG Reqs: GER:EC-EthicReas, WAY-ER
EARTHSYS 109:
Rethinking Meat: An Introduction to Alternative Proteins (EARTHSYS 209, ESS 103, ESS 203, ETHICSOC 107)
How do we feed a growing population in the face of climate change? Will Impossible Burgers become the new norm? Are you curious to learn about a frontier in bio- and chemical-engineering? Are you passionate about animal rights, human health, and sustainable agriculture? Learn about the environmental, ethical, and economic drivers behind the market for meat replacements. We'll take a deep dive into the science and technology used to develop emerging plant, fermentation and cell-based meat alternatives and explore the political challenges and behavioral adaptation needed to decrease meat consumption. Hear from entrepreneurs, researchers, and innovative startups developing sustainable and marketable alternative proteins through weekly guest lectures from industry leaders.
Terms: Spr
| Units: 1-2
EARTHSYS 110:
Introduction to the Foundations of Contemporary Geophysics (GEOPHYS 110)
Introduction to the foundations of contemporary geophysics. Topics drawn from broad themes in: whole Earth geodynamics, geohazards, natural resources, and environment. In each case the focus is on how the interpretation of a variety of geophysical measurements (e.g., gravity, seismology, heat flow, electromagnetics, and remote sensing) can be used to provide fundamental insight into the behavior of the Earth. The course will include a weekend field trip. Prerequisite: CME 100 or MATH 51, or co-registration in either.
Terms: Win
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-AQR, WAY-SMA
EARTHSYS 111:
Biology and Global Change (BIO 117, EARTHSYS 217, ESS 111)
The biological causes and consequences of anthropogenic and natural changes in the atmosphere, oceans, and terrestrial and freshwater ecosystems. Topics: glacial cycles and marine circulation, greenhouse gases and climate change, tropical deforestation and species extinctions, and human population growth and resource use. Prerequisite: Biology or Human Biology core or BIO 81 or graduate standing.
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-SMA
EARTHSYS 112:
Human Society and Environmental Change (EARTHSYS 212, ESS 112, HISTORY 103D)
Interdisciplinary approaches to understanding human-environment interactions with a focus on economics, policy, culture, history, and the role of the state. Prerequisite: ECON 1.
Terms: Aut
| Units: 4
| UG Reqs: WAY-SI
EARTHSYS 113:
Earthquakes and Volcanoes (GEOPHYS 90)
Is the "Big One" overdue in California? What kind of damage would that cause? What can we do to reduce the impact of such hazards in urban environments? Does "fracking" cause earthquakes and are we at risk? Is the United States vulnerable to a giant tsunami? The geologic record contains evidence of volcanic super eruptions throughout Earth's history. What causes these gigantic explosive eruptions, and can they be predicted in the future? This course will address these and related issues. For non-majors and potential Earth scientists. No prerequisites. More information at: https://stanford.box.com/s/zr8ar28efmuo5wtlj6gj2jbxle76r4lu
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-SMA
EARTHSYS 114:
Global Change and Emerging Infectious Disease (EARTHSYS 214, ESS 213, HUMBIO 114)
The changing epidemiological environment. How human-induced environmental changes, such as global warming, deforestation and land-use conversion, urbanization, international commerce, and human migration, are altering the ecology of infectious disease transmission, and promoting their re-emergence as a global public health threat. Case studies of malaria, cholera, hantavirus, plague, and HIV.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-AQR, WAY-SMA
EARTHSYS 125:
Shades of Green: Exploring and Expanding Environmental Justice in Practice (CSRE 125E, EARTHSYS 225, URBANST 125)
Historically, discussions of race, ethnicity, culture, and equity in the environment have been shaped by a limited view of the environmental justice movement, often centered on urban environmental threats and separated from other types of environmental and climate advocacy. This course will seek to expand on these discussions by exploring topics such as access to outdoor spaces, definitions of wilderness, inclusion in environmental organizations, gender and the outdoors, the influence of colonialism on ways of knowing, food justice and ethics, and the future of climate change policy. The course will also involve a community partnership project. In small groups students will work with an environmental organization to problem-solve around issues of equity, representation, and access. We value a diversity of experiences and epistemologies and welcome undergraduates from all disciplines. Since this is a practical course, there will be a strong emphasis on participation and commitment to community partnerships. This course requires instructor approval, please submit an application by March 16th at midnight. Application available at https://forms.gle/owqmLqLjLP1rDYEZA
Terms: Spr
| Units: 3-4
| UG Reqs: WAY-EDP
EARTHSYS 131:
Pathways in Sustainability Careers
Interactive, seminar-style sessions expose students to diverse career pathways in sustainability. Professionals from a variety of careers discuss their work, their career development and decision-points in their career pathways, as well as life style aspects of their choices.
Terms: Spr
| Units: 1
EARTHSYS 133:
Social Enterprise Workshop (URBANST 133)
Social Enterprise Workshop: A team based class to design solutions to social issues. In the class students will identify issues they are interested in, such as housing, food, the environment, or college access. They will join teams of like-minded students. Working under the guidance of an experienced social entrepreneur, together they will develop a solution to one part of their issue and write a business plan for that solution. The class will also feature guests who are leaders in the field of social entrepreneurship who will share their stories and help with the business plans. The business plan exercise can be used for both nonprofits and for-profits. Previous students have started successful organizations and raised significant funds based on the business plans developed in this class. There are no prerequisites, and students do not need to have an idea for a social enterprise to join the class. Enrollment limited to 20. May be repeated for credit.
Terms: Win
| Units: 4
| UG Reqs: WAY-SI
| Repeatable
for credit
EARTHSYS 134:
ENVIRONMENTAL JUSTICE: REFLECTION
The EJ reflection class is intended to provide a supported learning space for students who are in the Earth Systems Program Environmental Justice Minor. We will review basic Environmental Justice (EJ) concepts, such as historical underpinnings of EJ problems and movements, principles of EJ guiding social movements and research practice, how to engage in one's own positionality relative to environmental justice, and best practices for EJ communication that centers voices. agency, and leadership of Black, Indigenous, Latinx, Asian and Asia Pacific Islander communities, and other groups historically made marginalized. Students in the minor will also share out project learnings to date, and support one another in refining EJ capstone and/or requirements for the Cardinal Service Notation. We will also host guest sessions to speak to student interests, possible to include trainings, professional development goals.
Terms: Spr
| Units: 2
EARTHSYS 137:
Concepts and Analytic Skills for the Social Sector (URBANST 132)
How to develop and grow innovative not-for-profit organizations and for-profit enterprises which have the primary goal of solving social and environmental problems. Topics include organizational mission, strategy, market/user analysis, communications, funding, recruitment and impact evaluation. Perspectives from the field of social entrepreneurship, design thinking and social change organizing. Opportunities and limits of using methods from the for-profit sector to meet social goals. Focus is on integrating theory with practical applications, including several case exercises and simulations.One-day practicum where students advise an actual social impact organization. Enrollment limited to 20. Prerequisite:consent of instructor. For permission to enroll, please fill out this very brief Google form at https://forms.gle/morY9QsUhNuDds7x8.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-SI
EARTHSYS 141:
Remote Sensing of the Oceans (EARTHSYS 241, ESS 141, ESS 241, GEOPHYS 141)
How to observe and interpret physical and biological changes in the oceans using satellite technologies. Topics: principles of satellite remote sensing, classes of satellite remote sensors, converting radiometric data into biological and physical quantities, sensor calibration and validation, interpreting large-scale oceanographic features.
Terms: Win
| Units: 3-4
| UG Reqs: GER: DB-NatSci, WAY-AQR
EARTHSYS 143:
Molecular Geomicrobiology Laboratory (BIO 142, ESS 143, ESS 243)
In this course, students will be studying the biosynthesis of cyclic lipid biomarkers, molecules that are produced by modern microbes that can be preserved in rocks that are over a billion years old and which geologist use as molecular fossils. Students will be tasked with identifying potential biomarker lipid synthesis genes in environmental genomic databases, expressing those genes in a model bacterial expression system in the lab, and then analyzing the lipid products that are produced. The overall goal is for students to experience the scientific research process including generating hypotheses, testing these hypotheses in laboratory experiments, and communicating their results through a publication style paper. Prerequisites: BIO83 and CHEM 121 or permission of the instructor.
Terms: Spr
| Units: 3-4
| UG Reqs: WAY-SMA
EARTHSYS 143H:
Quantitative methods for marine ecology and conservation (BIO 143, BIO 243, BIOHOPK 143H, BIOHOPK 243H, CEE 164H, CEE 264H, EARTHSYS 243H)
NOTE: This course will be taught in-person on main campus, in hybrid format with Zoom options. The goal of this course is to learn the foundations of ecological modeling with a specific (but not exclusive) focus on marine conservation and sustainable exploitation of renewable resources. Students will be introduced to a range of methods - from basic to advanced - to characterize population structure, conduct demographic analyses, estimate extinction risk, identify temporal trends and spatial patterns, quantify the effect of environmental determinants and anthropogenic pressures on the dynamics of marine populations, describe the potential for adaptation to climate change. This course will emphasize learning by doing, and will rely heavily on practical computer laboratories, in R and/or Phyton, based on data from our own research activities or peer reviewed publications. Students with a background knowledge of statistics, programming and calculus will be most welcome.
Terms: Win
| Units: 4
| UG Reqs: WAY-AQR, WAY-FR
EARTHSYS 144:
Fundamentals of Geographic Information Science (GIS) (ESS 164)
"Everything is somewhere, and that somewhere matters." The rapid growth and maturity of spatial data technologies over the past decade represent a paradigm shift in the applied use of location data from high-level overviews of administrative interests, to highly personalized location-based services that place the individual at the center of the map, at all times. The use of spatial data and related technology continues to grow in fields ranging from environmental sciences to epidemiology to market prediction. This course will present an overview of current approaches to the use of spatial data and its creation, capture, management, analysis and presentation, in a research context. Topics will include modeling of geographic objects and associated data, modeling of geographic space and the conceptual foundations of "spatial thinking," field data collection, basic spatial statistical analysis, remote sensing & the use of satellite-based imagery, "Big Data" and machine learning approaches to spatial data, and cartographic design and presentation including the use of web-based "Storymap" platforms.n nThe course will consist of weekly lectures, guest speakers, computer lab assignments, midterm and final exam, as well as an individual final project requirement.nnThis course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit.
Terms: Aut
| Units: 1-4
| UG Reqs: GER: DB-NatSci, WAY-AQR
EARTHSYS 146A:
Atmosphere, Ocean, and Climate Dynamics: The Atmospheric Circulation (CEE 161I, CEE 261I, ESS 246A)
Introduction to the physics governing the circulation of the atmosphere and ocean and their control on climate with emphasis on the atmospheric circulation. Topics include the global energy balance, the greenhouse effect, the vertical and meridional structure of the atmosphere, dry and moist convection, the equations of motion for the atmosphere and ocean, including the effects of rotation, and the poleward transport of heat by the large-scale atmospheric circulation and storm systems. Prerequisites: MATH 51 or CME100 and PHYSICS 41.
Terms: Aut
| Units: 3
EARTHSYS 146B:
Atmosphere, Ocean, and Climate Dynamics: the Ocean Circulation (CEE 162I, CEE 262I, ESS 246B)
Introduction to the physics governing the circulation of the atmosphere and ocean and their control on climate with emphasis on the large-scale ocean circulation. This course will give an overview of the structure and dynamics of the major ocean current systems that contribute to the meridional overturning circulation, the transport of heat, salt, and biogeochemical tracers, and the regulation of climate. Topics include the tropical ocean circulation, the wind-driven gyres and western boundary currents, the thermohaline circulation, the Antarctic Circumpolar Current, water mass formation, atmosphere-ocean coupling, and climate variability. Prerequisites: MATH 51 or CME100; and PHYSICS 41; and a course that introduces the equations of fluid motion (e.g. ESS 246A, ESS 148, or CEE 101B).
Terms: Win
| Units: 3
EARTHSYS 147:
Ecosystem Ecology and Biogeochemistry (BIO 147, BIO 240, EARTHSYS 247)
An introduction to ecosystem ecology and terrestrial biogeochemistry. This course will focus on the dynamics of carbon and other biologically essential elements in the Earth System, on spatial scales from local to global. Prerequisites: Biology 117, Earth Systems 111, or graduate standing.
Terms: Aut
| Units: 3
EARTHSYS 149:
Wild Writing (EARTHSYS 249)
What is the wild? What is our relationship to nature, and why does this relationship matter? We will interrogate these questions through the work of influential, diverse, primarily American environmental writers who have given voice to many ways of knowing the wonder, fragility, complexity, and power of the natural world and have inspired readers to act on behalf of social-environmental causes. This course centers the work of diverse voices, including Indigenous, Black, and Chicana writers, enabling us to consider some of the many ways that people have understood and experienced nature throughout history and the relevance of these manifold ways of knowing to our conceptualizations of nature today. Students will develop their responses to the question of what is the wild and why it matters through a series of synchronous and asynchronous in-the-field writing exercises that integrate personal narrative and environmental scholarship, culminating in a ~3000-word narrative nonfiction essay. This course will provide students with knowledge, tools, experience, and skills that will empower them to become more persuasive environmental storytellers and advocates.If you are interested in signing up for the course, complete this pre-registration form:https://stanforduniversity.qualtrics.com/jfe/form/SV_9XqZeZs036WIvop
Terms: Spr
| Units: 3
| UG Reqs: WAY-CE
EARTHSYS 151:
Biological Oceanography (EARTHSYS 251, ESS 151, ESS 251)
Required for Earth Systems students in the oceans track. Interdisciplinary look at how oceanic environments control the form and function of marine life. Topics include distributions of planktonic production and abundance, nutrient cycling, the role of ocean biology in the climate system, expected effects of climate changes on ocean biology. Local weekend field trips. Designed to be taken concurrently with Marine Chemistry (ESS/EARTHSYS 152/252). Prerequisites: BIO 43 and ESS 8 or equivalent.
Terms: Spr
| Units: 3-4
| UG Reqs: WAY-SMA
EARTHSYS 152:
Marine Chemistry (EARTHSYS 252, ESS 152, ESS 252)
Introduction to the interdisciplinary knowledge and skills required to critically evaluate problems in marine chemistry and related disciplines. Physical, chemical, and biological processes that determine the chemical composition of seawater. Air-sea gas exchange, carbonate chemistry, and chemical equilibria, nutrient and trace element cycling, particle reactivity, sediment chemistry, and diagenesis. Examination of chemical tracers of mixing and circulation and feedbacks of ocean processes on atmospheric chemistry and climate. Designed to be taken concurrently with Biological Oceanography (ESS/EARTHSYS 151/251)
Terms: Spr
| Units: 3-4
| UG Reqs: WAY-AQR, WAY-SMA
EARTHSYS 155:
Science of Soils (ESS 155)
Physical, chemical, and biological processes within soil systems. Emphasis is on factors governing nutrient availability, plant growth and production, land-resource management, and pollution within soils. How to classify soils and assess nutrient cycling and contaminant fate. Recommended: introductory chemistry and biology.
Terms: Spr
| Units: 3-4
| UG Reqs: GER: DB-NatSci, WAY-SMA
EARTHSYS 160:
Sustainable Cities (URBANST 164)
Community-engaged learning course that exposes students to sustainability concepts and urban planning as a tool for determining sustainable outcomes in the Bay Area. The focus will be on land use and transportation planning to housing and employment patterns, mobility, public health, and social equity. Topics will include government initiatives to counteract urban sprawl and promote smart growth and livability, political realities of organizing and building coalitions around sustainability goals, and increasing opportunities for low-income and communities of color to achieve sustainability outcomes. Students will participate in remote team-based projects in collaboration with Bay Area community partners. Prerequisites: Consent of the instructor. (Cardinal Course certified by the Haas Center.) Apply here: https://docs.google.com/forms/d/e/1FAIpQLSeV9L56uZC65mydDJ5ULgdIw63nRLUp8B_BQY-_mbcblWxP_Q/viewform
Terms: Spr
| Units: 4-5
| UG Reqs: WAY-EDP, WAY-SI
EARTHSYS 162:
Data for Sustainable Development (CS 325B, EARTHSYS 262)
The sustainable development goals (SDGs) encompass many important aspects of human and ecosystem well-being that are traditionally difficult to measure. This project-based course will focus on ways to use inexpensive, unconventional data streams to measure outcomes relevant to SDGs, including poverty, hunger, health, governance, and economic activity. Students will apply machine learning techniques to various projects outlined at the beginning of the quarter. The main learning goals are to gain experience conducting and communicating original research. Prior knowledge of machine learning techniques, such as from CS 221, CS 229, CS 231N, STATS 202, or STATS 216 is required. Open to both undergraduate and graduate students. Enrollment limited to 24. Students must apply for the class by filling out the form at https://goo.gl/forms/9LSZF7lPkHadix5D3. A permission code will be given to admitted students to register for the class.
Terms: Aut
| Units: 3-5
| Repeatable
for credit
EARTHSYS 164:
Introduction to Physical Oceanography (CEE 162D, CEE 262D, ESS 148)
The dynamic basis of oceanography. Topics: physical environment; conservation equations for salt, heat, and momentum; geostrophic flows; wind-driven flows; the Gulf Stream; equatorial dynamics and ENSO; thermohaline circulation of the deep oceans; and tides. Prerequisite: PHYSICS 41.
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci
EARTHSYS 168:
Land Use: Planning for Sustainable Cities (AMSTUD 163, PUBLPOL 163, URBANST 163)
Through case studies with a focus on the San Francisco Bay Area, guest speakers, selective readings and interactive assignments, this survey course seeks to demystify the concept of land use for the non-city planner. This introductory course will review the history and trends of land use policies, as well as address a number of current themes to demonstrate the power and importance of land use. Students will explore how urban areas function, how stakeholders influence land use choices, and how land use decisions contribute to positive and negative outcomes. By exploring the contemporary history of land use in the United States, students will learn how land use has been used as a tool for discriminatory practices and NIMBYism. Students will also learn about current land use planning efforts that seek to make cities more sustainable, resilient and equitable to address issues like gentrification, affordable housing, and sea level rise.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-SI
EARTHSYS 169:
RACE, NATURE, AND THE CITY (AFRICAAM 168, CSRE 168, SOC 168A, URBANST 168)
This course provides an introduction to the study of race and place within urban political ecology (UPE). Geographer Natasha Cornea defines UPE as a 'conceptual approach that understands urbanization to be a political, economic, social, and ecological process, one that often results in highly uneven and inequitable landscapes' in and beyond cities. The primary focus will be cities in the Americas, but we will draw on insights from scholars studying the mutually constitutive nature of race and place in other regions. In line with critical theories that frame intersectional experiences of race, the course readings also take into account class, gender, sexuality, and nation.
Terms: Spr
| Units: 4
| UG Reqs: WAY-EDP, WAY-SI
EARTHSYS 177C:
Specialized Writing and Reporting: Health and Science Journalism (COMM 177C, COMM 277C, EARTHSYS 277C)
(Graduate students enroll in COMM 277C. COMM 177C is offered for 5 units, COMM 277C is offered for 4 units.) Practical, collaborative, writing-intensive advanced journalistic reporting and writing course in the specific practices and standards of health and science journalism. Science and journalism students learn how to identify and write engaging stories about medicine, global health, science, and related environmental issues; how to assess the quality and relevance of science news; how to cover the health and science beats effectively and efficiently; and how to build bridges between the worlds of journalism and science. Instructed Winter Quarter 2021 by Dr. Seema Yasmin http://www.seemayasmin.com. nnnLimited enrollment: preference to students enrolled in or considering the Earth Systems Master of Arts, Environmental Communication Program and the Graduate Journalism Program. Prerequisite: EarthSys 191/291, COMM 104W, or consent of instructor. Admission by application only, available from dr.yasmin@stanford.edu (Meets Earth Systems WIM requirement.)
Terms: Win
| Units: 4-5
EARTHSYS 179:
Integrated Valuation of Ecosystem Services and Tradeoffs (BIO 179, BIO 279, EARTHSYS 279)
This course explores the science of valuing nature, through two interwoven pathways. One is biophysical, focused on human dependence and impacts on Earths life-support systems. If well managed, lands, waters, and biodiversity yield a flow of vital benefits that sustain and fulfill human life. A wild bee buzzes through a farm, pollinating vegetables as it goes. Nearby, wetlands remove chemicals from the farms runoff, protecting a source of drinking water. In parklands at a cities edge, kids play and adults walk and talk, their exposure to nature promoting physical activity and improved mental health. The trees help maintain a favorable climate, locally and globally. We will develop a framework and practical tools for quantifying this stream of benefits from nature to people.The second pathway is social, economic, and philosophical, weaving through concepts of well-being, human development, and conservation and the ethics and effects of their pursuit. We will look back, ahead into the future, and inward, taking a global view and considering diverse cultural perspectives. Our discussions will be situated in the context of the COVID-19 pandemic, movements for racial justice and socioeconomic equity, and efforts to enable people and nature to thrive in cities and countries worldwide.All of the science we will explore is in service of decisions. We will dive into real-world examples to see how science can inform why, where, how, and how much people need nature. We will learn the basics of the InVEST tools (for Integrated Valuation of Ecosystem Services and Tradeoffs) to quantify benefits of nature, the equitability in access to these benefits, and the transformation of policy, finance, management, and practice to sustain and enhance them. The course is intended for diverse, advanced students, with interests in research and in moving from science to action for a more just and sustainable world. The instructors aim to provide an enjoyable and productive opportunity to connect remotely and yet with a lot of heart as well as intellectual drive and commitment, bringing empathy, flexibility and hopefully some humor to the day-to-day challenges we are all facing in different difficult ways. Prerequisite: Basic to intermediate GIS (Geographic Information Systems) skills are necessary. We will help with these, but not teach GIS specifically in class. Basic skills include, for example: working with raster, vector and tabular data; loading rasters, shapefiles, and tables into a GIS; changing the symbology of rasters and shapefiles in your chosen GIS; editing raster and shapefile attribute tables; understanding coordinate systems and how to re-project layers; looking at individual raster cell values; and performing basic raster math.
Terms: Aut
| Units: 1-3
EARTHSYS 181:
Urban Agroecology (EARTHSYS 281, ESS 181, ESS 281, URBANST 181)
Urban agriculture takes many forms in cities around the world and provides significant amounts of food and other resources and benefits for urban communities. This Earth Systems practicum explores the application of agroecological principles to the design and stewardship of urban farms and gardens. Students will explore social and ecological dimensions of urban agriculture including issues of environmental justice while gaining land stewardship and small-scale food production skills at the Stanford Educational Farm and in the community.Course full for spring 2022, will be offered again Winter 2023.
Terms: Spr
| Units: 3
EARTHSYS 182:
Designing Educational Gardens (ESS 282)
A project-based course emphasizing 'ways of doing 's sustainable agricultural systems based at the new Stanford Educational Farm. Students will work individually and in small groups on the design of a new educational garden and related programs for the Stanford Educational Farm. The class will meet on 6 Fridays over the course of winter quarter. Class meetings will include an introduction to designing learning gardens and affiliated programs, 3 field trips to exemplary educational gardens in the bay area that will include tours and discussions with garden educators, and work sessions for student projects. By application only.
Terms: Aut
| Units: 2
EARTHSYS 182A:
Ecological Farm Systems (EARTHSYS 282A)
An in-person, outdoor, project-based course in sustainable agricultural systems. Students will work individually or in small groups on projects at the Stanford Educational Farm. Potential projects this fall include building educational gardens, orchard establishment and management, and seedling propagation for plant donations for low-income families in partnership with Valley Verde in San Jose. Students are also encouraged to develop their own sustainable agriculture projects based on their interests. The class will meet in-person, outdoors at the Stanford Educational Farm. Students will be required to follow farm and University COVID-19 protocols. By application only. The Winter 2021 application can be found here (Deadline Dec. 28): https://stanforduniversity.qualtrics.com/jfe/form/SV_abKbQxC1Q2cCC2h
Last offered: Winter 2021
| Units: 1-2
| Repeatable
2 times
(up to 4 units total)
EARTHSYS 182B:
Sustainable Agriculture Projects (EARTHSYS 282B)
This is a project-based sustainable agriculture course. Students will work individually or in small groups on projects of their choosing at the Stanford Educational Farm or remotely. Students can develop their own projects related to sustainable agriculture and food systems or work on projects proposed by the farm team or with community partners. To apply, go to: https://stanforduniversity.qualtrics.com/jfe/form/SV_cTvCbtDyj4irwgK
Terms: Aut, Sum
| Units: 1-2
| Repeatable
2 times
(up to 4 units total)
EARTHSYS 182C:
Community Agroecology Projects (EARTHSYS 282C)
This is a project-based course that connects students to organizations that are using agroecological approaches to address food production and community food sovereignty challenges. Projects have been framed and will be mentored by Stanford Educational Farm community partners with the support of the course teaching team. Students will work in small groups on community-based projects, taking on individual roles within the larger collaboration. In addition, students in the course can work on the Stanford Educational Farm to satisfy part of the course time commitment. There is an application for the course that can be found here: https://stanforduniversity.qualtrics.com/jfe/form/SV_9uk8aL0rHzzWYZw
Terms: Win
| Units: 1-2
| Repeatable
8 times
(up to 16 units total)
EARTHSYS 183:
Adaptation (ESS 185)
Adaptation is the process by which organisms or societies become better suited to their environments. In this class, we will explore three distinct but related notions of adaptation. Biological adaptations arise through natural selection, while cultural adaptations arise from a variety of processes, some of which closely resemble natural selection. A newer notion of adaptation has emerged in the context of climate change where adaptation takes on a highly instrumental, and often planned, quality as a response to the negative impacts of environmental change. We will discuss each of these ideas, using their commonalities and subtle differences to develop a broader understanding of the dynamic interplay between people and their environments. Topics covered will include, among others: evolution, natural selection, levels of selection, formal models of cultural evolution, replicator dynamics, resilience, rationality and its limits, complexity, adaptive management.
Terms: Win
| Units: 3
| UG Reqs: WAY-SMA
EARTHSYS 185:
Feeding Nine Billion
Feeding a growing and wealthier population is a huge task, and one with implications for many aspects of society and the environment. There are many tough choices to be made- on fertilizers, groundwater pumping, pesticide use, organics, genetic modification, etc. Unfortunately, many people form strong opinions about these issues before understanding some of the basics of how food is grown, such as how most farmers currently manage their fields, and their reasons for doing so. The goal of this class is to present an overview of global agriculture, and the tradeoffs involved with different practices. Students will develop two key knowledge bases: basic principles of crop ecology and agronomy, and familiarity with the scale of the global food system. The last few weeks of the course will be devoted to building on this knowledge base to evaluate different future directions for agriculture.
Terms: Win
| Units: 4-5
| UG Reqs: WAY-AQR
EARTHSYS 189:
Agroecology (EARTHSYS 289C)
Agroecology is a scientific discipline rooted in indigenous land stewardship and food production practices. It uses traditional ecological knowledge and insights from multiple academic disciplines to design, manage, and evaluate agricultural systems that are productive and also resource conserving, community building, and resilient in the face of climate change. This course is an Earth Systems practicum that provides students with a broad overview of the field of agroecology while grounding them in hands-on agroecosystem stewardship practices at the Stanford Educational Farm.
Terms: Aut
| Units: 3
| Repeatable
2 times
(up to 6 units total)
EARTHSYS 191:
Concepts in Environmental Communication (EARTHSYS 291)
Introduction to the history, development, and current state of communication of environmental science and policy to non-specialist audiences. Includes fundamental principles, core competencies, and major challenges of effective environmental communication in the public and policy realms and an overview of the current scope of research and practice in environmental communication. Intended for graduate students and advanced undergraduates, with a background in Earth or environmental science and/or policy studies, or in communication or journalism studies with a specific interest in environmental and science communication. Prerequisite: Earth Systems core (EarthSys 111 and EarthSys 112) or equivalent. (Meets Earth Systems WIM requirement.)
Terms: Aut
| Units: 3
EARTHSYS 194:
Topics in Writing & Rhetoric: Introduction to Environmental Justice: Race, Class, Gender and Place (ENVRES 223, PWR 194EP)
This course examines the rhetoric, history and key case studies of environmental justice while encouraging critical and collaborative thinking, reading and researching about diversity in environmental movements within the global community and at Stanford, including the ways race, class and gender have shaped environmental battles still being fought today. We center diverse voices by bringing leaders, particularly from marginalized communities on the frontlines to our classroom to communicate experiences, insights and best practices. Together we will develop and present original research projects which may serve a particular organizational or community need, such as racialized dispossession, toxic pollution and human health, or indigenous land and water rights, among many others. Prerequisite: PWR 2 Cardinal Course certified by the Haas Center
Terms: Aut
| Units: 4
| UG Reqs: WAY-EDP, WAY-SI
EARTHSYS 194A:
Environmental Justice Colloquium (HUMRTS 194A, URBANST 155A)
This colloquium brings the voices and vision of leading Environmental Justice (EJ) advocates to the Stanford community, in order to educate, inspire, and transform our understanding of environmental science. Environmental Justice advances a positive vision for policies and actions that fight environmental racism. EJ approaches involve centering the voices and leadership of marginalized communities in 1) ensuring equitable access to environmental benefits, and 2) preventing or mitigating the disproportionate impacts of environmental harms for all communities, regardless of gender, class, race, ethnicity, or other social positions. This colloquium highlights the work of leading EJ thinkers and practitioners, speaking from frontline organizations on a wide range of topics. These topics include acting on toxic exposures and health disparities for community resilience, climate justice and youth action, Indigenous land and water rights, green cities and Afrofuturism, food justice and intersecting social movements, queer ecologies, and more. The colloquium will host a weekly speaker, and final symposium at the end of the quarter. nnStudents registering for the colloquium will join us virtually by ZOOM.nnCourse meetings will be held every Wednesday, beginning on October 6 and ending on November 17, 11:00-12:50pm. The final November 17 meeting is the Annual Environmental Justice Symposium, 11:00am-2:00pm (for those who can stay the extended hour).
Terms: Aut
| Units: 1
| Repeatable
3 times
(up to 3 units total)
EARTHSYS 196A:
Environmental Justice and Human Rights Lab (HUMRTS 196)
The Environmental Justice and Human Rights Lab is an intellectual hub and supportive learning community for students engaging in environmental justice and human rights work of any kind. Environmental justice (EJ) advances a positive vision for policies and actions that fight environmental racism, and human rights (HR) center on the notion that all people, by virtue of their existence and regardless of any given status or classification, are equally entitled to fundamental rights and protections. Our semi-structured weekly sessions will foster an open learning environment for students and peer-to-peer learning connections. Sessions will include giving and receiving feedback on capstone or community-based projects, independent research, or other relevant coursework or extracurricular activity. We also welcome students who are new to these topics and would like to learn more. We are open to students of all backgrounds and disciplines at any stage of their research or project work. Following EJ and HR principles, we seek to center local, contextualised knowledge and leadership through ethical research partnerships with community members. To do so, we follow community-based participatory research approaches and decolonizing methodologies. Examples of our work to date include 1) enabling graduate students to effectively bring EJ and HR approaches into dissertation research, 2) supporting campus leaders and directly participating in diversity, equity, and inclusion (DEI) initiatives, and 3) educating and learning from one another about critical EJ and HR scholarship and anti-racist approaches to our work. Lab interests include addressing inequitable impacts of climate change, advancing decolonial approaches to land and water management, promoting food justice, combatting human trafficking and labor exploitation, promoting fair and just immigration policies, and additional EJ and HR research topics. Note that this lab is intended as an open space for engagement. If you are unable to enroll for credit, but would still like to participate, please email humanrights@stanford.edu.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
EARTHSYS 197:
Directed Individual Study in Earth Systems
Under supervision of an Earth Systems faculty member on a subject of mutual interest.
Terms: Aut, Win, Spr
| Units: 1-9
| Repeatable
for credit
EARTHSYS 199:
Honors Program in Earth Systems
Honors Program in Earth Systems
Terms: Aut, Win, Spr, Sum
| Units: 1-9
| Repeatable
for credit
Instructors: ;
Ardoin, N. (PI);
Arrigo, K. (PI);
Asner, G. (PI);
Block, B. (PI);
Boggs, C. (PI);
Boucher, A. (PI);
Cain, B. (PI);
Caldwell, M. (PI);
Casciotti, K. (PI);
Chamberlain, P. (PI);
Crowder, L. (PI);
Daily, G. (PI);
Davis, J. (PI);
Denny, M. (PI);
Diffenbaugh, N. (PI);
Dirzo, R. (PI);
Dunbar, R. (PI);
Dunn, D. (PI);
Durham, W. (PI);
Egger, A. (PI);
Ernst, W. (PI);
Falcon, W. (PI);
Fendorf, S. (PI);
Field, C. (PI);
Francis, C. (PI);
Frank, Z. (PI);
Freyberg, D. (PI);
Fukami, T. (PI);
Gerritsen, M. (PI);
Gilly, W. (PI);
Gordon, D. (PI);
Gorelick, S. (PI);
Goulder, L. (PI);
Hadly, E. (PI);
Hayden, T. (PI);
Hecker, S. (PI);
Hilley, G. (PI);
Ingle, J. (PI);
Jones, J. (PI);
Kennedy, D. (PI);
Kennedy, J. (PI);
Knight, R. (PI);
Koseff, J. (PI);
Kovscek, A. (PI);
Lambin, E. (PI);
Litvak, L. (PI);
Lobell, D. (PI);
Long, S. (PI);
Masters, G. (PI);
Matson, P. (PI);
Micheli, F. (PI);
Monismith, S. (PI);
Mooney, H. (PI);
Mordecai, E. (PI);
Naylor, R. (PI);
Orr, F. (PI);
Ortolano, L. (PI);
Palumbi, S. (PI);
Payne, J. (PI);
Peay, K. (PI);
Pringle, J. (PI);
Root, T. (PI);
Schneider, S. (PI);
Schoolnik, G. (PI);
Seto, K. (PI);
Somero, G. (PI);
Sperling, E. (PI);
Sweeney, J. (PI);
Switzer, P. (PI);
Tabazadeh, A. (PI);
Thomas, L. (PI);
Thompson, B. (PI);
Victor, D. (PI);
Vitousek, P. (PI);
Walbot, V. (PI);
Watanabe, J. (PI);
Welander, P. (PI);
Weyant, J. (PI);
Wiederkehr, S. (PI);
Wong-Parodi, G. (PI);
Woodward, J. (PI);
Zoback, M. (PI)
EARTHSYS 204:
The Water Course (EARTHSYS 104, GEOPHYS 104, GEOPHYS 204)
The Central Valley of California provides a third of the produce grown in the U.S., but recent droughts and increasing demand have raised concerns about both food and water security. The pathway that water takes from rainfall to the irrigation of fields or household taps ('the water course') determines the quantity and quality of the available water. Working with various data sources (measurements made on the ground, in wells, and from satellites) allows us to model the water budget in the valley and explore the recent impacts on freshwater supplies.
Terms: Win
| Units: 4
EARTHSYS 205A:
Fundamentals of Geobiology (ESS 205, GEOLSCI 205)
Lecture and discussion covering key topics in the history of life on Earth, as well as basic principles that apply to life in the universe. Co-evolution of Earth and life; critical intervals of environmental and biological change; geomicrobiology; paleobiology; global biogeochemical cycles; scaling of geobiological processes in space and time.
Terms: Aut
| Units: 3
EARTHSYS 206:
World Food Economy (EARTHSYS 106, ECON 106, ECON 206, ESS 106, ESS 206)
The World Food Economy is a survey course that covers the economic and political dimensions of food production, consumption, and trade. The course focuses on food markets and food policy within a global context. It is comprised of three major sections: structural features (agronomic, technological, and economic) that determine the nature of domestic food systems; the role of domestic food and agricultural policies in international markets; and the integrating forces of international research, trade, and food aid in the world food economy. This 5-unit course entails a substantial group modeling project that is required for all students. Enrollment is by application only. The application is found at https://economics.stanford.edu/undergraduate/forms. Deadline: March 15, 2022.
Terms: Spr
| Units: 5
EARTHSYS 207:
Spanish in Science/Science in Spanish (BIO 208, LATINAM 207)
For graduate and undergraduate students interested in the natural sciences and the Spanish language. Students will acquire the ability to communicate in Spanish using scientific language and will enhance their ability to read scientific literature written in Spanish. Emphasis on the development of science in Spanish-speaking countries or regions. Course is conducted in Spanish and intended for students pursuing degrees in the sciences, particularly disciplines such as ecology, environmental science, sustainability, resource management, anthropology, and archeology.
Terms: Spr
| Units: 2
| Repeatable
2 times
(up to 4 units total)
EARTHSYS 209:
Rethinking Meat: An Introduction to Alternative Proteins (EARTHSYS 109, ESS 103, ESS 203, ETHICSOC 107)
How do we feed a growing population in the face of climate change? Will Impossible Burgers become the new norm? Are you curious to learn about a frontier in bio- and chemical-engineering? Are you passionate about animal rights, human health, and sustainable agriculture? Learn about the environmental, ethical, and economic drivers behind the market for meat replacements. We'll take a deep dive into the science and technology used to develop emerging plant, fermentation and cell-based meat alternatives and explore the political challenges and behavioral adaptation needed to decrease meat consumption. Hear from entrepreneurs, researchers, and innovative startups developing sustainable and marketable alternative proteins through weekly guest lectures from industry leaders.
Terms: Spr
| Units: 1-2
EARTHSYS 210A:
Senior Capstone and Reflection
The Earth Systems Senior Capstone and Reflection, required of all seniors, provides students with opportunities to synthesize and reflect on their learning in the major. Students participate in guided career development and planning activities and initiate work on an independent or group capstone project related to an Earth Systems problem or question of interest. In addition, students learn and apply principles of effective oral communication through developing and giving a formal presentation on their internship. Students must also take EARTHSYS 210P, Earth Systems Capstone Project, in the quarter following the Senior Capstone and Reflection Course. Prerequisite: Completion of an approved Earth Systems internship (EARTHSYS 260).
Terms: Aut
| Units: 3
EARTHSYS 210B:
Senior Capstone and Reflection
The Earth Systems Senior Capstone and Reflection, required of all seniors, provides students with opportunities to synthesize and reflect on their learning in the major. Students participate in guided career development and planning activities and initiate work on an independent or group capstone project related to an Earth Systems problem or question of interest. In addition, students learn and apply principles of effective oral communication through developing and giving a formal presentation on their internship. Students must also take EARTHSYS 210P, Earth Systems Capstone Project, in the quarter following the Senior Capstone and Reflection Course. Prerequisite: Completion of an approved Earth Systems internship (EARTHSYS 260).
Terms: Win
| Units: 3
EARTHSYS 210P:
Earth Systems Capstone Project
Students work independently or in groups to complete their Senior Capstone Projects. They will participate in regular advising meetings with the instructor(s), and will give a final presentation on their projects at the end of the quarter in a special Earth Systems symposium. Prerequisite: EARTHSYS 210A, B, or C.
Terms: Win, Spr
| Units: 2
EARTHSYS 212:
Human Society and Environmental Change (EARTHSYS 112, ESS 112, HISTORY 103D)
Interdisciplinary approaches to understanding human-environment interactions with a focus on economics, policy, culture, history, and the role of the state. Prerequisite: ECON 1.
Terms: Aut
| Units: 4
EARTHSYS 213:
Hacking for Climate and Sustainability
The challenges of addressing climate change and sustainability require urgency as well as innovative solutions. Startups operate with speed and urgency, 24/7. In recent years they have learned not only how to effectively innovate but also how to be extremely efficient with resources and time, using lean startup methods. Participants in this class develop the skills required of a mission driven entrepreneur by tackling a critical problem in climate and sustainability as part of a team of engineers, scientists, social scientists, MBAs, and law and policy experts. Teams will engage pressing climate and sustainability problems and learn how to apply lean startup principles ("business model canvas," "customer development," and "agile engineering") in developing solutions. Students will take a hands-on, experiential approach to explore options for solutions and needs for stakeholders. The process of exploring options will require participants to engage deeply and to learn how to work closely with policy makers, technologists, government officials, NGOs, foundations, companies, and others interested in solving these problems, while demanding that teams continually build iterative prototypes to test their understanding of the problem and solution hypotheses. For more information on problems and sponsors as they are added and to apply for the course, see https://h4cs.stanford.edu/. Applications required in November. Limited enrollment.
Terms: Win
| Units: 3
EARTHSYS 214:
Global Change and Emerging Infectious Disease (EARTHSYS 114, ESS 213, HUMBIO 114)
The changing epidemiological environment. How human-induced environmental changes, such as global warming, deforestation and land-use conversion, urbanization, international commerce, and human migration, are altering the ecology of infectious disease transmission, and promoting their re-emergence as a global public health threat. Case studies of malaria, cholera, hantavirus, plague, and HIV.
Terms: Spr
| Units: 3
EARTHSYS 217:
Biology and Global Change (BIO 117, EARTHSYS 111, ESS 111)
The biological causes and consequences of anthropogenic and natural changes in the atmosphere, oceans, and terrestrial and freshwater ecosystems. Topics: glacial cycles and marine circulation, greenhouse gases and climate change, tropical deforestation and species extinctions, and human population growth and resource use. Prerequisite: Biology or Human Biology core or BIO 81 or graduate standing.
Terms: Win
| Units: 4
EARTHSYS 224:
Plant Ecology & Evolution in Arid Climates (BIO 164, BIO 224)
Understanding responses of plants to climate change is paramount to protect our ecosystems. In this course, we will review classical work on fundamental concepts of plant biology and evolutionary ecology in arid climates. We will study plant biodiversity patterns in arid climates, we will collect and investigate plants and their ecophysiological stress coping strategies, and we will learn how to use genomics to understand plant adaptation. The course will introduce some new technologies, such as bioinformatic tools, DNA sequencing, biodiversity databases, etc. And we will have field trips to Jasper Ridge and other ecosystems to see living examples across the California landscape. Enrollment limited; application required. Apply at https://docs.google.com/forms/d/e/1FAIpQLScWPTN4HI-IUoFhgOMaXwFVpGZnOB5-9O0qufaObYf5iAK6KA/viewform.
Terms: Spr
| Units: 3
EARTHSYS 225:
Shades of Green: Exploring and Expanding Environmental Justice in Practice (CSRE 125E, EARTHSYS 125, URBANST 125)
Historically, discussions of race, ethnicity, culture, and equity in the environment have been shaped by a limited view of the environmental justice movement, often centered on urban environmental threats and separated from other types of environmental and climate advocacy. This course will seek to expand on these discussions by exploring topics such as access to outdoor spaces, definitions of wilderness, inclusion in environmental organizations, gender and the outdoors, the influence of colonialism on ways of knowing, food justice and ethics, and the future of climate change policy. The course will also involve a community partnership project. In small groups students will work with an environmental organization to problem-solve around issues of equity, representation, and access. We value a diversity of experiences and epistemologies and welcome undergraduates from all disciplines. Since this is a practical course, there will be a strong emphasis on participation and commitment to community partnerships. This course requires instructor approval, please submit an application by March 16th at midnight. Application available at https://forms.gle/owqmLqLjLP1rDYEZA
Terms: Spr
| Units: 3-4
EARTHSYS 227:
Decision Science for Environmental Threats (ESS 227)
Decision science is the study of how people make decisions. It aims to describe these processes in ways that will help people make better or more well-informed decisions. It is an interdisciplinary field that draws upon psychology, economics, political science, and management, among other disciplines. It is being used in a number of domain areas and for a variety of applications, including managing freshwater resources, designing decision support tools to aid in coastal adaptation to sea-level rise, and creating "nudges" to enhance energy efficiency behaviors. This course covers behavioral theories of probabilistic inference, intuitive prediction, preference, and decision making. Topics include heuristics and biases, risk perceptions and attitudes, strategies for combining different sources of information and dealing with conflicting objectives, and the roles of group and emotional processes in decision making. This course will introduce students to foundational theories of decision science, and will involve applying these theories to understand decisions about environmental threats.
Terms: Aut
| Units: 3-5
EARTHSYS 233:
Mitigating Climate Change through Soil Management (ESS 233)
Climate change is one of the greatest crises facing our world. Increasing soil organic carbon storage may be a key strategy for mitigating global climate change, with the potential to offset approximately 20% of annual global fossil fuel emissions. In this course, we will learn about soil carbon cycling, its contribution to the global carbon cycle, how carbon is stored in soil, and land management practices that can increase or decrease soil carbon stocks, thereby mitigating or exacerbating climate change. Although the content is centered on soil carbon, the processes and skills learned in this course can be applied to design solutions to any environmental problem.Prerequisites: Some knowledge of soils, introductory chemistry, and introductory biology would be useful but not necessary. Please email the instructor if you have any concerns or questions.
Terms: Win
| Units: 2
EARTHSYS 240:
Data science for geoscience (ENERGY 240, ESS 239, GEOLSCI 240)
This course provides an overview of the most relevant areas of data science (applied statistics, machine learning & computer vision) to address geoscience challenges, questions and problems. Using actual geoscientific research questions as background, principles and methods of data scientific analysis, modeling, and prediction are covered. Data science areas covered are: extreme value statistics, multi-variate analysis, factor analysis, compositional data analysis, spatial information aggregation models, spatial estimation, geostatistical simulation, treating data of different scales of observation, spatio-temporal modeling (geostatistics). Application areas covered are: process geology, hazards, natural resources. Students are encouraged to participate actively in this course by means of their own data science research challenge or question.
Terms: Win
| Units: 3
EARTHSYS 241:
Remote Sensing of the Oceans (EARTHSYS 141, ESS 141, ESS 241, GEOPHYS 141)
How to observe and interpret physical and biological changes in the oceans using satellite technologies. Topics: principles of satellite remote sensing, classes of satellite remote sensors, converting radiometric data into biological and physical quantities, sensor calibration and validation, interpreting large-scale oceanographic features.
Terms: Win
| Units: 3-4
EARTHSYS 243H:
Quantitative methods for marine ecology and conservation (BIO 143, BIO 243, BIOHOPK 143H, BIOHOPK 243H, CEE 164H, CEE 264H, EARTHSYS 143H)
NOTE: This course will be taught in-person on main campus, in hybrid format with Zoom options. The goal of this course is to learn the foundations of ecological modeling with a specific (but not exclusive) focus on marine conservation and sustainable exploitation of renewable resources. Students will be introduced to a range of methods - from basic to advanced - to characterize population structure, conduct demographic analyses, estimate extinction risk, identify temporal trends and spatial patterns, quantify the effect of environmental determinants and anthropogenic pressures on the dynamics of marine populations, describe the potential for adaptation to climate change. This course will emphasize learning by doing, and will rely heavily on practical computer laboratories, in R and/or Phyton, based on data from our own research activities or peer reviewed publications. Students with a background knowledge of statistics, programming and calculus will be most welcome.
Terms: Win
| Units: 4
EARTHSYS 247:
Ecosystem Ecology and Biogeochemistry (BIO 147, BIO 240, EARTHSYS 147)
An introduction to ecosystem ecology and terrestrial biogeochemistry. This course will focus on the dynamics of carbon and other biologically essential elements in the Earth System, on spatial scales from local to global. Prerequisites: Biology 117, Earth Systems 111, or graduate standing.
Terms: Aut
| Units: 3
EARTHSYS 249:
Wild Writing (EARTHSYS 149)
What is the wild? What is our relationship to nature, and why does this relationship matter? We will interrogate these questions through the work of influential, diverse, primarily American environmental writers who have given voice to many ways of knowing the wonder, fragility, complexity, and power of the natural world and have inspired readers to act on behalf of social-environmental causes. This course centers the work of diverse voices, including Indigenous, Black, and Chicana writers, enabling us to consider some of the many ways that people have understood and experienced nature throughout history and the relevance of these manifold ways of knowing to our conceptualizations of nature today. Students will develop their responses to the question of what is the wild and why it matters through a series of synchronous and asynchronous in-the-field writing exercises that integrate personal narrative and environmental scholarship, culminating in a ~3000-word narrative nonfiction essay. This course will provide students with knowledge, tools, experience, and skills that will empower them to become more persuasive environmental storytellers and advocates.If you are interested in signing up for the course, complete this pre-registration form:https://stanforduniversity.qualtrics.com/jfe/form/SV_9XqZeZs036WIvop
Terms: Spr
| Units: 3
EARTHSYS 250:
Directed Research
Independent research. Student develops own project with faculty supervision. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-9
| Repeatable
for credit
Instructors: ;
Ardoin, N. (PI);
Arrigo, K. (PI);
Asner, G. (PI);
Benson, S. (PI);
Block, B. (PI);
Boggs, C. (PI);
Boucher, A. (PI);
Cain, B. (PI);
Caldwell, M. (PI);
Carlisle, L. (PI);
Casciotti, K. (PI);
Chamberlain, P. (PI);
Curran, L. (PI);
Daily, G. (PI);
Davis, J. (PI);
Denny, M. (PI);
Diffenbaugh, N. (PI);
Dirzo, R. (PI);
Dunbar, R. (PI);
Durham, W. (PI);
Egger, A. (PI);
Ehrlich, P. (PI);
Ernst, W. (PI);
Falcon, W. (PI);
Fendorf, S. (PI);
Field, C. (PI);
Francis, C. (PI);
Frank, Z. (PI);
Freyberg, D. (PI);
Fukami, T. (PI);
Gardner, C. (PI);
Gerritsen, M. (PI);
Gilly, W. (PI);
Gordon, D. (PI);
Gorelick, S. (PI);
Goulder, L. (PI);
Hadly, E. (PI);
Hayden, T. (PI);
Hilley, G. (PI);
Hoagland, S. (PI);
Ingle, J. (PI);
Jamieson, A. (PI);
Jones, J. (PI);
Kennedy, D. (PI);
Kennedy, J. (PI);
Knight, R. (PI);
Konings, A. (PI);
Koseff, J. (PI);
Kovscek, A. (PI);
Lambin, E. (PI);
Litvak, L. (PI);
Lobell, D. (PI);
Long, S. (PI);
Lynham, J. (PI);
Masters, G. (PI);
Matson, P. (PI);
Micheli, F. (PI);
Milroy, J. (PI);
Monismith, S. (PI);
Mooney, H. (PI);
Naylor, R. (PI);
Nevle, R. (PI);
O'Neill, M. (PI);
Orr, F. (PI);
Palumbi, S. (PI);
Payne, J. (PI);
Peay, K. (PI);
Phillips, K. (PI);
Rajaratnam, B. (PI);
Root, T. (PI);
Rothe, M. (PI);
Schneider, S. (PI);
Schoolnik, G. (PI);
Seto, K. (PI);
Siegel, R. (PI);
Somero, G. (PI);
Sweeney, J. (PI);
Switzer, P. (PI);
Tabazadeh, A. (PI);
Thomas, L. (PI);
Thompson, B. (PI);
Victor, D. (PI);
Vitousek, P. (PI);
Walbot, V. (PI);
Watanabe, J. (PI);
Weyant, J. (PI);
Wiederkehr, S. (PI);
Wilber, C. (PI);
Wong-Parodi, G. (PI);
Woodward, J. (PI);
Zoback, M. (PI)
EARTHSYS 251:
Biological Oceanography (EARTHSYS 151, ESS 151, ESS 251)
Required for Earth Systems students in the oceans track. Interdisciplinary look at how oceanic environments control the form and function of marine life. Topics include distributions of planktonic production and abundance, nutrient cycling, the role of ocean biology in the climate system, expected effects of climate changes on ocean biology. Local weekend field trips. Designed to be taken concurrently with Marine Chemistry (ESS/EARTHSYS 152/252). Prerequisites: BIO 43 and ESS 8 or equivalent.
Terms: Spr
| Units: 3-4
EARTHSYS 252:
Marine Chemistry (EARTHSYS 152, ESS 152, ESS 252)
Introduction to the interdisciplinary knowledge and skills required to critically evaluate problems in marine chemistry and related disciplines. Physical, chemical, and biological processes that determine the chemical composition of seawater. Air-sea gas exchange, carbonate chemistry, and chemical equilibria, nutrient and trace element cycling, particle reactivity, sediment chemistry, and diagenesis. Examination of chemical tracers of mixing and circulation and feedbacks of ocean processes on atmospheric chemistry and climate. Designed to be taken concurrently with Biological Oceanography (ESS/EARTHSYS 151/251)
Terms: Spr
| Units: 3-4
EARTHSYS 254:
Environmental Governance (ENVRES 250)
How do we work together to solve environmental problems? Across the globe, who has a voice, and who ultimately decides how to balance conservation and development? How do we build governance institutions that facilitate both environmental sustainability and social equity? This seminar on environmental governance will focus on the challenges and opportunities for managing common-pool resources, like fisheries, forests, and water. Because managing environmental resources is often about managing people, we will explore the motivations underlying human behavior towards the environment. We will discuss how institutions encode our cultural values and beliefs, and how we can reshape these institutions to achieve more sustainable outcomes. Coursework includes foundational readings and a pragmatic exploration of case studies. Teaching cases address topics in community-based conservation, international protected areas, market-based approaches, coping with environmental risk, and other themes. Interested undergraduate and graduate students from any discipline are welcome.
Terms: Win
| Units: 3
EARTHSYS 255:
Microbial Physiology (BIO 180, ESS 255, GEOLSCI 233A)
Introduction to the physiology of microbes including cellular structure, transcription and translation, growth and metabolism, mechanisms for stress resistance and the formation of microbial communities. These topics will be covered in relation to the evolution of early life on Earth, ancient ecosystems, and the interpretation of the rock record. Recommended: introductory biology and chemistry.
Terms: Win
| Units: 3
EARTHSYS 256:
Soil and Water Chemistry (ESS 256)
(Graduate students register for 256.) Practical and quantitative treatment of soil processes affecting chemical reactivity, transformation, retention, and bioavailability. Principles of primary areas of soil chemistry: inorganic and organic soil components, complex equilibria in soil solutions, and adsorption phenomena at the solid-water interface. Processes and remediation of acid, saline, and wetland soils. Recommended: soil science and introductory chemistry and microbiology.
Terms: Win
| Units: 3
EARTHSYS 260:
Internship
Supervised field, lab, or public/private sector project. May consist of directed research under the supervision of a Stanford faculty member, participation in one of several off campus Stanford programs, or an approved non-Stanford program or opportunity relevant to the student's Earth Systems studies. Required of and restricted to declared Earth Systems majors. This is a 1 unit, credit/no credit course, consisting of at least 270 hours of work. Course can be fulfilled any quarter. For more course requirements, please visit: https://earth.stanford.edu/esys/undergrad/internship
Terms: Aut, Win, Spr, Sum
| Units: 1
EARTHSYS 262:
Data for Sustainable Development (CS 325B, EARTHSYS 162)
The sustainable development goals (SDGs) encompass many important aspects of human and ecosystem well-being that are traditionally difficult to measure. This project-based course will focus on ways to use inexpensive, unconventional data streams to measure outcomes relevant to SDGs, including poverty, hunger, health, governance, and economic activity. Students will apply machine learning techniques to various projects outlined at the beginning of the quarter. The main learning goals are to gain experience conducting and communicating original research. Prior knowledge of machine learning techniques, such as from CS 221, CS 229, CS 231N, STATS 202, or STATS 216 is required. Open to both undergraduate and graduate students. Enrollment limited to 24. Students must apply for the class by filling out the form at https://goo.gl/forms/9LSZF7lPkHadix5D3. A permission code will be given to admitted students to register for the class.
Terms: Aut
| Units: 3-5
| Repeatable
for credit
EARTHSYS 277C:
Specialized Writing and Reporting: Health and Science Journalism (COMM 177C, COMM 277C, EARTHSYS 177C)
(Graduate students enroll in COMM 277C. COMM 177C is offered for 5 units, COMM 277C is offered for 4 units.) Practical, collaborative, writing-intensive advanced journalistic reporting and writing course in the specific practices and standards of health and science journalism. Science and journalism students learn how to identify and write engaging stories about medicine, global health, science, and related environmental issues; how to assess the quality and relevance of science news; how to cover the health and science beats effectively and efficiently; and how to build bridges between the worlds of journalism and science. Instructed Winter Quarter 2021 by Dr. Seema Yasmin http://www.seemayasmin.com. nnnLimited enrollment: preference to students enrolled in or considering the Earth Systems Master of Arts, Environmental Communication Program and the Graduate Journalism Program. Prerequisite: EarthSys 191/291, COMM 104W, or consent of instructor. Admission by application only, available from dr.yasmin@stanford.edu (Meets Earth Systems WIM requirement.)
Terms: Win
| Units: 4-5
EARTHSYS 279:
Integrated Valuation of Ecosystem Services and Tradeoffs (BIO 179, BIO 279, EARTHSYS 179)
This course explores the science of valuing nature, through two interwoven pathways. One is biophysical, focused on human dependence and impacts on Earths life-support systems. If well managed, lands, waters, and biodiversity yield a flow of vital benefits that sustain and fulfill human life. A wild bee buzzes through a farm, pollinating vegetables as it goes. Nearby, wetlands remove chemicals from the farms runoff, protecting a source of drinking water. In parklands at a cities edge, kids play and adults walk and talk, their exposure to nature promoting physical activity and improved mental health. The trees help maintain a favorable climate, locally and globally. We will develop a framework and practical tools for quantifying this stream of benefits from nature to people.The second pathway is social, economic, and philosophical, weaving through concepts of well-being, human development, and conservation and the ethics and effects of their pursuit. We will look back, ahead into the future, and inward, taking a global view and considering diverse cultural perspectives. Our discussions will be situated in the context of the COVID-19 pandemic, movements for racial justice and socioeconomic equity, and efforts to enable people and nature to thrive in cities and countries worldwide.All of the science we will explore is in service of decisions. We will dive into real-world examples to see how science can inform why, where, how, and how much people need nature. We will learn the basics of the InVEST tools (for Integrated Valuation of Ecosystem Services and Tradeoffs) to quantify benefits of nature, the equitability in access to these benefits, and the transformation of policy, finance, management, and practice to sustain and enhance them. The course is intended for diverse, advanced students, with interests in research and in moving from science to action for a more just and sustainable world. The instructors aim to provide an enjoyable and productive opportunity to connect remotely and yet with a lot of heart as well as intellectual drive and commitment, bringing empathy, flexibility and hopefully some humor to the day-to-day challenges we are all facing in different difficult ways. Prerequisite: Basic to intermediate GIS (Geographic Information Systems) skills are necessary. We will help with these, but not teach GIS specifically in class. Basic skills include, for example: working with raster, vector and tabular data; loading rasters, shapefiles, and tables into a GIS; changing the symbology of rasters and shapefiles in your chosen GIS; editing raster and shapefile attribute tables; understanding coordinate systems and how to re-project layers; looking at individual raster cell values; and performing basic raster math.
Terms: Aut
| Units: 1-3
EARTHSYS 281:
Urban Agroecology (EARTHSYS 181, ESS 181, ESS 281, URBANST 181)
Urban agriculture takes many forms in cities around the world and provides significant amounts of food and other resources and benefits for urban communities. This Earth Systems practicum explores the application of agroecological principles to the design and stewardship of urban farms and gardens. Students will explore social and ecological dimensions of urban agriculture including issues of environmental justice while gaining land stewardship and small-scale food production skills at the Stanford Educational Farm and in the community.Course full for spring 2022, will be offered again Winter 2023.
Terms: Spr
| Units: 3
EARTHSYS 282A:
Ecological Farm Systems (EARTHSYS 182A)
An in-person, outdoor, project-based course in sustainable agricultural systems. Students will work individually or in small groups on projects at the Stanford Educational Farm. Potential projects this fall include building educational gardens, orchard establishment and management, and seedling propagation for plant donations for low-income families in partnership with Valley Verde in San Jose. Students are also encouraged to develop their own sustainable agriculture projects based on their interests. The class will meet in-person, outdoors at the Stanford Educational Farm. Students will be required to follow farm and University COVID-19 protocols. By application only. The Winter 2021 application can be found here (Deadline Dec. 28): https://stanforduniversity.qualtrics.com/jfe/form/SV_abKbQxC1Q2cCC2h
Last offered: Winter 2021
| Units: 1-2
| Repeatable
2 times
(up to 4 units total)
EARTHSYS 282B:
Sustainable Agriculture Projects (EARTHSYS 182B)
This is a project-based sustainable agriculture course. Students will work individually or in small groups on projects of their choosing at the Stanford Educational Farm or remotely. Students can develop their own projects related to sustainable agriculture and food systems or work on projects proposed by the farm team or with community partners. To apply, go to: https://stanforduniversity.qualtrics.com/jfe/form/SV_cTvCbtDyj4irwgK
Terms: Aut, Sum
| Units: 1-2
| Repeatable
2 times
(up to 4 units total)
EARTHSYS 282C:
Community Agroecology Projects (EARTHSYS 182C)
This is a project-based course that connects students to organizations that are using agroecological approaches to address food production and community food sovereignty challenges. Projects have been framed and will be mentored by Stanford Educational Farm community partners with the support of the course teaching team. Students will work in small groups on community-based projects, taking on individual roles within the larger collaboration. In addition, students in the course can work on the Stanford Educational Farm to satisfy part of the course time commitment. There is an application for the course that can be found here: https://stanforduniversity.qualtrics.com/jfe/form/SV_9uk8aL0rHzzWYZw
Terms: Win
| Units: 1-2
| Repeatable
8 times
(up to 16 units total)
EARTHSYS 289C:
Agroecology (EARTHSYS 189)
Agroecology is a scientific discipline rooted in indigenous land stewardship and food production practices. It uses traditional ecological knowledge and insights from multiple academic disciplines to design, manage, and evaluate agricultural systems that are productive and also resource conserving, community building, and resilient in the face of climate change. This course is an Earth Systems practicum that provides students with a broad overview of the field of agroecology while grounding them in hands-on agroecosystem stewardship practices at the Stanford Educational Farm.
Terms: Aut
| Units: 3
| Repeatable
2 times
(up to 6 units total)
EARTHSYS 290:
Master's Seminar
Required of and open only to Earth Systems co-terminal MS and MA students. This course has several elements, including, skill building through experiential learning and reflection and professional development. Students will either work in teams with a community partner in the Bay area on a predetermined project, or select a self- designed project with a partner anywhere in the world. The idea is to complete a well-defined, manageable, but important project to a high standard under significant time constraints. Our community partners have requested help with achieving their missions and seminar students will utilize their backgrounds in social/environmental problem solving to deliver a final product. Our partners have requested help with such efforts as grant and report writing, data analysis, curriculum development, symposium organizing, presentation research and preparation and communications to raise awareness about an environmental challenge. If you choose to design your own project, the instructor will help you to create this opportunity. Students will give oral presentations on their project progress throughout the quarter, culminating in a final presentation at a symposium with our partners. Students will also explore how best to communicate their interdisciplinary skills and goals through their resumes, CV's or cover letters, portfolios or linkedIn profiles in preparation for the next phase of their career. Guest speakers and in class workshops will complement these activities.nnCardinal Course certified by the Haas Center.
Terms: Aut, Win
| Units: 2
EARTHSYS 291:
Concepts in Environmental Communication (EARTHSYS 191)
Introduction to the history, development, and current state of communication of environmental science and policy to non-specialist audiences. Includes fundamental principles, core competencies, and major challenges of effective environmental communication in the public and policy realms and an overview of the current scope of research and practice in environmental communication. Intended for graduate students and advanced undergraduates, with a background in Earth or environmental science and/or policy studies, or in communication or journalism studies with a specific interest in environmental and science communication. Prerequisite: Earth Systems core (EarthSys 111 and EarthSys 112) or equivalent. (Meets Earth Systems WIM requirement.)
Terms: Aut
| Units: 3
EARTHSYS 292:
Multimedia Environmental Communication
Introductory theory and practice of effective, accurate and engaging use of photography, audio and video production in communicating environmental science and policy concepts to the public. Emphasis on fundamental techniques, storytelling and workflow more than technical how to or gear. Includes extensive instructor and peer critiquing of work and substantial out-of-class group project work. Limited class size, preference to Earth Systems master's students. No previous multimedia experience necessary.
Terms: Aut
| Units: 3
EARTHSYS 293:
Environmental Communication Practicum
Students complete an internship or similar practical experience in a professional environmental communication setting. Potential placements include environmental publications, environmental or outdoor education placements, NGOs, government agencies, on-campus departments, programs, or centers, and science centers and museums. Restricted to students admitted to the Earth Systems Master of Arts, Environmental Communication Program. Can be completed in any quarter.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
EARTHSYS 294:
Environmental Communication Capstone
The Earth Systems Master of Arts, Environmental Communication capstone project provides students with an opportunity to complete an ambitious independent project demonstrating mastery of an area of environmental communication. Capstone projects are most often applied communication projects such as writing, photography, or video projects; expressive or artistic works; or student-initiated courses, workshops, or curriculum materials. Projects focused on academic scholarship or communication theory research may also be considered. Restricted to students enrolled in the Earth Systems Master of Arts, Environmental Communication Program.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
for credit
EARTHSYS 295:
Environmental Communication Seminar
Weekly seminar for students enrolled in the Earth Systems Master of Arts, Environmental Communication Program, to be taken twice for credit during degree progress. Includes discussion of and reflection on current topics in environmental communication, skills and professional development workshop sessions, and mentoring and peer support for MA capstone projects.
Terms: Aut, Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
EARTHSYS 297:
Directed Individual Study in Earth Systems
Under supervision of an Earth Systems faculty member on a subject of mutual interest.
Terms: Aut, Win, Spr, Sum
| Units: 1-9
| Repeatable
for credit
Instructors: ;
Anderson, M. (PI);
Archie, P. (PI);
Ardoin, N. (PI);
Arrigo, K. (PI);
Asner, G. (PI);
Banerjee, B. (PI);
Barry, M. (PI);
Block, B. (PI);
Boggs, C. (PI);
Boucher, A. (PI);
Cain, B. (PI);
Caldeira, K. (PI);
Caldwell, M. (PI);
Carlisle, L. (PI);
Casciotti, K. (PI);
Chamberlain, P. (PI);
Curran, L. (PI);
Daily, G. (PI);
Davis, J. (PI);
Denny, M. (PI);
Diffenbaugh, N. (PI);
Dirzo, R. (PI);
Dunbar, R. (PI);
Durham, W. (PI);
Egger, A. (PI);
Ernst, W. (PI);
Falcon, W. (PI);
Fendorf, S. (PI);
Field, C. (PI);
Francis, C. (PI);
Frank, Z. (PI);
Freyberg, D. (PI);
Fukami, T. (PI);
Gardner, C. (PI);
Gerritsen, M. (PI);
Gilly, W. (PI);
Gordon, D. (PI);
Gorelick, S. (PI);
Goulder, L. (PI);
Hadly, E. (PI);
Hawk, S. (PI);
Hayden, T. (PI);
Hecker, S. (PI);
Hilley, G. (PI);
Hoagland, S. (PI);
Ihme, M. (PI);
Ingle, J. (PI);
Jackson, R. (PI);
Jacobson, M. (PI);
Jamieson, A. (PI);
Jones, J. (PI);
Kennedy, D. (PI);
Kennedy, J. (PI);
Knight, R. (PI);
Koseff, J. (PI);
Kovscek, A. (PI);
Lambin, E. (PI);
Lawrence, K. (PI);
Litvak, L. (PI);
Lobell, D. (PI);
Long, S. (PI);
Lutomski, P. (PI);
Lynham, J. (PI);
Lyons, E. (PI);
Masters, G. (PI);
Matson, P. (PI);
Micheli, F. (PI);
Monismith, S. (PI);
Mooney, H. (PI);
Mormann, F. (PI);
Naylor, R. (PI);
Nelson, J. (PI);
Nevle, R. (PI);
Novy, J. (PI);
Orr, F. (PI);
Ortolano, L. (PI);
Osborne, M. (PI);
Palumbi, S. (PI);
Payne, J. (PI);
Phillips, K. (PI);
Polk, E. (PI);
Rajaratnam, B. (PI);
Root, T. (PI);
Rothe, M. (PI);
Saltzman, J. (PI);
Schneider, S. (PI);
Schoolnik, G. (PI);
Seto, K. (PI);
Shiv, B. (PI);
Siegel, R. (PI);
Simon, G. (PI);
Somero, G. (PI);
Sweeney, J. (PI);
Switzer, P. (PI);
Tabazadeh, A. (PI);
Thomas, L. (PI);
Thompson, B. (PI);
Truebe, S. (PI);
Victor, D. (PI);
Vitousek, P. (PI);
Walbot, V. (PI);
Watanabe, J. (PI);
Weyant, J. (PI);
Wiederkehr, S. (PI);
Wight, G. (PI);
Wolak, F. (PI);
Woodward, J. (PI);
Zoback, M. (PI)
EARTHSYS 299:
M.S. Thesis
Terms: Aut, Win, Spr, Sum
| Units: 1-9
| Repeatable
for credit
Instructors: ;
Anderson, M. (PI);
Ardoin, N. (PI);
Arrigo, K. (PI);
Asner, G. (PI);
Block, B. (PI);
Boggs, C. (PI);
Boucher, A. (PI);
Caldwell, M. (PI);
Casciotti, K. (PI);
Chamberlain, P. (PI);
Daily, G. (PI);
Davis, J. (PI);
De Leo, G. (PI);
Denny, M. (PI);
Diffenbaugh, N. (PI);
Dirzo, R. (PI);
Dunbar, R. (PI);
Durham, W. (PI);
Egger, A. (PI);
Ernst, W. (PI);
Falcon, W. (PI);
Fendorf, S. (PI);
Field, C. (PI);
Francis, C. (PI);
Frank, Z. (PI);
Freyberg, D. (PI);
Gerritsen, M. (PI);
Gilly, W. (PI);
Gordon, D. (PI);
Gorelick, S. (PI);
Goulder, L. (PI);
Hadly, E. (PI);
Hayden, T. (PI);
Hecker, S. (PI);
Hilley, G. (PI);
Ingle, J. (PI);
Kennedy, D. (PI);
Kennedy, J. (PI);
Knight, R. (PI);
Koseff, J. (PI);
Kovscek, A. (PI);
Lambin, E. (PI);
Litvak, L. (PI);
Lobell, D. (PI);
Long, S. (PI);
Masters, G. (PI);
Matson, P. (PI);
Monismith, S. (PI);
Mooney, H. (PI);
Naylor, R. (PI);
O'Neill, M. (PI);
Orr, F. (PI);
Ortolano, L. (PI);
Palumbi, S. (PI);
Payne, J. (PI);
Schneider, S. (PI);
Schoolnik, G. (PI);
Seto, K. (PI);
Somero, G. (PI);
Sweeney, J. (PI);
Switzer, P. (PI);
Tabazadeh, A. (PI);
Thomas, L. (PI);
Thompson, B. (PI);
Victor, D. (PI);
Vitousek, P. (PI);
Walbot, V. (PI);
Watanabe, J. (PI);
Weyant, J. (PI);
Wiederkehr, S. (PI);
Woodward, J. (PI);
Zoback, M. (PI)
EARTHSYS 301:
CURRICULAR PRACTICAL TRAINING - CPT
CPT course required for international students completing degree.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
3 times
(up to 3 units total)
EARTHSYS 308:
Carbon Dioxide and Methane Removal, Utilization, and Sequestration (ENERGY 308, ENVRES 295, ESS 308, ME 308)
This is a seminar on carbon dioxide and methane removal, utilization, and sequestration options, and their role in decarbonizing the global energy system. This course will cover topics including the global carbon balance, utilizing atmospheric carbon in engineered solutions, recycling and sequestering fossil-based carbon, and enhancing natural carbon sinks. The multidisciplinary lectures and discussions will cover elements of technology, economics, policy and social acceptance, and will be led by a series of guest lecturers. Short group project on carbon solutions.
Terms: Aut
| Units: 1
EARTHSYS 323:
Stanford at Sea (BIOHOPK 182H, BIOHOPK 323H, ESS 323)
(Graduate students register for 323H.) Five weeks of marine science including oceanography, marine physiology, policy, maritime studies, conservation, and nautical science at Hopkins Marine Station, followed by five weeks at sea aboard a sailing research vessel in the Pacific Ocean. Shore component comprised of three multidisciplinary courses meeting daily and continuing aboard ship. Students develop an independent research project plan while ashore, and carry out the research at sea. In collaboration with the Sea Education Association of Woods Hole, MA. Only 6 units may count towards the Biology major.
Terms: Spr
| Units: 16
| UG Reqs: GER: DB-NatSci, WAY-SMA
EARTHSYS 801:
TGR Project
TGR Project
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Anderson, M. (PI);
Ardoin, N. (PI);
Arrigo, K. (PI);
Asner, G. (PI);
Block, B. (PI);
Boggs, C. (PI);
Boucher, A. (PI);
Caldwell, M. (PI);
Casciotti, K. (PI);
Daily, G. (PI);
Davis, J. (PI);
Denny, M. (PI);
Diffenbaugh, N. (PI);
Dirzo, R. (PI);
Dunbar, R. (PI);
Durham, W. (PI);
Egger, A. (PI);
Ernst, W. (PI);
Falcon, W. (PI);
Fendorf, S. (PI);
Field, C. (PI);
Francis, C. (PI);
Frank, Z. (PI);
Freyberg, D. (PI);
Gerritsen, M. (PI);
Gilly, W. (PI);
Gordon, D. (PI);
Gorelick, S. (PI);
Goulder, L. (PI);
Hadly, E. (PI);
Hayden, T. (PI);
Hilley, G. (PI);
Ingle, J. (PI);
Kennedy, D. (PI);
Kennedy, J. (PI);
Knight, R. (PI);
Koseff, J. (PI);
Kovscek, A. (PI);
Lambin, E. (PI);
Litvak, L. (PI);
Lobell, D. (PI);
Long, S. (PI);
Masters, G. (PI);
Matson, P. (PI);
Monismith, S. (PI);
Mooney, H. (PI);
Naylor, R. (PI);
Orr, F. (PI);
Palumbi, S. (PI);
Payne, J. (PI);
Rajaratnam, B. (PI);
Schneider, S. (PI);
Schoolnik, G. (PI);
Seto, K. (PI);
Somero, G. (PI);
Sweeney, J. (PI);
Switzer, P. (PI);
Tabazadeh, A. (PI);
Thomas, L. (PI);
Thompson, B. (PI);
Victor, D. (PI);
Vitousek, P. (PI);
Walbot, V. (PI);
Watanabe, J. (PI);
Weyant, J. (PI);
Wiederkehr, S. (PI);
Woodward, J. (PI);
Zoback, M. (PI)
EASTASN 77:
Divided Memories & Reconciliation: the formation of wartime historical memory in the Pacific (EASTASN 277)
Divided Memories will examine the formation of historical memory about World War Two in Asia, looking comparatively at the national memories of China, Japan, Korea, and the United States. It will also study efforts at reconciliation in contemporary Asia. The course will look at the role of textbooks, popular culture, with an emphasis on cinema, and elite opinion on the formation of wartime memory. We will study and discuss controversial issues such as war crimes, forced labor, sexual servitude, and the use of atomic weapons. Class will combine lectures with in class discussion, with short essays or papers.
Terms: Aut
| Units: 4
| UG Reqs: WAY-EDP, WAY-SI
EASTASN 117:
Health and Healthcare Systems in East Asia (EASTASN 217)
China, Japan, and both Koreas. Healthcare economics as applied to East Asian health policy, including economic development, population aging, infectious disease outbreaks (SARS, COVID-19)..., social health insurance, health service delivery, payment incentives, competition, workforce policy, pharmaceutical industry, and regulation. No prior knowledge of economics or healthcare required.
Terms: Win
| Units: 3-5
EASTASN 143:
Taiwan's Democratic Evolution (EASTASN 243)
This course is an introduction to the contemporary politics of Taiwan. Once a poor, insecure autocracy, today Taiwan has been transformed into a prosperous and stable liberal democracy, albeit one whose long-term security remains imperiled by the rising power of the People's Republic of China. We will draw on concepts and theories from political science to explore distinct aspects of this ongoing political evolution, including the transition to and consolidation of democracy, origins and trajectory of economic and social development, sources of Taiwanese nationalism, security of the Taiwanese state and its relationship to the PRC and the United States, parties and elections, and public policy processes and challenges.
Terms: Win
| Units: 3-5
EASTASN 217:
Health and Healthcare Systems in East Asia (EASTASN 117)
China, Japan, and both Koreas. Healthcare economics as applied to East Asian health policy, including economic development, population aging, infectious disease outbreaks (SARS, COVID-19)..., social health insurance, health service delivery, payment incentives, competition, workforce policy, pharmaceutical industry, and regulation. No prior knowledge of economics or healthcare required.
Terms: Win
| Units: 3-5
EASTASN 243:
Taiwan's Democratic Evolution (EASTASN 143)
This course is an introduction to the contemporary politics of Taiwan. Once a poor, insecure autocracy, today Taiwan has been transformed into a prosperous and stable liberal democracy, albeit one whose long-term security remains imperiled by the rising power of the People's Republic of China. We will draw on concepts and theories from political science to explore distinct aspects of this ongoing political evolution, including the transition to and consolidation of democracy, origins and trajectory of economic and social development, sources of Taiwanese nationalism, security of the Taiwanese state and its relationship to the PRC and the United States, parties and elections, and public policy processes and challenges.
Terms: Win
| Units: 3-5
EASTASN 244:
U.S. Policy toward Northeast Asia (INTLPOL 244)
This course examines contemporary issues in U.S. foreign policy towards China, Japan, South and North Korea, Russia and Taiwan. It will look at US interests and objectives in Northeast Asia, the dynamics and drivers of U.S. policy and its historical evolution. The course will focus in more detail on US relations and policy toward Japan, Korea, and China. It will also look at specific dimensions of US foreign policy - security relations, economic and trade relations, human rights, and democracy. The course will look at contemporary issues including the response to the pandemic as well as the policies of the incoming Presidential administration. The class will combine lectures with student led presentations on the issues under discussion. Students will be asked to make presentations on those issues and to lead discussion - after the first opening lectures on US policy, the first class each week will have a lecture on the assigned topic; the Thursday class will be built around student presentations.nThere will be midterm and final papers.
Terms: Aut
| Units: 4
EASTASN 277:
Divided Memories & Reconciliation: the formation of wartime historical memory in the Pacific (EASTASN 77)
Divided Memories will examine the formation of historical memory about World War Two in Asia, looking comparatively at the national memories of China, Japan, Korea, and the United States. It will also study efforts at reconciliation in contemporary Asia. The course will look at the role of textbooks, popular culture, with an emphasis on cinema, and elite opinion on the formation of wartime memory. We will study and discuss controversial issues such as war crimes, forced labor, sexual servitude, and the use of atomic weapons. Class will combine lectures with in class discussion, with short essays or papers.
Terms: Aut
| Units: 4
EASTASN 285:
American and Chinese Approaches to Managing Global Challenges (INTLPOL 285)
Like other nations, China and the United States must address a number of complex and consequential transnational challenges including climate change related threats to food and water security, nuclear proliferation, and the absence of institutions to manage cyberspace. None of these challenges can be managed by China or the United States alone and none can be managed successfully with at least some level of US-China cooperation. This unique course will be taught jointly by faculty from Stanford and Peking University and is open to students from both schools. The course will examine American and Chinese perceptions of and approaches to managing a number of different transnational challenges with the goal of identifying obstacles to and opportunities for cooperation. The lead instructors are Thomas Fingar (Stanford) and Wang Yong (Peking University).
Terms: Spr
| Units: 2
EASTASN 300:
Graduate Directed Reading
Independent studies under the direction of a faculty member for which academic credit may properly be allowed. For East Asian Studies M.A. students only.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
2 times
(up to 5 units total)
Instructors: ;
Armacost, M. (PI);
Chang, G. (PI);
Dasher, R. (PI);
Diamond, L. (PI);
Egan, R. (PI);
Eggleston, K. (PI);
Emmerson, D. (PI);
Fingar, T. (PI);
Fukuyama, F. (PI);
Inoue, M. (PI);
Jurafsky, D. (PI);
Kieschnick, J. (PI);
Kohrman, M. (PI);
Kushida, K. (PI);
Lee, H. (PI);
Levy, I. (PI);
Lewis, M. (PI);
Lin, H. (PI);
Ma, J. (PI);
McFaul, M. (PI);
Miller, A. (PI);
Moon, Y. (PI);
Mross, M. (PI);
Oi, J. (PI);
Reichert, J. (PI);
Rozelle, S. (PI);
Shin, G. (PI);
Sneider, D. (PI);
Sommer, M. (PI);
Sun, C. (PI);
Uchida, J. (PI);
Vinograd, R. (PI);
Voss, B. (PI);
Walder, A. (PI);
Wang, B. (PI);
Wigen, K. (PI);
Zhou, X. (PI);
Zur, D. (PI)
EASTASN 330:
Core Seminar: Debates and Methods in East Asian Studies
For East Asian Studies M.A. students only.
Terms: Aut
| Units: 3
EASTASN 390:
Practicum Internship
On-the-job training under the guidance of experienced, on-site supervisors. Meets the requirements for curricular practical training for students on F-1 visas. Students submit a concise report detailing work activities, problems worked on, and key results. May be repeated for credit. Prerequisite: qualified offer of employment and consent of adviser.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
3 times
(up to 3 units total)
EASTASN 402A:
Topics in International Technology Management (EALC 402A, EE 402A)
Fall 2021 Theme: Mobility: Asia Moves Forward in the 4th Industrial Revolution. Distinguished guest speakers and panels from industry examine new technology-and-business solutions that may shape the future of mobility, e.g. smart city infrastructure for autonomous vehicles, intelligent prosthetics for physical mobility, autonomous delivery robots, new propulsion and navigation systems, new applications of mobile IT devices, and more. Seminars delivered online only via Zoom; asynchronous participation possible. See syllabus for specific requirements, which may differ from those of other seminars at Stanford.
Terms: Aut
| Units: 1
| Repeatable
for credit
EASTASN 402T:
Entrepreneurship in Asian High Tech Industries (EALC 402T, EE 402T)
Distinctive patterns and challenges of entrepreneurship in Asia; update of business and technology issues in the creation and growth of start-up companies in major Asian economies. Distinguished speakers from industry, government, and academia.
Terms: Spr
| Units: 1
| Repeatable
for credit
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Armacost, M. (PI);
Chang, G. (PI);
Dasher, R. (PI);
Diamond, L. (PI);
Egan, R. (PI);
Fingar, T. (PI);
Fukuyama, F. (PI);
Hope, N. (PI);
Inoue, M. (PI);
Jurafsky, D. (PI);
Kohrman, M. (PI);
Lee, H. (PI);
Levy, I. (PI);
Matsumoto, Y. (PI);
Miller, A. (PI);
Moon, Y. (PI);
Mullaney, T. (PI);
Murphy-Shigematsu, S. (PI);
Oi, J. (PI);
Reichert, J. (PI);
Rozelle, S. (PI);
Shin, G. (PI);
Sneider, D. (PI);
Sommer, M. (PI);
Sun, C. (PI);
Uchida, J. (PI);
Vinograd, R. (PI);
Walder, A. (PI);
Wang, B. (PI);
Wigen, K. (PI);
Xu, Y. (PI);
Zhou, X. (PI);
Zhou, Y. (PI);
Zur, D. (PI)
ECON 1:
Principles of Economics
This is an introductory course in economics. We will cover both microeconomics (investigating decisions by individuals and firms) and macroeconomics (examining the economy as a whole). The primary goal is to develop and then build on your understanding of the analytical tools and approaches used by economists. This will help you to interpret economic news and economic data at a much deeper level while also forming your own opinions on economic issues. The course will also provide a strong foundation for those of you who want to continue on with intermediate microeconomics and/or intermediate macroeconomics and possibly beyond.
Terms: Aut, Win, Spr, Sum
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-SI
ECON 11N:
Understanding the Welfare System
Welfare-reform legislation passed by the federal government in the mid-1990s heralded a dramatic step in the movement that has been termed the devolution revolution, which is again being discussed in the context of healthcare reform. The centerpiece of devolution is the transfer of more responsibilities for antipoverty programs to the states. We will explore the effects of these reforms and the role that devolution plays in the ongoing debates over the designs of programs that make up America's social safety net. In addition to discussing conventional welfare programs (e.g., Medicaid, food stamps, TANF, SSI) and other governmental policies assisting low-income families (EITC, minimum wages), we will examine the trends in governmental spending on anti-poverty programs and how our nation defines poverty and eligibility for income support. We will apply economics principles throughout to understand the effectiveness of America's antipoverty programs and their consequences on the behavior and circumstances of families. Prerequisites: A basic understanding/knowledge of introductory economics is recommended.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI
ECON 17N:
Energy, the Environment, and the Economy
Examines the intimate relationship between environmental quality and the production and consumption of energy. Assesses the economics efficiency and political economy implications of a number of current topics in energy and environmental economics. Topics include: the economic theory of exhaustible resources, Greenhouse Gas Emissions (GHG) control (cap and trade mechanisms and carbon fees), GHG emissions offsets, the Strategic Petroleum Reserve (SPR), the "smart" transmission grid for electricity, nuclear energy and nuclear waste, the real cost of renewable energy, natural gas and coal-fired electricity production, the global coal and natural gas markets, Corporate Average Fuel Efficiency (CAFE) and Low-Carbon Fuel Standards (LCFS), Energy Efficiency Investments and Demand Response, and Carbon Capture and Sequestration (CCS). For all topics, there will be reading to explain the economics and engineering behind the topic and class discussion to clarify and elaborate on this interaction. Prerequisite: Econ 1 is recommended.
Terms: Win
| Units: 3
| UG Reqs: WAY-SI
ECON 19Q:
Government by the Numbers (PUBLPOL 19Q)
Spending by federal, state, and local governments accounts for about one-third of U.S. GDP and governments employ more than one-in-seven workers in the U.S. For most U.S. residents, government is represented by a complicated web of federal, state, and local policies. There is an increasingly contentious debate about the proper role of the government and regarding the impact of specific government policies. This debate is rarely grounded in a common set of facts. In this seminar, we will explore how each level of government interacts with U.S. residents through government services, public programs, taxes, and regulations. We will examine financial results for different levels of government while considering the net effects of government intervention on the health and economic well-being of individuals and families. Particular attention will be paid to certain sectors (e.g. education, health care, etc.) and to certain groups (e.g. those in poverty, the elderly, etc.). Along the way we will accumulate a set of metrics to assess the performance of each level of government while highlighting the formidable challenges of such an exercise. Prerequisite: Econ 1.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI
ECON 22N:
Causes and Consequences of the Rise in Inequality
In this class we will discuss the economic and institutional causes of the rise in inequality in the US and other countries over the last 40 years. We will also discuss the consequences of inequality in terms of social justice, economic welfare, aggregate economic performance, intergenerational mobility, and the possible implications of inequality for the recent global financial crisis.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI
ECON 23N:
Capitalism, Socialism and Democracy
We will explore the evolution and current performance of capitalist and socialist economies, their interaction with democracy, and the contemporary debate about the appropriate roles of individual vs. collective rights and responsibilities.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SI
ECON 25N:
Public Policy and Personal Finance (PUBLPOL 55N)
The seminar will provide an introduction and discussion of the impact of public policy on personal finance. Voters regularly rate the economy as one of the most important factors shaping their political views and most of those opinions are focused on their individual bottom lines. In this course we will discuss the rationale for different public policies and how they affect personal financial situations. We will explore personal finance issues such as taxes, loans, charity, insurance, and pensions. Using the context of (hypothetical) personal finance positions, we will discuss the public policy implications of various proposals and how they affect different groups of people, for example: the implications of differential tax rates for different types of income, the promotion of home ownership in the U.S., and policies to care for our aging population. While economic policy will be the focus of much of the course, we will also examine some of the implications of social policies on personal finance as well. There will be weekly readings and several short policy-related writing assignments.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI
ECON 41:
Pasta, Soccer, and Opera: An Intro to Applied Micro and Data Analysis
This course will provide an introduction to applied microeconomics and data analysis. The course material will derive from academic journal articles on a variety of fun topics, such as penalty kicks in soccer, copyright law for opera, and the economic costs of the Mafia. Students will learn to interpret regression equations, tables, figures, and other results from academic papers. The course will teach very basic regression tools and skills for implementing these tools in R. Students will be required to complete three problem sets involving coding in R, along with weekly write-ups about the topics covered. Prerequisite: Econ 1
Terms: Spr
| Units: 2
ECON 43:
Introduction to Financial Decision-Making
The purpose of the class is for you to obtain greater comfort making the major financial decisions your life journey will require. Illustrative examples, case studies, historical and statistical evidence, and some simple analytical tools will be presented. Small breakout sessions with other students will focus on applying the material to developing and analyzing the options available to you and the tradeoffs among them in the situations you will face, from job choice to home purchase to investing. We hope to help students avoid damaging mistakes in the decisions that will determine their financial flexibility and safeguard them against life's uncertainties. Students will learn how to keep more options open and to live with fewer constraints by making sound financial decisions. Topics include making a financial plan and budget, managing money, obtaining and using credit and loans, saving, investing in stocks, bonds, mutual funds, ETFs, options and other assets, venture capital and private equity, purchasing insurance, purchasing vs. renting a home, getting a mortgage, taxes, inflation and inflation protection, financial markets and financial advisors.
Terms: Spr
| Units: 5
| UG Reqs: WAY-SI
ECON 44:
The Modern Financial System
The purpose of the class is to introduce you to the modern financial system. What are the major financial instruments -- bonds, bank loans and also equity - and how are their prices determined. What are the key financial institutions that lend, provide liquidity and make markets. What role does the government play through regulation, monetary policy and special intervention in crisis time. We'll devote particular attention to the payments system: how do households and firms make payments, how do financial institutions organize these payments, and how could this business change with potential entry of new digital currencies, provided by central banks or the private sector. This course is intended for freshmen and sophomores. Prerequisites: Econ 1 is recommended.
Terms: Win
| Units: 3
ECON 50:
Economic Analysis I
Individual consumer and firm behavior under perfect competition. The role of markets and prices in a decentralized economy. Monopoly in partial equilibrium. Economic tools developed from multivariable calculus using partial differentiation and techniques for constrained and unconstrained optimization. Prerequisites: Econ 1 or 1V, and Math 51 or Math 51A or CME 100 or CME 100A.
Terms: Aut, Win, Spr
| Units: 5
| UG Reqs: GER:DB-Math, WAY-FR, WAY-SI
ECON 51:
Economic Analysis II
Neoclassical analysis of general equilibrium, welfare economics, imperfect competition, externalities and public goods, risk and uncertainty, game theory, adverse selection, and moral hazard. Multivariate calculus is used. Prerequisite: ECON 50.
Terms: Aut, Spr
| Units: 5
| UG Reqs: WAY-FR, WAY-SI
ECON 52:
Economic Analysis III
Long-run economic growth and short-run economic fluctuations. Focus on the macroeconomic tools of government: fiscal policy (spending and taxes) and monetary policy, and their effects on growth, employment, and inflation. Prerequisites: ECON 50.
Terms: Win, Spr
| Units: 5
| UG Reqs: WAY-SI
ECON 101:
Economic Policy Seminar
Economic policy analysis, writing, and oral presentation. Topics vary with instructor. Limited enrollment. Prerequisites: Econ 51 and 52, 102B, and two field courses. Some sections require additional prerequisites.
Terms: Aut, Win, Spr
| Units: 5
| UG Reqs: WAY-SI
| Repeatable
for credit
ECON 102A:
Introduction to Statistical Methods (Postcalculus) for Social Scientists
Probabilistic modeling and statistical techniques relevant for economics. Concepts include: probability trees, conditional probability, random variables, discrete and continuous distributions, correlation, central limit theorems, point estimation, hypothesis testing and confidence intervals for both one and two populations. Prerequisite: MATH 20 or equivalent.
Terms: Aut, Win
| Units: 5
| UG Reqs: GER:DB-Math, WAY-AQR, WAY-SI
ECON 102B:
Applied Econometrics
Hypothesis tests and confidence intervals for population variances, chi-squared goodness-of-fit tests, hypothesis tests for independence, simple linear regression model, testing regression parameters, prediction, multiple regression, omitted variable bias, multicollinearity, F-tests, regression with indicator random variables, simultaneous equation models and instrumental variables. Topics vary slightly depending on the quarter. Prerequisites: Econ 102A or equivalent. Recommended: computer experience (course often uses STATA software to run regressions).
Terms: Win, Spr
| Units: 5
| UG Reqs: WAY-AQR, WAY-SI
ECON 102C:
Advanced Topics in Econometrics
This is an advanced econometrics class targeted to students who want to go deeper into and/or expand their knowledge of topics firstly learned in Econ 102B (or equivalent class). Topics include: Instrumental variables estimation; Panel data models (fixed and random effect models, dynamic panel data models); Limited dependent variable models (probit, logit, Tobit) and selection models; models for Duration data; Bootstrap and Estimation by Simulation. Applications from Labor Economics and Public Finance will be used to motivate the discussion. Prerequisite: Econ 102B
Terms: Win
| Units: 5
| UG Reqs: WAY-AQR, WAY-SI
ECON 106:
World Food Economy (EARTHSYS 106, EARTHSYS 206, ECON 206, ESS 106, ESS 206)
The World Food Economy is a survey course that covers the economic and political dimensions of food production, consumption, and trade. The course focuses on food markets and food policy within a global context. It is comprised of three major sections: structural features (agronomic, technological, and economic) that determine the nature of domestic food systems; the role of domestic food and agricultural policies in international markets; and the integrating forces of international research, trade, and food aid in the world food economy. This 5-unit course entails a substantial group modeling project that is required for all students. Enrollment is by application only. The application is found at https://economics.stanford.edu/undergraduate/forms. Deadline: March 15, 2022.
Terms: Spr
| Units: 5
| UG Reqs: WAY-SI
ECON 108:
Data Science for Business and Economic Decisions
This course will teach from a textbook written by a prominent economist with leading expertise in data science and machine learning. Students will be presented with statistical techniques to process big data for making business and economics decisions. Topics may include statistical uncertainty, regression, classification and factor analysis, experimentations and controls, frameworks for causal inference. We will also explore the relations between nonparametric econometrics, machine learning and artificial intelligence. The statistical package R will be used to illustrate concepts and theory. Prerequisites: Econ 102A or equivalent and Econ 102B.
Terms: Spr
| Units: 5
ECON 111:
Money and Banking
The primary course goal is for students to master the logic, intuition and operation of a financial system - money, financial markets (money and capital markets, debt and equity markets, derivatives markets), and financial institutions and intermediaries (the Central Bank, depository institutions, credit unions, pension funds, insurance companies, venture capital firms, investment banks, mutual funds, etc.). In other words, how money/capital change hands between agents over time, directly and through institutions. Material will be both quantitative and qualitative, yet always highly analytical with a focus on active learning - there will be an approximately equal emphasis on solving mathematical finance problems (e.g. bond or option pricing) and on policy analysis (e.g. monetary policy and financial regulation.) Students will not be rewarded for memorizing and regurgitating facts, but rather for demonstrating the ability to reason with difficult problems and situations with which they might not previously be familiar. Prerequisite: Econ 50, 52. Strongly recommended but not required: some familiarity with finance and statistics (e.g. Econ 135 or 140, Econ 102A)
Terms: Spr, Sum
| Units: 5
| UG Reqs: WAY-SI
ECON 113:
Historical perspectives on inequality and opportunity in America
A thematic discussion of the economic history of the United States, with emphasis on the perspective it gives on modern-day economic and social issues. Topics will include economic growth, government intervention in the economy, economic causes and consequences of slavery, immigration, women's changing role in the economy, income inequality, and economic mobility. Prerequisite: Econ 1
Terms: Spr
| Units: 5
| UG Reqs: WAY-SI
ECON 118:
Development Economics
The microeconomic problems and policy concerns of less developed countries. Topics include: health and education; risk and insurance; microfinance; agriculture; technology; governance. Emphasis is on economic models and empirical evidence. Prerequisites: ECON 50, ECON 102B.
Terms: Win
| Units: 5
| UG Reqs: GER:EC-GlobalCom, WAY-AQR, WAY-SI
ECON 125:
Economic Development, Microfinance, and Social Networks
An introduction to the study of the financial lives of households in less developed countries, focusing on savings, credit, informal insurance, the expansion of microfinance, social learning, public finance/redistribution, and social networks. Prerequisites- Econ 51 or Publpol 51 and Econ 102B.
Terms: Spr
| Units: 5
| UG Reqs: GER:EC-GlobalCom, WAY-AQR, WAY-SI
ECON 126:
Economics of Health and Medical Care (BIOMEDIN 156, BIOMEDIN 256, HRP 256)
Institutional, theoretical, and empirical analysis of the problems of health and medical care. Topics: demand for medical care and medical insurance; institutions in the health sector; economics of information applied to the market for health insurance and for health care; measurement and valuation of health; competition in health care delivery. Graduate students with research interests should take ECON 249. Prerequisites: ECON 50 and either ECON 102A or STATS 116 or the equivalent. Recommended: ECON 51.
Terms: Aut, Spr
| Units: 5
| UG Reqs: WAY-SI
ECON 131:
The Chinese Economy
This is a survey course of the Chinese economy with emphasis on understanding the process of economic reform, transition and development during the past 40 years. It will help students learn the different historical stages of institutional changes, develop an informed perspective on economic and political rationale and the effectiveness of the economic policies that have shaped China's economic emergence, and think critically about the process of economic and social changes. Prerequisite: Econ 1.
Terms: Win
| Units: 5
| UG Reqs: WAY-SI
ECON 132:
Persuasive Economic Storytelling
Modern economics has produced outstanding advancements in understanding and predicting economic behavior and phenomena. Despite these achievements, there is a huge gap between how economists and non-economists perceive certain aspects of the economy, society, and the world - how we communicate our findings is at the core of this problem. In this course we will explore and discuss examples of powerful economic storytelling (from the classics to modern pieces), and we will learn how storytelling can be more effective at convincing and driving people to action than purely logical economic expositions. We will learn how to craft effective stories, and then we will create some of our own that are not only persuasive but also based on sound economic models and data. Application required- https://forms.gle/uAAkV1WAXWeZQ52f9. Prerequisite: Econ 1
Terms: Spr
| Units: 5
ECON 134:
Wealth of Nations (POLISCI 244C)
Why are there economic disparities across countries? Why did some countries grow steadily over the past 200 years while many others did not? What have been the consequences for the citizens of those countries? What has been the role of geography, culture, and institutions in the development process? What are the moral dilemmas behind this development process? These are some of the questions we will discuss in this course. Following a historical and cross-cultural perspective, we will study the origins of economic development and the path that led to the configuration of the modern global economy.
Terms: Win
| Units: 5
| UG Reqs: WAY-SI
ECON 135:
Foundations of Finance
For graduate students and advanced undergraduates. This course teaches the foundations of finance. Topics include internal rate of return and net present value, Black-Scholes option pricing, portfolio diversification and the Capital Asset Pricing Model, relationships between risk and return, market efficiency, and the valuation of derivative securities. Much of the analysis will build on the Arrow-DeBreu state preference model. Next, adverse selection and moral hazard in contracting and the design of auctions will be discussed. Towards the end of the course applied topics such as bank capital regulation, sovereign debt, pension funds, university endowments, and the evaluation of private equity performance and fees will be discussed, depending on time. Prerequisites: MATH 51, ECON 50, ECON 102A, or equivalents or with permission of the instructor; ability to use spreadsheets, and basic probability and statistics concepts including random variables, expected value, variance, covariance, and simple estimation and regression.
Terms: Aut
| Units: 3
ECON 136:
Market Design
Use of economic theory and analysis to design allocation mechanisms and market institutions. Course focuses on three areas: the design of matching algorithms to solve assignment problems, with applications to school choice, entry-level labor markets, and kidney exchanges; the design of auctions to solve general resource allocation problems, with applications to the sale of natural resources, financial assets, radio spectrum, and advertising; and the design of platforms and exchanges, with applications to internet markets. Emphasis on connecting economic theory to practical applications. Students must write term paper.
Terms: Win
| Units: 5
| UG Reqs: WAY-FR
ECON 137:
Decision Modeling and Information
Effective decision models consider a decision maker's alternatives, information and preferences. The construction of such models in single-party situations with emphasis on the role of information. The course then evolves to two-party decision situations where one party has more information than the other. Models examined include: bidding exercises and the winner's curse, the Akerlof Model and adverse selection, the Principal-Agent model and risk sharing, moral hazard and contract design. Prerequisite: ECON 102A or equivalent. Recommended: Econ 50, Optimization and simulation in Excel.
Terms: Spr
| Units: 5
| UG Reqs: WAY-AQR, WAY-FR
ECON 139D:
Directed Reading
May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Abramitzky, R. (PI);
Admati, A. (PI);
Alsan, M. (PI);
Amemiya, T. (PI);
Arora, A. (PI);
Athey, S. (PI);
Attanasio, O. (PI);
Auclert, A. (PI);
Bagwell, K. (PI);
Bekaert, G. (PI);
Bernheim, B. (PI);
Bettinger, E. (PI);
Bhattacharya, J. (PI);
Bloom, N. (PI);
Boskin, M. (PI);
Brady, D. (PI);
Bresnahan, T. (PI);
Brest, P. (PI);
Brynjolfsson, E. (PI);
Bulow, J. (PI);
Canellos, C. (PI);
Carroll, G. (PI);
Chan, D. (PI);
Chandrasekhar, A. (PI);
Chaudhary, L. (PI);
Chen, L. (PI);
Chetty, R. (PI);
Clerici-Arias, M. (PI);
Cogan, J. (PI);
Cuesta, J. (PI);
David, P. (PI);
Diamond, R. (PI);
Donohue, J. (PI);
Duffie, D. (PI);
Duggan, M. (PI);
Dupas, P. (PI);
Einav, L. (PI);
Fafchamps, M. (PI);
Falcon, W. (PI);
Fearon, J. (PI);
Fetter, D. (PI);
Fitzpatrick, M. (PI);
Foster, G. (PI);
Fuchs, V. (PI);
Garber, A. (PI);
Gentzkow, M. (PI);
Goda, G. (PI);
Goulder, L. (PI);
Greif, A. (PI);
Haber, S. (PI);
Hall, R. (PI);
Hamilton, J. (PI);
Hammond, P. (PI);
Hanson, W. (PI);
Hanushek, E. (PI);
Harris, D. (PI);
Hartmann, W. (PI);
Henry, P. (PI);
Hong, H. (PI);
Hope, N. (PI);
Hoxby, C. (PI);
Imbens, G. (PI);
Jackson, M. (PI);
Jagolinzer, A. (PI);
Jarosch, G. (PI);
Jones, C. (PI);
Judd, K. (PI);
Kehoe, P. (PI);
Kessler, D. (PI);
Klausner, M. (PI);
Klenow, P. (PI);
Kochar, A. (PI);
Kojima, F. (PI);
Kolstad, C. (PI);
Koudijs, P. (PI);
Kuran, T. (PI);
Kurlat, P. (PI);
Kurz, M. (PI);
Lambert, N. (PI);
Larsen, B. (PI);
Lau, L. (PI);
Lazear, E. (PI);
Levin, J. (PI);
Lynham, J. (PI);
MaCurdy, T. (PI);
McClellan, M. (PI);
Meier, G. (PI);
Milgrom, P. (PI);
Miller, G. (PI);
Morten, M. (PI);
Naylor, R. (PI);
Niederle, M. (PI);
Noll, R. (PI);
Owen, B. (PI);
Oyer, P. (PI);
Pencavel, J. (PI);
Persson, P. (PI);
Piazzesi, M. (PI);
Pistaferri, L. (PI);
Polinsky, A. (PI);
Qian, Y. (PI);
Reiss, P. (PI);
Richards, J. (PI);
Roberts, J. (PI);
Romano, J. (PI);
Romer, P. (PI);
Rosenberg, N. (PI);
Rosston, G. (PI);
Roth, A. (PI);
Rozelle, S. (PI);
Schneider, M. (PI);
Segal, I. (PI);
Shotts, K. (PI);
Shoven, J. (PI);
Singleton, K. (PI);
Skrzypacz, A. (PI);
Sorkin, I. (PI);
Sweeney, J. (PI);
Taylor, J. (PI);
Tendall, M. (PI);
Wacziarg, R. (PI);
Weingast, B. (PI);
Williams, H. (PI);
Wilson, R. (PI);
Wolak, F. (PI);
Wolitzky, A. (PI);
Wright, G. (PI);
Wright, M. (PI);
Yotopoulos, P. (PI);
Yurukoglu, A. (PI);
Sheeler, P. (GP)
ECON 143:
Finance, Corporations, and Society (INTLPOL 227, POLISCI 127A, PUBLPOL 143)
Both 'Free market capitalism' and democracy appear to be in crisis around the world. This interdisciplinary course, which draws from the Social Sciences, Business and Law, will help you gain a deeper understanding of the root causes of these intertwined crises and will enable you to be savvier in your interactions with the institutions in the financial system and the broader private and public sectors that shape the economy and affect our lives. Topics include financial decisions, markets, and intermediaries; corporations and their governance, laws, regulations, and politics; and the role and functioning of the media. We will discuss and analyze current events and policy debates regularly throughout the course as they illustrate the key concepts. Students will have the opportunity to explore these issues through group final projects. Visitors with relevant experiences will enrich our discussion.
Terms: Win
| Units: 4
ECON 144:
Family and Society
The family into which a child is born plays a powerful role in determining lifetime opportunities. This course will apply tools from economics and related social sciences to study how the functioning of families is shaped by laws, social insurance, social norms, and technology. Topics will include intergenerational transmission of wealth and health, the importance of the early family environment, partnership formation, cohabitation and marriage, teen pregnancy and contraception, assisted reproduction, Tiger Moms and Helicopter Parenting, and the employment effects of parenthood. In the context of these topics, the course will cover social science empirical methods, including regression analysis, causal inference, and quasi-experimental methods. Throughout the course, we will think critically about the role of the government and how the design of public policy targeting families affect our ability to solve some of the most important social and economic problems of our time. Prerequisites: Econ 50
Terms: Win
| Units: 5
| UG Reqs: WAY-AQR, WAY-SI
ECON 148:
Investors and the Social Responsibility of Business (PUBLPOL 150)
Much of the world's economic activity is undertaken by corporations, the largest being more powerful than most nations. Given daunting societal challenges like climate change, inequality, and racial injustice, what objectives should corporations have? In this course, we discuss the ongoing debate about the social responsibility of corporations. We consider shareholder activism, divestments made by university endowments and other ways investors might influence corporations. We look at the ESG (environment, social, governance) movement and the potential for "impact investing" to solve problems. Throughout we focus on whether the incentives of key decision makers are aligned with desirable objectives. We will bring to class CEOs and leading investors in public and private equity, to ensure we provide a balance of theory and practice.
Terms: Spr
| Units: 3
ECON 150:
Economic Policy Analysis (PUBLPOL 104, PUBLPOL 204)
The relationship between microeconomic analysis and public policy making. How economic policy analysis is done and why political leaders regard it as useful but not definitive in making policy decisions. Economic rationales for policy interventions, methods of policy evaluation and the role of benefit-cost analysis, economic models of politics and their application to policy making, and the relationship of income distribution to policy choice. Theoretical foundations of policy making and analysis, and applications to program adoption and implementation. Prerequisites: ECON 50 and ECON 102B. Undergraduate Public Policy students are required to take this class for a letter grade and enroll in this class for five units.
Terms: Win
| Units: 4-5
| UG Reqs: WAY-AQR
ECON 151:
Tackling Big Questions Using Social Data Science (POLISCI 151)
Big data can help us provide answers to fundamental social questions, from poverty and social mobility, to climate change, migration, and the spread of disease. But making sense of data requires more than just statistical techniques: it calls for models of how humans behave and interact with each other. Social data science combines the analysis of big data with social science theory. We will take a project-oriented, many models-many methods approach. This course will introduce students to a variety of models and methods used across the social sciences, including tools such as game theoretical models, network models, models of diffusion and contagion, agent based models, model simulations, machine learning and causal inference. Students will apply these tools to tackle important topics in guided projects. Prerequisite is Econ 102A, Polisci 150A or equivalent.
Terms: Spr
| Units: 5
| UG Reqs: WAY-AQR
ECON 154:
Law and Economics (PUBLPOL 106, PUBLPOL 206)
In this course, we explore the role of law in promoting social well-being (happiness). Law, among its other benefits, can serve as a mechanism to harmonize private incentives with cooperative gains, to maintain an equitable division of those gains, and to deter social defection and dystopia. Law is thus an implementation of the social contract and essential to civilization. Economic analysis of law focuses on the welfare-enhancing incentive effects of law (and of law enforcement). More generally, we study the law's role in reducing the risks of cooperation, achieved by fixing expectations of what courts or the state will do in possible futures. Prerequisite: ECON 50.
Terms: Spr
| Units: 4-5
| UG Reqs: WAY-SI
ECON 155:
Environmental Economics and Policy
Economic sources of environmental problems and alternative policies for dealing with them (technology standards, emissions taxes, and marketable pollution permits). Evaluation of policies addressing local air pollution, global climate change, and the use of renewable resources. Connections between population growth, economic output, environmental quality, sustainable development, and human welfare. Prerequisite: ECON 50. May be taken concurrently with consent of the instructor.
Terms: Aut
| Units: 5
| UG Reqs: GER: DB-NatSci, WAY-SI
ECON 157:
Imperfect Competition
The interaction between firms and consumers in markets that fall outside the benchmark competitive model. How firms acquire and exploit market power. Game theory and information economics to analyze how firms interact strategically. Topics include monopoly, price discrimination, advertising, oligopoly pricing, product differentiation, collusion and cartel behaviour, and anti competitive behavior. Sources include theoretical models, real-world examples, and empirical papers. Prerequisite: ECON 51 (Public Policy majors may take PUBLPOL 51 as a substitute for ECON 51).
Terms: Aut
| Units: 5
| UG Reqs: WAY-SI
ECON 160:
Game Theory and Economic Applications
Introduction to game theory and its applications to economics. Topics: strategic and extensive form games, dominant strategies, Nash equilibrium, subgame-perfect equilibrium, and Bayesian equilibrium. The theory is applied to repeated games, voting, auctions, and bargaining with examples from economics and political science. Prerequisites: Working knowledge of calculus and basic probability theory.
Terms: Spr
| Units: 5
| UG Reqs: WAY-FR, WAY-SI
ECON 165:
International Finance
This is a first course in open economy macroeconomics. The course's objective is to build the analytical foundation for understanding key macro issues in the world economy such as global capital flows, the behavior of exchange rates, currency and sovereign debt crises. While a significant portion of the course will be theoretical, there will be several occasions for linking the theory to real-world events. Prerequisite: ECON 52.
Terms: Spr
| Units: 5
| UG Reqs: WAY-SI
ECON 166:
International Trade
Explaining patterns of trade among nations; characterizing the sources of comparative advantage in production and the prospect of gains from economies of scale. Enumerating and accounting for the net aggregate gains from trade, and identifying winners and losers from globalization. Analyzing the effects of international labor migration, foreign direct investment, outsourcing, and multinational companies. Strategic trade policy; international trade agreements; labor and environmental implications. We will review relevant theoretical frameworks, examine empirical evidence, and discuss historical and contemporary policy debates as covered in the popular press; active class participation is an important part of the course. Prerequisite: ECON 51 (Public Policy majors may take PUBLPOL 51 as a substitute for ECON 51).
Terms: Aut
| Units: 5
| UG Reqs: WAY-SI
ECON 178:
Behavioral Economics
The field of behavioral economics draws on insights from other disciplines, especially psychology, to enrich our understanding of economic behavior. In this course, we will discuss how psychological considerations can create behavioral patterns that diverge from the predictions of standard economic models, the implications of those behavioral patterns for market outcomes and public policies, and the ways in which economists incorporate those considerations into their theories. We will also examine how social motives (such as altruism or concerns about fairness, equity, status, or image) impact economic behavior. We will learn about classical findings and leading theories in behavioral economics. The treatment of psychological phenomena in this course involves tools similar to those employed in other economics courses. Prerequisites: ECON 50 and ECON 102A. Econ 51 is recommended.
Terms: Win
| Units: 5
| UG Reqs: WAY-SI
ECON 184:
Institutional Investment Management: Theory and Practice
This course provides an introduction to the theory and practice of institutional investment management, including asset allocation and manager selection across public and private equity, absolute return, real assets, and fixed income. The course is taught by the CIO of Stanford's endowment, along with other members of the investment team, and takes the perspective of an institution with a long-term investment horizon. We introduce and apply a framework for assessing investment strategies and investment firms. Students put theory into practice with guest speakers from leading investment firms, including partners at venture capital firms, real estate partnerships, and hedge funds. Enrollment is capped at 20. All majors are welcome. To apply please send a one to two paragraph statement of interest and an unofficial transcript to econ184@ smc.stanford.edu by December 3, 2021. Econ 1 and Econ 102A, Stats 60, or equivalent courses recommended and may be taken concurrently.
Terms: Win
| Units: 4
ECON 198:
Junior Honors Seminar (PUBLPOL 197)
For juniors (advanced sophomores will be considered) who expect to write an honors thesis in Economics or Public Policy. Weekly sessions go through the process of selecting a research question, finding relevant bibliography, writing a literature review, introduction, and study design, culminating in the write-up of an honors thesis proposal (prospectus) and the oral presentation of each student's research project. Students also interact with potential advisors, and outline a program of study for their senior year. To apply, complete the application at https://economics.stanford.edu/undergraduate/forms.
Terms: Spr
| Units: 5
ECON 199D:
Honors Thesis Research
In-depth study of an appropriate question and completion of a thesis of very high quality. Normally written under the direction of a member of the Department of Economics (or some closely related department). See description of honors program. Register for at least 1 unit for at least one quarter after your honors application is approved. Winter registration for one unit under the supervision of the Director of the Honors Program is mandatory for all honors students.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Abramitzky, R. (PI);
Admati, A. (PI);
Alsan, M. (PI);
Amador, M. (PI);
Amemiya, T. (PI);
Arora, A. (PI);
Athey, S. (PI);
Attanasio, O. (PI);
Auclert, A. (PI);
Bagwell, K. (PI);
Bekaert, G. (PI);
Benkard, L. (PI);
Bernheim, B. (PI);
Bettinger, E. (PI);
Bhattacharya, J. (PI);
Bloom, N. (PI);
Boskin, M. (PI);
Brady, D. (PI);
Bresnahan, T. (PI);
Brynjolfsson, E. (PI);
Bulow, J. (PI);
Canellos, C. (PI);
Carroll, G. (PI);
Chandrasekhar, A. (PI);
Chaudhary, L. (PI);
Chetty, R. (PI);
Clerici-Arias, M. (PI);
Cogan, J. (PI);
Cuesta, J. (PI);
David, P. (PI);
Diamond, R. (PI);
Donohue, J. (PI);
Duffie, D. (PI);
Duggan, M. (PI);
Dupas, P. (PI);
Einav, L. (PI);
Fafchamps, M. (PI);
Falcon, W. (PI);
Fearon, J. (PI);
Fetter, D. (PI);
Fitzpatrick, M. (PI);
Fuchs, V. (PI);
Garber, A. (PI);
Gentzkow, M. (PI);
Goda, G. (PI);
Goulder, L. (PI);
Greif, A. (PI);
Haber, S. (PI);
Hall, R. (PI);
Hammond, P. (PI);
Hanson, W. (PI);
Hanushek, E. (PI);
Harris, D. (PI);
Hartmann, W. (PI);
Henry, P. (PI);
Hong, H. (PI);
Hope, N. (PI);
Hoxby, C. (PI);
Imbens, G. (PI);
Jackson, M. (PI);
Jagolinzer, A. (PI);
Jarosch, G. (PI);
Jha, S. (PI);
Jones, C. (PI);
Judd, K. (PI);
Kehoe, P. (PI);
Kessler, D. (PI);
Klenow, P. (PI);
Kochar, A. (PI);
Kojima, F. (PI);
Kolstad, C. (PI);
Koudijs, P. (PI);
Kuran, T. (PI);
Kurlat, P. (PI);
Kurz, M. (PI);
Lambert, N. (PI);
Larsen, B. (PI);
Lau, L. (PI);
Lazear, E. (PI);
Levin, J. (PI);
Loeb, S. (PI);
MaCurdy, T. (PI);
McClellan, M. (PI);
Meier, G. (PI);
Milgrom, P. (PI);
Miller, G. (PI);
Morten, M. (PI);
Naylor, R. (PI);
Niederle, M. (PI);
Noll, R. (PI);
Owen, B. (PI);
Oyer, P. (PI);
Pencavel, J. (PI);
Persson, P. (PI);
Piazzesi, M. (PI);
Pistaferri, L. (PI);
Polinsky, A. (PI);
Qian, Y. (PI);
Rauh, J. (PI);
Reiss, P. (PI);
Richards, J. (PI);
Roberts, J. (PI);
Romano, J. (PI);
Romer, P. (PI);
Rosenberg, N. (PI);
Rosston, G. (PI);
Roth, A. (PI);
Rozelle, S. (PI);
Schneider, M. (PI);
Segal, I. (PI);
Shotts, K. (PI);
Shoven, J. (PI);
Singleton, K. (PI);
Skrzypacz, A. (PI);
Sorkin, I. (PI);
Sweeney, J. (PI);
Taylor, J. (PI);
Tendall, M. (PI);
Wacziarg, R. (PI);
Weingast, B. (PI);
Williams, H. (PI);
Wilson, R. (PI);
Wolak, F. (PI);
Wolitzky, A. (PI);
Wright, G. (PI);
Wright, M. (PI);
Yotopoulos, P. (PI);
Yurukoglu, A. (PI);
Rodriguez, A. (TA);
Sheeler, P. (GP)
ECON 202:
Microeconomics I
(Non-Economics graduate students register for 202N.) Open to advanced undergraduates with consent of instructors. Theory of the consumer and the implications of constrained maximization; uses of indirect utility and expenditure functions; theory of the producer, profit maximization, and cost minimization; monotone comparative statics; behavior under uncertainty; partial equilibrium analysis and introduction to models of general equilibrium. Limited enrollment. Prerequisite: thorough understanding of the elements of multivariate calculus and linear algebra.
Terms: Aut
| Units: 2-5
ECON 202N:
Microeconomics I For Non-Economics PhDs students
Theory of the consumer and the implications of constrained maximization; uses of indirect utility and expenditure functions; theory of the producer, profit maximization, and cost minimization; behavior under uncertainty; partial equilibrium analysis and introduction to models of general equilibrium; discussion of how assumptions and models stand up to recent developments in empirical and in particular behavioral economics. Prerequisite: understanding of basic calculus and some familiarity with writing basic proofs.
Terms: Aut
| Units: 2-5
ECON 203:
Microeconomics II
(Non-Economics graduate students register for 203N.) Non-cooperative game theory including normal and extensive forms, solution concepts, games with incomplete information, and repeated games. Externalities and public goods. The theory of imperfect competition: static Bertrand and Cournot competition, dynamic oligopoly, entry decisions, entry deterrence, strategic behavior to alter market conditions. Limited enrollment. Prerequisite: ECON 202.
Terms: Win
| Units: 3-5
ECON 204:
Microeconomics III
Social Choice, including Arrow's theorem, the Gibbard-Satterthwaite theorem, and the Vickrey-Clarke-Groves mechanism. The theory of contracts, emphasizing contractual incompleteness and the problem of moral hazard. Incentive regulation. Competition with imperfect information, including signaling and adverse selection. Competitive equilibrium and the core. Limited enrollment. Non-Econ students need permission of instructor to enroll. Prerequisite: ECON 202 and 203.
Terms: Spr
| Units: 3-5
ECON 206:
World Food Economy (EARTHSYS 106, EARTHSYS 206, ECON 106, ESS 106, ESS 206)
The World Food Economy is a survey course that covers the economic and political dimensions of food production, consumption, and trade. The course focuses on food markets and food policy within a global context. It is comprised of three major sections: structural features (agronomic, technological, and economic) that determine the nature of domestic food systems; the role of domestic food and agricultural policies in international markets; and the integrating forces of international research, trade, and food aid in the world food economy. This 5-unit course entails a substantial group modeling project that is required for all students. Enrollment is by application only. The application is found at https://economics.stanford.edu/undergraduate/forms. Deadline: March 15, 2022.
Terms: Spr
| Units: 5
ECON 210:
Macroeconomics I
Dynamic programming applied to a variety of economic problems. These problems will be formulated in discrete or continuous time, with or without uncertainty, with a finite or infinite horizon. There will be weekly problem sets and a take-home final that will require MATLAB programming. Limited enrollment.
Terms: Aut
| Units: 2-5
ECON 211:
Macroeconomics II
Dynamic stochastic general equilibrium models using dynamic programming methods that are solved with MATLAB. Growth models (neoclassical, human capital, technical change) using optimal control theory. Limited enrollment. Prerequisite: ECON 210.
Terms: Win
| Units: 3-5
ECON 212:
Macroeconomics III
Real business cycle and new Keynesian models: business cycle fluctuations, inflation dynamics, the effects of monetary and fiscal policy, and optimal policy. Models of heterogeneity: search models of the labor market; precautionary savings and general equilibrium with incomplete markets; constrained efficiency; endogenous market incompleteness and recursive contracts; optimal taxation and redistribution. Limited enrollment. Prerequisites: ECON 203, ECON 210, ECON 211.
Terms: Spr
| Units: 3-5
ECON 214:
Development Economics I
This course uses microeconomic theory and empirical analyses to understand barriers to human and economic development in lower income countries, as well as how public policies are formulated and their effectiveness at alleviating poverty. Topics include institutions and governance; human capital accumulation; productivity; inequality; poverty traps. Prerequisites: 202 or 202N, 270.
Terms: Aut
| Units: 3-5
ECON 215:
Development Economics II
This is a course focusing on macro development research. It will cover dynamic models of growth and development, with a focus on migration; technological change; the functioning of financial markets; barriers to agricultural productivity; informal financial systems (savings, credit, and insurance); and public finance in less developed countries. Prerequisites: 202 or 202N, 270.
Terms: Win
| Units: 3-5
ECON 216:
Development Economics III
This course focuses on savings, credit, informal insurance, the expansion of microfinance, social networks, social learning and technology adoption, public finance and firm organizations. Prerequisite: 202, 203, 204, 210, 211, 212, 270, 271, 272.
Terms: Spr
| Units: 3-5
ECON 220:
Political Economy I (POLISCI 460A)
Introduction to empirical and theoretical research in political economy. This course focuses on issues in democracies, while Political Economy II focuses on issues in non-democracies. Topics may include institutional foundations, social choice, electoral competition and candidate positioning, accountability, voter behavior, polarization, media and political communication, redistribution, special interests and lobbying, collective action, immigration, and populism. Prerequisite for Econ PhD students: ECON 202 and 270 or permission of instructors. Prerequisites for Political Science PhD students: POLISCI 450A, POLISCI 450B, and POLISCI 356A.
Terms: Aut
| Units: 3-5
ECON 222:
Political Development Economics
There is a growing awareness that many of the key challenges in fostering development in poor societies are political challenges. What can we do to encourage trade, cooperation and peace in environments riven with social and ethnic divisions? How do we foster broadly beneficial political reforms and good governance when the potential losers to reforms are able to mobilise to prevent them? How do we detect and mitigate the effects of corruption? What role may modern finance play in creating or mitigating political economy challenges in developing countries? These problems are modern and endemic, but many are also old problems, and economic theory and the practical experiences of different countries have much to tell us both about what has worked in the past, and what policy experiments we may try in new environments. Rather than a survey, the objective of this course is to selectively discuss new and open research areas in political development economics and the theoretical and empirical tools necessary to contribute to them, with the topics chosen to complement other Stanford courses in applied microeconomics, development, political economics and economic history. By the end of the course, the student will have analyzed a theoretical or historical solution to a key political development challenge and proposed a natural or field experiment to test it empirically. Graduate level proficiency in microeconomics and empirical methods will be required.
Terms: Win
| Units: 3
ECON 226:
U.S. Economic History
The role of economic history as a distinctive approach to the study of economics, using illustrations from U.S. history. Topics include: historical and institutional foundations of the U.S. rise to world economic preeminence; economic causes and consequences of slavery; the American national system of technology; the Great Depression of the 1930s and the policy response; inequality and intergenerational mobility; the growth of social insurance. Intended for graduate students.
Terms: Spr
| Units: 2-5
ECON 229:
Topics in Economic History
Topics in Economic History: covers topics in Economic History such as the industrial revolution, the demographic transition, the great divergence, the importance of institutions, the diffusion of knowledge, the causes and consequences of income inequality, and immigration over the last two centuries. The course will highlight the roles of economic history in modern economics, the use of economic theory in guiding hypothesis testing, and the construction of new datasets and the execution of empirical analysis. The course is open to PhD students only.
Terms: Win
| Units: 3-5
| Repeatable
for credit
ECON 233:
Advanced Macroeconomics I
Topics in the theory and empirics of economic growth. For PhD-level students.
Terms: Aut
| Units: 2-5
ECON 234:
Advanced Macroeconomics II
This is an advanced class on business-cycle macroeconomics. We highlight the role of labor market and financial frictions, and discuss recent theoretical advances, empirical evidence, and policy implications. Students enrolled in MGTECON 612 take the class for 4 units. Students develop a research proposal and present it to the instructors as the final exam. Prerequisite: Satisfaction of the economics department's core macro requirement or consent of the instructors.
Terms: Win
| Units: 3-5
ECON 235:
Advanced Macroeconomics III
Current topics to prepare student for research in the field. Recent research in labor-market friction, reallocation, fluctuations, wage and price determination, innovation, and productivity growth. Research methods, presentations skills, and writing in advanced economics.
Terms: Spr
| Units: 2-5
ECON 236:
Financial Economics I
This course will cover research topics at the boundary between macroeconomics and finance. Topics may include the study of macroeconomic models with financial frictions, conventional and unconventional monetary policy, its transmission mechanism and the term structure of interest rates, sovereign debt crises, search frictions and segmentation in housing markets, (over)leveraging by households, heterogeneous expectations, excess volatility, financial bubbles and crises. Prerequisites: 210, 211, 212.
Terms: Aut
| Units: 3-5
ECON 237:
Heterogeneity in Macroeconomics
The goal of this course is to introduce students to frontier research in quantitative macroeconomics and finance with heterogeneous agents. We study models with imperfect financial markets and/or search frictions. We emphasize theory and numerical methods as well as tools to confront model predictions with both micro and macro data. Potential applications cover a wide range of topics in household finance, corporate finance and firm dynamics, asset pricing, housing and labor markets, business cycles and growth. (Same as MGTECON 617)
Terms: Win
| Units: 3-5
ECON 239D:
Directed Reading
May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Abramitzky, R. (PI);
Admati, A. (PI);
Amador, M. (PI);
Amemiya, T. (PI);
Arora, A. (PI);
Athey, S. (PI);
Attanasio, O. (PI);
Auclert, A. (PI);
Bagwell, K. (PI);
Baron, D. (PI);
Bekaert, G. (PI);
Bernheim, B. (PI);
Bhattacharya, J. (PI);
Bloom, N. (PI);
Bocola, L. (PI);
Boskin, M. (PI);
Brady, D. (PI);
Bresnahan, T. (PI);
Bulow, J. (PI);
Callander, S. (PI);
Canellos, C. (PI);
Carroll, G. (PI);
Chandrasekhar, A. (PI);
Chaudhary, L. (PI);
Chetty, R. (PI);
Clerici-Arias, M. (PI);
Cogan, J. (PI);
Cuesta, J. (PI);
David, P. (PI);
Diamond, R. (PI);
Duffie, D. (PI);
Duggan, M. (PI);
Dupas, P. (PI);
Einav, L. (PI);
Fafchamps, M. (PI);
Falcon, W. (PI);
Fetter, D. (PI);
Fitzpatrick, M. (PI);
Fuchs, V. (PI);
Garber, A. (PI);
Gentzkow, M. (PI);
Goda, G. (PI);
Gould, A. (PI);
Goulder, L. (PI);
Greif, A. (PI);
Haak, D. (PI);
Haber, S. (PI);
Hall, R. (PI);
Hammond, P. (PI);
Hanson, W. (PI);
Hanushek, E. (PI);
Harris, D. (PI);
Hartmann, W. (PI);
Henry, P. (PI);
Hickman, B. (PI);
Hong, H. (PI);
Hope, N. (PI);
Horvath, M. (PI);
Hoxby, C. (PI);
Imbens, G. (PI);
Jackson, M. (PI);
Jagadeesan, R. (PI);
Jagolinzer, A. (PI);
Jarosch, G. (PI);
Jones, C. (PI);
Jost, J. (PI);
Judd, K. (PI);
Kehoe, P. (PI);
Kessler, D. (PI);
Klenow, P. (PI);
Kochar, A. (PI);
Kojima, F. (PI);
Kolstad, C. (PI);
Koudijs, P. (PI);
Kreps, D. (PI);
Kuran, T. (PI);
Kurlat, P. (PI);
Kurz, M. (PI);
Lambert, N. (PI);
Larsen, B. (PI);
Lau, L. (PI);
Lazear, E. (PI);
Levin, J. (PI);
MaCurdy, T. (PI);
Malmendier, U. (PI);
McClellan, M. (PI);
Meier, G. (PI);
Milgrom, P. (PI);
Miller, G. (PI);
Morten, M. (PI);
Naylor, R. (PI);
Nechyba, T. (PI);
Niederle, M. (PI);
Noll, R. (PI);
Owen, B. (PI);
Oyer, P. (PI);
Pencavel, J. (PI);
Perez-Gonzalez, F. (PI);
Persson, P. (PI);
Pfleiderer, P. (PI);
Piazzesi, M. (PI);
Pistaferri, L. (PI);
Polinsky, A. (PI);
Qian, Y. (PI);
Reiss, P. (PI);
Richards, J. (PI);
Roberts, J. (PI);
Romano, J. (PI);
Romer, P. (PI);
Rosenberg, N. (PI);
Rossi-Hansberg, E. (PI);
Rosston, G. (PI);
Roth, A. (PI);
Royalty, A. (PI);
Rozelle, S. (PI);
Sargent, T. (PI);
Schaffner, J. (PI);
Schneider, M. (PI);
Segal, I. (PI);
Sharpe, W. (PI);
Shotts, K. (PI);
Shoven, J. (PI);
Singleton, K. (PI);
Skrzypacz, A. (PI);
Somaini, P. (PI);
Sorkin, I. (PI);
Sweeney, J. (PI);
Taylor, J. (PI);
Tendall, M. (PI);
Topper, M. (PI);
Voena, A. (PI);
Vytlacil, E. (PI);
Wacziarg, R. (PI);
Weingast, B. (PI);
Williams, H. (PI);
Wilson, R. (PI);
Wolak, F. (PI);
Wolitzky, A. (PI);
Wright, G. (PI);
Wright, M. (PI);
Yotopoulos, P. (PI);
Sheeler, P. (GP)
ECON 241:
Public Economics I
Design of tax systems, transfers intended to alleviate poverty, the effect of taxes on earnings, fees intended to internalize externalities like pollution, school finance and other forms of fiscal federalism, local public goods such as schools, policy evaluation with behavioral decision makers. Students will learn to apply sophisticated applications of frontier applied econometric techniques including synthetic controls, regression discontinuity, advanced instrumental variables methods. Prerequisites: ECON 202-204, ECON 210, ECON 270, ECON 271, or equivalent with consent of instructor.
Terms: Aut
| Units: 2-5
ECON 242:
Public Economics II
The first part of the course concerns inequality and the design of social insurance. We also explore questions in the intersection of public and family economics such as the unit of taxation, and the interaction between social insurance and intra-family insurance. The second half of the course covers local public policy and urban economics, and includes topics such as spatial equilibrium, placed-based policies and housing policy. Prerequisites: Econ 202, 203, 204, 210 or equivalent with consent of instructor. Recommended: Econ 241.270, 271, or equivalent with consent of instructor.
Terms: Win
| Units: 3-5
ECON 243:
Public Economics III
The first part of the course concerns inequality and the design of social insurance. We also explore questions in the intersection of public and family economics such as the unit of taxation, and the interaction between social insurance and intra-family insurance. The second half of the course covers local public policy and urban economics, and includes topics such as spatial equilibrium, placed-based policies and housing policy. Prerequisites: Econ 202, 203, 204, 210, 270, 271, or equivalent with consent of instructor. Recommended: Econ 241.270, 271, or equivalent with consent of instructor. Recommended: Econ 241 and 242
Terms: Spr
| Units: 3-5
ECON 245:
Economics of Gender
The class will cover advances in the study of gender from Behavioral, Experimental and Labor Economics, e.g. traits in which women and men differ and what impact this may have for education and labor market outcomes. It will also examine gender differences in labor market outcomes and the role of policies and institutions in affecting these differences.
Terms: Aut, Win
| Units: 2-5
ECON 246:
Labor Economics I
Topics in current applied microeconomic research including intertemporal labor supply models, public policy, program evaluation, job search, migration, consumption behavior, the economics of the family, the technology of skill formation, discrimination. Student and faculty presentations.
Terms: Aut
| Units: 2-5
ECON 247:
Labor Economics II
Recent topics in applied micro, focusing on papers from top journals (QJE, AER, JPE, Econometrica and REStud) over the last ten years. Broad overview of current topic and techniques in applied-micro research. Topics include inequality, polarization and skill-biased technical change, discrimination, technology adoption and the spread of information, management practices, field experiments, peer effects and academic spillovers. Combination of student and faculty presentations. Additional sessions on general presentations, paper writing and research skills to prepare for job market. Typically also run a class trip to the NBER West-Coast labor meetings at the San Francisco Fed.
Terms: Win
| Units: 3-5
ECON 248:
Labor Economics III
Topics in the determination of earnings and job mobility. Classes of models include: search, human capital, Roy, sorting, learning, discrimination and compensating differentials. Basic models as well as contemporary empirical work will be discussed. Prerequisites: assumes first-year sequences in macroeconomics, microeconomics, and econometrics.
Terms: Spr
| Units: 3-5
ECON 249:
Topics in Health Economics I (HRP 249, MED 249)
Course will cover various topics in health economics, from theoretical and empirical perspectives. Topics will include public financing and public policy in health care and health insurance; demand and supply of health insurance and healthcare; physicians' incentives; patient decision-making; competition policy in healthcare markets, intellectual property in the context of pharmaceutical drugs and medical technology; other aspects of interaction between public and private sectors in healthcare and health insurance markets. Key emphasis on recent work and empirical methods and modelling. Prerequisites: Micro and Econometrics first year sequences (or equivalent). Curricular prerequisites (if applicable): First year graduate Microeconomics and Econometrics sequences (or equivalent)
Terms: Spr
| Units: 3-5
ECON 250:
Environmental Economics
Theoretical and empirical analysis of sources of and solutions to environmental problems, with application to local pollution challenges and global environmental issues such as climate change. Topics include: analysis of market failure, choice of environmental policy instruments, integrating environmental and distortionary taxes, environmental policy making under uncertainty, valuing environmental amenities, and measuring /promoting sustainable development.
Terms: Win
| Units: 3-5
ECON 254:
Economics of Digitization
Examines the transformation of the economy enabled by digital technologies, including AI, networks, and the digitization of information, goods and services. Topics include the economics of information, two-sided networks and platforms, power laws, intangible assets, organizational complementarities, incomplete contracts, growth theory, and design of empirical studies. Extensive reading and discussion of research literature with relevant guest speakers. Students will complete a final research paper and presentation. Primarily for doctoral students.
Terms: Spr
| Units: 3-5
ECON 257:
Industrial Organization 1
Theoretical and empirical analyses of the determinants of market structure; firm behavior and market efficiency in oligopolies; price discrimination; price dispersion and consumer search; differentiated products; the role of information in markets, including insurance and adverse selection; auctions; collusion and cartel behavior; advertising; entry and market structure; market dynamics; strategic behavior.
Terms: Aut
| Units: 2-5
ECON 258:
Industrial Organization IIA
Topics may include theoretical and empirical analysis of bargaining, dynamic models of entry and investment, models of household borrowing, models of markets with asymmetric information, advertising, brands, and markets for information, and research at the boundaries between IO and neighboring fields such as trade, behavioral economics, and household finance. Prerequisite: Econ 257.
Terms: Win
| Units: 3-5
ECON 260:
Industrial Organization III
Course combines individual meetings and student presentations, with an aim of initiating dissertation research in industrial organization. Prerequisites: ECON 257, ECON 258. Enrollment by non-Econ PhD students requires instructors' consent.
Terms: Spr
| Units: 3-5
ECON 266:
International Trade I
The first part of this course covers Ricardian, factor-proportions and monopolistic-competition models of international trade. The second part of the course covers commercial policy, with an emphasis on the economics of trade agreements. Students are expected to develop and present a research proposal. Prerequisites: Econ 202 or permission of instructor.
Terms: Win
| Units: 3-5
ECON 268:
International Finance and Exchange Rates
Benchmark open economy models. Solution methods for macroeconomic models. Analysis and evaluation of quantitative macroeconomic models. Main applications: Sovereign debt and default; Financial crises and sudden stops; Hedging, interest parity relationships, and the determination of exchange rates; Liability dollarization.
Terms: Spr
| Units: 3-5
ECON 270:
Intermediate Econometrics I
Probability, random variables, and distributions; large sample theory; theory of estimation and hypothesis testing. Limited enrollment. Prerequisites: math and probability at the level of Chapter 2, Paul G. Hoel, Introduction to Mathematical Statistics, 5th ed.
Terms: Aut
| Units: 2-5
ECON 271:
Intermediate Econometrics II
Second course in the PhD sequence in econometrics at the Economics Department (as Econ 271) and at the GSB (as MGTECON 604). This course presents modern econometric methods with a focus on regression. Among the topics covered are: linear regression and its interpretation, robust inference, asymptotic theory for maximum-likelihood und other extremum estimators, generalized method of moments, Bayesian regression, high-dimensional and non-parametric regression, binary and multinomial discrete choice, resampling methods, linear time-series models, and state-space models. As a prerequisite, this course assumes working knowledge of probability theory and statistics as covered in Econ 270/MGTECON 603. Prerequisites: Econ 270/MGTECON 603 or equivalent.
Terms: Win
| Units: 3-5
ECON 272:
Intermediate Econometrics III: Methods for Applied Econometrics
Methods for modern causal inference, including identification, matching methods, instrumental variables, regression discontinuity designs, difference in differences, synthetic control methods. Prerequisites: Econ 271 or permission of instructor.
Terms: Spr
| Units: 3-5
ECON 273:
Advanced Econometrics I
Possible topics: parametric asymptotic theory. M and Z estimators. General large sample results for maximum likelihood; nonlinear least squares; and nonlinear instrumental variables estimators including the generalized method of moments estimator under general conditions. Model selection test. Consistent model selection criteria. Nonnested hypothesis testing. Markov chain Monte Carlo methods. Nonparametric and semiparametric methods. Quantile Regression methods.
Terms: Spr
| Units: 3-5
ECON 278:
Behavioral and Experimental Economics I
This is the first part of a three course sequence (along with Econ 279 & 280-formerly 277) on behavioral and experimental economics. The sequence has two main objectives: 1) examines theories and evidence related to the psychology of economic decision making, 2) Introduces methods of experimental economics, and explores major subject areas (including those not falling within behavioral economics) that have been addressed through laboratory experiments. Focuses on series of experiments that build on one another in an effort to test between competing theoretical frameworks, with the objects of improving the explanatory and predictive performance of standard models, and of providing a foundation for more reliable normative analyses of policy issues. Prerequisites: 204 and 271, or consent of instructor.
Terms: Aut
| Units: 2-5
ECON 279:
Behavioral and Experimental Economics II
This is part of a three course sequence (along with Econ 278 & 280-formerly 277) on behavioral and experimental economics. The sequence has two main objectives: 1) examines theories and evidence related to the psychology of economic decision making, 2) Introduces methods of experimental economics, and explores major subject areas (including those not falling within behavioral economics) that have been addressed through laboratory experiments. Focuses on series of experiments that build on one another in an effort to test between competing theoretical frameworks, with the objects of improving the explanatory and predictive performance of standard models, and of providing a foundation for more reliable normative analyses of policy issues. Prerequisites: 204 and 271, or consent of instructor.
Terms: Win
| Units: 3-5
ECON 280:
Behavioral and Experimental Economics III
Economics 280 (formerly ECON 277) is a course primarily directed at graduate students in the Economics department writing dissertations with behavioral or experimental components. Economics 280 is the third part of a three course sequence (along with Econ 278 & 279). The first two quarters, which are taught primarily in lecture format, have two main objectives: 1) examining theories and evidence related to the psychology of economic decision making; 2) introducing methods of experimental economics, and exploring major subject areas (including those not falling within behavioral economics) that have been addressed through laboratory experiments. Focuses on series of experiments that build on one another in an effort to test between competing theoretical frameworks, with the objectives of improving the explanatory and predictive performance of standard models, and of providing a foundation for more reliable normative analyses of policy issues. This third quarter is a practicum, focused on students who have taken (at least one of) the first two quarters and who are now preparing an experimental or behavioral study of their own. Prerequisites: Non-Econ Phd students must complete 204 and 271, or have consent of instructor.
Terms: Spr
| Units: 3-5
ECON 281:
Designing Experiments for Impact
This is a team-based course where students will work on a project to design and carry out an experiment intended to drive social impact in collaboration with a partner organization. The first few weeks will include lectures, hands-on tutorials, and labs designed to guide students through the process of experimental design in the digital context. Special topics include designing and selecting outcome measures that capture the impact of interventions; multi-stage experiments with applications to chatbots; learning how treatment effects vary across subgroups; adaptive experiments using bandits and artificial intelligence; and estimation of policies that target treatments based on subject characteristics. Experiments may be conducted on the customer base of a partner organization through their digital applications or on recruited subjects, such as subjects recruited to interactive chatbots. The teaching team will provide templates and technical assistance for designing and running the experiments. Students from different disciplinary backgrounds will be assigned roles to work in teams on the project. This course is part of the GSB's Action Learning Program, in which you will work on real business challenges under the guidance of faculty. In this intensive project-based course, you will learn research-validated foundations, tools, and practices; apply these tools and learnings to a real project for an external organization; create value for the organization by providing insights and deliverables; and be an ambassador to the organization by exposing them to the talent, values, and expertise of the GSB. You will also have the opportunity to gain practical industry experience and exposure to the organization, its industry, and the space in which it operates; build relationships in the organization and industry; and gain an understanding of related career paths. Prerequisites: Some experience with statistical analysis and the R statistical package. Students with less experience will have an opportunity to catch up through tutorials provided through the course. Non-GSB students are expected to have an advanced understanding of tools and methods from data science and machine learning as well as a strong familiarity with R, Python, SQL, and other similar high-level programming languages. Prerequisite: Econ 102B or equivalent. Students complete applications and enrollment will be with instructors consent. ECON 281 is for non-GSB students.
Terms: Spr
| Units: 2-4
ECON 282:
Contracts, Information, and Incentives
Basic theories and recent developments in mechanism design and the theory of contracts. Topics include: hidden characteristics and hidden action models with one and many agents, design of mechanisms and markets with limited communication, long-term relationships under commitment and under renegotiation, property rights and theories of the firm.
Terms: Win
| Units: 3-5
ECON 284:
Simplicity and Complexity in Economic Theory (CS 360)
Technology has enabled the emergence of economic systems of formerly inconceivable complexity. Nevertheless, some technology-related economic problems are so complex that either supercomputers cannot solve them in a reasonable time, or they are too complex for humans to comprehend. Thus, modern economic designs must still be simple enough for humans to understand, and must address computationally complex problems in an efficient fashion. This topics course explores simplicity and complexity in economics, primarily via theoretical models. We will focus on recent advances. Key topics include (but are not limited to) resource allocation in complex environments, communication complexity and information aggregation in markets, robust mechanisms, dynamic matching theory, influence maximization in networks, and the design of simple (user-friendly) mechanisms. Some applications include paired kidney exchange, auctions for electricity and for radio spectrum, ride-sharing platforms, and the diffusion of information. Prerequisites: Econ 203 or equivalent.
Terms: Spr
| Units: 3-5
ECON 285:
Matching and Market Design
This is an introduction to market design, intended mainly for second year PhD students in economics (but also open to other graduate students from around the university and to undergrads who have taken undergrad market design). It will emphasize the combined use of economic theory, experiments, and empirical analysis to analyze and engineer market rules and institutions. In this first quarter we will pay particular attention to matching markets, which are those in which price doesn't do all of the work, and which include some kind of application or selection process. We will also cover some of the basics of auction theory, with a particular emphasis on its connections to matching. In recent years market designers have participated in the design and implementation of a number of marketplaces, and the course will emphasize the relation between theory and practice, for example in the design of labor market clearinghouses for American doctors, school choice programs in a growing number of American cities (including New York and Boston), the allocation of organs for transplantation, online advertising auctions, and the market for transportation. Various forms of market failure will also be discussed. Assignment: One final paper. The objective of the final paper is to study an existing market or an environment with a potential role for a market, describe the relevant market design questions, and evaluate how the current market design works and/or propose improvements on the current design.
Terms: Aut
| Units: 2-5
ECON 287:
Topics in Market Design (MS&E 365)
Primarily for doctoral students. Focus on quantitative models dealing with sustainability and related to operations management. Prerequisite: consent of instructor. May be repeated for credit.
Terms: Win
| Units: 3
| Repeatable
for credit
ECON 290:
Multiperson Decision Theory
Students and faculty review and present recent research papers on basic theories and economic applications of decision theory, game theory and mechanism design. Applications include market design and analyses of incentives and strategic behavior in markets, and selected topics such as auctions, bargaining, contracting, and computation.
Terms: Spr
| Units: 3
ECON 291:
Social and Economic Networks
Synthesis of research on social and economic networks by sociologists, economists, computer scientists, physicists, and mathematicians, with an emphasis on modeling. Includes methods for describing and measuring networks, empirical observations about network structure, models of random and strategic network formation, as well as analyses of contagion, diffusion, learning, peer influence, games played on networks, and networked markets.
Terms: Spr
| Units: 3-5
ECON 293:
Machine Learning and Causal Inference
This course will cover statistical methods based on the machine learning literature that can be used for causal inference. In economics and the social sciences more broadly, empirical analyses typically estimate the effects of counterfactual policies, such as the effect of implementing a government policy, changing a price, showing advertisements, or introducing new products. This course will review when and how machine learning methods can be used for causal inference, and it will also review recent modifications and extensions to standard methods to adapt them to causal inference and provide statistical theory for hypothesis testing. We consider causal inference methods based on randomized experiments as well as observational studies, including methods such as instrumental variables and those based on longitudinal data. We consider the estimation of average treatment effects as well as personalized policies. Lectures will focus on theoretical developments, while classwork will consist primarily of empirical applications of the methods. Prerequisite: Prior coursework in basic observational study methods for causal inference, including instrumental variables, fixed effects modeling, regression discontinuity designs, etc. Students should be comfortable reading and engaging with empirical research in economics and related fields. This is crosslisted with MGTECON 634.
Terms: Spr
| Units: 3
ECON 299:
Practical Training
Students obtain employment in a relevant research or industrial activity to enhance their professional experience consistent with their degree programs. At the start of the quarter, students must submit a one page statement showing the relevance of the employment to the degree program along with an offer letter. Submit this documentation to the Econ professor, who has agreed to the student enrolling in their Econ 299 section. At the end of the quarter, a three page final report must be supplied documenting work done and relevance to degree program. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Abramitzky, R. (PI);
Admati, A. (PI);
Akbarpour, M. (PI);
Amador, M. (PI);
Amemiya, T. (PI);
Arora, A. (PI);
Athey, S. (PI);
Attanasio, O. (PI);
Auclert, A. (PI);
Bagwell, K. (PI);
Baron, D. (PI);
Bekaert, G. (PI);
Bernheim, B. (PI);
Bettinger, E. (PI);
Bhattacharya, J. (PI);
Bloom, N. (PI);
Bocola, L. (PI);
Boskin, M. (PI);
Brady, D. (PI);
Bresnahan, T. (PI);
Bulow, J. (PI);
Canellos, C. (PI);
Carroll, G. (PI);
Chandrasekhar, A. (PI);
Chaudhary, L. (PI);
Chetty, R. (PI);
Clerici-Arias, M. (PI);
Cogan, J. (PI);
Cuesta, J. (PI);
David, P. (PI);
Duffie, D. (PI);
Duggan, M. (PI);
Dupas, P. (PI);
Einav, L. (PI);
Fafchamps, M. (PI);
Falcon, W. (PI);
Fetter, D. (PI);
Fitzpatrick, M. (PI);
Fuchs, V. (PI);
Garber, A. (PI);
Gentzkow, M. (PI);
Gould, A. (PI);
Goulder, L. (PI);
Greif, A. (PI);
Haak, D. (PI);
Haber, S. (PI);
Hall, R. (PI);
Hamilton, J. (PI);
Hammond, P. (PI);
Hanson, W. (PI);
Hanushek, E. (PI);
Harris, D. (PI);
Hartmann, W. (PI);
Henry, P. (PI);
Hickman, B. (PI);
Hong, H. (PI);
Hope, N. (PI);
Horvath, M. (PI);
Hoxby, C. (PI);
Imbens, G. (PI);
Jackson, M. (PI);
Jagolinzer, A. (PI);
Jarosch, G. (PI);
Jones, C. (PI);
Jost, J. (PI);
Judd, K. (PI);
Kehoe, P. (PI);
Kessler, D. (PI);
Klenow, P. (PI);
Kochar, A. (PI);
Kojima, F. (PI);
Kolstad, C. (PI);
Krueger, A. (PI);
Kuran, T. (PI);
Kurlat, P. (PI);
Kurz, M. (PI);
Lambert, N. (PI);
Larsen, B. (PI);
Lau, L. (PI);
Lazear, E. (PI);
Levin, J. (PI);
MaCurdy, T. (PI);
Mahoney, N. (PI);
Malmendier, U. (PI);
McClellan, M. (PI);
McKeon, S. (PI);
Meier, G. (PI);
Milgrom, P. (PI);
Miller, G. (PI);
Morten, M. (PI);
Naylor, R. (PI);
Nechyba, T. (PI);
Niederle, M. (PI);
Noll, R. (PI);
Owen, B. (PI);
Oyer, P. (PI);
Pencavel, J. (PI);
Persson, P. (PI);
Piazzesi, M. (PI);
Pistaferri, L. (PI);
Polinsky, A. (PI);
Qian, Y. (PI);
Reiss, P. (PI);
Richards, J. (PI);
Roberts, J. (PI);
Romano, J. (PI);
Romer, P. (PI);
Rosenberg, N. (PI);
Rossi-Hansberg, E. (PI);
Rosston, G. (PI);
Roth, A. (PI);
Royalty, A. (PI);
Rozelle, S. (PI);
Sargent, T. (PI);
Schaffner, J. (PI);
Schneider, M. (PI);
Segal, I. (PI);
Sharpe, W. (PI);
Shotts, K. (PI);
Shoven, J. (PI);
Singleton, K. (PI);
Skrzypacz, A. (PI);
Sorkin, I. (PI);
Sweeney, J. (PI);
Taylor, J. (PI);
Tendall, M. (PI);
Topper, M. (PI);
Voena, A. (PI);
Vytlacil, E. (PI);
Wacziarg, R. (PI);
Weingast, B. (PI);
Williams, H. (PI);
Wilson, R. (PI);
Wolak, F. (PI);
Wolitzky, A. (PI);
Wright, G. (PI);
Wright, M. (PI);
Yotopoulos, P. (PI);
Yurukoglu, A. (PI);
Sheeler, P. (GP)
ECON 300:
Third-Year Seminar
Restricted to Economics Ph.D. students. Students present current research. May be repeated for credit.
Terms: Aut, Spr
| Units: 3-10
| Repeatable
for credit
ECON 310:
Macroeconomic Workshop
Terms: Aut, Win, Spr
| Units: 1-10
| Repeatable
for credit
ECON 315:
Development Workshop
Terms: Aut, Win, Spr
| Units: 1-10
| Repeatable
for credit
ECON 325:
Economic History Workshop
May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-10
| Repeatable
for credit
ECON 335:
Experimental/Behavioral Seminar
Field seminar in experimental and behavioral economics.
Terms: Aut, Win, Spr
| Units: 1-10
| Repeatable
for credit
ECON 341:
Public Economics and Environmental Economics Seminar
Issues in measuring and evaluating the economic performance of government tax, expenditure, debt, and regulatory policies; their effects on levels and distribution of income, wealth, and environmental quality; alternative policies and methods of evaluation. Workshop format combines student research, faculty presentations, and guest speakers. Prerequisite: ECON 241 or consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-10
| Repeatable
for credit
ECON 345:
Labor Economics Seminar
Terms: Aut, Win, Spr
| Units: 1-10
| Repeatable
for credit
ECON 354:
Law and Economics Seminar
This seminar will examine current research by lawyers and economists on a variety of topics in law and economics. Several sessions of the seminar will consist of an invited speaker, usually from another university, who will discuss his or her current research. Representative of these sessions have been discussions of compensation for government regulations and takings, liability rules for controlling accidents, the definition of markets in antitrust analysis, the role of the government as a controlling shareholder, and optimal drug patent length. Contact the instructor listed for the class to request permission to enroll. Cross-listed with the Law School (Law 7506 and Law 7507).
Terms: Aut, Win
| Units: 2-3
ECON 355:
Industrial Organization Workshop
Current research in the field by visitors, presentations by students, and discussion of recent papers. Students write an original research paper, make a formal presentation, and lead a structured discussion.
Terms: Aut, Win, Spr
| Units: 1-10
| Repeatable
for credit
ECON 365:
International Trade Workshop
Terms: Aut, Win, Spr
| Units: 1-10
| Repeatable
for credit
ECON 370:
Econometrics Workshop
Terms: Aut, Win, Spr
| Units: 1-10
| Repeatable
for credit
ECON 391:
Microeconomic Theory Seminar
Terms: Aut, Win, Spr
| Units: 1-10
| Repeatable
for credit
ECON 400:
Ph.D. Dissertation
Pre-TGR dissertation research.(Staff)
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Abramitzky, R. (PI);
Amador, M. (PI);
Bagwell, K. (PI);
Bernheim, B. (PI);
Bloom, N. (PI);
Boskin, M. (PI);
Bresnahan, T. (PI);
Cuesta, J. (PI);
Dupas, P. (PI);
Einav, L. (PI);
Fetter, D. (PI);
Goulder, L. (PI);
Greif, A. (PI);
Hall, R. (PI);
Hong, H. (PI);
Hoxby, C. (PI);
Jackson, M. (PI);
Klenow, P. (PI);
Kojima, F. (PI);
Kurlat, P. (PI);
Kurz, M. (PI);
Levin, J. (PI);
MaCurdy, T. (PI);
Milgrom, P. (PI);
Niederle, M. (PI);
Noll, R. (PI);
Pencavel, J. (PI);
Piazzesi, M. (PI);
Pistaferri, L. (PI);
Romano, J. (PI);
Roth, A. (PI);
Schneider, M. (PI);
Segal, I. (PI);
Shoven, J. (PI);
Taylor, J. (PI);
Williams, H. (PI);
Wolak, F. (PI);
Wright, G. (PI)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Abramitzky, R. (PI);
Admati, A. (PI);
Amador, M. (PI);
Amemiya, T. (PI);
Arora, A. (PI);
Athey, S. (PI);
Attanasio, O. (PI);
Bagwell, K. (PI);
Baron, D. (PI);
Bekaert, G. (PI);
Bernheim, B. (PI);
Bhattacharya, J. (PI);
Bloom, N. (PI);
Boskin, M. (PI);
Brady, D. (PI);
Bresnahan, T. (PI);
Bulow, J. (PI);
Canellos, C. (PI);
Carroll, G. (PI);
Chandrasekhar, A. (PI);
Clerici-Arias, M. (PI);
David, P. (PI);
Duffie, D. (PI);
Dupas, P. (PI);
Einav, L. (PI);
Fafchamps, M. (PI);
Falcon, W. (PI);
Fetter, D. (PI);
Fitzpatrick, M. (PI);
Fuchs, V. (PI);
Garber, A. (PI);
Goulder, L. (PI);
Greif, A. (PI);
Haak, D. (PI);
Haber, S. (PI);
Hall, R. (PI);
Hammond, P. (PI);
Hanushek, E. (PI);
Harris, D. (PI);
Hartmann, W. (PI);
Henry, P. (PI);
Hickman, B. (PI);
Hong, H. (PI);
Hope, N. (PI);
Horvath, M. (PI);
Hoxby, C. (PI);
Jackson, M. (PI);
Jagolinzer, A. (PI);
Jones, C. (PI);
Jost, J. (PI);
Judd, K. (PI);
Kessler, D. (PI);
Klenow, P. (PI);
Kochar, A. (PI);
Kojima, F. (PI);
Kolstad, C. (PI);
Koudijs, P. (PI);
Krueger, A. (PI);
Kuran, T. (PI);
Kurlat, P. (PI);
Kurz, M. (PI);
Lambert, N. (PI);
Lau, L. (PI);
Lazear, E. (PI);
Levin, J. (PI);
MaCurdy, T. (PI);
Malmendier, U. (PI);
McClellan, M. (PI);
Meier, G. (PI);
Milgrom, P. (PI);
Miller, G. (PI);
Naylor, R. (PI);
Nechyba, T. (PI);
Niederle, M. (PI);
Noll, R. (PI);
Owen, B. (PI);
Oyer, P. (PI);
Pencavel, J. (PI);
Piazzesi, M. (PI);
Pistaferri, L. (PI);
Polinsky, A. (PI);
Qian, Y. (PI);
Reiss, P. (PI);
Richards, J. (PI);
Roberts, J. (PI);
Romano, J. (PI);
Romer, P. (PI);
Rosenberg, N. (PI);
Rossi-Hansberg, E. (PI);
Rosston, G. (PI);
Roth, A. (PI);
Royalty, A. (PI);
Rozelle, S. (PI);
Sargent, T. (PI);
Schaffner, J. (PI);
Schneider, M. (PI);
Segal, I. (PI);
Sharpe, W. (PI);
Shotts, K. (PI);
Shoven, J. (PI);
Singleton, K. (PI);
Skrzypacz, A. (PI);
Sweeney, J. (PI);
Taylor, J. (PI);
Tendall, M. (PI);
Topper, M. (PI);
Vytlacil, E. (PI);
Wacziarg, R. (PI);
Weingast, B. (PI);
Wilson, R. (PI);
Wolak, F. (PI);
Wolitzky, A. (PI);
Wright, G. (PI);
Wright, M. (PI);
Yotopoulos, P. (PI);
Sheeler, P. (GP)
ECON 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Abramitzky, R. (PI);
Admati, A. (PI);
Amador, M. (PI);
Amemiya, T. (PI);
Arora, A. (PI);
Athey, S. (PI);
Attanasio, O. (PI);
Auclert, A. (PI);
Bagwell, K. (PI);
Baron, D. (PI);
Bekaert, G. (PI);
Bernheim, B. (PI);
Bhattacharya, J. (PI);
Bloom, N. (PI);
Boskin, M. (PI);
Brady, D. (PI);
Bresnahan, T. (PI);
Bulow, J. (PI);
Canellos, C. (PI);
Carroll, G. (PI);
Chandrasekhar, A. (PI);
Chaudhary, L. (PI);
Chetty, R. (PI);
Clerici-Arias, M. (PI);
Cogan, J. (PI);
Cuesta, J. (PI);
David, P. (PI);
Diamond, R. (PI);
Duffie, D. (PI);
Duggan, M. (PI);
Dupas, P. (PI);
Einav, L. (PI);
Fafchamps, M. (PI);
Falcon, W. (PI);
Fetter, D. (PI);
Fitzpatrick, M. (PI);
Fuchs, V. (PI);
Garber, A. (PI);
Gentzkow, M. (PI);
Gould, A. (PI);
Goulder, L. (PI);
Greif, A. (PI);
Haak, D. (PI);
Haber, S. (PI);
Hall, R. (PI);
Hammond, P. (PI);
Hanson, W. (PI);
Hanushek, E. (PI);
Harris, D. (PI);
Hartmann, W. (PI);
Henry, P. (PI);
Hickman, B. (PI);
Hong, H. (PI);
Hope, N. (PI);
Horvath, M. (PI);
Hoxby, C. (PI);
Imbens, G. (PI);
Jackson, M. (PI);
Jagolinzer, A. (PI);
Jarosch, G. (PI);
Jones, C. (PI);
Jost, J. (PI);
Judd, K. (PI);
Kehoe, P. (PI);
Kessler, D. (PI);
Klenow, P. (PI);
Kochar, A. (PI);
Kojima, F. (PI);
Kolstad, C. (PI);
Koudijs, P. (PI);
Kreps, D. (PI);
Krueger, A. (PI);
Kuran, T. (PI);
Kurlat, P. (PI);
Kurz, M. (PI);
Lambert, N. (PI);
Larsen, B. (PI);
Lau, L. (PI);
Lazear, E. (PI);
Levin, J. (PI);
MaCurdy, T. (PI);
Malmendier, U. (PI);
McClellan, M. (PI);
Meier, G. (PI);
Milgrom, P. (PI);
Miller, G. (PI);
Morten, M. (PI);
Naylor, R. (PI);
Niederle, M. (PI);
Noll, R. (PI);
Owen, B. (PI);
Oyer, P. (PI);
Pencavel, J. (PI);
Persson, P. (PI);
Piazzesi, M. (PI);
Pistaferri, L. (PI);
Polinsky, A. (PI);
Qian, Y. (PI);
Reiss, P. (PI);
Richards, J. (PI);
Roberts, J. (PI);
Romano, J. (PI);
Romer, P. (PI);
Rosenberg, N. (PI);
Rossi-Hansberg, E. (PI);
Rosston, G. (PI);
Roth, A. (PI);
Royalty, A. (PI);
Rozelle, S. (PI);
Sargent, T. (PI);
Schaffner, J. (PI);
Schneider, M. (PI);
Segal, I. (PI);
Sharpe, W. (PI);
Shotts, K. (PI);
Shoven, J. (PI);
Singleton, K. (PI);
Skrzypacz, A. (PI);
Sorkin, I. (PI);
Sweeney, J. (PI);
Taylor, J. (PI);
Tendall, M. (PI);
Topper, M. (PI);
Wacziarg, R. (PI);
Weingast, B. (PI);
Williams, H. (PI);
Wilson, R. (PI);
Wolak, F. (PI);
Wolitzky, A. (PI);
Wright, G. (PI);
Wright, M. (PI);
Yotopoulos, P. (PI);
Sheeler, P. (GP)
EDUC 15SC:
Remix | Reading and Writing DJ Culture
"last night a DJ saved my life" --Indeep (1982 song) In a moment that has been widely described being defined by "remix culture," what might we learn from the traditions and practices of the artists who gave us the remix? This course looks at the DJ as an crucial figure, a rhetor even, who influences both US and world culture and examines the DJ's practices as writing practices. From there we ask how other kinds of writing--public, academic, creative--can be informed by DJs and DJ culture. We will study specific practices like scratching, remixing, and the mixtape as well as different approaches and spaces in which DJs have shaped culture, from disco to Hip Hop to world music, from radio DJs to party DJs to beat-juggling and turntablism. In addition to our readings, viewings and work in class, participants in the course will be able to participate in a DJ workshop introducing basic techniques like mixing, and will attend at least 1 live DJ set in San Francisco or Oakland. The course will make turntables and a DJ controller available for students to work on mixes and DJ techniques live, in class.
Terms: Sum
| Units: 2
EDUC 98:
Service Learning Practicum
For Alternative Spring Break program leaders. The skills and philosophical framework to develop and lead an ASB experience. May be repeat for credit
Terms: Aut, Win
| Units: 1
| Repeatable
4 times
(up to 4 units total)
EDUC 100A:
EAST House Seminar: Current Issues and Debates in Equity, Access & Society
EAST is the Equity, Access, and Society Theme House at Stanford University. The EAST House Seminar is primarily a speaker series designed to introduce students to the research of Stanford faculty. In Autumn and Winter quarters, faculty and other scholars from around the University discuss their research related to equity, access, and society, broadly construed. Each week will feature a speaker from disciplines ranging from the social sciences to the humanities who will engage students with their work and what it means for understanding and/or addressing pressing issues in society. In Spring quarter, the seminar is a small group discussion of weekly readings on a focused topic in equity, access, and education. Contact instructor for details. The seminar is repeatable for credit.
Terms: Aut
| Units: 1
| Repeatable
for credit
EDUC 100B:
EAST House Seminar: Current Issues and Debates in Equity, Access & Society (CSRE 99B)
EAST is the Equity, Access, and Society Theme House at Stanford University. The EAST House Seminar is primarily a speaker series designed to introduce students to the research of Stanford faculty. In Autumn and Winter quarters, faculty and other scholars from around the University discuss their research related to equity, access, and society, broadly construed. Each week will feature a speaker from disciplines ranging from the social sciences to the humanities who will engage students with their work and what it means for understanding and/or addressing pressing issues in society. In Spring quarter, the seminar is a small group discussion of weekly readings on a focused topic in equity, access, and education. Contact instructor for details. The seminar is repeatable for credit.
Terms: Win
| Units: 1
| Repeatable
for credit
EDUC 100C:
EAST House Seminar: Readings on Equity, Access & Society (CSRE 99C)
EAST is the Equity, Access, and Society Theme House at Stanford University. The EAST House Seminar is primarily a speaker series designed to introduce students to the research of Stanford faculty. In Autumn and Winter quarters, faculty and other scholars from around the University discuss their research related to equity, access, and society, broadly construed. Each week will feature a speaker from disciplines ranging from the social sciences to the humanities who will engage students with their work and what it means for understanding and/or addressing pressing issues in society. In Spring quarter, the seminar is a small group discussion of weekly readings on a focused topic in equity, access, and education. Contact instructor for details. The seminar is repeatable for credit.
Terms: Spr
| Units: 1
| Repeatable
for credit
EDUC 101:
Introduction to Teaching and Learning
This course is designed to help undergraduates explore career interests in education; it is the core course for the Undergraduate Minor in Education, and fulfills requirements for Honors in Education. The course considers the philosophy, history, politics, professional practice and social structures of teaching in the United States. Students will read and discuss teaching theory and research, participate in learning activities and visit school teaching sites, as well as examine and analyze artifacts and models of teaching.
Terms: Aut
| Units: 4
EDUC 102I:
International Education Policy Workshop (EDUC 202I)
This is a project-based workshop. Practical introduction to issues in educational policy making, education reform, educational planning, implementation of policy interventions, and monitoring and evaluation in developing country contexts. Preference to students enrolled in ICE/IEAPA, but open to other students interested in international development or comparative public policy with instructor's consent. Attendance at first class required for enrollment.
Terms: Spr
| Units: 2-4
EDUC 103A:
Tutoring: Seeing a Child through Literacy (EDUC 203A)
This service-learning course presents the experience of learning to read and write through the eyes of a child. Participants will learn about theories and pedagogical approaches for teaching beginning reading and will engage in tutoring a child in grades K-3 via Zoom. Participants receive tutor training and learn about relevant research including the role of instruction in developing language and literacy, issues of access and equity, and bilingual literacy instruction. Practical topics include lesson planning and new technologies to address challenges of distance learning. Attendance is expected for online tutoring two times per week in addition to the weekly class meeting. The course may be repeated for credit.
Terms: Aut
| Units: 3-4
| Repeatable
10 times
(up to 40 units total)
EDUC 103B:
Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices (AFRICAAM 106, CSRE 103B, EDUC 337)
Focus is on classrooms with students from diverse racial, ethnic and linguistic backgrounds. Studies, writing, and media representation of urban and diverse school settings; implications for transforming teaching and learning. Issues related to developing teachers with attitudes, dispositions, and skills necessary to teach diverse students.
Terms: Win
| Units: 4
| UG Reqs: WAY-EDP
EDUC 107:
Education and Inequality: Big Data for Large-Scale Problems (EDUC 207, SOC 107E, SOC 205)
In this course, students will use data from the Stanford Education Data Archive (SEDA) to study the patterns, causes, consequences, and remedies of educational inequality in the US. SEDA is based on 200 million test score records, administrative data, and census data from every public school, school district, and community in the US. The course will include lectures, discussion, and small group research projects using SEDA and other data.
Terms: Aut
| Units: 3
EDUC 111:
The Young Adult Novel: A Literature For and About Adolescents
For undergraduates considering teaching or working with adolescents, and for those planning to apply to the coterminal program in the Stanford Teacher Education program (STEP). Students work together to define the genre of young adult novels. What they reveal about adolescence in America. How to read and teach young adult literature.
Terms: Spr
| Units: 4
EDUC 115N:
Mathematical Mindsets - The Interplay of Identity & Knowledge in Learning & Life
What is going on in mathematics education in the United States? Why do so many people hate and fear math? What contributes to the high levels of innumeracy in the general population? Why do girls and women opt out of math when they get a chance? In this seminar we will consider seminal research on math learning in K-12 classrooms, including a focus on equity. We will spend time investigating cases of teaching and learning, through watching videos and visiting schools. This seminar is for those who are interested in education, and who would like to learn about ways to help students (and maybe yourselves?) learn and enjoy mathematics. If you have had bad math experiences and would like to understand them - and put them behind you - this seminar will be particularly good for you. The final project for this class will involve developing a case of one or more math learners, investigating their journeys in the world of math.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-SI
EDUC 117:
Research and Policy on Postsecondary Access (EDUC 417, PUBLPOL 117, PUBLPOL 217A)
The transition from high school to college. K-16 course focusing on high school preparation, college choice, remediation, pathways to college, and first-year adjustment. The role of educational policy in postsecondary access. Service Learning Course (certified by Haas Center).
Terms: Win
| Units: 3
EDUC 118S:
Designing Your Stanford (ME 104S)
DYS uses a Design Thinking approach to help Freshmen and Sophomores learn practical tools and ideas to make the most of their Stanford experience. Topics include the purpose of college, major selection, educational and vocational wayfinding, and innovating college outcomes, explored through the design thinking process. This seminar class incorporates small group discussion, in-class activities, field exercises, personal reflection, and individual coaching. Expect ideation tools, storytelling practices, prototyping to discover more about yourself and possible paths forward. The course concludes with creation of multiple versions of what college might look like and how to make those ideas reality. All enrolled and waitlisted students should attend class on day 1 for admission. Additional course information at http://www.designingyourstanford.org.
Terms: Aut, Win, Spr
| Units: 2
EDUC 120:
Sociology of Science (EDUC 320, SOC 330, STS 200Q)
This course explores the social construction of scientific knowledge from various perspectives. The course begins by taking stock of core philosophical theories on scientific knowledge and then it proceeds to ask how various authors have described and characterized this knowledge as socially embedded and constructed. Through this course we will ask what sort of knowledge is considered scientific or not? And then from there, a variety of social, institutional and historical factors will enter and influence not only how scientific knowledge is discovered and developed, but also how we evaluate it. This course is suitable to advanced undergraduates and doctoral students.
Terms: Aut
| Units: 3-4
| UG Reqs: WAY-SI
EDUC 120C:
Education and Society (EDUC 220C, SOC 130, SOC 230)
The effects of schools and schooling on individuals, the stratification system, and society. Education as socializing individuals and as legitimizing social institutions. The social and individual factors affecting the expansion of schooling, individual educational attainment, and the organizational structure of schooling.
Terms: Spr
| Units: 4-5
| UG Reqs: GER:DB-SocSci, WAY-SI
EDUC 126A:
Ethics and Leadership in Public Service (CSRE 126C, ETHICSOC 79, URBANST 126A)
This course explores ethical questions that arise in public service work, as well as leadership theory and skills relevant to public service work. Through readings, discussions, in-class activities, assignments, and guest lectures, students will develop a foundation and vision for a future of ethical and effective service leadership. This course serves as a gateway for interested students to participate in the Haas Center's Public Service Leadership Program.
Terms: Win
| Units: 3-4
| UG Reqs: WAY-ER
EDUC 136:
World, Societal, and Educational Change: Comparative Perspectives (EDUC 306D, SOC 231)
Theoretical perspectives and empirical studies on the structural and cultural sources of educational expansion and differentiation, and on the cultural and structural consequences of educational institutionalization. Research topics: education and nation building; education, mobility, and equality; education, international organizations, and world culture.
Terms: Win
| Units: 4-5
| UG Reqs: GER:DB-SocSci
EDUC 140:
Honors Research
Provides opportunity for research in pursuit of senior honors theses.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Alim, H. (PI);
Antonio, A. (PI);
Ardoin, N. (PI);
Aukerman, M. (PI);
Ball, A. (PI);
Barr, D. (PI);
Barron, B. (PI);
Bettinger, E. (PI);
Blikstein, P. (PI);
Boaler, J. (PI);
Borko, H. (PI);
Bromley, P. (PI);
Brown, B. (PI);
Callan, E. (PI);
Carnoy, M. (PI);
Carter, P. (PI);
Cohen, G. (PI);
Damon, W. (PI);
Darling-Hammond, L. (PI);
Ehrlich, T. (PI);
Garcia, A. (PI);
Goldenberg, C. (PI);
Goldman, S. (PI);
Gordon, L. (PI);
Grossman, P. (PI);
Gumport, P. (PI);
Haertel, E. (PI);
Hakuta, K. (PI);
Juel, C. (PI);
Kelman, A. (PI);
Krumboltz, J. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Levine, S. (PI);
Lit, I. (PI);
Loeb, S. (PI);
Lotan, R. (PI);
Martinez, R. (PI);
McCandliss, B. (PI);
McDermott, R. (PI);
McFarland, D. (PI);
Meyerson, D. (PI);
Murata, A. (PI);
Murphy-Shigematsu, S. (PI);
O'Hara, S. (PI);
Obradovic, J. (PI);
Osborne, J. (PI);
Osuna, J. (PI);
Padilla, A. (PI);
Pea, R. (PI);
Ramirez, F. (PI);
Rogosa, D. (PI);
Rosa, J. (PI);
Salehi, S. (PI);
Schwartz, D. (PI);
Shulman, L. (PI);
Stevens, M. (PI);
Stipek, D. (PI);
Valdes, G. (PI);
Williamson, P. (PI);
Willinsky, J. (PI);
Wineburg, S. (PI);
Wotipka, C. (PI);
Yeatman, J. (PI);
reardon, s. (PI)
EDUC 141:
Counterstory in Literature and Education (CSRE 141E, EDUC 341, LIFE 124)
Counterstory is a method developed in critical legal studies that emerges out of the broad "narrative turn" in the humanities and social science. This course explores the value of this turn, especially for marginalized communities, and the use of counterstory as analysis, critique, and self-expression. Using an interdisciplinary approach, we examine counterstory as it has developed in critical theory, critical pedagogy, and critical race theory literatures, and explore it as a framework for liberation, cultural work, and spiritual exploration.
Terms: Spr
| Units: 3
| UG Reqs: WAY-CE, WAY-EDP
EDUC 141A:
Counterstory Practice in Contemporary Literature and Media
This seminar explores Counterstory, a methodology for exposing and challenging dominant cultural narratives about identities, events, and power. We examine counterstories in contemporary literature and media, examine the theory and craft behind them, and create original counterstories. You'll learn the method of counterstory not only to create your own, but also to share it with others in educational and other settings where stories are critical to social change-from journalism and documentary film to health, social justice, and community organizations. Note: this is a companion class to EDUC 141, sharing a number of lectures and activities, but designed for students interested in fulfilling the Writing & Rhetoric 2 requirement. Prerequisite: PWR 1.
Terms: Spr
| Units: 4
| UG Reqs: Writing 2
EDUC 142:
Foundational Course in Testing
This course explores basic concepts in testing. It examines testing purposes, test item formats, types of knowledge assessed, and factors that may affect the education process and different educational outcomes. The course also includes a discussion of testing in two contexts: large-scale and the classroom. Students write a final paper focusing on one of these two contexts.
Terms: Spr
| Units: 2-3
EDUC 144:
Re(positioning) Disability: Historical, Cultural, and Social Lenses (AFRICAAM 244, CSRE 143, PEDS 246D)
This course is designed to introduce undergraduate students of any major to important theoretical and practical concepts regarding special education, disability, and diversity. This course primarily addresses the social construction of disability and its intersection with race and class through the critical examination of history, law, social media, film, and other texts. Students will engage in reflection about their own as well as broader U.S. discourses moving towards deeper understanding of necessary societal and educational changes to address inequities. Successful completion of this course fulfills one requirement for the School of Education minor in Education.
Terms: Aut
| Units: 3
EDUC 144A:
Diverse Perspectives on Disability
The experiences of people with disabilities are often clouded by misconceptions, mystery, fear, and lack of personal experience. Although no one person has the keys to unlocking the diverse perspectives of people with disabilities, using tools afforded by narrative inquiry can help unlock opportunities for understanding as well as shifting conceptualizations in a world designed with little regard for the margins. We hope that this course will deepen our understanding of how disability intersects with a variety of identities that can mask or foreground forms of difference. Come learn with us as we engage with ourselves and the Stanford community around constructions of disability and the diverse perspectives that inform these complex constructions. Successful complete of this course fulfills one elective requirement for the Education Minor.
Terms: Spr
| Units: 3
EDUC 159:
Which Side of History? How Technology Is Reshaping Democracy and Our Lives (COMM 159)
Technology, with its 24/7 influence on our lives, has transformed our entire society. This course, led by James Steyer, founder and CEO of Common Sense Media, will examine a number of critical issues: How can we hold tech platforms accountable? How do we protect the privacy of consumers? How can we ensure the mental health of our society? Guest speakers-including Hillary Clinton, Cory Booker, Sacha Baron Cohen, Reid Hoffman, and Julie Lythcott-Haims-will bring a unique perspective on the remarkable impact of technology on our lives.
Terms: Aut
| Units: 1
EDUC 165:
History of Higher Education in the U.S. (AMSTUD 165, EDUC 265, HISTORY 158C)
Major periods of evolution, particularly since the mid-19th century. Premise: insights into contemporary higher education can be obtained through its antecedents, particularly regarding issues of governance, mission, access, curriculum, and the changing organization of colleges and universities.
Terms: Win
| Units: 3-5
EDUC 171:
Preschool Counts: Engaging Young Children in Math
This course is focused on concepts and theories of mathematics teaching and learning in Early Childhood Education and includes practical experience teaching aged 4-5 years using online methods. The recent distance learning context has led to new ways of interacting with children that will be explored in the course. Course participants will also investigate early math apps and current teaching technologies, as well as discuss examples of online teaching and learning in preschool and kindergarten contexts. Attendance is expected for online tutoring two times per week in addition to the weekly class meeting. The course may be repeated for credit.
Terms: Win, Spr
| Units: 1-3
| Repeatable
for credit
EDUC 173:
Gender and Higher Education: National and International Perspectives (EDUC 273, FEMGEN 173, SOC 173, SOC 273)
This course examines the ways in which higher education structures and policies interact with gender, gender identity, and other characteristics in the United States, around the world, and over time. Attention is paid to how changes in those structures and policies relate to access to, experiences in, and outcomes of higher education by gender. Students can expect to gain an understanding of theories and perspectives from the social sciences relevant to an understanding of the role of higher education in relation to structures of gender differentiation and hierarchy. Topics include undergraduate and graduate education; identity and sexuality; gender and science; gender and faculty; and feminist scholarship and pedagogy.
Terms: Spr
| Units: 3-4
| UG Reqs: GER:EC-Gender, WAY-EDP, WAY-SI
EDUC 177A:
Well-Being in Immigrant Children & Youth: A Service Learning Course (CHILATST 177A, CSRE 177E, HUMBIO 29A)
This is an interdisciplinary course that will examine the dramatic demographic changes in American society that are challenging the institutions of our country, from health care and education to business and politics. This demographic transformation is occurring first in children and youth, and understanding how social institutions are responding to the needs of immigrant children and youth to support their well-being is the goal of this course. Cardinal Course certified by the Haas Center.
Terms: Aut
| Units: 4
| UG Reqs: WAY-EDP
EDUC 177B:
Well-Being in Immigrant Children & Youth: A Service Learning Course (CHILATST 177B, CSRE 177F)
This is an interdisciplinary course that will examine the dramatic demographic changes in American society that are challenging the institutions of our country, from health care and education to business and politics. This demographic transformation is occurring first in children and youth, and understanding how social institutions are responding to the needs of immigrant children and youth to support their well-being is the goal of this course. Cardinal Course certified by the Haas Center.
Terms: Win
| Units: 4
| UG Reqs: WAY-EDP
EDUC 179E:
Introduction to Chicanx/Latinx Studies (CHILATST 180E, CSRE 180E)
This course draws on intersectional and interdisciplinary approaches to introduce students to the range of issues, experiences, and methodologies that form the foundation of Latina/o/x studies. By considering the relationship between the creation of "Latinx" and "American" identities, students will critically reconsider the borders that constitute the U.S. as a political and cultural formation. The course balances depth and breadth in its study of the variety of perspectives and experiences that come to be associated with U.S. Latinxs. Thus, we will analyze the histories of predominant U.S. Latinx sub-groups, such as Mexicans/Chicanxs and Puerto Ricans, while also incorporating considerations of the ways in which broader populations with ties to Central America, South America, and the Caribbean play crucial roles in constituting U.S. Latinx identities. Topics include the U.S./Mexico border and the borderlands; (im)migration and diaspora; literary and cultural traditions; music and expressive practices; labor and structural inequality; social movements; Latinx urbanism; gender and sexuality; political and economic shifts; and inter- and intra-group relations. Sources include a range of social science and humanities scholarship. This course will meet at Sequoia High School. Transportation will be provided.
Terms: Win
| Units: 5
EDUC 180:
Directed Reading in Education
For undergraduates and master's degree students. (All Areas)
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Adams, C. (PI);
Alim, H. (PI);
Alvarado, A. (PI);
Annamma, S. (PI);
Antonio, A. (PI);
Ardoin, N. (PI);
Artiles, A. (PI);
Aukerman, M. (PI);
Ball, A. (PI);
Banks, A. (PI);
Barron, B. (PI);
Bayati, M. (PI);
Bettinger, E. (PI);
Blikstein, P. (PI);
Boaler, J. (PI);
Bonnet, G. (PI);
Booker, A. (PI);
Borko, H. (PI);
Brazer, S. (PI);
Brest, P. (PI);
Bromley, P. (PI);
Brown, B. (PI);
Bryk, T. (PI);
Calfee, R. (PI);
Callan, E. (PI);
Camarillo, J. (PI);
Carlson, J. (PI);
Carnoy, M. (PI);
Carter, P. (PI);
Charity Hudley, A. (PI);
Cohen, G. (PI);
Cotterman, K. (PI);
Cox, G. (PI);
Damon, W. (PI);
Darling-Hammond, L. (PI);
Dee, T. (PI);
Domingue, B. (PI);
Ehrlich, T. (PI);
Eisner, E. (PI);
Ellch, L. (PI);
Emery, D. (PI);
Fisher, P. (PI);
Fogg, B. (PI);
Fong, B. (PI);
Forssell, K. (PI);
Garcia, A. (PI);
Goldenberg, C. (PI);
Goldman, S. (PI);
Gordon, L. (PI);
Grossman, P. (PI);
Gumport, P. (PI);
Haber, N. (PI);
Haertel, E. (PI);
Hakuta, K. (PI);
Hines, M. (PI);
Hoagland, G. (PI);
Imbens, G. (PI);
Jaquith, A. (PI);
Juel, C. (PI);
Kamil, M. (PI);
Kelman, A. (PI);
Kijima, R. (PI);
Kim, P. (PI);
Kirst, M. (PI);
Koski, W. (PI);
Krokoszynski, T. (PI);
Krumboltz, J. (PI);
Kuboyama, E. (PI);
Kushner, M. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Lee, G. (PI);
Lee, V. (PI);
Lemons, C. (PI);
Leslie, M. (PI);
Levine, E. (PI);
Levine, S. (PI);
Lit, I. (PI);
Loeb, S. (PI);
Lotan, R. (PI);
Loyalka, P. (PI);
Lythcott, J. (PI);
Martinez, A. (PI);
Martinez, R. (PI);
McCandliss, B. (PI);
McDermott, R. (PI);
McFarland, D. (PI);
McLaughlin, M. (PI);
Mendoza-Newman, M. (PI);
Meyerson, D. (PI);
Murata, A. (PI);
Nandagopal, K. (PI);
Nasir, N. (PI);
O'Hara, S. (PI);
Obradovic, J. (PI);
Olkin, I. (PI);
Osborne, J. (PI);
Osuna, J. (PI);
Padilla, A. (PI);
Pea, R. (PI);
Perez-Granados, D. (PI);
Peterson, M. (PI);
Phillips, D. (PI);
Pope, D. (PI);
Porteus, A. (PI);
Powell, W. (PI);
Ramirez, F. (PI);
Reich, R. (PI);
Rogosa, D. (PI);
Rohlen, T. (PI);
Rosa, J. (PI);
Roth, B. (PI);
Ruiz-Primo, M. (PI);
Saleem, F. (PI);
Salehi, S. (PI);
Schwartz, D. (PI);
Scott, R. (PI);
Shavelson, R. (PI);
Silverman, R. (PI);
Singleton, K. (PI);
Smith, S. (PI);
Solano-Flores, G. (PI);
Sorcar, P. (PI);
Staklis, S. (PI);
Stevens, M. (PI);
Stipek, D. (PI);
Strober, M. (PI);
Suarez, D. (PI);
Subramonyam, H. (PI);
Thille, C. (PI);
Tyack, D. (PI);
Valdes, G. (PI);
Vega, R. (PI);
Walker, D. (PI);
Wieman, C. (PI);
Williamson, P. (PI);
Willinsky, J. (PI);
Wineburg, S. (PI);
Wise, S. (PI);
Wolf, J. (PI);
Wotipka, C. (PI);
Yeatman, J. (PI);
Yisrael, D. (PI);
pearman, f. (PI);
reardon, s. (PI)
EDUC 185:
Master's Thesis
(all areas)
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Alim, H. (PI);
Alvarado, A. (PI);
Antonio, A. (PI);
Ardoin, N. (PI);
Aukerman, M. (PI);
Ball, A. (PI);
Barron, B. (PI);
Bettinger, E. (PI);
Blikstein, P. (PI);
Boaler, J. (PI);
Booker, A. (PI);
Borko, H. (PI);
Brown, B. (PI);
Bryk, T. (PI);
Calfee, R. (PI);
Callan, E. (PI);
Carnoy, M. (PI);
Carter, P. (PI);
Damon, W. (PI);
Darling-Hammond, L. (PI);
Goldenberg, C. (PI);
Goldman, S. (PI);
Gordon, L. (PI);
Grossman, P. (PI);
Gumport, P. (PI);
Haertel, E. (PI);
Hakuta, K. (PI);
Hanushek, E. (PI);
Heath, S. (PI);
Juel, C. (PI);
Kamil, M. (PI);
Kennedy, D. (PI);
Kirst, M. (PI);
Krumboltz, J. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Lit, I. (PI);
Loeb, S. (PI);
Lotan, R. (PI);
Lythcott, J. (PI);
Martinez, A. (PI);
McDermott, R. (PI);
McFarland, D. (PI);
McLaughlin, M. (PI);
Meyerson, D. (PI);
Murata, A. (PI);
Nasir, N. (PI);
O'Hara, S. (PI);
Obradovic, J. (PI);
Olkin, I. (PI);
Osborne, J. (PI);
Padilla, A. (PI);
Pea, R. (PI);
Phillips, D. (PI);
Pope, D. (PI);
Porteus, A. (PI);
Powell, W. (PI);
Ramirez, F. (PI);
Reich, R. (PI);
Rickford, J. (PI);
Rogosa, D. (PI);
Schwartz, D. (PI);
Shavelson, R. (PI);
Shulman, L. (PI);
Staklis, S. (PI);
Stevens, M. (PI);
Stipek, D. (PI);
Strober, M. (PI);
Suarez, D. (PI);
Tyack, D. (PI);
Valdes, G. (PI);
Walker, D. (PI);
Willinsky, J. (PI);
Wineburg, S. (PI);
Wotipka, C. (PI);
reardon, s. (PI)
EDUC 190:
Directed Research in Education
For undergraduates and master's students. May be repeated for credit. (all areas)
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Alim, H. (PI);
Alvarado, A. (PI);
Annamma, S. (PI);
Antonio, A. (PI);
Ardoin, N. (PI);
Artiles, A. (PI);
Aukerman, M. (PI);
Ball, A. (PI);
Banks, A. (PI);
Barron, B. (PI);
Bettinger, E. (PI);
Blikstein, P. (PI);
Boaler, J. (PI);
Booker, A. (PI);
Borko, H. (PI);
Brazer, S. (PI);
Brest, P. (PI);
Bromley, P. (PI);
Brown, B. (PI);
Bryk, T. (PI);
Calfee, R. (PI);
Callan, E. (PI);
Carlson, J. (PI);
Carnoy, M. (PI);
Carter, P. (PI);
Charity Hudley, A. (PI);
Cohen, G. (PI);
Cox, G. (PI);
Damon, W. (PI);
Darling-Hammond, L. (PI);
Dee, T. (PI);
Domingue, B. (PI);
Ehrlich, T. (PI);
Eisner, E. (PI);
Emery, D. (PI);
Fisher, P. (PI);
Fong, B. (PI);
Forssell, K. (PI);
Garcia, A. (PI);
Goldenberg, C. (PI);
Goldman, S. (PI);
Gordon, L. (PI);
Grossman, P. (PI);
Gumport, P. (PI);
Haber, N. (PI);
Haertel, E. (PI);
Hakuta, K. (PI);
Hines, M. (PI);
Hoagland, G. (PI);
Jaquith, A. (PI);
Juel, C. (PI);
Kamil, M. (PI);
Kijima, R. (PI);
Kirst, M. (PI);
Krumboltz, J. (PI);
Kuboyama, E. (PI);
Kushner, M. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Lee, V. (PI);
Lemons, C. (PI);
Levine, E. (PI);
Levine, S. (PI);
Lit, I. (PI);
Loeb, S. (PI);
Lotan, R. (PI);
Loyalka, P. (PI);
Lythcott, J. (PI);
Martinez, R. (PI);
McCandliss, B. (PI);
McDermott, R. (PI);
McFarland, D. (PI);
McLaughlin, M. (PI);
Meyerson, D. (PI);
Murata, A. (PI);
Nasir, N. (PI);
O'Hara, S. (PI);
Obradovic, J. (PI);
Olkin, I. (PI);
Osborne, J. (PI);
Osuna, J. (PI);
Padilla, A. (PI);
Pea, R. (PI);
Phillips, D. (PI);
Pope, D. (PI);
Porteus, A. (PI);
Powell, W. (PI);
Ramirez, F. (PI);
Rogosa, D. (PI);
Rohlen, T. (PI);
Rosa, J. (PI);
Ruiz-Primo, M. (PI);
Saleem, F. (PI);
Salehi, S. (PI);
Schwartz, D. (PI);
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Shavelson, R. (PI);
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Staklis, S. (PI);
Stevens, M. (PI);
Stipek, D. (PI);
Strober, M. (PI);
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Wieman, C. (PI);
Williamson, P. (PI);
Willinsky, J. (PI);
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reardon, s. (PI)
EDUC 192A:
Interpersonal Learning & Leadership: An Introduction to the RA Role
Preparing students for roles as Resident and Community Assistants, "Intelligent Leadership" explores research on college student development, leadership and the complex dynamics of our changing society both within and outside the college environment. Participants will engage in course work that builds skills relevant to their positions and allow students to implement these skills in a real world environment. Through reflection, self-examination and engagement in interpersonal dynamics and analysis, students will examine how their peer group develops while at the university.
Terms: Aut
| Units: 2
EDUC 193A:
Listen Up! Core Peer Counseling Skills
Listen Up! Introduces several skills intended to promote the development of active listening skills central to connecting and engaging with others more intentionally. The first four weeks of the course walk through a general framework for offering support in a peer helping role while also introducing a wide range of skills and techniques designed to assist with gathering information, identifying and processing emotional experiences, and facilitating problem solving. In addition to these skills being central to the Bridge counsel and assisting people in distress, they are easily applied to interactions of all varieties. We encourage anyone who aspires to be more effective and intentional communicating with others to take this course. The second half of the course shifts to offering additional information and skills relevant to peer counseling and other helping roles, both personal and professional. Students will be QPR-certified, learn about interpersonal conflict, and begin to consider self-care as a helper. At the end of this course we hope you are equip with skills to approach your personal and professional relationships with more awareness, intention, and empathy.
Terms: Aut, Win, Spr
| Units: 2
| Repeatable
for credit
EDUC 193B:
Peer Counseling in the Chicano/Latino Community (CHILATST 193B)
Topics: verbal and non-verbal attending and communication skills, open and closed questions, working with feelings, summarization, and integration. Salient counseling issues including Spanish-English code switching in communication, the role of ethnic identity in self-understanding, the relationship of culture to personal development, and Chicana/o student experience in University settings. Individual training, group exercises, role play, and videotape practice.
Terms: Spr
| Units: 1
EDUC 193F:
Psychological Well-Being on Campus: Asian American Perspectives (ASNAMST 193F)
Topics: the Asian family structure, and concepts of identity, ethnicity, culture, and racism in terms of their impact on individual development and the counseling process. Emphasis is on empathic understanding of Asians in America. Group exercises.
Terms: Win
| Units: 1
EDUC 193P:
Peer Counseling at the Bridge
Peer Counseling at the Bridge serves as the second part of the required training to staff at the Bridge. Guest speakers present on mental health themes salient to working as a peer counselor at the Bridge. Topics covered include relationships, sexual assault, depression, eating disorders, gender & sexuality, diversity, anxiety, & grief. Although this course is designed for Bridge counselors, anyone interested in an overview of themes and topics related college student mental health would benefit from the information provided in this course.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
EDUC 196:
Senior Research in Public Service (URBANST 196)
Limited to seniors approved by their departments for honors thesis and admitted to the year-round Public Service Scholars Program sponsored by the Haas Center for Public Service. What standards in addition to those expected by the academy apply to research conducted as a form of public service? How can communities benefit from research? Theory and practice of research as a form of public service readings, thesis workshops, and public presentation of completed research. May be repeated for credit. Corequisite: 199.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
for credit
EDUC 199A:
Undergraduate Honors Seminar
Required of juniors and seniors in the honors program in the School of Education. Student involvement and apprenticeships in educational research. Participants share ongoing work on their honors thesis. Prerequisite: consent of instructor. May be repeated for credit once.
Terms: Aut
| Units: 3
| Repeatable
2 times
(up to 3 units total)
EDUC 199B:
Undergraduate Honors Seminar
Required of juniors and seniors in the honors program in the School of Education. Student involvement and apprenticeships in educational research. Participants share ongoing work on their honors thesis. Prerequisite: consent of instructor. May be repeated for credit once.
Terms: Win
| Units: 1
| Repeatable
2 times
(up to 3 units total)
EDUC 199C:
Undergraduate Honors Seminar
Required of juniors and seniors in the honors program in the School of Education. Student involvement and apprenticeships in educational research. Participants share ongoing work on their honors thesis. Prerequisite: consent of instructor. May be repeated for credit once.
Terms: Spr
| Units: 1
| Repeatable
2 times
(up to 3 units total)
EDUC 200A:
Introduction to Data Analysis and Interpretation
Primarily for master's students in the School of Education. Focus is on reading literature and interpreting descriptive and inferential statistics, especially those commonly found in education. Topics: basic research design, instrument reliability and validity, descriptive statistics, correlation, t-tests, one-way analysis of variance, and simple and multiple regression. All offerings of this course (whether meeting on Mon & Weds or Tues & Thurs) will be taught identically.
Terms: Aut
| Units: 4
EDUC 200B:
Introduction to Qualitative Research Methods
(Formerly EDUC 151.) Primarily for master's students: An introduction to the core concepts and methods of qualitative research. Through a variety of hands-on learning activities, readings, field experiences, class lectures, and discussions, students will explore the processes and products of qualitative inquiry. This is a graduate level course. No undergraduates may enroll. Priority will be given to GSE students, and final enrollment depends on instructor approval after the first day of class.
Terms: Aut, Win
| Units: 4
EDUC 201:
History of Education in the United States (AMSTUD 201, HISTORY 258B)
How education came to its current forms and functions, from the colonial experience to the present. Focus is on the 19th-century invention of the common school system, 20th-century emergence of progressive education reform, and the developments since WW II. The role of gender and race, the development of the high school and university, and school organization, curriculum, and teaching.
Terms: Spr
| Units: 3-5
EDUC 202:
Introduction to International and Comparative Education
Contemporary theoretical debates about educational change and development, and the international dimension of issues in education. Emphasis is on the development of students' abilities to make cross-national and historical comparisons of educational phenomena. Enrollment in EDUC 202L is required to enroll in EDUC 202.
Terms: Aut
| Units: 3
EDUC 202I:
International Education Policy Workshop (EDUC 102I)
This is a project-based workshop. Practical introduction to issues in educational policy making, education reform, educational planning, implementation of policy interventions, and monitoring and evaluation in developing country contexts. Preference to students enrolled in ICE/IEAPA, but open to other students interested in international development or comparative public policy with instructor's consent. Attendance at first class required for enrollment.
Terms: Spr
| Units: 2-4
EDUC 203:
Using International Test Results in Educational Research
The course will analyze the origin and rationales given for various international tests, including FIMS, SIMS, TIMSS, PISA, the UNESO tests in Latin America and Africa, and how they have been used in research and educational policy. The readings will cover the critiques leveled at such tests, the pros and cons about each type of test, the advantages and limitations of using international test data for policy research. The class will probably also do group projects utilizing data from the tests so students can familiarize themselves directly with the data.
Terms: Win
| Units: 4
EDUC 203A:
Tutoring: Seeing a Child through Literacy (EDUC 103A)
This service-learning course presents the experience of learning to read and write through the eyes of a child. Participants will learn about theories and pedagogical approaches for teaching beginning reading and will engage in tutoring a child in grades K-3 via Zoom. Participants receive tutor training and learn about relevant research including the role of instruction in developing language and literacy, issues of access and equity, and bilingual literacy instruction. Practical topics include lesson planning and new technologies to address challenges of distance learning. Attendance is expected for online tutoring two times per week in addition to the weekly class meeting. The course may be repeated for credit.
Terms: Aut
| Units: 3-4
| Repeatable
10 times
(up to 40 units total)
EDUC 204:
Introduction to Philosophy of Education (ETHICSOC 204)
How to think philosophically about educational problems. Recent influential scholarship in philosophy of education. No previous study in philosophy required.
Terms: Aut
| Units: 3
EDUC 205:
Biosocial Medicine: The Social, Psychological, and Biological Determinants of Behavior and Wellbeing (HUMBIO 65, SOMGEN 215)
Explores how social forces, psychological influences, and biological systems combine to affect human behavior in early childhood, in the educational experience, and throughout the life course. Examines how behaviors are linked to well-being. Uses a flipped classroom model, in which a series of lectures are available for students to view on-line before class. In-class time then focuses on case studies from published research. Students must enroll in HUMBIO 65 for a letter grade to be eligible for Ways credit.
Terms: Spr
| Units: 3
EDUC 206A:
Applied Research Methods in International and Comparative Education I: Introduction
Required for M.A. students in ICE and IEPA. Orientation to the M.A. program and research project; exploration of resources for study and research.
Terms: Aut
| Units: 1-3
EDUC 206B:
Applied Research Methods in International and Comparative Education II: Master's Paper Proposal
Required for master's students in International Comparative Education (ICE) and International Education Policy Analysis (IEPA). Development of research skills through theoretical and methodological issues in comparative and international education. Completion of a pilot study and preparation of a research proposal for the master's paper.
Terms: Win
| Units: 1-3
EDUC 206C:
Applied Research Methods in ICE III: Data Collection and Analysis
Required for master's students in International Comparative Education (ICE) and International Education Policy Analysis (IEPA). Practice in data collection, analysis, and interpretation. Preparation of the first draft of the master's paper.
Terms: Spr
| Units: 1-3
EDUC 206D:
Applied Research Methods in International and Comparative Education IV: Master's Paper Workshop
Required for master's students in International Comparative Education (ICE) and International Education Policy Analysis (IEPA). Reviews of students' research as they finalize the master's paper.
Terms: Sum
| Units: 3
EDUC 207:
Education and Inequality: Big Data for Large-Scale Problems (EDUC 107, SOC 107E, SOC 205)
In this course, students will use data from the Stanford Education Data Archive (SEDA) to study the patterns, causes, consequences, and remedies of educational inequality in the US. SEDA is based on 200 million test score records, administrative data, and census data from every public school, school district, and community in the US. The course will include lectures, discussion, and small group research projects using SEDA and other data.
Terms: Aut
| Units: 3
EDUC 208B:
Curriculum Construction
The theories and methods of curriculum development and improvement. Topics: curriculum ideologies, perspectives on design, strategies for diverse learners, and the politics of curriculum construction and implementation. Students develop curriculum plans for use in real settings. Service Learning Course (certified by Haas Center).
Terms: Win
| Units: 3-4
EDUC 208C:
Curriculum: In Theory and Policy
Focus is on key works on the organization and structuring of learning in formal and informal educational settings in light of contemporary issues in curriculum theory, relation of theory and practice, and strategies of curriculum policy development and implementation.
Terms: Spr
| Units: 4
EDUC 209A:
Policy, Organization, and Leadership Studies Seminar
This is a required course for all POLS students. The goals of the POLS Seminar (EDUC 209ABC) are to assist students in making the most of their Stanford graduate experience across several dimensions (academic, professional, and social). EDUC 209A is focused on orienting students to the academic and extra-curricular aspects of the experience as quickly as possible, while helping them coalesce as a group and learn how to leverage each other's professional knowledge. Another goals is to help student define their graduate degree goals, so they can plan their year in a very intentional manner that will result in a project or experiences they can highlight during the required Spring quarter POLS Project Forum.
Terms: Aut
| Units: 1-3
EDUC 209B:
Policy, Organization, and Leadership Studies Seminar
This is a required course for all POLS students. The goals of the POLS Seminar (EDUC 209ABC) are to assist students in making the most of their Stanford graduate experience across several dimensions (academic, professional, and social). EDUC 209B focuses on building career skills and exposing students to a range of education research, policy, and practice and begins helping students conceptualize and frame their Spring POLS Project.
Terms: Win
| Units: 3-5
EDUC 209C:
Policy, Organization, and Leadership Studies Seminar
This is a required course for POLS students. The goals of the POLS Seminar (EDUC 209ABC) are to assist students in making the most of their Stanford graduate experience across several dimensions (academic, professional, and social). EDUC 209C focuses on developing the POLS Project for the Spring Forum while continuing to develop career skills and expose students to a range of education research, policy, and practice.
Terms: Spr
| Units: 3-5
EDUC 211A:
Maker Tools Learning Lab
This project-based lab course introduces students to the use of several maker tools for personal and academic projects.
Terms: Aut, Spr, Sum
| Units: 1
| Repeatable
4 times
(up to 4 units total)
EDUC 215:
Education Internship Workshop
This course will provide students an opportunity to link their academic learning to real world experience through reflective activities and conversations. An internship agreement will be required at the beginning of the course. Students will take the course for 1 unit, unless they request additional units for unpaid internship hours. Open to all Graduate School of Education graduate students.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
5 times
(up to 15 units total)
EDUC 218:
Topics in Cognition and Learning: Technology and Multitasking
In our new media ecology, has affinity for social media and multitasking become addictive? Detrimental to learning and well-being? What can we learn from studies in the developmental cognitive sciences and cognitive neurosciences of reward, attention, memory & learning, motivation, stress, and self-regulation for tackling the behavioral design problems we face in crafting better socio-technical systems? This seminar course is designed to engage students in recent advances in this rapidly growing research area via discussions of both historical and late-breaking findings in the literature. By drawing on a breadth of studies ranging from cognitive development, cognitive neuroscience, and educational/training studies, students will gain an appreciation for specific ways interdisciplinary approaches can add value to specific programs of research.
Terms: Spr
| Units: 3
| Repeatable
for credit
EDUC 220C:
Education and Society (EDUC 120C, SOC 130, SOC 230)
The effects of schools and schooling on individuals, the stratification system, and society. Education as socializing individuals and as legitimizing social institutions. The social and individual factors affecting the expansion of schooling, individual educational attainment, and the organizational structure of schooling.
Terms: Spr
| Units: 4-5
EDUC 222:
Resource Allocation in Education
(Same as GSBGEN 326) This course covers economic principles and tools for informing resource allocation decisions in education. Students will review concepts related to educational goods and values; the costs and benefits of different levels and types of schooling; public versus private schooling; as well as adequacy and equity in education financing. Students will also learn about the use of educational production functions, teacher value-added estimation, cost effectiveness analysis, experimental program evaluation, systematic reviews, and causal chain analysis. Prerequisites: introductory statistics and regression analysis.
Terms: Spr
| Units: 3-5
EDUC 223:
Language Issues in Educational Research and Practice
This course provides the foundation for reasoning about language and linguistic groups and for thinking critically about available literature, methods, normative documents, and services concerning language in educational research and practice. Making sound decisions concerning language and linguistic groups contributes to valid research and to fair and effective practices in education. Students work on a project of their choice. Issues investigated include: Making sampling decisions concerning linguistically diverse populations, selecting translators for languages unknown to the researcher, and using and interpreting information from research involving diverse linguistic groups.
Terms: Spr
| Units: 2-3
EDUC 224:
Asian American Racialization in Education (ASNAMST 224, CSRE 224)
This course examines how race and other social processes in education have shaped understandings of the racial category of "Asian American." Students will investigate how education as a social institution makes, remakes, and challenges racial narratives about Asian Americans, as well as implications for the U.S. racial structure. Drawing upon research in Education, Sociology, and Asian American Studies, we interrogate assumptions about Asian Americans' educational success. Selected topics include parental engagement, race/ethnicity intersections, higher education, social class, and community organizing.
Terms: Spr
| Units: 3-4
EDUC 228E:
Becoming Literate in School I
First in a three course sequence. Introduction to reading and language arts theory and methodology for candidates STEP Elementary Teacher program. Instructional methods, formats, and materials.
Terms: Sum
| Units: 1
EDUC 228F:
Becoming Literate in School II
Second in a three-course required sequence of reading and language arts theory and methodology for candidates in the STEP Elementary program. Theories for guiding instruction and curricular choices.
Terms: Aut
| Units: 3
EDUC 228G:
Becoming Literate in School III
Third in a three-course required sequence of reading and language arts theory and methodology for candidates in STEP Elementary Teacher program. Theories for guiding instruction and curricular choices.
Terms: Spr
| Units: 1
EDUC 228H:
Arts, History & Social Sciences: Integration and Inquiry
How elementary school teachers can teach history and social science within a literacy framework. Topics include: historical thinking, reading, and writing; current research; applying nonfiction reading and writing strategies to historical texts; using primary sources with elementary students; adapting instruction to meet student needs; state standards; evaluating curriculum; assessing student knowledge; developing history and social science units; and embedding history and social science into the general literacy curriculum.
Terms: Spr
| Units: 2
EDUC 229A:
Learning Design and Technology Seminar
Four-quarter required seminar for the LDT master's program. Discussions and activities related to designing for learning with technology. Support for internships and Master's project. Theoretical and practical perspectives, hands-on development, and collaborative efforts. (LDT)
Terms: Aut
| Units: 2-3
EDUC 229B:
Learning Design and Technology Seminar
Four-quarter required seminar for the LDT master's program. Discussions and activities related to designing for learning with technology. Support for internships and Master's project. Theoretical and practical perspectives, hands-on development, and collaborative efforts. (LDT)
Terms: Win
| Units: 1-3
EDUC 229C:
Learning Design and Technology Seminar
Four-quarter required seminar for the LDT master's program. Discussions and activities related to designing for learning with technology. Support for internships and Master's project. Theoretical and practical perspectives, hands-on development, and collaborative efforts. (LDT)
Terms: Spr
| Units: 1-3
EDUC 229D:
Learning Design and Technology Seminar
Four-quarter required seminar for the LDT master's program. Discussions and activities related to designing for learning with technology. Support for internships and Master's project. Theoretical and practical perspectives, hands-on development, and collaborative efforts. (LDT)
Terms: Sum
| Units: 2-5
EDUC 230:
Learning Experience Design
This course explores the design of tools for learning, leveraging scholarship and real-world projects to create prototypes of new digital learning tools. Students will engage in design activities to come up with prototypes of new learning tools for community partners. This year the course will focus on museums. Designing these tools will require project groups to gather and apply knowledge, evaluating options and synthesizing ideas in order to create an effective (and elegant!) solution. A community-based Cardinal Course. This course is designed to complement EDUC 281, Technology for Learners.
Terms: Aut
| Units: 3
EDUC 234:
Curiosity in Artificial Intelligence (PSYCH 240A)
How do we design artificial systems that learn as we do early in life -- as "scientists in the crib" who explore and experiment with our surroundings? How do we make AI "curious" so that it explores without explicit external feedback? Topics draw from cognitive science (intuitive physics and psychology, developmental differences), computational theory (active learning, optimal experiment design), and AI practice (self-supervised learning, deep reinforcement learning). Students present readings and complete both an introductory computational project (e.g. train a neural network on a self-supervised task) and a deeper-dive project in either cognitive science (e.g. design a novel human subject experiment) or AI (e.g. implement and test a curiosity variant in an RL environment). Prerequisites: python familiarity and practical data science (e.g. sklearn or R).
Terms: Spr
| Units: 3
EDUC 234A:
Interactive and Embodied Learning (CS 422)
Most successful machine learning algorithms of today use either carefully curated, human-labeled datasets, or large amounts of experience aimed at achieving well-defined goals within specific environments. In contrast, people learn through their agency: they interact with their environments, exploring and building complex mental models of their world so as to be able to flexibly adapt to a wide variety of tasks. One crucial next direction in artificial intelligence is to create artificial agents that learn in this flexible and robust way. Students will read and take turns presenting current works, and they will produce a proposal of a feasible next research direction. Prerequisites: CS229, CS231N, CS234 (or equivalent).
Terms: Win
| Units: 3
EDUC 235:
Workshop and Reading Group in Higher Education
This is an ongoing workshop and reading group for students and faculty engaged in research in higher education. Topics include but are not limited to postsecondary access; late adolescent and college student development; adult and lifelong learning; teaching and learning in postsecondary settings; leadership and management; federal, state, and institutional policy; student and organizational culture; and finance and economics. The focus of the workshop is to provide a faculty led community of support for students, faculty, and others conducting research on higher education. Accordingly, the schedule of topics each quarter will be determined by participants in the workshop to flexibly focus on current research papers and projects. The workshop will provide a space for participants to present research ideas, workshop conceptual and methodological issues, give and receive feedback on conference paper proposals and drafts, and engage in focused discussion of papers and studies relevant to their work. It is open to master's and doctoral students, and with instructor approval, undergraduates working on theses and senior papers.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
9 times
(up to 27 units total)
EDUC 237:
Learning, Making, Crafting, & Creating
This is a hands-on course that introduces students to digital fabrication and 'maker' technologies used to develop prototypes of new objects and artifacts for learning. Technologies include 3D printers, electronic textiles, laser cutters, low-threshold programming environments, and micro controllers. Constructionist learning theory and current practices for design are covered. No prior technical or prototyping experience is required.
Terms: Win
| Units: 3-5
EDUC 238:
Market Oriented Policies in Education (SOC 238)
Introducing market dynamics in education remains a highly controversial policy issue. In this course we will discuss the main ideas supporting the market approach in education and the key arguments against these policies; we will also review some of the evidence concerning the effects of market policies in education such as privatization, vouchers, and school choice; and finally, we will study several issues related to market oriented reforms, such as performance accountability, school segregation, and peer effects in education.
Terms: Spr
| Units: 3-4
EDUC 240:
Adolescent Development and Learning
How do adolescents develop their identities, manage their inner and outer worlds, and learn? Presuppositions: that fruitful instruction takes into account the developmental characteristics of learners and the task demands of specific curricula; and that teachers can promote learning and motivation by mediating among the characteristics of students, the curriculum, and the wider social context of the classroom. Prerequisite: STEP student or consent of instructor. (STEP)
Terms: Aut
| Units: 3
EDUC 244E:
Building Classroom Community
How to best manage a classroom. Student and teacher roles in developing a classroom community. Strategies for classroom management within a theoretical framework. STEP elementary only.
Terms: Sum
| Units: 1
EDUC 244F:
Building Classroom Community
Skills for developing a positive classroom learning environment. Theoretical issues and opportunities to acquire strategies and make links with practice teaching class. STEP elementary only.
Terms: Spr
| Units: 1
EDUC 246A:
Secondary Teaching Seminar: Race, Intersectionality, and Identity in Schools
Preparation and practice in issues and strategies for teaching in classrooms with diverse students. Topics: instruction, curricular planning, classroom interaction processes, portfolio development, teacher professionalism, patterns of school organization, teaching contexts, and government educational policy. Classroom observation and student teaching with accompanying seminars during each quarter of STEP year. 16 units required for completion of the program. Prerequisite: STEP student.
Terms: Sum
| Units: 2
EDUC 246B:
Secondary Teaching Seminar: Leading, Building and Sustaining Classroom Communities
Preparation and practice in issues and strategies for teaching in classrooms with diverse students. Topics: guided observations, building classroom community, classroom interaction processes, topics in special education portfolio development, teacher professionalism, patterns of school organization, teaching contexts, and government educational policy. Classroom observation and student teaching with accompanying seminars during each quarter of STEP year. 16 units required for completion of the program. Prerequisite: STEP student.
Terms: Aut
| Units: 7
EDUC 246C:
Secondary Teaching Seminar: Assessment for Learning and Equity
Preparation and practice in issues and strategies for teaching in classrooms with diverse students. Topics: instruction, curricular planning, classroom interaction processes, portfolio development, teacher professionalism, patterns of school organization, teaching contexts, and government educational policy. Classroom observation and student teaching with accompanying seminars during each quarter of STEP year. 16 units required for completion of the program. Prerequisite: STEP student. (STEP)
Terms: Win
| Units: 4
EDUC 246D:
Secondary Teaching Seminar: Intersectionality in Diverse California Schools
Preparation and practice in issues and strategies for teaching in classrooms with diverse students. Topics: instruction, curricular planning, classroom interaction processes, portfolio development, teacher professionalism, patterns of school organization, teaching contexts, and government educational policy. Classroom observation and student teaching with accompanying seminars during each quarter of STEP year. Prerequisite: STEP student.
Terms: Spr
| Units: 1-8
EDUC 246E:
Elementary Teaching Seminar: Exploring Teaching
Integrating theory and practice in teacher development. Topics include: equity, democracy, and social justice in the context of teaching and learning; teacher reflection, inquiry, and research; parent/teacher relationships; youth development and community engagement; professional growth and development; teacher leadership and school change processes; preparation for the job search, the STEP Elementary Portfolio, and the STEP Elementary Conference. Prerequisite: STEP student.
Terms: Sum
| Units: 2
EDUC 246F:
Elementary Teaching Seminar: School-Family Partnerships
Integrating theory and practice in teacher development. Topics include: equity, democracy, and social justice in the context of teaching and learning; teacher reflection, inquiry, and research; parent/teacher relationships; youth development and community engagement; professional growth and development; teacher leadership and school change processes; preparation for the job search, the STEP Elementary Portfolio, and the STEP Elementary Conference. Prerequisite: STEP student.
Terms: Aut
| Units: 4-6
EDUC 246G:
Elementary Teaching Seminar: Assessment for Learning and Equity
Integrating theory and practice in teacher development. Topics include: equity, democracy, and social justice in the context of teaching and learning; teacher reflection, inquiry, and research; parent/teacher relationships; youth development and community engagement; professional growth and development; teacher leadership and school change processes; preparation for the job search, the STEP Elementary Portfolio, and the STEP Elementary Conference. Prerequisite: STEP student.
Terms: Win
| Units: 6
EDUC 246H:
Elementary Teaching Seminar: Imagining Forward
Integrating theory and practice in teacher development. Topics include: equity, democracy, and social justice in the context of teaching and learning; teacher reflection, inquiry, and research; parent/teacher relationships; youth development and community engagement; professional growth and development; teacher leadership and school change processes; preparation for the job search, the STEP Elementary Portfolio, and the STEP Elementary Conference. Prerequisite: STEP student.
Terms: Spr
| Units: 4
EDUC 250:
What Do Students Really Know? The Risks of Modern Assessment
This course focuses on helping students to advance their knowledge about theory, design and research issues related to assessing student learning for accountability and learning purposes. The course explores assessment topics with a critical perspective in two contexts: large-scale and classroom assessment. The course will help students become critical test consumers, better-informed assessment evaluators, and advocator of reliable, valid and fair assessments for culturally and linguistically diverse populations.
Terms: Aut
| Units: 3
| Repeatable
2 times
(up to 6 units total)
EDUC 252:
Introduction to Test Theory
Concepts of reliability and validity; derivation and use of test scales and norms; mathematical models and procedures for test validation, scoring, and interpretation.
Terms: Win
| Units: 3
EDUC 252L:
Introduction to Test Theory - Lab
This course will cover the material from 252A in an applied setting. Emphasis will be in developing a capacity for applying and interpreting psychometrics techniques to real-world and simulated data.
Terms: Win
| Units: 2
EDUC 253:
Foundations of Learning: From Ideas to Application
Education is one of the most contested spaces in American society today. But its public commentators draw on old debates in the texts of Plato, Rousseau, DuBois, Dewey and others. This course offers an opportunity to uncover the roots of current conversations about education and engage the classic works of educational philosophy, history, and humanities. We will discuss the texts, understand their ideas, and apply them to making grounded contributions to contemporary debates, policy direction, and strategic plans.
Terms: Aut
| Units: 4
EDUC 254:
Digital Learning Design Workshop
Digital Learning Design Workshop is a project-based course offered in Fall and Winter Quarters that students can take as part of the Digital Learning Initiative's Student Accelerator. In hands-on workshops, led by prominent academic and industry experts, students will define specific learning problems, recruit teammates, develop an approach to learning and community building using digital technology, create prototypes, test them with target learners, and progressively refine them for potential entry in the Digital Learning Design Challenge.
Terms: Aut, Win
| Units: 1-2
| Repeatable
2 times
(up to 4 units total)
EDUC 255:
Mission and Money in Education
(Same as GSBGEN 373) Educational institutions are defined by their academic missions and their financial structures. When we refer to public/private or nonprofit/profit sectors, these are shorthand descriptions of the different capital structures that underlie educational organizations. Increasingly, these options - and novel variations on them - exist throughout the education enterprise: in K-12 schools, higher education, and ancillary service providers. In this course we will explore the relationships between academic goals and financial structures, with particular focus on management and decision making in educational organizations.
Terms: Spr
| Units: 3
EDUC 258:
Literacy Development and Instruction
Literacy acquisition as a developmental and educational process. Problems that may be encountered as children learn to read. How to disentangle home, community, and school instruction from development.
Terms: Win
| Units: 3-5
EDUC 259A:
Education Data Science Seminar
This three-quarter seminar is a required course for Education Data Science MS students. Central to the seminar are discussing opportunities and challenges of Education Data Science; developing community among EDS students, faculty, and external EDS innovators; making room for peer learning around students' course work, skills and experiences; and increasing understanding of and preparation for internships, the capstone project and job opportunities. Finally, students will work towards a collective EDS Seminar Paper in order to apply their learning within the seminar and coursework in an education research relevant context.
Terms: Aut
| Units: 1-3
EDUC 259B:
Education Data Science Seminar
This three-quarter seminar is a required course for Education Data Science MS students. Central to the seminar are discussing opportunities and challenges of Education Data Science; developing community among EDS students, faculty, and external EDS innovators; making room for peer learning around students' course work, skills and experiences; and increasing understanding of and preparation for internships, the capstone project and job opportunities. Finally, students will work towards a collective EDS Seminar Paper in order to apply their learning within the seminar and coursework in an education research relevant context.
Terms: Win
| Units: 1-3
EDUC 259C:
Education Data Science Seminar
This three-quarter seminar is a required course for Education Data Science MS students. Central to the seminar are discussing opportunities and challenges of Education Data Science; developing community among EDS students, faculty, and external EDS innovators; making room for peer learning around students' course work, skills and experiences; and increasing understanding of and preparation for internships, the capstone project and job opportunities. Finally, students will work towards a collective EDS Seminar Paper in order to apply their learning within the seminar and coursework in an education research relevant context.
Terms: Spr
| Units: 1-3
EDUC 260A:
Applications of Causal Inference Methods (EPI 239, STATS 209B)
See http://rogosateaching.com/stat209/. Application of potential outcomes formulation for causal inference to research settings including: mediation, compliance adjustments, time-1 time-2 designs, encouragement designs, heterogeneous treatment effects, aggregated data, instrumental variables, analysis of covariance regression adjustments, and implementations of matching methods. Prerequisite: an introduction to causal inference methods such as STATS209.
Terms: Win
| Units: 2
EDUC 261A:
Distance Learning
Remote teaching and learning is not a new idea, however the popularity of these models has surged given the current COVID-19 pandemic. As students, parents, and teachers adapt to the dynamic nature of the current crisis, so too must our models of teaching and learning. This course is designed to begin the conversation around what synchronous and asynchronous remote teaching and learning can look like, and how considerations of equity and access are central to the realization of successful remote learning experiences.
Terms: Sum
| Units: 1
EDUC 261B:
Distance Learning
Remote teaching and learning is not a new idea, however the popularity of these models has surged given the current COVID-19 pandemic. As students, parents, and teachers adapt to the dynamic nature of the current crisis, so too must our models of teaching and learning. This course is designed to begin the conversation around what synchronous and asynchronous remote teaching and learning can look like, and how considerations of equity and access are central to the realization of successful remote learning experiences.
Terms: Sum
| Units: 1
EDUC 261E:
Curriculum and Instruction Elective in Data Science
Data are all around us and it is becoming imperative for educators to teach students to develop greater data acumen. Topics covered include approaches to teaching about data and data science in the secondary school, including goals for instruction, teaching techniques, and instructional resources. For STEP Program students only.
Terms: Spr
| Units: 4
EDUC 262A:
Curriculum and Instruction in English
Approaches to teaching English in the secondary school, including goals for instruction, teaching techniques, and methods of evaluation. (STEP)
Terms: Sum
| Units: 2
EDUC 262B:
Curriculum and Instruction in English
Approaches to teaching English in the secondary school, including goals for instruction, teaching techniques, and methods of evaluation. STEP secondary only.
Terms: Aut
| Units: 4
EDUC 262C:
Curriculum and Instruction in English
Approaches to teaching English in the secondary school, including goals for instruction, teaching techniques, and methods of evaluation. (STEP)
Terms: Win
| Units: 3
EDUC 262D:
Curriculum & Instruction Elective in English
Methodology of science instruction: teaching for English and language arts; linking the goals of teaching English with interdisciplinary curricula; opportunities to develop teaching materials. For STEP Program students only.
Terms: Spr
| Units: 4
EDUC 263A:
Curriculum and Instruction in Mathematics
The purposes and programs of mathematics in the secondary curriculum; teaching materials, methods. Prerequisite: STEP student or consent of instructor. (STEP) 263A. Sum, 263B. Aut, 263C. Win
Terms: Sum
| Units: 2
EDUC 263B:
Curriculum and Instruction in Mathematics
The purposes and programs of mathematics in the secondary curriculum; teaching materials, methods. Prerequisite: STEP student or consent of instructor. (STEP) 263A. Sum, 263B. Aut, 263C. Win
Terms: Aut
| Units: 4
EDUC 263C:
Curriculum and Instruction in Mathematics
The purposes and programs of mathematics in the secondary curriculum; teaching materials, methods. Prerequisite: STEP student or consent of instructor. (STEP) 263A. Sum, 263B. Aut, 263C. Win
Terms: Win
| Units: 3
EDUC 263D:
Curriculum & Instruction Elective in Math
Methodology of math instruction: teaching for mathematical thinking and reasoning; linking the goals of teaching math with literacy and interdisciplinary curricula; opportunities to develop teaching materials. For STEP Program students only.
Terms: Spr
| Units: 4
EDUC 263E:
Quantitative Reasoning in Mathematics I
First of a three-course sequence in mathematics for STEP elementary teacher candidates. Content, pedagogy, and context. Mathematics subject matter; the orchestration of teaching and learning of elementary mathematics including curriculum, classroom and lesson design, and cases studies. Sociocultural and linguistic diversity, equity, differentiation of instruction, the impact of state and national standards, and home/community connections.
Terms: Sum
| Units: 1
EDUC 263F:
Quantitative Reasoning in Mathematics II
Second of a three-course sequence in mathematics for STEP elementary teacher candidates. Content, pedagogy, and context. Mathematics subject matter; the orchestration of teaching and learning of elementary mathematics including curriculum, classroom and lesson design, and cases studies. Sociocultural and linguistic diversity, equity, differentiation of instruction, the impact of state and national standards, and home/community connections.
Terms: Aut
| Units: 3
EDUC 263G:
Quantitative Reasoning in Mathematics III
Third of a three-course sequence in mathematics for STEP elementary teacher candidates. Content, pedagogy, and context. Mathematics subject matter; the orchestration of teaching and learning of elementary mathematics including curriculum, classroom and lesson design, and cases studies. Sociocultural and linguistic diversity, equity, differentiation of instruction, the impact of state and national standards, and home/community connections.
Terms: Win
| Units: 1
EDUC 264A:
Curriculum and Instruction in World Languages
Approaches to teaching foreign languages in the secondary school, including goals for instruction, teaching techniques, and methods of evaluation. Prerequisite: STEP student. (STEP)
Terms: Sum
| Units: 2
EDUC 264B:
Curriculum and Instruction in World Languages
Approaches to teaching foreign languages in the secondary school, including goals for instruction, teaching techniques, and methods of evaluation. STEP secondary only.
Terms: Aut
| Units: 4
EDUC 264C:
Curriculum and Instruction in World Languages
Approaches to teaching foreign languages in the secondary school, including goals for instruction, teaching techniques, and methods of evaluation. Prerequisite: STEP student. (STEP)
Terms: Win
| Units: 3
EDUC 264E:
Methods and Materials in Bilingual Classrooms
Restricted to STEP elementary teacher candidates in the BCLAD program. Theories, research, and methods related to instruction of Spanish-English bilingual children, grades K-8. Approaches to dual language instruction, and pedagogical and curricular strategies for the instruction of reading, language arts, science, history, social science, and math in Spanish. Assessment issues and practices with bilingual students. In Spanish.
Terms: Aut
| Units: 2
EDUC 265:
History of Higher Education in the U.S. (AMSTUD 165, EDUC 165, HISTORY 158C)
Major periods of evolution, particularly since the mid-19th century. Premise: insights into contemporary higher education can be obtained through its antecedents, particularly regarding issues of governance, mission, access, curriculum, and the changing organization of colleges and universities.
Terms: Win
| Units: 3-5
EDUC 266:
Educational Neuroscience
An introduction to the growing intersection between education research and emerging research on functional brain development. Students will probe the contributions and limitations of emerging theoretical and empirical contribution of neuroscience approaches to specific academic skills such as reading and mathematics, as well as exposure to general processes crucial for educational success, including motivation, attention, and social cognition. Final projects will explore these themes in the service of interventions designed to improve how these functions.
Terms: Spr
| Units: 3
| Repeatable
3 times
(up to 9 units total)
EDUC 267A:
Curriculum and Instruction in Science
Possible objectives of secondary science teaching and related methods: selection and organization of content and instructional materials; lab and demonstration techniques; evaluation, tests; curricular changes; ties with other subject areas. Prerequisite: STEP student or consent of instructor. (STEP)
Terms: Sum
| Units: 2
EDUC 267B:
Curriculum and Instruction in Science
Possible objectives of secondary science teaching and related methods: selection and organization of content and instructional materials; lab and demonstration techniques; evaluation, tests; curricular changes; ties with other subject areas. Prerequisite: STEP student or consent of instructor. (STEP)
Terms: Aut
| Units: 4
EDUC 267C:
Curriculum and Instruction in Science
Possible objectives of secondary science teaching and related methods: selection and organization of content and instructional materials; lab and demonstration techniques; evaluation, tests; curricular changes; ties with other subject areas. Prerequisite: STEP student or consent of instructor. (STEP)
Terms: Win
| Units: 3
EDUC 267D:
Curriculum & Instruction Elective in Science
Methodology of science instruction: teaching for scientific reasoning; linking the goals of teaching science with literacy and interdisciplinary curricula; opportunities to develop teaching materials. For STEP Program students only.
Terms: Spr
| Units: 4
EDUC 267E:
Development of Scientific Reasoning and Knowledge
For STEP elementary teacher candidates. Theories and methods of teaching and learning science. How to develop curricula and criteria for critiquing curricula. Students design a science curriculum plan for a real setting. State and national science frameworks and content standards. Alternative teaching approaches; how to select approaches that are compatible with learner experience and lesson objectives. Focus is on the linguistic and cultural diversity of California public school students.
Terms: Aut
| Units: 3
EDUC 267G:
Integrating the Garden into the Elementary Curriculum
This mini-course uses the garden and kitchen environments to provide teacher candidates with real-world contexts in which to explore some of the key issues that children face in health, nutrition, and sustainability. Teacher candidates will gain an understanding of how to integrate the various themes with content areas and standards and an appreciation for the importance of addressing children's health needs in an era when the country is facing increased obesity and other health problems.
Terms: Spr
| Units: 1
EDUC 268A:
Curriculum and Instruction in History and Social Science
The methodology of history instruction: teaching for historical thinking and reasoning; linking the goals of teaching history with literacy; curriculum trends; and opportunities to develop teaching and resource units. Prerequisite: STEP student.
Terms: Sum
| Units: 2
EDUC 268B:
Curriculum and Instruction in History and Social Science
The methodology of history instruction: teaching for historical thinking and reasoning; linking the goals of teaching history with literacy; curriculum trends; and opportunities to develop teaching and resource units. Prerequisite: STEP student.
Terms: Aut
| Units: 4
EDUC 268C:
Curriculum and Instruction in History and Social Science
The methodology of history instruction: teaching for historical thinking and reasoning; linking the goals of teaching history with literacy; curriculum trends; and opportunities to develop teaching and resource units. Prerequisite: STEP student.
Terms: Win
| Units: 3
EDUC 268D:
Curriculum & Instruction Elective in History
The methodology of history instruction: teaching for historical thinking and reasoning; linking the goals of teaching history with literacy and interdisciplinary curricula; opportunities to develop teaching materials. For STEP Program students only.
Terms: Spr
| Units: 4
EDUC 271:
Education Policy in the United States
(Same as GSBGEN 347) The course will provide students from different disciplines with an understanding of the broad educational policy context. The course will cover topics including a) school finance systems; b) an overview of policies defining and shaping the sectors and institutional forms of schooling, c) an overview of school governance, d) educational human-resource policy, e) school accountability policies at the federal and state levels; and f) school assignment policies and law, including intra- and inter-district choice policies, desegregation law and policy.
Terms: Spr
| Units: 3
EDUC 273:
Gender and Higher Education: National and International Perspectives (EDUC 173, FEMGEN 173, SOC 173, SOC 273)
This course examines the ways in which higher education structures and policies interact with gender, gender identity, and other characteristics in the United States, around the world, and over time. Attention is paid to how changes in those structures and policies relate to access to, experiences in, and outcomes of higher education by gender. Students can expect to gain an understanding of theories and perspectives from the social sciences relevant to an understanding of the role of higher education in relation to structures of gender differentiation and hierarchy. Topics include undergraduate and graduate education; identity and sexuality; gender and science; gender and faculty; and feminist scholarship and pedagogy.
Terms: Spr
| Units: 3-4
EDUC 275:
Leading Change in Schools
This course explores organizational conditions conducive to planned change that can lead to school improvement. Particular attention is given to the plurality of leadership roles in change efforts. Intended primarily for master's students who have had some past experience working in or with schools.
Terms: Spr
| Units: 3-4
EDUC 278:
Introduction to Program Evaluation
The purpose of Introduction to Program Evaluation (EDUC 278) is to provide an introduction to the field of program evaluation. Students taking this course will learn basic concepts and participate in intellectual debates in the field. This course is intended to examine issues and challenges faced by evaluators of educational and social programs. We will be working with real evaluation tasks throughout the course. The class will meet once a week for 2hrs 50 min. It is critical that you commit to reading all the material before class, so that the discussion is well-focused. During the last weeks of the course, an evaluation proposal of a real-world program will be developed. The proposal will become the final paper.
Terms: Spr
| Units: 2-3
EDUC 280:
Learning & Teaching of Science (CTL 280, ENGR 295, MED 270, PHYSICS 295)
This course will provide students with a basic knowledge of the relevant research in cognitive psychology and science education and the ability to apply that knowledge to enhance their ability to learn and teach science, particularly at the undergraduate level. Course will involve readings, discussion, and application of the ideas through creation of learning activities. It is suitable for advanced undergraduates and graduate students with some science background.
Terms: Spr
| Units: 3
EDUC 281:
Technology for Learners
How can we use technology to improve learning? Many hope that technology will make learning easier, faster, or accessible to more learners. This course explores a variety of approaches to designing tools for learning, the theories behind them, and the research that tests their effectiveness. Strong focus on evaluating new tools for specific learners and subjects. Space is limited. Priority is given to master's students in the LDT Master's Program. To learn about the design of digital tools for learning, we recommend taking this course together with EDUC 230, Learning Experience Design.
Terms: Aut
| Units: 3
EDUC 283:
Return to: Child Development in and Beyond Schools
(Formerly EDUC 144). How schools form a context for children's social and cognitive development. Focus is on early and middle childhood. Transactional processes between children and learning opportunities in classroom contexts. Topics include: alternative theoretical perspectives on the nature of child development; early experience and fit with traditional school contexts; assessment practices and implications for developing identities as learners; psychological conceptions of motivational processes and alternative perspectives; the role of peer relationships in schools; and new designs for learning environments. Readings address social science and methodological issues. STEP Elementary only.
Terms: Sum
| Units: 1
EDUC 284:
Designing Equitable Groupwork
Teaching in academically and linguistically heterogeneous classrooms requires a repertoire of pedagogical strategies. Focus is on how to provide access to intellectually challenging curriculum and equal-status interaction for students in diverse classrooms. Emphasis is on group work and its cognitive, social, and linguistic benefits for students. How to prepare for group work, equalize participation, and design learning tasks that support conceptual understanding, mastery of content and language growth. How to assess group products and individual contributions. (STEP)
Terms: Spr
| Units: 2
EDUC 285A:
Boundary Crossing at Work: Designing for Learning with Differences in Mind
For STEP Secondary teacher candidates. Needs of exceptional learners, identification of learning differences and disabilities, and adaptations in the regular inclusion classroom. Legal requirements of special education, testing procedures, development of individualized education plans, and support systems and services. Students follow a special needs learner to understand diagnosis, student needs, and types of services.
Terms: Aut, Win, Sum
| Units: 1
EDUC 285C:
Dis/ability and Access in the Elementary Classroom
For STEP Elementary teacher candidates. Needs of exceptional learners, identification of learning differences and disabilities, and adaptations in the regular inclusion classroom. Legal requirements of special education, testing procedures, development of individualized education plans, and support systems and services. Students follow a special needs learner to understand diagnosis, student needs, and types of services.
Terms: Aut, Sum
| Units: 3
EDUC 289:
The Centrality of Literacies in Teaching and Learning
(Formerly EDUC 166.) Focus is on principles in understanding, assessing, and supporting the reading and writing processes, and the acquisition of content area literacies in secondary schools. Literacy demands within particular disciplines and how to use oral language, reading, and writing to teach content area materials more effectively to all students. (STEP)
Terms: Sum
| Units: 1
EDUC 291:
Learning Sciences and Technology Design Research Seminar and Colloquium
Students and faculty present and critique new and original research relevant to the Learning Sciences and Technology Design doctoral program. Goal is to develop a community of scholars who become familiar with each other's work. Practice of the arts of presentation and scholarly dialogue while introducing seminal issues and fundamental works in the field.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
EDUC 295:
Entrepreneurship and Innovation in Education Technology Seminar
(Same as GSBGEN 391) The last 2 years have created significant challenges and opportunities in education innovation; there has never been a more pressing and urgent need in our history to foster entrepreneurship in education by leveraging new technologies. This course will help you develop the skills and strategies necessary to effectively create and evaluate educational services and education technology startups much like educators, entrepreneurs, philanthropists, and venture capital investors do. Some questions we will discuss include: How do entrepreneurs, educators, and VCs evaluate and grow successful education and edtech startups? Why do most startups in edtech fail, and what are the key ingredients for success, especially in today's challenging times? What does it take to get venture capital financing in edtech? Each week will feature a different edtech entrepreneur as a guest speaker; these leaders hail from a variety of innovative for-profit and non-profit education technology startups. As we hear from the speakers, we'll evaluate all aspects of their invention, particularly in the context of emerging distance learning and hybrid learning trends. A fundamental question we'll explore in this course is how educators and technologists can better collaborate to leverage the scale and impact of technology to improve educational equity and access. This course will be taught in person; attendance at each session is required. The maximum capacity is 40 students. Juniors, Seniors and graduate students of all Stanford schools are welcome. A small application will be required in order to create a balanced, diverse, and collaborative student composition. More on the instructor, course and syllabus can be viewed here: https://monsalve.people.stanford.edu
Terms: Spr
| Units: 3
| Repeatable
2 times
(up to 6 units total)
EDUC 298:
Seminar on Teaching Introductory Computer Science (CS 298)
Faculty, undergraduates, and graduate students interested in teaching discuss topics raised by teaching computer science at the introductory level. Prerequisite: consent of instructor.
Terms: Spr
| Units: 1
EDUC 299A:
Beyond Equity
(Formerly EDUC 167.) Introduction to the theories and practices of equity and democracy in education. How to think about teaching and schooling in new ways; the individual moral and political reasons for becoming a teacher. Enrollment restricted to students in the STEP Program only. (STEP)
Terms: Sum
| Units: 1
EDUC 299B:
Beyond Equity
(Formerly EDUC 167.) Introduction to the theories and practices of equity and democracy in education. How to think about teaching and schooling in new ways; the individual moral and political reasons for becoming a teacher. Enrollment restricted to students in the STEP Program only. (STEP)
Terms: Spr
| Units: 1
EDUC 302:
Behavior Design: Tiny Habits for Health and Happiness (WELLNESS 107)
Enrich your life with more humor and happiness, guided by BJ Fogg, Director of Stanford's Behavior Design Lab. This course covers how human behavior really works, the Tiny Habits method, the myths of motivation, and a systematic way to design your life for good. Hands-on projects and empirical research come together to illuminate the principles of Behavior Design. Apply material to your own behavior change journey and learn how to coach others.
Terms: Spr
| Units: 2-3
EDUC 306A:
Economics of Education in the Global Economy
Case material considers development problems in the U.S. and abroad. Discussion sections on economic aspects of educational development.
Terms: Aut
| Units: 5
EDUC 306B:
Global Education Policy & Organization (PUBLPOL 316)
Education policy, politics, and development. Topics include: politics, interests, institutions, policy, and civil society; how schools and school systems operate as political systems; how policy making occurs in educational systems; and theories of development.
Terms: Win
| Units: 3-5
EDUC 306D:
World, Societal, and Educational Change: Comparative Perspectives (EDUC 136, SOC 231)
Theoretical perspectives and empirical studies on the structural and cultural sources of educational expansion and differentiation, and on the cultural and structural consequences of educational institutionalization. Research topics: education and nation building; education, mobility, and equality; education, international organizations, and world culture.
Terms: Win
| Units: 4-5
EDUC 306Y:
Economic Support Seminar for Education and Economic Development
Core economic concepts that address issues in education in developing and developed countries. Supply and demand, elasticity, discount rates, rate of return analysis, utility functions, and production functions. Corequisite: 306A.
Terms: Aut
| Units: 1
EDUC 310:
Sociology of Education (SOC 332)
Seminar. Key sociological theories and empirical studies of of the relationship between education and other major social institutions, focusing on drivers of educational change, the organizational infrastructures of education, and the implication of education in processes of social stratification. Targeted to doctoral students.
Terms: Spr
| Units: 3-5
EDUC 311:
Research Workshop in International Education
International Education Initiative (IEI) a cross-campus initiative to promote greater collaboration around research in international education at Stanford. It is designed to help students conduct higher quality research in international education and gain wide exposure to the international education research community. Students will have the chance to engage with invited speakers from outside Stanford, present and get feedback about their own research, and learn new methodological tools.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
EDUC 312:
Relational Sociology (SOC 224B)
Conversations, social relationships and social networks are the core features of social life. In this course we explore how conversations, relationships, and social networks not only have their own unique and independent characteristics, but how they shape one another and come to characterize many of the settings we enter and live in. As such, students will be introduced to theories and research methodologies concerning social interaction, social relationships, and social networks, as well as descriptions of how these research strands interrelate to form a larger relational sociology that can be employed to characterize a variety of social phenomenon. This course is suitable to advanced undergraduates and doctoral students.
Terms: Win
| Units: 3-4
EDUC 314:
Funkentelechy: Technologies, Social Justice and Black Vernacular Cultures (AFRICAAM 200N, STS 200N)
From texts to techne, from artifacts to discourses on science and technology, this course is an examination of how Black people in this society have engaged with the mutually consitutive relationships that endure between humans and technologies. We will focus on these engagements in vernacular cultural spaces, from storytelling traditions to music and move to ways academic and aesthetic movements have imagined these relationships. Finally, we will consider the implications for work with technologies in both school and community contexts for work in the pursuit of social and racial justice.
Terms: Win
| Units: 4-5
EDUC 315A:
Introduction to CSCL: Computer-Supported Collaborative Learning (CS 498C)
This seminar introduces students to foundational concepts and research on computer-supported collaborative learning (CSCL). It is designed for LSTD doctoral students, LDT masters' students, other GSE graduate students and advanced undergraduates inquiring about theory, research and design of CSCL. CSCL is defined as a triadic structure of collaboration mediated by a computational artefact (participant-artifact-participant). CSCL encompasses two individuals performing a task together in a short time, small or class-sized groups, and students following the same course, digitally interacting.
Terms: Win
| Units: 3
EDUC 316:
Social Network Methods (SOC 369)
Introduction to social network theory, methods, and research applications in sociology. Network concepts of interactionist (balance, cohesion, centrality) and structuralist (structural equivalence, roles, duality) traditions are defined and applied to topics in small groups, social movements, organizations, communities. Students apply these techniques to data on schools and classrooms.
Terms: Spr
| Units: 3-5
EDUC 317:
Computational Sociology (SOC 317W)
Yearlong workshop where doctoral students are encouraged to collaborate with peers and faculty who share an interest in employing computational techniques in the pursuit of researching social network dynamics, text analysis, histories, and theories of action that help explain social phenomena. Students present their own research and provide helpful feedback on others' work. Presentations may concern dissertation proposals, grants, article submissions, book proposals, datasets, methodologies and other texts. Repeatable for credit.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
for credit
EDUC 320:
Sociology of Science (EDUC 120, SOC 330, STS 200Q)
This course explores the social construction of scientific knowledge from various perspectives. The course begins by taking stock of core philosophical theories on scientific knowledge and then it proceeds to ask how various authors have described and characterized this knowledge as socially embedded and constructed. Through this course we will ask what sort of knowledge is considered scientific or not? And then from there, a variety of social, institutional and historical factors will enter and influence not only how scientific knowledge is discovered and developed, but also how we evaluate it. This course is suitable to advanced undergraduates and doctoral students.
Terms: Aut
| Units: 3-4
EDUC 321:
Nonprofits, Philanthropy & Society (PUBLPOL 321, SOC 321)
Over the past several decades nonprofit organizations have become increasingly central entities in society, and with this growing status and importance their roles are increasingly complex.We consider the social, political and economic dynamics of philanthropy and the nonprofit sector, focusing mainly (but not exclusively) on the US. The class is best suited for graduate students looking for an advanced analytic understanding of the sector and those wishing to conduct research in the field; it is not intended to provide training in nonprofit management.
Terms: Win
| Units: 3-4
EDUC 325A:
Proseminar 1
Required of and limited to first-year Education doctoral students. Core questions in education: what is taught, to whom, and why; how do people learn; how do teachers teach and how do they learn to teach; how are schools organized; how are educational systems organized; and what are the roles of education in society?
Terms: Aut
| Units: 3
EDUC 325B:
Proseminar 2
Required of and limited to first-year Education doctoral students. Core questions in education: what is taught, to whom, and why; how do people learn; how do teachers teach and how do they learn to teach; how are schools organized; how are educational systems organized; and what are the roles of education in society?
Terms: Win
| Units: 3
EDUC 325C:
Proseminar 3
Required of and limited to first-year Education doctoral students. Core questions in education: what is taught, to whom, and why; how do people learn; how do teachers teach and how do they learn to teach; how are schools organized; how are educational systems organized; and what are the roles of education in society?
Terms: Spr
| Units: 3
EDUC 333A:
Introduction to Learning Sciences: Understanding Learning and Learning Environments
This course is an introduction to the foundational ideas and origins of the learning sciences as they relate to conceptualizing, analyzing, and improving learning through the complementary work of researching and designing new learning environments, technologies, tools, and experiences. Core perspectives represented include those that are cognitive, situative, sociocultural, developmental, and critical about what, how, and why people learn new ideas and practices in authentic settings. Activities include detailed analysis of readings, learning environments, learning technologies, and emerging field directions.
Terms: Aut
| Units: 3
EDUC 334A:
Youth and Education Law Project: Clinical Practice
(Same as LAW 660A). The Youth and Education Law Project offers students the opportunity to participate in a wide variety of educational rights and reform work, including direct representation of youth and families in special education and school discipline matters, community outreach and education, school reform litigation, and/or policy research and advocacy. All students have an opportunity to represent elementary and high school students with disabilities in special education proceedings, to represent students in school discipline proceedings, or to work with community groups in advocating for the provision of better and more equitable educational opportunities to their children. In addition, the clinic may pursue a specific policy research and advocacy project that will result in a written policy brief and policy proposal. Students working on special education matters have the opportunity to handle all aspects of their clients' cases. Students working in this area interview and counsel clients, investigate and develop facts, work with medical and mental health professionals and experts, conduct legal and educational research, create case plans, and represent clients at individual education program (IEP) team meetings, mediation or special education due process hearings. This work offers students a chance to study the relationship between individual special education advocacy and system-wide reform efforts such as impact litigation. Students working on school discipline matters interview and counsel clients, investigate and develop facts, interview witnesses, conduct legal and educational research, create case plan, and represent clients at school discipline hearings such as expulsion hearings. Such hearings provide the opportunity to present oral and written argument, examine witnesses, and present evidence before a hearing officer. If appropriate and necessary, such proceedings also present the opportunity to represent students on appeal before the school district board of trustees or the county board of education. The education clinic includes two or three mandatory training sessions to be held at the beginning of the term, a weekly seminar that focuses on legal skills and issues in law and education policy, regular case review, and a one hour weekly meeting with the clinic instructor. Admission is by consent of instructor. Beginning with the 2009-2010 academic year, each of the Law School's clinical courses is being offered on a full-time basis for 12 credits.
Terms: Win, Spr
| Units: 4
EDUC 334B:
Youth and Education Law Project: Clinical Methods
(Same as LAW 660B). The Youth and Education Law Project offers students the opportunity to participate in a wide variety of educational rights and reform work, including direct representation of youth and families in special education and school discipline matters, community outreach and education, school reform litigation, and/or policy research and advocacy. All students have an opportunity to represent elementary and high school students with disabilities in special education proceedings, to represent students in school discipline proceedings, or to work with community groups in advocating for the provision of better and more equitable educational opportunities to their children. In addition, the clinic may pursue a specific policy research and advocacy project that will result in a written policy brief and policy proposal. Students working on special education matters have the opportunity to handle all aspects of their clients' cases. Students working in this area interview and counsel clients, investigate and develop facts, work with medical and mental health professionals and experts, conduct legal and educational research, create case plans, and represent clients at individual education program (IEP) team meetings, mediation, or special education due process hearings. This work offers students a chance to study the relationship between individual special education advocacy and system-wide reform efforts such as impact litigation. Students working on school discipline matters interview and counsel clients, investigate and develop facts, interview witnesses, conduct legal and educational research, create case plan, and represent clients at school discipline hearings such as expulsion hearings. Such hearings provide the opportunity to present oral and written argument, examine witnesses, and present evidence before a hearing officer. If appropriate and necessary, such proceedings also present the opportunity to represent students on appeal before the school district board of trustees of the county board of education. The education clinic includes two or three mandatory training sessions to be held at the beginning of the term, a weekly seminar that focuses on legal skills and issues in law and education policy, regular case review, and a one hour weekly meeting with the clinic instructor. Admission is by consent of instructor. Beginning with the 2009-2010 academic year, each of the Law School's clinical courses is being offered on a full-time basis for 12 credits.
Terms: Win, Spr
| Units: 4
EDUC 334C:
Youth and Education Law Project: Clinical Coursework
(Same as LAW 660C). The Youth and Education Law Project offers students the opportunity to participate in a wide variety of educational rights and reform work, including direct representation of youth and families in special education and school discipline matters, community outreach and education, school reform litigation, and/or policy research and advocacy. All students have an opportunity to represent elementary and high school students with disabilities in special education proceedings, to represent students in school discipline proceedings, or to work with community groups in advocating for the provision of better and more equitable educational opportunities to their children. In addition, the clinic may pursue a specific policy research and advocacy project that will result in a written policy brief and policy proposal. Students working on special education matters have the opportunity to handle all aspects of their clients' cases. Students working in this area interview and counsel clients, investigate and develop facts, work with medical and mental health professionals and experts, conduct legal and educational research, create case plans, and represent clients at individual education program (IEP) team meetings, mediation, or special education due process hearings. This work offers students a chance to study the relationship between individual special education advocacy and system-wide reform efforts such as impact litigation. Students working on school discipline matters interview and counsel clients, investigate and develop facts, interview witnesses, conduct legal and educational research, create case plan, and represent clients at school discipline hearings such as expulsion hearings. Such hearings provide the opportunity to present oral and written argument, examine witnesses, and present evidence before a hearing officer. If appropriate and necessary, such proceedings also present the opportunity to represent students on appeal before the school district board of trustees or the county board of education. The education clinic includes two or three mandatory training sessions to be held at the beginning of the term, a weekly seminar that focuses on legal skills and issues in law and education policy, regular case review, and a one hour weekly meeting with the clinic instructor. Admission is by consent of instructor. Beginning with the 2009-2010 academic year, each of the Law School's clinical courses is being offered on a full-time basis for 12 credits.
Terms: Win, Spr
| Units: 4
EDUC 337:
Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices (AFRICAAM 106, CSRE 103B, EDUC 103B)
Focus is on classrooms with students from diverse racial, ethnic and linguistic backgrounds. Studies, writing, and media representation of urban and diverse school settings; implications for transforming teaching and learning. Issues related to developing teachers with attitudes, dispositions, and skills necessary to teach diverse students.
Terms: Win
| Units: 4
EDUC 339:
Advanced Topics in Quantitative Policy Analysis
For doctoral students. How to develop a researchable question and research design, identify data sources, construct conceptual frameworks, and interpret empirical results. Presentation by student participants and scholars in the field. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
for credit
EDUC 340:
Psychology and American Indian/Alaska Native Mental Health (NATIVEAM 240, PSYCH 272)
Western medicine's definition of health as the absence of sickness, disease, or pathology; Native American cultures' definition of health as the beauty of physical, spiritual, emotional, and social things, and sickness as something out of balance. Topics include: historical trauma; spirituality and healing; cultural identity; values and acculturation; and individual, school, and community-based interventions. Prerequisite: experience working with American Indian communities.
Terms: Spr
| Units: 3-5
EDUC 341:
Counterstory in Literature and Education (CSRE 141E, EDUC 141, LIFE 124)
Counterstory is a method developed in critical legal studies that emerges out of the broad "narrative turn" in the humanities and social science. This course explores the value of this turn, especially for marginalized communities, and the use of counterstory as analysis, critique, and self-expression. Using an interdisciplinary approach, we examine counterstory as it has developed in critical theory, critical pedagogy, and critical race theory literatures, and explore it as a framework for liberation, cultural work, and spiritual exploration.
Terms: Spr
| Units: 3
EDUC 343A:
Navigating the Academic Profession
For DARE doctoral fellows only. The roles and responsibilities of faculty members in American colleges and universities in the 21st century. How to become productive faculty members within the higher education enterprise.
Terms: Aut
| Units: 1-2
EDUC 343B:
Practicum for fellows in the Stanford Preparing Future Professors Program
Nine weekly one-hour and fifty-minute sessions consisting of discussions of: (1) the previous week's mentoring institutions' shadowing experiences and (2) readings related to session themes.
Terms: Win
| Units: 1-2
EDUC 343C:
Preparing for Faculty Careers (MI 343C)
For graduate students and postdoctoral fellows from all disciplines who are considering a faculty career of any type and at any of a broad range of institutions. Numbers are limited and so whether formally registered (grad students) or attending as auditors (grad students or postdocs), all participants must commit to attending the entire course. Begins with a methodology to help determine if a faculty career is a good fit for the values, interests and abilities of each participant. Progresses to an exploration of different types of faculty roles and different institutional contexts (e.g., tenure-track vs. non-tenure-track; research-intensive vs. teaching-intensive; large vs. small; etc.). Discusses how to identify and land a faculty position. Ends with concrete tips on how to thrive in such a role. May be repeated for credit.
Terms: Spr
| Units: 2
| Repeatable
for credit
EDUC 343D:
Preparing for the Faculty Job Search
"Preparing for the Faculty Job Search" is a weekly seminar course. The goals of the course are to increase students' knowledge of the faculty job search. We will work on both written and oral parts of your job search preparation, including CVs, cover letters, research and teaching statements, and the job talk. Experts from across Stanford will present. The course is restricted to participants in the DARE Doctoral Fellowship Program.
Terms: Spr
| Units: 1
EDUC 347:
The Economics of Higher Education
(Same as GSBGEN 348) Topics: the worth of college and graduate degrees, and the utilization of highly educated graduates; faculty labor markets, careers, and workload; costs and pricing; discounting, merit aid, and access to higher education; sponsored research; academic medical centers; and technology and productivity. Emphasis is on theoretical frameworks, policy matters, and the concept of higher education as a public good. Stratification by gender, race, and social class.
Terms: Aut
| Units: 3-4
EDUC 349:
Globalization and Higher Education (SOC 297)
This course examines the expansion, impact, and organization of higher education across the world. This course engages students with sociological theory and comparative research on global and national sources of influence on higher education developments, e.g. admissions criteria, curricular content, governance structure.. At the end of the course students should be able to compare and contrast developments across countries.
Terms: Win
| Units: 3-4
EDUC 352A:
Introduction to Research-Practice Partnerships
This course is an introduction to education research-practice partnerships (RPPs). It examines the distinctive characteristics of education research-practice partnerships, how they differ from other efforts to improve education, and the types of questions that have been explored by RPPs. We will discuss different types of RPPs including design based implementation research, networked improvement communities, community-engaged research, design-based implementation research (DBIR), and Youth Participatory Action Research (YPAR). We will pay extra attention to the theories and methodologies used in DBIR, and to projects that DBIR scholars have conducted, as exemplars of RPP work.
Terms: Aut
| Units: 1-4
EDUC 352B:
Seminar in Developing Partnership Research
In this seminar, students develop the foundational knowledge and skills for effective partnership research. This seminar introduces students to the skills and knowledge necessary for starting and sustaining partnership research through readings and discussion. In the seminar, students develop a concept for partnership research they want to pursue and receive coaching and guidance on forming and nurturing a partnership research project.
Terms: Win
| Units: 1-2
EDUC 352C:
Advanced Partnership Research
Partnership research requires a dynamic skill set involving negotiations, collaboration and communication as well as knowledge of the context you are working in and the dilemmas practice partners face in their day-to-day work. In this course, students will work with faculty, peers, and practice partners to learn how to navigate the challenging waters of partnership research and examine challenges in their own partnership research.
Terms: Spr
| Units: 1-2
EDUC 355:
Higher Education and Society
For graduate students interested in the relationship between higher education and society from a sociological perspective. What are the array of expectations, and what enables each party to actualize them? What is taught to whom and how? How does change occur in missions, curricula, academic programs, organizational structures, and U.S. public sectors?
Terms: Spr
| Units: 3
EDUC 359F:
Research in Mathematics Education: Conducting Inquiry
This seminar will serve as both a workshop for developing participants' own professional trajectories as mathematics education scholars and a forum for discussion on key issues related to conducting research and making an impact in the field of mathematics education. Participants will be invited to share their own research and to engage in discussions about possible impact. This seminar is restricted to mathematics education students.
Terms: Aut
| Units: 2-4
| Repeatable
10 times
(up to 40 units total)
EDUC 361:
Workshop: Networks and Organizations (SOC 361W)
For students doing advanced research. Group comments and criticism on dissertation projects at any phase of completion, including data problems, empirical and theoretical challenges, presentation refinement, and job market presentations. Collaboration, debate, and shaping research ideas. Prerequisite: courses in organizational theory or social network analysis.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
EDUC 364:
Cognition and Learning
This course focuses on helping students to advance their knowledge of cognitive psychology and what this field can offer to understand learning and educational practice. We will discuss how people learn, understand, and remember information, and why some people seem to be better at this than others. Topics discussed include the construction of knowledge, thinking about thinking, and the motivational and affective factors that shape thinking processes. Upon successful completion of this course, you will have a deeper understanding of how learners' knowledge, motivation, and development contribute to making meaning of information and to the actions they take to learn.
Terms: Aut
| Units: 3-4
EDUC 365:
Social, Emotional, and Personality Development
The story of human development across the lifespan, with an emphasis on how people acquire the capacities for mutually beneficial social relations, positive motivation, and mature self-understanding. Topics include socialization, identity, purpose, moral commitment, anti-social behavior, SEL (social and emotional learning in schools), gender, culture, self-concept, and personality. This course is a DAPS core course open to other doctoral and master's students and to advanced undergraduates with some prior coursework in human development.
Terms: Win
| Units: 3
EDUC 366:
Learning in Formal and Informal Environments
How learning opportunities are organized in schools and non-school settings including museums, after-school clubs, community art centers, theater groups, aquariums, sports teams, and new media contexts. Sociocultural theories of development as a conceptual framework. Readings from empirical journals, web publications, and books.Collaborative written or multimedia research project in which students observe and document a non-school learning environment.
Terms: Win
| Units: 3
EDUC 370:
Parenting and Family Relationships in Childhood
This course will focus on the relevance of parenting and family relationships for children's development. We will examine studies of: (1) how parental and child behaviors contribute to sensitivity, responsiveness, scaffolding, autonomy, and control within the dyad; (2) parents role in socializing children's emotions and their ethnic/racial identity; and (3) parents involvement in early education. We will discuss cultural and economic factors affecting our conceptualization, measurement, and interpretations of parents' behaviors and their interactions with their children.
Terms: Win
| Units: 3
EDUC 371:
Social Psychology and Social Change (PSYCH 265)
The course is intended as an exploration of the major ideas, theories, and findings of social psychology and their applied status. Special attention will be given to historical issues, classic experiments, and seminal theories, and their implications for topics relevant to education. Contemporary research will also be discussed. Advanced undergraduates and graduate students from other disciplines are welcome, but priority for enrollment will be given to graduate students. In order to foster a vibrant, discussion-based class, enrollment will be capped at 20 students. Interested students should enroll in the class through simple enroll or axess. There will be an application process on the first day of class if there is overwhelming interest. Please contact the course TA, Isabelle Tay (isabelletay[at]stanford.edu), if you have any further questions.
Terms: Aut, Win
| Units: 2-3
EDUC 372:
African American Child and Adolescent Mental Health: An Ecological Approach (CSRE 372, PSYCH 261)
African American children and adolescents face a number of challenges (e.g., racism, discrimination, lack of access to resources, community violence) that can impact their mental health. Yet, they possess and utilize many strengths in the face of challenge and adversity. This seminar will explore the most salient historical, social, cultural, and ecological factors that influence the mental health and resilience of African American youth, with attention to contextual determinants that shape mental health. Applying an ecological systems approach, the course will focus on how families, schools, and communities are integral to youth's adjustment and well-being. By utilizing a culturally specific and context based lens in analyzing empirical, narrative, and visual content, students will better understand factors that can promote or inhibit the mental health and resilience of African American children and adolescents across development.
Terms: Spr
| Units: 3
EDUC 374:
Philanthropy and Civil Society (POLISCI 334, SOC 374)
Cross-listed with Law (LAW 7071), Political Science (POLISCI 334) and Sociology (SOC 374). Associated with the Center for Philanthropy and Civil Society (PACS). Year-long workshop for doctoral students and advanced undergraduates writing senior theses on the nature of civil society or philanthropy. Focus is on pursuit of progressive research and writing contributing to the current scholarly knowledge of the nonprofit sector and philanthropy. Accomplished in a large part through peer review. Readings include recent scholarship in aforementioned fields. May be repeated for credit for a maximum of 3 units.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
(up to 297 units total)
EDUC 377B:
Impact: Strategic Leadership of Nonprofit Organizations and Social Ventures
(Same as STRAMGT 368). This course seeks to provide a survey of the strategic, governance, and management issues facing a wide range of nonprofit organizations and their executive and board leaders, in the era of venture philanthropy and social entrepreneurship. The students will also be introduced to core managerial issues uniquely defined by this sector such as development/fundraising, investment management, performance management and nonprofit finance. The course also provides an overview of the sector, including its history and economics. Cases involve a range of nonprofits, from smaller, social entrepreneurial to larger, more traditional organizations, including education, social service, environment, health care, religion, NGO's and performing arts. In exploring these issues, this course reinforces the frameworks and concepts of strategic management introduced in the core first year courses. In addition to case discussions, the course employs role plays, study group exercises and many outsider speakers.
Terms: Aut
| Units: 3
EDUC 377F:
Disruptions in Education
(Same as GSBGEN 345). This course will explore the contemporary higher education industry, focusing especially on the places where disruptions of all kinds present significant opportunities and challenges for investors, entrepreneurs, and the businesses that serve this huge global market, as well as for faculty, students, and higher education administrators. Using a variety of readings and case studies to better understand recent disruptions and the unbundling occurring across the post-secondary landscape, from outside and inside the academy, both for-profit and non-profit, the course will examine technology in teaching and learning; the future of the degree and alternatives to the traditional credential; accreditation; competency based education; debt and education financing models; investing in the education space; and tertiary products and platforms that serve the student services market. Guests will include higher education leaders and practitioners, as well as investors and entrepreneurs. Attendance at first class meeting is required.
Terms: Win
| Units: 3
EDUC 377G:
Problem Solving for Social Change
(Also GSBGEN 367). Stanford graduates will play important roles in solving many of today's and tomorrow's major societal problems -- such as improving educational and health outcomes, conserving energy, and reducing global poverty -- which call for actions by nonprofit, business, and hybrid organizations as well as governments. This course teaches skills and bodies of knowledge relevant to these roles through problems and case studies drawn from nonprofit organizations, for-profit social enterprises, and governments. Topics include designing, implementing, scaling, and evaluating social strategies; systems thinking; decision making under risk; psychological biases that adversely affect people's decisions; methods for influencing individuals' and organizations' behavior, ranging from incentives and penalties to "nudges;" human-centered design; corporate social responsibility; and pay-for-success programs. We will apply these concepts and tools to address an actual social problem facing Stanford University. (With the exception of several classes on strategy and evaluation, there is no substantial overlap with Paul Brest's and Mark Wolfson's course, Strategic Philanthropy and Impact Investing (GSBGEN 319), which has a different focus from this one.)
Terms: Aut
| Units: 3
EDUC 377H:
Diverse Leadership as an Imperative for Impact
(Same as GSBGEN 377). Our society implicitly prizes a particular approach to leadership - but today's cross-sectoral, impact-oriented leader cannot afford to be restricted to a single approach. If we aspire to address challenges across social, economic, and political arenas, with highly charged moral implications and multiple stakeholders, we have an imperative to use all available tools by discovering, celebrating, and advancing diversity in leadership. In this course, we will: (1) study a range of effective leadership approaches; (2) develop broad, transportable skills and frameworks required to lead in any complex setting - business, public sector, nonprofit sector; (3) delve into leadership tradeoffs and tensions; (4) explore and understand our own values and tacit and explicit decision-making criteria; and (5) recognize barriers to diversity and tactics to address them. Guiding questions will include: How does the context shape the solution set? What does inspired and inspiring leadership look like? How do race/gender/other identities enter into the equation? How do I develop my own brand of leadership? We will examine contemporary leaders and controversies in education and elsewhere, draw upon timeless historical thinkers, enjoy the wisdom of guest speakers, and work intensively in small groups to highlight challenges, opportunities, and tradeoffs. By exploring a range of approaches and situations, we will strive for deeper understanding of ourselves and of the context to become a more capable, empathetic and effective leaders.
Terms: Spr
| Units: 3
EDUC 377I:
IMPACT: Philanthropic Institutions & Justice
(Same as GSBGEN 580). This is a three week compressed course, and Darren Walker, President of the Ford Foundation, will co-teach week three. Many of today's philanthropic institutions operate with unprecedented innovation and influence and lead in a way that rapidly adapts to society's ever-evolving needs, issues and crises. In this course we will look at the different types of philanthropic institutions (including foundations, LLCs and corporate philanthropy) that are driving this innovation and the diverse models that shape their operations and grantmaking. We will explore how to create philanthropic strategy, investment criteria, social change goals, short-, intermediate- and long-term indicators of success as well as how each of these factors merge to drive a unique grantmaking process. Students will drill down into the best practices of grantee-centric philanthropy as well as how to comprehensively assess nonprofits, evaluate grant proposals and make strategic funding recommendations. We will hear from globally renowned and new generation philanthropic leaders implementing the most innovative and impactful approaches across issue areas including climate change, movement building, policy change, voting rights, the arts and education, all through the lens of justice. Speakers will potentially include Laura Muñoz Arnold (Arnold Foundation), Crystal Hayling and Ashley Clark (Libra Foundation), Hal Harvey (Energy Innovation), Justin Steele (Google.org) and Jon Stryker (Arcus Foundation). Students will engage in skill-building assignments including informal assessments of local nonprofits and a formal, written assignment that entails analyzing actual grant proposals and presenting a hypothetical funding recommendation.
Terms: Aut
| Units: 2
EDUC 379:
Moral, Civic, and Environmental Education (ENVRES 255)
An examination of the conceptual foundations that underlie moral, civic, and environmental action in contemporary society, and the social, cognitive, and motivational capacities that make possible constructive participation. The course will discuss both in-school and beyond-schools ways in which young people can be educated for informed and constructive participation. Among the educational methods to be considered will be narrative treatments of exemplary figures in the moral, civic, and environmental domains.
Terms: Spr
| Units: 3
EDUC 380:
Supervised Internship
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Alim, H. (PI);
Alvarado, A. (PI);
Antonio, A. (PI);
Ardoin, N. (PI);
Atkin, J. (PI);
Aukerman, M. (PI);
Ball, A. (PI);
Barron, B. (PI);
Bernert, R. (PI);
Bettinger, E. (PI);
Blikstein, P. (PI);
Booker, A. (PI);
Borko, H. (PI);
Brazer, S. (PI);
Brest, P. (PI);
Bridges, E. (PI);
Brown, B. (PI);
Brown, N. (PI);
Bryk, T. (PI);
Calfee, R. (PI);
Callan, E. (PI);
Carnoy, M. (PI);
Carter, P. (PI);
Charity Hudley, A. (PI);
Cohen, G. (PI);
Cox, G. (PI);
Damon, W. (PI);
Darling-Hammond, L. (PI);
Dee, T. (PI);
Ehrlich, T. (PI);
Eisner, E. (PI);
Fogg, B. (PI);
Forssell, K. (PI);
Goldenberg, C. (PI);
Goldman, S. (PI);
Gordon, L. (PI);
Greeno, J. (PI);
Grossman, P. (PI);
Gumport, P. (PI);
Haertel, E. (PI);
Hakuta, K. (PI);
Hanushek, E. (PI);
Heath, S. (PI);
Hoagland, G. (PI);
Juel, C. (PI);
Kamil, M. (PI);
Kelman, A. (PI);
Kennedy, D. (PI);
Kim, P. (PI);
Kirst, M. (PI);
Koski, W. (PI);
Krumboltz, J. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Levin, H. (PI);
Lit, I. (PI);
Loeb, S. (PI);
Lotan, R. (PI);
Lythcott, J. (PI);
March, J. (PI);
Martinez, A. (PI);
Massy, W. (PI);
McDermott, R. (PI);
McFarland, D. (PI);
McLaughlin, M. (PI);
Mendoza-Newman, M. (PI);
Meyerson, D. (PI);
Murata, A. (PI);
Nasir, N. (PI);
Noddings, N. (PI);
O'Hara, S. (PI);
Obradovic, J. (PI);
Olkin, I. (PI);
Osborne, J. (PI);
Padilla, A. (PI);
Pea, R. (PI);
Phillips, D. (PI);
Pope, D. (PI);
Porteus, A. (PI);
Post, L. (PI);
Powell, W. (PI);
Ramirez, F. (PI);
Reich, R. (PI);
Rickford, J. (PI);
Rogosa, D. (PI);
Rohlen, T. (PI);
Salinas, N. (PI);
Schwartz, D. (PI);
Shavelson, R. (PI);
Shulman, L. (PI);
Simms, W. (PI);
Smith, S. (PI);
Spindler, G. (PI);
Staklis, S. (PI);
Stevens, M. (PI);
Stipek, D. (PI);
Stout, F. (PI);
Strober, M. (PI);
Suarez, D. (PI);
Thoresen, C. (PI);
Tyack, D. (PI);
Valdes, G. (PI);
Walker, D. (PI);
Weiler, H. (PI);
Willinsky, J. (PI);
Wineburg, S. (PI);
Wotipka, C. (PI);
reardon, s. (PI)
EDUC 386:
Leadership and Administration in Higher Education
Definitions of leadership and leadership roles within colleges and universities. Leadership models and organizational concepts. Case study analysis of the problems and challenges facing today's higher education administrators.
Terms: Spr
| Units: 2-3
EDUC 387:
Workshop: Comparative Sociology (SOC 311A)
Analysis of quantitative and longitudinal data on national educational systems and political structures. May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
EDUC 388A:
Language Policies and Practices
For STEP teacher candidates seeking to meet requirements for the English Learner Authorization on their preliminary credential. Historical, political, and legal foundations of education programs for English learners. Theories of second language learning, and research on the effectiveness of bilingual education. Theory-based methods to facilitate and measure English learners' growth in language and literacy acquisition, and create environments which promote English language development and content area learning through specially designed academic instruction in English. (STEP)
Terms: Win
| Units: 3
EDUC 388F:
Introduction to Academic Language
This course will provide opportunities for pre-service teachers to begin to develop an understanding of language uses, forms, and mechanics through application of a functional approach to academic language. By exploring language structures (phonology, morphology, syntax, semantics) as well as lanauge-in-use (pragmatics and discourse), teacher candidates will be able to better recognize linguistic demands and challenges of students in the classroom.
Terms: Sum
| Units: 1
EDUC 389B:
Race, Ethnicity, and Language: Writing Race, Ethnicity, and Language in Ethnography (ANTHRO 398B, CSRE 389B, LINGUIST 254)
This methods seminar focuses on developing ethnographic strategies for representing race, ethnicity, and language in writing without reproducing the stereotypes surrounding these categories and practices. In addition to reading various ethnographies, students conduct their own ethnographic research to test out the authors' contrasting approaches to data collection, analysis, and representation. The goal is for students to develop a rich ethnographic toolkit that will allow them to effectively represent the (re)production and (trans)formation of racial, ethnic, and linguistic phenomena.
Terms: Aut
| Units: 3-4
EDUC 389C:
Race, Ethnicity, and Language: Pedagogical Possibilities (AFRICAAM 389C, CSRE 385)
This seminar explores the intersections of language and race/racism/racialization in the public schooling experiences of students of color. We will briefly trace the historical emergence of the related fields of sociolinguistics and linguistic anthropology, explore how each of these scholarly traditions approaches the study of language, and identify key points of overlap and tension between the two fields before considering recent examples of inter-disciplinary scholarship on language and race in urban schools. Issues to be addressed include language variation and change, language and identity, bilingualism and multilingualism, language ideologies, and classroom discourse. We will pay particular attention to the implications of relevant literature for teaching and learning in urban classrooms.
Terms: Win
| Units: 3-4
EDUC 391:
Engineering Education and Online Learning (ENGR 391)
A project based introduction to web-based learning design. In this course we will explore the evidence and theory behind principles of learning design and game design thinking. In addition to gaining a broad understanding of the emerging field of the science and engineering of learning, students will experiment with a variety of educational technologies, pedagogical techniques, game design principles, and assessment methods. Over the course of the quarter, interdisciplinary teams will create a prototype or a functioning piece of educational technology.
Terms: Spr
| Units: 3
EDUC 392:
Education for Liberation: A History of African American Education, 1800 to the Present (CSRE 292)
This course examines discourses around education and freedom in African American educational thought from the 19th century to the present, using both primary sources and the works of current historians. The course pays particular attention to how the educational philosophies of different African American thinkers reflected their conceptions of what shape freedom might take in the American context, and the tension between educational outlooks that sought inclusion or integration versus those that prized self-determination. We will also be attentive to the ways in which age, gender, geography, class, and color worked to influence the pursuit and achievement of various African American educational visions. This will be a 3-5 credit course and meet as a seminar open both to graduate students and advanced undergraduates.
Terms: Win
| Units: 3-5
EDUC 393:
Proseminar: Education, Business, Politics
Overview of the field of education for joint degree (M.B.A./M.A.) students.
Terms: Win
| Units: 3
EDUC 395:
The Hidden Curriculum of Scholarly Writing
Focus is on producing articles for scholarly journals in education and the social sciences. Ethics and craft of scholarly publishing. Writing opinion articles for lay audiences on issues of educational and social import.
Terms: Win
| Units: 3-5
EDUC 398:
Core Mechanics for Learning
In game play, core mechanics refers to the rules of interaction that drive the game forward. This class will consider whether there are core mechanics that can drive learning forward, and if so, how to build them into learning environments. The course mixes basic theory, research methods, and application of learning principles.
Terms: Win
| Units: 3
EDUC 399A:
Designing Surveys
This workshop/course is designed for students who are designing a survey to collect quantitative data for a research project. The workshop content draws on relevant cognitive processing theories and research related to development of good survey questions. In addition to some readings and a few mini lectures, this workshop is designed to be highly interactive and practical. By the end of the course students will have designed and pilot tested their survey instrument. Course enrollment is limited to 12 students and may be repeated for credit.
Terms: Win
| Units: 1-3
| Repeatable
20 times
(up to 60 units total)
EDUC 400A:
Introduction to Statistical Methods in Education
(Formerly EDUC 160.) Basic techniques in descriptive and inferential statistics for educational research will be covered with an emphasis on rigorous preparation for intermediate and advanced courses. Topics include central tendency, variance, probability, distributions, confidence interval, t-test, F-test, correlation, regression, and analysis of variance. Non-parametric statistics and graphical principles for data representation will also be addressed. Students will also be introduced to STATA in preparation for subsequent higher level courses.
Terms: Aut
| Units: 3-4
EDUC 400B:
Statistical Analysis in Education: Regression
Primarily for doctoral students; part of doctoral research core; prerequisite for advanced statistical methods courses in School of Education. Basic regression, a widely used data-analytic procedure, including multiple and curvilinear regression, regression diagnostics, analysis of residuals and model selection, logistic regression. Proficiency with statistical computer packages.
Terms: Win
| Units: 5
EDUC 401B:
Mini Courses in Methodology: Stata
The goal of this course is to familiarize students with the Stata statistical software package for use in quantitative research. By the end of the course, students should be able to import and export data, clean and manage data, conduct standard statistical tests (e.g., correlation, t-test, regression), and produce a graph.
Terms: Aut, Win
| Units: 1
EDUC 401D:
Multilevel Modeling Using R (STATS 196A)
See http://rogosateaching.com/stat196/ . Multilevel data analysis examples using R. Topics include: two-level nested data, growth curve modeling, generalized linear models for counts and categorical data, nonlinear models, three-level analyses.
Terms: Spr
| Units: 1
EDUC 404:
Topics in Brazilian Education: Public Policy and Innovation for the 21st Century
The objective of this seminar is to provide students from different backgrounds an opportunity to learn about current issues and debates on Brazilian education. The seminar will cover topics on the history of Brazilian education; an overview of current school reforms at the federal level; educational assessments; education and economic growth; educational equity; teacher labor market; technology and education; early childhood; and higher education to Brazil.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
10 times
(up to 20 units total)
EDUC 417:
Research and Policy on Postsecondary Access (EDUC 117, PUBLPOL 117, PUBLPOL 217A)
The transition from high school to college. K-16 course focusing on high school preparation, college choice, remediation, pathways to college, and first-year adjustment. The role of educational policy in postsecondary access. Service Learning Course (certified by Haas Center).
Terms: Win
| Units: 3
EDUC 421:
Powerful Ideas for Learning Sciences and Technology Design: Sociocultural Practices of the Blues
This course examines select foundational ideas in the learning sciences and technology design field as situated in the learning and sociocultural practices, music, and history of the blues. Each week we dive into one foundational idea in the learning sciences and examine its manifestations in and illuminations from blues cultural history and music. These ideas collectively provide a network of concepts for conceptualizing cognitive, social and cultural processes of learning, and for designing and studying learning environments.
Terms: Aut
| Units: 3
| Repeatable
6 times
(up to 18 units total)
EDUC 422:
Studying Expertise
This course offers an overview of ways that psychologists and learning scientists characterize knowledge, learning, and expertise. We will look at general models of knowledge representation (e.g. as a set of scripts, as socially mediated, as embodied), and knowledge representation in specific domains (e.g playing chess, solving math problems, waiting tables, or constructing literary interpretations), as well as in teaching. As a course project, you will build your own comparative study of expert and novice thinking in a domain that interests you and create an AERA style proposal and presentation to share findings.
Terms: Spr
| Units: 3-4
EDUC 423A:
Introduction to Education Data Science: Data Processing (SOC 302A)
Quantitative data require considerable work before they are ready to be analyzed: they are often messy, incomplete and potentially biased. This course is designed to help you thoughtfully collect, manage, clean and represent data so it can offer substantive information researchers can act upon. In our weekly sessions you will take a critical and reflective approach to these tasks and learn the technical skills needed to get your data into shape. Education and social science datasets will be our focus.
Terms: Aut
| Units: 1-4
EDUC 423B:
Introduction to Education Data Science: Data Analysis (SOC 302B)
This course centers on the question of how you can use various data science techniques to understand social phenomena. Applied to education and social science topics, the course will introduce you to supervised and unsupervised machine learning algorithms, new data, and provide you the skills to thoughtfully evaluate and assess machine learning performance and implications.
Terms: Win
| Units: 1-4
EDUC 424:
Introduction to Research in Curriculum and Teacher Education
Required for first-year CTE doctoral students. How to conceptualize, design, and interpret research. How to read, interpret, and critique research; formulate meaningful research questions; evaluate and conduct a literature review; and conceptualize a study. Readings include studies from different research paradigms. Required literature review in an area students expect to explore for their qualifying paper.
Terms: Spr
| Units: 2-5
EDUC 425:
Advanced Topics in Research on Self and Stigma
This course focuses on the relevance of self, identity, and stigmatization to understanding and remedying social problems. A key focus will be on how interactions between the self-system and social systems (e.g. schools, workplaces, institutions) drive outcomes over time, including educational and economic inequality. More broadly, class discussion and readings will address a social psychological analysis of intervention and change.
Terms: Spr
| Units: 1-3
| Repeatable
10 times
(up to 30 units total)
EDUC 429:
Reducing Health Disparities and Closing the Achievement Gap through Health Integration in Schools (HUMBIO 122E, PEDS 229)
(HUMBIO students must enroll in HUMBIO 122E. Med/Graduate students must enroll in PEDS 229.) Health and education are inextricably linked. If kids aren't healthy, they won't realize their full potential in school. This is especially true for children living in poverty. This course proposes to: 1) examine the important relationship between children's health and their ability to learn in school as a way to reduce heath disparities; 2) discuss pioneering efforts to identify and address manageable health barriers to learning by integrating health and education in school environments.
Terms: Win
| Units: 3
EDUC 430A:
Experimental Research Design and Analysis
The course will cover the following topics: a) the logic of causal inference and the Fisher/Neyman/Rubin counterfactual causal model (Fisher, 1935; Heckman, 1979; Holland, 1986; Neyman, 1990; Rubin, 1978); b) randomized experiments; c) complex randomized experiments in education (cluster randomized trials, multi-site trials, staggered implementation via randomization, etc.); d) policy experiments with randomization; e) meta-analysis; and f) power in randomized experiments; g) the ethics and politics of randomized experiments.
Terms: Aut
| Units: 3-5
EDUC 430B:
Quasi-Experimental Research Design & Analysis (SOC 258B)
This course surveys quantitative methods to make causal inferences in the absence of randomized experiment including the use of natural and quasi-experiments, instrumental variables, regression discontinuity, fixed effects estimators, and difference-in-differences. We emphasize the proper interpretation of these research designs and critical engagement with their key assumptions for applied researchers. Prerequisites: Prior training in multivariate regression (e.g., ECON 102B or the permission of the instructor).
Terms: Win
| Units: 3-5
EDUC 430C:
Using Data to Describe the World: Descriptive Social Science Research Techniques (SOC 258C)
This course focuses on the skills needed to conduct theoretically-informed and policy-relevant descriptive social science. Students read recent examples of rigorous descriptive quantitative research that exemplifies the use of data to describe important phenomena related to educational and social inequality. The course will help develop skills necessary to conceptualize, operationalize, and communicate descriptive research, including techniques related to measurement and measurement error, data harmonization, data reduction, and visualization. Students develop a descriptive project during the course. Prerequisite: satisfactory completion of a course in multivariate regression.
Terms: Spr
| Units: 3-5
| Repeatable
2 times
(up to 10 units total)
EDUC 432:
Designing Explorable Explanations for Learning
In this graduate-level course, students will learn how to design explorable explanations (and more broadly interactive simulations) for learning. We will apply concepts from instructional design, constructionist learning theory, and information visualization to design engaging explorable explanations. Students will follow the human-centered design process to iteratively build working prototypes of explorables. Students will also develop the skills necessary to offer design feedback, and critique and evaluate explorable explanations.
Terms: Spr
| Units: 4
EDUC 434:
Seminar in Teacher Education: Issues of Pedagogy
This course explores issues of pedagogy in the preparation of teachers. While much has been written about reforming teacher education, less work examines how we actually teach people to teach. Since how we teach is also what we teach in teacher education, this lack of attention to pedagogy is problematic. In this class, we will investigate pedagogical approaches used in teacher education.
Terms: Win
| Units: 1-4
| Repeatable
2 times
(up to 8 units total)
EDUC 437:
Curricular Practical Training
"Curricular Practical Training" independent study sections specifically created for international students in F-1 Visa Status who wish to receive credit and to be paid for internships.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
for credit
Instructors: ;
Bettinger, E. (PI);
Cox, G. (PI);
Forssell, K. (PI);
Jaquith, A. (PI);
Kelman, A. (PI);
Kijima, R. (PI);
Loeb, S. (PI);
Loyalka, P. (PI);
Padilla, A. (PI);
Smith, S. (PI);
Solano-Flores, G. (PI);
Stevens, M. (PI);
Willinsky, J. (PI);
Wotipka, C. (PI)
EDUC 439:
Critical Race Theory in Education (CSRE 439)
This seminar will examine the foundational tenets of Critical Race Theory (CRT) as an analytic framework to study of inequities in P-20 education. Each week will examine how CRT tenets developed in law and were taken up in education via epistemology, methodology, and axiology. Consequently, the course will move temporally, spatially, and pedagogically across fields and siblings of Critical Race Theory. We will use the course content as a vehicle to understand the theoretical and analytical power and limits of CRT. Finally, we will explore CRT's focus on identifying and disrupting white supremacy, anti-Blackness, and interlocking inequities (re)produced in education.
Terms: Win
| Units: 2-5
EDUC 440:
Re-Examining Special Education through Multiple Lenses (CSRE 340, PEDS 240)
This seminar, intended to grow and shift with the changing landscape of education, with particular focus on students with learning differences and the interests of our doctoral students and faculty, begins by exploring three questions: (1) How can scholars and scientists support the growth and development of students with learning differences? (2) How do we define and critique evidence-based practices (EDPs), including what counts as evidence and in what ways do EDPs support change in school outcomes? (3) In what ways do the Americans with Disabilities Act (ADA) and the Individuals with Disabilities Education Act (IDEA) provide direction and support progress in creating fully inclusive communities across the U.S.? What are the missed opportunities, misdirections, and barriers to fully emancipated and connected lives? Conveners will likely change each quarter along with topics
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
12 times
(up to 36 units total)
EDUC 442:
(Re)Framing Difference: Interdisciplinary Perspectives on Disability, Race and Culture (AFRICAAM 442, CSRE 343, FEMGEN 442, PEDS 242)
This course uses social theories of difference to examine the intersections of disability, race and culture. The course will examine these concepts drawing from scholarship published in history, sociology of education, urban sociology, cultural studies, disability studies, social studies of science, cultural psychology, educational and cultural anthropology, comparative education and special education. Implications for policy, research and practice will be covered.
Terms: Aut
| Units: 4
EDUC 444A:
Literacy Research from Lab to School
Literacy is important for success in school and beyond. While some children learn to read and write with relatively little difficulty, many children struggle in reading and writing development and this can lead to academic, behavioral, and social challenges. Research from the perspectives of neuroscience to classroom based research can help educators understand how children learn to read and write and how to support children with various strengths and needs to develop the literacy skills they need to succeed in school. In this class, we will explore literacy research from different theoretical and methodological perspectives and discuss how these different perspectives complement each other in helping educators understand how best to support literacy development.
Terms: Aut, Win
| Units: 3
| Repeatable
4 times
(up to 12 units total)
EDUC 447:
Leading Change in Public Education
(Same as STRAMGT 537) Public education in America is at a crossroads. Does our education system have what it takes to produce graduates who are prepared for college, career, and citizenship in our increasingly digital and pluralistic world? Will income and ethnic achievement gaps continue to be pervasive and persistent in our nation's largest urban cities? Will family zip code determine educational destiny for the next generation of students? Which strategies and reforms are truly demonstrating results and which are merely passing fads? As in all large-scale enterprises undergoing rapid, transformative change, leadership matters greatly. Fortunately, over the last decade, the reform of American public education has been led by a number of innovative and results-oriented leaders at the state, district and charter levels. These leaders are bringing additional urgency, strategies, and ideas designed to prepare America's schools and students for the century ahead. Some ideas are proving to be critical levers for change, others are facing significant political challenges, and others have not delivered on expected results. Many of them hold lessons for how future educational leaders can contribute to transforming public education for the next generation of K-12 students. This course will focus on school system leadership for education reform. The course will provide an overview of the critical issues facing K-12 public education in America today, and what is going on across the U.S. during this transformative period of change. Once this context is set, students will study education leaders and systems change strategies from the last 10-15 years at the state, district and charter levels. We will focus on leaders across five domains: Leadership in crisis situations, strategic leadership, china-breaking leadership, sustaining leadership, and next generation leadership. We will also look at leadership examples from outside K-12 education to broaden our thinking about what leadership styles and strategies could be successfully applied to education. Students will debate the strategies and efficacy of how different leaders approached systems-level change and will form their own working hypotheses of what is needed to help transform the American education system. Case studies in school system leadership will form the primary basis for classroom assignments and discussion. We will examine what went right and what went wrong in each case, focusing particularly on the decisions that school system leaders faced and the implications of their decisions. Most cases will be supplemented with research publications, technical notes, news clips, and/or videos to deepen students understanding of the context or issues discussed in the cases. Dan Katzir worked for Bain & Company, Teach for America, Sylvan Learning Systems and the Eli and Edythe Broad Foundation before joining Alliance College-Ready Public Schools as its CEO in 2015. He is an experienced case study teacher and the editor of The Redesign of Urban School Systems: Case Studies in District Governance
Terms: Spr
| Units: 2
EDUC 448:
Adolescent Literacy: Theory, Research & Practice Focusing on Literacy in School Contexts
The field of adolescent literacy is broad: It embraces theory, research and practice that aims to address what we know about how young people become literate and express their literacies in cultural contexts both in and out of school. Who are adolescents, and how do we define literacy? In a rapidly evolving world where comprehension and communication are the currency of our information economy, how do we help people become literate consumers and producers of the knowledge that will help them thrive? What role do schools play in preparing youth for a world that asks them to be expert users of tools that have not yet been invented and technologies that don't yet exist? What will it mean to "read"? This course introduces adolescent literacy theory and research, with special attention to topics relevant to classrooms and schools.
Terms: Spr
| Units: 2-4
EDUC 450A:
Qualitative Analysis in Education
Primarily for doctoral students; part of doctoral research core. Methods for collecting and interpreting qualitative data including case study, ethnography, discourse analysis, observation, and interview.
Terms: Spr
| Units: 4
EDUC 450C:
Qualitative Interviewing (ENVRES 231)
Addressing the theoretical underpinnings of qualitative interviews as well as the application of theory to practice, this course considers different approaches to interviewing. Interview types covered will range from group interviews to individual interviews, and from unstructured, ethnographically oriented interviews to highly structured interviews. Working with community partners to facilitate application to practice, the students will move from theory to interview design, implementation, and initial stages of analysis, with an emphasis on consistency in approach and utility in graduate-level research.
Terms: Win
| Units: 3
| Repeatable
2 times
(up to 6 units total)
EDUC 452:
Simulation in Education Research
Simulation is a valuable tool for understanding the structure of data. We will use simulation to study three classic educational research datasets: data from an experimental educational intervention, administrative data used to understand the role of schools and teachers, and item response data collected to understand students abilities. We will discuss the underlying rationale for the data collection and then use simulation to understand the statistical models used to analyze the data and the real-world implications of the data.
Terms: Spr
| Units: 2-3
EDUC 453:
Doctoral Dissertation
For doctoral students only. (all areas)
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Alvarado, A. (PI);
Antonio, A. (PI);
Ardoin, N. (PI);
Artiles, A. (PI);
Aukerman, M. (PI);
Ball, A. (PI);
Barron, B. (PI);
Bettinger, E. (PI);
Booker, A. (PI);
Borko, H. (PI);
Brown, B. (PI);
Bryk, T. (PI);
Calfee, R. (PI);
Callan, E. (PI);
Carnoy, M. (PI);
Carter, P. (PI);
Charity Hudley, A. (PI);
Cohen, G. (PI);
Damon, W. (PI);
Darling-Hammond, L. (PI);
Dee, T. (PI);
Eisner, E. (PI);
Goldenberg, C. (PI);
Goldman, S. (PI);
Gordon, L. (PI);
Grossman, P. (PI);
Gumport, P. (PI);
Haertel, E. (PI);
Hakuta, K. (PI);
Juel, C. (PI);
Kamil, M. (PI);
Kirst, M. (PI);
Krumboltz, J. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Lit, I. (PI);
Loeb, S. (PI);
Lotan, R. (PI);
Lythcott, J. (PI);
McDermott, R. (PI);
McFarland, D. (PI);
McLaughlin, M. (PI);
Meyerson, D. (PI);
Murata, A. (PI);
Nasir, N. (PI);
Olkin, I. (PI);
Osborne, J. (PI);
Padilla, A. (PI);
Pea, R. (PI);
Phillips, D. (PI);
Pope, D. (PI);
Porteus, A. (PI);
Powell, W. (PI);
Ramirez, F. (PI);
Reich, R. (PI);
Rickford, J. (PI);
Rogosa, D. (PI);
Saleem, F. (PI);
Schwartz, D. (PI);
Shavelson, R. (PI);
Smith, S. (PI);
Staklis, S. (PI);
Stipek, D. (PI);
Strober, M. (PI);
Suarez, D. (PI);
Tyack, D. (PI);
Valdes, G. (PI);
Walker, D. (PI);
Willinsky, J. (PI);
Wineburg, S. (PI);
Wotipka, C. (PI);
reardon, s. (PI)
EDUC 461:
Community Engaged Psychology and Education Field Experience (PSYCH 161)
The course is designed to provide students with an opportunity to learn about, build, and apply skills and relationships for equity centered community research partnerships, with a focus on historically marginalized and oppressed communities. Students will learn about identified sites and conduct a needs assessment with a school or organization specific to promoting psychological health, social emotional learning, healthy identity development, and/or education equity.
Terms: Spr
| Units: 3
EDUC 463:
Computer Vision for Education and Social Science Research (CS 432)
Computer vision -- the study of how to design artificial systems that can perform high-level tasks related to image or video data (e.g. recognizing and locating objects in images and behaviors in videos) -- has seen recent dramatic success. In this course, we seek to give education and social science researchers the know-how needed to apply cutting edge computer vision algorithms in their work as well as an opportunity to workshop applications. Prerequisite: python familiarity and some experience with data.
Terms: Win
| Units: 3
EDUC 464:
Measuring Learning in the Brain (NEPR 464, PSYCH 279, SYMSYS 195M)
Everything we learn - be it a historical fact, the meaning of a new word, or a skill like reading, math, programming or playing the piano - depends on brain plasticity. The human brain's incredible capacity for learning is served by a variety of learning mechanisms that all result in changes in brain structure and function over different time scales. The goal of this course is to (a) provide an overview of different learning systems in the brain, (b) introduce methodologies and experiments that have led to new discoveries linking human brain plasticity and learning, (3) design an experiment, collect neuroimaging data, and measure the neurobiological underpinnings of learning in your own brain with MRI. The first section of the course will involve a series of lectures and discussions on the foundations of plasticity and learning with particular attention to experimental methods used in human neuroimaging studies. The second part of the course will involve workshops on designing and implementing experiments in MATLAB/Psychtoolbox or Python/PsychoPy. During this part of the course students will design, present and implement their own experiments as group projects. Finally, students will learn how to collect and analyze MRI data by being participants in their own fMRI experiments or analyzing publicly available datasets. Requirements: This class is designed for students who are interested in gaining hands-on experience with measuring the neurobiological underpinnings of learning. Student projects will involve designing experiments, collecting and analyzing data. So some experience with MATLAB/Python or an equivalent programming language is required. Some background in neuroscience (at least 1 course) is also required as we will assume basic knowledge.
Terms: Spr
| Units: 3
EDUC 465:
Development and Psychological Sciences (DAPS) Faculty Student Seminar
Faculty and students in the DAPS graduate training program will convene to discuss how the disciplines of developmental and psychological sciences impact education, ground these issues in the work of current faculty and advanced student research, discuss professional development issues unique to this area, and share student perspectives on the field and their progress in the program. May be repeat for credit
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
6 times
(up to 6 units total)
EDUC 466:
Doctoral Seminar in Curriculum Research
Required of all doctoral students in CTE, normally during their second year in the program. Students present their ideas regarding a dissertation or other research project, and prepare a short research proposal that often satisfies their second-year review.
Terms: Aut
| Units: 2-4
| Repeatable
for credit
EDUC 468:
Robotics, AI and Design of Future Education (ME 268)
The seminar will feature guest lectures from industry and academia to discuss the state of the affairs in the field of Robotics, Artificial Intelligence (AI), and how that will impact the future Education. The time of robotics/AI are upon us. Within the next 10 to 20 years, many jobs will be replaced by robots/AI. We will cover hot topics in Robotics, AI, how we prepare students for the rise of Robotics/AI, how we Re-design and Re-invent our education to adapt to the new era
Terms: Win
| Units: 1
| Repeatable
10 times
(up to 10 units total)
EDUC 469:
Workshop and Reading Group in Child Development
This course provides a supportive space for graduate students interested in studying child development to workshop their research questions, conceptual and methodological issues, and drafts of proposals, presentations, or papers. The participants will practice how to conduct effective peer review and offer constructive feedback. General topics include but are not limited to: (1) developmental assessments, (2) family-level, school-level, and neighborhood-level factors that explain variability in children's outcomes, (3) examining underlying mediating and moderating processes, and (4) evaluating policies and programs. The participants will also read and discuss new scholarly work.
Terms: Aut
| Units: 1-2
| Repeatable
9 times
(up to 18 units total)
EDUC 470:
Practicum
For advanced graduate students. (all areas)
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Alvarado, A. (PI);
Antonio, A. (PI);
Ardoin, N. (PI);
Atkin, J. (PI);
Aukerman, M. (PI);
Ball, A. (PI);
Barron, B. (PI);
Bettinger, E. (PI);
Blikstein, P. (PI);
Booker, A. (PI);
Bridges, E. (PI);
Brown, B. (PI);
Brown, N. (PI);
Bryk, T. (PI);
Calfee, R. (PI);
Callan, E. (PI);
Carnoy, M. (PI);
Damon, W. (PI);
Darling-Hammond, L. (PI);
Davis, S. (PI);
Eisner, E. (PI);
Fogg, B. (PI);
Goldman, S. (PI);
Gordon, L. (PI);
Greeno, J. (PI);
Grossman, P. (PI);
Gumport, P. (PI);
Haertel, E. (PI);
Hakuta, K. (PI);
Hanushek, E. (PI);
Heath, S. (PI);
Juel, C. (PI);
Kamil, M. (PI);
Kennedy, D. (PI);
Kirst, M. (PI);
Krumboltz, J. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Levin, H. (PI);
Lit, I. (PI);
Loeb, S. (PI);
Lotan, R. (PI);
Lythcott, J. (PI);
March, J. (PI);
Martinez, A. (PI);
Massy, W. (PI);
McDermott, R. (PI);
McFarland, D. (PI);
McLaughlin, M. (PI);
Mendoza-Newman, M. (PI);
Meyerson, D. (PI);
Murata, A. (PI);
Nasir, N. (PI);
Noddings, N. (PI);
Olkin, I. (PI);
Padilla, A. (PI);
Pea, R. (PI);
Perez-Granados, D. (PI);
Phillips, D. (PI);
Pope, D. (PI);
Porteus, A. (PI);
Post, L. (PI);
Powell, W. (PI);
Ramirez, F. (PI);
Reich, R. (PI);
Rickford, J. (PI);
Rogosa, D. (PI);
Rohlen, T. (PI);
Schwartz, D. (PI);
Shavelson, R. (PI);
Shulman, L. (PI);
Simms, W. (PI);
Spindler, G. (PI);
Staklis, S. (PI);
Stipek, D. (PI);
Stout, F. (PI);
Strober, M. (PI);
Suarez, D. (PI);
Thoresen, C. (PI);
Tyack, D. (PI);
Valdes, G. (PI);
Walker, D. (PI);
Weiler, H. (PI);
Williamson, J. (PI);
Willinsky, J. (PI);
Wineburg, S. (PI);
Wotipka, C. (PI);
reardon, s. (PI)
EDUC 476:
Race, Disadvantage, and Elite Education: The Allocation of Opportunity
(Same as LAW 7076) In recent years, selective universities have become more academically selective than ever. During the past half century their applicant pools have grown considerably--now including women, minorities, immigrants, and international students--while the sizes of their student bodies remain virtually unchanged. The broader social and economic context has shifted as well. With globalization, the advance of technology and the resulting labor market shifts, advanced education is seen as more important than ever to getting ahead. Yet, even as elite universities seem central to Americans' hopes and dream, they have also come under attack, viewed as disconnected from, and alien to, "regular Americans." This course will engage these developments through considering a pivotal question: How do and should elite educational institutions choose among the many applicants vying for admission? Two principles loom large in the ethos of selective college admissions: diversity and merit. Throughout the course, we will take a critical stance toward these claims. For example, how much does and should merit shape admissions decisions? What are the rationales for using prior grades and test scores to assess applicants? Similarly, what are the costs and benefit of the diversity rationale? Should schools take account of race, socioeconomic class, or neither? Course readings will include judicial opinions and legal commentary, social science evidence and cultural criticism. Elements used in grading: Attendance, Class Participation, Written Assignments, Final Paper.
Terms: Win
| Units: 2
EDUC 480:
Directed Reading
For advanced graduate students. (all areas)
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Adams, C. (PI);
Alim, H. (PI);
Alvarado, A. (PI);
Annamma, S. (PI);
Antonio, A. (PI);
Ardoin, N. (PI);
Artiles, A. (PI);
Atkin, J. (PI);
Aukerman, M. (PI);
Ball, A. (PI);
Banks, A. (PI);
Barron, B. (PI);
Bettinger, E. (PI);
Blikstein, P. (PI);
Boaler, J. (PI);
Bonnet, G. (PI);
Booker, A. (PI);
Borko, H. (PI);
Brazer, S. (PI);
Brest, P. (PI);
Bridges, E. (PI);
Bromley, P. (PI);
Brown, B. (PI);
Brown, N. (PI);
Bryk, T. (PI);
Calfee, R. (PI);
Callan, E. (PI);
Carlson, J. (PI);
Carnoy, M. (PI);
Carter, P. (PI);
Charity Hudley, A. (PI);
Cohen, G. (PI);
Cotterman, K. (PI);
Damon, W. (PI);
Darling-Hammond, L. (PI);
Dee, T. (PI);
Domingue, B. (PI);
Ehrlich, T. (PI);
Eisner, E. (PI);
Ellch, L. (PI);
Emery, D. (PI);
Fisher, P. (PI);
Fogg, B. (PI);
Fong, B. (PI);
Forssell, K. (PI);
Garcia, A. (PI);
Gilbert, D. (PI);
Goldenberg, C. (PI);
Goldman, S. (PI);
Gordon, L. (PI);
Greeno, J. (PI);
Grossman, P. (PI);
Gumport, P. (PI);
Haber, N. (PI);
Haertel, E. (PI);
Hakuta, K. (PI);
Hanushek, E. (PI);
Haysman, C. (PI);
Heath, S. (PI);
Hines, M. (PI);
Hoagland, G. (PI);
Jaquith, A. (PI);
Juel, C. (PI);
Kamil, M. (PI);
Kelman, A. (PI);
Kennedy, D. (PI);
Kijima, R. (PI);
Kim, P. (PI);
Kirst, M. (PI);
Krumboltz, J. (PI);
Kuboyama, E. (PI);
Kushner, M. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Lee, V. (PI);
Lemons, C. (PI);
Levin, H. (PI);
Levine, E. (PI);
Levine, S. (PI);
Lit, I. (PI);
Litvak, L. (PI);
Loeb, S. (PI);
Lotan, R. (PI);
Loyalka, P. (PI);
Lyall, K. (PI);
Lythcott, J. (PI);
March, J. (PI);
Martinez, A. (PI);
Martinez, R. (PI);
Massy, W. (PI);
McCandliss, B. (PI);
McDermott, R. (PI);
McFarland, D. (PI);
McLaughlin, M. (PI);
Mendoza-Newman, M. (PI);
Meyerson, D. (PI);
Monsalve, S. (PI);
Murata, A. (PI);
Nandagopal, K. (PI);
Nasir, N. (PI);
Noddings, N. (PI);
O'Hara, S. (PI);
Obradovic, J. (PI);
Olkin, I. (PI);
Osborne, J. (PI);
Osuna, J. (PI);
Padilla, A. (PI);
Pea, R. (PI);
Peterson, M. (PI);
Phillips, D. (PI);
Plank, D. (PI);
Pope, D. (PI);
Porteus, A. (PI);
Post, L. (PI);
Powell, W. (PI);
Ramirez, F. (PI);
Reich, R. (PI);
Rickford, J. (PI);
Rodriguez, E. (PI);
Rogosa, D. (PI);
Rohlen, T. (PI);
Rosa, J. (PI);
Ruiz-Primo, M. (PI);
Saleem, F. (PI);
Salehi, S. (PI);
Salinas, N. (PI);
Schorr, J. (PI);
Schwartz, D. (PI);
Shavelson, R. (PI);
Shulman, L. (PI);
Silverman, R. (PI);
Simms, W. (PI);
Smith, S. (PI);
Solano-Flores, G. (PI);
Sorcar, P. (PI);
Spencer, S. (PI);
Spindler, G. (PI);
Staklis, S. (PI);
Stevens, M. (PI);
Stipek, D. (PI);
Stout, F. (PI);
Strober, M. (PI);
Suarez, D. (PI);
Subramonyam, H. (PI);
Thille, C. (PI);
Thoresen, C. (PI);
Tyack, D. (PI);
Valdes, G. (PI);
Van Lare, M. (PI);
Walker, D. (PI);
Weiler, H. (PI);
Wieman, C. (PI);
Williamson, P. (PI);
Willinsky, J. (PI);
Wineburg, S. (PI);
Wolf, J. (PI);
Wotipka, C. (PI);
Yeatman, J. (PI);
pearman, f. (PI);
reardon, s. (PI)
EDUC 488:
Stanford Black Academic Lab: Community-Based Participatory Methods (AFRICAAM 488, LINGUIST 276E)
This lab-based course is an overview of research methods that are used in the development of Black educators, including survey research, individual and focus group interviews, ethnographic methods, and documentary activism. Lab participants will be guided through critical thinking about the professional and personal development of Black educators while assessing the utility and relevance of research-based responses to that development in partnership with a particular educational organization or agency.
Terms: Win
| Units: 2-5
EDUC 489:
RILE Colloquium on Race, Inequality, and Language in Education
This course is a workshop for PhD students focusing on interdisciplinary empirical work related to Race, Inequality, and Language in Education.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
10 times
(up to 20 units total)
EDUC 490:
Directed Research
For advanced graduate students. (all areas)
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Alim, H. (PI);
Alvarado, A. (PI);
Annamma, S. (PI);
Antonio, A. (PI);
Ardoin, N. (PI);
Artiles, A. (PI);
Aukerman, M. (PI);
Ball, A. (PI);
Banks, A. (PI);
Barron, B. (PI);
Bettinger, E. (PI);
Blikstein, P. (PI);
Boaler, J. (PI);
Booker, A. (PI);
Borko, H. (PI);
Brazer, S. (PI);
Brest, P. (PI);
Bromley, P. (PI);
Brown, B. (PI);
Bryk, T. (PI);
Calfee, R. (PI);
Callan, E. (PI);
Carlson, J. (PI);
Carnoy, M. (PI);
Carter, P. (PI);
Charity Hudley, A. (PI);
Cohen, G. (PI);
Damon, W. (PI);
Darling-Hammond, L. (PI);
Dee, T. (PI);
Domingue, B. (PI);
Ehrlich, T. (PI);
Eisner, E. (PI);
Fisher, P. (PI);
Fong, B. (PI);
Garcia, A. (PI);
Gilbert, D. (PI);
Goldenberg, C. (PI);
Goldman, S. (PI);
Gordon, L. (PI);
Grossman, P. (PI);
Gumport, P. (PI);
Haber, N. (PI);
Haertel, E. (PI);
Hakuta, K. (PI);
Hines, M. (PI);
Hoagland, G. (PI);
Jaquith, A. (PI);
Juel, C. (PI);
Kamil, M. (PI);
Kelman, A. (PI);
Kijima, R. (PI);
Kim, P. (PI);
Kirst, M. (PI);
Koski, W. (PI);
Krumboltz, J. (PI);
Kuboyama, E. (PI);
Kushner, M. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Lee, V. (PI);
Lemons, C. (PI);
Levine, E. (PI);
Levine, S. (PI);
Lit, I. (PI);
Loeb, S. (PI);
Lotan, R. (PI);
Loyalka, P. (PI);
Lythcott, J. (PI);
Martinez, R. (PI);
McCandliss, B. (PI);
McDermott, R. (PI);
McFarland, D. (PI);
McLaughlin, M. (PI);
Meyerson, D. (PI);
Murata, A. (PI);
Nasir, N. (PI);
Obradovic, J. (PI);
Olkin, I. (PI);
Osborne, J. (PI);
Osuna, J. (PI);
Padilla, A. (PI);
Pea, R. (PI);
Phillips, D. (PI);
Plank, D. (PI);
Pope, D. (PI);
Porteus, A. (PI);
Powell, W. (PI);
Ramirez, F. (PI);
Rodriguez, E. (PI);
Rogosa, D. (PI);
Rosa, J. (PI);
Ruiz-Primo, M. (PI);
Saleem, F. (PI);
Salehi, S. (PI);
Schwartz, D. (PI);
Shavelson, R. (PI);
Silverman, R. (PI);
Smith, S. (PI);
Solano-Flores, G. (PI);
Sorcar, P. (PI);
Staklis, S. (PI);
Stevens, M. (PI);
Stipek, D. (PI);
Strober, M. (PI);
Suarez, D. (PI);
Subramonyam, H. (PI);
Thille, C. (PI);
Tyack, D. (PI);
Valdes, G. (PI);
Walker, D. (PI);
Wieman, C. (PI);
Williamson, P. (PI);
Willinsky, J. (PI);
Wineburg, S. (PI);
Wolf, J. (PI);
Wotipka, C. (PI);
Yeatman, J. (PI);
pearman, f. (PI);
reardon, s. (PI)
EDUC 497:
Research Methods in Social Psychology and Allied Fields (PSYCH 297)
This course will focus on the methodological foundations of research in social psychology and allied fields, and on the background scientific and career decision-making that fosters strong research in these fields. It will focus on such topics as: why do science; how to develop research ideas and formulate a research program; classic experimental design; experimental approaches to social problems - the Lewinian tradition; the choice between laboratory, on-line, field and intervention research strategies; the role of theory in methodological choices; how to build experiments that reflect the real world; crafting IV's and DV's; the many routes to statistical power; the precautions of research hygiene; refining theory - generalizing and replicating; research productivity and the life of a research psychologist, effective approaches to writing.
Terms: Spr
| Units: 3
EDUC 801:
TGR Project
For advanced graduate students. Instructor consent required. (all areas)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Alim, H. (PI);
Alvarado, A. (PI);
Annamma, S. (PI);
Antonio, A. (PI);
Ardoin, N. (PI);
Artiles, A. (PI);
Aukerman, M. (PI);
Ball, A. (PI);
Banks, A. (PI);
Barron, B. (PI);
Blikstein, P. (PI);
Boaler, J. (PI);
Booker, A. (PI);
Borko, H. (PI);
Bromley, P. (PI);
Brown, B. (PI);
Bryk, T. (PI);
Calfee, R. (PI);
Callan, E. (PI);
Carlson, J. (PI);
Carnoy, M. (PI);
Carter, P. (PI);
Charity Hudley, A. (PI);
Cuban, L. (PI);
Damon, W. (PI);
Darling-Hammond, L. (PI);
Dee, T. (PI);
Eisner, E. (PI);
Fisher, P. (PI);
Forssell, K. (PI);
Goldenberg, C. (PI);
Goldman, S. (PI);
Gordon, L. (PI);
Grossman, P. (PI);
Gumport, P. (PI);
Haber, N. (PI);
Haertel, E. (PI);
Hakuta, K. (PI);
Hines, M. (PI);
Juel, C. (PI);
Kirst, M. (PI);
Krumboltz, J. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Lee, V. (PI);
Lemons, C. (PI);
Levine, E. (PI);
Levine, S. (PI);
Loeb, S. (PI);
Lotan, R. (PI);
Loyalka, P. (PI);
Lythcott, J. (PI);
Martinez, R. (PI);
McDermott, R. (PI);
McFarland, D. (PI);
McLaughlin, M. (PI);
Meyerson, D. (PI);
Murata, A. (PI);
Nasir, N. (PI);
Olkin, I. (PI);
Osborne, J. (PI);
Padilla, A. (PI);
Pea, R. (PI);
Phillips, D. (PI);
Pope, D. (PI);
Porteus, A. (PI);
Powell, W. (PI);
Ramirez, F. (PI);
Rogosa, D. (PI);
Rosa, J. (PI);
Ruiz-Primo, M. (PI);
Saleem, F. (PI);
Salehi, S. (PI);
Schwartz, D. (PI);
Shavelson, R. (PI);
Smith, S. (PI);
Solano-Flores, G. (PI);
Staklis, S. (PI);
Stipek, D. (PI);
Strober, M. (PI);
Suarez, D. (PI);
Subramonyam, H. (PI);
Thille, C. (PI);
Tyack, D. (PI);
Valdes, G. (PI);
Walker, D. (PI);
Willinsky, J. (PI);
Wineburg, S. (PI);
Wotipka, C. (PI);
Yeatman, J. (PI);
pearman, f. (PI);
reardon, s. (PI)
EDUC 802:
TGR Dissertation
For advanced graduate students. Instructor consent required. (all areas)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Alim, H. (PI);
Alvarado, A. (PI);
Annamma, S. (PI);
Antonio, A. (PI);
Ardoin, N. (PI);
Artiles, A. (PI);
Aukerman, M. (PI);
Ball, A. (PI);
Banks, A. (PI);
Barron, B. (PI);
Bettinger, E. (PI);
Blikstein, P. (PI);
Boaler, J. (PI);
Booker, A. (PI);
Borko, H. (PI);
Bromley, P. (PI);
Brown, B. (PI);
Bryk, T. (PI);
Calfee, R. (PI);
Callan, E. (PI);
Carlson, J. (PI);
Carnoy, M. (PI);
Carter, P. (PI);
Charity Hudley, A. (PI);
Cohen, G. (PI);
Cuban, L. (PI);
Damon, W. (PI);
Darling-Hammond, L. (PI);
Dee, T. (PI);
Domingue, B. (PI);
Eisner, E. (PI);
Fisher, P. (PI);
Garcia, A. (PI);
Goldenberg, C. (PI);
Goldman, S. (PI);
Gordon, L. (PI);
Grossman, P. (PI);
Gumport, P. (PI);
Haber, N. (PI);
Haertel, E. (PI);
Hakuta, K. (PI);
Hines, M. (PI);
Juel, C. (PI);
Kelman, A. (PI);
Kirst, M. (PI);
Krumboltz, J. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Lee, V. (PI);
Lemons, C. (PI);
Levine, E. (PI);
Levine, S. (PI);
Lit, I. (PI);
Loeb, S. (PI);
Lotan, R. (PI);
Loyalka, P. (PI);
Lythcott, J. (PI);
Martinez, R. (PI);
McDermott, R. (PI);
McFarland, D. (PI);
McLaughlin, M. (PI);
Meyerson, D. (PI);
Murata, A. (PI);
Nasir, N. (PI);
Obradovic, J. (PI);
Olkin, I. (PI);
Osborne, J. (PI);
Osuna, J. (PI);
Padilla, A. (PI);
Pea, R. (PI);
Phillips, D. (PI);
Pope, D. (PI);
Porteus, A. (PI);
Powell, W. (PI);
Ramirez, F. (PI);
Reich, R. (PI);
Rogosa, D. (PI);
Rosa, J. (PI);
Ruiz-Primo, M. (PI);
Saleem, F. (PI);
Salehi, S. (PI);
Schwartz, D. (PI);
Shavelson, R. (PI);
Shulman, L. (PI);
Silverman, R. (PI);
Smith, S. (PI);
Solano-Flores, G. (PI);
Spindler, G. (PI);
Staklis, S. (PI);
Stevens, M. (PI);
Stipek, D. (PI);
Strober, M. (PI);
Suarez, D. (PI);
Subramonyam, H. (PI);
Thille, C. (PI);
Tyack, D. (PI);
Valdes, G. (PI);
Walker, D. (PI);
Wieman, C. (PI);
Williamson, P. (PI);
Willinsky, J. (PI);
Wineburg, S. (PI);
Wotipka, C. (PI);
Yeatman, J. (PI);
pearman, f. (PI);
reardon, s. (PI)
EE 11SC:
Dream It, Build It!
The world is filled with electronic devices! There seem to be more and more all the time. Wouldn't it be cool to hack and build stuff? Bend electronics to your will? Cloud connect your own stuff? Dream It, Build It is a great place to start. Designed for folks with no experience, it will take you from zero to capable in short order. We will show you some of the worst kept secrets of how things are built and help you build stuff of your own. We'll start out with some basics about how to build things, how to measure things, how to hook stuff together and end up being able to make cloud-connected gizmos. [This is a SOPHOMORE COLLEGE course. Visit soco.stanford.edu for full details.]
Terms: Sum
| Units: 2
EE 12Q:
Science, Technology, Art
This course presents the interwoven histories of science, technology, and art starting in the late Medieval period in Europe, through the Renaissance, up to the Modern era. It explores how advances in science and technology were exploited by artists and how problems confronted by artists were often solved by scientists and technologists, to the advancement of all. Topics include the geometry of perspective, optics of image making, chemistry of pigments and dyes, and the role of computing in art. A subsidiary theme is how artists indirectly interpreted scientific discoveries (telescope views of the heavens, microscope views of the teeny, Theory of Relativity, ...). Whenever possible, the technical evidence, developments, and of course art will be presented visually in the class.
Terms: Spr
| Units: 3
| Repeatable
1 times
(up to 3 units total)
EE 14N:
Things about Stuff
Preference to freshmen. The stories behind disruptive inventions such as the telegraph, telephone, wireless, television, transistor, and chip are as important as the inventions themselves, for they elucidate broadly applicable scientific principles. Focus is on studying consumer devices; projects include building batteries, energy conversion devices and semiconductors from pocket change. Students may propose topics and projects of interest to them. The trajectory of the course is determined in large part by the students themselves.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-SMA
EE 15Q:
The Art and Science of Engineering Design
The goal of this seminar is to introduce freshmen to the design process associated with an engineering project. The seminar will consist of a series of lectures. The first part of each lecture will focus on the different design aspects of an engineering project, including formation of the design team, developing a project statement, generating design ideas and specifications, finalizing the design, and reporting the outcome. Students will form teams to follow these procedures in designing a term project of their choice over the quarter. The second part of each lecture will consist of outside speakers, including founders of some of the most exciting companies in Silicon Valley, who will share their experiences about engineering design. On-site visits to Silicon Valley companies to showcase their design processes will also be part of the course. The seminar serves three purposes: (1) it introduces students to the design process of turning an idea into a final design, (2) it presents the different functions that people play in a project, and (3) it gives students a chance to consider what role in a project would be best suited to their interests and skills.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-EngrAppSci
EE 17N:
Engineering the Micro and Nano Worlds: From Chips to Genes
Preference to freshmen. The first part is hands-on micro- and nano-fabrication including the Stanford Nanofabrication Facility (SNF) and the Stanford Nanocharacterization Laboratory (SNL) and field trips to local companies and other research centers to illustrate the many applications; these include semiconductor integrated circuits ('chips'), DNA microarrays, microfluidic bio-sensors and microelectromechanical systems (MEMS). The second part is to create, design, propose and execute a project. Most of the grade will be based on the project. By the end of the course you will, of course, be able to read critically a New York Times article on nanotechnology. More importantly you will have experienced the challenge (and fun) of designing, carrying out and presenting your own experimental project. As a result you will be better equipped to choose your major. This course can complement (and differs from) the seminars offered by Profs Philip Wong and Hari Manoharan in that it emphasizes laboratory work and an experimental student-designed project. Prerequisites: high-school physics.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-EngrAppSci
EE 42:
Introduction to Electromagnetics and Its Applications (ENGR 42)
Electricity and magnetism and its essential role in modern electrical engineering devices and systems, such as sensors, displays, DVD players, and optical communication systems. The topics that will be covered include electrostatics, magnetostatics, Maxwell's equations, one-dimensional wave equation, electromagnetic waves, transmission lines, and one-dimensional resonators. Pre-requisites: none.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-SMA
EE 65:
Modern Physics for Engineers
This course introduces the core ideas of modern physics that enable applications ranging from solar energy and efficient lighting to the modern electronic and optical devices and nanotechnologies that sense, process, store, communicate and display all our information. Though the ideas have broad impact, the course is widely accessible to engineering and science students with only basic linear algebra and calculus through simple ordinary differential equations as mathematics background. Topics include the quantum mechanics of electrons and photons (Schrödinger's equation, atoms, electrons, energy levels and energy bands; absorption and emission of photons; quantum confinement in nanostructures), the statistical mechanics of particles (entropy, the Boltzmann factor, thermal distributions), the thermodynamics of light (thermal radiation, limits to light concentration, spontaneous and stimulated emission), and the physics of information (Maxwell's demon, reversibility, entropy and noise in physics and information theory). Pre-requisite: Physics 41. Pre- or co-requisite: Math 53 or CME 102.
Terms: Spr
| Units: 4
| UG Reqs: GER: DB-NatSci, GER:DB-EngrAppSci, WAY-SMA
EE 84N:
From the Internet for People to the Internet of Things
Driven by the ubiquity of the Internet and advances in various technological fields, all aspects of the physical world in which we live are undergoing a major transformation. Underlying this transformation is a concept known as the Internet of Things (IoT) which envisions that every physical object in the world could be connected to the Internet. This concept is at the root of such developments as the fourth industrial revolution, precision agriculture, smart cities, intelligent transportation, home and building automation, precision medicine, etc. In this seminar, we trace back the origins of the IoT concept in terms of both the vision and pioneering work, identify the building blocks of an IoT system, and explore enabling technologies pertaining to the devices that get attached to things (possibly comprising sensors, actuators, and embedded systems) and the communications capabilities (RFID, Bluetooth, wireless sensor networks, Wi-Fi, Low Power WANs, cellular networks, vehicular communications). Students will apply the acquired knowledge to the design of IoT systems meeting specific objectives in various application domains.
Terms: Win
| Units: 3
EE 100:
The Electrical Engineering Profession
Lectures/discussions on topics of importance to the electrical engineering professional. Continuing education, professional societies, intellectual property and patents, ethics, entrepreneurial engineering, and engineering management.
Terms: Aut
| Units: 1
EE 101A:
Circuits I
Introduction to circuit modeling and analysis. Topics include creating the models of typical components in electronic circuits and simplifying non-linear models for restricted ranges of operation (small signal model); and using network theory to solve linear and non-linear circuits under static and dynamic operations. Prerequisite: ENGR40 or ENGR40M is strongly recommended.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-EngrAppSci, WAY-SMA
EE 101B:
Circuits II
Continuation of EE101A. Introduction to circuit design for modern electronic systems. Modeling and analysis of analog gain stages, frequency response, feedback. Filtering and analog to digital conversion. Fundamentals of circuit simulation. Prerequisites: EE101A, EE102A. Recommended: CME102.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-EngrAppSci, WAY-SMA
EE 102A:
Signal Processing and Linear Systems I
Concepts and tools for continuous- and discrete-time signal and system analysis with applications in signal processing, communications, and control. Mathematical representation of signals and systems. Linearity and time invariance. System impulse and step responses. System frequency response. Frequency-domain representations: Fourier series and Fourier transforms. Filtering and signal distortion. Time/frequency sampling and interpolation. Continuous-discrete-time signal conversion and quantization. Discrete-time signal processing. Prerequisite: MATH 53 or CME 102.
Terms: Win, Sum
| Units: 4
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-FR
EE 102B:
Signal Processing and Linear Systems II
Continuation of EE 102A. Concepts and tools for continuous- and discrete-time signal and system analysis with applications in communications, signal processing and control. Analog and digital modulation and demodulation. Sampling, reconstruction, decimation and interpolation. Finite impulse response filter design. Discrete Fourier transforms, applications in convolution and spectral analysis. Laplace transforms, applications in circuits and feedback control. Z transforms, applications in infinite impulse response filter design. Prerequisite: EE 102A.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-FR
EE 104:
Introduction to Machine Learning (CME 107)
Introduction to machine learning. Formulation of supervised and unsupervised learning problems. Regression and classification. Data standardization and feature engineering. Loss function selection and its effect on learning. Regularization and its role in controlling complexity. Validation and overfitting. Robustness to outliers. Simple numerical implementation. Experiments on data from a wide variety of engineering and other disciplines. Undergraduate students should enroll for 5 units, and graduate students should enroll for 3 units. Prerequisites: ENGR 108; EE 178 or CS 109; CS106A or equivalent.
Terms: Spr
| Units: 3-5
EE 108:
Digital System Design
Digital circuit, logic, and system design. Digital representation of information. CMOS logic circuits. Combinational logic design. Logic building blocks, idioms, and structured design. Sequential logic design and timing analysis. Clocks and synchronization. Finite state machines. Microcode control. Digital system design. Control and datapath partitioning. Lab. *In Autumn, enrollment preference is given to EE majors. Any EE majors who must enroll in Autumn are invited to contact the instructor. Formerly EE 108A.
Terms: Aut, Win
| Units: 4
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-SMA
EE 109:
Digital Systems Design Lab
The design of integrated digital systems encompassing both customized software and hardware. Software/hardware design tradeoffs. Algorithm design for pipelining and parallelism. System latency and throughput tradeoffs. FPGA optimization techniques. Integration with external systems and smart devices. Firmware configuration and embedded system considerations. Enrollment limited to 25; preference to graduating seniors. Prerequisites: 108B, and CS 106B or X.
Terms: Spr
| Units: 4
EE 114:
Fundamentals of Analog Integrated Circuit Design (EE 214A)
Analysis and simulation of elementary transistor stages, current mirrors, supply- and temperature-independent bias, and reference circuits. Overview of integrated circuit technologies, circuit components, component variations and practical design paradigms. Differential circuits, frequency response, and feedback will also be covered. Performance evaluation using computer-aided design tools. Undergraduates must take EE 114 for 4 units. Prerequisite: 101B. GER:DB-EngrAppSci
Terms: Aut
| Units: 3-4
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-SMA
EE 116:
Semiconductor Devices for Energy and Electronics
The underpinnings of modern technology are the transistor (circuits), the capacitor (memory), and the solar cell (energy). EE 116 introduces the physics of their operation, their historical origins (including Nobel prize breakthroughs), and how they can be optimized for future applications. The class covers physical principles of semiconductors, including silicon and new material discoveries, quantum effects, band theory, operating principles, and device equations. Recommended (but not required) co-requisite: EE 65 or equivalent.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-FR, WAY-SMA
EE 124:
Introduction to Neuroelectrical Engineering
Fundamental properties of electrical activity in neurons, technology for measuring and altering neural activity, and operating principles of modern neurological and neural prosthetic medical systems. Topics: action potential generation and propagation, neuro-MEMS and measurement systems, experimental design and statistical data analysis, information encoding and decoding, clinical diagnostic systems, and fully-implantable neural prosthetic systems design. Prerequisite: EE 101A and EE 102A.
Terms: Win
| Units: 3
| UG Reqs: WAY-SMA
EE 133:
Analog Communications Design Laboratory (EE 233)
Design, testing, and applications of Radio Frequency (RF) electronics: Amplitude Modulation (AM), Frequency Modulation (FM) and concepts of Software Define Radio (SDR) systems. Practical aspects of circuit implementations are developed; labs involve building and characterization of subsystems as well as integration of a complete radio system and a final project. Total enrollment limited to 25 students, undergraduate and graduate levels. Prerequisite: EE101B. Undergraduate students enroll in EE133 for 4 units and Graduate students enroll in EE233 for 3 units. Recommended: EE114/214A.
Terms: Win
| Units: 3-4
EE 134:
Introduction to Photonics
Optics and photonics underpin the technologies that define our daily life, from communications and sensing to displays and imaging. This course provides an introduction to the principles that govern the generation, manipulation, and detection of light and will give students hands-on lab experience applying these principles to analyze and design working optical systems. The concepts we will cover form the basis for many systems in biology, optoelectronics, and telecommunications and build a foundation for further learning in photonics and optoelectronics. Connecting theory to observation and application is a major theme for the course. Prerequisite: EE 102A and one of the following: EE 42, Physics 43, or Physics 63.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-SMA
EE 142:
Engineering Electromagnetics
Introduction to electromagnetism and Maxwell's equations in static and dynamic regimes. Electrostatics and magnetostatics: Gauss's, Coulomb's, Faraday's, Ampere's, Biot-Savart's laws. Electric and magnetic potentials. Boundary conditions. Electric and magnetic field energy. Electrodynamics: Wave equation; Electromagnetic waves; Phasor form of Maxwell's equations.nSolution of the wave equation in 1D free space: Wavelength, wave-vector, forward and backward propagating plane waves.Poynting's theorem. Propagation in lossy media, skin depth. Reflection and refraction at planar boundaries, total internal reflection. Solutions of wave equation for various 1D-3D problems: Electromagnetic resonators, waveguides periodic media, transmission lines. Formerly EE 141. Prerequisites: an introductory course in electromagnetics (PHYS 43, PHYS 65, or EE 42) and a solid background in vector calculus (CME 100, CME 102, or MATH 52, with MATH 52 being an ideal prerequisite)
Terms: Win
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-FR, WAY-SMA
EE 153:
Power Electronics (EE 253)
Addressing the energy challenges of today and the environmental challenges of the future will require efficient energy conversion techniques. This course will discuss the circuits used to efficiently convert ac power to dc power, dc power from one voltage level to another, and dc power to ac power. The components used in these circuits (e.g., diodes, transistors, capacitors, inductors) will also be covered in detail to highlight their behavior in a practical implementation. A lab will be held with the class where students will obtain hands on experience with power electronic circuits. For WIM credit, students must enroll in EE 153 for 4 units. No exceptions. Formerly EE 292J. Prerequisite: EE 101B.
Terms: Aut
| Units: 3-4
| UG Reqs: WAY-SMA
EE 157:
Electric Motors for Renewable Energy, Robotics, and Electric Vehicles
An introduction to electric motors and the principles of electromechanical energy conversion. Students will learn about, design, and build an electric motor system, choosing from one of three application areas: renewable energy (wind turbines), robotics (drones and precision manufacturing), or electric vehicles (cars, ships, and airplanes). Topics covered include ac and dc rotating machines, power electronics inverters and drives, and control techniques. Prerequisite: EE 42, Physics 43, ENGR 40M or equivalent.
Terms: Spr
| Units: 3
EE 160A:
Principles of Robot Autonomy I (AA 174A, AA 274A, CS 237A, EE 260A)
Basic principles for endowing mobile autonomous robots with perception, planning, and decision-making capabilities. Algorithmic approaches for robot perception, localization, and simultaneous localization and mapping; control of non-linear systems, learning-based control, and robot motion planning; introduction to methodologies for reasoning under uncertainty, e.g., (partially observable) Markov decision processes. Extensive use of the Robot Operating System (ROS) for demonstrations and hands-on activities. Prerequisites: CS 106A or equivalent, CME 100 or equivalent (for linear algebra), and CME 106 or equivalent (for probability theory).
Terms: Aut
| Units: 3-4
| UG Reqs: WAY-AQR
EE 168:
Introduction to Digital Image Processing
Computer processing of digital 2-D and 3-D data, combining theoretical material with implementation of computer algorithms. Topics: properties of digital images, design of display systems and algorithms, time and frequency representations, filters, image formation and enhancement, imaging systems, perspective, morphing, and animation applications. Instructional computer lab exercises implement practical algorithms. Final project consists of computer animations incorporating techniques learned in class. For WIM credit, students must enroll for 4 units. No exceptions. Prerequisite: Matlab programming.
Terms: Win
| Units: 3-4
EE 178:
Probabilistic Systems Analysis
Introduction to probability and its role in modeling and analyzing real world phenomena and systems, including topics in statistics, machine learning, and statistical signal processing. Elements of probability, conditional probability, Bayes rule, independence. Discrete and continuous random variables. Signal detection. Functions of random variables. Expectation; mean, variance and covariance, linear MSE estimation. Conditional expectation; iterated expectation, MSE estimation, quantization and clustering. Parameter estimation. Classification. Sample averages. Inequalities and limit theorems. Confidence intervals. Prerequisites: Calculus at the level of MATH 51, CME 100 or equivalent and basic knowledge of computing at the level of CS106A.
Terms: Aut, Spr
| Units: 3-4
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-FR
EE 179:
Analog and Digital Communication Systems
This course covers the fundamental principles underlying the analysis, design and optimization of analog and digital communication systems. Design examples will be taken from the most prevalent communication systems today: cell phones, Wifi, radio and TV broadcasting, satellites, and computer networks. Analysis techniques based on Fourier transforms and energy/power spectral density will be developed. Mathematical models for random variables and random (noise) signals will be presented, which are used to characterize filtering and modulation of random noise. These techniques will then be used to design analog (AM and FM) and digital (PSK and FSK) communication systems and determine their performance over channels with noise and interference. Prerequisite: 102A.
Terms: Aut
| Units: 3
EE 180:
Digital Systems Architecture
The design of processor-based digital systems. Instruction sets, addressing modes, data types. Assembly language programming, low-level data structures, introduction to operating systems and compilers. Processor microarchitecture, microprogramming, pipelining. Memory systems and caches. Input/output, interrupts, buses and DMA. System design implementation alternatives, software/hardware tradeoffs. Labs involve the design of processor subsystems and processor-based embedded systems. Formerly EE 108B. Prerequisite: one of CS107 or CS 107E (required) and EE108 (recommended but not required).
Terms: Win
| Units: 4
| UG Reqs: GER:DB-EngrAppSci, WAY-SMA
EE 185:
Interactive Light Sculpture Project
Design, prototype, build, refine, program, and install a large interactive light sculpture in the Packard Building to celebrate the 125th anniversary of the EE department. Students may take the course for 1, 2, or 3 quarters; each quarter focuses on a different phase of the project. Topics covered include energy budgeting, communication, enclosure design, scalability, timing, circuit design, structural design, and safety. Prerequisite: ENGR 40M, or an introductory EE or CS course in circuits or programming.
Terms: Aut
| Units: 3
| Repeatable
3 times
(up to 9 units total)
EE 190:
Special Studies or Projects in Electrical Engineering
Independent work under the direction of a faculty member. Individual or team activities involve lab experimentation, design of devices or systems, or directed reading. Course may be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Arbabian, A. (PI);
Bambos, N. (PI);
Boahen, K. (PI);
Boneh, D. (PI);
Bowden, A. (PI);
Boyd, S. (PI);
Cioffi, J. (PI);
Clark, S. (PI);
Dally, B. (PI);
Duchi, J. (PI);
El Gamal, A. (PI);
Emami-Naeini, A. (PI);
Engler, D. (PI);
Fan, J. (PI);
Fan, S. (PI);
Fraser-Smith, A. (PI);
Gibbons, J. (PI);
Giovangrandi, L. (PI);
Girod, B. (PI);
Hanrahan, P. (PI);
Hennessy, J. (PI);
Hesselink, L. (PI);
Horowitz, M. (PI);
Howe, R. (PI);
Inan, U. (PI);
Kahn, J. (PI);
Katti, S. (PI);
Kazovsky, L. (PI);
Khuri-Yakub, B. (PI);
Kovacs, G. (PI);
Kozyrakis, C. (PI);
Lall, S. (PI);
Lee, T. (PI);
Levis, P. (PI);
Levoy, M. (PI);
McKeown, N. (PI);
Miller, D. (PI);
Mitchell, J. (PI);
Mitra, S. (PI);
Montanari, A. (PI);
Murmann, B. (PI);
Nishi, Y. (PI);
Nishimura, D. (PI);
Olukotun, O. (PI);
Osgood, B. (PI);
Paulraj, A. (PI);
Pauly, J. (PI);
Pease, R. (PI);
Pianetta, P. (PI);
Plummer, J. (PI);
Poon, A. (PI);
Pop, E. (PI);
Prabhakar, B. (PI);
Rivas-Davila, J. (PI);
Rosenblum, M. (PI);
Saraswat, K. (PI);
Shenoy, K. (PI);
Soh, H. (PI);
Solgaard, O. (PI);
Thompson, N. (PI);
Thrun, S. (PI);
Tobagi, F. (PI);
Van Roy, B. (PI);
Vuckovic, J. (PI);
Wang, S. (PI);
Weissman, T. (PI);
Wetzstein, G. (PI);
Widom, J. (PI);
Widrow, B. (PI);
Wong, H. (PI);
Wong, S. (PI);
Wooley, B. (PI);
Wootters, M. (PI);
Yamamoto, Y. (PI);
Zebker, H. (PI);
Rutherford, E. (GP)
EE 191:
Special Studies and Reports in Electrical Engineering
Independent work under the direction of a faculty member given for a letter grade only. If a letter grade given on the basis of required written report or examination is not appropriate, enroll in 190. Course may be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Arbabian, A. (PI);
Bambos, N. (PI);
Boahen, K. (PI);
Boneh, D. (PI);
Bowden, A. (PI);
Boyd, S. (PI);
Cioffi, J. (PI);
Clark, S. (PI);
Dally, B. (PI);
Duchi, J. (PI);
El Gamal, A. (PI);
Emami-Naeini, A. (PI);
Engler, D. (PI);
Fan, J. (PI);
Fan, S. (PI);
Fraser-Smith, A. (PI);
Gibbons, J. (PI);
Girod, B. (PI);
Hanrahan, P. (PI);
Hennessy, J. (PI);
Hesselink, L. (PI);
Horowitz, M. (PI);
Howe, R. (PI);
Inan, U. (PI);
Kahn, J. (PI);
Katti, S. (PI);
Kazovsky, L. (PI);
Khuri-Yakub, B. (PI);
Kozyrakis, C. (PI);
Lall, S. (PI);
Lee, T. (PI);
Levin, C. (PI);
Levis, P. (PI);
McKeown, N. (PI);
Miller, D. (PI);
Mitchell, J. (PI);
Mitra, S. (PI);
Montanari, A. (PI);
Moslehi, M. (PI);
Murmann, B. (PI);
Nishi, Y. (PI);
Nishimura, D. (PI);
Olukotun, O. (PI);
Osgood, B. (PI);
Pauly, J. (PI);
Pease, R. (PI);
Pianetta, P. (PI);
Plummer, J. (PI);
Poon, A. (PI);
Pop, E. (PI);
Prabhakar, B. (PI);
Rivas-Davila, J. (PI);
Rosenblum, M. (PI);
Saraswat, K. (PI);
Shenoy, K. (PI);
Soh, H. (PI);
Solgaard, O. (PI);
Tobagi, F. (PI);
Van Roy, B. (PI);
Vuckovic, J. (PI);
Wang, S. (PI);
Weissman, T. (PI);
Widom, J. (PI);
Widrow, B. (PI);
Wong, H. (PI);
Wong, S. (PI);
Wootters, M. (PI);
Zebker, H. (PI);
Rutherford, E. (GP)
EE 191A:
Special Studies and Reports in Electrical Engineering
EE191A is part of the Accelerated Calculus for Engineers program. Independent work under the direction of a faculty member given for a letter grade only. EE 191A counts as a Math one unit seminar course: it is this unit that constitutes the ACE program.
Terms: Aut, Win, Spr
| Units: 1
EE 191W:
Special Studies and Reports in Electrical Engineering (WIM)
WIM-version of EE 191. For EE students using special studies (e.g., honors project, independent research project) to satisfy the writing-in-major requirement. A written report that has gone through revision with an adviser is required. An adviser from the Technical Communication Program is recommended.
Terms: Aut, Win, Spr, Sum
| Units: 3-10
Instructors: ;
Arbabian, A. (PI);
Bambos, N. (PI);
Boahen, K. (PI);
Bowden, A. (PI);
Boyd, S. (PI);
Clark, S. (PI);
Duchi, J. (PI);
El Gamal, A. (PI);
Fan, J. (PI);
Fan, S. (PI);
Fraser-Smith, A. (PI);
Gibbons, J. (PI);
Girod, B. (PI);
Hanrahan, P. (PI);
Hennessy, J. (PI);
Hesselink, L. (PI);
Horowitz, M. (PI);
Howe, R. (PI);
Kahn, J. (PI);
Katti, S. (PI);
Kazovsky, L. (PI);
Khuri-Yakub, B. (PI);
Kovacs, G. (PI);
Kozyrakis, C. (PI);
Lee, T. (PI);
Levin, C. (PI);
Levis, P. (PI);
Levoy, M. (PI);
McKeown, N. (PI);
Miller, D. (PI);
Mitra, S. (PI);
Montanari, A. (PI);
Murmann, B. (PI);
Nishimura, D. (PI);
Olukotun, O. (PI);
Osgood, B. (PI);
Ozgur, A. (PI);
Pauly, J. (PI);
Pianetta, P. (PI);
Plummer, J. (PI);
Poon, A. (PI);
Pop, E. (PI);
Prabhakar, B. (PI);
Rivas-Davila, J. (PI);
Saraswat, K. (PI);
Shenoy, K. (PI);
Soh, H. (PI);
Solgaard, O. (PI);
Van Roy, B. (PI);
Vuckovic, J. (PI);
Wang, S. (PI);
Weissman, T. (PI);
Wetzstein, G. (PI);
Widom, J. (PI);
Widrow, B. (PI);
Wong, H. (PI);
Wong, S. (PI);
Wootters, M. (PI);
Zebker, H. (PI);
Rutherford, E. (GP)
EE 195:
Electrical Engineering Instruction
Students receive training from faculty or graduate student mentors to prepare them to assist in instruction of Electrical Engineering courses. The specific training and units of credit received are to be defined in consultation with one of the official instructors of EE 195. Note that University regulations prohibit students from being paid for the training while receiving academic credit for it. Enrollment limited.
Terms: Aut, Win, Spr
| Units: 1-3
EE 205:
Product Management for Electrical Engineers and Computer Scientists
Successful products are the highest impact contribution anyone can make in product development. Students will learn to build successful products using fundamental concepts in Product Management. These include understanding customers, their job to be done, Identifying new product opportunities, and defining what to build that is technically feasible, valuable to the customer, and easy to use The course has two components, Product Management Project with corporate partners, and case-based classroom discussion of PM concepts and application. Prerequisite: Students must be currently enrolled in a MS or PhD engineering degree program.
Terms: Aut
| Units: 3
EE 207:
Neuromorphics: Brains in Silicon (BIOE 313)
(Formerly EE 304) Neuromorphic systems run perceptual, cognitive and motor tasks in real-time on a network of highly interconnected nonlinear units. To maximize density and minimize energy, these units--like the brain's neurons--are heterogeneous and stochastic. The first half of the course covers learning algorithms that automatically synthesize network configurations to perform a desired computation on a given heterogeneous neural substrate. The second half of the course surveys system-on-a-chip architectures that efficiently realize highly interconnected networks and mixed analog-digital circuit designs that implement area and energy-efficient nonlinear units. Prerequisites: EE102A is required.
Terms: Spr
| Units: 3
EE 212:
Integrated Circuit Fabrication Processes
For students interested in the physical bases and practical methods of silicon VLSI chip fabrication, or the impact of technology on device and circuit design, or intending to pursue doctoral research involving the use of Stanford's Nanofabrication laboratory. Process simulators illustrate concepts. Topics: principles of integrated circuit fabrication processes, physical and chemical models for crystal growth, oxidation, ion implantation, etching, deposition, lithography, and back-end processing. Required for 410.
Terms: Aut
| Units: 3
EE 214A:
Fundamentals of Analog Integrated Circuit Design (EE 114)
Analysis and simulation of elementary transistor stages, current mirrors, supply- and temperature-independent bias, and reference circuits. Overview of integrated circuit technologies, circuit components, component variations and practical design paradigms. Differential circuits, frequency response, and feedback will also be covered. Performance evaluation using computer-aided design tools. Undergraduates must take EE 114 for 4 units. Prerequisite: 101B. GER:DB-EngrAppSci
Terms: Aut
| Units: 3-4
EE 214B:
Advanced Integrated Circuit Design
Analysis and design of analog and digital integrated circuits in advanced CMOS technology. Emphasis on compact modeling of performance limiting aspects and intuitive approaches to design. Analytical treatment of noise; analog circuit sizing using the transconductance to current ratio; analysis and design of feedback circuits. Delay analysis of digital logic gates; decoder design using logical effort. CMOS image sensors are used as a motivating application example. Prerequisites: EE114/214A.
Terms: Win
| Units: 3
EE 216:
Principles and Models of Semiconductor Devices
Carrier generation, transport, recombination, and storage in semiconductors. Physical principles of operation of the p-n junction, heterojunction, metal semiconductor contact, bipolar junction transistor, MOS capacitor, MOS and junction field-effect transistors, and related optoelectronic devices such as CCDs, solar cells, LEDs, and detectors. First-order device models that reflect physical principles and are useful for integrated-circuit analysis and design. Prerequisite: 116 or equivalent.
Terms: Aut
| Units: 3
EE 218:
Power Semiconductor Devices and Technology
This course starts by covering the device physics and technology of current silicon power semiconductor devices including power MOSFETs, IGBTs, and Thyristors. Wide bandgap materials, especially GaN and SiC are potential replacements for Si power devices because of their fundamentally better properties. This course explores what is possible in these new materials, and what the remaining challenges are for wide bandgap materials to find widespread market acceptance in power applications. Future clean, renewable energy systems and high efficiency power control systems will critically depend on the higher performance devices possible in these new materials. Prerequisites: EE 116 or equivalent.
Terms: Win
| Units: 3
EE 222:
Applied Quantum Mechanics I (MATSCI 201)
Emphasis is on applications in modern devices and systems. Topics include: Schrödinger's equation, eigenfunctions and eigenvalues, solutions of simple problems including quantum wells and tunneling, quantum harmonic oscillator, coherent states, operator approach to quantum mechanics, Dirac notation, angular momentum, hydrogen atom, calculation techniques including matrix diagonalization, perturbation theory, variational method, and time-dependent perturbation theory with applications to optical absorption, nonlinear optical coefficients, and Fermi's golden rule. Prerequisites: MATH 52 and 53, one of EE 65, ENGR 65, PHYSICS 71 (formerly PHYSICS 65), PHYSICS 70.
Terms: Aut
| Units: 3
EE 223:
Applied Quantum Mechanics II
Continuation of 222, including more advanced topics: quantum mechanics of crystalline materials, methods for one-dimensional problems, spin, systems of identical particles (bosons and fermions), introductory quantum optics (electromagnetic field quantization, coherent states), fermion annihilation and creation operators, interaction of different kinds of particles (spontaneous emission, optical absorption, and stimulated emission). Quantum information and interpretation of quantum mechanics. Other topics in electronics, optoelectronics, optics, and quantum information science. Prerequisite: 222.
Terms: Win
| Units: 3
EE 228:
Basic Physics for Solid State Electronics
Solid state devices have driven widespread technological revolution and are ubiquitous in our daily lives. We study the physics of solid state materials, enabling a complete understanding from the atom to the device. Topics include: energy band theory of solids; heterostructures and low-dimensional structures for bandgap engineering; electrons, holes, densities of states and relation to absorption and gain; and semiconductor statistics determining equilibrium and non-equilibrium carrier distributions. We explain how these principles govern the operation of modern devices, including transistors, light-emitting diodes and solar cells. Prerequisite: course in modern physics.
Terms: Win
| Units: 3
EE 233:
Analog Communications Design Laboratory (EE 133)
Design, testing, and applications of Radio Frequency (RF) electronics: Amplitude Modulation (AM), Frequency Modulation (FM) and concepts of Software Define Radio (SDR) systems. Practical aspects of circuit implementations are developed; labs involve building and characterization of subsystems as well as integration of a complete radio system and a final project. Total enrollment limited to 25 students, undergraduate and graduate levels. Prerequisite: EE101B. Undergraduate students enroll in EE133 for 4 units and Graduate students enroll in EE233 for 3 units. Recommended: EE114/214A.
Terms: Win
| Units: 3-4
EE 235A:
Analytical Methods in Biotechnology (BIOS 212, RAD 236)
This course provides fundamental principles underlying important analytical techniques used in modern biotechnology. The course comprises of lectures and hands-on laboratory experiments. Students will learn the core principles for designing, implementing and analyzing central experimental methods including polymerase chain reaction (PCR), electrophoresis, immunoassays, and high-throughput sequencing. The overall goal of the course is to enable engineering students with little or no background in molecular biology to transition into research in the field of biomedicine.
Terms: Win
| Units: 3
EE 235B:
Analytical Methods in Biotechnology II (BIOS 212B, RAD 236B)
This course is intended for graduate students, who are interested in biomedical research but have little background in fundamental laboratory techniques. Required prerequisite is EE235/BIOS212/RAD236. This course seeks to equip such students with basic biochemistry and molecular biology techniques for them to pursue their research interests in biotechnology. The course will consist of a series of lectures and laboratory experiments.
Terms: Spr
| Units: 3
EE 236A:
Modern Optics
Geometrical optics; lens analysis and design, aberrations, optical instruments, radiometry. ray matrices. Wave nature of light; polarization, plane waves at interfaces and in media with varying refractive index, diffraction, Fourier Optics, Gaussian beams. Interference; single-beam interferometers (Fabry-Perot), multiple-beam interferometers (Michelson, Mach-Zehnder). Prerequisites: EE 142 or familiarity with electromagnetism and plane waves.
Terms: Aut
| Units: 3
EE 236B:
Guided Waves
Maxwell's equations, constitutive relations. Kramers-Kronig relations. Modes in waveguides: slab, rectangular, circular. Photonic crystals, surface plasmon modes. General properties of waveguide modes: orthogonality, phase and group indices, group velocity dispersion. Chirped pulse propagation in dispersive media and its connection to Gaussian beam propagation. Time lens. Waveguide technologies: glass, silicon, III-V semiconductor, metallic. Waveguide devices: fibers, lasers, modulators, arrayed waveguide gratings. Scattering matrix description of passive optical devices, and constraints from energy conservation, time-reversal symmetry and reciprocity. Mode coupling, directional couplers, distributed-feedback structures. Resonators from scattering matrix and input-output perspective. Micro-ring resonators. Prerequisites: EE 236A and EE 242 or familiarity with differential form of Maxwell's equations.
Terms: Win
| Units: 3
EE 236C:
Lasers
Atomic systems, spontaneous emission, stimulated emission, amplification. Three- and four-level systems, rate equations, pumping schemes. Laser principles, conditions for steady-state oscillation. Transverse and longitudinal mode control and tuning. Exemplary laser systems: gas (HeNe), solid state (Nd:YAG, Ti:sapphire) and semiconductors. Elements of laser dynamics and noise. Formerly EE231. Prerequisites: EE 236B and familiarity with modern physics and semiconductor physics. Recommended: EE 216 and EE 223 (either may be taken concurrently).
Terms: Spr
| Units: 3
EE 237:
Solar Energy Conversion
This course will be an introduction to solar photovoltaics. No prior photovoltaics knowledge is required. Class lectures will be supplemented by guest lectures from distinguished engineers, entrepreneurs and venture capitalists actively engaged in solar industry. Past guest speakers include Richard Swanson (CEO, SunPower), Benjamin Cook (Managing Partner at NextPower Capital) and Shahin Farshchi (Partner, Lux Capital). Topics Include: Economics of solar energy. Solar energy policy. Solar cell device physics: electrical and optical. Different generations of photovoltaic technology: crystalline silicon, thin film, multi-junction solar cells. Perovskite and silicon tandem cells. Advanced energy conversion concepts like photon up-conversion, quantum dot solar cells. Solar system issues including module assembly, inverters, micro-inverters and microgrid. No prior photovoltaics knowledge is required. Recommended: EE116, EE216 or equivalent.
Terms: Spr
| Units: 3
EE 238:
Introduction to Fourier Optics
Fourier analysis applied to optical imaging. Theoretical topics include Fourier transform and angular spectrum to describe diffraction, Fourier transforming properties of lenses, image formation with coherent and incoherent light and aberrations. Application topics will cover image deconvolution/reconstruction, amplitude and phase pupil engineering, computational adaptive optics, and others motivated by student interest. Prerequisites: familiarity with Fourier transform and analysis, EE 102 and EE 142 or equivalent.
Terms: Spr
| Units: 3
EE 242:
Electromagnetic Waves
This course will provide an advanced treatment of electromagnetic waves in free space and media. The first part of the course will cover reflection, refraction, resonators, photonic crystals, and waveguides. The second part will cover finite-difference time-domain (FDTD) computation and introduce students to commercial FDTD software. The third part will focus on an analysis of EM waves in matter. The fourth part will cover potentials, Green's functions, far-field radiation, near-field radiation, antennas, and phased arrays. In lieu of a final exam, students will perform a group project demonstrating theoretical and application proficiency in a topic of their choosing. Homeworks and the final project will tie into real world applications of electromagnetics and utilize scientific computing (Matlab, Mathematica, or Python). Prerequisites: EE 142 or PHYSICS 120, and prior programming experience (Matlab or other language at level of CS 106A or higher).
Terms: Aut
| Units: 3
EE 251:
High-Frequency Circuit Design Laboratory
Students will study the theory of operation of instruments such as the time-domain reflectometer, sampling oscilloscope and vector network analyzer. They will build on that theoretical foundation by designing, constructing and characterizing numerous wireless building blocks in the upper-UHF range (e.g., up to about 500MHz), in a running series of laboratory exercises that conclude in a final project. Examples include impedance-matching and coupling structures, filters, narrowband and broadband amplifiers, mixers/modulators, and voltage-controlled oscillators. Prerequisite: EE 114 or EE 214A.
Terms: Win
| Units: 3
EE 253:
Power Electronics (EE 153)
Addressing the energy challenges of today and the environmental challenges of the future will require efficient energy conversion techniques. This course will discuss the circuits used to efficiently convert ac power to dc power, dc power from one voltage level to another, and dc power to ac power. The components used in these circuits (e.g., diodes, transistors, capacitors, inductors) will also be covered in detail to highlight their behavior in a practical implementation. A lab will be held with the class where students will obtain hands on experience with power electronic circuits. For WIM credit, students must enroll in EE 153 for 4 units. No exceptions. Formerly EE 292J. Prerequisite: EE 101B.
Terms: Aut
| Units: 3-4
EE 254:
Advanced Topics in Power Electronics
In this course, we will study the practical issues related to the practical design of power electronic converters. We will also explore the trade-offs involved in selecting among the different circuits used to convert ac to dc, dc to ac and back to dc over a wide range of power levels suitable for different applications. In Advanced Topics in Power Electronic, as a multidisciplinary field, we will discuss power electronics circuits, extraction of transfer functions in Continuous and discontinuous conduction mode, voltage and current control of power converters, design of input/output filters to meet Electro Magnetic Interference specifications, layout of power electronics circuits and put this knowledge in a very practical context. Prerequisites: EE 153/253.
Terms: Win
| Units: 3
EE 260A:
Principles of Robot Autonomy I (AA 174A, AA 274A, CS 237A, EE 160A)
Basic principles for endowing mobile autonomous robots with perception, planning, and decision-making capabilities. Algorithmic approaches for robot perception, localization, and simultaneous localization and mapping; control of non-linear systems, learning-based control, and robot motion planning; introduction to methodologies for reasoning under uncertainty, e.g., (partially observable) Markov decision processes. Extensive use of the Robot Operating System (ROS) for demonstrations and hands-on activities. Prerequisites: CS 106A or equivalent, CME 100 or equivalent (for linear algebra), and CME 106 or equivalent (for probability theory).
Terms: Aut
| Units: 3-4
EE 260B:
Principles of Robot Autonomy II (AA 174B, AA 274B, CS 237B)
This course teaches advanced principles for endowing mobile autonomous robots with capabilities to autonomously learn new skills and to physically interact with the environment and with humans. It also provides an overview of different robot system architectures. Concepts that will be covered in the course are: Reinforcement Learning and its relationship to optimal control, contact and dynamics models for prehensile and non-prehensile robot manipulation, imitation learning and human intent inference, as well as different system architectures and their verification. Students will earn the theoretical foundations for these concepts and implement them on mobile manipulation platforms. In homeworks, the Robot Operating System (ROS) will be used extensively for demonstrations and hands-on activities. Prerequisites: CS106A or equivalent, CME 100 or equivalent (for linear algebra), CME 106 or equivalent (for probability theory), and AA 171/274.
Terms: Win
| Units: 3-4
EE 261:
The Fourier Transform and Its Applications
The Fourier transform as a tool for solving physical problems. Fourier series, the Fourier transform of continuous and discrete signals and its properties. The Dirac delta, distributions, and generalized transforms. Convolutions and correlations and applications; probability distributions, sampling theory, filters, and analysis of linear systems. The discrete Fourier transform and the FFT algorithm. Multidimensional Fourier transform and use in imaging. Further applications to optics, crystallography. Emphasis is on relating the theoretical principles to solving practical engineering and science problems. Prerequisites: Math through ODEs, basic linear algebra, Comfort with sums and discrete signals, Fourier series at the level of 102A
Terms: Aut, Sum
| Units: 3
EE 263:
Introduction to Linear Dynamical Systems (CME 263)
Applied linear algebra and linear dynamical systems with applications to circuits, signal processing, communications, and control systems. Topics: least-squares approximations of over-determined equations, and least-norm solutions of underdetermined equations. Symmetric matrices, matrix norm, and singular-value decomposition. Eigenvalues, left and right eigenvectors, with dynamical interpretation. Matrix exponential, stability, and asymptotic behavior. Multi-input/multi-output systems, impulse and step matrices; convolution and transfer-matrix descriptions. Control, reachability, and state transfer; observability and least-squares state estimation. Prerequisites: Linear algebra and matrices as in ENGR 108 or MATH 104; ordinary differential equations and Laplace transforms as in EE 102B or CME 102.
Terms: Aut, Sum
| Units: 3
EE 264:
Digital Signal Processing
Digital signal processing (DSP) techniques and design of DSP applications. Topics include: discrete-time random signals; sampling and multi-rate systems; oversampling and quantization in A-to-D conversion; properties of LTI systems; quantization in fixed-point implementations of filters; digital filter design; discrete Fourier Transform and FFT; spectrum analysis using the DFT; parametric signal modeling and adaptive filtering. The course also covers applications of DSP in areas such as speech, audio and communication systems. The optional lab section (Section 02) provides a hands-on opportunity to explore the application of DSP theory to practical real-time applications in an embedded processing platform. See ee264.stanford.edu for more information. Register in Section 02 to take the lab. Undergraduate students taking the lab should register for 4 units to meet the EE design requirement. The optional lab section is not available to remote SCPD students. Prerequisites: EE 102A and EE 102B or equivalent, basic programming skills (Matlab and C++)
Terms: Win
| Units: 3-4
EE 264W:
Digital Signal Processing (WIM)
Writing in the Major (WIM) version of the 4-unit EE 264 theory + lab course. Digital signal processing (DSP) techniques and design of DSP applications. Topics include: discrete-time random signals; sampling and multi-rate systems; oversampling and quantization in A-to-D conversion; properties of LTI systems; quantization in fixed-point implementations of filters; digital filter design; discrete Fourier Transform and FFT; spectrum analysis using the DFT; parametric signal modeling and adaptive filtering. The course also covers applications of DSP in areas such as speech, audio and communication systems. The lab component provides a hands-on opportunity to explore the application of DSP theory to practical real-time applications in an embedded processing platform. See ee264.stanford.edu for more information. Prerequisites: EE 102A and EE 102B or equivalent, basic programming skills (Matlab and C++)
Terms: Win
| Units: 5
EE 267:
Virtual Reality
OpenGL, real-time rendering, 3D display systems, display optics & electronics, IMUs and sensors, tracking, haptics, rendering pipeline, multimodal human perception and depth perception, stereo rendering, presence. Emphasis on VR technology. Hands-on programming assignments. The 3-unit version requires a final programming assignment in which you create your own virtual environment. The 4-unit version requires a final course project and written report in lieu of the final assignment. Prerequisites: Strong programming skills, ENGR 108 or equivalent. Helpful: basic computer graphics / OpenGL.
Terms: Spr
| Units: 3-4
EE 267W:
Virtual Reality (WIM)
Writing in the Major (WIM) version of the 4-unit EE 267 theory + lab/project course. This course also meets the EE design requirement. Topics include: OpenGL, real-time rendering, 3D display systems, display optics & electronics, IMUs and sensors, tracking, haptics, rendering pipeline, multimodal human perception and depth perception, stereo rendering, presence. Emphasis on VR technology. Hands-on programming assignments. The 5-unit WIM version requires everything the 4-unit version does, i.e. a final course project and written report in lieu of the final assignment. The 5-unit WIM version additional requires participation in 2 writing in the major workshops, and weekly writing assignments. Prerequisites: Strong programming skills, ENGR 108 or equivalent. Helpful: basic computer graphics / OpenGL.
Terms: Spr
| Units: 5
EE 269:
Signal Processing for Machine Learning
This course will introduce you to fundamental signal processing concepts and tools needed to apply machine learning to discrete signals. You will learn about commonly used techniques for capturing, processing, manipulating, learning and classifying signals. The topics include: mathematical models for discrete-time signals, vector spaces, Fourier analysis, time-frequency analysis, Z-transforms and filters, signal classification and prediction, basic image processing, compressed sensing and deep learning. This class will culminate in a final project. Prerequisites: EE 102A and EE 102B or equivalent, basic programming skills (Matlab). ENGR 108 and EE 178 are recommended.
Terms: Aut
| Units: 3
EE 271:
Introduction to VLSI Systems
Provides a quick introduction to MOS transistors and IC fabrication and then creates abstractions to allow you to create and reason about complex digital systems. It uses a switch resistor model of a transistor, uses it to model gates, and then shows how gates and physical layout can be synthesized from Verilog or SystemVerilog descriptions. Most of the class will be spent on providing techniques to create designs that can be validated, are low power, provide good performance, and can be completed in finite time. Prerequisites: 101A, 108, and 180; familiarity with transistors, logic design, Verilog and digital system organization
Terms: Aut
| Units: 3
EE 272:
Design Projects in VLSI Systems I
This course will introduce you to mixed signal design and the electronic design automation (EDA) tools used for it. Working in teams, you will create a chip with a digital deep neural network (DNN) accelerator and a small analog block using a modern design flow and EDA tools. The project involves writing a synthesizable C++ and a Verilog model of your chip, creating a testing/debug strategy for your chip, wrapping custom layout to fit into a standard cell system, using synthesis and place and route tools to create the layout of your chip, and understanding all the weird stuff you need to do to tape-out a chip. Useful for anyone who will build a chip in their Ph.D. Pre-requisites: EE271 and experience in digital/analog circuit design.
Terms: Win
| Units: 3-4
EE 273:
Digital Systems Engineering
Electrical issues in the design of high-performance digital systems, including signaling, timing, synchronization, noise, and power distribution. High-speed signaling methods; noise in digital systems, its effect on signaling, and methods for noise reduction; timing conventions; timing noise (skew and jitter), its effect on systems, and methods for mitigating timing noise; synchronization issues and synchronizer design; clock and power distribution problems and techniques; impact of electrical issues on system architecture and design. Prerequisites: EE101A and EE108A. Recommended: EE114/214A.
Terms: Win
| Units: 3
EE 276:
Information Theory (STATS 376A)
(Formerly EE 376A.) Project-based course about how to measure, represent, and communicate information effectively. Why bits have become the universal currency for information exchange. How information theory bears on the design and operation of modern-day systems such as smartphones and the Internet. The role of entropy and mutual information in data compression, communication, and inference. Practical compressors and error correcting codes. The information theoretic way of thinking. Relations and applications to probability, statistics, machine learning, biological and artificial neural networks, genomics, quantum information, and blockchains. Prerequisite: a first undergraduate course in probability.
Terms: Win
| Units: 3
EE 277:
Reinforcement Learning: Behaviors and Applications (MS&E 237)
Reinforcement learning addresses the design of agents that improve decisions while operating within complex and uncertain environments. This course covers principled and scalable approaches to realizing a range of intelligent learning behaviors. Topics include environment models, planning, abstraction, prediction, credit assignment, exploration, and generalization. Motivating examples will be drawn from web services, control, finance, and communications. Prerequisites: programming (e.g., CS106B), probability (e.g., MS&E 121, EE 178 or CS 109), machine learning (e.g., EE 104/CME 107, MS&E 226 or CS 229).
Terms: Aut
| Units: 3
EE 278:
Introduction to Statistical Signal Processing
Review of basic probability and random variables. Random vectors and processes; convergence and limit theorems; IID, independent increment, Markov, and Gaussian random processes; stationary random processes; autocorrelation and power spectral density; mean square error estimation, detection, and linear estimation. Formerly EE 278B. Prerequisites: EE178 and linear systems and Fourier transforms at the level of EE102A,B or EE261.
Terms: Aut
| Units: 3
EE 279:
Introduction to Digital Communication
Digital communication is a rather unique field in engineering in which theoretical ideas have had an extraordinary impact on the design of actual systems. The course provides a basic understanding of the analysis and design of digital communication systems, building on various ideas from probability theory, stochastic processes, linear algebra and Fourier analysis. Topics include: detection and probability of error for binary and M-ary signals (PAM, QAM, PSK), receiver design and sufficient statistics, controlling the spectrum and the Nyquist criterion, bandpass communication and up/down conversion, design trade-offs: rate, bandwidth, power and error probability, coding and decoding (block codes, convolutional coding and Viterbi decoding). Prerequisites: 179 or 261, and 178 or 278
Terms: Win
| Units: 3
EE 282:
Computer Systems Architecture
Course focuses on how to build modern computing systems, namely notebooks, smartphones, and data centers, covering primarily their hardware architecture and certain system software aspects. For each system class, we cover the system architecture, processor technology, advanced memory hierarchy and I/O organization, power and energy management, and reliability. We will also cover topics such as interactions with system software, virtualization, solid state storage, and security. The programming assignments allow students to explore performance/energy tradeoffs when using heterogeneous hardware resources on smartphone devices. Prerequisite: EE180. Recommended: CS 140.
Terms: Spr
| Units: 3
EE 284:
Introduction to Computer Networks
Structure and components of computer networks; functions and services; packet switching; layered architectures; OSI reference model; physical layer; data link layer; error control; window flow control; media access control protocols used in local area networks (Ethernet, Token Ring, FDDI) and satellite networks; network layer (datagram service, virtual circuit service, routing, congestion control, Internet Protocol); transport layer (UDP, TCP); application layer.
Terms: Aut
| Units: 3
EE 284A:
Introduction to Internet of Things
Internet of Things (IoT) origin, vision and definition. Application domains, use case scenarios and value propositions. Functional blocks of IoT systems: devices, communications, services, management, security, and application. Architectural reference model and design methodology. IoT Devices: sensors, actuators and embedded systems. Communications aspects of IoT systems: Internet infrastructure; wireless local area networks; radio access networks; wireless personal area networks; wireless sensor networks; wireless communication in vehicular environments; 5G. Current IoT frameworks and underlying architectures. Data storage and analytics. Web services. IoT system management tools. Security aspects of IoT systems. Open issues.
Terms: Spr
| Units: 3
EE 285:
Embedded Systems Workshop (CS 241)
Project-centric building hardware and software for embedded computing systems. This year the course projects are on a large interactive light sculpture to be installed in Packard. Syllabus topics will be determined by the needs of the enrolled students and projects. Examples of topics include: interrupts and concurrent programming, mechanical control, state-based programming models, signaling and frequency response, mechanical design, power budgets, software, firmware, and PCB design. Interested students can help lead community workshops to begin building the installation. Prerequisites: one of CS107, EE101A, EE108, ME80.
Terms: Aut, Spr
| Units: 3
| Repeatable
3 times
(up to 9 units total)
EE 290A:
Curricular Practical Training for Electrical Engineers
For EE majors who need work experience as part of their program of study. Final report required. Prerequisites: for 290B, EE MS and PhD students who have received a Satisfactory ("S") grade in EE290A; for 290C, EE PhD degree candidacy and an "S" grade in EE 290B; for 290D, EE PhD degree candidacy, an "S" grade in EE 290C and instructor consent.
Terms: Aut, Win, Spr, Sum
| Units: 1
EE 290B:
Curricular Practical Training for Electrical Engineers
For EE majors who need work experience as part of their program of study. Final report required. Prerequisites: for 290B, EE MS and PhD students who have received a Satisfactory ("S") grade in EE290A; for 290C, EE PhD degree candidacy and an "S" grade in EE 290B; for 290D, EE PhD degree candidacy, an "S" grade in EE 290C and instructor consent.
Terms: Aut, Win, Spr, Sum
| Units: 1
EE 290C:
Curricular Practical Training for Electrical Engineers
For EE majors who need work experience as part of their program of study. Final report required. Prerequisites: for 290B, EE MS and PhD students who have received a Satisfactory ("S") grade in EE290A; for 290C, EE PhD degree candidacy and an "S" grade in EE 290B; for 290D, EE PhD degree candidacy, an "S" grade in EE 290C and instructor consent.
Terms: Aut, Win, Spr, Sum
| Units: 1
EE 290D:
Curricular Practical Training for Electrical Engineers
For EE majors who need work experience as part of their program of study. Final report required. Prerequisites: for 290B, EE MS and PhD students who have received a Satisfactory ("S") grade in EE290A; for 290C, EE PhD degree candidacy and an "S" grade in EE 290B; for 290D, EE PhD degree candidacy, an "S" grade in EE 290C and instructor consent.
Terms: Aut, Win, Spr, Sum
| Units: 1
EE 290E:
Curricular Practical Training for Electrical Engineers
For EE majors who need work experience as part of their program of study. Final report required. Prerequisites: for 290B, EE MS and PhD students who have received a Satisfactory ("S") grade in EE290A; for 290C, EE PhD degree candidacy and an "S" grade in EE 290B; for 290D, EE PhD degree candidacy, an "S" grade in EE 290C and instructor consent; for 290E, EE PhD degree candidacy, an "S" grade in EE 290D and instructor consent.
Terms: Aut, Win, Spr, Sum
| Units: 1
EE 290F:
Curricular Practical Training for Electrical Engineers
For EE majors who need work experience as part of their program of study. Final report required. Prerequisites: EE PhD degree candidacy, an "S" grade in EE 290E and instructor consent.
Terms: Aut, Win, Spr, Sum
| Units: 1
EE 290G:
Curricular Practical Training for Electrical Engineers
For EE majors who need work experience as part of their program of study. Final report required. Prerequisites: EE PhD degree candidacy, an "S" grade in EE 290F and instructor consent.
Terms: Aut, Win, Spr, Sum
| Units: 1
EE 292A:
Electronic Design Automation (EDA) and Machine Learning Hardware
The class teaches cutting-edge optimization and analysis algorithms for the design of complex digital integrated circuits and their use in designing machine learning hardware. It provides working knowledge of the key technologies in Electronic Design Automation (EDA), focusing on synthesis, placement and routing algorithms that perform the major transformations between levels of abstraction and get a design ready to be fabricated. As an example, the design of a convolutional neural network (CNN) for basic image recognition illustrates the interaction between hardware and software for machine learning. It will be implemented on a state-of-the-art FPGA board. Prerequisite: EE 108.
Terms: Spr
| Units: 3
EE 292C:
Chemical Vapor Deposition and Epitaxy for Integrated Circuits and Nanostructures
Fundamental aspects of CVD are initially considered, first focusing on processes occurring in the gas phase and then on those occurring on the surface. Qualitative understanding is emphasized, with minimal use of equations. Adding energy both thermally and by using a plasma is discussed; atomic-layer deposition is briefly considered. Examples of CVD equipment are examined. The second portion of the tutorial examines layers deposited by CVD. The focus is on group IV semiconductors especially epitaxial and heteroepitaxial deposition, in which the crystal structure of the depositing layer is related to that of the substrate. Polycrystalline silicon and the IC interconnect system are then discussed. Finally, the use of high-density plasmas for rapid gap filling is contrasted with alternative CVD dielectric deposition processes.
Terms: Spr
| Units: 1
EE 292D:
Machine Learning on Embedded Systems (CS 329E)
This is a project-based class where students will learn how to develop machine learning models for execution in resource constrained environments such as embedded systems. In this class students will learn about techniques to optimize machine learning models and deploy them on a device such as a Arduino, Raspberry PI, Jetson, or Edge TPUs. The class has a significant project component. Prerequisites: CS 107(required), CS 229 (recommended), CS 230 (recommended).
Terms: Aut
| Units: 3
EE 292E:
Seminar Series for Image Systems Engineering
Seminar. For engineering students interested in camera and display engineering, computer vision, and computational imaging. Speakers include Stanford faculty and research scientists as well as industry professionals, mostly from consumer electronics companies.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
(up to 99 units total)
EE 292H:
Engineering, Entrepreneurship & Climate Change
The purpose of this seminar series course is to help students and professionals develop the tools to apply the engineering and entrepreneurial mindset to problems that stem from climate change, in order to consider and evaluate possible stabilizing, remedial and adaptive approaches. This course is not a crash course on climate change or policy. Instead we will focus on learning about and discussing the climate problems that seem most tractable to these approaches. Each week Dr. Field and/or a guest speaker will lead a short warm-up discussion/activity and then deliver a talk in his/her area of expertise. We will wrap up with small-group and full-class discussions of related challenges/opportunities and possible engineering-oriented solutions. Class members are asked to do background reading before each class, to submit a question before each lecture, and to do in-class brainstorming. May be repeated for credit.
Terms: Spr
| Units: 1
| Repeatable
for credit
EE 292I:
Insanely Great Products: How do they get built?
Great products emerge from a sometimes conflict-laden process of collaboration between different functions within companies. This Seminar seeks to demystify this process via case-studies of successful products and companies. Engineering management and businesspeople will share their experiences in discussion with students. Previous companies profiled: Apple, Intel, Facebook, and Genentech -- to name a few. Previous guests include: Jon Rubinstein (NeXT, Apple, Palm), Diane Greene (VMware), and Ted Hoff (Intel). Pre-requisites: None
Terms: Spr
| Units: 1
EE 292Q:
3D+ Imaging Sensors
Introduction to operation principles and key performance aspects of 3D+ imaging sensors used widely in industry. Concepts include imaging physics, data acquisition and image formation methods, and signal and image quality metrics that are broadly applicable across sensor types. Practical examples and demonstrations of various sensors such as radar, acoustic, LIDAR, and ToF modules will be presented in class as well as through structured labs. Invited speakers will highlight emerging 3D+ imaging applications that these sensors are enabling today. Prerequisites: EE 101A or equivalent. EE 102A or equivalent.
Terms: Spr
| Units: 3
EE 292T:
SmartGrids and Advanced Power Systems Seminar (CEE 272T)
A series of seminar and lectures focused on power engineering. Renowned researchers from universities and national labs will deliver bi-weekly seminars on the state of the art of power system engineering. Seminar topics may include: power system analysis and simulation, control and stability, new market mechanisms, computation challenges and solutions, detection and estimation, and the role of communications in the grid. The instructors will cover relevant background materials in the in-between weeks. The seminars are planned to continue throughout the next academic year, so the course may be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
2 times
(up to 4 units total)
EE 292Y:
Software Techniques for Emergent Hardware Platforms (CS 349H)
Research seminar on software techniques for emergent computational substrates with guest lectures from hardware designers from research and industry. This seminar explores the benefits of novel hardware technologies, the challenges gating broad adoption of these technologies, and how software techniques can help mitigate these challenges and improve the usability of these hardware platforms. Note that the computational substrates discussed vary depending on the semester. Topics covered include: In-memory computing platforms, dynamical system-solving mixed-signal devices, exible and bendable electronics, neuromorphic computers, intermittent computing platforms, ReRAMs, DNA-based storage, and optical computing platforms. Prerequisites: CS107 or CS107E (required) and EE180 (recommended).
Terms: Aut
| Units: 3
EE 293B:
Fundamentals of Energy Processes (ENERGY 293B)
For seniors and graduate students. Covers scientific and engineering fundamentals of renewable energy processes involving heat. Thermodynamics, heat engines, solar thermal, geothermal, biomass. Recommended: MATH 19-21; PHYSICS 41, 43, 45
Terms: Win
| Units: 3
EE 300:
Master's Thesis and Thesis Research
Independent work under the direction of a department faculty. Written thesis required for final letter grade. The continuing grade 'N' is given in quarters prior to thesis submission. See 390 if a letter grade is not appropriate. Course may be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Bambos, N. (PI);
Boahen, K. (PI);
Boneh, D. (PI);
Boyd, S. (PI);
Cioffi, J. (PI);
Dally, B. (PI);
Duchi, J. (PI);
El Gamal, A. (PI);
Emami-Naeini, A. (PI);
Engler, D. (PI);
Fan, J. (PI);
Fan, S. (PI);
Fraser-Smith, A. (PI);
Gibbons, J. (PI);
Girod, B. (PI);
Hanrahan, P. (PI);
Hennessy, J. (PI);
Hesselink, L. (PI);
Horowitz, M. (PI);
Howe, R. (PI);
Kahn, J. (PI);
Kazovsky, L. (PI);
Khuri-Yakub, B. (PI);
Kovacs, G. (PI);
Kozyrakis, C. (PI);
Lall, S. (PI);
Lee, T. (PI);
Levis, P. (PI);
McKeown, N. (PI);
Miller, D. (PI);
Mitchell, J. (PI);
Mitra, S. (PI);
Montanari, A. (PI);
Murmann, B. (PI);
Nishimura, D. (PI);
Olukotun, O. (PI);
Osgood, B. (PI);
Pauly, J. (PI);
Pianetta, P. (PI);
Pilanci, M. (PI);
Plummer, J. (PI);
Prabhakar, B. (PI);
Raina, P. (PI);
Rivas-Davila, J. (PI);
Rosenblum, M. (PI);
Saraswat, K. (PI);
Shenoy, K. (PI);
Soh, H. (PI);
Solgaard, O. (PI);
Tobagi, F. (PI);
Van Roy, B. (PI);
Vuckovic, J. (PI);
Wang, S. (PI);
Weissman, T. (PI);
Widom, J. (PI);
Widrow, B. (PI);
Wong, H. (PI);
Wong, S. (PI);
Wootters, M. (PI);
Zebker, H. (PI);
Rutherford, E. (GP)
EE 301:
Introductory Research Seminar in Electrical Engineering
The EE 301 seminar course is offered primarily for incoming EE PhD students; however, all graduate or undergraduate students may enroll, and all students and faculty in the Department are welcome to attend. EE faculty members present seminars on their research, giving new PhD students an overview of research opportunities across the Department.
Terms: Aut
| Units: 1
| Repeatable
4 times
(up to 4 units total)
EE 308:
Advanced Circuit Techniques
Design of advanced analog circuits at the system level, including switching power converters, amplitude-stabilized and frequency-stabilized oscillators, voltage references and regulators, power amplifiers and buffers, sample-and-hold circuits, and application-specific op-amp compensation. Approaches for finding creative design solutions to problems with difficult specifications and hard requirements. Emphasis on feedback circuit techniques, design-oriented thinking, and hands-on experience with modern analog building blocks. Several designs will be built and evaluated, along with associated laboratory projects. Prerequisite: EE 251 or EE 314A.
Terms: Spr
| Units: 3
EE 309A:
Semiconductor Memory Devices and Circuit Design
The functionality and performance of ULSI systems are increasingly dependent upon the characteristics of the memory subsystem. This course introduces students to various semiconductor memory devices: SRAM, DRAM and FLASH, that are used in today's memory subsystems. The course will cover various aspects of semiconductor memories, including basic operation principles, device design considerations, device scaling, device fabrication, memory array architecture, and addressing and readout circuits. The course will also introduce students to recent research in near- and in-memory computing using these memory technologies. The next course is this series is EE 309B, which talks about emerging non-volatile memory devices and circuit design. Pre-requisite: EE 216. Preferred: EE 316.
Terms: Aut
| Units: 3
EE 309B:
Emerging Non-Volatile Memory Devices and Circuit Design
The functionality and performance of ULSI systems are increasingly dependent upon the characteristics of the memory subsystem. This course starts off where EE 309A leaves, and introduces students to various emerging non-volatile memory devices: metal oxide resistive switching memory (RRAM), nanoconductive bridge memory (CBRAM), phase change memory (PCM), magnetic tunnel junction memory, spin-transfer-torque random access memory (MRAM, STT-RAM), ferroelectric memory (FRAM) and ferroelectric transistor (FeFET). For each of these memories, the course will cover basic operation principles, device design considerations, device scaling, device fabrication, memory array architecture, and addressing and readout circuits. The course will also introduce students to recent in-memory computing research using these memory technologies. Pre-requisite: EE 216. Preferred: EE 316, EE 309A.
Terms: Win
| Units: 3
EE 310:
SystemX: Ubiquitous Sensing, Computing and Communication Seminar
This is a seminar course with invited speakers. Sponsored by Stanford's SystemX Alliance, the talks will cover emerging topics in contemporary hardware/software systems design. Special focus will be given to the key building blocks of sensors, processing elements and wired/wireless communications, as well as their foundations in semiconductor technology, SoC construction, and physical assembly as informed by the SystemX Focus Areas. The seminar will draw upon distinguished engineering speakers from both industry and academia who are involved at all levels of the technology stack and the applications that are now becoming possible. May be repeat for credit
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
EE 311:
Advanced Integrated Circuits Technology
What are the practical and fundamental limits to the evolution of the technology of modern MOS devices and interconnects? How are modern devices and circuits fabricated and what future changes are likely? Advanced techniques and models of MOS devices and back-end (interconnect and contact) processing. What are future device structures and materials to maintain progress in integrated electronics? MOS front-end and back-end process integration. Prerequisites: EE 216 or equivalent. Recommended: EE 212.
Terms: Spr
| Units: 3
EE 312:
Integrated Circuit Fabrication Laboratory
Formerly EE 410. Fabrication, simulation, and testing of a submicron CMOS process. Practical aspects of IC fabrication including silicon wafer cleaning, photolithography, etching, oxidation, diffusion, ion implantation, chemical vapor deposition, physical sputtering, and electrical testing. Students also simulate the CMOS process using process simulator TSUPREM4 of the structures and electrical parameters that should result from the process flow. Taught in the Stanford Nanofabrication Facility (SNF). Preference to students pursuing doctoral research program requiring SNF facilities. Enrollment limited to 20. Prerequisites: EE 212, EE 216, or consent of instructor.
Terms: Win
| Units: 3-4
EE 315:
Analog-Digital Interface Circuits
Analysis and design of circuits and circuit architectures for signal conditioning and data conversion. Fundamental circuit elements such as operational transconductance amplifiers, active filters, sampling circuits, switched capacitor stages and voltage comparators. Sensor interfaces for micro-electromechanical and biomedical applications. Nyquist and oversampling A/D and D/A converters. Prerequisite: EE 214B.
Terms: Aut
| Units: 3
EE 316:
Advanced VLSI Devices
In modern VLSI technologies, device electrical characteristics are sensitive to structural details and therefore to fabrication techniques. How are advanced VLSI devices designed and what future changes are likely? What are the implications for device electrical performance caused by fabrication techniques? Physical models for nanometer scale structures, control of electrical characteristics (threshold voltage, short channel effects, ballistic transport) in small structures, and alternative device structures for VLSI. Prerequisites: 216 or equivalent. Recommended: EE 212.
Terms: Win
| Units: 3
EE 317:
Special Topics on Wide Bandgap Materials and Devices
Wide-bandgap (WBG) semiconductors present a pathway to push the limits of efficiency in optoelectronics and electronics enabling significant energy savings, offering new and compact architecture, and more functionality. We will first study the examples set by GaN and SiC in lighting, radiofrequency and power applications, then use it to explore new materials like Ga2O3, AlN and diamond to understand their potential to drive the future semiconductor industry. The term papers will include a short project that may require simulation to conduct device design and analysis. Prerequisites: EE 216 or EE 218
Terms: Spr
| Units: 3
EE 329:
The Electronic Structure of Surfaces and Interfaces (PHOTON 329)
Physical concepts and phenomena for surface science techniques probing the electronic and chemical structure of surfaces, interfaces and nanomaterials. Microscopic and atomic models of microstructures; applications including semiconductor device technology, catalysis and energy. Physical processes of UV and X-ray photoemission spectroscopy, Auger electron spectroscopy, surface EXAFS, low energy electron diffraction, electron/photon stimulated ion desorption, scanning tunneling spectroscopy, ion scattering, energy loss spectroscopy and related imaging methods; and experimental aspects of these surface science techniques. Prerequisites: PHYSICS 70 and MATSCI 199/209, or consent of instructor.
Terms: Aut
| Units: 3
EE 336:
Nanophotonics (MATSCI 346)
Recent developments in micro- and nanophotonic materials and devices. Basic concepts of photonic crystals. Integrated photonic circuits. Photonic crystal fibers. Superprism effects. Optical properties of metallic nanostructures. Sub-wavelength phenomena and plasmonic excitations. Meta-materials. Prerequisite: Electromagnetic theory at the level of 242.
Terms: Aut
| Units: 3
EE 346:
Introduction to Nonlinear Optics
Wave propagation in anisotropic, nonlinear, and time-varying media. Microscopic and macroscopic description of electric-dipole susceptibilities. Free and forced waves; phase matching; slowly varying envelope approximation; dispersion, diffraction, space-time analogy. Harmonic generation; frequency conversion; parametric amplification and oscillation; electro-optic light modulation. Raman and Brillouin scattering; nonlinear processes in optical fibers. Prerequisites: 242, 236C.
Terms: Win
| Units: 3
EE 348:
Advanced Optical Fiber Communications
Optical amplifiers: gain, saturation, noise. Semiconductor amplifiers. Erbium-doped fiber amplifiers. System applications: preamplified receiver performance, amplifier chains. Raman amplifiers, lumped vs. distributed amplification. Group-velocity dispersion management: dispersion-compensating fibers, filters, gratings. Interaction of dispersion and nonlinearity, dispersion maps. Multichannel systems. Wavelength-division multiplexing components: filters, multiplexers. WDM systems, crosstalk. Time, subcarrier, code and polarization-division multiplexing. Comparison of modulation techniques: differential phase-shift keying, phase-shift keying, quadrature-amplitude modulation. Comparison of detection techniques: noncoherent, differentially coherent, coherent. Prerequisite: 247.
Terms: Aut
| Units: 3
EE 355:
Imaging Radar and Applications (GEOPHYS 265)
Radar remote sensing, radar image characteristics, viewing geometry, range coding, synthetic aperture processing, correlation, range migration, range/Doppler algorithms, wave domain algorithms, polar algorithm, polarimetric processing, interferometric measurements. Applications: surfafe deformation, polarimetry and target discrimination, topographic mapping surface displacements, velocities of ice fields. Prerequisites: EE261. Recommended: EE254, EE278, EE279.
Terms: Win
| Units: 3
EE 356B:
Magnetics Design in Power Electronics
Inductors and transformers are ubiquitous components in any power electronics system. They are components that offer great design flexibility, provide electrical isolation and can reduce semiconductor stresses, but they often dominate the size and cost of a power converter and are notoriously difficult to miniaturize. In this class we will discuss the design and modeling of magnetic components, which are essential tasks in the development of high performance converters and study advanced applications. Prerequisites: EE153/EE253.
Terms: Spr
| Units: 3
EE 358:
Wireless System Design
Wireless systems are commonly used in our day-to-day life. Different applications impose different design trade-offs and optimizations. This course will cover various building blocks (filters, channel coding, MIMO algorithms, carrier/timing recovery, and preamble design) of a complete wireless system and their respective design trade-offs. Students will implement these building blocks in Simulink and softwaredefined radio to enhance their understandings. The course will also cover various wireless standards, RF chain and analog-digital co-design, digital implementation platforms, and DSP arithmetic. Prerequisites: One of EE 279, EE 359, EE 379, or equivalent.
Terms: Spr
| Units: 3
EE 359:
Wireless Communications
This course will cover advanced topics in wireless communications as well as current wireless system design. Topics include: an overview of current and future wireless systems; wireless channel models including path loss, shadowing, and statistical multipath channel models; fundamental capacity limits of wireless channels; digital modulation and its performance in fading and under intersymbol interference; techniques to combat fading including adaptive modulation and diversity; multiple antenna (MIMO) techniques to increase capacity and diversity, intersymbol interference including equalization, multicarrier modulation (OFDM), and spread spectrum; and multiuser system design, including multiple access techniques. Course is 3 units but can be taken for 4 units with an optional term project. Prerequisite: 279 or instructor consent.
Terms: Aut
| Units: 3-4
EE 364A:
Convex Optimization I (CME 364A)
Convex sets, functions, and optimization problems. The basics of convex analysis and theory of convex programming: optimality conditions, duality theory, theorems of alternative, and applications. Least-squares, linear and quadratic programs, semidefinite programming, and geometric programming. Numerical algorithms for smooth and equality constrained problems; interior-point methods for inequality constrained problems. Applications to signal processing, communications, control, analog and digital circuit design, computational geometry, statistics, machine learning, and mechanical engineering. Prerequisite: linear algebra such as EE263, basic probability.
Terms: Win, Sum
| Units: 3
EE 364B:
Convex Optimization II (CME 364B)
Continuation of 364A. Subgradient, cutting-plane, and ellipsoid methods. Decentralized convex optimization via primal and dual decomposition. Monotone operators and proximal methods; alternating direction method of multipliers. Exploiting problem structure in implementation. Convex relaxations of hard problems. Global optimization via branch and bound. Robust and stochastic optimization. Applications in areas such as control, circuit design, signal processing, and communications. Course requirements include project. Prerequisite: 364A.
Terms: Spr
| Units: 3
EE 367:
Computational Imaging (CS 448I)
Digital photography and basic image processing, convolutional neural networks for image processing, denoising, deconvolution, single pixel imaging, inverse problems in imaging, proximal gradient methods, introduction to wave optics, time-of-flight imaging, end-to-end optimization of optics and imaging processing. Emphasis is on applied image processing and solving inverse problems using classic algorithms, formal optimization, and modern artificial intelligence techniques. Students learn to apply material by implementing and investigating image processing algorithms in Python. Term project. Recommended: EE261, EE263, EE278.
Terms: Win
| Units: 3
EE 369B:
Medical Imaging Systems II
Imaging internal structures within the body using magnetic resonance studied from a systems viewpoint. Analysis of magnetic resonance imaging systems including physics, Fourier properties of image formation, effects of system imperfections, image contrast, and noise. Pre- or corequisite: EE 261 or equivalent
Terms: Aut
| Units: 3
EE 372:
Design Projects in VLSI Systems II
This is a follow on course to EE272. While in EE272 you learn the EDA tool flow and design a pre-specified digital neural network accelerator and an analog block, in EE372 you will leverage your knowledge from EE272 and design and fabricate your own digital/analog/mixed-signal chip. This is a completely project-based course where, working in teams, you will propose your own mixed-signal chip, write a Verilog or a synthesizable C++ model of your chip, create a testing/debug strategy for your chip, wrap custom layout to fit into a standard cell system, use synthesis and place and route tools to create the layout of your chip, perform physical verification of your chip and finally tape it out. Useful for anyone who will build a chip in their Ph.D. Pre-requisites: EE271, EE272 and experience in digital/analog circuit design.
Terms: Spr
| Units: 3-5
EE 374:
Blockchain Foundations
A detailed exploration of the foundations of blockchains, What blockchains are, how they work, and why they are secure. Transactions, blocks, chains, proof-of-work and stake, wallets, the UTXO model, accounts model, light clients. Throughout the course, students build their own nodes from scratch. Security is defined and rigorously proved. The course is heavy on both engineering and theory. This course is a deeper investigation into the consensus layer of blockchains while CS 251 is a broader investigation, and it can be taken with or without having taken CS 251. Prerequisites: CS106 or equivalent, significant programming experience; CS103 or equivalent; CS109 or EE178 or equivalent.
Terms: Spr
| Units: 3
EE 377:
Information Theory and Statistics (STATS 311)
Information theoretic techniques in probability and statistics. Fano, Assouad,nand Le Cam methods for optimality guarantees in estimation. Large deviationsnand concentration inequalities (Sanov's theorem, hypothesis testing, thenentropy method, concentration of measure). Approximation of (Bayes) optimalnprocedures, surrogate risks, f-divergences. Penalized estimators and minimumndescription length. Online game playing, gambling, no-regret learning. Prerequisites: EE 276 (or equivalent) or STATS 300A.
Terms: Aut
| Units: 3
EE 378A:
Statistical Signal Processing
Basic concepts of statistical decision theory; Bayes decision theory; HMMs and their state estimation (Forward--backward), Kalman as special case, approximate state estimation (particle filtering, Extended Kalman Filter), unknown parameters; Inference under logarithmic loss, mutual information as a fundamental measure of statistical relevance, properties of mutual information: data processing, chain rules. Directed information. Prediction under logarithmic loss; Context Tree Weighting algorithm; Sequential decision making in general: prediction under general loss functions, causal estimation, estimation of directed information. Non-sequential inference via sequential probability assignments. Universal denoising; Denoising from a decision theoretic perspective: nonparametric function estimation, wavelet shrinkage, density estimation; Estimation of mutual information on large alphabets with applications such as boosting the Chow-Liu algorithm. Estimation of the total variation distance, estimate the fundamental limit is easier than to achieve the fundamental limit; Peetre's K-functional and bias analysis: bias correction using jackknife, bootstrap, and Taylor series; Nonparametric functional estimation. Prerequisites: Familiarity with probability theory and linear algebra at the undergraduate level.
Terms: Spr
| Units: 3
EE 380:
Colloquium on Computer Systems
Live presentations of current research in the design, implementation, analysis, and applications of computer systems. Topics range over a wide range and are different every quarter. Topics may include fundamental science, mathematics, cryptography, device physics, integrated circuits, computer architecture, programming, programming languages, optimization, applications, simulation, graphics, social implications, venture capital, patent and copyright law, networks, computer security, and other topics of related to computer systems. May be repeated for credit.
Terms: Win, Spr
| Units: 1
| Repeatable
for credit
EE 382A:
Parallel Processors Beyond Multicore Processing
Formerly EE392Q. The current parallel computing research emphasizes multi-cores, but there are alterna-tive array processors with significant potential. This hands-on course focuses on SIMD (Single-Instruction, Multiple-Data) massively parallel processors. Topics: Flynn's Taxonomy, parallel architectures, Kestrel architecture and simulator, principles of SIMD programming, parallel sorting with sorting networks, string comparison with dynamic programming (edit distance, Smith-Waterman), arbitrary-precision operations with fixed-point numbers, reductions, vector and matrix multiplication, image processing algo-rithms, asynchronous algorithms on SIMD ("SIMD Phase Programming Model"), Man-delbrot set, analysis of parallel performance.
Terms: Spr
| Units: 3
EE 382C:
Interconnection Networks
The architecture and design of interconnection networks used to communicate from processor to memory, from processor to processor, and in switches and routers. Topics: network topology, routing methods, flow control, router microarchitecture, and performance analysis. Enrollment limited to 30. Prerequisite: 282.
Terms: Win
| Units: 3
EE 384S:
Performance Engineering of Computer Systems & Networks
Modeling and control methodologies for high-performance network engineering, including: Markov chains and stochastic modeling, queueing networks and congestion management, dynamic programming and task/processor scheduling, network dimensioning and optimization, and simulation methods. Applications for design of high-performance architectures for wireline/wireless networks and the Internet, including: traffic modeling, admission and congestion control, quality of service support, power control in wireless networks, packet scheduling in switches, video streaming over wireless links, and virus/worm propagation dynamics and countermeasures. Enrollment limited to 30. Prerequisites: basic networking technologies and probability.
Terms: Spr
| Units: 3
EE 387:
Algebraic Error Correcting Codes (CS 250)
Introduction to the theory of error correcting codes, emphasizing algebraic constructions, and diverse applications throughout computer science and engineering. Topics include basic bounds on error correcting codes; Reed-Solomon and Reed-Muller codes; list-decoding, list-recovery and locality. Applications may include communication, storage, complexity theory, pseudorandomness, cryptography, streaming algorithms, group testing, and compressed sensing. Prerequisites: Linear algebra, basic probability (at the level of, say, CS109, CME106 or EE178) and "mathematical maturity" (students will be asked to write proofs). Familiarity with finite fields will be helpful but not required.
Terms: Win
| Units: 3
EE 390:
Special Studies or Projects in Electrical Engineering
Independent work under the direction of a faculty member. Individual or team activities may involve lab experimentation, design of devices or systems, or directed reading. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Arbabian, A. (PI);
Bambos, N. (PI);
Boahen, K. (PI);
Boneh, D. (PI);
Bowden, A. (PI);
Boyd, S. (PI);
Cioffi, J. (PI);
Congreve, D. (PI);
Dally, B. (PI);
Duchi, J. (PI);
El Gamal, A. (PI);
Emami-Naeini, A. (PI);
Engler, D. (PI);
Fan, J. (PI);
Fan, S. (PI);
Fraser-Smith, A. (PI);
Gibbons, J. (PI);
Girod, B. (PI);
Hanrahan, P. (PI);
Hennessy, J. (PI);
Hesselink, L. (PI);
Horowitz, M. (PI);
Howe, R. (PI);
Kahn, J. (PI);
Katti, S. (PI);
Kazovsky, L. (PI);
Khuri-Yakub, B. (PI);
Kovacs, G. (PI);
Kozyrakis, C. (PI);
Lall, S. (PI);
Lee, T. (PI);
Levin, C. (PI);
Levis, P. (PI);
McKeown, N. (PI);
Miller, D. (PI);
Mitchell, J. (PI);
Mitra, S. (PI);
Montanari, A. (PI);
Murmann, B. (PI);
Nishimura, D. (PI);
Olukotun, O. (PI);
Osgood, B. (PI);
Ozgur, A. (PI);
Pauly, J. (PI);
Pianetta, P. (PI);
Pilanci, M. (PI);
Plummer, J. (PI);
Poon, A. (PI);
Pop, E. (PI);
Prabhakar, B. (PI);
Raina, P. (PI);
Rivas-Davila, J. (PI);
Rosenblum, M. (PI);
Saraswat, K. (PI);
Shenoy, K. (PI);
Smith, J. (PI);
Soh, H. (PI);
Solgaard, O. (PI);
Tobagi, F. (PI);
Trippel, C. (PI);
Tse, D. (PI);
Van Roy, B. (PI);
Vuckovic, J. (PI);
Wang, S. (PI);
Weissman, T. (PI);
Wetzstein, G. (PI);
Widom, J. (PI);
Widrow, B. (PI);
Wong, H. (PI);
Wong, S. (PI);
Wootters, M. (PI);
Zebker, H. (PI);
Rutherford, E. (GP)
EE 391:
Special Studies and Reports in Electrical Engineering
Independent work under the direction of a faculty member; written report or written examination required. Letter grade given on the basis of the report; if not appropriate, student should enroll in 390. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Arbabian, A. (PI);
Bambos, N. (PI);
Boahen, K. (PI);
Boneh, D. (PI);
Bowden, A. (PI);
Boyd, S. (PI);
Chowdhury, S. (PI);
Cioffi, J. (PI);
Congreve, D. (PI);
Dally, B. (PI);
Duchi, J. (PI);
El Gamal, A. (PI);
Emami-Naeini, A. (PI);
Engler, D. (PI);
Fan, J. (PI);
Fan, S. (PI);
Fejer, M. (PI);
Finn, C. (PI);
Flynn, M. (PI);
Fraser-Smith, A. (PI);
Gibbons, J. (PI);
Girod, B. (PI);
Hanrahan, P. (PI);
Hennessy, J. (PI);
Hesselink, L. (PI);
Horowitz, M. (PI);
Howe, R. (PI);
Kahn, J. (PI);
Katti, S. (PI);
Kazovsky, L. (PI);
Khuri-Yakub, B. (PI);
Kovacs, G. (PI);
Kozyrakis, C. (PI);
Lall, S. (PI);
Lee, T. (PI);
Levin, C. (PI);
Levis, P. (PI);
McKeown, N. (PI);
Miller, D. (PI);
Mitchell, J. (PI);
Mitra, S. (PI);
Montanari, A. (PI);
Murmann, B. (PI);
Nishimura, D. (PI);
Olukotun, O. (PI);
Osgood, B. (PI);
Ozgur, A. (PI);
Pauly, J. (PI);
Pianetta, P. (PI);
Pilanci, M. (PI);
Plummer, J. (PI);
Poon, A. (PI);
Pop, E. (PI);
Prabhakar, B. (PI);
Raina, P. (PI);
Rivas-Davila, J. (PI);
Rosenblum, M. (PI);
Saraswat, K. (PI);
Shenoy, K. (PI);
Soh, H. (PI);
Solgaard, O. (PI);
Tobagi, F. (PI);
Trippel, C. (PI);
Tse, D. (PI);
Van Roy, B. (PI);
Vuckovic, J. (PI);
Wang, S. (PI);
Weissman, T. (PI);
Wetzstein, G. (PI);
Widom, J. (PI);
Widrow, B. (PI);
Wong, H. (PI);
Wong, S. (PI);
Wootters, M. (PI);
Zebker, H. (PI);
Rutherford, E. (GP)
EE 400:
Thesis and Thesis Research
Limited to candidates for the degree of Engineer or Ph.D.May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Arbabian, A. (PI);
Bambos, N. (PI);
Boahen, K. (PI);
Boneh, D. (PI);
Boyd, S. (PI);
Cioffi, J. (PI);
Congreve, D. (PI);
Dally, B. (PI);
Duchi, J. (PI);
El Gamal, A. (PI);
Emami-Naeini, A. (PI);
Engler, D. (PI);
Fan, J. (PI);
Fan, S. (PI);
Fejer, M. (PI);
Fraser-Smith, A. (PI);
Gibbons, J. (PI);
Girod, B. (PI);
Hanrahan, P. (PI);
Hennessy, J. (PI);
Hesselink, L. (PI);
Horowitz, M. (PI);
Howe, R. (PI);
Kahn, J. (PI);
Katti, S. (PI);
Kazovsky, L. (PI);
Khuri-Yakub, B. (PI);
Kovacs, G. (PI);
Kozyrakis, C. (PI);
Lall, S. (PI);
Lee, T. (PI);
Levis, P. (PI);
McKeown, N. (PI);
Miller, D. (PI);
Mitchell, J. (PI);
Mitra, S. (PI);
Montanari, A. (PI);
Murmann, B. (PI);
Nishi, Y. (PI);
Nishimura, D. (PI);
Olukotun, O. (PI);
Osgood, B. (PI);
Ozgur, A. (PI);
Pauly, J. (PI);
Pauly, K. (PI);
Pianetta, P. (PI);
Pilanci, M. (PI);
Plummer, J. (PI);
Poon, A. (PI);
Pop, E. (PI);
Prabhakar, B. (PI);
Raina, P. (PI);
Rivas-Davila, J. (PI);
Rosenblum, M. (PI);
Sadigh, D. (PI);
Saraswat, K. (PI);
Shenoy, K. (PI);
Soh, H. (PI);
Solgaard, O. (PI);
Tobagi, F. (PI);
Tse, D. (PI);
Van Roy, B. (PI);
Vuckovic, J. (PI);
Wang, S. (PI);
Weissman, T. (PI);
Wetzstein, G. (PI);
Widom, J. (PI);
Widrow, B. (PI);
Wong, H. (PI);
Wong, S. (PI);
Wootters, M. (PI);
Zebker, H. (PI);
Rutherford, E. (GP)
EE 402A:
Topics in International Technology Management (EALC 402A, EASTASN 402A)
Fall 2021 Theme: Mobility: Asia Moves Forward in the 4th Industrial Revolution. Distinguished guest speakers and panels from industry examine new technology-and-business solutions that may shape the future of mobility, e.g. smart city infrastructure for autonomous vehicles, intelligent prosthetics for physical mobility, autonomous delivery robots, new propulsion and navigation systems, new applications of mobile IT devices, and more. Seminars delivered online only via Zoom; asynchronous participation possible. See syllabus for specific requirements, which may differ from those of other seminars at Stanford.
Terms: Aut
| Units: 1
| Repeatable
for credit
EE 402T:
Entrepreneurship in Asian High Tech Industries (EALC 402T, EASTASN 402T)
Distinctive patterns and challenges of entrepreneurship in Asia; update of business and technology issues in the creation and growth of start-up companies in major Asian economies. Distinguished speakers from industry, government, and academia.
Terms: Spr
| Units: 1
| Repeatable
for credit
EE 801:
TGR Project
May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Arbabian, A. (PI);
Bambos, N. (PI);
Boahen, K. (PI);
Boneh, D. (PI);
Boyd, S. (PI);
Cioffi, J. (PI);
Dally, B. (PI);
Duchi, J. (PI);
El Gamal, A. (PI);
Fan, J. (PI);
Fan, S. (PI);
Fraser-Smith, A. (PI);
Gibbons, J. (PI);
Girod, B. (PI);
Hanrahan, P. (PI);
Hennessy, J. (PI);
Hesselink, L. (PI);
Horowitz, M. (PI);
Howe, R. (PI);
Kahn, J. (PI);
Katti, S. (PI);
Kazovsky, L. (PI);
Khuri-Yakub, B. (PI);
Kozyrakis, C. (PI);
Lall, S. (PI);
Lee, T. (PI);
Levis, P. (PI);
McKeown, N. (PI);
Miller, D. (PI);
Mitra, S. (PI);
Montanari, A. (PI);
Murmann, B. (PI);
Nishimura, D. (PI);
Olukotun, O. (PI);
Osgood, B. (PI);
Pauly, J. (PI);
Pianetta, P. (PI);
Pilanci, M. (PI);
Plummer, J. (PI);
Poon, A. (PI);
Pop, E. (PI);
Prabhakar, B. (PI);
Raina, P. (PI);
Rivas-Davila, J. (PI);
Rosenblum, M. (PI);
Sadigh, D. (PI);
Saraswat, K. (PI);
Shenoy, K. (PI);
Soh, H. (PI);
Solgaard, O. (PI);
Tobagi, F. (PI);
Van Roy, B. (PI);
Vuckovic, J. (PI);
Wang, S. (PI);
Weissman, T. (PI);
Widom, J. (PI);
Widrow, B. (PI);
Wong, H. (PI);
Wong, S. (PI);
Wootters, M. (PI);
Zebker, H. (PI);
Rutherford, E. (GP)
EE 802:
TGR Dissertation
May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Arbabian, A. (PI);
Bambos, N. (PI);
Boahen, K. (PI);
Boneh, D. (PI);
Bowden, A. (PI);
Boyd, S. (PI);
Chowdhury, S. (PI);
Cioffi, J. (PI);
Dally, B. (PI);
Duchi, J. (PI);
El Gamal, A. (PI);
Engler, D. (PI);
Fan, J. (PI);
Fan, S. (PI);
Fraser-Smith, A. (PI);
Gibbons, J. (PI);
Girod, B. (PI);
Hanrahan, P. (PI);
Hennessy, J. (PI);
Hesselink, L. (PI);
Horowitz, M. (PI);
Howe, R. (PI);
Inan, U. (PI);
Kahn, J. (PI);
Katti, S. (PI);
Kazovsky, L. (PI);
Khuri-Yakub, B. (PI);
Kovacs, G. (PI);
Kozyrakis, C. (PI);
Lall, S. (PI);
Lee, T. (PI);
Levin, C. (PI);
Levis, P. (PI);
Levoy, M. (PI);
McKeown, N. (PI);
Miller, D. (PI);
Mitchell, J. (PI);
Mitra, S. (PI);
Montanari, A. (PI);
Murmann, B. (PI);
Nishimura, D. (PI);
Olukotun, O. (PI);
Osgood, B. (PI);
Ozgur, A. (PI);
Pauly, J. (PI);
Pauly, K. (PI);
Pianetta, P. (PI);
Pilanci, M. (PI);
Plummer, J. (PI);
Poon, A. (PI);
Pop, E. (PI);
Prabhakar, B. (PI);
Raina, P. (PI);
Rivas-Davila, J. (PI);
Rosenblum, M. (PI);
Sadigh, D. (PI);
Saraswat, K. (PI);
Schroeder, D. (PI);
Shenoy, K. (PI);
Soh, H. (PI);
Solgaard, O. (PI);
Tobagi, F. (PI);
Tse, D. (PI);
Van Roy, B. (PI);
Vuckovic, J. (PI);
Wang, S. (PI);
Weissman, T. (PI);
Wetzstein, G. (PI);
Widom, J. (PI);
Widrow, B. (PI);
Wong, H. (PI);
Wong, S. (PI);
Wootters, M. (PI);
Xing, L. (PI);
Zebker, H. (PI);
Rutherford, E. (GP)
EFSLANG 197:
Directed Study
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
EFSLANG 397:
Directed Study
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
EFSLANG 686A:
Academic Speaking and Listening
Online Only. Taken in conjunction with EFSLANG 686B. Focuses on oral/aural skills in the context of university study in the United States; an online program for those beginning a graduate program in the US, especially those at Stanford. The main purpose of this program is to prepare students for the graduate experience common to universities in the US, improving their spoken English as well as familiarizing them with some of the most important aspects of success in universities.
Terms: Sum
| Units: 3
EFSLANG 686B:
Academic Writing and Reading
Online Only. Taken in conjunction with EFSLANG 686A. Focuses on written/reading skills in the context of university study in the United States; an online program for those beginning a graduate program in the US, especially those at Stanford. The main purpose of this program is to prepare students for the graduate experience common to universities in the US, improving their written English as well as familiarizing them with some of the most important aspects of success in universities.
Terms: Sum
| Units: 3
EFSLANG 689T:
Interacting in California's Vineyard Culture
Focuses on communicative skills in the context of California's renowned wine culture. Emphasis on the language of wine using appropriate terminology, and interacting knowledgeably with restaurant and retail wine staff. Topics include learning the fundamentals of vineyard techniques, varietal characteristics, tasting techniques, drinking and ordering etiquette. Course is co-taught by a wine expert and an ESL instructor. Class consists of a short interactive lecture, a communicative activity such as role playing, and a tasting of four specially selected wines. Participants must be at least 21 years old. Fee.
Terms: Sum
| Units: 1
| Repeatable
for credit
EFSLANG 690A:
Interacting in English
Strategies for communicating effectively in social and academic settings. Informal and formal language used in campus settings, including starting and maintaining conversations, asking questions, making complaints, and contributing ideas and opinions. Simulations and discussions, with feedback on pronunciation, grammar, and usage.
Terms: Win
| Units: 1-3
EFSLANG 690B:
Academic Discussion
Skills for effective participation in classroom settings, seminars, and research group meetings. Pronunciation, grammar, and appropriateness for specific tasks. Feedback on language and communication style. May be repeated once for credit. Prerequisite: EFSLANG 690A or consent of instructor.
Terms: Aut, Win
| Units: 1-3
| Repeatable
2 times
(up to 6 units total)
EFSLANG 690C:
Advanced Interacting in English
Communication skills for extended discourse such as storytelling and presenting supported arguments. Development of interactive listening facility and overall intelligibility and accuracy. Goal is advanced fluency in classroom, professional and social settings. Identification of and attention to individual patterned errors. May be repeated once for credit. Prerequisite: EFSLANG 690B or consent of instructor. Enrollment limited to 14.nhttps://language.stanford.edu/programs/efs/l
Terms: Spr
| Units: 1-3
| Repeatable
2 times
(up to 6 units total)
EFSLANG 691:
Oral Presentation
For advanced graduate students. Practice in academic presentation skills; strategy, design, organization, and use of visual aids. Focus is on improving fluency and delivery style, with videotaping for feedback on language accuracy and usage. May be repeated once for credit.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
2 times
(up to 6 units total)
EFSLANG 691S:
Oral Presentation
For advanced graduate students. Practice in academic presentation skills; strategy, design, organization, and use of visual aids. Focus is on improving fluency and delivery style, with video recording for feedback on language accuracy and usage. Fulfills the requirement for EFSLANG 691.
Terms: Sum
| Units: 2
EFSLANG 692:
Speaking and Teaching in English
This course is an opportunity for international students to develop their oral communication and teaching skills to be a course assistant, teaching assistant, or instructor, especially those planning an academic career in an English-speaking context. It focuses on understanding the culture of the classroom and on developing clarity and communicative effectiveness through periodic micro-teaching presentations and role plays simulating typical teaching situations, including short lectures, problem set and review sessions, office hours, discussion leading, and student project consultations. Extensive feedback is provided on comprehensibility and accuracy along with development of interpersonal and intercultural communication skills. The instructor will meet with students regularly throughout the quarter for one-on-one tutorials. May be repeated once for credit.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
2 times
(up to 6 units total)
EFSLANG 693A:
Listening Comprehension
This course focuses on strategies for effective listening to university lectures and other academic content, such as seminars and group discussions. It extends beyond listening for main ideas and details, providing practice in identifying discourse markers common in academic settings and in recognizing and accommodating implied information, hesitations, and reduced forms, such as contractions. It also covers challenging areas such as processing numbers and adapting to unfamiliar vocabulary. Listening practice is complemented by instruction in effective note-taking and study strategies to retain and review comprehended information. Additionally, the course has a significant discussion component, giving students the opportunity to interpret what they hear to develop a deeper and more critical understanding of the content and to link that understanding to their own spoken English production and interaction. Materials include recorded lectures from Stanford faculty and other relevant sources.
Terms: Aut
| Units: 1-3
EFSLANG 693B:
Advanced Listening Comprehension, and Vocabulary Development
Listening strategies and vocabulary for understanding English in academic and non-academic contexts. Discussion and interpretation of communicative intent. Computer-based and video exercises across a range of genres; individual project. May be repeated once for credit. Prerequisite: EFSLANG 693A or consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
2 times
(up to 6 units total)
EFSLANG 695A:
Pronunciation and Intonation
This course provides training in recognizing and practicing American English sounds, stress, and intonation patterns in connected speech in order to improve comprehension and enhance intelligibility in a variety of settings. After receiving an individualized analysis of speech patterns, students engage in directed practice both with online software and in class, receiving immediate feedback. Through these in-class activities and practice assignments, students will improve their ability to pronounce English clearly and to self-monitor and self-correct. The instructor will meet with students regularly throughout the quarter for one-on-one tutorials. Enrollment limited to 12.
Terms: Win, Spr
| Units: 1-3
| Repeatable
2 times
(up to 6 units total)
EFSLANG 697:
Gateway to Graduate Writing
Focus is on improving grammatical accuracy and vocabulary, building fluency, and learning the structure and conventions of English correspondence, reports, and short academic papers. Enrollment limited to 14.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
EFSLANG 698A:
Writing Academic English
Strategies and conventions for graduate writing. Emphasis is on fluency, organization, documentation, and appropriateness for writing tasks required in course work. May be repeated once for credit.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
2 times
(up to 6 units total)
EFSLANG 698B:
Advanced Graduate Writing
Focus on clarity, accuracy, and appropriate style. For graduate students experienced in English writing and currently required to write for courses and research. Class meetings and individual conferences. Prerequisite: EFSLANG 698A. May be repeated once for credit.
Terms: Aut, Spr
| Units: 1-3
| Repeatable
2 times
(up to 6 units total)
EFSLANG 698S:
Writing Academic English
Strategies and conventions for graduate writing. Emphasis is on fluency, organization, documentation, and appropriateness for writing tasks required in course work and in producing research papers. Fulfills the requirement for EFSLANG 698A.
Terms: Sum
| Units: 2
EFSLANG 699W:
Individual Writing Projects
This tutorial-based course is aimed as a follow-up to EFSLANG writing courses to support a students' continuing growth as writers in their fields. It provides weekly individual meetings with an EFS instructor of around 50 minutes on one or more major writing projects, such as qualifying papers, grant proposals, papers for publication, or dissertation chapters. The meetings are structured around the student's individual writing needs. During the sessions, students receive detailed feedback on organization, style, and grammar, along with training on how to revise and edit more effectively. Space is limited, and priority is given to those who have completed one or more of the following ENGR 202W or EFSLANG 688, 698A, 698B, or 698C. Others will be considered if space remains. For information on how to apply, see http://efs.stanford.edu or email kgeda@stanford.edu. Students with outstanding EFS writing requirements must complete them before applying.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
6 times
(up to 6 units total)
EFSLANG 703:
Online Coaching: Accent Reduction
This short course provides focused instruction and practice on speaking English in personal, academic, and professional situations with greater clarity and effectiveness. Using an online approach with students selecting the times to work through the materials, they learn the key sound patterns of North American English, focusing on word stress, linking, rhythm, intonation and prosody. Over the five-week course, students improve their speaking clarity through the use of short video lectures, dictation exercises, and practice with an online pronunciation software package. They also receive individualized pronunciation coaching from the instructor via weekly 20-minute tutorials. Students with a requirement in EFSLANG 695A must complete it before enrolling: a prior course in pronunciation for others is recommended but not required.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
EMED 101:
Emergency Management Skills: Stanford Response Team Training
Addresses personal, community, and organizational response and resilience in emergencies. Learn disaster psychology and self care, personal risk assessment, situational awareness, and preparedness. Obtain the skills needed to deploy as a layperson member of a Community Emergency Response Team (CERT). Learn and practice first aid, light rescue, medical field operations, and experience team building exercises tailored to disaster response. Analyze emergency management concepts and approaches to learn about Stanford's response to a range of scenarios/case studies within the framework of country, state, and federal public health responses. Leave the course prepared to assist in emergency situations meaningfully and confidently.
Terms: Aut, Spr
| Units: 1
EMED 110:
Basic Cardiac Life Support & First Aid
Provides fundamental knowledge and skills in managing illness and injury in the first few minutes until professional help arrives. Includes rescuer safety, recognition of emergency, general principles in care, medical and injury emergencies, CPR and AED for adult, child, infant. For those with general interest for community response or who have a duty to respond because of job responsibilities. Open to all. MD students take EMED 201.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
2 times
(up to 2 units total)
EMED 111A:
EMED 111A: Emergency Medical Responder Training (EMED 211A)
The Stanford Emergency Medical Responder (EMR) Program ( EMED 111A) gives an introduction to those interested in EMS, and provides an overview of the knowledge and skills necessary to manage the scene of an emergency until more highly trained responders arrive. This theoretical and practical training is a prerequisite and will prepare you for the EMT Program in Winter and Spring quarters ( EMED 111B/C). It also allows students to sit for the NREMT exam for First Responders/EMRs once the optional skills session has been successfully completed. The EMR Skills Session will be hosted over a weekend towards the end of quarter. The exact date will be announced during Week 1 of the course.
Terms: Aut, Win, Spr
| Units: 3-5
EMED 111B:
Emergency Medical Technician Training (EMED 211B)
First of two-quarter Stanford Emergency Medical Technician (EMT) Program (EMED 111B/C). Students are trained to provide basic life support and to transport sick and injured patients to the hospital. Topics include patient assessment and management of cardiac, respiratory, neurological and other medical emergencies. Includes both lecture and practical sessions. After completion of the EMED 111 sequence and meeting all class requirements, students can sit for the National Registry EMT cognitive exam and obtain state certification as an EMT. We encourage freshman and sophomores to apply. (ONLY graduate students may enroll for 3 or 4 units with instructor permission). Skills labs will be held Thursday evenings weeks 2/4/6/8/9 with one weekend towards the end of the quarter. Prerequisites: EMED 111A and application (see http://emt.stanford.edu), or consent of instructor. AHA or Red Cross healthcare provider CPR certification is also required, but can be obtained during the quarter. A one-time course fee of $70 will be assessed to cover required equipment and a uniform shirt. (Financial assistance may be available. Please contact instructor with any concerns.)
Terms: Win
| Units: 3-5
EMED 111C:
Emergency Medical Technician Training (EMED 211C)
Second of two-quarter Stanford Emergency Medical Technician (EMT) Program - ( EMED 111B/C). Topics include ambulance operations, environmental emergencies, management of trauma including falls, gunshot wounds, orthopedic and blast injuries, mass casualty incidents, vehicle extrication, pediatric and obstetrical emergencies. There will be one class activity on a Saturday or Sunday during the quarter, specific date will be announced during the first week of class. Includes both lecture and practical sessions. (ONLY graduate students may enroll for 3 or 4 units with instructor permission, see EMED 211C.) Skills labs will be held Thursday evenings weeks 2/4/6/8/9 with one weekend towards the end of the quarter. ***Prerequisites: EMED 111A/211A, 111B/211C and consent of instructor, AHA or RC CPR certification.
Terms: Spr
| Units: 3-5
EMED 112A:
Advanced Training and Teaching for the EMT **EMT REFRESHER** (EMED 212A)
EMED 112A/212A is a California and NREMT approved EMT refresher course which provides the equivalent of 24 hours of continuing education for recertification. Topics include both medical and traumatic emergencies as well as skills training. Students taking this course also serve as teaching assistants for EMED 111/211, the initial EMT training course. There will be one class activity on a Saturday or Sunday during the quarter, specific date will be announced during the first few weeks of class.nPrerequisites: Completion of an EMT certification course (such as EMED 111A-C), CPR for Healthcare Providers, and consent of instructor. See http://emt.stanford.edu for more details.
Terms: Aut
| Units: 2-3
| Repeatable
for credit
EMED 112B:
Advanced Training and Teaching for the EMT (EMED 212B)
Advanced topics and teaching in EMS, including assessment and treatment of the undifferentiated trauma patient (including airway management, monitoring, and evaluation) and prehospital care in nontraditional locations. Students taking this course also serve as teaching assistants for EMED 111/211, Stanford's EMT training course. nn**THIS IS NOT AN EMT REFRESHER COURSE, only EMED 112A/212A is a California and NREMT approved EMT refresher course.**nnPrerequisites: Current EMT certification (state or NREMT), CPR for Healthcare Providers, and consent of instructor. See http://emt.stanford.edu for more details.
Terms: Win
| Units: 2-3
| Repeatable
for credit
EMED 112C:
Advanced Training and Teaching for the EMT (EMED 212C)
Advanced topics and teaching in EMS, including leadership of MCIs, vehicle extrication, and obstetric and pediatric emergencies. Students taking this course also serve as teaching assistants for EMED 111/211, the Stanford EMT training course. There will be one class activity on a weekend towards the end of the quarter, specific date will be announced during the first few weeks of class.nn**THIS IS NOT AN EMT REFRESHER COURSE, only EMED 112A/212A is a California and NREMT approved EMT refresher course.**nnPrerequisites: Current EMT certification (state or NREMT), CPR for Healthcare Providers, and consent of instructor. See http://emt.stanford.edu for more details.
Terms: Spr
| Units: 2-3
| Repeatable
for credit
EMED 122:
BioSecurity and Pandemic Resilience (BIOE 122, EMED 222, PUBLPOL 122, PUBLPOL 222)
Overview of the most pressing biosecurity issues facing the world today, with a special focus on the COVID-19 pandemic. Critical examination of ways of enhancing biosecurity and pandemic resilience to the current and future pandemics. Examination of how the US and the world are able to withstand a pandemic or a bioterrorism attack, how the medical/healthcare field, government, and technology sectors are involved in biosecurity and pandemic or bioterrorism preparedness and response and how they interface; the rise of synthetic biology with its promises and threats; global bio-surveillance; effectiveness of various containment and mitigation measures; hospital surge capacity; medical challenges; development, production, and distribution of countermeasures such as vaccines and drugs; supply chain challenges; public health and policy aspects of pandemic preparedness and response; administrative and engineering controls to enhance pandemic resilience; testing approaches and challenges; promising technologies for pandemic response and resilience, and other relevant topics. Guest lecturers have included former Secretary of State Condoleezza Rice, former Special Assistant on BioSecurity to Presidents Clinton and Bush Jr. Dr. Ken Bernard, former Assistant Secretary of Health and Human Services Dr. Robert Kadlec, eminent scientists, public health leaders, innovators and physicians in the field, and leaders of relevant technology companies. Open to medical, graduate, and undergraduate students. No prior background in biology necessary. Must be taken for at least 4 units to get WAYs credit. Students also have an option to take the class for 2 units as a speaker series/seminar where they attend half the class sessions (or more) and complete short weekly assignments. In -person, asynchronous synchronous online instruction are available.
Terms: Win
| Units: 2-5
| UG Reqs: GER: DB-NatSci, GER:EC-GlobalCom, WAY-SI
| Repeatable
3 times
(up to 15 units total)
EMED 123N:
Does Social Media Make Better Physicians?
Scientific knowledge doubles every 90 days. Physicians must quickly learn about recent discoveries to remain current in their chosen specialties. How does tech help doctors stay up-to-date? Twitter, Snapchat, lnstagram, and Face book are used to teach physicians and their patients. Online learning systems have replaced most textbooks and social media platforms are now vehicles to disseminate new knowledge. This seminar will explore the best ways to use technology in medical education, with a focus on the application of social media as a key instructional tool. Students will learn about the different stages of education required to become a physician and explore some of the challenges to continuing medical education. Class assignments will include the creation of health education infographics, reading and drafting posts for medical biogs, and critical analysis of medical podcasts. The course will be particularly interesting to pre-medical students who have a background in blogging or pod casting, though such experiences or skills are not prerequisites for enrollment. Throughout the seminar, there will be an emphasis on the impact of digital scholarship. Students will have the opportunity to submit high-quality classwork for possible online publication on several medical education sites made available by the course instructor.
Terms: Win
| Units: 3
| UG Reqs: WAY-CE
EMED 124:
Wilderness First Aid
Provides basic introductory back country and emergency medicine skill development. Topics covered include patient assessment, addressing life threats, shock, spine safety, musculoskeletal injuries, medical emergencies, and environmental emergencies.
Terms: Aut, Win, Spr, Sum
| Units: 2
| Repeatable
3 times
(up to 6 units total)
EMED 125B:
Social Emergency Medicine Practicum Screening for Social need in the Emergency Department
This is an experiential course which builds on the fundamentals presented in EMED 125A (Social Emergency Medicine Boot Camp). Students will be trained and supervised to screen for social needs in the Emergency Department. They will follow up with patients, create and maintain partnerships with community partners, and continuously evaluate the program for outcomes and improvement.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
4 times
(up to 8 units total)
EMED 127:
Health Care Leadership (EMED 227, PUBLPOL 127, PUBLPOL 227)
Healthcare Leadership class brings eminent healthcare leaders from a variety of sectors within healthcare to share their personal reflections and insights on effective leadership. Speakers discuss their personal core values, share lessons learned and their recipe for effective leadership in the healthcare field, including reflection on career and life choices. Speakers include CEOs of healthcare technology, pharmaceutical and other companies, leaders in public health, eminent leaders of hospitals, academia, biotechnology companies and other health care organizations. The class will also familiarize the students with the healthcare industry, as well as introduce concepts and skills relevant to healthcare leadership. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit. Students taking the course Mondays and Wednesdays should enroll for 4 units (exceptions for a 3 unit registration can be made with the consent of instructor to be still eligible for Ways credit). Students also have an option of taking the course as a speaker seminar series for 2 units where they attend at least half the class sessions of their choice and complete short weekly assignments. Synchronous online instruction is available.
Terms: Win
| Units: 2-5
| UG Reqs: WAY-EDP, WAY-SI
| Repeatable
for credit
EMED 134:
The Impact of Climate Change on Human Health (EMED 234)
Climate change is one of the most pressing issues facing all subsequent generations of patients and physicians. This weekly seminar aims to introduce medical trainees to a variety of climate change topics and advanced clinical considerations specific to climate change. Course content will cover climate and disease, sustainable medicine, advocacy and related social justice aspects. The course will feature speakers who are leaders in this emerging domain and provide patient perspectives of climate change. Each class session is designed to be interactive, with a mix of didactic lecture and small group discussion or Q&A sessions. Optional study materials will supplement each weekly topic for further study.
Terms: Win
| Units: 1
| Repeatable
2 times
(up to 2 units total)
EMED 161A:
Community Health Advocacy
This three-quarter series (EMED161A, B,C), Community Engaged Learning (CEL) course provides students with specific knowledge and skills for working with, and advocating for underserved, socially disadvantaged populations. Through coursework and placement in a domestic violence community service agency, students broaden and deepen their understanding of the Social Determinants of Health (SDoH), health inequalities, and inequities. Students will learn conceptual frameworks for SDoH, how they impact underserved populations, and most importantly, how to effectively partner with a community organization to create change. Students will participate in weekly activities to support their placement organization, designing and implementing a service or capacity-building project. Classroom sessions serve as a forum for teaching and training, discussion of class readings and placement experiences, project development, and troubleshooting and support. This class has been designated a Cardinal Course by the Haas Center for Public Service.
Terms: Aut
| Units: 2-3
EMED 161B:
Community Health Advocacy
This three-quarter series, Community Engaged Learning (CEL) course provides students with specific knowledge and skills for working with, and advocating for underserved, socially disadvantaged populations. Through coursework and placement in a domestic violence community service agency, students broaden and deepen their understanding of the Social Determinants of Health (SDoH), health inequalities, and inequities. Students will learn conceptual frameworks for SDoH, how they impact underserved populations, and most importantly, how to effectively partner with a community organization to create change. Students will participate in weekly activities to support their placement organization, designing and implementing a service or capacity-building project. Classroom sessions serve as a forum for teaching and training, discussion of class readings and placement experiences, project development, and troubleshooting and support. This class has been designated a Cardinal Course by the Haas Center for Public Service.
Terms: Win
| Units: 2
EMED 161C:
Community Health Advocacy
This three-quarter series, Community Engaged Learning (CEL) course provides students with specific knowledge and skills for working with, and advocating for underserved, socially disadvantaged populations. Through coursework and placement in a domestic violence community service agency, students broaden and deepen their understanding of the Social Determinants of Health (SDoH), health inequalities, and inequities. Students will learn conceptual frameworks for SDoH, how they impact underserved populations, and most importantly, how to effectively partner with a community organization to create change. Students will participate in weekly activities to support their placement organization, designing and implementing a service or capacity-building project. Classroom sessions serve as a forum for teaching and training, discussion of class readings and placement experiences, project development, and troubleshooting and support. This class has been designated a Cardinal Course by the Haas Center for Public Service.
Terms: Spr
| Units: 2
EMED 199:
Undergraduate Research
Consists of Emergency Medicine focused studies and projects (including Research Projects) in progress. Possible topics include management of trauma patients, common medical and surgical emergencies in pediatric and adult populations, topics in disaster medicine, biosecurity and bioterrorism response, wilderness medicine, international medicine, and others. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Dannenberg, B. (PI);
Gharahbaghian, L. (PI);
Gisondi, M. (PI);
Govindarajan, P. (PI);
Harter, P. (PI);
Kanapicki, J. (PI);
Kim, D. (PI);
Lemieux, J. (PI);
Lipman, G. (PI);
Mahadevan, S. (PI);
Newberry, J. (PI);
Quinn, J. (PI);
Schreiber, D. (PI);
Shen, S. (PI);
Smith-Coggins, R. (PI);
Strehlow, M. (PI);
Taleghani, N. (PI);
Trounce, M. (PI);
Wang, N. (PI);
Weiss, E. (PI);
Williams, S. (PI);
Yang, S. (PI)
EMED 201:
Basic Cardiac Life Support for Healthcare Professionals
All medical students must be certified in Basic Cardiac Life Support before the end of the first (autumn) quarter. Students who provide documentation of certification received within six months prior to the date of matriculation will be exempted from the requirement. The course teaches one- and two-rescuer CPR, management of an obstructed airway, and CPR for infants and children. Upon completion of the course, students receive an American Heart Association certificate in BLS.nIn addition to CPR training, we will also teach Question, Persuade, Refer (QPR) which is the CPR equivalent to psychological emergencies. This portion of the course will allow students to master techniques on how to recognize and respond to an individual in psychological distress and to help in suicide prevention. Our faculty are certified QPR instructors and students will become QPR certified during this course through the QPR Institute certification process.
Terms: Aut
| Units: 1
EMED 201A:
Re-Certification for Basic Cardiac Life Support for Healthcare Professionals
The purpose of this course is to provide medical students re-certification in Basic Cardiac Life Support (BLS), in accordance with guidelines from the American Heart Association. Initial certification ( EMED 201) occurs in the first year and expires 2 years from the initial course. This course will fulfill the requirements of the current BLS certification needed to complete the mandatory Advanced Cardiac Life Support (ACLS) training prior to graduation. Student will refresh their skills in one - and two-rescuer CPR for infants and adults, management of an obstructed airway, and use of an automated external defibrillator. This course is offered every quarter on medical school RRAP days and requires a permission code to enroll to allow us to balance students across the four available sessions. If you need to take this course, please email the head TA, Mike Dacre, at dacre@stanford.edu.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
2 times
(up to 2 units total)
EMED 211A:
EMED 111A: Emergency Medical Responder Training (EMED 111A)
The Stanford Emergency Medical Responder (EMR) Program ( EMED 111A) gives an introduction to those interested in EMS, and provides an overview of the knowledge and skills necessary to manage the scene of an emergency until more highly trained responders arrive. This theoretical and practical training is a prerequisite and will prepare you for the EMT Program in Winter and Spring quarters ( EMED 111B/C). It also allows students to sit for the NREMT exam for First Responders/EMRs once the optional skills session has been successfully completed. The EMR Skills Session will be hosted over a weekend towards the end of quarter. The exact date will be announced during Week 1 of the course.
Terms: Aut, Win, Spr
| Units: 3-5
EMED 211B:
Emergency Medical Technician Training (EMED 111B)
First of two-quarter Stanford Emergency Medical Technician (EMT) Program (EMED 111B/C). Students are trained to provide basic life support and to transport sick and injured patients to the hospital. Topics include patient assessment and management of cardiac, respiratory, neurological and other medical emergencies. Includes both lecture and practical sessions. After completion of the EMED 111 sequence and meeting all class requirements, students can sit for the National Registry EMT cognitive exam and obtain state certification as an EMT. We encourage freshman and sophomores to apply. (ONLY graduate students may enroll for 3 or 4 units with instructor permission). Skills labs will be held Thursday evenings weeks 2/4/6/8/9 with one weekend towards the end of the quarter. Prerequisites: EMED 111A and application (see http://emt.stanford.edu), or consent of instructor. AHA or Red Cross healthcare provider CPR certification is also required, but can be obtained during the quarter. A one-time course fee of $70 will be assessed to cover required equipment and a uniform shirt. (Financial assistance may be available. Please contact instructor with any concerns.)
Terms: Win
| Units: 3-5
EMED 211C:
Emergency Medical Technician Training (EMED 111C)
Second of two-quarter Stanford Emergency Medical Technician (EMT) Program - ( EMED 111B/C). Topics include ambulance operations, environmental emergencies, management of trauma including falls, gunshot wounds, orthopedic and blast injuries, mass casualty incidents, vehicle extrication, pediatric and obstetrical emergencies. There will be one class activity on a Saturday or Sunday during the quarter, specific date will be announced during the first week of class. Includes both lecture and practical sessions. (ONLY graduate students may enroll for 3 or 4 units with instructor permission, see EMED 211C.) Skills labs will be held Thursday evenings weeks 2/4/6/8/9 with one weekend towards the end of the quarter. ***Prerequisites: EMED 111A/211A, 111B/211C and consent of instructor, AHA or RC CPR certification.
Terms: Spr
| Units: 3-5
EMED 212A:
Advanced Training and Teaching for the EMT **EMT REFRESHER** (EMED 112A)
EMED 112A/212A is a California and NREMT approved EMT refresher course which provides the equivalent of 24 hours of continuing education for recertification. Topics include both medical and traumatic emergencies as well as skills training. Students taking this course also serve as teaching assistants for EMED 111/211, the initial EMT training course. There will be one class activity on a Saturday or Sunday during the quarter, specific date will be announced during the first few weeks of class.nPrerequisites: Completion of an EMT certification course (such as EMED 111A-C), CPR for Healthcare Providers, and consent of instructor. See http://emt.stanford.edu for more details.
Terms: Aut
| Units: 2-3
| Repeatable
for credit
EMED 212B:
Advanced Training and Teaching for the EMT (EMED 112B)
Advanced topics and teaching in EMS, including assessment and treatment of the undifferentiated trauma patient (including airway management, monitoring, and evaluation) and prehospital care in nontraditional locations. Students taking this course also serve as teaching assistants for EMED 111/211, Stanford's EMT training course. nn**THIS IS NOT AN EMT REFRESHER COURSE, only EMED 112A/212A is a California and NREMT approved EMT refresher course.**nnPrerequisites: Current EMT certification (state or NREMT), CPR for Healthcare Providers, and consent of instructor. See http://emt.stanford.edu for more details.
Terms: Win
| Units: 2-3
| Repeatable
for credit
EMED 212C:
Advanced Training and Teaching for the EMT (EMED 112C)
Advanced topics and teaching in EMS, including leadership of MCIs, vehicle extrication, and obstetric and pediatric emergencies. Students taking this course also serve as teaching assistants for EMED 111/211, the Stanford EMT training course. There will be one class activity on a weekend towards the end of the quarter, specific date will be announced during the first few weeks of class.nn**THIS IS NOT AN EMT REFRESHER COURSE, only EMED 112A/212A is a California and NREMT approved EMT refresher course.**nnPrerequisites: Current EMT certification (state or NREMT), CPR for Healthcare Providers, and consent of instructor. See http://emt.stanford.edu for more details.
Terms: Spr
| Units: 2-3
| Repeatable
for credit
EMED 214:
Yoga and Wellness for Bioscience and Medical Students
Students will learn and practice yoga techniques and each session will end with a brief guided meditation. The meditation practice is designed for new and experienced meditators and excellent for the overthinking mind. Students will learn to identify signs and symptoms of stress, how anxiety manifests in the body and mind, and yoga and meditation techniques for relief. This course will include yoga and meditation instruction and reflection assignments to enable students to: (1) Develop physical fitness and motor skills, and (2) Understand and practice the behaviors that contribute to a healthy lifestyle.
Terms: Aut, Win
| Units: 1
| Repeatable
6 times
(up to 6 units total)
EMED 216:
Point-Of-Care Ultrasound
Point-of-care ultrasound (POCUS) has become increasingly utilized and useful in multiple medical specialties, with emergency medicine in the forefront of its use. This course is designed to introduce POCUS to the preclinical medical student, and provide more in-depth and hands-on familiarity with POCUS for a variety of modalities. These skills will better equip students to use these techniques right at the bedside of any patient in any acute setting with greater facility and confidence. It will enhance patient diagnosis and management, procedural guidance, and patient satisfaction. It may even save a life! Primary emphasis will be on developing competent technical skills to enhance image acquisition and interpretation. The applications as defined by the American College of Emergency Medicine will be the main focus. Applications taught will include eFAST, thoracic, renal, RUQ, aorta, limited ECHO and IVC, first trimester pelvic, DVT, orbital, MSK. During the hands-on session, students will serve as model volunteers to be scanned, as well as scan their peers. Students will also have the optional opportunity to participate in scan shifts in the main emergency department when POCUS EM faculty perform scan rounds. Students will have access and be expected to participate in online and computer based learning that will be provided for them as well.
Terms: Win
| Units: 2
| Repeatable
2 times
(up to 6 units total)
EMED 222:
BioSecurity and Pandemic Resilience (BIOE 122, EMED 122, PUBLPOL 122, PUBLPOL 222)
Overview of the most pressing biosecurity issues facing the world today, with a special focus on the COVID-19 pandemic. Critical examination of ways of enhancing biosecurity and pandemic resilience to the current and future pandemics. Examination of how the US and the world are able to withstand a pandemic or a bioterrorism attack, how the medical/healthcare field, government, and technology sectors are involved in biosecurity and pandemic or bioterrorism preparedness and response and how they interface; the rise of synthetic biology with its promises and threats; global bio-surveillance; effectiveness of various containment and mitigation measures; hospital surge capacity; medical challenges; development, production, and distribution of countermeasures such as vaccines and drugs; supply chain challenges; public health and policy aspects of pandemic preparedness and response; administrative and engineering controls to enhance pandemic resilience; testing approaches and challenges; promising technologies for pandemic response and resilience, and other relevant topics. Guest lecturers have included former Secretary of State Condoleezza Rice, former Special Assistant on BioSecurity to Presidents Clinton and Bush Jr. Dr. Ken Bernard, former Assistant Secretary of Health and Human Services Dr. Robert Kadlec, eminent scientists, public health leaders, innovators and physicians in the field, and leaders of relevant technology companies. Open to medical, graduate, and undergraduate students. No prior background in biology necessary. Must be taken for at least 4 units to get WAYs credit. Students also have an option to take the class for 2 units as a speaker series/seminar where they attend half the class sessions (or more) and complete short weekly assignments. In -person, asynchronous synchronous online instruction are available.
Terms: Win
| Units: 2-5
| Repeatable
3 times
(up to 15 units total)
EMED 223:
Zombie Apocalypse Survival: Advanced Wilderness Medicine
What will you do when the world falls apart and zombies attack? Threats of earthquakes, fires, and tsunamis loom over us daily in the Bay. Will you be the one to make it to the Disco at the End of The World? Come learn the skills to survive in all environments. Topics will include patient assessment, trauma, fractures and dislocations, combat and tactical medicine, go-bags/medical kits, search and rescue, shelter building, animal attacks, dangerous plants, and much more with a focus on hands-on, practical skills.
Terms: Spr
| Units: 3
EMED 225:
The ED as a Safety Net
As the sole source of medical care and social services available 24/7 to all patients regardless of insurance status, ability to pay or even complaint, Emergency Departments (ED) are safety nets for local communities. EDs serve as a window into society and offer opportunities for intervention. The field of Social Emergency Medicine uses this unique position to investigate societal patterns of health inequity and develop solutions to decrease health disparities for vulnerable populations. This dinner seminar will explore psychosocial, economic, and medical factore that contribute to human health from the perspective of ED providers. Each session will cover a different topic of societal emergency medicine such as opioid use, human trafficking, firearms, and homelessness. Possible interventions will also be discussed including buprenorphine, screening, and identification tools, medical-legal partnerships, and legislative advocacy.
Terms: Aut
| Units: 1
| Repeatable
2 times
(up to 2 units total)
EMED 227:
Health Care Leadership (EMED 127, PUBLPOL 127, PUBLPOL 227)
Healthcare Leadership class brings eminent healthcare leaders from a variety of sectors within healthcare to share their personal reflections and insights on effective leadership. Speakers discuss their personal core values, share lessons learned and their recipe for effective leadership in the healthcare field, including reflection on career and life choices. Speakers include CEOs of healthcare technology, pharmaceutical and other companies, leaders in public health, eminent leaders of hospitals, academia, biotechnology companies and other health care organizations. The class will also familiarize the students with the healthcare industry, as well as introduce concepts and skills relevant to healthcare leadership. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit. Students taking the course Mondays and Wednesdays should enroll for 4 units (exceptions for a 3 unit registration can be made with the consent of instructor to be still eligible for Ways credit). Students also have an option of taking the course as a speaker seminar series for 2 units where they attend at least half the class sessions of their choice and complete short weekly assignments. Synchronous online instruction is available.
Terms: Win
| Units: 2-5
| Repeatable
for credit
EMED 231:
Peer Mentoring for Medical and MSPA Students
This course meets for 5 total sessions, and covers topics including compassionate listening, problem solving, understanding imposter syndromes, role of emotions in decision making, implicit bias training, professionalism, and ethics and boundaries. Students will engage in dedicated interactive sessions to prepare them for common scenarios and potential approaches for resolution. Faculty mentors from the Office of Medical Student Wellness, Counseling and Psychological Services staff at the Vaden Health Center, and Ear4Peer (E4P) upperclass student team leaders will collaborate each week to lead the sessions. Students will also receive training on campus resources and appropriate channels for referring peers to professional services. This course is a pre-requisite for students interested in becoming an E4P. Prerequisites: Must be a currently enrolled medical or PA student
Terms: Aut
| Units: 1
| Repeatable
3 times
(up to 3 units total)
EMED 234:
The Impact of Climate Change on Human Health (EMED 134)
Climate change is one of the most pressing issues facing all subsequent generations of patients and physicians. This weekly seminar aims to introduce medical trainees to a variety of climate change topics and advanced clinical considerations specific to climate change. Course content will cover climate and disease, sustainable medicine, advocacy and related social justice aspects. The course will feature speakers who are leaders in this emerging domain and provide patient perspectives of climate change. Each class session is designed to be interactive, with a mix of didactic lecture and small group discussion or Q&A sessions. Optional study materials will supplement each weekly topic for further study.
Terms: Win
| Units: 1
| Repeatable
2 times
(up to 2 units total)
EMED 235:
Wilderness Leadership and Mentorship Skills for Medical and PA Students
For MD/Master of Medicine wilderness pre-orientation trip (SWEAT) leaders and MSPA pre-orientation camping trip leaders. Training to engage with and prepare incoming first-year medical students and MSPA students for the rigors of their respective programs. Topics include: fundamentals of wilderness survival, wilderness equipment use, camping, outdoor leadership, mentorship, team building, problem-solving, risk management, cultural competency, professionalism as a physician, reflection and resiliency, first-year curricula, stress management and coping. Guest lectures from Stanford faculty and advisors, emergency medicine physicians, outdoor education specialists, and mental health personnel. Hybrid instruction taught in-person April 21, 28, and May 12. Thank you for your interest in EMED 235: Wilderness Leadership and Mentorship Skills for Medical Students. We are excited to welcome our incoming students and for 2021 SWEAT. Please complete this survey to apply to be a SWEAT leader and enroll in the course. Contact Margaret Govea (govea@stanford.edu) if you have questions.
Terms: Aut, Spr, Sum
| Units: 2
| Repeatable
for credit
EMED 244:
On the Path to Medical School
Student lead: This is a course for all prospective pre-medical students, including undergraduate and graduate students, who seek knowledge and guidance on their path to medical school, with an opt-in component to work alongside (remotely during Covid-19) doctors in the Emergency Room at Santa Clara Valley Medical Center. Discussions, presentations, and lectures will help students discover how to integrate service with pursuing medicine, whether the pre-medical path is right for them, and if so, how best to navigate the pre-med requirements. In addition, in collaboration with physician advisors and medical students, we have designed a series of presentations on topics including strategically approaching pre-medical classes and extracurriculars, studying for the MCAT, optimizing the medical school application, preparing for medical school interviews, and evidence-based pros and cons of careers in medicine and differences between specialties. This course is a one-stop-shop for getting all the information needed to become an efficient, successful pre-medical student while also gaining clinical experience as students consider whether medicine is right for them and navigate the path to medical school. Currently, to our knowledge, there are no classes directly targeted towards guiding students at every stage of the premed path in this way while also providing an active volunteer learning experience, and yet pre-meds are among the largest group of pre-professional students at Stanford. Due to COVID, our active volunteer component is on hold for the summer. Must be a member of SCOPE, please apply at https://scope.beagooddoctor.org/apply/
Terms: Aut, Win, Spr, Sum
| Units: 1
EMED 299:
Directed Reading in Emergency Medicine
Consists of Emergency Medicine focused studies and projects (including Research Projects) in progress. Possible topics include management of trauma patients, common medical and surgical emergencies in pediatric and adult populations, topics in disaster medicine, biosecurity and bioterrorism response, wilderness medicine, international medicine, and others. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
EMED 301A:
Emergency Medicine Core Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Required. DESCRIPTION: The Emergency Department (ED) provides a unique learning environment as patients often present with undifferentiated chief complaints and experience dynamic changes in their clinical state. Through this clinical exposure, medical students will develop an understanding of the initial approach, management, and treatment of the undifferentiated acutely ill or injured patient and patients with worsening of their chronic disease. Students will perform complaint-directed history and physical exams, develop an appropriately prioritized differential diagnosis, initiate management, and determine the disposition of patients. Additionally, students will be exposed to the impact of social factors that influence a patient's seeking care in the ED along with the structural shortcomings of our current healthcare systems. Students will work a mix of days, evenings, overnights, weekends and holidays as part of their 4 week rotations. In addition to the shift work (approximately 14-16 shifts) they will participate in didactics, web-based learning, simulation exercises, and case presentations. Students will have shifts in both the Adult and Pediatric ED and be assigned to work with a senior Emergency Medicine resident under the supervision of an Emergency Medicine attending. Students will be required to take the NBME Shelf Examination in Emergency Medicine. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 10 students per period. CLERKSHIP DIRECTOR: Moises Gallegos, M.D., moisesg@stanford.edu. CLERKSHIP COORDINATOR: Maria Alfonso, 650-497-6702, malfonso@stanford.edu and Kristen Kayser, 650-497-3058, kkayser@stanford.edu. REPORTING INSTRUCTIONS: Where: The students are notified prior to the first day of the clerkship; Time: TBA. CALL CODE: 2-Other, see comment for explanation. OTHER FACULTY: W. Dixon. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
EMED 308A:
Point-of-Care Ultrasound Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Point-of-care ultrasound (POCUS) has become increasingly utilized in multiple medical specialties, with emergency medicine at the forefront. This rotation is designed to introduce point-of-care ultrasound to the clinical medical student and provide more in-depth and hands-on familiarity with bedside US for a variety of modalities. These skills will better equip students to use these techniques at the bedside of any patient in the emergency room or on the floors with greater facility and confidence. It will enhance patient diagnosis and management, procedural guidance, and patient satisfaction. It may even save a life! Primary emphasis will be on developing competent technical skills to enhance image acquisition and interpretation. The applications as defined by the American College of Emergency Physicians will be the main focus. A goal for a minimum number of ultrasound scans will be 25 per application including, eFAST, thoracic, renal, RUQ, aorta, limited ECHO and IVC, first trimester pelvic, DVT, orbital, MSK. Other advanced ultrasound applications will potentially be introduced (airway, bladder, nerve blocks). Students will obtain US images in the Stanford Emergency Department and will have imaging formally reviewed by a US fellowship trained emergency medicine faculty member. Images will be obtained during scan shifts during which students will scan appropriate patients and review images with the faculty member onsite and independently. Students will attend Bedside US didactics offered by an US EM faculty member every Thursday morning, followed by quality assessment (QA) review of Ultrasound scans performed in the ED. Students will have access and be expected to participate in online and computer-based learning that will be provided for them as well. This clerkship requires prior approval by Clerkship Director. Contact clerkship director Dr. Nick Ashenburg (ashenburg@stanford.edu) and clerkship coordinator Ezra Tesfay (etesfay@stanford.edu). For visiting international students, please submit your application directly through the International Visiting Student (IVS) Program via https://med.stanford.edu/clerkships/international.html. Please contact visiting-MD-students@stanford.edu if you have any additional questions regarding the IVS Program. PREREQUISITES: Medicine and Surgery rotations, MS 4/5 given preference over MS3. PERIODS AVAILABLE: 4-11, full time for 4 weeks, 2 students per period (subject to change by period). CLERKSHIP DIRECTOR: Dr. Nick Ashenburg, ashenburg@stanford.edu. CLERKSHIP COORDINATOR: Ezra Tesfay, etesfay@stanford.edu. REPORTING INSTRUCTIONS: Where: TBA; Time: 9:00 am. CALL CODE: 0. OTHER FACULTY: K. Anderson, Y. Duanmu, V. Lobo, M. Askar, C. Hill. LOCATION: SUMC.
Terms: Aut, Win, Spr
| Units: 6
EMED 312A:
Pediatric Emergency Medicine
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The Emergency Department frontline providers are tasked with the rapid assessment and stabilization of patients who present uniquely undifferentiated to the ED 24/7/365. Exposure to Pediatric Emergency Medicine (PEM) in medical school provides an invaluable opportunity for students to learn about the unique challenges and complexities of children with acute, undifferentiated complaints. This 4-week elective at the SHC Pediatric Emergency Department provides students with educational opportunities that include one-on-one teaching with both Pediatric and EM senior residents as well as Pediatric Emergency Medicine trained fellows and attendings. There is protected time to attend the EMED weekly grand rounds and resident conferences as well as didactic sessions provided by PEM faculty. This elective will expose the student to a wealth of clinical scenarios, supplemented with didactics and ultrasound teaching, that will address the most common chief complaints. Traditionally PEM physicians manage pathology from every pediatric subspeciality, and the experience of the student will range from management of the patient with acute illness to day to day chief complaints that bring the patient to the ED provider. Clerkship students will see patients on their own, with senior resident, PEM fellow, and attending guidance. PREREQUISITES: None. PERIODS AVAILABLE: P4-12, full-time for 4 weeks. 1 students per period. CLERKSHIP DIRECTOR: Jason Lowe DO, jtlowe@stanford.edu, 650-723-9215. CLERKSHIP COORDINATOR: Kristen Kayser, kkayser@stanford.edu, 650-497-3058. REPORTING INSTRUCTIONS: Where: Stanford Hospital; Time: TBA. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
EMED 313A:
Emergency Medicine Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Overall Description: During this 4-week selective, medical students will develop critical skills in the rapid evaluation and management of undifferentiated and acutely ill patients at the new, state of the art Stanford University Medical Center (SUMC) and Kaiser Santa Clara. Students will be introduced to and gain longitudinal training in Precision Emergency Medicine. Students will be paired with a faculty coach in order to maximize educational opportunities and feedback over the four weeks. With a high level of mentorship and guidance, learners will gain confidence assessing and resuscitating the incredible spectrum of patients presenting at each of these clinical sites. Clinical Duties: Students will work 14, 8-hour clinical shifts during the rotation. Rotators will have the opportunity to play an integral role on the care team, learning to take full responsibility in ensuring their patients receive high quality emergency care. Students will lead the initial assessment of each patient, performing complaint-directed history and physical exam, developing a focused differential diagnosis, and then designing and implementing a targeted care plan with input and support from the attending physician. Students will also learn essential communication skills, acting as the primary contact between the care team, patients, patient's families, consultants and hospital staff. Precision Educational Curriculum: Throughout the rotation, students will have access to a number of supporting educational events outside of the emergency department. Students will attend weekly core curriculum conference with the Stanford Emergency Medicine residents, as well as a monthly journal club. Rotators will also have dedicated, student oriented educational sessions focused on bedside ultrasound, laceration repair, orthopedic injury management, and ECG interpretation, as well as a series of interactive, faculty-led, case discussions. A student-only simulation experience held at Stanford's innovative Center for Immersive and Simulation Based Learning early in the rotation will help faculty and students develop specific learning plans. The rotation culminates in a final written exam. (PLEASE NOTE: We are currently accepting applications from visiting students for the 2021-2022 application cycle. While we are currently able to enroll visiting students, our ability to have visiting clerkship students is subject to change based on University policy regarding Covid-19.) Visiting students ONLY accepted periods 1-6 and 12, pre-approval is required only for visiting students. Please contact clerkship coordinator Kristen Kayser (kkayser@stanford.edu) to inquire about pre approval process and materials needed for submission. PREREQUISITES: Completed all core clerkships in medicine, surgery, OB/GYN, and pediatrics. Stanford medical students must complete EMED 301A. Exceptions only at the discretion of the clerkship director on a case by case basis. PERIODS AVAILABLE: 1-6 and 12, full-time for 4 weeks, 10 students per period. CLERKSHIP DIRECTOR: William Dixon, MD, wdixon@stanford.edu. CLERKSHIP COORDINATOR: Kristen Kayser, kkayser@stanford.edu. REPORTING INSTRUCTIONS: Where: 900 Welch Road Suite 350; Time: TBA. Coordinator will email details one week prior to the first day of the rotation block. CALL CODE: 2 (No call, but a mixture of at least 3 overnights and/or weekend shifts during the EMED block.) OTHER FACULTY: Emergency Dept. Faculty. LOCATION: SUMC, Kaiser Santa Clara.
Terms: Aut, Win, Spr, Sum
| Units: 6
EMED 313D:
Emergency Medicine Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: This rotation focuses on the clinical practice of Emergency Medicine. The 4 week rotation consists of 14 clinical shifts in the emergency department. There are no required supplemental didactic sessions. Orientation will occur on the first day of the rotation in the Kaiser GME office (Dept. 384 MOB, Susan Krause). Faculty will orient medical students to the Emergency Department after your meeting in the GME office. Clinical shifts will consist of approximately fourteen 9 hour shifts, which will be a mix of daytime, evening, and weekend shifts. Students will usually work 1:1 with an EM attending to maximize learning. Each patient seen by the student is presented to an EM attending staff physician. Students should present each patient upon completing history and physical examination in a timely fashion. EM residents will give daily informal lectures at 4pm, which students are encouraged to attend when on shift. PREREQUISITES: Surgery 300A, Medicine 300A, Obstetrics & Gynecology 300A and Pediatric 300A, passing score USMLE I (and II if taken) on first attempt. PERIODS AVAILABLE: 7-11, full time for 4 weeks, 2 students per period. No students may be added less than 4 weeks prior to the start of each rotation. CLERKSHIP DIRECTOR: Alice Chao, M.D. CLERKSHIP COORDINATOR: Susan Krause, 408-851-3836. REPORTING INSTRUCTIONS: Where: GME office, Homestead Medical Office Building at 710 Lawrence Expressway, Dept 384; Time: TBA. CALL CODE: 2. OTHER FACULTY: Staff. LOCATION: KPMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
EMED 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Dannenberg, B. (PI);
Gharahbaghian, L. (PI);
Gisondi, M. (PI);
Govindarajan, P. (PI);
Harter, P. (PI);
Lipman, G. (PI);
Mahadevan, S. (PI);
Quinn, J. (PI);
Rice, B. (PI);
Schreiber, D. (PI);
Shen, S. (PI);
Smith-Coggins, R. (PI);
Strehlow, M. (PI);
Taleghani, N. (PI);
Trounce, M. (PI);
Wang, N. (PI);
Weiss, E. (PI);
Williams, S. (PI);
Yang, S. (PI);
Gisondi, M. (SI)
EMED 398A:
CLINICAL ELECTIVE IN EMERGENCY MEDICINE
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Provides an opportunity for a student in the clinical years to have an individualized clinical experience in one of the fields of Emergency Medicine. The quality and duration of the elective will be decided by both the student and a faculty preceptor in the Department of Emergency Medicine. Please note: Students cannot add 398A clerkships directly to their fishbowl schedules through the regular shuffles. Please contact Caroline Cheang in the Office of Medical Student Affairs at cheang@stanford.edu or 650-498-7619 with the faculty preceptor's name and email address to add this clerkship. PREREQUISITES: Core clerkships in Emergency Medicine, Internal Medicine, Surgery, and Pediatrics. Passing score on USMLE I. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 6 students per period. CLERKSHIP DIRECTOR: N. Nounou Taleghani MD, PhD. at Nounou@stanford.edu. CLERKSHIP COORDINATOR: Kristen Kayser, 650-497-3058, kkayser@stanford.edu. REPORTING INSTRUCTIONS: Where: TBA; Time: TBA. CALL CODE: 0. OTHER FACULTY: Emergency Department Faculty. LOCATION: SUMC
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
3 times
(up to 18 units total)
EMED 399:
Graduated Research
Students undertake investigations sponsored by individual faculty members.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
4 times
(up to 72 units total)
ENERGY 13SC:
Energy in Hawaii: Forefront of Clean Energy Technology and Policy (POLISCI 28SC)
We will explore practical, social, technical, and political issues surrounding energy production and use in Hawaii. Hawaii is at the forefront of changes in the electric grid and the uses of electricity, with an aspirational goal for 100% carbon-free electricity in 2045. Hawaii also has passed legislation that aspires to 100% fossil-free transportation by 2040. Significant growth of behind-the-meter solar generation with storage has led to opportunities for the better use of these resources for maintaining grid reliability, while also increasing concerns related to grid stability and social equity. Because of these factors, there is a heightened interest nationally from federal agencies, particularly Energy and Defense. We will consider the availability and viability of solar, wind, and geothermal resources, while also considering the economic impact on Hawaii of large-scale importation of oil for generating electricity and transportation. We will consider emerging questions related to the reliability and the resiliency of the grids on different islands in the State. All of these issues will be considered in the technical, societal, cultural, natural resource, and political milieu which is the unique nature of Hawaii. We will spend the first week on campus learning about energy and its context in Hawaii, then travel to various field sites in Hawaii, including a wind farm, a utility-scale solar farm, an oil-fired power plant, a waste-to-energy facility, wave turbine, an oil refinery, a synthetic gas production facility, a biofueled thermal generator, a geothermal plant, and areas where natural resources are impacted by energy resource utilization. We will meet with relevant policy experts and public officials from governmental agencies, utilities, universities, and public interest groups. The course will conclude with group presentations by the students.
Terms: Sum
| Units: 2
ENERGY 30N:
Busting Energy Myths
Energy myths and misconceptions to better equip participants to understand a pathway for global energy transformation. Key concepts developed and employed include energy [kinetic, potential, chemical, thermal, etc.], power, heat, renewables, efficiency, transmission, and life cycle analysis. Throughout this seminar groups of students are challenged with "energy myths" and their task is to deconstruct these myths and convince their classmates in oral presentations that they have indeed done so. Emphasis is on critical and analytical thinking, problem solving and presentation.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SMA
ENERGY 73:
Energy Policy in California and the West (CEE 263G, POLISCI 73, PUBLPOL 73)
This seminar provides an in-depth analysis of the role of California state agencies and Western energy organizations in driving energy policy development, technology innovation, and market structures, in California, the West and internationally. The course covers three areas: 1) roles and responsibilities of key state agencies and Western energy organizations; 2) current and evolving energy and climate policies; and 3) development of the 21st century electricity system in California and the West. The seminar will also provide students a guideline of what to expect in professional working environment.
Terms: Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
ENERGY 101:
Energy and the Environment (EARTHSYS 101)
Energy use in modern society and the consequences of current and future energy use patterns. Case studies illustrate resource estimation, engineering analysis of energy systems, and options for managing carbon emissions. Focus is on energy definitions, use patterns, resource estimation, pollution. Recommended: MATH 21 or 42.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-SMA
ENERGY 102:
Fundamentals of Renewable Power (EARTHSYS 102)
Do you want a much better understanding of renewable power technologies? Did you know that wind and solar are the fastest growing forms of electricity generation? Are you interested in hearing about the most recent, and future, designs for green power? Do you want to understand what limits power extraction from renewable resources and how current designs could be improved? This course dives deep into these and related issues for wind, solar, biomass, geothermal, tidal and wave power technologies. We welcome all student, from non-majors to MBAs and grad students. If you are potentially interested in an energy or environmental related major, this course is particularly useful. Recommended: Math 21 or 42.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-SMA
ENERGY 104:
Sustainable Energy for 9 Billion (ENERGY 204)
This course explores the global transition to a sustainable global energy system. We will formulate and program simple models for future energy system pathways. We will explore the drivers of global energy demand and carbon emissions, as well as the technologies that can help us meet this demand sustainably. We will consider constraints on the large-scale deployment of technology and difficulties of a transition at large scales and over long time periods. Assignments will focus on building models of key aspects of the energy transition, including global, regional and sectoral energy demand and emissions as well as economics of change. Prerequisites: students should be comfortable with calculus and linear algebra (e.g. Math 20, Math 51) and be familiar with computer programming (e.g. CS106A, CS106B). We will use the Python programming language to build our models.
Terms: Win
| Units: 3
| UG Reqs: WAY-AQR
ENERGY 110:
Engineering Economics
The success of energy projects and companies is judged by technical, economic and financial criteria. This course will introduce concepts of engineering economy, e.g., time value of money, life cycle costs and financial metrics, and explore their application to the business of energy. We will use case studies, business school cases and possibly industry guest lecturers. Examples from the hydrocarbon businesses that dominate energy today will provide the framework for the analysis of both conventional and renewable energy.
Terms: Spr
| Units: 3
ENERGY 112:
Exploring Geosciences with MATLAB (GEOPHYS 112)
How to use MATLAB as a tool for research and technical computing, including 2-D and 3-D visualization features, numerical capabilities, and toolboxes. Practical skills in areas such as data analysis, regressions, optimization, spectral analysis, differential equations, image analysis, computational statistics, and Monte Carlo simulations. Emphasis is on scientific and engineering applications. Offered every year, autumn quarter.
Terms: Aut
| Units: 1-3
ENERGY 120:
Fundamentals of Petroleum Engineering (ENGR 120)
Lectures, problems, field trip. Engineering topics in petroleum recovery; origin, discovery, and development of oil and gas. Chemical, physical, and thermodynamic properties of oil and natural gas. Material balance equations and reserve estimates using volumetric calculations. Gas laws. Single phase and multiphase flow through porous media.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-FR, WAY-SMA
ENERGY 121:
Fundamentals of Multiphase Flow (ENERGY 221)
Multiphase flow in porous media. Wettability, capillary pressure, imbibition and drainage, Leverett J-function, transition zone, vertical equilibrium. Relative permeabilities, Darcy's law for multiphase flow, fractional flow equation, effects of gravity, Buckley-Leverett theory, recovery predictions, volumetric linear scaling, JBN and Jones-Rozelle determination of relative permeability. Frontal advance equation, Buckley-Leverett equation as frontal advance solution, tracers in multiphase flow, adsorption, three-phase relative permeabilities.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-EngrAppSci
ENERGY 141:
Seismic Reservoir Characterization (ENERGY 241, GEOPHYS 241A)
(Same as GP241) Practical methods for quantitative characterization and uncertainty assessment of subsurface reservoir models integrating well-log and seismic data. Multidisciplinary combination of rock-physics, seismic attributes, sedimentological information and spatial statistical modeling techniques. Student teams build reservoir models using limited well data and seismic attributes typically available in practice, comparing alternative approaches. Software provided (SGEMS, Petrel, Matlab). Offered every other year.nRecommended: ERE240/260, or GP222/223, or GP260/262 or GES253/257; ERE246, GP112
Terms: Spr
| Units: 3-4
ENERGY 153:
Carbon Capture and Sequestration (ENERGY 253)
CO2 separation from syngas and flue gas for gasification and combustion processes. Transportation of CO2 in pipelines and sequestration in deep underground geological formations. Pipeline specifications, monitoring, safety engineering, and costs for long distance transport of CO2. Comparison of options for geological sequestration in oil and gas reservoirs, deep unmineable coal beds, and saline aquifers. Life cycle analysis.
Terms: Spr
| Units: 3-4
ENERGY 155:
Undergraduate Report on Energy Industry Training
On-the-job practical training under the guidance of on-site supervisors. Required report detailing work activities, problems, assignments and key results. Prerequisite: written consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
for credit
Instructors: ;
Battiato, I. (PI);
Benson, S. (PI);
Brandt, A. (PI);
Durlofsky, L. (PI);
Gerritsen, M. (PI);
Horne, R. (PI);
Kovscek, A. (PI);
Mukerji, T. (PI);
Tartakovsky, D. (PI);
Tchelepi, H. (PI)
ENERGY 160:
Uncertainty Quantification in Data-Centric Simulations (ENERGY 260)
This course provides a brief survey of mathematical methods for uncertainty quantification. It highlights various issues, techniques and practical tools available for modeling uncertainty in quantitative models of complex dynamic systems. Specific topics include basic concepts in probability and statistics, spatial statistics (geostatistics and machine learning), Monte Carlo simulations, global and local sensitivity analyses, surrogate models, and computational alternatives to Monte Carlo simulations (e.g., quasi-MC, moment equations, the method of distributions, polynomial chaos expansions). Prerequisites: algebra (CME 104 or equivalent), introductory statistics course (CME 106 or equivalent).
Terms: Win
| Units: 3
ENERGY 167:
Engineering Appraisal and Economic Valuation of Energy Assets and Projects (ENERGY 267)
Engineering appraisal and economic valuation of energy assets and projects. Course examples span a range of energy assets including oil/gas and renewable energy projects. Course covers methods of estimating productive capacity, reserves, operating costs, depletion and depreciation, value of future profits, taxation, fair market value, and discounted cash flow valuation (DCF) method. Original or guided research problems on economic topics with report. Prerequisite: consent of instructor.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-EngrAppSci
ENERGY 177A:
Engineering and Sustainable Development: Toolkit (ENERGY 277A)
The first of a two-quarter, project-based course sequence that address cultural, sociopolitical, organizational, technical, and ethical issues at the heart of implementing sustainable engineering projects in a developing world. Students work in interdisciplinary project teams to tackle real-world design challenges in partnership with social entrepreneurs, local communities, and/or NGOs. While students must have the skills and aptitude necessary to make meaningful contributions to technical product designs, the course is open to all backgrounds and majors. The first quarter focuses on cultural awareness, ethical implications, user requirements, conceptual design, feasibility analysis, and implementation planning. Admission is by application. Students should plan to enroll in ENERGY 177B/277B Engineering & Sustainable Development: Implementation following successful completion of this course. Designated a Cardinal Course by the Haas Center for Public Service. To satisfy a Ways requirement, students must register for an undergraduate course number (ENERGY 177A) and this course must be taken for at least 3 units.
Terms: Win
| Units: 1-3
| UG Reqs: WAY-ER
| Repeatable
2 times
(up to 6 units total)
ENERGY 177B:
Engineering and Sustainable Development: Implementation (ENERGY 277B)
The second of a two-quarter, project-based course sequence that address cultural, political, organizational, technical and business issues at the heart of implementing sustainable engineering projects in the developing world. Students work in interdisciplinary project teams to tackle real-world design challenges in partnership with social entrepreneurs and/or NGOs. This quarter focuses on implementation, evaluation, and deployment of the designs developed in the winter quarter. Designated a Cardinal Course by the Haas Center for Public Service.
Terms: Spr
| Units: 1-3
| Repeatable
2 times
(up to 6 units total)
ENERGY 191:
Optimization of Energy Systems (ENERGY 291)
Introductory mathematical programming and optimization using examples from energy industries. Emphasis on problem formulation and solving, secondary coverage of algorithms. Problem topics include optimization of energy investment, production, and transportation; uncertain and intermittent energy resources; energy storage; efficient energy production and conversion. Methods include linear and nonlinear optimization, as well as multi-objective and goal programming. Tools include Microsoft Excel and AMPL mathematical programming language. Prerequisites: MATH 20, 41, or MATH 51, or consent of instructor. Programming experience helpful (e.g,, CS 106A, CS 106B).
Terms: Spr
| Units: 3-4
ENERGY 192:
Undergraduate Teaching Experience
Leading field trips, preparing lecture notes, quizzes under supervision of the instructor. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
2 times
(up to 6 units total)
Instructors: ;
Battiato, I. (PI);
Benson, S. (PI);
Brandt, A. (PI);
Durlofsky, L. (PI);
Gerritsen, M. (PI);
Horne, R. (PI);
Kovscek, A. (PI);
Mukerji, T. (PI);
Tartakovsky, D. (PI);
Tchelepi, H. (PI)
ENERGY 193:
Undergraduate Research Problems
Original and guided research problems with comprehensive report. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
4 times
(up to 12 units total)
Instructors: ;
Azevedo, I. (PI);
Battiato, I. (PI);
Benson, S. (PI);
Brandt, A. (PI);
Durlofsky, L. (PI);
Gerritsen, M. (PI);
Horne, R. (PI);
Kovscek, A. (PI);
Mukerji, T. (PI);
Tartakovsky, D. (PI);
Tchelepi, H. (PI)
ENERGY 194:
Special Topics in Energy and Mineral Fluids
May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
2 times
(up to 6 units total)
ENERGY 199:
Senior Project and Seminar in Energy Resources
Individual or group capstone project in Energy Resources Engineering. Emphasis is on report preparation. May be repeated for credit.
Terms: Spr
| Units: 3-4
| Repeatable
for credit
ENERGY 203:
Stanford Climate Ventures
Solving the global climate challenge will require the creation and successful scale-up of hundreds of new ventures. This project-based course provides a launchpad for the development and creation of transformational climate ventures and innovation models. Interdisciplinary teams will research, analyze, and develop detailed launch plans for high-impact opportunities in the context of the new climate venture development framework offered in this course. Throughout the quarter, teams will complete 70+ interviews with customers, sector experts, and other partners in the emerging climatetech ecosystem, with introductions facilitated by the teaching team's unique networks in this space. Please see the course website scv.stanford.edu for more information and alumni highlights. Project lead applications are due by December 11 through tinyurl.com/scvprojectlead. Students interested in joining a project team, please briefly indicate your interest in the course at tinyurl.com/scvgeneralinterest.
Terms: Win, Spr
| Units: 1-3
| Repeatable
3 times
(up to 9 units total)
ENERGY 203A:
Big Ideas & Open Opportunities in Climate-Tech Entrepreneurship
The purpose of this seminar series is to educate students on the key elements of 8-9 of the highest greenhouse gas emitting sectors globally, and open technical challenges and business opportunities in these problem spaces that are ripe for new climate-tech company explorations. Students are encouraged to take inspiration from the weekly lecture topics to incubate high-potential concepts for new companies, and apply to continue developing these concepts in student-led teams through the winter and spring quarter course, ENERGY 203: Stanford Climate Ventures. Weekly seminars are delivered by course instructors and outside industry and academic experts. Please visit scv.stanford.edu for additional information.
Terms: Aut
| Units: 1
| Repeatable
for credit
ENERGY 204:
Sustainable Energy for 9 Billion (ENERGY 104)
This course explores the global transition to a sustainable global energy system. We will formulate and program simple models for future energy system pathways. We will explore the drivers of global energy demand and carbon emissions, as well as the technologies that can help us meet this demand sustainably. We will consider constraints on the large-scale deployment of technology and difficulties of a transition at large scales and over long time periods. Assignments will focus on building models of key aspects of the energy transition, including global, regional and sectoral energy demand and emissions as well as economics of change. Prerequisites: students should be comfortable with calculus and linear algebra (e.g. Math 20, Math 51) and be familiar with computer programming (e.g. CS106A, CS106B). We will use the Python programming language to build our models.
Terms: Win
| Units: 3
ENERGY 205:
Hydrogen Economy
This is a seminar course on the hydrogen economy as a critical piece of the global energy transformation. This course will introduce the unique characteristics of hydrogen, its potential role in decarbonizing the global energy system, and how it compares to other alternative and complementary solutions. We will cover the main ideas/themes of how hydrogen is made, transported and stored, and used around the world through a series of lectures and guest speakers.
Terms: Win
| Units: 1
ENERGY 221:
Fundamentals of Multiphase Flow (ENERGY 121)
Multiphase flow in porous media. Wettability, capillary pressure, imbibition and drainage, Leverett J-function, transition zone, vertical equilibrium. Relative permeabilities, Darcy's law for multiphase flow, fractional flow equation, effects of gravity, Buckley-Leverett theory, recovery predictions, volumetric linear scaling, JBN and Jones-Rozelle determination of relative permeability. Frontal advance equation, Buckley-Leverett equation as frontal advance solution, tracers in multiphase flow, adsorption, three-phase relative permeabilities.
Terms: Win
| Units: 3
ENERGY 222:
Advanced Reservoir Engineering
Lectures, problems. Content relevant for oil/gas reservoirs, carbon storage operations, general subsurface flow systems. Partial differential equations governing subsurface flow, tensor permeabilities, steady-state radial flow, skin, and succession of steady states. Injectivity during fill-up of a depleted reservoir, injectivity for liquid-filled systems. Flow potential and gravity forces. Displacements in layered systems. Transient radial flow equation, primary drainage of a cylindrical reservoir, line source solution, pseudo-steady state. Prerequisite: some knowledge of subsurface flow. ENERGY 221 useful but not essential.
Terms: Spr
| Units: 3
ENERGY 223:
Subsurface Flow Simulation
Numerical simulation of subsurface flow. Partial differential equations for multicomponent, multiphase flow relevant to oil/gas, carbon storage, and aquifer modeling. Detailed numerical formulation for two-phase flow systems. Finite-volume discretization, time-stepping, treatment of wells, Newton's method, linear solvers, theoretical and practical considerations. Class project. Prerequisite: CME 200, some knowledge of subsurface flow fundamentals. Knowledge of numerical methods useful but not essential.
Terms: Win
| Units: 3-4
ENERGY 224:
Advanced Subsurface Flow Simulation
Topics include compositional modeling, coupled flow and geomechanics, modeling of fractured systems, treatment of full-tensor permeability and grid nonorthogonality, higher-order methods, streamline simulation, upscaling, multiscale methods, algebraic multigrid solvers, history matching, other selected topics. Prerequisite: 223 or consent of instructor. May be repeated for credit.
Terms: Aut
| Units: 3
| Repeatable
for credit
ENERGY 225:
Theory of Gas Injection Processes for CO2 Sequestration and Enhanced Oil Recovery
This course focuses on what happens when CO2 is injected into the subsurface to prevent its release to to the atmosphere. The mathematical theory describes subsurface flow of mixtures of a number of chemical components that form two phases. Applications of the theory cover many areas: carbon capture and geologic storage of CO2 in deep aquifers or in depleted oil or gas reservoirs, enhanced oil recovery by gas injection, contaminant transport in aquifers, and chromatography. Key topics include: Derivation of conservation equations in any coordinate system, and in dimensionless form; Convection and dispersion (physics of dispersion, CD equation and solution, measurement of dispersion coefficient, scaling of dispersion); Dispersion-free displacements (two phases, with two, three, four and more components, with component transfers between phases); Systems of first order pde's (eigenvalues are velocities at which compositions move, eigenvectors reveal allowable composition variations); Multicontact miscible displacement in enhanced oil recovery processes; Estimates of emission reductions associated with CO2 injection in aquifers and depleted oil and gas reservoirs.
Terms: Win
| Units: 3
| Repeatable
for credit
ENERGY 240:
Data science for geoscience (EARTHSYS 240, ESS 239, GEOLSCI 240)
This course provides an overview of the most relevant areas of data science (applied statistics, machine learning & computer vision) to address geoscience challenges, questions and problems. Using actual geoscientific research questions as background, principles and methods of data scientific analysis, modeling, and prediction are covered. Data science areas covered are: extreme value statistics, multi-variate analysis, factor analysis, compositional data analysis, spatial information aggregation models, spatial estimation, geostatistical simulation, treating data of different scales of observation, spatio-temporal modeling (geostatistics). Application areas covered are: process geology, hazards, natural resources. Students are encouraged to participate actively in this course by means of their own data science research challenge or question.
Terms: Win
| Units: 3
ENERGY 241:
Seismic Reservoir Characterization (ENERGY 141, GEOPHYS 241A)
(Same as GP241) Practical methods for quantitative characterization and uncertainty assessment of subsurface reservoir models integrating well-log and seismic data. Multidisciplinary combination of rock-physics, seismic attributes, sedimentological information and spatial statistical modeling techniques. Student teams build reservoir models using limited well data and seismic attributes typically available in practice, comparing alternative approaches. Software provided (SGEMS, Petrel, Matlab). Offered every other year.nRecommended: ERE240/260, or GP222/223, or GP260/262 or GES253/257; ERE246, GP112
Terms: Spr
| Units: 3-4
ENERGY 251:
Thermodynamics of Equilibria
Lectures, problems. The volumetric behavior of fluids at high pressure. Equation of state representation of volumetric behavior. Thermodynamic functions and conditions of equilibrium, Gibbs and Helmholtz energy, chemical potential, fugacity. Phase diagrams for binary and multicomponent systems. Calculation of phase compositions from volumetric behavior for multicomponent mixtures. Experimental techniques for phase-equilibrium measurements. May be repeated for credit.
Terms: Aut
| Units: 3
| Repeatable
for credit
ENERGY 253:
Carbon Capture and Sequestration (ENERGY 153)
CO2 separation from syngas and flue gas for gasification and combustion processes. Transportation of CO2 in pipelines and sequestration in deep underground geological formations. Pipeline specifications, monitoring, safety engineering, and costs for long distance transport of CO2. Comparison of options for geological sequestration in oil and gas reservoirs, deep unmineable coal beds, and saline aquifers. Life cycle analysis.
Terms: Spr
| Units: 3-4
ENERGY 255:
Master's Report on Energy Industry Training
On-the-job training for master's degree students under the guidance of on-site supervisors. Students submit a report detailing work activities, problems, assignments, and key results. May be repeated for credit. Prerequisite: consent of adviser.
Terms: Aut, Sum
| Units: 1-3
| Repeatable
for credit
Instructors: ;
Azevedo, I. (PI);
Battiato, I. (PI);
Benson, S. (PI);
Brandt, A. (PI);
Durlofsky, L. (PI);
Gerritsen, M. (PI);
Horne, R. (PI);
Kovscek, A. (PI);
Mukerji, T. (PI);
Onori, S. (PI);
Tartakovsky, D. (PI);
Tchelepi, H. (PI)
ENERGY 259:
Presentation Skills
For teaching assistants in Energy Resources Engineering. Five two-hour sessions in the first half of the quarter. Awareness of different learning styles, grading philosophies, fair and efficient grading, text design; presentation and teaching skills, PowerPoint slide design; presentation practice in small groups. Taught in collaboration with the Center for Teaching and Learning.
Terms: Win
| Units: 1
ENERGY 260:
Uncertainty Quantification in Data-Centric Simulations (ENERGY 160)
This course provides a brief survey of mathematical methods for uncertainty quantification. It highlights various issues, techniques and practical tools available for modeling uncertainty in quantitative models of complex dynamic systems. Specific topics include basic concepts in probability and statistics, spatial statistics (geostatistics and machine learning), Monte Carlo simulations, global and local sensitivity analyses, surrogate models, and computational alternatives to Monte Carlo simulations (e.g., quasi-MC, moment equations, the method of distributions, polynomial chaos expansions). Prerequisites: algebra (CME 104 or equivalent), introductory statistics course (CME 106 or equivalent).
Terms: Win
| Units: 3
ENERGY 263:
Sustainable Energy Decisions (CEE 263H)
This course provides students from various backgrounds with knowledge of the principles and quantitative methods of decision analysis and policy analysis to tackle interdisciplinary questions in the context of sustainable energy systems. We consider engineering analysis, decision analysis and economic analysis in the formulation of answers to address energy system problems. We will use methods such as life-cycle assessment, benefit-cost and cost-effectiveness analysis, microeconomics, distributional metrics, risk analysis methods, sensitivity and uncertainty analysis, multi-attribute utility theory, and simulation and optimization. The integration of uncertainty into formal methods is a fundamental component of the course.
Terms: Win
| Units: 3
ENERGY 267:
Engineering Appraisal and Economic Valuation of Energy Assets and Projects (ENERGY 167)
Engineering appraisal and economic valuation of energy assets and projects. Course examples span a range of energy assets including oil/gas and renewable energy projects. Course covers methods of estimating productive capacity, reserves, operating costs, depletion and depreciation, value of future profits, taxation, fair market value, and discounted cash flow valuation (DCF) method. Original or guided research problems on economic topics with report. Prerequisite: consent of instructor.
Terms: Spr
| Units: 3
ENERGY 269:
Geothermal Reservoir Engineering
Conceptual models of heat and mass flows within geothermal reservoirs. The fundamentals of fluid/heat flow in porous media; convective/conductive regimes, dispersion of solutes, reactions in porous media, stability of fluid interfaces, liquid and vapor flows. Interpretation of geochemical, geological, and well data to determine reservoir properties/characteristics. Geothermal plants and the integrated geothermal system.
Terms: Spr
| Units: 3
ENERGY 273:
Special Topics in Energy Resources Engineering
Special Topics in Energy Resources Engineering
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
2 times
(up to 6 units total)
Instructors: ;
Battiato, I. (PI);
Benson, S. (PI);
Brandt, A. (PI);
Caers, J. (PI);
Durlofsky, L. (PI);
Gerritsen, M. (PI);
Horne, R. (PI);
Kourt, W. (PI);
Kovscek, A. (PI);
Mukerji, T. (PI);
Orr, F. (PI);
Sears, R. (PI);
Tartakovsky, D. (PI);
Tchelepi, H. (PI);
Voskov, D. (PI);
Pradhan, A. (TA)
ENERGY 277A:
Engineering and Sustainable Development: Toolkit (ENERGY 177A)
The first of a two-quarter, project-based course sequence that address cultural, sociopolitical, organizational, technical, and ethical issues at the heart of implementing sustainable engineering projects in a developing world. Students work in interdisciplinary project teams to tackle real-world design challenges in partnership with social entrepreneurs, local communities, and/or NGOs. While students must have the skills and aptitude necessary to make meaningful contributions to technical product designs, the course is open to all backgrounds and majors. The first quarter focuses on cultural awareness, ethical implications, user requirements, conceptual design, feasibility analysis, and implementation planning. Admission is by application. Students should plan to enroll in ENERGY 177B/277B Engineering & Sustainable Development: Implementation following successful completion of this course. Designated a Cardinal Course by the Haas Center for Public Service. To satisfy a Ways requirement, students must register for an undergraduate course number (ENERGY 177A) and this course must be taken for at least 3 units.
Terms: Win
| Units: 1-3
| Repeatable
2 times
(up to 6 units total)
ENERGY 277B:
Engineering and Sustainable Development: Implementation (ENERGY 177B)
The second of a two-quarter, project-based course sequence that address cultural, political, organizational, technical and business issues at the heart of implementing sustainable engineering projects in the developing world. Students work in interdisciplinary project teams to tackle real-world design challenges in partnership with social entrepreneurs and/or NGOs. This quarter focuses on implementation, evaluation, and deployment of the designs developed in the winter quarter. Designated a Cardinal Course by the Haas Center for Public Service.
Terms: Spr
| Units: 1-3
| Repeatable
2 times
(up to 6 units total)
ENERGY 281:
Applied Mathematics in Reservoir Engineering
The philosophy of the solution of engineering problems. Methods of solution of partial differential equations: Laplace transforms, Fourier transforms, wavelet transforms, Green's functions, and boundary element methods. Prerequisites: CME 204 or MATH 131, and consent of instructor.
Terms: Spr
| Units: 3
ENERGY 291:
Optimization of Energy Systems (ENERGY 191)
Introductory mathematical programming and optimization using examples from energy industries. Emphasis on problem formulation and solving, secondary coverage of algorithms. Problem topics include optimization of energy investment, production, and transportation; uncertain and intermittent energy resources; energy storage; efficient energy production and conversion. Methods include linear and nonlinear optimization, as well as multi-objective and goal programming. Tools include Microsoft Excel and AMPL mathematical programming language. Prerequisites: MATH 20, 41, or MATH 51, or consent of instructor. Programming experience helpful (e.g,, CS 106A, CS 106B).
Terms: Spr
| Units: 3-4
ENERGY 293B:
Fundamentals of Energy Processes (EE 293B)
For seniors and graduate students. Covers scientific and engineering fundamentals of renewable energy processes involving heat. Thermodynamics, heat engines, solar thermal, geothermal, biomass. Recommended: MATH 19-21; PHYSICS 41, 43, 45
Terms: Win
| Units: 3
ENERGY 295:
Electrochemical Energy Storage Systems: Modeling and Estimation
The course focuses on modeling and estimation methods as necessary tools to extract the full potential from Lithium-ion batteries, specifically used in electrified vehicles. The complex nature of a battery system requires that a physics-based approach, in the form of electrochemical models, be used as a modeling platform to develop system-level control algorithms to allow designer to maximize batteries performance and longevity while guaranteeing safety operations. In this course, we will cover 1) first-principles methods to model battery dynamics, 2) electrochemical and control-oriented models, 3) estimation algorithms for real-time application. A formal exposure to state space analysis and estimation of dynamical systems will be given. Previously ENERGY 294. Prerequisites: Equivalent coursework in linear systems and control. Prior working knowledge of Matlab/Simulink tools is assumed.
Terms: Aut
| Units: 3
ENERGY 297:
Fluid Mechanics and Heat Transfer
Energy systems are multiphysics and multiscale in nature. This course addresses the quantitative understanding of fundamental physical processes that govern fluid flow and mass/heat transfer processes, critical to many energy systems. The course will cover conservation laws describing the dynamics of single phase flows, relevant to energy applications including, but not limited to, laminar flow solutions in pipes and ducts, Stokes flows (relevant to flow in porous media), potential and boundary layer flow theories (relevant to wind energy), heat and mass transport (relevant to geothermal and energy storage systems, reactive transport in the subsurface, CO2 sequestration). Although motivated by specific applications in the energy landscape, the course will be focused on fundamental principles and mathematical techniques to understand the basic physics underlying flow and transport processes.
Terms: Aut
| Units: 3
ENERGY 300:
Graduate Directed Reading
Independent studies under the direction of a faculty member for which academic credit may properly be allowed.
Terms: Aut, Win, Spr, Sum
| Units: 1-7
| Repeatable
2 times
(up to 7 units total)
ENERGY 301:
The Energy Seminar (CEE 301, MS&E 494)
Interdisciplinary exploration of current energy challenges and opportunities, with talks by faculty, visitors, and students. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
ENERGY 308:
Carbon Dioxide and Methane Removal, Utilization, and Sequestration (EARTHSYS 308, ENVRES 295, ESS 308, ME 308)
This is a seminar on carbon dioxide and methane removal, utilization, and sequestration options, and their role in decarbonizing the global energy system. This course will cover topics including the global carbon balance, utilizing atmospheric carbon in engineered solutions, recycling and sequestering fossil-based carbon, and enhancing natural carbon sinks. The multidisciplinary lectures and discussions will cover elements of technology, economics, policy and social acceptance, and will be led by a series of guest lecturers. Short group project on carbon solutions.
Terms: Aut
| Units: 1
ENERGY 309:
Sustainable Energy Interdisciplinary Graduate Seminar (CEE 372, MS&E 495)
Graduate students will present their ongoing research to an audience of faculty and graduate students with a diversity of disciplinary perspectives regarding sustainable energy.
Terms: Aut, Win
| Units: 1
| Repeatable
6 times
(up to 6 units total)
ENERGY 312:
Equitably Decommissioning Internal Combustion Engine Vehicles: Sonoma County Community Engagement
In this course we will explore how to quickly and equitably decommission ICE (Internal Combustion Engine) vehicles. We will address this issue from a local perspective through engagement with Sonoma County, where the instructors have connections, and from national and international perspectives. We will ask questions like: What are barriers to equitable decommissioning? What could reduce these barriers? What might unintended consequences be? Students will engage with stakeholders in Sonoma County and participate in a small team research project. nEnrollment is capped at 8-10 students. Interested students can apply to the course by filling out the application form at https://forms.gle/4oMVaweJocQEpASB7. The application deadline is September 10, 2021 by end of day (PDT). Admission decisions will be communicated to the students in the week of Sept 13-17.
Terms: Aut
| Units: 1
| Repeatable
3 times
(up to 3 units total)
ENERGY 351:
ERE Master's Graduate Seminar
Current research topics. Presentations by guest speakers from Stanford and elsewhere. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
ENERGY 352:
ERE PhD Graduate Seminar
Current research topics. Presentations by guest speakers from Stanford and elsewhere. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
ENERGY 355:
Doctoral Report on Energy Industry Training
On-the-job training for doctoral students under the guidance of on-site supervisors. Students submit a report on work activities, problems, assignments, and results. May be repeated for credit. Prerequisite: consent of adviser.
Terms: Aut, Sum
| Units: 1-3
| Repeatable
for credit
Instructors: ;
Azevedo, I. (PI);
Battiato, I. (PI);
Benson, S. (PI);
Brandt, A. (PI);
Durlofsky, L. (PI);
Gerritsen, M. (PI);
Horne, R. (PI);
Kovscek, A. (PI);
Mukerji, T. (PI);
Onori, S. (PI);
Tartakovsky, D. (PI);
Tchelepi, H. (PI)
ENERGY 358:
Doctoral Degree Teaching Requirement
For Ph.D. candidates in Energy Resources Engineering. Course and lecture design and preparation; lecturing practice in small groups. Classroom teaching practice in an Energy Resources Engineering course. Teaching to be evaluated by students in the class, as well as by the instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
2 times
(up to 2 units total)
Instructors: ;
Azevedo, I. (PI);
Battiato, I. (PI);
Benson, S. (PI);
Brandt, A. (PI);
Durlofsky, L. (PI);
Gerritsen, M. (PI);
Horne, R. (PI);
Kovscek, A. (PI);
Mukerji, T. (PI);
Onori, S. (PI);
Orr, F. (PI);
Sears, R. (PI);
Tartakovsky, D. (PI);
Tchelepi, H. (PI);
de Chalendar, J. (PI)
ENERGY 360:
Advanced Research Work in Energy Resources Engineering
Graduate-level work in experimental, computational, or theoretical research. Special research not included in graduate degree program. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Azevedo, I. (PI);
Battiato, I. (PI);
Benson, S. (PI);
Brandt, A. (PI);
Durlofsky, L. (PI);
Gerritsen, M. (PI);
Horne, R. (PI);
Kovscek, A. (PI);
Mukerji, T. (PI);
Onori, S. (PI);
Tartakovsky, D. (PI);
Tchelepi, H. (PI)
ENERGY 361:
Master's Degree Research in Energy Resources Engineering
Experimental, computational, or theoretical research. Advanced technical report writing. Limited to 6 units total. (Staff)
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
for credit
Instructors: ;
Azevedo, I. (PI);
Battiato, I. (PI);
Benson, S. (PI);
Brandt, A. (PI);
Durlofsky, L. (PI);
Gerritsen, M. (PI);
Horne, R. (PI);
Kovscek, A. (PI);
Mukerji, T. (PI);
Onori, S. (PI);
Tartakovsky, D. (PI);
Tchelepi, H. (PI)
ENERGY 362:
Engineer's Degree Research in Energy Resources Engineering
Graduate-level work in experimental, computational, or theoretical research for Engineer students. Advanced technical report writing. Limited to 15 units total, or 9 units total if 6 units of 361 were previously credited.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
15 times
(up to 15 units total)
ENERGY 363:
Doctoral Degree Research in Energy Resources Engineering
Graduate-level work in experimental, computational, or theoretical research for Ph.D. students. Advanced technical report writing.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Azevedo, I. (PI);
Battiato, I. (PI);
Benson, S. (PI);
Brandt, A. (PI);
Durlofsky, L. (PI);
Gerritsen, M. (PI);
Horne, R. (PI);
Kovscek, A. (PI);
Mukerji, T. (PI);
Onori, S. (PI);
Tartakovsky, D. (PI);
Tchelepi, H. (PI)
ENERGY 365:
Special Research Topics in Energy Resources Engineering
Graduate-level research work not related to report, thesis, or dissertation. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
6 times
(up to 30 units total)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Azevedo, I. (PI);
Battiato, I. (PI);
Benson, S. (PI);
Brandt, A. (PI);
Durlofsky, L. (PI);
Gerritsen, M. (PI);
Horne, R. (PI);
Kovscek, A. (PI);
Mukerji, T. (PI);
Onori, S. (PI);
Tartakovsky, D. (PI);
Tchelepi, H. (PI)
ENERGY 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Azevedo, I. (PI);
Battiato, I. (PI);
Benson, S. (PI);
Brandt, A. (PI);
Durlofsky, L. (PI);
Gerritsen, M. (PI);
Horne, R. (PI);
Kovscek, A. (PI);
Mukerji, T. (PI);
Onori, S. (PI);
Tartakovsky, D. (PI);
Tchelepi, H. (PI)
ENGLISH 1C:
Comics: More than Words (DLCL 238, FILMEDIA 38)
This research unit looks at Comics from a transnational, cross-cultural, and interdisciplinary perspective. Each quarter we organize a series of lectures, reading sessions, and workshops around a main topic. Some previous topics that we have explored are: Postcolonialism and Decoloniality (Fall 2021), Feminisms (Winter 2022), and Superheroes (Spring 2022). This year we plan on exploring topics such as Mangas (Fall 2022), Computer Science (Winter 2023), and Comic Theory (Spring 2023). We gather three times per quarter on Zoom or in person. To earn the unit, students must attend all events hosted during the quarter, do the readings in advance of the meeting, and participate actively in the discussion.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
20 times
(up to 20 units total)
ENGLISH 1D:
Dickens Book Club
Through the academic year, we will read one Dickens novel, one number a week for 19 weeks, as the Victorians would have done as they read the serialized novel over the course of 19 months. The group gets together once a week for an hour and a half to discuss each number, to look carefully at the pattern that the author is weaving, to guess, as the Victorians would have done, what might be coming next, and to investigate the Victorian world Dickens presents. We look carefully at themes, characters, metaphorical patterns, and scenes that form Dickens' literary world, and spend increasing time evaluating the critique that Dickens levels at Victorian life. The weekly gatherings are casual; the discussion is lively and pointed.
Terms: Spr
| Units: 1
| Repeatable
5 times
(up to 5 units total)
ENGLISH 1G:
The Gothic: Transcultural, Multilingual, and Interdisciplinary Approaches to the Genre
Description: This course is a research platform for the interdisciplinary and cross-cultural study of the Gothic literary and cinematic genres. We consider the Gothic to have rich traditions whose contributions to Queer and LGBTQ+ studies, cultural theory, political economy, bio-ethics, and techno-science, remain under-explored. By looking at the world from the peripheralized standpoints of the monstrous, the abject, the dark, the uncanny, and the tumultuous, the Gothic offers unique though often overlooked critical insights into modern societies. Students enrolled in this course will participate in research activities and reading discussions oriented towards crafting interdisciplinary Gothic syllabi for the future and a cross-cultural Encyclopedia of the Gothic.
Terms: Aut
| Units: 1
| Repeatable
5 times
(up to 5 units total)
ENGLISH 5I:
WISE: Science, Seances, Specters: The Victorian Ghost Story
Ghost stories permeate myth, theater, literature, film, and folklore; they assume many forms and wear many faces, but they endure generation after generation. In this course, we will explore the Victorian ghost story, from Charles Dickens's A Christmas Carol to Henry James's The Turn of the Screw. Tracing the parallel evolution of science and spiritualism over the 19th century, we will study the development of the ghost story alongside the fields of psychology, anthropology, forensics, and criminal investigation. We will also draw on feminist thought, queer theory, and cultural studies to explore the role of gender and sexuality in tales of the supernatural and in Victorian notions of mediumship and spectrality. Throughout the quarter we will ask: Why did tales of the unexplainable proliferate during this period, just as tremendous advances in science were making the world more explainable? In what ways were ghost stories gendered for Victorian readers, and why? If ghost stories from different time periods represent the fears of different generations, then what were the Victorians afraid of? (Note: This Writing-Intensive Seminar in English (WISE) course fulfills WIM for English majors. Non-majors are welcome, space permitting. For enrollment permission contact vbeebe@stanford.edu.)
Terms: Aut
| Units: 5
| UG Reqs: WAY-A-II
ENGLISH 5J:
WISE: The Sociology of Literature, Literature as Sociology
In the eyes of Marcel Proust, the modern artist was confronted by two key questions: What is art? And how should an artist be? Historically, for artist and critic both, these questions had been the subject of philosophical debates about Beauty, Truth, and Genius. But in Proust's time, following the rupture introduced by Flaubert half a century earlier, they also became questions about society: Who gets to say what is art and what is not? Whose art is political and whose is 'for its own sake'? Does any art transcend context, or is 'art' always socially constructed? And what kinds of social connections does one need to have to be recognized as an artist? This course explores the growing field of sociological literary criticism, which sees the world of literature not as an abstract space of universal values, but as a kind of social game. Focusing on the novel, and how it operates as a sociological study in miniature, we'll also consider how novels themselves exist as objects or commodities that circulate (that gain or lose value) in social space. Drawing on Pierre Bourdieu, Gisèle Sapiro, and other pioneers in sociological methods, we will focus on two primary case studies that illuminate the intersection of literature and sociology from reciprocal angles, diving into the world and work of Marcel Proust (whose legendary novel, In Search of Lost Time, can be read as an intensively attentive social study) and engaging with Percival Everett, whose novel Erasure self-consciously thematizes the sociological game of the literary field. (Note: This Writing-Intensive Seminar in English (WISE) course fulfills WIM for English majors. Non-majors are welcome, space permitting. For enrollment permission contact vbeebe@stanford.edu.)
Terms: Aut
| Units: 5
| UG Reqs: WAY-A-II
| Repeatable
2 times
(up to 10 units total)
ENGLISH 5K:
WISE: The Cult of Jack Kerouac (And Other Stories of Literary Celebrity)
This course explores the rise, stakes, and ironies of literary stardom by focusing on one of the Bay Area's most notorious band of celebrity authors: the Beats. To some, Beat politics, styles, and philosophies have seemed dated for decades; and yet Beat writers maintain a weirdly broad staying power. Even now, Jack Kerouac and Allen Ginsberg remain pop-cultural touchstones, outsider-intellectual icons, and essential reading for teens and the highly educated. To get to the root of this phenomenon, we will consider what fame meant to literature and vice versa in the post-World War II era - a time when a rapidly changing media ecology, rising consumerism, and intensifying Cold War nationalism made for curious marriages: between avant-garde art and pop culture, between countercultural ambitions and commercial appropriation. Why did the Beats get famous? How did their fame affect the life and work of contemporaries (like the acclaimed but understudied poet Bernadette Mayer) who wrote in their long shadow? What can these dynamics teach us about celebrity and technology today? In answering these questions, we will examine Beat writers in print, on film and TV, in photographs and advertisements, and in the archive. Students will learn to work with a range of genres and forms including some criticism and theory by authors both inside and outside of the literary 'star system.' (Note: This Writing-Intensive Seminar in English (WISE) course fulfills WIM for English majors. Non-majors are welcome, space permitting. For enrollment permission contact vbeebe@stanford.edu.)
Terms: Win
| Units: 5
| UG Reqs: WAY-A-II
ENGLISH 5L:
WISE: Early (Post)Modern Entertainment from Elizabethan England to the 21st Century
Although the enduring popularity of Shakespeare has been held up as proof of his timeless genius, this course asks what it would really mean to experience his output as we would a blockbuster film or TV series. In class, we will take a transhistorical look at the rise and evolution of entertainment as an industry and a concept. Revisiting plays from the so-called `Golden Age' of English theater, we will approach works by Shakespeare and his early modern contemporaries not so much as `masterpieces' in the literary canon, but as for-profit entertainment enabled and shaped by legal, social, and political contexts. To gain comparative insight, and to expose both similarities and differences between entertainment's various functions over time, case studies in Elizabethan and Jacobean literature will be paired alongside excursions in contemporary media - from Pixar Studios' Inside Out to Ufotable's anime adaptation of the Gen Urobuchi light novel, Fate/Zero. We situate this inquiry by drawing on theorists such as Guy Debord and Julia Kristeva, plus more recent offerings in legal and literary scholarship. By the end of this course, students will have thought through big and tough questions like `Would Shakespeare have become Shakespeare had he come up in the 20th- or 21st-centuries?'; `How would a Tarantino film have gone over at the Globe in the early 1600s?'; and even, `What might we expect from entertainment in the future?'. (Note: This Writing-Intensive Seminar in English (WISE) course fulfills WIM for English majors. Non-majors are welcome, space permitting. For enrollment permission contact vbeebe@stanford.edu.)
Terms: Win
| Units: 5
ENGLISH 5M:
WISE: Sonnets, Shakespeare to Now
Invented in Sicily in the thirteenth century and imported into England in the sixteenth, the sonnet is one of the most recognizable poetic forms in English. Why does this form continue to appeal to poets throughout the centuries? How does it develop and remain relevant? What changes, what stays the same? In this course, we will study the history of the sonnet in English: its beginnings in the Renaissance, its evolution in the seventeenth century, its Romantic revival, its modern adaptations, and its contemporary proliferation. Exploring the form's remarkable adaptability, we will read sonnets about love, about loss, about spiritual longing, and about social critique. We will look at sonnets about sonnets, sonnets against sonnets, sonnets that pretend they are not sonnets, and sonnets that engage with other forms. Over the quarter, as we trace the sonnet's many transformations, we will explore how its formal and rhetorical traits align (or misalign) with particular ways of thinking and feeling. (Note: This Writing-Intensive Seminar in English (WISE) course fulfills WIM for English majors. Non-majors are welcome, space permitting. For enrollment permission contact vbeebe@stanford.edu.)
Terms: Spr
| Units: 5
ENGLISH 5O:
WISE: Travel and Education
What does it take for a young person to develop into a well-rounded member of a society? Two common answers are education and travel - and they are often combined into one, whether in the rite of 'going away to college,' the promotion of study abroad programs, or the advertising of tourism as a means to self-fulfillment. Education is understood as a journey; travel is framed as educational. In this course we'll explore the history and the implications - at once social and literary - of this travel-education equation, from the rise of the 'Grand Tour' in 17th- and 18th-century Europe to globetrotting travel blogs of the present. Drawing in diverse perspectives and authors, from Laurence Sterne and Charlotte Brontë to Tayeb Salih, we'll explore the historical relationship between two genres: travel writing and the novel of education (Bildungsroman). We will also pay special attention to how (post)colonialism, gender, race, and class both shape and haunt the travel-education paradigm for travelers, students, writers, and readers. The goal of the course is not only to learn about this literary and cultural history, along with building the writing skills to discuss it; it is also to gain perspective on our own historical positions within educational systems. (Note: This Writing-Intensive Seminar in English (WISE) course fulfills WIM for English majors. Non-majors are welcome, space permitting. For enrollment permission contact vbeebe@stanford.edu.)
Terms: Spr
| Units: 5
| UG Reqs: WAY-A-II
ENGLISH 9CA:
American Road Trip
From Whitman to Kerouac, Alec Soth to Georgia O'Keeffe, the lure of travel has inspired many American artists to pack up their bags and hit the open road. In this Creative Expressions course we will be exploring the art and literature of the great American road trip, including prose, poetry, films, and photography. We will be reading and writing in a variety of genres, workshopping our own stories, and considering the ways in which our personal journeys have come to inform and define our lives. The course includes a number of campus-wide field trips, and an end-of-quarter road trip down the California coast. NOTE: Students must attend the first class meeting to retain their roster spot.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II, WAY-CE
ENGLISH 9CE:
Creative Expression in Writing
Primary focus on giving students a skill set to tap into their own creativity. Opportunities for students to explore their creative strengths, develop a vocabulary with which to discuss their own creativity, and experiment with the craft and adventure of their own writing. Students will come out of the course strengthened in their ability to identify and pursue their own creative interests. For undergrads only. NOTE: For undergraduates only. Students must attend the first class meeting to retain their roster spot.
Terms: Aut, Win, Spr, Sum
| Units: 3
| UG Reqs: WAY-CE
Instructors: ;
Brewer, W. (PI);
Evans, J. (PI);
Frisch, S. (PI);
Hofmann, R. (PI);
Labowskie, M. (PI);
Perham, B. (PI);
Schloesser Tarano, N. (PI);
Sears, M. (PI);
Shewmaker, M. (PI);
Tomar, R. (PI);
Trahan, J. (PI);
Whitmore, R. (PI)
ENGLISH 9CFS:
Fire Stories: Narrative in the Digital Age
How do we tell stories in the age of the internet, social media, and new technology? How has the art of storytelling evolved over time? In this Creative Writing course we will explore storytelling in the digital age. We will be reading and writing in a variety of genres, workshopping our own personal projects, and considering ways in which storytelling has shifted from oral traditions to modern iterations like podcasts, songwriting, filmmaking, and multimedia. Assignments will range from reading Justin Torres' novel, 'We the Animals,' to watching films like 'Birdman' and 'La Jetée.' We will be listening to albums, looking at photo essays, and frequently meeting outdoors to tell stories around a fire. Anyone with a sense of adventure is welcome!
Terms: Aut
| Units: 3
| UG Reqs: WAY-A-II, WAY-CE
ENGLISH 9CI:
Inspired By Science: A Writing Workshop
How can your interest in science and the environment be enriched by a regular creative practice? How do you begin to write a poem or essay about the wonders of the natural world or the nuances of climate change? What are the tools and strategies available to creative writers, and how can these techniques be used to communicate complex concepts and research to wide-audiences? We begin to answer these questions by drawing inspiration from the rich tradition of scientists who write and writers who integrate science. Emphasizing writing process over finished product, students maintain journals throughout the quarter, responding to daily prompts that encourage both practice and play. Through open-ended and exploratory writing, along with specific exercises to learn the writer's craft students develop a sense of their own style and voice. Note: First priority to undergrads. Students must attend the first class meeting to retain their roster spot.
Terms: Aut
| Units: 3
| UG Reqs: WAY-A-II, WAY-CE
ENGLISH 9CP:
Poetry Off the Page: Songwriting, Film, and Spoken Word
With recent blockbuster films like Patterson and major prizes being awarded to artists like Bob Dylan and Kendrick Lamar, the borders of what constitutes traditional literature are shifting. In this Creative Writing course we will be looking at literature `off the page,' in songwriting, spoken word, multi-media, and visual art. We will be workshopping our own creative projects and exploring the boundaries of contemporary literature. Artists we'll be looking at include Iron and Wine, Lil Wayne, Allen Ginsberg, Beyonce, David Lynch, Patti Smith, Mark Strand, Anne Carson, Danez Smith, Bon Iver, and Lou Reed. NOTE: Students must attend the first class meeting to retain their roster spot.
Terms: Win
| Units: 3
| UG Reqs: WAY-A-II, WAY-CE
ENGLISH 9CV:
Creative Expression in Writing
Online workshop whose primary focus is to give students a skill set to tap into their own creativity. Opportunities for students to explore their creative strengths, develop a vocabulary with which to discuss their own creativity, and experiment with the craft and adventure of their own writing. Students will come out of the course strengthened in their ability to identify and pursue their own creative interests.
Terms: Sum
| Units: 3
| UG Reqs: WAY-CE
ENGLISH 9CWA:
Word/Art
This class will explore the interconnectivity of writing and visual art by asking the question, what is possible in the relationship between text and image? We'll look at concrete and graphic poetry, comics and graphic nonfiction; as well as chapbooks, broadsides, erasures, visual alphabets and syllabaries, and even tarot cards. In this process we'll conceive broader questions about language and representation: what can words do that visual images cannot and vice versa; what capacities does each have for conjuring reality; what becomes imaginable only when text and image fuse? Students will have the opportunity to try out a number of small-scale exercises, as well as to craft a sustained word/art project. They will come away with a new understanding of their own relationship(s) to language, and an expanded sense of possibility in their creative practice. No experience with writing or visual art is necessary though students should be prepared to experiment as both writers and visual artists. For undergraduates only.
Terms: Win
| Units: 3
| UG Reqs: WAY-CE
ENGLISH 9R:
Humanities Research Intensive (CLASSICS 9R, EALC 9R, HISTORY 9R)
Everyone knows that scientists do research, but how do you do research in the humanities? This seven-day course, taught over spring break, will introduce you to the excitement of humanities research, while preparing you to develop an independent summer project or to work as a research assistant for a Stanford professor. Through hands-on experience with archival materials and museum collections, you will learn how to formulate a solid research question; how to gather the evidence that will help you to answer that question; how to write up research results; how to critique the research of your fellow students; how to deliver your results in a public setting; and how to write an effective grant proposal. Students who complete this course become Humanities Research Intensive Fellows and receive post-program mentorship during spring quarter, ongoing opportunities to engage with faculty and advanced undergraduates, and eligibility to apply for additional funding to support follow-up research. Freshmen, sophomores, and qualifying transfer students only. All majors and undeclared students welcome. No prior research experience necessary. Enrollment limited: apply in October at https://humanexperience.stanford.edu/undergraduates/humanities-research-intensive.
Terms: Spr
| Units: 2
ENGLISH 9SF:
Fight the Future: Speculative Fiction and Social Justice
Imagining the future has been one of the most important ways humans have assessed their present. In this salon-style seminar we'll focus on modern speculative fiction as social critique, especially of regimes of patriarchy, racism, and capitalism. The first three weeks will be devoted to the work of Margaret Atwood, who will visit the class. The remaining seven weeks will explore other speculative fiction, broadly defined and across era and geography, that also engages with oppression and freedom, sex, love, and other dynamics of power. Guest lecturers will discuss the work of authors such as Octavia Butler, Samuel R. Delany, Franz Kafka, Philip K. Dick, Ursula LeGuin, and others.
Terms: Win
| Units: 3
| UG Reqs: WAY-A-II
ENGLISH 10D:
Introduction to English I: Women, Gender, and Sexuality in Early British Literature
How were gender and sexuality constructed and depicted a thousand years ago? How was illicit love depicted? How can women's silenced voices be heard? In this course, we'll examine British poetry, prose, and performance from c.600 to 1600 that challenge preconceptions about early people and culture, literary form and function. The readings will show how issues of voice, positionality, and identity are both fluid and surprising in the pre-modern era. We'll study texts written by and about women; texts that center transitional gender and non-binary sexualities; and texts that highlight the tension created by self and society, between being-in-the-world and conventional norms.nAmong the works we'll study (in translation) are Old English and Welsh women's lyrics, saints' lives, guides for confined religious life, romance in French and Middle English, Chaucer's Canterbury Tales, sixteenth-century women's poetry and letters, and Renaissance drama.
Terms: Win
| Units: 5
ENGLISH 11A:
Introduction to English II: High Life and Low Life: British Literature 1660-1820
English majors must take class for 5 units. Major moments in English literary history, from John Milton's 'Paradise Lost' to John Keats's 'Hyperion'. The trajectory involves a variety of literary forms, including Augustan satire, the illuminated poetry of William Blake's handcrafted books, the historical novel invented by Sir Walter Scott, the society novel of Jane Austen, and William Wordsworth's epic of psychological and artistic development. Literary texts will be studied in the context of important cultural influences, among them civil war, religious dissent, revolution, commercialization, colonialism, and industrialization.
Terms: Win
| Units: 3-5
ENGLISH 11B:
Introduction to English II: American Literature and Culture to 1855 (AMSTUD 150)
A survey of early American writings, including sermons, poetry, captivity and slave narratives, essays, autobiography, and fiction, from the colonial era to the eve of the Civil War.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II
ENGLISH 11Q:
Art in the Metropolis (ARTSINST 11Q, MUSIC 11Q, TAPS 11Q)
This seminar is offered in conjunction with the annual "Arts Immersion" trip to New York that takes place over the spring break and is organized by the Stanford Arts Institute (SAI). Participation in the trip is a requirement for taking part in the seminar (and vice versa). The trip is designed to provide a group of students with the opportunity to immerse themselves in the cultural life of New York City guided by faculty and SAI staff. Students will experience a broad range and variety of art forms (visual arts, theater, opera, dance, etc.) and will meet with prominent arts administrators and practitioners, some of whom are Stanford alumni. For further details and updates about the trip, see https://arts.stanford.edu/for-students/academics/arts-immersion/new-york/.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II
ENGLISH 12C:
Introduction to English III: Modern Literature
Survey of the major trends in literary history from 1850 to the present.
Terms: Aut, Win
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
| Repeatable
2 times
(up to 10 units total)
ENGLISH 12Q:
The Taboo
In this seminar, we will explore and theorize 'the taboo' and the consequences for transgressing taboos. On our quest, we will read broadly--from William Shakespeare's drama Othello to Christina Rossetti's poem 'Goblin Market' to Trevor Noah's memoir Born a Crime--to see how taboos around issues such as race, gender, and sexuality change and carry across different cultural, historical, geographical, and familial contexts. This class fulfills the WRITE 2 requirement.
Terms: Spr
| Units: 4
| UG Reqs: WAY-EDP, Writing 2
ENGLISH 13Q:
Imaginative Realms
This class looks at the tradition of the imagined universe in fiction and poetry. Special topics include magical realism, artificial intelligence, and dystopias. Primary focus on giving students a skill set to tap into their own creativity. Opportunities for students to explore their creative strengths, develop a vocabulary with which to discuss their own creativity, and experiment with the craft and adventure of their own writing. For undergrads only.
Terms: Aut
| Units: 3
| UG Reqs: WAY-CE
ENGLISH 14Q:
It's the Freakiest Show: David Bowie's Intertextual Imagination
David Bowie's career began in the early 60s with a mix of folk, rock, and psychedelia; he then helped define an era with his performance of a gender bending, glam rock alien prior to engaging with German expressionism and minimalist electronic music; in the `80s, he brought a generation to the dance floor with chart topping hits before turning to drum `n bass and industrial music for inspiration; he finished his life as an enigmatic but engaged artist releasing poignant albums until his death. Through these many transitions, Bowie had a constant, he was a voracious reader, a practice that informed his work throughout his life. In this class students will explore the place of literature in the work of musician, actor, and visual artist David Bowie. They will consider how Bowie's work embodies, questions, critiques, and engages with the literary. This course will focus on the relationship between Bowie's artistic output and work by other artists, both canonical and Avant Garde such as Andy Warhol, Iggy Pop, W.B. Yeats, T.S. Elliot, and William Burroughs. It will involve close readings of song lyrics and comparative reading of albums with literary forms such as the novel, poetry, and critical essay. We will also consider how Bowie's music was fueled by and in turn inspires new relationships between music, literature, cinema, and theater. Throughout, students will engage with and apply theories of writing, reading, and authorship and will explore questions of time, place, style, gender, and mortality. In addition to written analytical work, students will produce their own creative projects (poem, short story, song, album cover, etc.) in relation to something they find interesting or inspiring in Bowie's ouvre. Students will compose in varied modes (speaking, writing, video), in varied situations, and for varied audiences. Doing so, will enable students to explore the interplay between written, oral, and visual forms of communication, learn skills and strategies of oral delivery, and craft messages for both academic and public audiences.
Terms: Spr
| Units: 4
| UG Reqs: WAY-A-II, Writing 2
ENGLISH 15Q:
Family Trees: The Intergenerational Novel
The vast majority of novels feature a central protagonist, or a cast of characters whose interactions play out over weeks or months. But some stories overflow our life spans, and cannot be truthfully told without the novelist reaching far back in time. In this Sophomore Seminar, we will consider three novels that seek to tell larger, more ambitious stories that span decades and continents. In the process, we will discuss how novelists build believable worlds, craft memorable characters, keep us engaged as readers, and manage such ambitious projects.
Terms: Win
| Units: 3
| UG Reqs: WAY-A-II
ENGLISH 16Q:
Family Stories
This creative writing workshop will explore the idea of family. We'll begin with our questions: How do we conceptualize the word family? How do family histories, stories, mythologies, and languages shape our narratives? What does family have to do with the construction of a self? How can we investigate the self and all of its many contexts in writing? We'll consider how we might work from our questions in order to craft work that is meaningful and revealing. Students will have the opportunity to write in both poetry and prose, as well as to develop their own creative cross-genre projects. Along the way, we'll discuss elements of craft essential to strong writing: how to turn the self into a speaker; how create the world of a piece through image, detail, and metaphor; how to craft beautiful sentences and lines; how to find a form; and many other topics.
Terms: Spr
| Units: 3
| UG Reqs: WAY-CE
ENGLISH 17N:
Animal Poems
Animals have always appealed to the human imagination. This course provides basic a rubric for analyzing a variety of animal poems in order (1) to make you better readers of poetry and (2) to examine some of the most pressing philosophical questions that have been raised in the growing field of animal studies. The animals that concern us here are not allegorical¿the serpent as evil, the fox as cunning, the dove as a figure for love. Rather, they are creatures that, in their stubborn animality, provoke the imagination of the poet.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II
ENGLISH 17Q:
After 2001: A 21st Century Science Fiction Odyssey
In 1968, Stanley Kurick's 2001: A Space Odyssey imagined the future in the then distant year of 2001. Now that year is more than 20 years in the rearview and his science fiction future is now our past (with fewer PanAm flights to the moon and a stunning dearth of murderous AI). What is science fiction in the 21st century? What does it do? Who writes it? And, importantly, who is it for? In this class we will explore the questions of topic, author, audience, and community through the lens of the Hugo winning short stories since 2001. Hugo Awards are chosen by the fans, so this will allow us to examine the ways in which fandom and popular culture have changed in the last two decades in ways that has made the genre broader and more inclusive of writers and readers of every gender, race, and sexuality, while at the same time provoking a reactionary response in a minority of writers and fans who consider themselves decentered by these developments. Readings will include the Hugo winning short stories, some classic science fiction stories, and contemporary reports about the annual science fiction convention where these awards are given (WorldCon), and articles about science fiction fan culture. We will also view some of the science fiction visual works that have been important or influential in the past two decades. Timing and health permitted we will attend a local science fiction convention. This course will be reading- and writing-intensive but will also offer opportunities for spirited discussion. We will be engaging with sensitive subjects such as race, class, gender, and sexuality. Assignments include weekly short essays, discussion leadership, individual presentations, and a final research paper.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II, WAY-EDP
ENGLISH 17SC:
London through Time, Text, and Technology
We have a textual history of London that dates from at least the 1st century BCE, and archaeological evidence of settlement that is even older. For millennia, the city of London has been both a place of textual production and itself the focus of authors' writings. The metropolis has been at the forefront of innovation in the human record (the first printing press in Britain was established in London; the first acoustic telephone, the first computer program, and the first wind-up radio were invented there); it is a space where new languages, new technologies of information, and new stories of the human experience have evolved. This course explores the genesis and long history of the city of London through text, image, and sound. We'll investigate inscribed wooden tablets that predate the Roman invasion of Britain; the manuscripts, printed texts, and performances of Chaucer's Canterbury Tales; the emergence of musical innovators, like the Beatles and David Bowie; and the awareness of the city's history in contemporary authors' works, like Zadie Smith's The Wife of Willesden. Through these and other primary sources, students will explore the great city of London and its contribution to global text technologies, designing their own text technological study. We'll focus on literary and historical archives, art, sound and image recordings, and the idea of the `city as author', and, circumstances permitting, we'll visit the Huntington Library in Pasadena, as well as working in Stanford University Libraries and the Hoover Archives.
Terms: Sum
| Units: 2
ENGLISH 19Q:
I Bet You Think You're Funny: Humor Writing Workshop
Nothing is harder than being funny on purpose. We often associate humor with lightness, and sometimes that's appropriate, but humor is inextricably interlinked with pain and anger, and our funniest moments often spring from our deepest wounds. Humor can also allow us a platform for rage and indignation when other forms of rhetoric feel inadequate. This workshop will take students through the techniques and aesthetics of humor writing, in a variety of forms, and the main product of the quarter will be to submit for workshop a sustained piece of humor writing. For undergrads only.
Terms: Aut
| Units: 3
| UG Reqs: WAY-A-II, WAY-CE
ENGLISH 21Q:
Write Like a Poet: From Tradition to Innovation
In this poetry workshop, we will spend the first half of the quarter reading and writing in traditional forms and the second half innovating from those forms. When discussing poetry, what do we mean when we talk about craft? What is prosody and why is it important? What are the relationships between form and content? What does a modern sonnet look like? We will consider how a writer might honor a tradition without being confined by it. The culmination of the course will be a project in which the student invents (and writes in) a form of their own. All interested students are welcome beginners and experts alike.
Terms: Aut
| Units: 3
| UG Reqs: WAY-CE
ENGLISH 23Q:
First Chapters: Please Allow Me to Introduce My Novel
In this course we'll explore how an effective first chapter immerses us in the voice of the narrator, introduces a series of themes and problems, indicates character desires and fears, and most importantly enchants and inspires its readers. We'll write short reaction papers and hold discussions in small and large groups. In the second half of the quarter, students will compose their own first novel chapter of around 8-12 pages, and we'll workshop them in class. The final goal is to have a revised first chapter, a short outline for the rest of a book, and an increased knowledge of writing original and irresistible opening chapters.
Terms: Win
| Units: 3
| UG Reqs: WAY-CE
ENGLISH 24Q:
Leaving Patriarchy: A Course for All Genders
This is a creative writing course for writers of all genders who are interested in thinking about patriarchy and how to resist it. Our course will aim to complicate the idea that men benefit from patriarchy and are its primary enforcers, while the rest of us are simply suffering under it. We'll ask ourselves how patriarchy is bad for ALL of us, and how ALL of us are implicated in its perpetuation. Do we ALL have the reasons and the resources to leave patriarchy--and can we start to leave it right now? We'll read works of scholarship and literature that investigate patriarchy as a human relational problem. We'll write fiction and nonfiction in which we explore the ways patriarchy has shaped us, challenge ourselves to resist its manifestations in our relationships, envision a future without patriarchy, and begin to live that future right now. Most crucially, we will practice creating a space in which all of us can speak without fear of judgment about our experiences of a fraught topic.
Terms: Spr
| Units: 3
| UG Reqs: WAY-CE
ENGLISH 29SF:
Fight the Future: Researching the Social Justice Work of Speculative Fiction
Imagining the future has been one of the most important ways humans have assessed their present. In this salon-style seminar we'll focus on modern speculative fiction as social critique, especially of regimes of patriarchy, racism, and capitalism. Students will research specific aspects, authors, or sub-genres of speculative fiction, develop a written argument about their subject, and then design and deliver an oral a presentation of their findings at the end of the quarter. Guest lecturers will discuss the work of authors such as Octavia Butler, Samuel R. Delany, Franz Kafka, Philip K. Dick, Ursula LeGuin, and special guest Margaret Atwood will visit the class. Note: will frequently meet with its companion class 9SF.
Terms: Win
| Units: 4
| UG Reqs: Writing 2
ENGLISH 30N:
Character
"I have a dream..." How do loose bits of textual material transform into literary characters of heft and substance? Before reflecting on the "rounded" characters associated with novels and more recent genres of writing, this class will survey a handful of ancient, medieval, and early modern texts to consider alternative models of the literary subject. We will have occasion to consider texts that primarily deploy characters as embodiments of concepts or ideals, and will think critically, too, of historical movements that have formed our taste for literary figures of flesh and blood. A focus on the implied people of texts requires a reckoning with social categories and ethical distinctions more generally. We will thus read throughout with an eye toward the literary and sociopolitical structures that make it possible to perpetuate--if not to realize--the fantasy of knowing others "by the content of their character."
Terms: Aut
| Units: 3
| UG Reqs: WAY-A-II, WAY-ER
ENGLISH 31N:
Love and Death
How do we put into words the ineffeable emotions generated by love and grief? How have writers, across centuries and many different literary traditions, sung the praises of a beloved, or lamented the ache of loss? In this hybrid literature and creative writing course, we will alternate between the close-reading of model texts, and generating original poetry and prose written under the influence of literary heroes.
Terms: Win
| Units: 3
| UG Reqs: WAY-A-II, WAY-CE
ENGLISH 39Q:
Were They Really "Hard Times"? Mid-Victorian Social Movements and Charles Dickens (HISTORY 39Q)
"It was a town of red brick, or of brick that would have been red if the smoke and ashes had allowed it." So begins Charles Dickens description of Coketown in Hard Times. And it only seems to get more grim from there. But the world that Dickens sought to portray in the novel was a hopeful one, too. And that tension is our starting point. The intent of this class is to more closely examine mid-Victorian Britain in light of Dickens' novel, with particular focus on the rise of some of our modern social movements in the 19th century. While things like the labor movement, abolitionism, feminism, and environmentalism, are not the same now as they were then, this class will explore the argument that the 21st century is still, in some ways, working out 19th century problems and questions. At the same time, this is also a course that seeks to expand the kinds of sources we traditionally use as historians. Thus, while recognizing that literary sources are particularly complex, we will use Hard Times as a guide to our exploration to this fascinating era. We will seek both to better understand this complex, transitional time and to assess the accuracy of Dickens' depictions of socio-political life.nnThrough a combination of short response papers, creative Victorian projects (such as sending a hand-written letter to a classmate), and a final paper/project, this course will give you the opportunity to learn more about the 19th century and the value of being historically minded.nnAs a seminar based course, discussion amongst members of the class is vital. All students are welcome
Terms: Spr
| Units: 3
| UG Reqs: WAY-ER, WAY-SI
ENGLISH 40N:
Theatrical Wonders from Shakespeare to Mozart
What is the secret of theatrical illusion? How does the theater move us to wonder, sympathetic identification, and reflection? How can the theater help society understand and manage social conflict and historical change? We will ask these questions through a close examination--on the page and on the stage--of dramatic masterpieces by Shakespeare and Mozart. We will attend live performances of Gounod's opera Romeo and Juliet and of Mozart's opera The Marriage of Figaro. No prior knowledge of music or foreign languages is required; neither is prior experience in theatricals.
Terms: Aut
| Units: 3
| UG Reqs: WAY-A-II
ENGLISH 50:
HUMANITIES HOUSE WORKSHOP
For student-run workshops and research seminars in Ng House / Humanities House. Open to both residents and non-residents. May be repeated for credit. This course code covers several discrete workshops each quarter; sign up for a particular workshop via the Google Form at https://goo.gl/forms/TRU0AogJP3IHyUmr2.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
(up to 99 units total)
ENGLISH 53Q:
Writing and Gender in the Age of Disruption
In this course, we will read a wide cross-section of British and American women writers who turned to fiction and poetry to examine, and to survive, their times: Virginia Woolf, Nella Larsen, Rebecca West, Zora Neale Hurston, Jean Rhys, Jessie Redmon Fauset, Katherine Mansfield, H.D., Marianne Moore, and Una Marson. You will learn how to pay close attention to the often radically new ways these writers bent language to their purposes to express complex emotions and vexed political realities; in your own essay writing, you will learn how to write clearly and persuasively about small units of text and to craft longer critical analyses attentive to language, history, and culture. Always, students will be encouraged to draw connections between then and now, to ponder what has changed, and what remains to be changed, in our own turbulent times.
Terms: Win, Spr
| Units: 3
| UG Reqs: WAY-A-II, WAY-EDP
ENGLISH 61N:
Jane Austen's Fiction
Austen's finely wrought novels were unlike any previous fiction, offering an intensely realized example of literary originality. This class focuses on Austen's major writing, all published in a remarkable ten year period. These novels - including Pride and Prejudice, Emma, Mansfield Park and Persuasion - have had a profound impact on the development and understanding of the novel as an art form. We'll take the measure of Austen's inventiveness and her subtle, engrossing experiments in narrative voice, fictional character, representation and literary form. Our two goals will be to closely engage each novel (looking at the major interpretative and aesthetic questions that are generated) and to track the rich dialogue that takes place between her different texts when they are read together.
Terms: Aut
| Units: 3
| UG Reqs: WAY-A-II
ENGLISH 66:
'A Model Island': Britain in Historical and Cultural Perspective
What's `culture'? There is no such thing as `British culture' as a coherent singular phenomenon, but `culture' can be a useful lens to think about a place, its entanglement with the past and the rest of the world. In this class we can understand how the ideas and social relations that constitute the common-sense fiction of British culture and the very notions of `Britishness', `Englishness', etc. came about historically and are sustained in contemporary contexts. As well as learn how to use `culture' as a heuristic-critical tool to make sense of a particular place's entanglement in history, politics, and cultural production.
Terms: Aut, Win, Spr, Sum
| Units: 2
ENGLISH 68N:
Mark Twain and American Culture (AMSTUD 68N)
Preference to freshmen. Mark Twain defined the rhythms of our prose and the contours of our moral map. He recognized our extravagant promise and stunning failures, our comic foibles and tragic flaws. He is viewed as the most American of American authors--and as one of the most universal. How does his work illuminate his society's (and our society's) responses to such issues as race, gender, technology, heredity vs. environment, religion, education, art, imperialism, animal welfare, and what it means to be "American"?
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-EDP
ENGLISH 71:
Dangerous Ideas (ARTHIST 36, COMPLIT 36A, EALC 36, ETHICSOC 36X, FRENCH 36, HISTORY 3D, MUSIC 36H, PHIL 36, POLISCI 70, RELIGST 36X, SLAVIC 36, TAPS 36)
Ideas matter. Concepts such as equality, tradition, and Hell have inspired social movements, shaped political systems, and dramatically influenced the lives of individuals. Others, like race, gender, and technology play an important role in contemporary debates in the United States. All of these ideas are contested, and they have a real power to change lives, for better and for worse. In this one-unit class we will examine these "dangerous" ideas. Each week, a faculty member from a different department in the humanities and arts will explore a concept that has shaped human experience across time and space.
Terms: Spr
| Units: 1
ENGLISH 72N:
Serial Storytelling
"TV's Lost Weekends," a recent headline says, referring to the modern habit of binge-watching television shows. Such news stories debate the right way to watch TV. They also echo longstanding arguments about how to read books. This course juxtaposes contemporary television with classic serial novels in order to explore different ways of experiencing longform narratives. How do we read or watch when we're forced to wait before the next episode---or, conversely, given the opportunity to binge?
Terms: Aut
| Units: 3
| UG Reqs: WAY-A-II
ENGLISH 81:
Philosophy and Literature (CLASSICS 42, COMPLIT 181, FRENCH 181, GERMAN 181, ILAC 181, ITALIAN 181, PHIL 81, SLAVIC 181)
What, if anything, does reading literature do for our lives? What can literature offer that other forms of writing cannot? Can fictions teach us anything? Can they make people more moral? Why do we take pleasure in tragic stories? This course introduces students to major problems at the intersection of philosophy and literature. It addresses key questions about the value of literature, philosophical puzzles about the nature of fiction and literary language, and ways that philosophy and literature interact. Readings span literature, film, and philosophical theories of art. Authors may include Sophocles, Dickinson, Toni Morrison, Proust, Woolf, Walton, Nietzsche, and Sartre. Students master close reading techniques and philosophical analysis, and write papers combining the two. This is the required gateway course for the Philosophy and Literature major tracks. Majors should register in their home department.
Terms: Aut
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
ENGLISH 83N:
City, Space, Literature (URBANST 83N)
This course presents a literary tour of various cities as a way of thinking about space, representation, and the urban. Using literature and film, the course will explore these from a variety of perspectives. The focus will be thematic rather than chronological, but an attempt will also be made to trace the different ways in which cities have been represented from the late nineteenth century to recent times. Ideas of space, cosmopolitanism, and the urban will be explored through films such as The Bourne Identity and The Lunchbox, as well as in the writings of Arthur Conan Doyle, Walter Mosley, Virginia Woolf, James Joyce, Fiston Mwanza Mujila, Karen Tei Yamashita, and Mohsin Hamid, among others.
Terms: Win
| Units: 3
| UG Reqs: WAY-A-II
ENGLISH 84N:
Just Feelings
Most of us read for the pure pleasure of it - just feelings. And yet, just as often, we believe that literature has a particular purpose: that it can affect justice, something we imagine it does through the production of certain pro-social emotions: just feelings. What role might feelings - from anger, to empathy, to pleasure - have in producing a better world, and how might literatre prompt us toward those feelings, that world? What dangers lurk in linking up literature, feelings and justice?
Terms: Spr
| Units: 3
ENGLISH 90:
Fiction Writing
The elements of fiction writing: narration, description, and dialogue. Students write complete stories and participate in story workshops. Prerequisite: PWR 1 (waived in summer quarter). NOTE: First priority to undergrads. Students must attend the first class meeting to retain their roster spot.
Terms: Aut, Win, Spr, Sum
| Units: 5
| UG Reqs: WAY-A-II, WAY-CE
ENGLISH 90H:
Humor Writing Workshop
What makes writing funny? What are we doing when we try to be funny? In this creative writing workshop, you'll exercise your native wit by writing short pieces of humor in a variety of forms. We'll practice writing jokes, parody, satire, sketches, stories, and more, study theories of humor, research practical principles and structures that writers have repeatedly used to make things funny, and enjoy and analyze examples of humor old and new to use as models. In the service of creating and understanding humor, we'll also explore questions about what purposes humor serves, and what relationship humor has with power, culture, and history.
Terms: Spr
| Units: 5
| UG Reqs: WAY-A-II, WAY-CE
ENGLISH 90Q:
Sports Writing
Study and practice of the unique narratives, tropes, images and arguments that creative writers develop when they write about popular sport. From regional fandom to individualist adventuring, boxing and baseball to mascot dancing and table tennis, exceptional creative writers mine from a diversity of leisure activity a rich vein of sports writing in the creative nonfiction genre. In doing so, they demonstrate the creative and formal adaptability required to write with excellence about any subject matter, and under the circumstances of any subjectivity. Discussion of the ways in which writers have framed, and even critiqued, our interest in athletic events, spectatorship, and athletic beauty. Writers include Joyce Carol Oates, Roland Barthes, David James Duncan, Arnold Rampersad, John Updike, Maxine Kumin, Susan Sterling, Ernest Hemingway, Norman Mailer, Dervla Murphy, Haruki Murakami, Don DeLillo, Henry Louis Gates, Jr., Annie Dillard, John McPhee, and Laura Hillenbrand. Close readings of essays on form and sport, as well as book excerpts. Students will engage in class discussions and write short weekly papers, leading to a more comprehensive project at the end of the quarter.
Terms: Aut
| Units: 3
| UG Reqs: WAY-A-II, WAY-CE
ENGLISH 90V:
Fiction Writing
Online workshop course that explores the ways in which writers of fiction have used language to examine the world, to create compelling characters, and to move readers. We will begin by studying a selection of stories that demonstrate the many techniques writers use to create fictional worlds; we'll use these stories as models for writing exercises and short assignments, leading to a full story draft. We will study figurative language, character and setting development, and dramatic structure, among other elements of story craft. Then, each student will submit a full draft and receive feedback from the instructor and his/her classmates. This course is taught entirely online, but retains the feel of a traditional classroom. Optional synchronous elements such as discussion and virtual office hours provide the student direct interaction with both the instructor and his/her classmates. Feedback on written work ¿ both offered to and given by the student ¿ is essential to the course and creates class rapport.
Terms: Sum
| Units: 5
| UG Reqs: WAY-CE
ENGLISH 90WM:
Writing Mystical, Spiritual, and Altered States: A Workshop
In this writing workshop, we will explore core fiction and nonfiction techniques by engaging with the long literary tradition of writing about mystical, spiritual, and altered states of experience. The logic is simple: if you can write well about what is often called 'indescribable; or 'ineffable,' you can write about almost anything. We will look at how mystical experiences, spiritual searching, loss of faith, drug experiences, pilgrimages, the natural sublime, and even migraines have made for exhilarating subjects by some of our best contemporary writers, including Michael Pollan, Jia Tolentino, Robin Wall Kimmerer, Oliver Sacks, Denis Johnson, Hillary Mantel, Peter Matthiessen, and Annie Dillard. After close readings and discussions, students will write and workshop their own pieces of questioning, exploration, and awe. Students must attend the first class to retain their roster spot.
Terms: Win
| Units: 5
| UG Reqs: WAY-CE
ENGLISH 91:
Creative Nonfiction
Historical and contemporary as a broad genre including travel and nature writing, memoir, biography, journalism, and the personal essay. Students use creative means to express factual content. Prerequisite: PWR 1 (waived in summer quarter and for SLE students). NOTE: First priority to undergrads. Students must attend the first class meeting to retain their roster spot.
Terms: Aut, Win, Spr, Sum
| Units: 5
| UG Reqs: WAY-A-II, WAY-CE
Instructors: ;
Brewer, W. (PI);
Ekiss, K. (PI);
Evans, J. (PI);
Frisch, S. (PI);
Porter, E. (PI);
Schloesser Tarano, N. (PI);
Sears, M. (PI);
Smith, A. (PI);
Trahan, J. (PI);
Whitmore, R. (PI)
ENGLISH 91A:
Asian American Autobiography/W (AMSTUD 91A, ASNAMST 91A, CSRE 91D)
This is a dual purpose class: a writing workshop in which you will generate autobiographical vignettes/essays as well as a reading seminar featuring prose from a wide range of contemporary Asian-American writers. Some of the many questions we will consider are: What exactly is Asian-American memoir? Are there salient subjects and tropes that define the literature? And in what ways do our writerly interactions both resistant and assimilative with a predominantly non-Asian context in turn recreate that context? We'll be working/experimenting with various modes of telling, including personal essay, the epistolary form, verse, and even fictional scenarios. First priority to undergrads. Students must attend the first class meeting to retain their roster spot.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-CE, WAY-EDP
ENGLISH 91DC:
Writing the Memoir
Open to DCI Fellows and Partners only. In this course, we will practice the art and craft of writing memoir: works of prose inspired by the memory of personal events and history. In our practice, we will look at different strategies for writing with meaning and insight about the events in our lives. We will read a variety of models by published authors who have made sense of the personal alongside the profound: the sad, joyful, simple and complicated stuff of living and being alive. Our learning will be discussion-driven. You should expect to do daily writing in the class, and to write and read widely between our class meetings. We will read, discuss, and imitate excerpts of memoirs by such authors as Augustine, Andrew Solomon, Joyce Carol Oates, Tim O'Brien, Joan Didion, and Eavan Boland, among many others. At least half of our class time will be devoted to the discussion of participants' work. The course will address issues ranging from how we select and write about events from our personal lives, to the ethical obligations of memoirists, to the ways we can explore new understanding about the past, as well as our own courage and reluctance to share personal writing. Writers at all levels of experience and comfort with creative writing are very welcome.
Terms: Aut, Win
| Units: 5
ENGLISH 91V:
Creative Nonfiction
Online workshop course. Historical and contemporary as a broad genre including travel and nature writing, memoir, biography, journalism, and the personal essay. Students use creative means to express factual content.
Terms: Sum
| Units: 5
| UG Reqs: WAY-A-II, WAY-CE
ENGLISH 92:
Reading and Writing Poetry
Prerequisite: PWR 1. Issues of poetic craft. How elements of form, music, structure, and content work together to create meaning and experience in a poem. NOTE: First priority to undergrads. Students must attend the first class meeting to retain their roster spot.
Terms: Aut, Win, Spr
| Units: 5
| UG Reqs: WAY-A-II, WAY-CE
ENGLISH 92L:
Poems of Love and Sexuality
This writing-intensive workshop will explore the tradition of love poetry, paying attention to how poets have represented the amorous and the erotic in their work - powerful longing, steamy encounters, devastating break-ups - from ancient times to today. As we analyze and interpret the ways poems can record shifting attitudes toward sex, gender, queerness, and relationships, we will also focus on the creative process: generating a sequence of our own poems and developing practical writing skills in group poetry workshops.
Terms: Spr
| Units: 5
| UG Reqs: WAY-CE
ENGLISH 92V:
Reading and Writing Poetry
Online workshop course in which students explore issues of poetic craft. How elements of form, music, structure, and content work together to create meaning and experience in a poem.
Terms: Sum
| Units: 5
| UG Reqs: WAY-CE
ENGLISH 93Q:
The American Road Trip
From Whitman to Kerouac, Alec Soth to Georgia O'Keeffe, the lure of travel has inspired many American artists to pack up their bags and hit the open road. In this course we will be exploring the art and literature of the great American road trip. We will be reading and writing in a variety of genres, workshopping our own personal projects, and considering a wide breadth of narrative approaches. Assignments will range from reading Cormac McCarthy's novel, 'The Road,' to listening to Bob Dylan's album, 'Highway 61 Revisited.' We will be looking at films like 'Badlands' and 'Thelma and Louise,' acquainting ourselves with contemporary photographers, going on a number of campus-wide field trips, and finishing the quarter with an actual road trip down the California coast. Anyone with a sense of adventure is welcome!
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II, WAY-CE
ENGLISH 94Q:
The Future is Feminine (FEMGEN 94Q)
Gender is one of the great social issues of our time. What does it mean to be female or feminine? How has femininity been defined, performed, punished, or celebrated? Writers are some of our most serious and eloquent investigators of these questions, and in this class we'll read many of our greatest writers on the subject of femininity, as embodied by both men and women, children and adults, protagonists and antagonists. From Virginia Woolf to Ernest Hemingway, from Beloved to Gone Girl (and even "RuPaul's Drag Race"), we'll ask how the feminine is rendered and contested. We'll do so in order to develop a history and a vocabulary of femininity so that we may, in this important time, write our own way in to the conversation. This is first and foremost a creative writing class, and our goals will be to consider in our own work the importance of the feminine across the entire spectrum of gender, sex, and identity. We will also study how we write about femininity, using other writers as models and inspiration. As we engage with these other writers, we will think broadly and bravely, and explore the expressive opportunities inherent in writing. We will explore our own creative practices through readings, prompted exercises, improv, games, collaboration, workshop, and revision, all with an eye toward writing the feminine future.
Terms: Win
| Units: 3
| UG Reqs: WAY-A-II, WAY-CE
ENGLISH 106A:
A.I.-Activism-Art (ARTHIST 168A, CSRE 106A, SYMSYS 168A)
Lecture/studio course exploring arts and humanities scholarship and practice engaging with, and generated by, emerging emerging and exponential technologies. Our course will explore intersections of art and artificial intelligence with an emphasis on social impact and racial justice. Open to all undergraduates.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II
ENGLISH 112B:
African Literature: From Chinua Achebe to Afrofuturism (AFRICAAM 112B)
This course will be an exploration of the major writers and diverse literary traditions of the African continent. We will examine various elements (genre, form, orality, etc.) across a variety of political, social, and literary categories (colonial/postcolonial, modernism/postmodernism, gender, class, literary history, religion, etc.). We will also address issues such as African literature and its relationship to world literature and the question of language and of translation. Writers to be discussed will include Chinua Achebe, Wole Soyinka, Tsitsi Dangarembga, Fiston Mwanza Mujila, Kamel Daoud, Tayeb Salih, and NoViolet Bulawayo, among others.nThe class will be structured around the close-reading of passages from individual texts with an attempt to relate the details derived from the reading process to larger areas of significance within the field. Students should make sure to bring their texts to class with them and must be prepared to contribute to class discussions.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
ENGLISH 112C:
Humanities Core: The Renaissance in Europe (HUMCORE 122)
The Renaissance in Europe saw a cultural flowering founded on the achievements of pagan antiquity, a new humanism founded on the conviction that nothing which has ever interested living men and women can wholly lose its vitality, and the foundation of the modern state. We start with those "Renaissance men" Leonardo Da Vinci, Michelangelo, and Raphael. We then turn to Martin Luther's rejection of Papal Rome and his erection of a competing, Protestant ideal. Montaigne and Shakespeare invent our modern sense of subjectivity before our eyes. And Machiavelli and Hobbes create a science of power politics. Each week, during the first class meeting, we will focus on these issues in Europe. During the second class meeting, we will participate in a collaborative conversation with the other students and faculty in Humanities Core classes, about other regions and issues. This course is taught in English . This course is part of the Humanities Core, a collaborative set of global humanities seminars that brings all of its students and faculty into conversation. On Mondays you meet in your own course, and on Wednesdays all the HumCore seminars (in session that quarter) meet together: https://humanitiescore.stanford.edu/.
Terms: Win
| Units: 3
| UG Reqs: WAY-A-II, WAY-SI
ENGLISH 113:
'The secret of deep human sympathy': Victorian Novels
The Victorian period is often referred to as the Age of the Novel: never before or since did fiction play such a central part in the English literary landscape. Through a close scrutiny of works by Charles Dickens, Charlotte Brontë, George Eliot and Thomas Hardy, this course will probe the formal innovations of four major nineteenth-century writers. Each novel will be tackled through five main approaches: the contexts that informed the work (such as the development of London, evolving attitudes towards criminality, subjectivity, childhood, and biology); the impact of publication methods on the novel (Oliver Twist and Tess of the d'Urbervilles originally appeared in periodicals as, respectively, a monthly and a weekly serial; Jane Eyre and Adam Bede were first published as three-volume novels); innovations with narrative voice (for example how the novelists make use of third-person omniscient and first-person narration, and how and why they address the reader); the novels' stylistic particularities (from their manipulation of imagery to their experimentation with genre); and the major critical debates surrounding them (such as recent discussions concerning the extent to which the Victorian novel consolidated or challenged nineteenth-century values). Throughnour four novels, we will span the Victorian period, from Queen Victoria's arrival on the throne to anxieties and experimentations of the fin-de-siècle.
Terms: Win
| Units: 5
ENGLISH 115:
Virtual Italy (ARCHLGY 117, CLASSICS 115, HISTORY 238C, ITALIAN 115)
Classical Italy attracted thousands of travelers throughout the 1700s. Referring to their journey as the "Grand Tour," travelers pursued intellectual passions, promoted careers, and satisfied wanderlust, all while collecting antiquities to fill museums and estates back home. What can computational approaches tell us about who traveled, where and why? We will read travel accounts; experiment with parsing; and visualize historical data. Final projects to form credited contributions to the Grand Tour Project, a cutting-edge digital platform. No prior programming experience necessary.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-A-II, WAY-SI
ENGLISH 115E:
Shakespeare and his Contexts: Race, Religion, Sexuality, Gender
Terms: Spr
| Units: 5
ENGLISH 118:
Literature and the Brain (COMPLIT 138, COMPLIT 238, ENGLISH 218, FRENCH 118, FRENCH 218, PSYC 126, PSYCH 118F)
How does fiction make us better at reading minds? Why do some TV shows get us to believe two contradictory things at once? And can cognitive biases be a writer's best friend? We'll think about these and other questions in the light of contemporary neuroscience and experimental psychology, with the help of Song of Solomon (Toni Morrison), Madame Bovary (Gustave Flaubert), season 1 of Westworld (Lisa Joy / Jonathan Nolan), and short readings from writers like Louise Glück, Jorge Luis Borges, Virginia Woolf, and Marcel Proust. We'll also ask what we see when we read; whether the language we speak affects the way we think; and why different people react differently to the same book. Plus: is free will a fiction, or were you just forced to say that?
Terms: Win, Spr
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II
ENGLISH 119:
Pitching and Publishing in Popular Media
Most of the time, writing a pitch for a popular outlet just means writing an email. So why be intimidated? This course will outline the procedure for pitching essays and articles to popular media: how to convince an editor, agent, or anyone else that your idea is compelling, relevant, and deliverable. We'll take a holistic approach to self-presentation that includes presenting yourself with confidence, optimizing your social media and web platform, networking effectively, writing excellent queries and pitches, avoiding the slush pile, and perhaps most importantly, persevering through the inevitable self-doubt and rejection.We will focus on distinguishing the language, topics and hooks of popular media writing from those of academic writing, learn how to target and query editors on shortform pieces (personal essays, news stories, etc.), and explore how humanists can effectively self-advocate and get paid for their work.
Terms: Win
| Units: 1
| Repeatable
3 times
(up to 3 units total)
ENGLISH 124:
The American West (AMSTUD 124A, ARTHIST 152, HISTORY 151, POLISCI 124A)
The American West is characterized by frontier mythology, vast distances, marked aridity, and unique political and economic characteristics. This course integrates several disciplinary perspectives into a comprehensive examination of Western North America: its history, physical geography, climate, literature, art, film, institutions, politics, demography, economy, and continuing policy challenges. Students examine themes fundamental to understanding the region: time, space, water, peoples, and boom and bust cycles.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-SI
ENGLISH 125:
Virginia Woolf in the Age of #MeToo (FEMGEN 125V)
How does a groundbreaking first wave feminist theorist and novelistic innovator speak intergenerationally? Everything about #MeToo can be found in Virginia Woolf's works, from gender oppression, to the politics of women's entry into the public sphere, to the struggle of women to be heard and believed. We begin with A Room of One's Own (1929) and Three Guineas (1938), tying them to media coverage of #MeToo, then turn to the identity politics of her fiction and to broader histories of feminism and feminist theory.
Terms: Aut
| Units: 3-5
ENGLISH 127A:
Moby-Dick and the Role of the Animal in Fiction
Herman Melville's white sperm whale Moby-Dick is arguably the most famous animal in world literature. The whale is more than the sum of its sizable parts, though Melville does tell us in great detail about the whale's size, weight, brain, lungs, blowhole, skin, ribs, eyes, ears, blubber, tail, and phallus. But he, his characters and his readers have also attributed all manner of significance to the whale. Most centrally, Captain Ahab's passionate and paranoid reflections on the whale's mind predetermine the novel's plot from beginning to tragic end. No one escapes the physical enormity and monstrous intelligence of Moby-Dick. In this course, we'll read Moby-Dick with a focus on the portrayal of animal consciousness and the role it plays in the novel's radical experiments with plot, genre, character, and fiction itself. In advance of reading the novel in the second half of the quarter, we will consider a number of authors and philosophers whose works attempt to understand that which by definition disallows understanding. In addition to Melville, authors may include Leo Tolstoy, Franz Kafka, Soseki Natsume, Bernard Malamud, Mark Haddon, Art Spiegelman, and J. M. Coetzee. Philosophers may include Stanley Cavell, Cora Diamond, John McDowell, Ian Hacking, Cary Wolfe, and Stephen Mulhall.
Terms: Spr
| Units: 5
| UG Reqs: WAY-A-II
ENGLISH 135:
What is all this juice and all this joy? Victorian Poetry
In this course we will study the works of major Victorian poets across various genres, including: Tennyson, Browning, Hopkins, Meredith, Rossetti, Arnold, Barrett Browning and Swinburne.nThis course would work well alongside Victorian Novels.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-Hum
ENGLISH 137C:
Time Travel in the Americas (HUMCORE 137)
Historical fiction refracts our view of the present and our hopes for the future through the prism of the past. This course explores twentieth and twenty-first century writing from the Americas that reflects back on the relationship between American identity, modernity, and colonial power. At the heart of all of these accounts is a reckoning with the nature of recorded history: who has had the power to speak for themselves, who has been represented by others, and who has been left out? For some writers, this entails the re-embodiment of real historical figures, whether Toussaint Louverture in CLR James's The Black Jacobins, Johann Moritz Rugendas in César Aira's An Episode in the Life of a Landscape Painter, or Estebánico in Laila Lalami's The Moor's Account. For others, it means the manufacture of plausible historical analogues, like Amabelle Désir in Edwidge Danticat's The Farming of Bones and Antoinette Rochester in Jean Rhys's Wide Sargasso Sea. And for some, like Rita Indiana in Tentacle and Carmen Boullosa in Heavens on Earth, it means reversing the gaze, using the distant past to speculate about the possibilities of a distant future. This course is part of the Humanities Core, a collaborative set of global humanities seminars that brings all of its students and faculty into conversation. On Mondays you meet in your own course, and on Wednesdays all the HumCore seminars (in session that quarter) meet together: https://humanitiescore.stanford.edu/.
Terms: Spr
| Units: 3-5
ENGLISH 139C:
American Literature and Social Justice (AMSTUD 139C)
How have American writers tried to expose and illuminate racism and sexism through fiction, creative nonfiction, journalism, and poetry? How have they tried to focus our attention on discrimination and prejudice based on race, gender, ethnicity, class, religion and national origin? What writing strategies can break through apathy and ignorance? What role, if any, can humor play in this process?
Terms: Win
| Units: 4-5
ENGLISH 140:
Modernism Today
Ezra Pound declared that literature was 'news that stays news.' This class looks back at some monuments of modernist literature and asks: how has modernism stayed new? What elements of its styles, themes, and forms remain useful today? Each unit consists of a pairing between a modernist writer and a later author who used modernist techniques in a different time for a new purpose. We'll look at modernism from the perspective of marginalized figures often excluded from its key texts. In the process, you'll be asked to think about and analyze your own relations - positive and negative - with the literary canon.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II
ENGLISH 140C:
Sex and Violence in Jacobean Tragedy
Jacobean tragedy refers to the high-water mark of English tragedy achieved during the reign of James I. Think Othello and Macbeth. During these years (1603-25) Shakespeare and his talented contemporaries unflinchingly examined the role played by lust, violence, political intrigue, revenge ('a wild kind of justice'), and the certitude of death in constituting the meaning of human existence. We will read classic examples of this 'theater of cruelty' by Shakespeare and his rivals and collaborators Thomas Heywood, Thomas Middleton, and John Webster.
Terms: Aut
| Units: 3-5
ENGLISH 143G:
Forbidden Foods: Exploration and Temptation in the Renaissance
In the 19th century, French gastronome Jean Anthelme Brillat-Savarin wrote, 'Tell me what you eat, and I will tell you what you are.' The 150-year period between Columbus's earth-widening encounters in the Caribbean and the English Civil War represented a paradigm shift for those interested in what was on the table, as tastes for newly discovered foods - and tales of 'exotic' eating habits - fueled further global exploits. Medieval and early modern physicians believed that diet could change a person's temperament, which complicated questions of travel and living abroad: were race and nationality malleable, and able to be transformed by a change in environment?nnThis course explores Renaissance literature and culture through a focus on food, reading texts both canonical and a little farther afield. Beginning with cultural and culinary taboos in the New World found in narratives from Peru and Brazil, we'll turn to a variety of European perspectives written in poetry, drama, prose, and epic. nnNote: This class includes a cooking lab in which students will adapt and recreate early modern recipes.
Terms: Aut
| Units: 3-5
ENGLISH 145G:
US Fiction 1945 to 2000
Major works of US fiction since World War II, in social, historical, and aesthetic perspective. Ellison, Bellow, O'Connor, Pynchon, Reed, Morrison, Robinson, DeLillo, Gaitskill.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP
ENGLISH 146A:
Steinbeck (AMSTUD 146A)
Introduction to the work of an American writer, beloved by general readers, often reviled by critics, whose career spanned from the Great Depression through World War II to the social upheavals of the 1960s. Focus on the social and political contexts of Steinbeck's major works; his fascination with California and Mexico; his interdisciplinary interest in marine biology and in philosophy; his diverse experiments with literary form, including drama and film.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:EC-AmerCul, WAY-A-II, WAY-EDP
ENGLISH 146S:
Secret Lives of the Short Story
An exploration of the short story's evolution, variety of voices, and formal techniques from its emergence in the 19th century to the present day. We'll study a range of American writers, with an aim to uncover the historical, cultural, and stylistic secrets of the Short Story, from both a literary criticism and a creative writing viewpoint.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-CE
ENGLISH 150E:
Writing Towards Home: Place in Contemporary Poetry
The best poems are often those that express an awareness of the time and place of their making. In this class we will study how place and context inform a poem's making. Which poets seek to write from the experience of living in or being from a particular place? How do we, as readers, experience other places through poetry? How has the digital landscape changed how we experience poetry? Authors studied may include Eduardo C. Corral, Nate Marshall, Natasha Trethewey, Bruce Snider, Layli Long Soldier and Eavan Boland, as well as Elizabeth Bishop and Allen Ginsberg.
Terms: Aut
| Units: 3-5
ENGLISH 150F:
Poetry as Time Travel
A poem can not only transport us through time but transform our perspective about and relationship to our current time as well. In this course, we will read a diverse range of writers and examine the formal mechanics of the 'the time travel poem.' Sharon Olds, PatriciaSmith, Frank O'Hara, Aracelis Girmay, and Franny Choi, are some of the authors students will read. We will discuss how such poems take the speaker and reader to different moments in histories both private and public, and we will discover how they conscript the reader as an active participant in the 'lyric vehicle.' Students should expect to write both analytical and creative responses.
Terms: Spr
| Units: 5
ENGLISH 150H:
Poetry of the Third Space
In this course, students will read work by poets who occupy a 'third space' between worlds, cultures, and/or languages, with special emphasis on contemporary poets whose work raises questions about identity, nationhood, and race, and whose work demonstrates a range of different Englishes. The reading list will include poetry by Ladan Osman, Noor Jaber, Fatimah Asghar, and Suheir Hammad, alongside essays by Wail Hassan, Momina Masood, and Anne Carson. Students will spend time close reading poems that stretch the English language, mutate it, break it and make it anew to prioritize voices that have historically been excluded from its center. Students at all levels of experience and comfort with poetry are welcome.
Terms: Aut
| Units: 5
ENGLISH 150I:
Reframing Art and Poetry: Contemporary Poets on Visual Art
Why have poets since the Bronze Age been compelled by visual art? What unique opportunities does writing poems about art provide? Rather than being 'about' art, we'll spend the quarter discussing how ekphrastic poems are, instead, in conversation with another medium by reading selections from 20th century and contemporary poets such as Robert Hayden, James Merrill, Mary Szybist, Sally Wen Mao, and Phillip B. Williams. We'll read poems inspired by paintings, movies, video games, and more. In addition, we will explore boundary-pushing forms like visual poems and poetry films to interrogate our own understandings of poetry and art.
Terms: Spr
| Units: 5
ENGLISH 151A:
Poetry as Time Travel
A poem can not only transport us through time but transform our perspective about and relationship to our current time as well. In this course, we will read a diverse range of writers and examine the formal mechanics of the 'the time travel poem.' Sharon Olds, PatriciaSmith, Frank O'Hara, Aracelis Girmay, and Franny Choi, are some of the authors students will read. We will discuss how such poems take the speaker and reader to different moments in histories both private and public, and we will discover how they conscript the reader as an active participant in the 'lyric vehicle.' Students should expect to write both analytical and creative responses.
Terms: Spr
| Units: 5
ENGLISH 151H:
Wastelands
Have human beings ruined the world? Was it war, or industry, or consumerism, or something else that did it? Beginning with an in-depth exploration of some of the key works of literary modernism, this class will trace the image of the devastated landscape as it develops over the course of the 20th and 21st centuries, arriving finally at literary representations of the contemporary zombie apocalypse. Authors to include T.S Eliot, Ernest Hemingway, Nathanael West, Willa Cather, Cormac McCarthy, and others.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-Hum, WAY-A-II
ENGLISH 152G:
Harlem Renaissance
Examination of the explosion of African American artistic expression during 1920s and 30s New York known as the Harlem Renaissance. Amiri Baraka once referred to the Renaissance as a kind of "vicious Modernism", as a "BangClash", that impacted and was impacted by political, cultural and aesthetic changes not only in the U.S. but Europe, the Caribbean and Latin America. Focus on the literature, graphic arts, and the music of the era in this global context.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-EDP
ENGLISH 154D:
American Disaster (AMSTUD 154D, SOC 154A)
How do we make sense of catastrophe? Who gets to write or make art about floods, fires, or environmental collapse? How do disaster and its depiction make visible or exacerbate existing social and economic inequalities? Beginning with the Jamestown colony and continuing to the present, this course explores the long history of disaster on the North American continent, and how it has been described by witnesses, writers, and artists. From the 1793 Philadelphia yellow fever epidemic to Hurricane Katrina, the Dust Bowl to contemporary explorations of climate change, this seminar will put in conversation a wide range of primary and secondary materials. Possible texts include writings by Mike Davis, Katherine Anne Porter, Rebecca Solnit, Jesmyn Ward, and Richard Wright; films Wildlife (2018), First Reformed (2017), When the Levees Broke (2006), and Free Willy II (1995); and art by Dorothea Lange, Winslow Homer, and Richard Misrach. For the final paper, students will write a critical essay on a disaster novel, film, or other work or object of their choice, or develop their own creative piece or oral history.
Terms: Spr
| Units: 5
| UG Reqs: WAY-A-II
ENGLISH 154F:
Film & Philosophy (COMPLIT 154A, FRENCH 154, ITALIAN 154, PHIL 193C, PHIL 293C)
What makes you the individual you are? Should you plan your life, or make it up as you go along? Is it always good to remember your past? Is it always good to know the truth? When does a machine become a person? What do we owe to other people? Is there always a right way to act? How can we live in a highly imperfect world? And what can film do that other media can't? We'll think about all of these great questions with the help of films that are philosophically stimulating, stylistically intriguing, and, for the most part, gripping to watch: Do The Right Thing (Lee), The Dark Knight (Nolan), Eternal Sunshine of the Spotless Mind (Kaufman), Arrival (Villeneuve), My Dinner with André (Malle), Blade Runner (Scott), La Jetée (Marker), Fight Club (Fincher), No Country for Old Men (Coen), The Seventh Seal (Bergman), and Memento (Nolan). Attendance at weekly screenings is mandatory; and fun.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II
ENGLISH 157D:
Literature of the Anthropocene
We are living in a time of expedient environmental change caused by human influence. How has the American literary imagination metabolized the science and psychology of the moment? How do recently published works of poetry and fiction reflect our evolving relationship to animals, natural resources, weather and the very concept of 'nature' itself? How can stories and poems as cultural products help raise or sustain an ecological awareness, individually and collectively? Can a story introduce research or present a future that might otherwise seem inaccessible? Can a poem advance our understanding of the link between social justice and climate justice? These are some of the questions we'll ask as we engage texts by aesthetically, experientially, and culturally diverse writers. This small, discussion-based seminar aims to foster interdisciplinary exchange - students from across campus disciplines are encouraged to enroll.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II, WAY-EDP
ENGLISH 157H:
Creative Writing & Science: The Artful Interpreter (BIOHOPK 157H, BIOHOPK 257H)
What role does creativity play in the life of a scientist? How has science inspired great literature? How do you write accessibly and expressively about things like whales, DNA or cancer? This course begins with a field trip to Hopkins Marine Station where Stanford labs buzz with activity alongside barking seals and crashing waves. The trip provides a unique opportunity for students to directly engage with marine animals, coastal habitats and environmental concerns of Monterey Bay. As historian Jill Lepore writes of Rachel Carson: "She could not have written Silent Spring if she hadnt, for decades, scrambled down rocks, rolled up her pant legs, and waded into tide pools, thinking about how one thing can change another..." Back on campus students will complete and workshop three original nonfiction essays that explore the intersection between personal narrative and scientific curiosity. You will develop a more patient and observant eye and improve your ability to articulate scientific concepts to a general readership. **This course takes place on main campus and is open to all undergraduate students.
Terms: Win
| Units: 5
| UG Reqs: WAY-A-II, WAY-CE
ENGLISH 160:
Poetry and Poetics
Introduction to the reading of poetry, with emphasis on how the sense of poems is shaped through diction, imagery, and technical elements of verse.nEnglish majors must take this class for 5 units.
Terms: Aut, Win, Spr
| Units: 5
| UG Reqs: GER:DB-Hum, WAY-A-II
ENGLISH 161:
Narrative and Narrative Theory (COMPLIT 161E)
An introduction to stories and storytelling--that is, to narrative. What is narrative? When is narrative fictional and when non-fictional? How is it done, word by word, sentence by sentence? Must it be in prose? Can it be in pictures? How has storytelling changed over time? Focus on various forms, genres, structures, and characteristics of narrative. nEnglish majors must take this class for 5 units.
Terms: Aut, Win, Spr
| Units: 5
| UG Reqs: GER:DB-Hum, WAY-A-II
ENGLISH 165:
Perspectives on American Identity (AMSTUD 160)
Required for American Studies majors. In this seminar we trace diverse and changing interpretations of American identity by exploring autobiographical, literary, and/or visual texts from the 18th through the 20th century in conversation with sociological, political, and historical accounts. *Fulfills Writing In the Major Requirement for American Studies Majors*
Terms: Aut, Spr
| Units: 5
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-EDP, WAY-SI
ENGLISH 169C:
Asian American Film and Popular Culture (AMSTUD 115, ASNAMST 115, COMPLIT 159)
Tracing the evolution of Asian American cultural representations from the silent film era through the first generation of Asian American YouTube stars, this course examines the economic, political, and cultural influence of Asian American screen images on U.S. society. Through a focus on both mainstream and independent productions, we discuss the work of Asian American actors, audience members, media producers, consumers, and activists. Possible films and TV shows to be discussed include The Cheat (1915), Shanghai Express (1932), Flower Drum Song (1961), Chan is Missing (1983) Who Killed Vincent Chin? (1989), Sa-I-Gu, (1992), aka Don Bonus (1995), Saving Face (2004), Crazy Rich Asians (2018) TV episodes of the Mindy Project, and work by early Asian American YouTube stars including Michelle Phan, HappySlip, and KevJumba. nn nnStudents will be accepted to the course by application. Please fill out the google form to apply: https://bit.ly/37Cb00d
Terms: Spr
| Units: 5
| UG Reqs: WAY-A-II, WAY-EDP
ENGLISH 169D:
Contemporary Asian American Stories (ASNAMST 169D)
This course will examine the aesthetics and politics of contemporary Asian American storytellers, with an emphasis on work produced within the past five years. We will investigate the pressures historically placed on Asian Americans to tell a certain kind of story e.g. the immigrant story in a realist mode and the ways writers have found to surprise, question, and innovate, moving beyond those boundaries to explore issues of race, sexuality, science, memory, citizenship, and belonging. Course materials will consist of novels, short stories, graphic narrative, and film, and may include work by Ocean Vuong, Mira Jacobs, Gish Jen, Charles Yu, and Adrian Tomine, as well as Lulu Wangs 2019 film The Farewell. This seminar will feature both analytical and creative components, and students will be encouraged to produce both kinds of responses to the material.
Terms: Win
| Units: 5
| UG Reqs: WAY-A-II, WAY-EDP
ENGLISH 171:
American Daughters
The American novel is often characterized as a tradition focused on the relationships of men to other men, from the all-male cast of Herman Melville's Moby-Dick to the all-male cast of Norman Mailer's The Naked and the Dead and beyond. This is partly the case because the American novelistic canon has supplied some of the greatest examples of adventure novels or road novels, in which female characters were relegated to minor positions, if any, in the novels' plots. We might consider too that the American novel has from its beginnings been self-consciously "democratic," with an emphasis on father-son relationships and the revolutionary overthrow of authority, or fraternal relationships in which structures of power work horizontally. In this course, we will examine novels in which daughters take the central role. Our focus on literary daughters is intended both to provide nuance to our understanding of the American literary canon, and to examine how the representation of daughters has motivated experiments with form and character in the novel.
Terms: Win
| Units: 5
ENGLISH 172D:
Introduction to Comparative Studies in Race and Ethnicity (CSRE 196C, PSYCH 155, SOC 146, TAPS 165)
How different disciplines approach topics and issues central to the study of ethnic and race relations in the U.S. and elsewhere. Lectures by senior faculty affiliated with CSRE. Discussions led by CSRE teaching fellows. Includes an optional Haas Center for Public Service certified Community Engaged Learning section, this year we will be working with members from the Muwekma Ohlone Tribe in Berkeley, CA - If interested, sign up for discussion section number 4.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
ENGLISH 172E:
The Literature of the Americas (AMSTUD 142, COMPLIT 142, CSRE 142)
This course will focus on identifying moments of continuity and discontinuity in the literatures of the Americas, both in time and space. We will look at a wide-range of literatures of the Americas in comparative perspective, emphasizing continuities and crises that are common to North American, Central American, and South American literatures, from the colonial period until today. Topics include the definitions of such concepts as empire and colonialism, the encounters between worldviews of European and indigenous peoples, the emergence of creole and racially mixed populations, slavery, the New World voice, myths of America as paradise or utopia, the coming of modernism, twentieth-century avant-gardes, and distinctive modern episodes in unaccustomed conversation with each other.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II
ENGLISH 177:
Contemporary Novel in U.S. Perspective (AMSTUD 177)
This course investigates a selection of novels from 2001 to the present, either authored in the United States or strongly and meaningfully received here by critics and gatekeepers. In the absence of a fixed academic canon or acknowledged tradition of exemplary works, this course includes evaluation as one of its central enterprises. Students help to make arguments for which works matter and why. Students consider topics including the demotion of the novel to a minor art form, competition from the image, transformations of celebrity culture (in literature and outside it), relevance or irrelevance of the digital age, aftermaths of the modernist and postmodernist project, eccentricity and marginality, race and gender politics in putatively post-feminist, post-racial,and post-political vantage, and problems of meaning in rich societies oriented to risk, probability, economization, health, consumption, comfort, and recognition or representation (rather than action or event). Novels and short stories may be supplemented by philosophical and sociological visions of the contemporary.
Terms: Win
| Units: 3-5
ENGLISH 179:
Disease Narratives
Narratives shape our experience of illness, and the larger social structures that produce and treat it. Literary and historical accounts of bacterial and fungal infections, viral and parasitic outbreaks, environmental and hereditary illnesses, can help us think critically about our models of sickness and health. Using a medical humanities framework, we will analyze narrative forms (novels, essays, podcasts, etc.) and study the relationship between the social determinants of health and the biological mechanisms of illness.
Terms: Aut
| Units: 3-5
ENGLISH 180:
Public Service and Social Impact: Pathways to Purposeful Careers (CSRE 190A, POLISCI 74B, PUBLPOL 75B, SOC 190A, SYMSYS 193, URBANST 190A)
How do I translate my interests and capacities into a career in public service and social impact? This course will introduce you to a wide range of roles that help shape public policy and civic life, including government, nonprofits, social enterprise and the arts. It can be taken for one or two units. For one unit, you participate in a weekly, interactive speaker series designed to give you a sense for what different public service careers are like. Each week, guests describe their organizations and roles, highlight key intellectual issues and policy challenges, discuss their career paths, and describe skills crucial for the job. For a second unit, you participate additionally in a more intimate weekly session designed to help you translate this knowledge into action. You will identify roles and organizations that might be a good match for you, build your network through informational interviewing, receive career coaching, and acquire the tools you need to launch your job or internship search. This course is open to all students, not only those studying political science, public policy and other social sciences, but also those in the arts, humanities, sciences, or engineering. Course content will be relevant to both students soon entering the job market and those facing choices about courses of study and internships. It is co-sponsored by the Haas Center for Public Service, the School of Humanities and Sciences, and Stanford in Government.nnStudents taking the course for one unit must enroll in the Tuesday lecture, and students taking the course for two units must enroll in both the Tuesday lecture and the Thursday section.
Terms: Win
| Units: 1-2
ENGLISH 180A:
Periodicity
'A book that never ends, an ongoing book to tell you what is true.' Thus one literary critic describes the strangest of literary innovations from the late seventeenth century: the periodical form. Between 1641-1700, periodicals made up fully one-fourth of printed titles. Authors more often recognized as practitioners of other forms (Daniel Defoe, Eliza Haywood, Jonathan Swift, Frederick Douglass) also headed up their own journals as editors. This course, which prioritizes breadth of exposure, will also consider the temporal rhythms that a literary form like the periodical introduces and alters. By situating journalistic time within a range of calendrical regimes from the medieval period onward (the seasonal, monastic, public, scientific and yes, academic), students should find resources anew to guide their own practices of recurrent writing.
Terms: Aut
| Units: 5
ENGLISH 184E:
Literary Text Mining
This course will train students in applied methods for computationally analyzing texts for humanities research. The skills students will gain will include basic programming for textual analysis, applied statistical evaluation of results and the ability to present these results within a formal research paper or presentation. Students in the course will also learn the prerequisite steps of such an analysis including corpus selection and cleaning, metadata collection, and selecting and creating an appropriate visualization for the results.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-Hum, WAY-AQR
ENGLISH 187C:
The Evolution of the Feminist First-Person Essay, 2000-present (FEMGEN 187C)
The internet age has coincided with the rise of new and reinvented modes of nonfiction writing by women online. The feminist first-person essay (what simply goes by ¿personal essay¿ in the business) has transformed internet writing formally, politically, and economically. The explosion innpopularity and shareability of this nonfiction subgenre has generated a host of new media and catapulted a new coterie of women writers into prominence. Which authors have exerted the most influence upon this new subgenre, how does the emergence of the first-person essay by women signify a mainstreaming of feminist dialectic, and how has this emergence been received by both a popular readership and the media establishment?nThis discussion-based course will investigate how the growth of the feminist first-person essay has promoted new publications and modes of publication. It will trace the genesis of the online personal essay genre from public journals like LiveJournal, Blogspot, and Tumblr, via its codification in online publications like The Toast, The Rumpus, Gawker, Jezebel, Guernica, The Hairpin, The Awl, and xoJane, to its eventual breakthrough into established newspapers, magazines, and traditionally published memoirs and essay collections.nWe will investigate questions like: How can the rendering of one individual's story benefit the political mandate of the collective? What is the first person¿s effect, and affect, in interspersing an author¿s personal experience, and what feminist potential does it contain? How does the myth of journalistic ¿objectivity¿ conflict with the presentation of the first person, and how has this objectivity myth descended from patriarchal tropes of legitimation? What do the terms ¿confessional¿ and ¿silence-breaking¿ connote? How has social media simultaneously empowered these new modes of public feminist dialogue and also exposed feminist public intellectuals to alarming levels of harassment and abuse? How successfully has the personal essay subgenre acted in de-centering hegemonic identity structures including whiteness, class privilege, and heterosexuality? What role has the feminist first-person essay played in the emergence of heavily digitized political movements including Black Lives Matter and #MeToo? What is ¿trauma porn¿, and how does it interface with the capitalistic structures of the first-person essay economy; what problems arise when capitalism and confessionalism intersect?
Terms: Aut
| Units: 3-5
ENGLISH 190:
Intermediate Fiction Writing
Intermediate course in the craft and art of fiction writing. Students read a diverse range of short stories and novel excerpts, complete writing exercises, and submit a short and longer story to be workshopped and revised. Prerequisite: 90 or 91. NOTE: First priority to undergrads. Students must attend the first class meeting to retain their roster spot.
Terms: Aut, Spr
| Units: 5
| UG Reqs: WAY-CE
| Repeatable
2 times
(up to 10 units total)
ENGLISH 190E:
Novel Writing Intensive
The main requirement for this course is a 50,000 word novel. The course explores elements of novel writing including fictional structure, character creation, scene vs. summary, as well as description, narration, and dialogue. Students will read four to five short novels during the first half of the course and then participate in National Novel Writing Month, an international writing event. Students will additionally write synopses, outlines, character sketches, and search tirelessly for the novel's engine: its voice. Designed for any student who has always wanted to write a novel. Prerequisite: 90 or 91. NOTE: First priority to undergrads. Students must attend the first class meeting to retain their roster spot.
Terms: Aut
| Units: 5
| UG Reqs: WAY-CE
| Repeatable
2 times
(up to 10 units total)
ENGLISH 190F:
Fiction into Film
Workshop. For screenwriting students. Story craft, structure, and dialogue. Assignments include short scene creation, character development, and a long story. How fictional works are adapted to screenplays, and how each form uses elements of conflict, time, summary, and scene. Prerequisite: 90.nNOTE: First priority to undergrads. Students must attend the first class meeting to retain their roster spot.
Terms: Win
| Units: 5
| UG Reqs: WAY-CE
ENGLISH 190HO:
Creatures of the Dark: Ghosts and Ghouls of Horror Fiction
What is horror? Why does it appeal to us, and what makes it successful? This intermediate-level fiction class seeks to explore the dark side of our imaginations through a variety of historical and contemporary contributions to the genre, from Mary Shelley to Victor LaValle. Students will practice craft techniques in a series of short writing assignments and study plot construction, the suspension of disbelief, and propulsive action in service of their readers. Prerequisite: English 90 or 190.
Terms: Win
| Units: 5
| UG Reqs: WAY-CE
| Repeatable
2 times
(up to 10 units total)
ENGLISH 190L:
Levinthal Tutorial in Fiction
Undergraduate writers work individually with visiting Stegner Fellows in fiction. Students design their own curriculum; Stegner Fellows act as writing mentors and advisers. Students will meet once per week with the Stegner Fellow and also four times a quarter in discussions sections with other students and the Levinthal Program Coordinators. Times to be announced upon acceptance. Prerequisites: any course in 90 or 91 series; submitted application and manuscript.
Terms: Win
| Units: 5
ENGLISH 190NS:
Novel Salon
Who better to discuss a book with than its author? In this course we will immerse ourselves in eight novels and meet with their authors to hear about their drafting, revising, and publishing experiences. We will read as writers¿for inspiration and craft¿and analyze novels for structure, scope, character development, dialogue, setting, style, and theme. We will examine how craft conventions are applied and subverted, while asking, ¿What makes a novel work?¿ Students will write about, discuss, and present the novels we read, participate in Q&A with visiting authors, and complete in-class writing exercises designed to inform and inspire. Note: First priority to undergrads. Students must attend the first class meeting to retain their roster spot.
Terms: Spr
| Units: 5
| Repeatable
2 times
(up to 10 units total)
ENGLISH 190SW:
Screenwriting Intensive
The main requirement for this course is a full length film script. The course explores elements of screenwriting including beat structure, character creation, scene vs. montage, as well as description and dialogue. Students will read four to five screenplays during the first half of the course and then write a 90-page film script in the second half of the course. Students will additionally write synopses, treatments, character sketches, and beat sheets. Designed for any student who has always wanted to write a screenplay
Terms: Spr
| Units: 5
| UG Reqs: WAY-CE
| Repeatable
2 times
(up to 5 units total)
ENGLISH 190V:
Reading for Writers
Taught by the Stein Visiting Fiction Writer. Prerequisite: 90 or 91
Terms: Spr
| Units: 5
| Repeatable
4 times
(up to 20 units total)
ENGLISH 190W:
Contemporary Women Writers (FEMGEN 190W)
"Every word a woman writes changes the story of the world, revises the official version¿¿is this what sets contemporary women writers apart? How can we understand the relation between the radically unprecedented material such writers explore and ¿the official version¿? What do we find compelling in their challenging of structure, style, chronology, character? Our reading- and writing-intensive seminar will dig into the ways women writers confront, appropriate, subvert, or re-imagine convention, investigating, for example, current debate about the value of ¿dislikable¿ or ¿angry¿ women characters and their impact on readers. While pursuing such issues, you'll write a variety of both essayistic and fictional responses, each of which is designed to complicate and enlarge your creative and critical responsiveness and to spark ideas for your final project. By affirming risk-taking and originality throughout our quarter, seminar conversation will support gains in your close-reading practice and in articulating your views, including respectful dissent, in lively discourse¿in short, skills highly useful in a writer¿s existence. Our texts will come from various genres, including short stories, novels, essays, blog posts, reviews, memoir.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-CE
ENGLISH 191:
Intermediate Creative Nonfiction
Continuation of ENGLISH 91. Reading a variety of creative essays, completing short writing exercises, and discussing narrative techniques in class. Students submit a short (2-5 page) and a longer (8-20 page) nonfictional work to be workshopped and revised. Prerequisite ENGLISH 90 or ENGLISH 91. NOTE: First priority to undergrads. Students must attend the first class meeting to retain their roster spot.
Terms: Win
| Units: 5
| UG Reqs: WAY-A-II, WAY-CE
| Repeatable
2 times
(up to 10 units total)
ENGLISH 191DC:
DCI Intermediate Memoir Workshop
Open to DCI Fellows & Partners only. DCI Intermediate Memoir Workshop will take as its occasion for your creative development a continuing examination of memoir essays and memoir book excerpts. These texts broadly innovate within and outside of the formal traditions you studied in DCI Memoir workshop, to find new and exciting ways to represent personal experience. We will read authors including Kathryn Harrison, Brian Doyle, Jerald Walker, Patricia Hampl, MFK Fisher, Jo Ann Beard, and Tressie McMillan Cottom. This course will also serve as the continuing examination and practice of formal memoir writing. My goal for your learning in this class is that you walk out of our last session having done the following: 1) Written a next piece to follow in some way on your work in DCI Memoir: a new or next chapter, a related or new essay, an expansion into a larger piece, etc. 2) Looked at more sophisticated models for writing about your own life in a meaningful way, including hybrids of journalism and personal writing (e.g., The New Yorker), deep dives into personal subjects that twin with passions or areas of expertise, travel writing, and lyric forms of the essay. 3) Written two Short Essays based on more sophisticated writing prompts. 4) Participated in whole-class workshops for both Short Essays, and in a full-class workshop for your next piece. 5) Practiced giving and receiving helpful individual and workshop peer feedback. A variety of creative prompts, critical exercises, and assigned readings will foster your understanding and appreciation of creative nonfiction, as well as your growth as a creative writer. Energetic, committed participation is a must.
Terms: Sum
| Units: 5
ENGLISH 191L:
Levinthal Tutorial in Nonfiction
Undergraduate writers work individually with visiting Stegner Fellows in nonfiction. Students design their own curriculum; Stegner Fellows act as writing mentors and advisers. Students will meet once per week with the Stegner Fellow and also four times a quarter in discussions sections with other students and the Levinthal Program Coordinators. Times to be announced upon acceptance. Prerequisites: any course in 90 or 91 series; submitted application and manuscript.
Terms: Win
| Units: 5
ENGLISH 192:
Intermediate Poetry Writing
Students will examine a diverse range of contemporary poetry. Students write and revise several poems that will develop into a larger poetic project. Prerequisite: 92. NOTE: First priority to undergrads. Students must attend the first class meeting to retain their roster spot.
Terms: Aut, Spr
| Units: 5
| UG Reqs: WAY-CE
| Repeatable
2 times
(up to 10 units total)
ENGLISH 192A:
Asian American Pacific Islander Poetry (ASNAMST 192)
In this intermediate poetry course, we will read a wide range of Asian American Pacific Islander poetry from the 1970s to the present day. You will write your own poems for peer workshops and push each other to grow in craft. What forms, subjects, and styles help establish Asian American aesthetics? How does language continue to shape the formation of AAPI identity, community, solidarity? In light of rising anti-Asian violence, how can poetry imagine AAPI futures in which we are safe and thriving?
Terms: Win
| Units: 5
| UG Reqs: WAY-EDP
| Repeatable
2 times
(up to 10 units total)
ENGLISH 192L:
Levinthal Tutorial in Poetry
Undergraduate writers work individually with visiting Stegner Fellows in poetry. Students design their own curriculum; Stegner Fellows act as writing mentors and advisers. Students will meet once per week with the Stegner Fellow and also four times a quarter in discussions sections with other students and the Levinthal Program Coordinators. Times to be announced upon acceptance. Prerequisites: any course in 92 series; submitted application and manuscript.
Terms: Win
| Units: 5
ENGLISH 192V:
The Occasions of Poetry
Taught by the Mohr Visiting Poet. Prerequisite: 92. By application. Permission number required to enroll.
Terms: Win
| Units: 5
| Repeatable
4 times
(up to 20 units total)
ENGLISH 194:
Individual Research
See section above on Undergraduate Programs, Opportunities for Advanced Work, Individual Research.
Terms: Aut, Win, Spr, Sum
| Units: 5
| Repeatable
for credit
ENGLISH 194C:
Curricular Practical Training
CPT course required for international students completing degree.nFollowing internship work, students complete a research report outlining work activity, problems investigated, key results and follow-up projects. Meets the requirements for curricular practical training for students on F-1 visas. Student is responsible for arranging own internship and faculty sponsorship.
Terms: Aut, Win
| Units: 1
ENGLISH 196A:
Honors Seminar: Critical Approaches to Literature
Overview of literary-critical methodologies, with a practical emphasis shaped by participants' current honors projects. Restricted to students in the English Honors Program.
Terms: Aut
| Units: 5
| UG Reqs: WAY-A-II
ENGLISH 197:
Seniors Honors Essay
In two quarters.
Terms: Win, Spr
| Units: 1-10
| Repeatable
for credit
ENGLISH 198:
Individual Work
Undergraduates who wish to study a subject or area not covered by regular courses may, with consent, enroll for individual work under the supervision of a member of the department. 198 may not be used to fulfill departmental area or elective requirements without consent. Group seminars are not appropriate for 198.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Aber, A. (PI);
Algee-Hewitt, M. (PI);
Brewer, W. (PI);
Bronstein, M. (PI);
Carlson-Wee, K. (PI);
Castle, T. (PI);
Cohen, M. (PI);
Ekiss, K. (PI);
Elam, M. (PI);
Evans, J. (PI);
Fang, S. (PI);
Fishkin, S. (PI);
Frisch, S. (PI);
Gigante, D. (PI);
Gluck, L. (PI);
Greene, R. (PI);
Greif, M. (PI);
Hofmann, R. (PI);
Holbert, J. (PI);
Hoxby, B. (PI);
Hutchins, S. (PI);
Jenkins, N. (PI);
Johnson, A. (PI);
Jones, G. (PI);
Kantor, R. (PI);
Kealey, T. (PI);
Labowskie, M. (PI);
Lee, C. (PI);
McGurl, M. (PI);
Michas-Martin, S. (PI);
Moya, P. (PI);
Owens, T. (PI);
Palumbo-Liu, D. (PI);
Parker, P. (PI);
Perham, B. (PI);
Phelan, P. (PI);
Phillips, P. (PI);
Porter, E. (PI);
Pufahl, S. (PI);
Quayson, A. (PI);
Richardson, J. (PI);
Ruttenburg, N. (PI);
Saldivar, R. (PI);
Schloesser Tarano, N. (PI);
Sears, M. (PI);
Shewmaker, M. (PI);
Smith, A. (PI);
Sok, M. (PI);
Staveley, A. (PI);
Tanaka, S. (PI);
Tolase, A. (PI);
Tomar, R. (PI);
Trahan, J. (PI);
Tran, P. (PI);
Treharne, E. (PI);
Vermeule, B. (PI);
Whitmore, R. (PI);
Woloch, A. (PI);
Yu, E. (PI)
ENGLISH 199:
Senior Independent Essay
Open, with department approval, to seniors majoring in non-Honors English who wish to work throughout the year on a 10,000 word critical or scholarly essay. Applicants submit a sample of their expository prose, proposed topic, and bibliography to the Director of Undergraduate Studies before preregistration in May of the junior year. Each student accepted is responsible for finding a department faculty adviser. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-10
| Repeatable
for credit
ENGLISH 201:
The Bible and Literature
Differences in translations of the Bible into English. Recognizing and interpreting biblical allusion in texts from the medieval to modern periods. Readings from the Bible and from British, Canadian, American, and African American, and African literature in English.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-Hum
ENGLISH 205A:
William Wordsworth: Methods and Approaches
This course proposes to close read Wordsworth's poetry and prose whilst closely reading his modern critics. We will assess the scope and validity of various methodologies underpinning Wordsworth criticism to illuminate the grounds on which critical judgements are made.
Terms: Aut
| Units: 5
ENGLISH 218:
Literature and the Brain (COMPLIT 138, COMPLIT 238, ENGLISH 118, FRENCH 118, FRENCH 218, PSYC 126, PSYCH 118F)
How does fiction make us better at reading minds? Why do some TV shows get us to believe two contradictory things at once? And can cognitive biases be a writer's best friend? We'll think about these and other questions in the light of contemporary neuroscience and experimental psychology, with the help of Song of Solomon (Toni Morrison), Madame Bovary (Gustave Flaubert), season 1 of Westworld (Lisa Joy / Jonathan Nolan), and short readings from writers like Louise Glück, Jorge Luis Borges, Virginia Woolf, and Marcel Proust. We'll also ask what we see when we read; whether the language we speak affects the way we think; and why different people react differently to the same book. Plus: is free will a fiction, or were you just forced to say that?
Terms: Win, Spr
| Units: 3
ENGLISH 222:
Jane Austen and Virginia Woolf
Terms: Win
| Units: 3-5
ENGLISH 244:
Literature and Technology from Frankenstein to the Futurists (COMPLIT 244, ITALIAN 244, ITALIAN 344)
Overview of defects and disorder across crystalline, amorphous, and glassy phases that are central to function and application, spanning metals, ceramics, and soft/biological matter. Structure and properties of simple 0D/1D/2D defects in crystalline materials. Scaling laws, connectivity and frustration, and hierarchy/distributions of structure across length scales in more disordered materials. Key characterization techniques. Pre-reqs: MATSCI 211 (thermo), 212 (kinetics)
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II
ENGLISH 250A:
Character: Studies in Fictional Being
Of all the components of prose fiction and the novel in particular, the most slippery is character. What kind of personhood is fictional personhood? What is a textual human? Do characters possess individuality or do they form networks or zones? Do these networks and zones extend beyond the boundary between fiction and reality to take in author and readers? If so, how? Are the categories by which we classify character - narrator, protagonist, antagonist, hero/heroine, etc. - adequate as descriptors of their function in a literary text? In this course, we will examine subgenres of the novel that focus on these questions, particularly the bildungsroman, autofiction, and novels in which a central character lacks interiority or self-awareness, and is therefore almost incapable of self-expression. How minimal can a character be? What happens when a first-person narrator¿who is also a character¿represents his or her altered consciousness? In such cases, who narrates? What resources does the novelist have to negotiate such formal contradictions? And what do we make of doubles, dybbucks, secret sharers, and other uncanny selves? Is character an infinite regression - fictions of fictions of persons? Authors may include Herman Melville, Gustave Flaubert, Fyodor Dostoevsky, Joseph Conrad, Jane Bowles, Cormac McCarthy, J. M. Coetzee, Don DeLillo, Philip Roth, Patrick Modiano, Sheila Heti, Rachel Cusk. Theorists may include M. M. Bakhtin, Ian Watt, Erich Auerbach, Dorrit Cohn, Maurice Blanchot, Franco Moretti, Catherine Gallagher, Alex Woloch.
Terms: Spr
| Units: 5
ENGLISH 251B:
Paradise Lost
One of the most challenging poems in the English language, Paradise Lost imposes a near-calisthenic strain on the 'fit' readers it seeks to create. Its author, known in his prime more as a revolutionary than a poet, remains a provocative source for those thinking about the poetic vocation and its relation to (early) modernity. This course welcomes first-time readers of Milton's writing as well as those seeking to explore beyond Paradise Lost. All participants undertake a close reading of the long poem; graduate students delve further into recent interpretive essays and selections from Milton's prose.nnNote: Enrollment by department consent. Priority given to graduating seniors and English graduate students. Email Vivian Beebe Sana (vbeebe@stanford.edu) for permission code.
Terms: Spr
| Units: 5
ENGLISH 255:
Speaking Medieval: Ecologies of Inscribed Objects (GERMAN 255)
This class presents a survey of medieval German vernaculars and their documentation in manuscripts and on material objects. The languages include Gothic, Old Norse, Old Frisian, Old Saxon, Old English, and Old High German. Readings will include runic inscriptions, magic charms, proverbs and riddles, apocalyptic visions, heroic lays, and sermons and prayers. (This course must be taken for a letter grade and a minimum of 3 units to satisfy a Ways requirement.)nPlease note this course meets MW 1:30-2:50 and is taught by Professors Kathryn Starkey and Elaine Treharne.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II
ENGLISH 268A:
Imagining the Oceans
How has Western culture constructed the world's oceans since the beginning of global ocean exploration? How have imaginative visions of the ocean been shaped by marine science, technology, exploration, commerce and leisure? Primary authors read might include Cook, Banks, Equiano, Ricketts, and Steinbeck; Defoe, Cooper, Verne, Conrad, Woolf and Hemingway; Coleridge, Baudelaire, Moore, Bishop and Walcott. Critical readings include Schmitt, Rediker and Linebaugh, Baucom, Best, Corbin, Auden, Sontag and Heller-Roazen. Films by Sekula, Painlevé and Bigelow. Seminar coordinated with a 2015 Cantor Arts Center public exhibition. Visits to the Cantor; other possible field trips include Hopkins Marine Station and SF Maritime Historical Park.
Terms: Win
| Units: 5
ENGLISH 284H:
What is Text?
Words and images, sounds and symbols are transformed into meaning through different media, but how are we to understand the complexity of the messages we encounter daily? We shall explore the ways in which we decipher TEXT through different media (film, book), materials (paper, capacitive touchscreen), tools (pen, recorder, camera), and environment (cinema, bedroom, coffeeshop), and reflect on how we create texts by adaptation into different forms. Students will design their own new versions of well-known texts in this course.
Terms: Spr
| Units: 3-5
ENGLISH 287:
Moving the Message: Reading and embodying the works of bell hooks (AFRICAAM 201, AFRICAST 202, CSRE 202, DANCE 122)
In this course, we will spend time reading, discussing and embodying the work of Black feminist theorist and teacher bell hooks. hook's work focuses on practices rooted in Black feminism, the role of love in revolutionary politics, rescuing ourselves and each other from hegemonic forces, and building the components necessary for a life of liberatory politics. Through a process grounded in movement improvisation, creative writing and expression we will explore how the words and theories of bell hooks can literally move us towards freedom and self recovery. This course is presented by the Institute for Diversity in the Arts, IDA.
Terms: Spr
| Units: 2
ENGLISH 290:
Advanced Fiction Writing
Workshop critique of original short stories or novel. Prerequisites: manuscript, consent of instructor, and 190-level fiction workshop. nNOTE: First priority to undergrads. Students must attend the first class meeting to retain their roster spot.
Terms: Win
| Units: 5
| UG Reqs: WAY-CE
| Repeatable
2 times
(up to 10 units total)
ENGLISH 291:
Advanced Creative Nonfiction
English 291 takes as its occasion for your creative and critical development an examination of essays and book excerpts in various creative nonfiction subgenres. These essays and excerpts work within traditional and innovative forms to find new and exciting ways to represent personal experience. This course also serves as the continuing examination and practice of creative nonfiction in English 191. You will write, workshop, present to the class, and revise drafts of work. All workshops will serve as the springboard for larger class conversations about theme and craft. A variety of creative prompts, critical exercises, and assigned readings will foster your understanding and appreciation of creative nonfiction, as well as your growth as a creative writer. All prompts will move you toward a culminating project of realizing either an essay to submit for possible publication or a draft book-length synopsis and outline. This course is designed for students who have completed English 191. Students who have completed creative nonfiction writing course elsewhere or who have extensive other writing workshop experience may petition the instructor for enrollment. Energetic, committed participation is a must.
Terms: Spr
| Units: 5
| Repeatable
2 times
(up to 10 units total)
ENGLISH 293:
Literary Translation: Theory and Practice (COMPLIT 293, DLCL 293)
An overview of translation theories and practices over time. The aesthetic, ethical, and political questions raised by the act and art of translation and how these pertain to the translator's tasks. Discussion of particular translation challenges and the decision processes taken to address these issues. Coursework includes assigned theoretical readings, comparative translations, and the undertaking of an individual translation project.
Terms: Win, Spr
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-CE
ENGLISH 300A:
Theory and Method in Comparative Studies in Race and Ethnicity (CSRE 300)
This course examines the concept of race, processes of racial formation, and theory and methods for the interdisciplinary study of race and ethnicity. The course will focus on articulations of race and Blackness in the context of Africa and its diaspora, and will feature guest lecturers drawn from within and beyond Stanford.
Terms: Spr
| Units: 2-5
ENGLISH 309:
Affect, Embodiment, and the Modern Novel
How have novelists' techniques for narrating emotions, desires, and bodily sensations changed over time? This class will focus on late nineteenth and early twentieth century writers whose works have been central to critical narratives about the literary-historical development of the novel form. We will examine these writers' strategies of affective description, and the kinds of feelings and desires they were able to describe, in light of changing medical and scientific understandings of the body and mind and shifts in legal constraints on representing 'obscene' sexual acts. Students will also be introduced to theoretical work on affect by critics such as Eve Kosofsky Sedgwick, Brian Massumi, and Sianne Ngai.
Terms: Win
| Units: 5
ENGLISH 313:
Performance and Performativity (FEMGEN 313, TAPS 313)
Performance theory through topics including: affect/trauma, embodiment, empathy, theatricality/performativity, specularity/visibility, liveness/disappearance, belonging/abjection, and utopias and dystopias. Readings from Schechner, Phelan, Austin, Butler, Conquergood, Roach, Schneider, Silverman, Caruth, Fanon, Moten, Anzaldúa, Agamben, Freud, and Lacan. May be repeated for credit.
Terms: Win
| Units: 3-5
| Repeatable
for credit
ENGLISH 314:
Epic and Empire (COMPLIT 320A)
Focus is on Virgil's Aeneid and its influence, tracing the European epic tradition (Ariosto, Tasso, Camoes, Spenser, and Milton) to New World discovery and mercantile expansion in the early modern period.
Terms: Spr
| Units: 5
ENGLISH 318:
Pitching and Publishing in Popular Media (DLCL 312, FEMGEN 312F)
Most of the time, writing a pitch for a popular outlet just means writing an email. So why be intimidated? This course will outline the procedure for pitching essays and articles to popular media: how to convince an editor, agent, or anyone else that your idea is compelling, relevant, and deliverable. We'll take a holistic approach to self-presentation that includes presenting yourself with confidence, optimizing your social media and web platform, networking effectively, writing excellent queries and pitches, avoiding the slush pile, and perhaps most importantly, persevering through the inevitable self-doubt and rejection.We will focus on distinguishing the language, topics and hooks of popular media writing from those of academic writing, learn how to target and query editors on shortform pieces (personal essays, news stories, etc.), and explore how humanists can effectively self-advocate and get paid for their work.
Terms: Spr
| Units: 1
ENGLISH 318A:
Advanced Workshop in Pitching and Publishing for Popular Media (FEMGEN 312G)
Graduate students may self-determine a popular media project¿such as an essay, column/series of essays, podcast, agent query, or book proposal¿to be completed, with consent, under the mentorship of the Graduate Humanities Public Writing Project. Prerequisite: Pitching and Publishing in Popular Media (DLCL 312/ENG 318/FEMGEN 312F), approved project proposal. Students will determine their individual meeting schedule with the instructor, and will also convene for at least one group meeting.
Terms: Sum
| Units: 1
ENGLISH 319B:
Speculative Realism
Concerned with understanding how the traditional forms of the novel are altered in the context of the contemporary drive to represent a new stage in global and hemispheric race relations. How do modern versions of literary How realism changes to represent the experiences of decolonization, modernization, contemporary.
Terms: Spr
| Units: 5
ENGLISH 333:
Philosophy, Literature, and the Arts Core Seminar (DLCL 333, MUSIC 332, PHIL 333)
This course serves as the Core Seminar for the PhD Minor in Philosophy, Literature, and the Arts. It introduces students to a wide range of topics at the intersection of philosophy with literary and arts criticism. The seminar is intended for graduate students. It is suitable for theoretically ambitious students of literature and the arts, philosophers with interests in value theory, aesthetics, and topics in language and mind, and other students with strong interest in the psychological importance of engagement with the arts. In this year's installment, we will focus on issues about the nature of fiction, about the experience of appreciation and what it does for us, about the ethical consequences of imaginative fictions, and about different conceptions of the importance of the arts in life more broadly. May be repeated for credit.
Terms: Win
| Units: 2-4
| Repeatable
5 times
(up to 20 units total)
ENGLISH 338:
The Gothic in Literature and Culture (COMPLIT 338, FRENCH 338)
This course examines the Gothic as a both a narrative subgenre and an aesthetic mode, since its 18th century invention. Starting with different narrative genres of Gothic expression such as the Gothic novel, the ghost tale, and the fantastic tale by writers such as Walpole, Radcliffe, Sade, Poe, and E.T.A. Hoffmann, the course goes on to ask how the Gothic sensibility permeates a wide range of 19th century cultural phenomena that explore the dark side of Enlightenment, from Romantic poetry and art to melodrama, feuilleton novels, popular spectacles like the wax museum and the morgue. If time permits, we will also ask how the Gothic is updated into our present in popular novels and cinema. Critical readings will examine both the psychology of the Gothic sensibility and its social context, and might be drawn from theorists such as Benjamin, Freud, Lacan, Kristeva, and Zizek.
Terms: Spr
| Units: 5
ENGLISH 340:
Late Shakespeare and Contemporary Drama/Literature
In his last years, Shakespeare turned away from tragedy to a mixed mode sometimes described as 'romance'; he began collaborating with younger playwrights such as Fletcher; and he took advantage of the new theatrical resources of the Blackfriars indoor theater. We will take a chronological, historical, and performance-centered approach to the London theater scene of Shakespeare's final years, reading him in the company of his great contemporaries Ben Jonson, Beaumont and Fletcher, and John Webster.
Terms: Win
| Units: 3-5
ENGLISH 360B:
History and Theory of the Novel: Foundations (COMPLIT 360B)
Can the novel, as genre, be conceptualized or critically synthesized? This course will approach such a daunting question from its two necessary starting-points: fiction and theory. On the one hand, we'll take up several of those major novels that have so often been viewed as aesthetically foundational: most likely Don Quixote, Emma, Madame Bovary and The Brothers Karamazov. On the other hand, we'll read the major theoretical statements of Lukacs (Theory of the Novel, Studies in European Realism, The Historical Novel) and Bakhtin (The Dialogical Imagination, Problems of Dostoevsky's Poetics), as well as text-specific criticism. This small group of texts might be seen as both necessary and insufficient to the largest questions of the genre. Our focus will be on closely reading and engaging each text in its inviting and demanding singularity and in building an open, imaginative and wide-ranging dialogue between fictions and theories. (This course might be followed by a class the next year on History and Theory of the Novel: Experiments, extending these questions in a number of further formal, geographic and chronological directions).
Terms: Win
| Units: 5
ENGLISH 360E:
Futurities
Literary studies has long had a wide array of methods for theorizing the past. In more recent years, scholars have begun to theorize the future with equal energy. But what do we talk about when we talk about the future? Events that might happen, the way the thought of the future affects our actions today, or something more? We will discuss queer futurities, Afrofuturism, ecological futurity, revolutionary futures, reception and the futures of texts, and more.
Terms: Spr
| Units: 5
ENGLISH 362B:
African American Literary and Cultural Theory
Focusing on its implications for literary and cultural studies, in particular, this class examines the theoretical contours, political stakes, aesthetic challenges, and interpretive possibilities of racial representation and critical practice at this fin de siècle. Readings & viewings include literary and cultural criticism, fiction, drama, performance art, film, and digital installations.
Terms: Win
| Units: 5
ENGLISH 366F:
Media Theory for Literary Studies
Introduction to media theory by way of some of its key texts and themes, with particular emphasis on how questions of medium, media, and mass media might be useful to literary studies in particular - that is, the study of predominantly textual artifacts. Works by Innis, McLuhan, Derrida, Adorno, Kittler, Hayles, Flusser and others.
Terms: Win
| Units: 5
ENGLISH 372D:
Comparative Studies in Race and Ethnicity (CSRE 301)
an advanced introduction to concepts and debates within the multi-disciplinary field of comparative studies in race and ethnicity.
Terms: Win
| Units: 3-5
ENGLISH 384B:
Literary Modeling
In this course, we will examine the ways in which literature, and literary criticism, can be understood through the lens of modeling. Divided into roughly two halves, the course begins by exploring the ways in which literary criticism (as well as the literature that it investigates) works by creating models of literary, sociological, or historical systems. In the second part of the class, we will explore new techniques of computational modeling and discuss how these new methods both validate, and push back on, the history of modeling in literary criticism.
Terms: Win
| Units: 5
ENGLISH 384H:
Text in Context
If the Mona Lisa is in The Louvre, where then is Hamlet?¿ (F. W. Bateson) This question recognizes the fluidity of a text's interpretation and varying modes of reproduction through time and space. It also asks what and where the authentic text might be. This is significant as most texts we read are neither as they were originally produced, nor transmitted as they were probably intended. Instead, they're mediated by editors or adaptors or translators or filmmakers. This course will focus on investigating the complexities of the concept of text¿including its intentionality, materiality, authenticity, and authorial agenda. Students will hone techniques to read, question and interpret texts in their "raw" form, and acquire the skills to transform original texts into publishable forms from the book-like to the digital and multimedia. Authors will include Geoffrey Chaucer, William Blake, Virginia Woolf, Toni Morrison, Kurt Cobain and historical and contemporary archival sources.
Terms: Spr
| Units: 3-5
ENGLISH 390:
Graduate Fiction Workshop
For Stegner fellows in the writing program. May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr
| Units: 3
| Repeatable
for credit
ENGLISH 392:
Graduate Poetry Workshop
For Stegner fellows in the writing program. May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr
| Units: 3
| Repeatable
for credit
ENGLISH 394:
Independent Study
Preparation for first-year Ph.D. qualifying examination and third year Ph.D. oral exam.
Terms: Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Algee-Hewitt, M. (PI);
Elam, M. (PI);
Fishkin, S. (PI);
Gigante, D. (PI);
Greene, R. (PI);
Hoxby, B. (PI);
McGurl, M. (PI);
Moya, P. (PI);
Ngai, S. (PI);
Orgel, S. (PI);
Phelan, P. (PI);
Treharne, E. (PI);
Woloch, A. (PI)
ENGLISH 394C:
Curricular Practical Training
CPT course required for international students completing degree. Following internship work, students complete a research report outlining work activity, problems investigated, key results and follow-up projects. Meets the requirements for curricular practical training for students on F-1 visas. Student is responsible for arranging own internship and faculty sponsorship.
Terms: Sum
| Units: 1
| Repeatable
5 times
(up to 5 units total)
ENGLISH 395:
Ad Hoc Graduate Seminar
Three or more graduate students who wish in the following quarter to study a subject or an area not covered by regular courses and seminars may plan an informal seminar and approach a member of the department to supervise it.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
ENGLISH 396:
Introduction to Graduate Study for Ph.D. Students
Required for first-year graduate students in English. The major historical, professional, and methodological approaches to the study of literature in English.
Terms: Aut
| Units: 5
ENGLISH 396L:
Pedagogy Seminar I
Required for first-year Ph.D students in English. Prerequisite for teaching required for Ph.D. students in English, Modern Thought and Literature and Comparative Literature. Preparation for surviving as teaching assistants in undergraduate literature courses. Focus is on leading discussions and grading papers.
Terms: Aut
| Units: 2
ENGLISH 398:
Research Course
A special subject of investigation under supervision of a member of the department. Thesis work is not registered under this number.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Algee-Hewitt, M. (PI);
Bender, J. (PI);
Bronstein, M. (PI);
Castle, T. (PI);
Cohen, M. (PI);
Elam, M. (PI);
Fields, K. (PI);
Fishkin, S. (PI);
Gigante, D. (PI);
Greene, R. (PI);
Greif, M. (PI);
Hoxby, B. (PI);
Jenkins, N. (PI);
Johnson, A. (PI);
Jones, G. (PI);
Kantor, R. (PI);
Lee, C. (PI);
Lupic, I. (PI);
McGurl, M. (PI);
Moya, P. (PI);
Owens, T. (PI);
Parker, P. (PI);
Phelan, P. (PI);
Phillips, P. (PI);
Quayson, A. (PI);
Rasberry, V. (PI);
Richardson, J. (PI);
Ruttenburg, N. (PI);
Saldivar, R. (PI);
Staveley, A. (PI);
Tallent, E. (PI);
Treharne, E. (PI);
Vermeule, B. (PI);
Woloch, A. (PI);
Yu, E. (PI)
ENGLISH 398L:
Literary Lab (COMPLIT 398L)
Gathering and analyzing data, constructing hypotheses and designing experiments to test them, writing programs [if needed], preparing visuals and texts for articles or conferences. Requires a year-long participation in the activities of the Lab.
Terms: Win, Spr, Sum
| Units: 2-5
| Repeatable
2 times
(up to 10 units total)
ENGLISH 398Q:
Qualifying Exam Workshop
Qualifying Exam Workshop for 1st year cohort
Terms: Sum
| Units: 1
ENGLISH 398R:
Revision and Development of a Paper
Students revise and develop a paper under the supervision of a faculty member with a view to possible publication.
Terms: Aut, Win, Spr, Sum
| Units: 4-5
| Repeatable
for credit
Instructors: ;
Algee-Hewitt, M. (PI);
Bender, J. (PI);
Bronstein, M. (PI);
Castle, T. (PI);
Cohen, M. (PI);
Elam, M. (PI);
Fields, K. (PI);
Fishkin, S. (PI);
Gigante, D. (PI);
Greene, R. (PI);
Greif, M. (PI);
Hoxby, B. (PI);
Jarvis, C. (PI);
Jenkins, N. (PI);
Johnson, A. (PI);
Jones, G. (PI);
Kantor, R. (PI);
Lee, C. (PI);
Lupic, I. (PI);
McGurl, M. (PI);
Moya, P. (PI);
Owens, T. (PI);
Parker, P. (PI);
Phelan, P. (PI);
Phillips, P. (PI);
Quayson, A. (PI);
Rasberry, V. (PI);
Richardson, J. (PI);
Ruttenburg, N. (PI);
Saldivar, R. (PI);
Staveley, A. (PI);
Tallent, E. (PI);
Treharne, E. (PI);
Vermeule, B. (PI);
Woloch, A. (PI);
Yu, E. (PI)
ENGLISH 398W:
Orals, Publication and Dissertation Workshop
For third- and fourth-year graduate students in English. Strategies for studying for and passing the oral examination, publishing articles, and for writing and researching dissertations and dissertation proposals. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 2
| Repeatable
for credit
ENGLISH 399:
Thesis
For M.A. students only. Regular meetings with thesis advisers required.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
ENGLISH 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Algee-Hewitt, M. (PI);
Bender, J. (PI);
Bronstein, M. (PI);
Castle, T. (PI);
Cohen, M. (PI);
Elam, M. (PI);
Fields, K. (PI);
Fishkin, S. (PI);
Gigante, D. (PI);
Greene, R. (PI);
Greif, M. (PI);
Hoxby, B. (PI);
Jenkins, N. (PI);
Johnson, A. (PI);
Jones, G. (PI);
Kantor, R. (PI);
Lee, C. (PI);
Lupic, I. (PI);
McGurl, M. (PI);
Moya, P. (PI);
Owens, T. (PI);
Parker, P. (PI);
Phelan, P. (PI);
Phillips, P. (PI);
Quayson, A. (PI);
Rasberry, V. (PI);
Richardson, J. (PI);
Ruttenburg, N. (PI);
Saldivar, R. (PI);
Staveley, A. (PI);
Tallent, E. (PI);
Treharne, E. (PI);
Vermeule, B. (PI);
Woloch, A. (PI);
Yu, E. (PI)
ENGR 1:
Want to Be an Engineer?
This course is designed for you if you are a new student who has a hypothesis that you want to be a scientist, mathematician, or engineer but don't yet know what you want to major in. As a scientist, you know that you need data to test your hypothesis. As a design thinker, you know that there is no way forward except to be exposed to different things and weigh the results. As a potential engineer, you know that you need lots of information to make a decision. Each week a panel of faculty from STEM majors in the School of Engineering, the School of Humanities & Sciences, and Stanford Earth will present with the goal of helping you discover if their field is right for you.
Terms: Aut
| Units: 1
ENGR 2:
Stanford Summer Engineering Academy
Offered in August prior to start of fall quarter for incoming first-year students participating in the Stanford Summer Engineering Academy (SSEA). This course is comprised of two parallel tracks: One focused on the development and practice of critical problem solving in Computer Science; a second focused on providing a strong foundation in Mathematics. Based on skills developed in both tracks, students also explore the breadth and depth of engineering disciplines from faculty across the School of Engineering. Available by application only.
Terms: Aut
| Units: 2
ENGR 2A:
SSEA Seminar: Developing Your Leadership Toolkit
In this weekly seminar, SSEA students will learn practical leadership skills so they can successfully navigate academic and professional opportunities while at Stanford and achieve meaningful results. Mentorship and career exploration will also be delivered through an inspiring line up of guest speakers and interactive activities.
Terms: Aut
| Units: 1
ENGR 10:
Introduction to Engineering Analysis
Integrated approach to the fundamental scientific principles that are the cornerstones of engineering analysis: conservation of mass, atomic species, charge, momentum, angular momentum, energy, production of entropy expressed in the form of balance equations on carefully defined systems, and incorporating simple physical models. Emphasis is on setting up analysis problems arising in engineering. Topics: simple analytical solutions, numerical solutions of linear algebraic equations, and laboratory experiences. Provides the foundation and tools for subsequent engineering courses. Prerequisite: AP Physics and AP Calculus or equivalent.
Terms: Aut, Sum
| Units: 4
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-FR
ENGR 14:
Intro to Solid Mechanics
Introduction to engineering analysis using the principles of engineering solid mechanics. Builds on the math and physical reasoning concepts in Physics 41 to develop skills in evaluation of engineered systems across a variety of fields. Foundational ideas for more advanced solid mechanics courses such as ME80 or CEE101A. Interactive lecture sessions focused on mathematical application of key concepts, with weekly complementary lab session on testing and designing systems that embody these concepts. Limited enrollment, subject to instructor approval. Pre-requisite: Physics 41. When signing up for this course make sure to sign up both for the lecture and for a Discussion Section.
Terms: Aut, Win, Spr
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR
ENGR 15:
Dynamics
The application of Newton's Laws to solve 2-D and 3-D static and dynamic problems, particle and rigid body dynamics, freebody diagrams, and equations of motion, with application to mechanical, biomechanical, and aerospace systems. Computer numerical solution and dynamic response. Prerequisites: Calculus (differentiation and integration) such as Math 19, 20; and ENGR 14 (statics and strength) or a mechanics course in physics such as PHYSICS 41.
Terms: Aut, Win
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-SMA
ENGR 20:
Introduction to Chemical Engineering (CHEMENG 20)
Overview of chemical engineering through discussion and engineering analysis of physical and chemical processes. Topics: overall staged separations, material and energy balances, concepts of rate processes, energy and mass transport, and kinetics of chemical reactions. Applications of these concepts to areas of current technological importance: biotechnology, energy, production of chemicals, materials processing, and purification. Prerequisite: CHEM 31.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-SMA
ENGR 21:
Engineering of Systems
A high-level look at techniques for analyzing and designing complex, multidisciplinary engineering systems, such as aircraft, spacecraft, automobiles, power plants, cellphones, robots, biomedical devices, and many others. The need for multi-level design, modeling and simulation approaches, computation-based design, and hardware and software-in-the-loop simulations will be demonstrated through a variety of examples and case studies. Several aspects of system engineering will be applied to the design of large-scale interacting systems and contrasted with subsystems such as hydraulic systems, electrical systems, and brake systems. The use of design-thinking, story-boarding, mockups, sensitivity analysis, simulation, team-based design, and the development of presentation skills will be fostered through several realistic examples in several fields of engineering.
Terms: Spr
| Units: 3
ENGR 40A:
Introductory Electronics
Instruction will be completed in the first seven weeks of the quarter. Students not majoring in Electrical Engineering may choose to take only ENGR 40A; Electrical Engineering majors should take both ENGR 40A and ENGR 40B. Overview of electronic circuits and applications. Electrical quantities and their measurement, including operation of the oscilloscope. Basic models of electronic components including resistors, capacitors, inductors, and operational amplifiers. Lab. Lab assignments. Enrollment limited to 300.
Terms: Sum
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-SMA
ENGR 40M:
An Intro to Making: What is EE
Is a hands-on class where students learn to make stuff. Through the process of building, you are introduced to the basic areas of EE. Students build a "useless box" and learn about circuits, feedback, and programming hardware, a light display for your desk and bike and learn about coding, transforms, and LEDs, a solar charger and an EKG machine and learn about power, noise, feedback, more circuits, and safety. And you get to keep the toys you build. Prerequisite: CS 106A.
Terms: Aut, Win, Spr, Sum
| Units: 5
| UG Reqs: GER:DB-EngrAppSci, WAY-SMA
Instructors: ;
Horowitz, M. (PI);
Van, E. (PI);
Horowitz, M. (SI);
ADEGBENRO, F. (TA);
Aragon, L. (TA);
Batelaan, E. (TA);
Calloway, C. (TA);
Coriz, C. (TA);
Dhawan, A. (TA);
Huerta, M. (TA);
Johnston, R. (TA);
Kubzdela, N. (TA);
Michael, D. (TA);
Mukania, J. (TA);
Multani, P. (TA);
Okabe, E. (TA);
Oran, K. (TA);
Pillot, J. (TA);
Pyarali, M. (TA);
Rutherford, E. (GP);
Sands, J. (TA);
Turati, A. (TA);
Van, E. (TA);
Wuethrich, L. (GP);
de Leon Archila, G. (TA)
ENGR 42:
Introduction to Electromagnetics and Its Applications (EE 42)
Electricity and magnetism and its essential role in modern electrical engineering devices and systems, such as sensors, displays, DVD players, and optical communication systems. The topics that will be covered include electrostatics, magnetostatics, Maxwell's equations, one-dimensional wave equation, electromagnetic waves, transmission lines, and one-dimensional resonators. Pre-requisites: none.
Terms: Spr, Sum
| Units: 5
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-SMA
ENGR 50:
Introduction to Materials Science, Nanotechnology Emphasis
The structure, bonding, and atomic arrangements in materials leading to their properties and applications. Topics include electronic and mechanical behavior, emphasizing nanotechnology, solid state devices, and advanced structural and composite materials.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-SMA
ENGR 50E:
Introduction to Materials Science, Energy Emphasis
Materials structure, bonding and atomic arrangements leading to their properties and applications. Topics include electronic, thermal and mechanical behavior; emphasizing energy related materials and challenges.
Terms: Win
| Units: 4
| UG Reqs: WAY-SMA
ENGR 50M:
Introduction to Materials Science, Biomaterials Emphasis
Topics include: the relationship between atomic structure and macroscopic properties of man-made and natural materials; mechanical and thermodynamic behavior of surgical implants including alloys, ceramics, and polymers; and materials selection for biotechnology applications such as contact lenses, artificial joints, and cardiovascular stents. No prerequisite.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-SMA
ENGR 55:
Foundational Biology for Engineers (CHEMENG 55)
Biology, physics, and chemistry are the substrates for the modern engineer. Whether you are interested in developing the next generation of medicines or would like the next material or catalyst you design to be inspired by solutions found in Nature, this course will deepen your knowledge of the foundational concepts in biology and enrich your engineering skills. We will introduce the physical principles that underlie the construction and function of living cells, the fundamental building block of life. Emphasis will be on systems, logic, quantitation, and mechanisms of the molecular processes utilized by all life on Earth. This course has no prerequisites, but prior completion of CHEM 31 or equivalent is highly recommended.
Terms: Aut
| Units: 4
| UG Reqs: WAY-AQR, WAY-SMA
ENGR 60:
Engineering Economics and Sustainability (CEE 146S)
Engineering Economics is a subset of the field of economics that draws upon the logic of economics, but adds that analytical power of mathematics and statistics. The concepts developed in this course are broadly applicable to many professional and personal decisions, including making purchasing decisions, deciding between project alternatives, evaluating different processes, and balancing environmental and social costs against economic costs. The concepts taught in this course will be increasingly valuable as students climb the carrier ladder in private industry, a non-governmental organization, a public agency, or in founding their own startup. Eventually, the ability to make informed decisions that are based in fundamental analysis of alternatives is a part of every career. As such, this course is recommended for engineering and non-engineering students alike. This course is taught exclusively online in every quarter it is offered. (Prerequisites: MATH 19 or 20 or approved equivalent.)
Terms: Aut, Spr, Sum
| Units: 3
ENGR 62:
Introduction to Optimization (MS&E 111, MS&E 211)
Formulation and computational analysis of linear, quadratic, and other convex optimization problems. Applications in machine learning, operations, marketing, finance, and economics. Prerequisite: CME 100 or MATH 51.
Terms: Win, Sum
| Units: 3-4
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR
ENGR 62X:
Introduction to Optimization (Accelerated) (MS&E 111X, MS&E 211X)
Optimization theory and modeling. The role of prices, duality, optimality conditions, and algorithms in finding and recognizing solutions. Perspectives: problem formulation, analytical theory, computational methods, and recent applications in engineering, finance, and economics. Theories: finite dimensional derivatives, convexity, optimality, duality, and sensitivity. Methods: simplex and interior-point, gradient, Newton, and barrier. Prerequisite: CME 100 or MATH 51 or equivalent.
Terms: Aut
| Units: 3-4
| UG Reqs: WAY-AQR
ENGR 76:
Information Science and Engineering
What is information? How can we measure and efficiently represent it? How can we reliably communicate and store it over media prone to noise and errors? How can we make sound decisions based on partial and noisy information? This course introduces the basic notions required to address these questions, as well as the principles and techniques underlying the design of modern information, communication, and decision-making systems with relations to and applications in machine-learning, through genomics, to neuroscience. Students will get a hands-on appreciation of the concepts via projects in small groups, where they will develop their own systems for streaming of multi-media data under human-centric performance criteria. Prerequisite: CS 106A.
Terms: Spr
| Units: 5
| UG Reqs: WAY-AQR, WAY-FR
ENGR 80:
Introduction to Bioengineering (Engineering Living Matter) (BIOE 80)
Students completing BIOE.80 should have a working understanding for how to approach the systematic engineering of living systems to benefit all people and the planet. Our main goals are (1) to help students learn ways of thinking about engineering living matter and (2) to empower students to explore the broader ramifications of engineering life. Specific concepts and skills covered include but are not limited to: capacities of natural life on Earth; scope of the existing human-directed bioeconomy; deconstructing complicated problems; reaction & diffusion systems; microbial human anatomy; conceptualizing the engineering of biology; how atoms can be organized to make molecules; how to print DNA from scratch; programming genetic sensors, logic, & actuators; biology beyond molecules (photons, electrons, etc.); what constraints limit what life can do?; what will be the major health challenges in 2030?; how does what we want shape bioengineering?; who should choose and realize various competing bioengineering futures?
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-EngrAppSci, WAY-FR
ENGR 90:
Environmental Science and Technology (CEE 70)
Introduction to environmental quality and the technical background necessary for understanding environmental issues, controlling environmental degradation, and preserving air and water quality. Material balance concepts for tracking substances in the environmental and engineering systems.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR
ENGR 100:
Teaching Public Speaking
The theory and practice of teaching public speaking and presentation development. Lectures/discussions on developing an instructional plan, using audiovisual equipment for instruction, devising tutoring techniques, and teaching delivery, organization, audience analysis, visual aids, and unique speaking situations. Weekly practice speaking. Students serve as apprentice speech tutors. Those completing course may become paid speech instructors in the Technical Communications Program. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr
| Units: 3
ENGR 102W:
Technical and Professional Communication (CEE 102W)
Effective communication skills will help you advance quickly. Learn the best technical and professional techniques in writing and speaking. Group workshops and individual conferences with instructors. Designed for undergraduates going into industry. Allowed to fulfill WIM for Atmosphere/Energy, Engineering Physics, and Environmental Systems Engineering majors only.
Terms: Spr
| Units: 3
ENGR 103:
Public Speaking (ENGR 203)
Priority to Engineering students. Introduction to speaking activities, from impromptu talks to carefully rehearsed formal professional presentations. How to organize and write speeches, analyze audiences, create and use visual aids, combat nervousness, and deliver informative and persuasive speeches effectively. Weekly class practice, rehearsals in one-on-one tutorials, videotaped feedback. Limited enrollment.
Terms: Aut, Win, Spr
| Units: 3
ENGR 105:
Feedback Control Design
Design of linear feedback control systems for command-following error, stability, and dynamic response specifications. Root-locus and frequency response design techniques. Examples from a variety of fields. Some use of computer aided design with MATLAB. Prerequisites: Dynamics systems (EE 102B or ME 161), and ordinary differential equations (CME 102 or Math 53). This course will include synchronous teaching sessions, but will be recorded to allow asynchronous participation
Terms: Win, Spr
| Units: 3
| UG Reqs: GER:DB-EngrAppSci
ENGR 108:
Introduction to Matrix Methods
Formerly EE 103/CME 103. Introduction to applied linear algebra with emphasis on applications. Vectors, norm, and angle; linear independence and orthonormal sets; applications to document analysis. Clustering and the k-means algorithm. Matrices, left and right inverses, QR factorization. Least-squares and model fitting, regularization and cross-validation. Constrained and nonlinear least-squares. Applications include time-series prediction, tomography, optimal control, and portfolio optimization. Undergraduate students should enroll for 5 units, and graduate students should enroll for 3 units. Prerequisites:MATH 51 or CME 100, and basic knowledge of computing (CS 106A is more than enough, and can be taken concurrently). ENGR 108 and Math 104 cover complementary topics in applied linear algebra. The focus of ENGR 108 is on a few linear algebra concepts, and many applications; the focus of Math 104 is on algorithms and concepts.
Terms: Aut, Win, Sum
| Units: 3-5
| UG Reqs: GER:DB-Math, WAY-AQR, WAY-FR
ENGR 110:
Perspectives in Assistive Technology (ENGR 110) (ENGR 210)
Seminar and student project course. Explores the medical, social, ethical, and technical challenges surrounding the design, development, and use of technologies that improve the lives of people with disabilities and older adults. Guest lecturers include engineers, clinicians, and individuals with disabilities. Field trips to local facilities, an assistive technology faire, and a film screening. Students from any discipline are welcome to enroll. 3 units for students (juniors, seniors, and graduate students preferred) who pursue a team-based assistive technology project with a community partner - enrollment limited to 30. 1 unit for seminar attendance only (CR/NC) or individual project (letter grade). Total enrollment limited to classroom capacity of 50. Projects can be continued as independent study in Spring Quarter. See course website at http://engr110.stanford.edu. Designated a Cardinal Course by the Haas Center for Public Service.
Terms: Win
| Units: 1-3
ENGR 117:
Expanding Engineering Limits: Culture, Diversity, and Equity (CSRE 117, CSRE 217, ENGR 217, FEMGEN 117, FEMGEN 217)
This course investigates how culture and diversity shape who becomes an engineer, what problems get solved, and the quality of designs, technology, and products. As a course community, we consider how cultural beliefs about race, ethnicity, gender, sexuality, abilities, socioeconomic status, and other intersectional aspects of identity interact with beliefs about engineering, influence diversity in the field, and affect equity in engineering education and practice. We also explore how engineering cultures and environments respond to and change with individual and institutional agency. The course involves weekly presentations by scholars and engineers, readings, short writing assignments, small-group discussion, and hands-on, student-driven projects. Students can enroll in the course for 1 unit (lectures only), or 3 units (lectures+discussion+project). For 1 unit, students should sign up for Section 1 and Credit/No Credit grading, and for 3 units students should sign up for Section 2 and either the C/NC or Grade option.
Terms: Win
| Units: 3
ENGR 120:
Fundamentals of Petroleum Engineering (ENERGY 120)
Lectures, problems, field trip. Engineering topics in petroleum recovery; origin, discovery, and development of oil and gas. Chemical, physical, and thermodynamic properties of oil and natural gas. Material balance equations and reserve estimates using volumetric calculations. Gas laws. Single phase and multiphase flow through porous media.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-FR, WAY-SMA
ENGR 140A:
Leadership of Technology Ventures
First of three-part sequence for students selected to the Mayfield Fellows Program. Focuses on management and leadership of purposeful technology-intensive startups. Learning outcomes include entrepreneurial leadership skills related to product and market strategy, venture financing, team recruiting and culture, and the challenges of managing growth and ethical decision-making. Other engineering faculty, founders, and venture capitalists participate as appropriate. Visit http://mfp.stanford.edu for more about this work/study program.
Terms: Spr
| Units: 3-4
ENGR 140B:
Leadership of Technology Ventures
Open to Mayfield Fellows only; taken during the summer internship at a technology startup. Students exchange experiences and continue the formal learning process. Activities journal. Credit given following quarter.
Terms: Aut
| Units: 1-2
ENGR 140C:
Leadership of Technology Ventures
Open to Mayfield Fellows only. Capstone to the 140 sequence. Students, faculty, employers, and venture capitalists share recent internship experiences and analytical frameworks. Students develop living case studies and integrative project reports.
Terms: Aut
| Units: 2-3
ENGR 145:
Technology Entrepreneurship (ENGR 145S)
How does the entrepreneurship process enable the creation and growth of high-impact enterprises? Why does entrepreneurial leadership matter even in a large organization or a non-profit venture? What are the differences between just an idea and true opportunity? How do entrepreneurs form teams and gather the resources necessary to create a successful startup? Mentor-guided projects focus on analyzing students' ideas, case studies allow for examining the nuances of innovation, research examines the entrepreneurial process, and expert guests allow for networking with Silicon Valley's world-class entrepreneurs and venture capitalists. For undergraduates of all majors with interest in startups the leverage breakthrough information, energy, medical and consumer technologies. No prerequisites. Limited enrollment.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-SI
ENGR 145S:
Technology Entrepreneurship (ENGR 145)
How does the entrepreneurship process enable the creation and growth of high-impact enterprises? Why does entrepreneurial leadership matter even in a large organization or a non-profit venture? What are the differences between just an idea and true opportunity? How do entrepreneurs form teams and gather the resources necessary to create a successful startup? Mentor-guided projects focus on analyzing students' ideas, case studies allow for examining the nuances of innovation, research examines the entrepreneurial process, and expert guests allow for networking with Silicon Valley's world-class entrepreneurs and venture capitalists. For undergraduates of all majors with interest in startups the leverage breakthrough information, energy, medical and consumer technologies. No prerequisites. Limited enrollment.
Terms: Sum
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-SI
ENGR 148:
Principled Entrepreneurial Decisions (ENGR 248)
Examines how leaders tackle significant events that occur in high-growth entrepreneurial companies. Students prepare their minds for the difficult entrepreneurial situations that they will encounter in their lives in whatever their chosen career. Cases and guest speakers discuss not only the business rationale for the decisions taken but also how their principles affected those decisions. The teaching team brings its wealth of experience in both entrepreneurship and VC investing to the class. Previous entrepreneurship coursework or experience preferred. Limited enrollment. Admission by application: http://web.stanford.edu/class/engr248/apply.
Terms: Win
| Units: 3
| UG Reqs: WAY-ER
ENGR 154:
Vector Calculus for Engineers (CME 100)
Computation and visualization using MATLAB. Differential vector calculus: vector-valued functions, analytic geometry in space, functions of several variables, partial derivatives, gradient, linearization, unconstrained maxima and minima, Lagrange multipliers and applications to trajectory simulation, least squares, and numerical optimization. Introduction to linear algebra: matrix operations, systems of algebraic equations with applications to coordinate transformations and equilibrium problems. Integral vector calculus: multiple integrals in Cartesian, cylindrical, and spherical coordinates, line integrals, scalar potential, surface integrals, Green's, divergence, and Stokes' theorems. Numerous examples and applications drawn from classical mechanics, fluid dynamics and electromagnetism. Prerequisites: knowledge of single-variable calculus equivalent to the content of Math 19-21 (e.g., 5 on Calc BC, 4 on Calc BC with Math 21, 5 on Calc AB with Math 21). Placement diagnostic (recommendation non-binding) at: https://exploredegrees.stanford.edu/undergraduatedegreesandprograms/#aptext.
Terms: Aut, Win, Spr
| Units: 5
| UG Reqs: GER:DB-Math, WAY-FR
Instructors: ;
Khayms, V. (PI);
Le, H. (PI);
Ali, M. (TA);
Amdekar, A. (TA);
Brink, T. (TA);
Chaudhari, N. (TA);
De Sota, R. (TA);
Garg, R. (TA);
Hoyt, C. (TA);
Kantor, C. (TA);
Khemka, P. (TA);
LABROGERE, A. (TA);
Vasudevan, V. (TA)
ENGR 155A:
Ordinary Differential Equations for Engineers (CME 102)
Analytical and numerical methods for solving ordinary differential equations arising in engineering applications are presented. For analytical methods students learn to solve linear and non-linear first order ODEs; linear second order ODEs; and Laplace transforms. Numerical methods using MATLAB programming tool kit are also introduced to solve various types of ODEs including: first and second order ODEs, higher order ODEs, systems of ODEs, initial and boundary value problems, finite differences, and multi-step methods. This also includes accuracy and linear stability analyses of various numerical algorithms which are essential tools for the modern engineer. This class is foundational for professional careers in engineering and as a preparation for more advanced classes at the undergraduate and graduate levels. Prerequisites: knowledge of single-variable calculus equivalent to the content of Math 19-21 (e.g., 5 on Calc BC, 4 on Calc BC with Math 21, 5 on Calc AB with Math 21). Placement diagnostic (recommendation non-binding) at: https://exploredegrees.stanford.edu/undergraduatedegreesandprograms/#aptext.
Terms: Aut, Win, Spr
| Units: 5
| UG Reqs: GER:DB-Math, WAY-FR
ENGR 155B:
Linear Algebra and Partial Differential Equations for Engineers (CME 104)
Linear algebra: systems of algebraic equations, Gaussian elimination, undetermined and overdetermined systems, coupled systems of ordinary differential equations, LU factorization, eigensystem analysis, normal modes. Linear independence, vector spaces, subspaces and basis. Numerical analysis applied to structural equilibrium problems, electrical networks, and dynamic systems. Fourier series with applications, partial differential equations arising in science and engineering, analytical solutions of partial differential equations. Applications in heat and mass transport, mechanical vibration and acoustic waves, transmission lines, and fluid mechanics. Numerical methods for solution of partial differential equations: iterative techniques, stability and convergence, time advancement, implicit methods, von Neumann stability analysis. Examples and applications drawn from a variety of engineering fields. Prerequisite: CME102/ENGR155A.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-Math, WAY-FR
ENGR 155C:
Introduction to Probability and Statistics for Engineers (CME 106)
Probability: random variables, independence, and conditional probability; discrete and continuous distributions, moments, distributions of several random variables. Numerical simulation using Monte Carlo techniques. Topics in mathematical statistics: random sampling, point estimation, confidence intervals, hypothesis testing, non-parametric tests, regression and correlation analyses. Numerous applications in engineering, manufacturing, reliability and quality assurance, medicine, biology, and other fields. Prerequisite: CME100/ENGR154 or Math 51 or 52.
Terms: Win, Sum
| Units: 4
| UG Reqs: GER:DB-Math, WAY-AQR, WAY-FR
ENGR 159Q:
Japanese Companies and Japanese Society (MATSCI 159Q)
Preference to sophomores. The structure of a Japanese company from the point of view of Japanese society. Visiting researchers from Japanese companies give presentations on their research enterprise. The Japanese research ethic. The home campus equivalent of a Kyoto SCTI course.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-SocSci
ENGR 193:
Discover Engineering: How to Aim High, Embrace Uncertainty, and Achieve Impact
This weekly seminar will provide undergraduate and graduate students of all majors with practical leadership skills training (e.g. how to network, negotiate, advocate for yourself, assert influence) in order to make innovative and valuable contributions in their fields. This course will feature engaging lectures, interactive discussions, real-world case studies, scripts, and templates to provide students with highly actionable and timely insights so they can navigate upcoming opportunities and launch a meaningful career after Stanford.
Terms: Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
ENGR 199:
Special Studies in Engineering
Special studies, lab work, or reading under the direction of a faculty member. Often research experience opportunities exist in ongoing research projects. Students make arrangements with individual faculty and enroll in the section number corresponding to the particular faculty member. May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-15
| Repeatable
for credit
ENGR 199A:
Additional Calculus for Engineers
Additional problem solving practice for the calculus courses. Sections are designed to allow students to acquire a deeper understanding of calculus and its applications, work collaboratively, and develop a mastery of the material. Limited enrollment, permission of instructor required. Concurrent enrollment in MATH 19, 20, 52, or 53 required
Terms: Win, Spr
| Units: 1
| Repeatable
for credit
ENGR 199W:
Writing of Original Research for Engineers
Technical writing in science and engineering. Students produce a substantial document describing their research, methods, and results. Prerequisite: completion of freshman writing requirements; prior or concurrent in 2 units of research in the major department; and consent of instructor. WIM for select School of Engineering majors with permission from advisor.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
Instructors: ;
Altman, R. (PI);
Bhatt, A. (PI);
Butte, A. (PI);
Carter, D. (PI);
Covert, M. (PI);
Davis, J. (PI);
Endy, D. (PI);
Fire, A. (PI);
Fuller, G. (PI);
Gurtner, G. (PI);
Harrison, K. (PI);
Hildemann, L. (PI);
Huang, K. (PI);
Katila, R. (PI);
Kelley, D. (PI);
Kenny, T. (PI);
Levenston, M. (PI);
Lozano, N. (PI);
McDevitt, M. (PI);
Moin, P. (PI);
Mungal, M. (PI);
Okamura, A. (PI);
Osgood, B. (PI);
Palmer, M. (PI);
Safavi-Naeini, A. (PI);
Sheppard, S. (PI);
Smith, J. (PI);
Swartz, J. (PI);
Wakatsuki, S. (PI);
Williams, L. (PI)
ENGR 202S:
Directed Writing Projects
Effective writing is key to academic and professional progress. 202S provides individualized writing instruction for students working on important writing projects such as dissertations, grant proposals, theses, journal articles, and teaching and research statements. The course consists of once weekly one-on-one conferences with lecturers from the Technical Communication Program. Students receive close attention to and detailed feedback on their writing to help them become more confident writers, hone their writing skills, and tackle any writing issues they may have. The TCP Director assigns each student to an instructor; meetings are scheduled by each instructor. No prerequisite. Grading: Satisfactory/No Credit. This course may be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
ENGR 202W:
Technical Communication
To be effective as an engineer or scientist, you must communicate your cutting-edge research and projects effectively to a broad range of audiences: your professors, your fellow students, your colleagues in the field, and sometimes the public. ENGR. 202W offers a collaborative environment in which you will hone your communication skills by writing and presenting about a project of your choosing and working on your CV/resume. ENGR202W is a practicum (supervised practical application) that helps you build toward a complete skillset for technical communication in the twenty-first century. Through interactive presentations and activities, group workshops, and individual conferences, you will learn best practices for communicating to academic and professional audiences for a range of purposes.
Terms: Aut, Win, Spr
| Units: 3
ENGR 203:
Public Speaking (ENGR 103)
Priority to Engineering students. Introduction to speaking activities, from impromptu talks to carefully rehearsed formal professional presentations. How to organize and write speeches, analyze audiences, create and use visual aids, combat nervousness, and deliver informative and persuasive speeches effectively. Weekly class practice, rehearsals in one-on-one tutorials, videotaped feedback. Limited enrollment.
Terms: Aut, Win, Spr
| Units: 3
ENGR 205:
Introduction to Control Design Techniques
Review of root-locus and frequency response techniques for control system analysis and synthesis. State-space techniques for modeling, full-state feedback regulator design, pole placement, and observer design. Combined observer and regulator design. Lab experiments on computers connected to mechanical systems. Prerequisites: 105, MATH 103, 113. Recommended: Matlab.
Terms: Aut
| Units: 3
ENGR 209A:
Analysis and Control of Nonlinear Systems
Introduction to nonlinear phenomena: multiple equilibria, limit cycles, bifurcations, complex dynamical behavior. Planar dynamical systems, analysis using phase plane techniques. Describing functions. Lyapunov stability theory. SISO feedback linearization, sliding mode control. Design examples. Prerequisite: 205.
Terms: Spr
| Units: 3
ENGR 210:
Perspectives in Assistive Technology (ENGR 110) (ENGR 110)
Seminar and student project course. Explores the medical, social, ethical, and technical challenges surrounding the design, development, and use of technologies that improve the lives of people with disabilities and older adults. Guest lecturers include engineers, clinicians, and individuals with disabilities. Field trips to local facilities, an assistive technology faire, and a film screening. Students from any discipline are welcome to enroll. 3 units for students (juniors, seniors, and graduate students preferred) who pursue a team-based assistive technology project with a community partner - enrollment limited to 30. 1 unit for seminar attendance only (CR/NC) or individual project (letter grade). Total enrollment limited to classroom capacity of 50. Projects can be continued as independent study in Spring Quarter. See course website at http://engr110.stanford.edu. Designated a Cardinal Course by the Haas Center for Public Service.
Terms: Win
| Units: 1-3
ENGR 217:
Expanding Engineering Limits: Culture, Diversity, and Equity (CSRE 117, CSRE 217, ENGR 117, FEMGEN 117, FEMGEN 217)
This course investigates how culture and diversity shape who becomes an engineer, what problems get solved, and the quality of designs, technology, and products. As a course community, we consider how cultural beliefs about race, ethnicity, gender, sexuality, abilities, socioeconomic status, and other intersectional aspects of identity interact with beliefs about engineering, influence diversity in the field, and affect equity in engineering education and practice. We also explore how engineering cultures and environments respond to and change with individual and institutional agency. The course involves weekly presentations by scholars and engineers, readings, short writing assignments, small-group discussion, and hands-on, student-driven projects. Students can enroll in the course for 1 unit (lectures only), or 3 units (lectures+discussion+project). For 1 unit, students should sign up for Section 1 and Credit/No Credit grading, and for 3 units students should sign up for Section 2 and either the C/NC or Grade option.
Terms: Win
| Units: 3
ENGR 231:
Transformative Design
Too many alums are doing what they've always been told they're good at, and are living with regret and a sense that they're just resigned to doing this thing for the rest of their lives. Capabilities displaced their values as the primary decision driver in their lives. Our ultimate goal is to restore a sense of agency and passion into the lives of current Stanford students by creating the space to explore and experiment with the greatest design project possible: YOUR LIFE. We will turn d.school tools and mindsets onto the topic of our lives -- not in theory, but in reality -- and will prototype changes to make your life and career more fulfilling and rewarding. We will actively empathize and experiment in your life and work, so if you don't want to do that kind of self-examination, this class will not be a good fit for you.
Terms: Aut
| Units: 3
ENGR 240:
Introduction to Micro and Nano Electromechanical Systems
Miniaturization technologies now have important roles in materials, mechanical, and biomedical engineering practice, in addition to being the foundation for information technology. This course will target an audience of first-year engineering graduate students and motivated senior-level undergraduates, with the goal of providing an introduction to M/NEMS fabrication techniques, selected device applications, and the design tradeoffs in developing systems. The course has no specific prerequisites, other than graduate or senior standing in engineering; otherwise, students will require permission of the instructors.
Terms: Win
| Units: 3
ENGR 241:
Advanced Micro and Nano Fabrication Laboratory
This project course focuses on developing fabrication processes for ExFab, a shared facility that supports flexible lithography, heterogeneous integration, and rapid micro prototyping. Team projects are approved by the instructor and are mentored by an SNF staff member and an external mentor from industry. Students will plan and execute experiments and document them in a final presentation and report, to be made available on the lab's Wiki for the benefit of the Stanford research community. Students must consult with Prof. Fan, SNF staff, and an external mentor, and also need to submit an approved proposal before signing up.
Terms: Spr
| Units: 3
| Repeatable
2 times
(up to 6 units total)
ENGR 245:
The Lean LaunchPad: Getting Your Lean Startup Off the Ground
Learn how to turn a technical idea from a lab, research, or vision into a successful business using the Lean Launchpad process (business model canvas, customer development, running experiments, and agile engineering.) Hands-on experiential class. 15+ hours per week talking to customers, regulators and partners outside the classroom, plus time building minimal viable products. This class is the basis of the National Science Foundation I-Corps with a focus on understanding all the components to build for deep technology and life science applications. Team applications required in March. Proposals may be software, hardware, or service of any kind. See course website http://leanlaunchpad.stanford.edu/. Prerequisite: interest in and passion for exploring whether your technology idea can become a real company. Limited enrollment.
Terms: Win, Spr
| Units: 3-4
ENGR 248:
Principled Entrepreneurial Decisions (ENGR 148)
Examines how leaders tackle significant events that occur in high-growth entrepreneurial companies. Students prepare their minds for the difficult entrepreneurial situations that they will encounter in their lives in whatever their chosen career. Cases and guest speakers discuss not only the business rationale for the decisions taken but also how their principles affected those decisions. The teaching team brings its wealth of experience in both entrepreneurship and VC investing to the class. Previous entrepreneurship coursework or experience preferred. Limited enrollment. Admission by application: http://web.stanford.edu/class/engr248/apply.
Terms: Win
| Units: 3
ENGR 281:
d.media - Designing Media that Matters
The combination of always-on smartphones, instant access to information and global social sharing is changing behavior and shifting cultural norms. How can we design digital experiences that make this change positive? Join the d.media team and find out! This course is project-based and hands-on. Three projects will explore visual design, interaction design and behavioral design all in the context of today's technology landscape and in service of a socially positive user experience. See http://dmedia.stanford.edu, Admission by application. See dschool.stanford.edu/classes for more information.
Terms: Win
| Units: 2-3
ENGR 295:
Learning & Teaching of Science (CTL 280, EDUC 280, MED 270, PHYSICS 295)
This course will provide students with a basic knowledge of the relevant research in cognitive psychology and science education and the ability to apply that knowledge to enhance their ability to learn and teach science, particularly at the undergraduate level. Course will involve readings, discussion, and application of the ideas through creation of learning activities. It is suitable for advanced undergraduates and graduate students with some science background.
Terms: Spr
| Units: 3
ENGR 298:
Seminar in Fluid Mechanics
Interdepartmental. Problems in all branches of fluid mechanics, with talks by visitors, faculty, and students. Graduate students may register for 1 unit, without letter grade; a letter grade is given for talks. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
ENGR 299:
Special Studies in Engineering
Special studies, lab work, or reading under the direction of a faculty member. Often research experience opportunities exist in ongoing research projects. Students make arrangements with individual faculty and enroll in the corresponding section. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
ENGR 311A:
Women's Perspectives
Graduate seminar series, driven by student interests, with guest speakers from academia and industry. Previous themes have included Finding your North, Becoming Fearless, Daydreams to Reality, and Letters to My Younger Self. Discussion is encouraged as graduate students share experiences and learn with speakers and each other. Possible topics of discussion range from time management and career choices to diversity, health, and family. Several optional informal dinners are hosted after the seminar to continue conversation with the speakers. May be repeated for credit.
Terms: Win
| Units: 1
| Repeatable
for credit
ENGR 311B:
Designing the Professional
Wondering how to weave together what really fits you, is doable, and will be satisfying and meaningful? Have more questions than answers? Have too many ideas for your career, or not enough? This course applies the mindsets and innovation principles of design thinking to the "wicked problem" of designing your life and vocation. Students gain awareness and empathy, define areas of life and work on which they want to work, ideate about ways to move forward, try small prototypes, and test their assumptions. The course is highly interactive. It will conclude with creation of 3 versions of the next 5 years and prototype ideas to begin making those futures a reality. The course will include brief readings, writing, reflections, and in-class exercises. Expect to practice ideation and prototyping methodologies, decision making practices and to participate in interactive activities in pairs, trios, and small groups. Seminar open to all graduate students and Postdocs in all 7 schools.
Terms: Win, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
ENGR 312:
Science and Engineering Course Design (CTL 312)
For students interested in an academic career and who anticipate designing science or engineering courses at the undergraduate or graduate level. Goal is to apply research on science and engineering learning to the design of effective course materials. Topics include syllabus design, course content and format decisions, assessment planning and grading, and strategies for teaching improvement.
Terms: Win
| Units: 2-3
ENGR 391:
Engineering Education and Online Learning (EDUC 391)
A project based introduction to web-based learning design. In this course we will explore the evidence and theory behind principles of learning design and game design thinking. In addition to gaining a broad understanding of the emerging field of the science and engineering of learning, students will experiment with a variety of educational technologies, pedagogical techniques, game design principles, and assessment methods. Over the course of the quarter, interdisciplinary teams will create a prototype or a functioning piece of educational technology.
Terms: Spr
| Units: 3
ENVRES 199:
Independent study (ENVRES 299)
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
4 times
(up to 5 units total)
ENVRES 220:
The Social Ocean: Human Dimensions of Coastal and Marine Ecosystems
This interdisciplinary seminar examines human dimensions of current ocean issues through a series of readings, discussions, and guest lecturer presentations. Through the lenses offered by multiple disciplines and fields, we will examine and reinterpret the challenges of fisheries management, climate change, conservation/restoration, and human rights. We will welcome specialists in industry, academia, law, and the nonprofit sector to discuss theories of change for ocean issues, with a particular emphasis on marine justice. We invite students to create and share their own "Social Ocean Project" synthesizing course themes and personal reflections.
Terms: Win
| Units: 1-2
| Repeatable
5 times
(up to 5 units total)
ENVRES 221:
New Frontiers and Opportunities in Sustainability
Interdisciplinary exploration of how companies, government and non-profit organizations address some of the world's most significant environmental & resource sustainability challenges. Each week we will explore with an experienced sustainability practitioner new frontiers and opportunities in clean tech, policy, energy, transportation, consumer goods, agriculture, food, and sustainable built environments..
Terms: Spr
| Units: 1
ENVRES 223:
Topics in Writing & Rhetoric: Introduction to Environmental Justice: Race, Class, Gender and Place (EARTHSYS 194, PWR 194EP)
This course examines the rhetoric, history and key case studies of environmental justice while encouraging critical and collaborative thinking, reading and researching about diversity in environmental movements within the global community and at Stanford, including the ways race, class and gender have shaped environmental battles still being fought today. We center diverse voices by bringing leaders, particularly from marginalized communities on the frontlines to our classroom to communicate experiences, insights and best practices. Together we will develop and present original research projects which may serve a particular organizational or community need, such as racialized dispossession, toxic pollution and human health, or indigenous land and water rights, among many others. Prerequisite: PWR 2 Cardinal Course certified by the Haas Center
Terms: Aut
| Units: 4
ENVRES 224:
International Environmental Governance (INTLPOL 275)
What kinds of rules, agreements, organizations, and processes underpin the global community's efforts to address environmental challenges? How do these institutions arise and interconnect, and how can we design them more effectively? We will explore these questions through foundational theory, attention to current policy dilemmas, and engagement with guest speakers on the front lines of environmental policymaking and implementation. Drawing on the instructors' active research areas, we will emphasize forest and river basin management challenges in Latin America, though students are encouraged to contribute experiences from a range of geographies and policy arenas. Having gained an understanding of the environmental institutional landscape and its current challenges, students will be better-equipped for careers and/or further study related to international environmental governance and policy.
Terms: Aut
| Units: 3-4
ENVRES 225:
E-IPER Current Topics Seminar
For E-IPER Ph.D and Joint M.S. students only. Weekly presentations of E-IPER students' research and other program-related projects. Occasional guest speakers. Individual or team presentation, active participation, and regular attendance required for credit. May be taken for credit a maximum of two times. Enrollment by department consent only. Contact instructor for permission to enroll.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
ENVRES 229A:
Policy Practicum: Smoke
Clients: Various California legislative and executive branch decision makers. Wildfire smoke has emerged as one of the most pressing air pollution and public health threats in the Western United States. Last year, despite decades of progress in reducing air pollution from transport, industry, and electric power, wildfires caused the highest number of "spare the air" declarations ever called by local Air Quality Management Districts in California. Oregon, Washington and Colorado all suffered similar "airpocalypse" fire seasons. Recent model-based estimates of mortality from wildfire smoke-derived particulate matter suggest that between 1200 and 3000 seniors likely died from the fires this summer. Current law and regulation not only doesn't consider particulate matter derived from wildfire smoke to be a target for regulation, it also imposes burdensome permitting requirements on one of the most effective risk-mitigation strategies: prescribed fire. This course will build on student work from last spring, where students explored regulatory obstacles to an expansion of prescribed burning in California and began developing a simplified air quality health benefits model to estimate the potential public health and economic benefits of better fuels management. This fall, we will continue refining the air quality model and, on the regulatory side, we will investigate potential new policy approaches to streamlining the approval process for prescribed burning projects while protecting environmental values with a particular focus on new approaches to NEPA and CEQA compliance for prescribed fire and cultural burning. The course is intended for students interested in multi-disciplinary approaches to public policy problems. No background in either the Clean Air Act or wildfire policy is required. Students will engage in weekly lecture and discussion of wildfire smoke science and policy, including student presentations. Students will also meet additionally once per week with Professors Sivas and Wara in working sessions to discuss progress on team projects. Students will present the results of their research to California legislative and executive branch staff engaged in developing new approaches to wildfire policy. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments, Final Paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline. This course is cross-listed with LAW 808D.
Terms: Aut, Win
| Units: 3
| Repeatable
2 times
(up to 6 units total)
ENVRES 231:
Qualitative Interviewing (EDUC 450C)
Addressing the theoretical underpinnings of qualitative interviews as well as the application of theory to practice, this course considers different approaches to interviewing. Interview types covered will range from group interviews to individual interviews, and from unstructured, ethnographically oriented interviews to highly structured interviews. Working with community partners to facilitate application to practice, the students will move from theory to interview design, implementation, and initial stages of analysis, with an emphasis on consistency in approach and utility in graduate-level research.
Terms: Win
| Units: 3
| Repeatable
2 times
(up to 6 units total)
ENVRES 240:
Environmental Decision-Making and Risk Perception
Mobilizing successful conservation efforts to mitigate climate change and preserve both local and global ecosystems requires a new way of thinking. This course will investigate the barriers to pro-environmental behavior and the heuristics and biases that cloud our ability to respond effectively to environmental problems, using insights from behavioral economics, neuroeconomics, and environmental risk perception. Emphasis on interdisciplinary applications of recent research, and implications for environmental policymaking and persuasive messaging.
Terms: Aut
| Units: 1-3
ENVRES 250:
Environmental Governance (EARTHSYS 254)
How do we work together to solve environmental problems? Across the globe, who has a voice, and who ultimately decides how to balance conservation and development? How do we build governance institutions that facilitate both environmental sustainability and social equity? This seminar on environmental governance will focus on the challenges and opportunities for managing common-pool resources, like fisheries, forests, and water. Because managing environmental resources is often about managing people, we will explore the motivations underlying human behavior towards the environment. We will discuss how institutions encode our cultural values and beliefs, and how we can reshape these institutions to achieve more sustainable outcomes. Coursework includes foundational readings and a pragmatic exploration of case studies. Teaching cases address topics in community-based conservation, international protected areas, market-based approaches, coping with environmental risk, and other themes. Interested undergraduate and graduate students from any discipline are welcome.
Terms: Win
| Units: 3
ENVRES 255:
Moral, Civic, and Environmental Education (EDUC 379)
An examination of the conceptual foundations that underlie moral, civic, and environmental action in contemporary society, and the social, cognitive, and motivational capacities that make possible constructive participation. The course will discuss both in-school and beyond-schools ways in which young people can be educated for informed and constructive participation. Among the educational methods to be considered will be narrative treatments of exemplary figures in the moral, civic, and environmental domains.
Terms: Spr
| Units: 3
ENVRES 260:
Implementing & Financing a Decarbonized Economy
In the forthcoming decades, the transition to a global low-carbon economy will require tens of trillions of dollars worth of capital investment. Much of that capital investment will directed towards new builds, or retrofits, of major capital projects, whether using technologies that are commercial today or new technologies. This course aims to give students a very practical and detailed introduction to the opportunities and challenges of developing and financing major low-carbon capital projects. Each of the instructors has decades of hands-on experience in developing and financing major capital projects. The process of developing and financing major capital projects is inherently very multidisciplinary--including engineering, business, finance, legal and (often) international relations principles. The course will start at a high level, covering the emissions landscape, policy framework, markets, and main technologies. Then we will dive much deeper into such key tasks as permitting; engineering and resource studies; project pro forma models; successfully negotiating project construction contracts and output sales contracts; arranging the financial terms and legal provisions of bank or bond debt financing; maximizing returns to equity; and monetizing tax and other governmental incentives. Students should be eager to engage in a multi-disciplinary approach both in terms of how to think about the subject matter and in terms of interacting with fellow students who bring a different academic and or work experience than their own. Class preparation for the weekly sessions will require watching a pre-recorded lecture, literature review or case reading, and homework assignments designed to reinforce principles learned. A four-part case study encompassing the development of a 500 MW solar project will be used early on in the class to acquaint students with the tools and issues of project development. We plan to reserve class sessions for homework review, student case study analysis, reinforcement of technical concepts, and free-form discussion. Early in the class, we will assemble small student teams who will over the course of the term work on group projects that will be presented during the last few class sessions. The instructors do not require prior coursework in finance. Basic background materials and additional tutorials will be provided as needed, to bring students up to the technical level required to do the coursework successfully. CONSENT OF PROGRAM FORM: In order to be considered for enrollment, please complete the Consent of Program Form: n https://docs.google.com/forms/d/e/1FAIpQLSesNsNwHyall63FpAPt0sJQsFUlo8y_BwvK5NoRrM4IDj5hgg/viewform?usp=sf_link by Tuesday, February 22nd at 11:59pm PST. Successful applicants will be notified when permission has been granted and will receive a permission number to register for the course in Axess by March 1st. Forms received after the deadline will be reviewed on a rolling basis until the class is full. ENVRES 260 is capped at 20 students. Some priority will be given to E-IPER graduate students.
Terms: Spr
| Units: 3
ENVRES 270:
Graduate Practicum in Environment and Resources
Opportunity for E-IPER students to pursue areas of specialization in an institutional setting such as a laboratory, clinic, research institute, governmental agency, non-governmental organization, or multilateral organization. Meets US CIS requirements for off-campus employment with endorsement from designated school official.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
24 times
(up to 120 units total)
ENVRES 280:
Introduction to Environmental and Resource Systems
Required core course restricted to E-IPER Joint M.S. and Dual M.S. students. Introduces students to frameworks and tools to better understand complex social-environmental systems and to intervene in them to address sustainability goals. Students will apply a systems lens and practice course concepts (provided through lectures and readings) by evaluating case studies.
Terms: Spr
| Units: 2
ENVRES 290:
Capstone Project Seminar in Environment and Resources
Required for and limited to E-IPER Joint M.S. and Dual M.S. students. Propose, conduct and publicly present final individual or team projects demonstrating the integration of professional (M.B.A., J.D., M.D., M.I.P., or Ph.D.) and M.S. in Environment and Resources degrees. Presentation at the Week 10 Capstone Symposium and submission of final product required.
Terms: Aut, Win
| Units: 3
ENVRES 295:
Carbon Dioxide and Methane Removal, Utilization, and Sequestration (EARTHSYS 308, ENERGY 308, ESS 308, ME 308)
This is a seminar on carbon dioxide and methane removal, utilization, and sequestration options, and their role in decarbonizing the global energy system. This course will cover topics including the global carbon balance, utilizing atmospheric carbon in engineered solutions, recycling and sequestering fossil-based carbon, and enhancing natural carbon sinks. The multidisciplinary lectures and discussions will cover elements of technology, economics, policy and social acceptance, and will be led by a series of guest lecturers. Short group project on carbon solutions.
Terms: Aut
| Units: 1
ENVRES 299:
Independent study (ENVRES 199)
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
4 times
(up to 5 units total)
ENVRES 301:
Introduction to Interdisciplinary Research E-IPER
Required core course restricted to first year E-IPER Ph.D. students. Introductory course to welcome new Ph.D. students to Stanford and E-IPER program. All programmatic, administrative and Stanford-specific information will be covered over the course of Autumn quarter.
Terms: Aut
| Units: 1
ENVRES 310:
Epistemology and Social Values in Interdisciplinary Environmental Research
Required core course restricted to first year E-IPER Ph.D. students.This course is designed for early-stage doctoral students pursuing interdisciplinary environmental research. It provides a survey of selected epistemological traditions and how they shape the conduct of research, establishing a foundation for selecting research designs best suited to a scholar¿s interests. The second half of the course takes up the question of values and ethics in research, exploring issues of power and justice with an emphasis on community-engaged research and co-production.
Terms: Aut
| Units: 2-3
ENVRES 315:
Environmental Research Design Seminar
Required core course restricted to first year E-IPER Ph.D. students. In a series of discussions with faculty, students further examine the research design theories discussed in ENVRES 320, by exploring the creation, implementation, and analysis of speakers' research studies. Topics parallel the ENVRES 320 syllabus. Corequisite: ENVRES 320.
Terms: Win
| Units: 1
ENVRES 320:
Designing Environmental Research
Required core course restricted to first year E-IPER Ph.D. students. Research design options for causal inference in environmentally related research. Major philosophies of knowledge and how they relate to research objectives and design choices. Identification of critical elements within a broad range of research designs. Evaluation of the types of research questions for which different designs are suited, emphasizing fit between objectives, design, methods, and argument. Development of individual research design proposals, including description and justification understandable to a non-specialist. Enrollment by permission number only. Contact instructor for enrollment in course.
Terms: Win
| Units: 3-4
ENVRES 330:
Research Approaches for Environmental Problem Solving
Required core course restricted to first year E-IPER Ph.D. students. How to develop and implement interdisciplinary research in environment and resources. Assignments include development of research questions and data collection and analysis plans, and a summer funding proposal. Course is structured around peer critique and student presentations of in-progress research. Corequisite: ENVRES 398 with a faculty member chosen to explore a possible dissertation topic.
Terms: Spr
| Units: 3
ENVRES 340:
E-IPER PhD Writing Seminar
Required core course restricted to second-year E-IPER PhD students. Actively pursue one or more writing goals relevant to this stage in their graduate studies in a structured setting. Set specific writing goals, create and follow a plan for reaching these goals, and receive substantive feedback on their written products from their peers. Examples of writing products include, but are not limited to, the student's dissertation proposal, E-IPER Fields of Inquiry essay, a literature review, or a grant or fellowship application. By the end of the course, students are expected to have completed or have made substantial progress toward their writing goal.
Terms: Win
| Units: 1-2
ENVRES 391:
Curricular Practical Training
Educational opportunities in research and development labs in industry. Qualified students engage in internship work and integrate that work into their academic program. Students register during the quarter they are employed and complete a research report outlining their work activity, problems investigated, results, and follow-on projects they expect to perform. Meets the requirements for curricular practical training for students on F-1 visas. Student is responsible for arranging own internship/employment and faculty sponsorship. Register under faculty sponsor's section number. All paperwork must be completed by student and faculty sponsor, as the Student Services Office does not sponsor CPT. Course may be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
3 times
(up to 3 units total)
ENVRES 398:
Directed Reading in Environment and Resources
Under supervision of an E-IPER affiliated faculty member on a subject of mutual interest. Joint M.S. students must submit an Independent Study Agreement for approval. May be repeat for credit
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Ajami, N. (PI);
Algee-Hewitt, M. (PI);
Anderson, M. (PI);
Andrews, J. (PI);
Archie, P. (PI);
Ardoin, N. (PI);
Arrigo, K. (PI);
Asner, G. (PI);
Azevedo, I. (PI);
Bailenson, J. (PI);
Ball, J. (PI);
Banerjee, B. (PI);
Barnett, W. (PI);
Barry, M. (PI);
Becker, J. (PI);
Bendavid, E. (PI);
Bendor, J. (PI);
Benkard, L. (PI);
Benson, S. (PI);
Billington, S. (PI);
Block, B. (PI);
Boehm, A. (PI);
Boness, N. (PI);
Brandt, A. (PI);
Brown, J. (PI);
Burke, M. (PI);
Caers, J. (PI);
Cain, B. (PI);
Caldeira, K. (PI);
Caldwell, M. (PI);
Casciotti, K. (PI);
Chamberlain, P. (PI);
Cohen, J. (PI);
Comello, S. (PI);
Criddle, C. (PI);
Crowder, L. (PI);
Cullen, M. (PI);
Curran, L. (PI);
Dabiri, J. (PI);
Daily, G. (PI);
Davis, J. (PI);
De Leo, G. (PI);
Diffenbaugh, N. (PI);
Dirzo, R. (PI);
Diver, S. (PI);
Dunbar, R. (PI);
Durham, W. (PI);
Ehrlich, A. (PI);
Ehrlich, P. (PI);
Ernst, W. (PI);
Falcon, W. (PI);
Fendorf, S. (PI);
Ferguson, J. (PI);
Field, C. (PI);
Fischer, M. (PI);
Francis, C. (PI);
Frank, Z. (PI);
Freyberg, D. (PI);
Fringer, O. (PI);
Fukami, T. (PI);
Fukuyama, F. (PI);
Gardner, C. (PI);
Gerritsen, M. (PI);
Goldhaber-Fiebert, J. (PI);
Gorelick, S. (PI);
Goulder, L. (PI);
Graham, S. (PI);
Granovetter, M. (PI);
Hadly, E. (PI);
Hayden, T. (PI);
Hoagland, S. (PI);
Hollberg, L. (PI);
Holmes, S. (PI);
Horne, R. (PI);
Iancu, D. (PI);
Jackson, R. (PI);
Jacobson, M. (PI);
Jain, R. (PI);
Johari, R. (PI);
Jones, J. (PI);
Karl, T. (PI);
Kennedy, D. (PI);
Kennedy, J. (PI);
Knutson, B. (PI);
Kolstad, C. (PI);
Koseff, J. (PI);
Kovscek, A. (PI);
Krosnick, J. (PI);
LaBeaud, D. (PI);
Lambin, E. (PI);
Leape, J. (PI);
Lee, H. (PI);
Lepech, M. (PI);
Levitt, R. (PI);
Lobell, D. (PI);
Luby, S. (PI);
Luthy, R. (PI);
Mach, K. (PI);
Majumdar, A. (PI);
Martinez, J. (PI);
Masters, G. (PI);
Matson, P. (PI);
McAdam, D. (PI);
McFarland, D. (PI);
McGehee, M. (PI);
Meskell, L. (PI);
Michalak, A. (PI);
Micheli, F. (PI);
Miller, D. (PI);
Miller, G. (PI);
Monismith, S. (PI);
Mooney, H. (PI);
Mordecai, E. (PI);
Nall, C. (PI);
Naylor, R. (PI);
Nevle, R. (PI);
O'Neill, M. (PI);
Ortolano, L. (PI);
Palumbi, S. (PI);
Peay, K. (PI);
Plambeck, E. (PI);
Polk, E. (PI);
Powell, W. (PI);
Rafinejad, D. (PI);
Rajagopal, R. (PI);
Rao, H. (PI);
Rehkopf, D. (PI);
Reichelstein, S. (PI);
Reicher, D. (PI);
Ritts, B. (PI);
Sapolsky, R. (PI);
Satz, D. (PI);
Sawe, N. (PI);
Schoolnik, G. (PI);
Schultz, K. (PI);
Seetah, K. (PI);
Seiger, A. (PI);
Shaw, G. (PI);
Shiv, B. (PI);
Simonson, I. (PI);
Sivas, D. (PI);
Soule, S. (PI);
Stedman, S. (PI);
Suckale, J. (PI);
Sweeney, J. (PI);
Szeptycki, L. (PI);
Tarpeh, W. (PI);
Thomas, L. (PI);
Thompson, B. (PI);
Tuljapurkar, S. (PI);
Vitousek, P. (PI);
Wara, M. (PI);
Weinstein, J. (PI);
Weyant, J. (PI);
White, R. (PI);
Wilcox, M. (PI);
Willer, R. (PI);
Wolfe, M. (PI);
Wong-Parodi, G. (PI);
Zoback, M. (PI)
ENVRES 399:
Directed Research in Environment and Resources
For advanced graduate students. Under supervision of an E-IPER affiliated faculty member. Joint M.S. students must submit an Independent Study Agreement for approval.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Ajami, N. (PI);
Algee-Hewitt, M. (PI);
Anderson, M. (PI);
Andrews, J. (PI);
Archie, P. (PI);
Ardoin, N. (PI);
Arrigo, K. (PI);
Asner, G. (PI);
Azevedo, I. (PI);
Bailenson, J. (PI);
Ball, J. (PI);
Banerjee, B. (PI);
Barnett, W. (PI);
Barry, M. (PI);
Becker, J. (PI);
Beiker, S. (PI);
Bendavid, E. (PI);
Bendor, J. (PI);
Benson, S. (PI);
Billington, S. (PI);
Block, B. (PI);
Boehm, A. (PI);
Bonds, M. (PI);
Brandt, A. (PI);
Burke, M. (PI);
Caers, J. (PI);
Cain, B. (PI);
Caldeira, K. (PI);
Caldwell, M. (PI);
Casciotti, K. (PI);
Chamberlain, P. (PI);
Cohen, J. (PI);
Comello, S. (PI);
Criddle, C. (PI);
Crowder, L. (PI);
Cullen, M. (PI);
Cullenward, D. (PI);
Curran, L. (PI);
Dabiri, J. (PI);
Daily, G. (PI);
Davis, J. (PI);
De Leo, G. (PI);
Diffenbaugh, N. (PI);
Dirzo, R. (PI);
Diver, S. (PI);
Dunbar, R. (PI);
Durham, W. (PI);
Ehrlich, A. (PI);
Ehrlich, P. (PI);
Ernst, W. (PI);
Falcon, W. (PI);
Fendorf, S. (PI);
Ferguson, J. (PI);
Field, C. (PI);
Fischer, M. (PI);
Francis, C. (PI);
Frank, Z. (PI);
Freyberg, D. (PI);
Fringer, O. (PI);
Fukami, T. (PI);
Fukuyama, F. (PI);
Gardner, C. (PI);
Gerritsen, M. (PI);
Goldhaber-Fiebert, J. (PI);
Gorelick, S. (PI);
Goulder, L. (PI);
Gragg, D. (PI);
Graham, S. (PI);
Granovetter, M. (PI);
Hadly, E. (PI);
Hattendorf, L. (PI);
Hayden, T. (PI);
Hoagland, S. (PI);
Hollberg, L. (PI);
Holmes, S. (PI);
Iancu, D. (PI);
Jackson, R. (PI);
Jacobson, M. (PI);
Jain, R. (PI);
Jones, J. (PI);
Karl, T. (PI);
Kennedy, D. (PI);
Kennedy, J. (PI);
Knutson, B. (PI);
Kolstad, C. (PI);
Koseff, J. (PI);
Kovscek, A. (PI);
Krosnick, J. (PI);
LaBeaud, D. (PI);
Lambin, E. (PI);
Leape, J. (PI);
Lee, H. (PI);
Lepech, M. (PI);
Levitt, R. (PI);
Lobell, D. (PI);
Luby, S. (PI);
Luthy, R. (PI);
Mach, K. (PI);
Majumdar, A. (PI);
Martinez, J. (PI);
Masters, G. (PI);
Matson, P. (PI);
McAdam, D. (PI);
McFarland, D. (PI);
McGehee, M. (PI);
Meskell, L. (PI);
Michalak, A. (PI);
Micheli, F. (PI);
Miller, D. (PI);
Miller, G. (PI);
Monismith, S. (PI);
Mooney, H. (PI);
Mordecai, E. (PI);
Moxley, J. (PI);
Nall, C. (PI);
Naylor, R. (PI);
Nevle, R. (PI);
O'Neill, M. (PI);
Onori, S. (PI);
Ortolano, L. (PI);
Palmer, M. (PI);
Palumbi, S. (PI);
Peay, K. (PI);
Plambeck, E. (PI);
Polk, E. (PI);
Powell, W. (PI);
Rafinejad, D. (PI);
Rajagopal, R. (PI);
Rao, H. (PI);
Reese, E. (PI);
Rehkopf, D. (PI);
Reichelstein, S. (PI);
Reicher, D. (PI);
Rogers, D. (PI);
Rumsey, P. (PI);
Sapolsky, R. (PI);
Satz, D. (PI);
Sawe, N. (PI);
Schoolnik, G. (PI);
Schultz, K. (PI);
Seetah, K. (PI);
Seiger, A. (PI);
Shaw, G. (PI);
Shiv, B. (PI);
Simonson, I. (PI);
Sivas, D. (PI);
Soule, S. (PI);
Stedman, S. (PI);
Suckale, J. (PI);
Sweeney, J. (PI);
Szeptycki, L. (PI);
Tarpeh, W. (PI);
Thomas, L. (PI);
Thompson, B. (PI);
Tuljapurkar, S. (PI);
Vitousek, P. (PI);
Wara, M. (PI);
Weinstein, J. (PI);
Weyant, J. (PI);
White, R. (PI);
Wilcox, M. (PI);
Willer, R. (PI);
Wolfe, M. (PI);
Wong-Parodi, G. (PI);
Zoback, M. (PI);
Gilon, Y. (GP)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Algee-Hewitt, M. (PI);
Ardoin, N. (PI);
Arrigo, K. (PI);
Asner, G. (PI);
Banerjee, B. (PI);
Barnett, W. (PI);
Barry, M. (PI);
Bendavid, E. (PI);
Benson, S. (PI);
Billington, S. (PI);
Block, B. (PI);
Boehm, A. (PI);
Brandt, A. (PI);
Burke, M. (PI);
Caers, J. (PI);
Caldeira, K. (PI);
Caldwell, M. (PI);
Casciotti, K. (PI);
Chamberlain, P. (PI);
Cohen, J. (PI);
Criddle, C. (PI);
Crowder, L. (PI);
Cullen, M. (PI);
Curran, L. (PI);
Daily, G. (PI);
Davis, J. (PI);
De Leo, G. (PI);
Diffenbaugh, N. (PI);
Dirzo, R. (PI);
Dunbar, R. (PI);
Durham, W. (PI);
Ehrlich, P. (PI);
Ernst, W. (PI);
Falcon, W. (PI);
Fendorf, S. (PI);
Ferguson, J. (PI);
Field, C. (PI);
Fischer, M. (PI);
Frank, Z. (PI);
Freyberg, D. (PI);
Fringer, O. (PI);
Fukami, T. (PI);
Gerritsen, M. (PI);
Gorelick, S. (PI);
Granovetter, M. (PI);
Hadly, E. (PI);
Iancu, D. (PI);
Jackson, R. (PI);
Jacobson, M. (PI);
Jones, J. (PI);
Karl, T. (PI);
Kennedy, D. (PI);
Knutson, B. (PI);
Kolstad, C. (PI);
Koseff, J. (PI);
Kovscek, A. (PI);
LaBeaud, D. (PI);
Lambin, E. (PI);
Lee, H. (PI);
Lepech, M. (PI);
Levitt, R. (PI);
Lobell, D. (PI);
Luby, S. (PI);
Luthy, R. (PI);
Martinez, J. (PI);
Masters, G. (PI);
Matson, P. (PI);
McAdam, D. (PI);
McFarland, D. (PI);
McGehee, M. (PI);
Meskell, L. (PI);
Michalak, A. (PI);
Micheli, F. (PI);
Miller, D. (PI);
Miller, G. (PI);
Monismith, S. (PI);
Mooney, H. (PI);
Mordecai, E. (PI);
Nall, C. (PI);
Naylor, R. (PI);
Ortolano, L. (PI);
Palumbi, S. (PI);
Peay, K. (PI);
Plambeck, E. (PI);
Powell, W. (PI);
Rafinejad, D. (PI);
Rajagopal, R. (PI);
Rao, H. (PI);
Reichelstein, S. (PI);
Reicher, D. (PI);
Sapolsky, R. (PI);
Satz, D. (PI);
Schoolnik, G. (PI);
Schultz, K. (PI);
Seetah, K. (PI);
Shiv, B. (PI);
Simonson, I. (PI);
Sivas, D. (PI);
Soule, S. (PI);
Stedman, S. (PI);
Suckale, J. (PI);
Sweeney, J. (PI);
Thomas, L. (PI);
Thompson, B. (PI);
Tuljapurkar, S. (PI);
Vitousek, P. (PI);
Wara, M. (PI);
Weinstein, J. (PI);
Weyant, J. (PI);
White, R. (PI);
Wilcox, M. (PI);
Wolfe, M. (PI);
Zoback, M. (PI)
ENVRES 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Algee-Hewitt, M. (PI);
Ardoin, N. (PI);
Arrigo, K. (PI);
Asner, G. (PI);
Azevedo, I. (PI);
Banerjee, B. (PI);
Barnett, W. (PI);
Barry, M. (PI);
Bendavid, E. (PI);
Benson, S. (PI);
Billington, S. (PI);
Block, B. (PI);
Boehm, A. (PI);
Brandt, A. (PI);
Burke, M. (PI);
Caers, J. (PI);
Caldeira, K. (PI);
Caldwell, M. (PI);
Casciotti, K. (PI);
Chamberlain, P. (PI);
Cohen, J. (PI);
Criddle, C. (PI);
Crowder, L. (PI);
Cullen, M. (PI);
Curran, L. (PI);
Daily, G. (PI);
Davis, J. (PI);
De Leo, G. (PI);
Diffenbaugh, N. (PI);
Dirzo, R. (PI);
Dunbar, R. (PI);
Durham, W. (PI);
Ehrlich, P. (PI);
Ernst, W. (PI);
Falcon, W. (PI);
Fendorf, S. (PI);
Ferguson, J. (PI);
Field, C. (PI);
Fischer, M. (PI);
Frank, Z. (PI);
Freyberg, D. (PI);
Fringer, O. (PI);
Fukami, T. (PI);
Fukuyama, F. (PI);
Gerritsen, M. (PI);
Gorelick, S. (PI);
Granovetter, M. (PI);
Hadly, E. (PI);
Iancu, D. (PI);
Jackson, R. (PI);
Jacobson, M. (PI);
Jain, R. (PI);
Jones, J. (PI);
Karl, T. (PI);
Kennedy, D. (PI);
Knutson, B. (PI);
Kolstad, C. (PI);
Koseff, J. (PI);
Kovscek, A. (PI);
LaBeaud, D. (PI);
Lambin, E. (PI);
Lee, H. (PI);
Lepech, M. (PI);
Levitt, R. (PI);
Lobell, D. (PI);
Luby, S. (PI);
Luthy, R. (PI);
Martinez, J. (PI);
Masters, G. (PI);
Matson, P. (PI);
McAdam, D. (PI);
McFarland, D. (PI);
McGehee, M. (PI);
Meskell, L. (PI);
Michalak, A. (PI);
Micheli, F. (PI);
Miller, D. (PI);
Miller, G. (PI);
Monismith, S. (PI);
Mooney, H. (PI);
Mordecai, E. (PI);
Nall, C. (PI);
Naylor, R. (PI);
Ortolano, L. (PI);
Palumbi, S. (PI);
Peay, K. (PI);
Plambeck, E. (PI);
Powell, W. (PI);
Rafinejad, D. (PI);
Rajagopal, R. (PI);
Rao, H. (PI);
Reichelstein, S. (PI);
Reicher, D. (PI);
Robinson, T. (PI);
Sapolsky, R. (PI);
Satz, D. (PI);
Schoolnik, G. (PI);
Schultz, K. (PI);
Seetah, K. (PI);
Shiv, B. (PI);
Simonson, I. (PI);
Sivas, D. (PI);
Soule, S. (PI);
Stedman, S. (PI);
Suckale, J. (PI);
Sweeney, J. (PI);
Thomas, L. (PI);
Thompson, B. (PI);
Tuljapurkar, S. (PI);
Vitousek, P. (PI);
Wara, M. (PI);
Weinstein, J. (PI);
Weyant, J. (PI);
White, R. (PI);
Wilcox, M. (PI);
Wolfe, M. (PI);
Wong-Parodi, G. (PI);
Zoback, M. (PI)
ENVRINST 198:
Prehonors Seminar
Seminar for students admitted to the Goldman Honors Program. Students will begin work on honors projects. Enrollment by consent of instructor.
Terms: Spr
| Units: 1
ENVRINST 199:
Interschool Honors Program in Environmental Science, Technology, and Policy
Students from the schools of Humanities and Sciences, Engineering, and Earth Sciences analyze important problems in a year-long small group seminar. Combines research methods, oral presentations, preparation of an honors project by each student, and where relevant, field study. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-9
| Repeatable
for credit
EPI 199:
Undergraduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
(up to 99 units total)
Instructors: ;
Adams, A. (PI);
Andrews, J. (PI);
Assimes, T. (PI);
Baiocchi, M. (PI);
Benjamin-Chung, J. (PI);
Bondy, M. (PI);
Carmichael, S. (PI);
Chertow, G. (PI);
Fisher, P. (PI);
Goodman, S. (PI);
Halpern-Felsher, B. (PI);
Han, S. (PI);
Henderson, V. (PI);
Hsing, A. (PI);
Ioannidis, J. (PI);
John, E. (PI);
Kiang, M. (PI);
King, A. (PI);
Kurian, A. (PI);
LaBeaud, D. (PI);
Lee, J. (PI);
Leonard, M. (PI);
Linos, E. (PI);
Lu, Y. (PI);
Luby, S. (PI);
Maahs, D. (PI);
Maldonado, Y. (PI);
Nelson, L. (PI);
Odden, M. (PI);
Palaniappan, L. (PI);
Parsonnet, J. (PI);
Popat, R. (PI);
Rehkopf, D. (PI);
Robinson, T. (PI);
Rodriguez Espinosa, P. (PI);
Rosas, L. (PI);
Sainani, K. (PI);
Sanders, L. (PI);
Shaw, G. (PI);
Simard, J. (PI);
Stefanick, M. (PI);
Tabor, H. (PI);
Whittemore, A. (PI);
Witte, J. (PI)
EPI 202:
R Fundamentals for Health Research (CHPR 202)
This introductory course is a practicum in which students will learn the basics of R and use the programming language to analyze health datasets by application of classical statistical methods. A familiarity with basic descriptive and inferential statistics is required. It is assumed that students will have no (or very little) prior experience with R. Class sessions will include some lecture content and hands-on coding by each student on their own computers. Students will practice using R with open-source and simulated datasets. The primary goal of the course is to equip students with a basic and fundamental understanding of R's capabilities, experience using R with practice datasets, and the ability to extend their facility with R as their needs dictate. Students enrolled for 2 units will have additional weekly practice problems assigned. Priority for enrollment given to CHPR masters students, who must take the course for a letter grade.
Terms: Win
| Units: 1-2
EPI 206:
Meta-research: Appraising Research Findings, Bias, and Meta-analysis (CHPR 206, MED 206, STATS 211)
Open to graduate, medical, and undergraduate students. Appraisal of the quality and credibility of research findings; evaluation of sources of bias. Meta-analysis as a quantitative (statistical) method for combining results of independent studies. Examples from medicine, epidemiology, genomics, ecology, social/behavioral sciences, education. Collaborative analyses. Project involving generation of a meta-research project or reworking and evaluation of an existing published meta-analysis. Prerequisite: knowledge of basic statistics.
Terms: Win
| Units: 3
EPI 214:
Scientific Writing
(Formerly HRP 214) Step-by-step through the process of writing and publishing a scientific manuscript. How to write effectively, concisely, and clearly in preparation of an actual scientific manuscript. Students are encouraged to bring a manuscript on which they are currently working to develop and polish throughout the course. Please note 3-units students will additionally write and revise a manuscript.
Terms: Win
| Units: 2-3
EPI 216:
Analytical and Practical Issues in the Conduct of Clinical and Epidemiologic Research
(Formerly HRP 216) Topics include: advanced aspects of study design and data analyses; evaluating confounding and interaction; modeling continuous characteristics of exposure; building prediction models; methods of summarizing literature and quantifying effect sizes (meta-analysis); handling missing data; and propensity score methods. 3 units requires a data analysis project. Prerequisites: 258 or 261, or consent of instructor
Terms: Spr
| Units: 2-3
EPI 219:
Evaluating Technologies for Diagnosis, Prediction and Screening
(Formerly HRP 219) New technologies designed to monitor and improve health outcomes are constantly emerging, but most fail in the clinic and in the marketplace because relatively few are supported by reliable, reproducible evidence that they produce a health benefit. This course covers the designs and methods that should be used to evaluate technologies to diagnose patients, predict prognosis or other health events, or screen for disease. These technologies can include devices, statistical prediction rules, biomarkers, gene panels, algorithms, imaging, or any information used to predict a future or a previously unknown health state. Specific topics to be covered include the phases of test development, how to frame a proper evaluation question, measures of test accuracy, Bayes theorem, internal and external validation, prediction evaluation criteria, decision analysis, net-utility, ROC curves, c-statistics, net reclassification index, decision curves and reporting standards. Examples of technology assessments and original methods papers are used. Knowledge of statistical software is not required, although facility with at least Excel for basic calculations is needed. Open to students with an understanding of introductory biostatistics, epidemiologic and clinical research study design. Undergraduates may enroll with consent of instructor.
Terms: Win
| Units: 3
EPI 220:
Deploying and Evaluating Fair AI in Healthcare (BIOMEDIN 223)
AI applications are proliferating throughout the healthcare system and stakeholders are faced with the opportunities and challenges of deploying these quickly evolving technologies. This course teaches the principles of AI evaluations in healthcare, provides a framework for deployment of AI in the healthcare system, reviews the regulatory environment, and discusses fundamental components used to evaluate the downstream effects of AI healthcare solutions, including biases and fairness. Prerequisites: CS106A; familiarity with statistics (stats 202), BIOMED 215, or BIODS 220
Terms: Spr
| Units: 2-3
EPI 223:
Introduction to Data Management and Analysis in SAS
(Formerly HRP 223) Provides hands-on introduction to basic data management and analysis techniques using SAS. Data management topics include: Introduction to SAS and SAS syntax, importing data, creating and reading SAS datasets, data cleaning and validation, creating new variables, and combining data sets. Analysis techniques include: basic descriptive statistics (e.g., means, frequency) and bivariate procedures for continuous and categorical variables (e.g., t-tests, chi-squares).
Terms: Aut
| Units: 2
EPI 224:
Genetic Epidemiology (GENE 230)
This course presents fundamental concepts and methods in genetic epidemiology, with examples from genetic studies of common, complex diseases (e.g., cancer). It will provide an overview of various study designs and covers fundamental analyses, inferences, and their strengths and limitations. The course will cover the following topics: assessing genetic influences on disease (e.g., heritability); family- and population-based association study designs; candidate gene and genome-wide association studies of common and rare genetic variants; transcriptome-wide association studies; polygenic risk scores; bias due to population stratification; gene-environment interactions and epistasis; studies of diverse populations; software and web-based data resources; ethical issues in genetic epidemiology; and applications of genetic epidemiology to clinical practice and public health. Guest speakers will discuss these concepts through the lens of various diseases. The course will include a project proposal based on student's research interests. Prerequisite: introductory biostatistics or epidemiology (or by permission of the instructor).
Terms: Win
| Units: 3
EPI 225:
Introduction to Epidemiologic and Clinical Research Methods
(Formerly HRP 225) The skills to design, carry out, and interpret epidemiologic studies, particularly of chronic diseases. Topics: epidemiologic concepts, sources of data, cohort studies, case-control studies, cross-sectional studies, sampling, measures of association, estimating sample size, and sources of bias. Prerequisite: A basic/introductory course in statistics or consent of instructor.
Terms: Aut
| Units: 3
EPI 226:
Intermediate Epidemiologic and Clinical Research Methods
(Formerly HRP 226) The principles of study design, measurement, confounding, effect modification, and strategies for minimizing bias in clinical and epidemiologic studies. Prerequisite: 225 or consent of instructor.
Terms: Win
| Units: 3
EPI 227:
Advanced Epidemiologic Methods
(Formerly HRP 227) Theory and applied methods for causal inference in epidemiology. Focus on the potential outcomes model and related methods including inverse probability weights, G-computation, and targeted maximum likelihood estimation. Other contemporary topics may be included. Learning is facilitated through in-class discussion, critical review of peer-reviewed literature, and applied laboratories in R. Prerequisites: EPI 225, EPI 226, and EPI 261 or equivalent (or permission of instructor).
Terms: Aut
| Units: 3
EPI 229:
Stanford CTSA Scholars Seminar
Preference to trainees awarded Stanford internal KL2, TL1 grants. Focus is on students and junior faculty who have received a CTSA KL2 or TL1 Award. Discussions include progress and challenges involved in starting and conducting clinical research, current courses, time management and resources; support from peers; education and professional development. All scholars are required to attend a weekly seminar series meeting throughout the year that will cover an array of cross-cutting methodological topics with published examples of implementation. Prerequisite: Awarded a CTSA KL2, TL1 Grant or Spectrum UL1
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
8 times
(up to 8 units total)
EPI 231:
Epidemiology of Infectious Diseases
(Formerly HRP 231) Principles of the transmission of the infectious agents (viruses, bacteria, rickettsiae, mycoplasma, fungi, and protozoan and helminth parasites). The role of vectors, reservoirs, and environmental factors. Pathogen and host characteristics that determine the spectrum of infection and disease. Endemicity, outbreaks, and epidemics of selected infectious diseases. Principles of control and surveillance.
Terms: Win
| Units: 3
EPI 236:
Epidemiology Research Seminar
(Formerly HRP 236) Weekly forum for ongoing epidemiologic research by faculty, staff, guests, and students, emphasizing research issues relevant to disease causation, prevention, and treatment. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
15 times
(up to 15 units total)
EPI 237:
Practical Approaches to Global Health Research (INTLPOL 290, MED 226)
(Formerly IPS 290 and HRP 237) How do you come up with an idea for a useful research project in a low resource setting? How do you develop a research question, prepare a concept note, and get your project funded? How do you manage personnel in the field, complex cultural situations, and unexpected problems? How do you create a sampling strategy, select a study design, and ensure ethical conduct with human subjects? This course takes students through the process of health research in under-resourced countries from the development of the initial research question and literature review to securing support and detailed planning for field work. Students progressively develop and receive weekly feedback on a concept note to support a funding proposal addressing a research question of their choosing. Aimed at graduate students interested in global health research, though students of all disciplines interested in practical methods for research are welcome. Undergraduates who have completed 85 units or more may enroll with instructor consent. Sign up for 1 unit credit to participate in class sessions or 3 units to both participate in classes and develop a concept note.
Terms: Win
| Units: 1-3
EPI 238:
Genes and Environment in Disease Causation: Implications for Medicine and Public Health (HUMBIO 159)
(Formerly HRP 238) The historical, contemporary, and future research and practice among genetics, epidemiology, clinical medicine, and public health as a source of insight for medicine and public health. Genetic and environmental contributions to multifactorial diseases; multidisciplinary approach to enhancing detection and diagnosis. The impact of the Human Genome Project on analysis of cardiovascular and neurological diseases, and cancer. Ethical and social issues in the use of genetic information. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit. Prerequisites: Human Biology core or Biology Foundations or consent of instructor.
Terms: Win
| Units: 2-3
EPI 239:
Applications of Causal Inference Methods (EDUC 260A, STATS 209B)
See http://rogosateaching.com/stat209/. Application of potential outcomes formulation for causal inference to research settings including: mediation, compliance adjustments, time-1 time-2 designs, encouragement designs, heterogeneous treatment effects, aggregated data, instrumental variables, analysis of covariance regression adjustments, and implementations of matching methods. Prerequisite: an introduction to causal inference methods such as STATS209.
Terms: Win
| Units: 2
EPI 244:
Developing Measurement Tools for Health Research
(Formerly HRP 244) The focus of this course is on providing the skills necessary to develop, validate and administer both qualitative and quantitative measures and instruments. Topics will include creating valid measures, ensuring the measures used address and apply to the research questions, design and samples; determining when to use standardized measures or develop new ones; instrument validation techniques; factor analysis; and survey administration, including determining the most effective way of administering measures (e.g., online, paper-and-pencil, ACASI) and the best way to design the survey.
Terms: Win
| Units: 2
EPI 245:
Intensive Course in Clinical Research
The Intensive Course in Clinical Research (ICCR) is a one-week immersion course designed for new or aspiring clinical investigators, medical students, residents, graduate students, fellows and junior faculty interested in pursuing careers in clinical and transnational research. Students spend five days and four evenings immersed in all aspects of research study design and performance. The format combined didactic with intense group/team activities focused on practical issues in clinical research design - from selection of a researchable study question through actual writing of a research proposal. Lectures and panel discussions are presented by an accomplished faculty of Stanford clinical researchers and key leaders from the Stanford community. Every presentation includes a discussion of relevant issues. The course is supported by over 40 faculty and fellows from across the School of Medicine.
Terms: Aut
| Units: 2
EPI 247:
Epidemic Intelligence: How to Identify, Investigate and Interrupt Outbreaks of Disease (HUMBIO 57)
(HUMBIO students must enroll in HUMBIO 57. Med/Graduate students must enroll in EPI 247.) We will cover: the components of public health systems in the US; principles of outbreak investigation and disease surveillance; different types of study design for field investigation; visualization and interpretation of public health data, including identification and prevention of biases; and implementation of disease control by public health authorities. Students will meet with leaders of health departments of the state and the county and will be responsible for devising, testing and evaluating a field questionnaire to better understand the complexities of field research. (Formerly HRP 247)
Terms: Aut
| Units: 4
EPI 250:
Understanding Evidence-Based Medicine: Hands-on experience (CHPR 205, MED 250)
How can one practice evidence-based medicine and make evidence-based decisions for clinical practice and policy making? Using pivotal papers published in the recent scientific literature addressing important clinical questions on diverse medical topics, we will probe a wide range of types of studies, types of targeted therapeutic or preventive interventions, and types of studied outcomes (effectiveness and/or safety), including RCTs, observational studies, epidemiologic surveillance studies, systematic reviews-umbrella reviews-meta-analyses-meta-analyses of individual patient data, studies on the evaluation of diagnostic tests and prognostic models, economic analyses studies, and guidelines. Students enrolled for 4 units will complete an additional project or other engagement approved by the instructor. MD studies enroll for +/-. GR students enroll for Letter grade.
Terms: Win
| Units: 3-4
EPI 251:
Design and Conduct of Clinical Trials
(Formerly HRP 251) The rationale for phases 1-3 clinical trials, the recruitment of subjects, techniques for randomization, data collection and endpoints, interim monitoring, and reporting of results. Emphasis is on the theoretical underpinnings of clinical research and the practical aspects of conducting clinical trials.
Terms: Spr
| Units: 3
EPI 253:
Cancer Epidemiology and Prevention
(Formerly HRP 253) This course focuses on the role of epidemiology in cancer etiology, prevention, and control. We will discuss descriptive epidemiology, including cancer trends and patterns, natural history, and biologic characteristics as well as etiology of selected cancers. the influence of environmental and genetic factors and their interplay on the development of cancer are discussed as well as methodologic issues related to investigations of these studies. Principles and problems involved in cancer prevention and screening are covered. Student evaluation is based on a brief presentation and a paper on the descriptive epidemiology of a selected cancer, and participation in class discussions.
Terms: Spr
| Units: 3
EPI 258:
Introduction to Probability and Statistics for Clinical Research
(Formerly HRP 258) Open to medical and graduate students; required of medical students in the Clinical Research Scholarly Concentration. Tools to evaluate medical literature. Topics include random variables, expectation, variance, probability distributions, the central limit theorem, sampling theory, hypothesis testing, confidence intervals, correlation, regression, analysis of variance, and survival analysis.
Terms: Spr
| Units: 3
EPI 259:
Introduction to Probability and Statistics for Epidemiology (HUMBIO 89X)
(HUMBIO students must enroll in HUMBIO 89X. Med/Graduate students must enroll in EPI 259.) Topics: random variables, expectation, variance, probability distributions, the central limit theorem, sampling theory, hypothesis testing, confidence intervals. Correlation, regression, analysis of variance, and nonparametric tests. Introduction to least squares and maximum likelihood estimation. Emphasis is on medical applications. (Formerly HRP 259)
Terms: Aut, Sum
| Units: 3
EPI 261:
Intermediate Biostatistics: Analysis of Discrete Data (BIOMEDIN 233, STATS 261)
(Formerly HRP 261) Methods for analyzing data from case-control and cross-sectional studies: the 2x2 table, chi-square test, Fisher's exact test, odds ratios, Mantel-Haenzel methods, stratification, tests for matched data, logistic regression, conditional logistic regression. Emphasis is on data analysis in SAS or R. Special topics: cross-fold validation and bootstrap inference.
Terms: Win
| Units: 3
EPI 262:
Intermediate Biostatistics: Regression, Prediction, Survival Analysis (STATS 262)
(Formerly HRP 262) Methods for analyzing longitudinal data. Topics include Kaplan-Meier methods, Cox regression, hazard ratios, time-dependent variables, longitudinal data structures, profile plots, missing data, modeling change, MANOVA, repeated-measures ANOVA, GEE, and mixed models. Emphasis is on practical applications. Prerequisites: basic ANOVA and linear regression.
Terms: Spr
| Units: 3
EPI 263:
Social Epidemiology
Preference to graduate students with prior coursework in Epidemiology. Focuses on understanding the theory and empirical evidence that shows support for the relationships between social environments and health. Covers four main topics: the historical development of social epidemiology, and a survey of the major theories in social epidemiology; the three main empirical approaches used to generate new knowledge in social epidemiology: traditional observational studies, quasi-experimental studies and experimental approaches; how the constructs of social class, race/ethnicity and gender are used in social epidemiology; new emerging empirical approaches within the field including the application of causal, machine learning and complex systems methods.
Terms: Win
| Units: 2
EPI 264:
Foundations of Statistical and Scientific Inference (STATS 264)
(Formerly HRP 264) The course will consist of readings and discussion of foundational papers and book sections in the domains of statistical and scientific inference. Topics to be covered include philosophy of science, interpretations of probability, Bayesian and frequentist approaches to statistical inference and current controversies about the proper use of p-values and research reproducibility. Recommended preparation: At least 2 quarters of biostatistics and one of epidemiology. Intended for second year Masters students or PhD students with at least 1 year of preceding graduate training.
Terms: Aut
| Units: 1
EPI 270:
Big Data Methods for Behavioral, Social, and Population Health Research
This course will expose students from a variety of quantitative backgrounds to study design and analysis strategies for addressing specific hypotheses using the varied sources of behavioral, social, and population health sciences research data, and the analytic tools available for analyzing these data. The purpose of this foundational course is to lay the groundwork to have a framework for conceptualizing experiments and observational studies that rely on big data in behavioral science and population health. The two types of data included are: (1) intensive or voluminous longitudinal data from mHealth, smartphone, and sensor technologies large and (2) large and complex data from internet data sources such as social media and Google search trends. The course features many speakers from Stanford and other institutions who are carrying out cutting edge research using high-dimensional or heterogenous data using innovative methods. Students will have the opportunity to choose a data set from among a variety of data sources, analyze the data and present their findings to the class. Each student will do a final project in an area of their own primary interest; many students are able to substantially develop projects that they subsequently use in their own thesis or dissertation research. Prerequisites: EPI 258/259 (or equivalent statistics course, please contact instructor for approval). Students must have some experience in statistical programming in SAS or R.
Terms: Spr
| Units: 2-3
EPI 272:
The Science of Community Engagement in Health Research (CHPR 227)
The Science of Community Engagement in Health Research course will focus on how the science of community engagement can be applied to diverse health-related research topics across the translational spectrum with the ultimate goal of high quality research that transforms human health and addresses health disparities. The course will provide historical context, theoretical frameworks, foundational skills in diverse community engagement methodologies, and tools for examining the effectiveness of various engagement strategies aimed. Specifically, the course will cover: 1) Historical context for community engagement in health-related research; 2) Evolution of community engagement as a science; 3) Theoretical frameworks for various community engagement approaches; 4) Community-Based Participatory Research (CBPR); 5) Community engagement strategies for different stages of translational research; and 6) Evaluation of various engagement strategies; and 7) Ethics of community engagement. Students will gain practical experience in various community engagement tools and strategies to help guide the development of a community engagement plan responsive to community needs. Challenges and benefits of establishing community partnerships will be highlighted by real-world examples. nThe course will include lectures; interactive student-led presentations and guided exercises; class discussions among invited speakers, students and instructors; individual and group assignments; and organized small-group and experiential activities. Course readings will demonstrate the need and opportunity for interdisciplinary community engagement approaches and will illustrate how to conduct innovative community-engaged research. nThe Science of Community Engagement course is intended to reach students with diverse research interests, including clinical research, community health, health research and policy, epidemiology, prevention research, environmental health, etc.
Terms: Win
| Units: 3
EPI 273:
Essentials of Clinical Research at Stanford
The 10-week course provides an overview of basic principles of clinical research design, including biostatistics; design and interpretation of diagnostic and predictive test studies; required and desired elements of clinical trial protocols. Participants will also gain an understanding of the regulatory aspects of clinical research conduct and oversight, Good Clinical Practice (GCP), and ethical dimensions of clinical research. The material will be covered in 2 hour sessions over 10 weeks.
Terms: Win
| Units: 1
EPI 291:
Curricular Practical Training
Curricular Practical Training in EPI.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
EPI 297:
History of Epidemiology
This seminar course provides a survey of critical events in the development of epidemiology as a scientific discipline. It includes weekly interactive presentations by the course directors and guest faculty, and it encompasses key people, critical public health issues, and seminal writings that have helped to shape the discipline. Topics include John Snow's observations on the London cholera epidemic of 1854, the development of the polio vaccine, the central role of smoking in lung cancer, and the AIDS epidemic. Students enrolled for 2 units credit will be asked to prepare a short paper (approximately 2500-3000 words) on a relevant topic of their choosing and to provide a précis for the class (oral presentation or poster).
Terms: Win
| Units: 1-2
EPI 299:
Directed Reading in Epidemiology
Epidemiology, preventive medicine, medical genetics, public health, occupational or environmental medicine, international health, or related fields. May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Adams, A. (PI);
Andrews, J. (PI);
Assimes, T. (PI);
Baiocchi, M. (PI);
Benjamin-Chung, J. (PI);
Bondy, M. (PI);
Carmichael, S. (PI);
Chertow, G. (PI);
Desai, M. (PI);
Fisher, P. (PI);
Goodman, S. (PI);
Halpern-Felsher, B. (PI);
Han, S. (PI);
Henderson, V. (PI);
Hsing, A. (PI);
Ioannidis, J. (PI);
John, E. (PI);
Kiang, M. (PI);
King, A. (PI);
Kurian, A. (PI);
LaBeaud, D. (PI);
Lee, J. (PI);
Leonard, M. (PI);
Linos, E. (PI);
Lu, Y. (PI);
Luby, S. (PI);
Maahs, D. (PI);
Maldonado, Y. (PI);
Nelson, L. (PI);
Odden, M. (PI);
Palaniappan, L. (PI);
Parsonnet, J. (PI);
Popat, R. (PI);
Rehkopf, D. (PI);
Robinson, T. (PI);
Rodriguez Espinosa, P. (PI);
Rosas, L. (PI);
Sainani, K. (PI);
Sanders, L. (PI);
Shaw, G. (PI);
Simard, J. (PI);
Stefanick, M. (PI);
Tabor, H. (PI);
Whittemore, A. (PI);
Witte, J. (PI)
EPI 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
EPI 399:
Graduate Research
Investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
(up to 99 units total)
Instructors: ;
Adams, A. (PI);
Andrews, J. (PI);
Assimes, T. (PI);
Baiocchi, M. (PI);
Benjamin-Chung, J. (PI);
Bondy, M. (PI);
Carmichael, S. (PI);
Chertow, G. (PI);
Desai, M. (PI);
Fisher, P. (PI);
Goodman, S. (PI);
Halpern-Felsher, B. (PI);
Han, S. (PI);
Henderson, V. (PI);
Hsing, A. (PI);
Ioannidis, J. (PI);
John, E. (PI);
Kiang, M. (PI);
King, A. (PI);
Kurian, A. (PI);
LaBeaud, D. (PI);
Lee, J. (PI);
Leonard, M. (PI);
Linos, E. (PI);
Lu, Y. (PI);
Luby, S. (PI);
Maahs, D. (PI);
Maldonado, Y. (PI);
Nelson, L. (PI);
Nguyen, M. (PI);
Odden, M. (PI);
Palaniappan, L. (PI);
Parsonnet, J. (PI);
Popat, R. (PI);
Rehkopf, D. (PI);
Robinson, T. (PI);
Rodriguez Espinosa, P. (PI);
Rosas, L. (PI);
Sainani, K. (PI);
Sanders, L. (PI);
Shaw, G. (PI);
Simard, J. (PI);
Stefanick, M. (PI);
Tabor, H. (PI);
Whittemore, A. (PI);
Witte, J. (PI)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
(up to 99 units total)
Instructors: ;
Adams, A. (PI);
Andrews, J. (PI);
Assimes, T. (PI);
Baiocchi, M. (PI);
Benjamin-Chung, J. (PI);
Bondy, M. (PI);
Carmichael, S. (PI);
Chertow, G. (PI);
Desai, M. (PI);
Fisher, P. (PI);
Goodman, S. (PI);
Halpern-Felsher, B. (PI);
Han, S. (PI);
Henderson, V. (PI);
Hsing, A. (PI);
Ioannidis, J. (PI);
John, E. (PI);
Kiang, M. (PI);
King, A. (PI);
Kurian, A. (PI);
LaBeaud, D. (PI);
Lee, J. (PI);
Leonard, M. (PI);
Linos, E. (PI);
Lu, Y. (PI);
Luby, S. (PI);
Maahs, D. (PI);
Maldonado, Y. (PI);
Nelson, L. (PI);
Odden, M. (PI);
Palaniappan, L. (PI);
Parsonnet, J. (PI);
Popat, R. (PI);
Rehkopf, D. (PI);
Robinson, T. (PI);
Rodriguez Espinosa, P. (PI);
Rosas, L. (PI);
Sainani, K. (PI);
Sanders, L. (PI);
Shaw, G. (PI);
Simard, J. (PI);
Stefanick, M. (PI);
Tabor, H. (PI);
Whittemore, A. (PI);
Witte, J. (PI)
EPI 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
(up to 99 units total)
Instructors: ;
Adams, A. (PI);
Andrews, J. (PI);
Assimes, T. (PI);
Baiocchi, M. (PI);
Benjamin-Chung, J. (PI);
Bondy, M. (PI);
Carmichael, S. (PI);
Chertow, G. (PI);
Desai, M. (PI);
Fisher, P. (PI);
Goodman, S. (PI);
Halpern-Felsher, B. (PI);
Han, S. (PI);
Henderson, V. (PI);
Hsing, A. (PI);
Ioannidis, J. (PI);
John, E. (PI);
Kiang, M. (PI);
King, A. (PI);
Kurian, A. (PI);
LaBeaud, D. (PI);
Lee, J. (PI);
Leonard, M. (PI);
Linos, E. (PI);
Lu, Y. (PI);
Luby, S. (PI);
Maahs, D. (PI);
Maldonado, Y. (PI);
Nelson, L. (PI);
Odden, M. (PI);
Palaniappan, L. (PI);
Parsonnet, J. (PI);
Popat, R. (PI);
Rehkopf, D. (PI);
Robinson, T. (PI);
Rodriguez Espinosa, P. (PI);
Rosas, L. (PI);
Sainani, K. (PI);
Sanders, L. (PI);
Shaw, G. (PI);
Simard, J. (PI);
Stefanick, M. (PI);
Tabor, H. (PI);
Whittemore, A. (PI);
Witte, J. (PI)
ESF 7:
Education as Self-Fashioning: The Transformation of the Self
Socrates famously claimed that the unexamined life is not worth living. Socrates and other ancient thinkers examined themselves and found that they did not match up to their own ideals. They thus set out to transform themselves to achieve a good and happy life. What is the good life? How do we change ourselves to live a good and happy life? How do literature and philosophy help us to understand ourselves and to achieve our social, ethical, and personal ideals? In this class, we examine Socrates and Augustine's lives and ideas. Each struggled to live a good and happy life. In each case, they urge us to transform ourselves into better human beings. The first half of the course focuses on the Athenian Socrates, who was put to death because he rejected traditional Greek ideals and and proclaimed a new kind of ethical goodness. The second half focuses on the North African Augustine, an unhappy soul who became a new man by converting to Christianity. These thinkers addressed questions and problems that we still confront today: What do we consider to be a happy life? Do we need to be good and ethical people to live happily? Is there one correct set of values? How do we accommodate other people's beliefs? Is it possible to experience a transformation of the self? How exactly do we change ourselves to achieve our higher ideals?nFriday lectures will be held 9:30am-10:50am in Bishop Auditorium.
Terms: Aut
| Units: 7
| UG Reqs: College, THINK, WAY-A-II, WAY-ER, Writing 1
ESF 7A:
Education as Self-Fashioning: The Transformation of the Self
Socrates famously claimed that the unexamined life is not worth living. Socrates and other ancient thinkers examined themselves and found that they did not match up to their own ideals. They thus set out to transform themselves to achieve a good and happy life. What is the good life? How do we change ourselves to live a good and happy life? How do literature and philosophy help us to understand ourselves and to achieve our social, ethical, and personal ideals? In this class, we examine Socrates and Augustine's lives and ideas. Each struggled to live a good and happy life. In each case, they urge us to transform ourselves into better human beings. The first half of the course focuses on the Athenian Socrates, who was put to death because he rejected traditional Greek ideals and and proclaimed a new kind of ethical goodness. The second half focuses on the North African Augustine, an unhappy soul who became a new man by converting to Christianity. These thinkers addressed questions and problems that we still confront today: What do we consider to be a happy life? Do we need to be good and ethical people to live happily? Is there one correct set of values? How do we accommodate other people's beliefs? Is it possible to experience a transformation of the self? How exactly do we change ourselves to achieve our higher ideals?
Terms: Aut
| Units: 7
| UG Reqs: College, THINK, WAY-A-II, WAY-ER, Writing 1
ESF 13:
Education as Self-Fashioning: Rebellious Minds
The struggle to know began long before you entered the university. The university as an institution has its origins in the late Middle Ages; it has been reinvented repeatedly as our ideas about education have changed. People have been rebelling against how institutions define learning (and for whom) ever since. This course introduces you to some of the most thoughtful and interesting reflections on the nature and purpose of an education, on knowledge and ignorance, at the birth of the modern world. Understanding the quest to discover the mind and to embrace learning as a lifelong endeavor is a starting point to reflect on the goals of your own education, as an engaged intellectual citizen of the world.nFriday lectures will be held 9:30am-10:50am in Bishop Auditorium.
Terms: Aut
| Units: 7
| UG Reqs: College, THINK, WAY-A-II, WAY-SI, Writing 1
ESF 13A:
Education as Self-Fashioning: Rebellious Minds
The struggle to know began long before you entered the university. The university as an institution has its origins in the late Middle Ages; it has been reinvented repeatedly as our ideas about education have changed. People have been rebelling against how institutions define learning (and for whom) ever since. This course introduces you to some of the most thoughtful and interesting reflections on the nature and purpose of an education, on knowledge and ignorance, at the birth of the modern world. Understanding the quest to discover the mind and to embrace learning as a lifelong endeavor is a starting point to reflect on the goals of your own education, as an engaged intellectual citizen of the world.
Terms: Aut
| Units: 7
| UG Reqs: College, THINK, WAY-A-II, WAY-SI, Writing 1
ESF 14:
Education as Self-Fashioning: The Challenge of Choice
The Challenge of Choice addresses these questions by engaging key texts from the liberal arts tradition that explore decisions and their consequences, exposing the multi-faceted nature of choice. By representing characters with whom we sympathize, as well as those whose experience seems worlds away from our own, artists (novelists, playwrights, filmmakers) ask us to consider the web of circumstance that influences a character to choose one course over another. Distance from our own subjectivity the stories are not ours, but they could be allows these works to shed light on the dilemmas that face us as we go about `choosing the life we think we would like to live. Confronting these works, we find that the kinds of choices we make grow in depth, magnitude, and significance.
Terms: Aut
| Units: 7
| UG Reqs: College, THINK, WAY-A-II, Writing 1
ESF 14A:
Education as Self-Fashioning: The Challenge of Choice
The Challenge of Choice addresses these questions by engaging key texts from the liberal arts tradition that explore decisions and their consequences, exposing the multi-faceted nature of choice. By representing characters with whom we sympathize, as well as those whose experience seems worlds away from our own, artists (novelists, playwrights, filmmakers) ask us to consider the web of circumstance that influences a character to choose one course over another. Distance from our own subjectivity the stories are not ours, but they could be allows these works to shed light on the dilemmas that face us as we go about `choosing the life we think we would like to live. Confronting these works, we find that the kinds of choices we make grow in depth, magnitude, and significance.
Terms: Aut
| Units: 7
| UG Reqs: College, THINK, WAY-A-II, Writing 1
ESF 17:
What Can You Do for Your Country?
What does it mean to serve your country? All ethical systems train the individual to relinquish self-interest in favor of a larger communal good. When you applied to Stanford, you answered many application questions designed to elicit evidence of your ability to serve others, which is considered a sign of good character, leadership, and ability to thrive beyond the confines of your family and private world. Knowing you've wrestled with this question at length, showing sacrifice, endurance, empathy, and understanding of higher goods, this course asks you to examine the nation's view. How can the nation present itself as worthy of your personal sacrifice? Do you need to believe in the greatness of your nation to serve? What kind of cause demands your devotion? Nations have differently articulated such a commitment. Some make modest demands and promise you your own sovereignty. Others request only that you dream of national greatness as your own and that you lend a hand. But all nations require at some point, everything from you. What and when are you prepared to give? This course begins with the shortest and most powerful demand for the last full measure your devotion. President Abraham Lincoln's 'Gettysburg Address', which presents the ideals of the American nation as worthy of returning to war. Following this question of devotion to your nation, the course moves to President JF Kennedy's 'What can you do for your nation' speech, and then to diverse periods and perspectives around the globe.
Terms: Aut
| Units: 7
| UG Reqs: College, THINK, WAY-A-II, Writing 1
ESF 17A:
What Can You Do for Your Country?
What does it mean to serve your country? All ethical systems train the individual to relinquish self-interest in favor of a larger communal good. When you applied to Stanford, you answered many application questions designed to elicit evidence of your ability to serve others, which is considered a sign of good character, leadership, and ability to thrive beyond the confines of your family and private world. Knowing you've wrestled with this question at length, showing sacrifice, endurance, empathy, and understanding of higher goods, this course asks you to examine the nation's view. How can the nation present itself as worthy of your personal sacrifice? Do you need to believe in the greatness of your nation to serve? What kind of cause demands your devotion? Nations have differently articulated such a commitment. Some make modest demands and promise you your own sovereignty. Others request only that you dream of national greatness as your own and that you lend a hand. But all nations require at some point, everything from you. What and when are you prepared to give? This course begins with the shortest and most powerful demand for the last full measure your devotion. President Abraham Lincoln's 'Gettysburg Address', which presents the ideals of the American nation as worthy of returning to war. Following this question of devotion to your nation, the course moves to President JF Kennedy's 'What can you do for your nation' speech, and then to diverse periods and perspectives around the globe.
Terms: Aut
| Units: 7
| UG Reqs: College, THINK, WAY-A-II, Writing 1
ESF 18:
Between Gods and Beasts: The Struggle for Humanity
Centuries ago, Plotinus famously wrote that humanity was "poised midway between gods and beasts" (Enneads 3.2.8). Some individuals 'grow like to the divine", he asserted, and "others to the brute". Since antiquity, many different societies, east and west, have understood education as a fundamental factor in determining whether individuals became fully realized as human beings, or something less. Considered a civilizing force for individuals and societies, education aimed not only at the acquisition of knowledge and skills, but also at the cultivation of goodness, the attainment of wisdom, and the achievement of happiness. In short, the goal of learning was to live well. nnWhat does it mean to live well? How does one cultivate one's nature or become one's best possible self? What kind of personal and intellectual development does this presuppose? Are there limits to the human capacity for self-development and change? In this course we will ponder such questions as we reflect critically on human nature and on historical and contemporary ideas regarding education, self-development, and living well.
Terms: Aut
| Units: 7
| UG Reqs: College, THINK, WAY-A-II, Writing 1
ESF 18A:
Between Gods and Beasts: The Struggle for Humanity
Centuries ago, Plotinus famously wrote that humanity was "poised midway between gods and beasts" (Enneads 3.2.8). Some individuals 'grow like to the divine", he asserted, and "others to the brute". Since antiquity, many different societies, east and west, have understood education as a fundamental factor in determining whether individuals became fully realized as human beings, or something less. Considered a civilizing force for individuals and societies, education aimed not only at the acquisition of knowledge and skills, but also at the cultivation of goodness, the attainment of wisdom, and the achievement of happiness. In short, the goal of learning was to live well. nnWhat does it mean to live well? How does one cultivate one's nature or become one's best possible self? What kind of personal and intellectual development does this presuppose? Are there limits to the human capacity for self-development and change? In this course we will ponder such questions as we reflect critically on human nature and on historical and contemporary ideas regarding education, self-development, and living well.
Terms: Aut
| Units: 7
| UG Reqs: College, THINK, WAY-A-II, Writing 1
ESF 20:
Science as Culture
When have you been made aware of how comfortable you are in your cultural views about the world? It often takes traveling abroad, being forced to speak and think in a new language, or encountering beliefs quite different from our own, to shake up our passive acceptance about "how things work." In this course we will not actually travel to any distant lands. Instead, we will venture into the worlds of scientists to explore how cultural norms shape scientific understandings. We will see how the historical conditions and political climates where discoveries happen can influence how scientific facts come to cohere. Why, for example, was sickle cell anemia posited as a 'black' disease that was seen as genetic proof of African ancestry in the 20th century United States, but not in India where it is also prevalent? In another context, how did the cultural revolution in China and its purge of certain types of scientists create the conditions for cybernetic experts and aerospace engineers (rather than demographers) to largely shape the country's one-child policy? And more recently, how have instances of recorded climate change and environmental degradation drawn on human-centric scientific interventions? And when have more species inclusive methods been offered by global indigenous groups who might help us rethink planetary sustainability?
Terms: Aut
| Units: 7
| UG Reqs: College, THINK, WAY-EDP, WAY-SI, Writing 1
ESF 20A:
Science as Culture
When have you been made aware of how comfortable you are in your cultural views about the world? It often takes traveling abroad, being forced to speak and think in a new language, or encountering beliefs quite different from our own, to shake up our passive acceptance about "how things work." In this course we will not actually travel to any distant lands. Instead, we will venture into the worlds of scientists to explore how cultural norms shape scientific understandings. We will see how the historical conditions and political climates where discoveries happen can influence how scientific facts come to cohere. Why, for example, was sickle cell anemia posited as a 'black' disease that was seen as genetic proof of African ancestry in the 20th century United States, but not in India where it is also prevalent? In another context, how did the cultural revolution in China and its purge of certain types of scientists create the conditions for cybernetic experts and aerospace engineers (rather than demographers) to largely shape the country's one-child policy? And more recently, how have instances of recorded climate change and environmental degradation drawn on human-centric scientific interventions? And when have more species inclusive methods been offered by global indigenous groups who might help us rethink planetary sustainability?
Terms: Aut
| Units: 7
| UG Reqs: College, THINK, WAY-EDP, WAY-SI, Writing 1
ESF 50:
Education as Self-Fashioning: Lecture Series
One-unit lecture series featuring prominent intellectuals lecturing on the nature and meaning of liberal education (associated with Education as Self-Fashioning.) NOTE: students enrolled in the 7-unit ESF course should NOT add this course to their study list; this 1-unit course is only for non-ESF students who wish to enroll in the lecture series only. Lectures will constitute an ongoing, campus-wide conversation about the aims of liberal education that extends the ''First Lecture'' featured in New Student Orientation.
Terms: Aut
| Units: 1
| UG Reqs: Writing 1
ESS 8:
The Oceans: An Introduction to the Marine Environment (EARTHSYS 8)
The course will provide a basic understanding of how the ocean functions as a suite of interconnected ecosystems, both naturally and under the influence of human activities. Emphasis is on the interactions between the physical and chemical environment and the dominant organisms of each ecosystem. The types of ecosystems discussed include coral reefs, deep-sea hydrothermal vents, coastal upwelling systems, blue-water oceans, estuaries, and near-shore dead zones. Lectures, multimedia presentations, group activities, and tide-pooling day trip.
Terms: Spr
| Units: 4
| UG Reqs: WAY-SMA
ESS 14:
Tropical coastal marine ecosystems: data and analysis methods
This 1-unit course is designed for Stanford undergraduates intending to work remotely or on-site in tropical coastal marine systems of the Indo-Pacific at any time between 2021 and 2022. The course includes learning units on mangroves, seagrass beds, tropical estuaries, and coral reefs. Techniques covered include: satellite observations, in-the-water deployments of biogeochemical and physical monitoring instruments, drone -based visible and infrared imaging, and field ecology observations. Permission of instructor is required.
Last offered: Spring 2021
| Units: 1
ESS 38N:
The Worst Journey in the World: The Science, Literature, and History of Polar Exploration (EARTHSYS 38N, GEOLSCI 38N)
This course examines the motivations and experiences of polar explorers under the harshest conditions on Earth, as well as the chronicles of their explorations and hardships, dating to the 1500s for the Arctic and the 1700s for the Antarctic. Materials include The Worst Journey in the World by Aspley Cherry-Garrard who in 1911 participated in a midwinter Antarctic sledging trip to recover emperor penguin eggs. Optional field trip into the high Sierra in March.
Terms: Aut
| Units: 3
| UG Reqs: GER: DB-NatSci
ESS 40:
Approaching Palau: Preparation and Research Ideation and Development (CEE 40)
This class is a seminar designed to prepare students participating in the 2022 Palau Seminar for possible research activities. Enrollment by approval of the instructors.
Terms: Spr
| Units: 1
ESS 46N:
Exploring the Critical Interface between the Land and Monterey Bay: Elkhorn Slough (EARTHSYS 46N)
Preference to freshmen. Field trips to sites in the Elkhorn Slough, a small agriculturally impacted estuary that opens into Monterey Bay, a model ecosystem for understanding the complexity of estuaries, and one of California's last remaining coastal wetlands. Readings include Jane Caffrey's "Changes in a California Estuary: A Profile of Elkhorn Slough". Basics of biogeochemistry, microbiology, oceanography, ecology, pollution, and environmental management.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SMA
ESS 65N:
How to make a tornado (and other flows in the atmosphere and ocean)
In this seminar students explore the physics of atmospheric and oceanic flows experientially using rotating tanks of water on small turntables provided to each student in the class. Different flow phenomena from tornado formation, ocean gyres, to hurricane propagation are introduced each week and experiments are designed to simulate them. The experiments, like the oceanic and atmospheric motions they are simulating, can be visually stunning, like pieces of fluid artwork, and the students will learn various visualization techniques to draw out their beauty. The goal is for students to practice the scientific method while gaining an understanding and appreciation for how the ocean and atmosphere work.
Terms: Aut, Spr
| Units: 3
| UG Reqs: WAY-SMA
| Repeatable
2 times
(up to 3 units total)
ESS 71:
Planet Ocean (BIO 71)
Oceans make up the majority of our planet's area and living spaces and are fundamental to biodiversity, climate, food and commerce.This course covers integration of the oceanography and marine biology of diverse ocean habitats such as the deep sea, coral reefs, open ocean, temperate coasts, estuaries and polar seas. Lectures include state of the art knowledge as well as emerging technologies for future exploration. The second section focuses on how the oceans link to the global environment, and how ocean capacity helps determine human sustainability.
Terms: Win
| Units: 4
| UG Reqs: WAY-SMA
ESS 102:
Scientific Basis of Climate Change (ESS 202)
This course explores the scientific basis of anthropogenic climate change. We will read the original papers that established the scientific foundation for the climate change forecast. Starting with Fourier's description of the greenhouse effect, we trace the history of the key insights into how humanity is perturbing the climate system. The course is based on "The Warming Papers", edited by David Archer and Raymond Pierrehumbert. Participants take turns presenting and leading a discussion of the papers and of Archer and Pierrehumbert's commentary.
Terms: Spr
| Units: 3
ESS 103:
Rethinking Meat: An Introduction to Alternative Proteins (EARTHSYS 109, EARTHSYS 209, ESS 203, ETHICSOC 107)
How do we feed a growing population in the face of climate change? Will Impossible Burgers become the new norm? Are you curious to learn about a frontier in bio- and chemical-engineering? Are you passionate about animal rights, human health, and sustainable agriculture? Learn about the environmental, ethical, and economic drivers behind the market for meat replacements. We'll take a deep dive into the science and technology used to develop emerging plant, fermentation and cell-based meat alternatives and explore the political challenges and behavioral adaptation needed to decrease meat consumption. Hear from entrepreneurs, researchers, and innovative startups developing sustainable and marketable alternative proteins through weekly guest lectures from industry leaders.
Terms: Spr
| Units: 1-2
ESS 106:
World Food Economy (EARTHSYS 106, EARTHSYS 206, ECON 106, ECON 206, ESS 206)
The World Food Economy is a survey course that covers the economic and political dimensions of food production, consumption, and trade. The course focuses on food markets and food policy within a global context. It is comprised of three major sections: structural features (agronomic, technological, and economic) that determine the nature of domestic food systems; the role of domestic food and agricultural policies in international markets; and the integrating forces of international research, trade, and food aid in the world food economy. This 5-unit course entails a substantial group modeling project that is required for all students. Enrollment is by application only. The application is found at https://economics.stanford.edu/undergraduate/forms. Deadline: March 15, 2022.
Terms: Spr
| Units: 5
| UG Reqs: WAY-SI
ESS 107:
Control of Nature (EARTHSYS 107)
Think controlling the earth's climate is science fiction? It is when you watch Snowpiercer or Dune, but scientists are already devising geoengineering schemes to slow climate change. Will we ever resurrect the woolly mammoth or even a T. Rex (think Jurassic Park)? Based on current research, that day will come in your lifetime. Who gets to decide what species to save? And more generally, what scientific and ethical principles should guide our decisions to control nature? In this course, we will examine the science behind ways that people alter and engineer the earth, critically examining the positive and negative consequences. We'll explore these issues first through popular movies and books and then, more substantively, in scientific research.
Terms: Spr
| Units: 3
| UG Reqs: GER:EC-EthicReas, WAY-ER
ESS 108:
Research Preparation for Undergraduates
For undergraduates planning to conduct research during the summer with faculty through the MUIR and SUPER programs. Readings, oral presentations, proposal development. May be repeated for credit.
Terms: Spr
| Units: 1
ESS 111:
Biology and Global Change (BIO 117, EARTHSYS 111, EARTHSYS 217)
The biological causes and consequences of anthropogenic and natural changes in the atmosphere, oceans, and terrestrial and freshwater ecosystems. Topics: glacial cycles and marine circulation, greenhouse gases and climate change, tropical deforestation and species extinctions, and human population growth and resource use. Prerequisite: Biology or Human Biology core or BIO 81 or graduate standing.
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-SMA
ESS 112:
Human Society and Environmental Change (EARTHSYS 112, EARTHSYS 212, HISTORY 103D)
Interdisciplinary approaches to understanding human-environment interactions with a focus on economics, policy, culture, history, and the role of the state. Prerequisite: ECON 1.
Terms: Aut
| Units: 4
| UG Reqs: WAY-SI
ESS 118X:
Shaping the Future of the Bay Area (AMSTUD 118X, CEE 118X, CEE 218X, ESS 218X, GEOLSCI 118X, GEOLSCI 218X, GEOPHYS 118X, GEOPHYS 218X, POLISCI 218X, PUBLPOL 118X, PUBLPOL 218X)
The complex urban problems affecting quality of life in the Bay Area, from housing affordability and transportation congestion to economic vitality and social justice, are already perceived by many to be intractable, and will likely be exacerbated by climate change and other emerging environmental and technological forces. Reforming urban systems to improve the equity, resilience and sustainability of communities will require new collaborative methods of assessment, goal setting, and problem solving across governments, markets, and communities. It will also require academic institutions to develop new models of co-production of knowledge across research, education, and practice. This XYZ course series is designed to immerse students in co-production for social change. The course sequence covers scientific research and ethical reasoning, skillsets in data-driven and qualitative analysis, and practical experience working with local partners on urban challenges that can empower students to drive responsible systems change in their future careers. The Autumn (X) and Winter (Y) courses are focused on basic and advanced skills, respectively, and completion is a prerequisite for participation in the Spring (Z) practicum quarter, which engages teams in real-world projects with Bay Area local governments or community groups. X and Y are composed of four weekly pedagogical components: (A) lectures; (B) writing prompts linked with small group discussion; (C) lab and self-guided tutorials on the R programming language; and (D) R data analysis assignments. Open to undergraduate and graduate students in any major. For more information, visit http://bay.stanford.edu/education. Cardinal Course certified by the Haas Center.
Terms: Aut
| Units: 1-5
| UG Reqs: WAY-AQR, WAY-SI
ESS 118Y:
Shaping the Future of the Bay Area (CEE 118Y, CEE 218Y, ESS 218Y, GEOLSCI 118Y, GEOLSCI 218Y, GEOPHYS 118Y, GEOPHYS 218Y, POLISCI 218Y, PUBLPOL 118Y, PUBLPOL 218Y)
The complex urban problems affecting quality of life in the Bay Area, from housing affordability and transportation congestion to economic vitality and social justice, are already perceived by many to be intractable, and will likely be exacerbated by climate change and other emerging environmental and technological forces. Reforming urban systems to improve the equity, resilience and sustainability of communities will require new collaborative methods of assessment, goal setting, and problem solving across governments, markets, and communities. It will also require academic institutions to develop new models of co-production of knowledge across research, education, and practice. This XYZ course series is designed to immerse students in co-production for social change. The course sequence covers scientific research and ethical reasoning, skillsets in data-driven and qualitative analysis, and practical experience working with local partners on urban challenges that can empower students to drive responsible systems change in their future careers. The Autumn (X) and Winter (Y) courses are focused on basic and advanced skills, respectively, and completion is a prerequisite for participation in the Spring (Z) practicum quarter, which engages teams in real-world projects with Bay Area local governments or community groups. X and Y are composed of four weekly pedagogical components: (A) lectures; (B) writing prompts linked with small group discussion; (C) lab and self-guided tutorials on the R programming language; and (D) R data analysis assignments. Open to undergraduate and graduate students in any major. For more information, visit http://bay.stanford.edu/education. Cardinal Course certified by the Haas Center.
Terms: Win
| Units: 1-5
| Repeatable
2 times
(up to 10 units total)
ESS 118Z:
Shaping the Future of the Bay Area (CEE 118Z, CEE 218Z, ESS 218Z, GEOLSCI 118Z, GEOLSCI 218Z, GEOPHYS 118Z, GEOPHYS 218Z, POLISCI 218Z, PUBLPOL 118Z, PUBLPOL 218Z)
Students are placed in small interdisciplinary teams (engineers and non-engineers, undergraduate and graduate level) to work on complex design, engineering, and policy problems presented by external partners in a real urban setting. Multiple projects are offered and may span both Winter and Spring quarters; students are welcome to participate in one or both quarters. Students are expected to interact professionally with government and community stakeholders, conduct independent team work outside of class sessions, and submit deliverables over a series of milestones. Prerequisite: the Autumn (X) skills course or approval of instructors. For information about the projects and application process, visit http://bay.stanford.edu. Cardinal Course certified by the Haas Center.
Terms: Spr
| Units: 1-5
| Repeatable
2 times
(up to 10 units total)
ESS 141:
Remote Sensing of the Oceans (EARTHSYS 141, EARTHSYS 241, ESS 241, GEOPHYS 141)
How to observe and interpret physical and biological changes in the oceans using satellite technologies. Topics: principles of satellite remote sensing, classes of satellite remote sensors, converting radiometric data into biological and physical quantities, sensor calibration and validation, interpreting large-scale oceanographic features.
Terms: Win
| Units: 3-4
| UG Reqs: GER: DB-NatSci, WAY-AQR
ESS 143:
Molecular Geomicrobiology Laboratory (BIO 142, EARTHSYS 143, ESS 243)
In this course, students will be studying the biosynthesis of cyclic lipid biomarkers, molecules that are produced by modern microbes that can be preserved in rocks that are over a billion years old and which geologist use as molecular fossils. Students will be tasked with identifying potential biomarker lipid synthesis genes in environmental genomic databases, expressing those genes in a model bacterial expression system in the lab, and then analyzing the lipid products that are produced. The overall goal is for students to experience the scientific research process including generating hypotheses, testing these hypotheses in laboratory experiments, and communicating their results through a publication style paper. Prerequisites: BIO83 and CHEM 121 or permission of the instructor.
Terms: Spr
| Units: 3-4
| UG Reqs: WAY-SMA
ESS 148:
Introduction to Physical Oceanography (CEE 162D, CEE 262D, EARTHSYS 164)
The dynamic basis of oceanography. Topics: physical environment; conservation equations for salt, heat, and momentum; geostrophic flows; wind-driven flows; the Gulf Stream; equatorial dynamics and ENSO; thermohaline circulation of the deep oceans; and tides. Prerequisite: PHYSICS 41.
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci
ESS 151:
Biological Oceanography (EARTHSYS 151, EARTHSYS 251, ESS 251)
Required for Earth Systems students in the oceans track. Interdisciplinary look at how oceanic environments control the form and function of marine life. Topics include distributions of planktonic production and abundance, nutrient cycling, the role of ocean biology in the climate system, expected effects of climate changes on ocean biology. Local weekend field trips. Designed to be taken concurrently with Marine Chemistry (ESS/EARTHSYS 152/252). Prerequisites: BIO 43 and ESS 8 or equivalent.
Terms: Win, Spr
| Units: 3-4
| UG Reqs: WAY-SMA
ESS 152:
Marine Chemistry (EARTHSYS 152, EARTHSYS 252, ESS 252)
Introduction to the interdisciplinary knowledge and skills required to critically evaluate problems in marine chemistry and related disciplines. Physical, chemical, and biological processes that determine the chemical composition of seawater. Air-sea gas exchange, carbonate chemistry, and chemical equilibria, nutrient and trace element cycling, particle reactivity, sediment chemistry, and diagenesis. Examination of chemical tracers of mixing and circulation and feedbacks of ocean processes on atmospheric chemistry and climate. Designed to be taken concurrently with Biological Oceanography (ESS/EARTHSYS 151/251)
Terms: Spr
| Units: 3-4
| UG Reqs: WAY-AQR, WAY-SMA
ESS 155:
Science of Soils (EARTHSYS 155)
Physical, chemical, and biological processes within soil systems. Emphasis is on factors governing nutrient availability, plant growth and production, land-resource management, and pollution within soils. How to classify soils and assess nutrient cycling and contaminant fate. Recommended: introductory chemistry and biology.
Terms: Spr
| Units: 3-4
| UG Reqs: GER: DB-NatSci, WAY-SMA
ESS 164:
Fundamentals of Geographic Information Science (GIS) (EARTHSYS 144)
"Everything is somewhere, and that somewhere matters." The rapid growth and maturity of spatial data technologies over the past decade represent a paradigm shift in the applied use of location data from high-level overviews of administrative interests, to highly personalized location-based services that place the individual at the center of the map, at all times. The use of spatial data and related technology continues to grow in fields ranging from environmental sciences to epidemiology to market prediction. This course will present an overview of current approaches to the use of spatial data and its creation, capture, management, analysis and presentation, in a research context. Topics will include modeling of geographic objects and associated data, modeling of geographic space and the conceptual foundations of "spatial thinking," field data collection, basic spatial statistical analysis, remote sensing & the use of satellite-based imagery, "Big Data" and machine learning approaches to spatial data, and cartographic design and presentation including the use of web-based "Storymap" platforms.n nThe course will consist of weekly lectures, guest speakers, computer lab assignments, midterm and final exam, as well as an individual final project requirement.nnThis course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit.
Terms: Aut
| Units: 1-4
| UG Reqs: GER: DB-NatSci, WAY-AQR
ESS 171:
Climate Models and Data (ESS 271)
Overview of key concepts necessary to develop familiarity with climate modeling and data. Topics covered will include components of the climate system, climate change and global warming, and model mechanics, their evaluation and usability, and predictability. Assessments will involve the use of datasets and model output, so some knowledge of programming is a pre-requisite.
Terms: Win
| Units: 3
ESS 181:
Urban Agroecology (EARTHSYS 181, EARTHSYS 281, ESS 281, URBANST 181)
Urban agriculture takes many forms in cities around the world and provides significant amounts of food and other resources and benefits for urban communities. This Earth Systems practicum explores the application of agroecological principles to the design and stewardship of urban farms and gardens. Students will explore social and ecological dimensions of urban agriculture including issues of environmental justice while gaining land stewardship and small-scale food production skills at the Stanford Educational Farm and in the community.Course full for spring 2022, will be offered again Winter 2023.
Terms: Spr
| Units: 3
ESS 185:
Adaptation (EARTHSYS 183)
Adaptation is the process by which organisms or societies become better suited to their environments. In this class, we will explore three distinct but related notions of adaptation. Biological adaptations arise through natural selection, while cultural adaptations arise from a variety of processes, some of which closely resemble natural selection. A newer notion of adaptation has emerged in the context of climate change where adaptation takes on a highly instrumental, and often planned, quality as a response to the negative impacts of environmental change. We will discuss each of these ideas, using their commonalities and subtle differences to develop a broader understanding of the dynamic interplay between people and their environments. Topics covered will include, among others: evolution, natural selection, levels of selection, formal models of cultural evolution, replicator dynamics, resilience, rationality and its limits, complexity, adaptive management.
Terms: Win
| Units: 3
| UG Reqs: WAY-SMA
ESS 202:
Scientific Basis of Climate Change (ESS 102)
This course explores the scientific basis of anthropogenic climate change. We will read the original papers that established the scientific foundation for the climate change forecast. Starting with Fourier's description of the greenhouse effect, we trace the history of the key insights into how humanity is perturbing the climate system. The course is based on "The Warming Papers", edited by David Archer and Raymond Pierrehumbert. Participants take turns presenting and leading a discussion of the papers and of Archer and Pierrehumbert's commentary.
Terms: Spr
| Units: 3
ESS 203:
Rethinking Meat: An Introduction to Alternative Proteins (EARTHSYS 109, EARTHSYS 209, ESS 103, ETHICSOC 107)
How do we feed a growing population in the face of climate change? Will Impossible Burgers become the new norm? Are you curious to learn about a frontier in bio- and chemical-engineering? Are you passionate about animal rights, human health, and sustainable agriculture? Learn about the environmental, ethical, and economic drivers behind the market for meat replacements. We'll take a deep dive into the science and technology used to develop emerging plant, fermentation and cell-based meat alternatives and explore the political challenges and behavioral adaptation needed to decrease meat consumption. Hear from entrepreneurs, researchers, and innovative startups developing sustainable and marketable alternative proteins through weekly guest lectures from industry leaders.
Terms: Spr
| Units: 1-2
ESS 204:
Effective Scientific Presentation and Public Speaking (GEOLSCI 306, GEOPHYS 205)
The ability to present your research in a compelling, concise, and engaging manner will enhance your professional career. I will work to convince you that the best way to capture an audience and leave a lasting impression is to tell a story, do a demo, or pick a fight. Virtual presentations make it harder to connect and interact with the audience, and to overcome these obstacles requires getting the most from video, audio, lighting, live vs. pre-recorded content, and virtual posters. So, these elements will also be an essential part of the class. The goal of a talk is not to show people how much work you did, how capable and dedicated you are, or how much you know. We don't care about any of those things. The goal is for the audience to learn something new and important, to change their perspective, to leave a lasting memory, and to influence their research. It is to be inspired, shocked, or moved. The course is taught as a series of stand-and-deliver exercises with class feedback and revision on the fly, supplemented by one-on-one coaching. We will have exercises on conference presentations, job interviews and job talks, departmental seminars, webinars, press interviews, and funding pitches. Grades are optional: 70% in-class exercises, 30% final presentation, such as your upcoming AGU, GSA, or SEG presentation. Take this course when you have research to present. (http://syllabus.stanford.edu). My pledge is that everyone will come away a more skilled and confident speaker than they were before.
Terms: Aut
| Units: 2
ESS 206:
World Food Economy (EARTHSYS 106, EARTHSYS 206, ECON 106, ECON 206, ESS 106)
The World Food Economy is a survey course that covers the economic and political dimensions of food production, consumption, and trade. The course focuses on food markets and food policy within a global context. It is comprised of three major sections: structural features (agronomic, technological, and economic) that determine the nature of domestic food systems; the role of domestic food and agricultural policies in international markets; and the integrating forces of international research, trade, and food aid in the world food economy. This 5-unit course entails a substantial group modeling project that is required for all students. Enrollment is by application only. The application is found at https://economics.stanford.edu/undergraduate/forms. Deadline: March 15, 2022.
Terms: Spr
| Units: 5
ESS 208:
Topics in Geobiology (GEOLSCI 208)
Reading course addressing current topics in geobiology. Topics will vary from year to year, but will generally cover areas of current debate in the primary literature, such as the origin of life, the origin and consequences of oxygenic photosynthesis, environmental controls on and consequences of metabolic innovations in microbes, the early evolution of animals and plants, and the causes and consequences of major extinction events. Participants will be expected to read and present on current papers in the primary literature.
Terms: Win
| Units: 1
| Repeatable
5 times
(up to 5 units total)
ESS 210:
Techniques in Environmental Microbiology (BIO 201)
Fundamentals and application of laboratory techniques to study the diversity and activity of microorganisms in environmental samples, including soil, sediment, and water. Emphasis is on culture-independent approaches, including epifluorescence microscopy, extraction and analysis of major biomolecules (DNA, RNA, protein, lipids), stable isotope probing, and metabolic rate measurements. Format will include lectures, laboratory exercises, and discussions. Students will learn how to collect, analyze, and understand common and cutting-edge datasets in environmental microbiology. Permission from instructor is required to enroll as C/NC or for 1-3 units.
Terms: Aut
| Units: 1-4
ESS 213:
Global Change and Emerging Infectious Disease (EARTHSYS 114, EARTHSYS 214, HUMBIO 114)
The changing epidemiological environment. How human-induced environmental changes, such as global warming, deforestation and land-use conversion, urbanization, international commerce, and human migration, are altering the ecology of infectious disease transmission, and promoting their re-emergence as a global public health threat. Case studies of malaria, cholera, hantavirus, plague, and HIV.
Terms: Spr
| Units: 3
ESS 218X:
Shaping the Future of the Bay Area (AMSTUD 118X, CEE 118X, CEE 218X, ESS 118X, GEOLSCI 118X, GEOLSCI 218X, GEOPHYS 118X, GEOPHYS 218X, POLISCI 218X, PUBLPOL 118X, PUBLPOL 218X)
The complex urban problems affecting quality of life in the Bay Area, from housing affordability and transportation congestion to economic vitality and social justice, are already perceived by many to be intractable, and will likely be exacerbated by climate change and other emerging environmental and technological forces. Reforming urban systems to improve the equity, resilience and sustainability of communities will require new collaborative methods of assessment, goal setting, and problem solving across governments, markets, and communities. It will also require academic institutions to develop new models of co-production of knowledge across research, education, and practice. This XYZ course series is designed to immerse students in co-production for social change. The course sequence covers scientific research and ethical reasoning, skillsets in data-driven and qualitative analysis, and practical experience working with local partners on urban challenges that can empower students to drive responsible systems change in their future careers. The Autumn (X) and Winter (Y) courses are focused on basic and advanced skills, respectively, and completion is a prerequisite for participation in the Spring (Z) practicum quarter, which engages teams in real-world projects with Bay Area local governments or community groups. X and Y are composed of four weekly pedagogical components: (A) lectures; (B) writing prompts linked with small group discussion; (C) lab and self-guided tutorials on the R programming language; and (D) R data analysis assignments. Open to undergraduate and graduate students in any major. For more information, visit http://bay.stanford.edu/education. Cardinal Course certified by the Haas Center.
Terms: Aut
| Units: 1-5
ESS 218Y:
Shaping the Future of the Bay Area (CEE 118Y, CEE 218Y, ESS 118Y, GEOLSCI 118Y, GEOLSCI 218Y, GEOPHYS 118Y, GEOPHYS 218Y, POLISCI 218Y, PUBLPOL 118Y, PUBLPOL 218Y)
The complex urban problems affecting quality of life in the Bay Area, from housing affordability and transportation congestion to economic vitality and social justice, are already perceived by many to be intractable, and will likely be exacerbated by climate change and other emerging environmental and technological forces. Reforming urban systems to improve the equity, resilience and sustainability of communities will require new collaborative methods of assessment, goal setting, and problem solving across governments, markets, and communities. It will also require academic institutions to develop new models of co-production of knowledge across research, education, and practice. This XYZ course series is designed to immerse students in co-production for social change. The course sequence covers scientific research and ethical reasoning, skillsets in data-driven and qualitative analysis, and practical experience working with local partners on urban challenges that can empower students to drive responsible systems change in their future careers. The Autumn (X) and Winter (Y) courses are focused on basic and advanced skills, respectively, and completion is a prerequisite for participation in the Spring (Z) practicum quarter, which engages teams in real-world projects with Bay Area local governments or community groups. X and Y are composed of four weekly pedagogical components: (A) lectures; (B) writing prompts linked with small group discussion; (C) lab and self-guided tutorials on the R programming language; and (D) R data analysis assignments. Open to undergraduate and graduate students in any major. For more information, visit http://bay.stanford.edu/education. Cardinal Course certified by the Haas Center.
Terms: Win
| Units: 1-5
| Repeatable
2 times
(up to 10 units total)
ESS 218Z:
Shaping the Future of the Bay Area (CEE 118Z, CEE 218Z, ESS 118Z, GEOLSCI 118Z, GEOLSCI 218Z, GEOPHYS 118Z, GEOPHYS 218Z, POLISCI 218Z, PUBLPOL 118Z, PUBLPOL 218Z)
Students are placed in small interdisciplinary teams (engineers and non-engineers, undergraduate and graduate level) to work on complex design, engineering, and policy problems presented by external partners in a real urban setting. Multiple projects are offered and may span both Winter and Spring quarters; students are welcome to participate in one or both quarters. Students are expected to interact professionally with government and community stakeholders, conduct independent team work outside of class sessions, and submit deliverables over a series of milestones. Prerequisite: the Autumn (X) skills course or approval of instructors. For information about the projects and application process, visit http://bay.stanford.edu. Cardinal Course certified by the Haas Center.
Terms: Spr
| Units: 1-5
| Repeatable
2 times
(up to 10 units total)
ESS 220:
Physical Hydrogeology (CEE 260A)
(Formerly GES 230.) Theory of underground water occurrence and flow, analysis of field data and aquifer tests, geologic groundwater environments, solution of field problems, and groundwater modeling. Introduction to groundwater contaminant transport and unsaturated flow. Lab. Prerequisite: elementary calculus.
Terms: Aut
| Units: 4
ESS 221:
Contaminant Hydrogeology and Reactive Transport (CEE 260C)
Decades of industrial activity have released vast quantities of contaminants to groundwater, threatening water resources, ecosystems and human health. What processes control the fate and transport of contaminants in the subsurface? What remediation strategies are effective and what are the tradeoffs among them? How are these processes represented in models used for regulatory and decision-making purposes? This course will address these and related issues by focusing on the conceptual and quantitative treatment of advective-dispersive transport with reacting solutes, including modern methods of contaminant transport simulation. Some Matlab programming / program modification required. Prerequisite: Physical Hydrogeology ESS 220 / CEE 260A (Gorelick) or equivalent and college-level course work in chemistry.
Terms: Win
| Units: 3
ESS 224:
Remote Sensing of Hydrology (CEE 260D)
This class discusses the methods available for remote sensing of the components of the terrestrial hydrologic cycle and how to use them. Topics include the hydrologic cycle, relevant sensor types and the electromagnetic spectrum, active/passive microwave remote sensing (snow, soil moisture, canopy water content, rainfall), thermal sensing of evapotranspiration, gravity and hyperspectral methods, as well as an introduction to data assimilation and calibration/validation approaches for hydrologic variables. Pre-requisite: programming experience.
Terms: Spr
| Units: 3
ESS 225:
Rivers: The Arteries of Earth's Continents (GEOLSCI 224, GEOPHYS 221)
Rivers are the arteries of Earth's continents, conveying water, sediments, and solutes from the headwaters to the oceans. They provide a haven for life and have been at the heart of the world's economy by generating fertile floodplains, human habitats, as well as by facilitating international commerce. This course offers a quantitative examination of rivers, from headwaters to deltas. We will first develop a basic mechanistic understanding of fluvial processes, including flow hydraulics, erosion, sediment transport, and deposition. We will then apply our acquired knowledge through thematic discussions of relevant issues. Possible themes include deltas and climate change, rivers and human activity (damming, sand mining, deforestation), rivers and the evolution of land plants, rivers and biogeochemical cycles, submarine channels, and the alien rivers of Mars and Titan.
Terms: Spr
| Units: 3
| Repeatable
3 times
(up to 9 units total)
ESS 226:
Wastelanding: Indigenous Environmental Justice in the Western US
A connection to land is often central to Native identity and spirituality. The degradation and exploitation of Native lands, then, not only causes physical harm to Native communities, but spiritual harm as well. Through a series of invited speakers, this seminar series explores Indigenous Environmental Justice (IEJ) as distinct from the broader environmental justice movement. Students will learn about IEJ from speakers covering topics such as uranium mining on Navajo and Hopi lands, the Dakota Access Pipeline dispute, and the Yurok Tribe Climate Change Prioritization Project. We will then turn to the importance of self-determination and sovereignty in the IEJ movement, along with the failures of federal and state systems of law and governance. The series will conclude with discussions of how academic researchers can best engage with Native communities, partner with Indigenous scholars and incorporate traditional knowledge into research.
Terms: Spr
| Units: 1
ESS 227:
Decision Science for Environmental Threats (EARTHSYS 227)
Decision science is the study of how people make decisions. It aims to describe these processes in ways that will help people make better or more well-informed decisions. It is an interdisciplinary field that draws upon psychology, economics, political science, and management, among other disciplines. It is being used in a number of domain areas and for a variety of applications, including managing freshwater resources, designing decision support tools to aid in coastal adaptation to sea-level rise, and creating "nudges" to enhance energy efficiency behaviors. This course covers behavioral theories of probabilistic inference, intuitive prediction, preference, and decision making. Topics include heuristics and biases, risk perceptions and attitudes, strategies for combining different sources of information and dealing with conflicting objectives, and the roles of group and emotional processes in decision making. This course will introduce students to foundational theories of decision science, and will involve applying these theories to understand decisions about environmental threats.
Terms: Aut
| Units: 3-5
ESS 228:
Advanced survey of current research in climate dynamics
This is a guided reading course that will explore current papers in climate dynamics and climate change, with an emphasis on the large-scale atmospheric and oceanic circulations. Topics include energy balance models, changes in the jet streams and attendant storm tracks, variability in ocean circulations like the Gulf Stream, the polar amplification of warming trends, and how storms like hurricanes and supercell thunderstorms may change under global warming. The structure of the course will include reading one influential peer-reviewed paper each week, accompanied by instruction and problem sets to familiarize students with the fundamental concepts discussed in the papers. Prerequisite: either Earthsys 146A/ESS 246A or Earthsys 146B/ESS 246B or equivalent, or permission of instructor.
Terms: Spr
| Units: 3
ESS 230:
Pursuing Sustainability: Managing Complex Social Environmental Systems (SUST 210)
This course provides a systems framework for understanding and managing social-environmental systems, with the ultimate goal of inclusive, equitable, intra- and intergenerational human well-being. It explores the roles of natural, human, social, technological and knowledge resources in supporting efforts toward sustainability, and examines the trade-offs, feedbacks, non-linearities and other interactions among different parts of complex systems that must be addressed to avoid unintended negative consequences for people and environment. Finally, it provides an overview of the tools, approaches, and strategies that assist with management of assets for sustainability goals. The course draws on readings from a variety of on-line sources as well as chapters and case studies provided in the required text. Priority given to SUST students. Enrollment open to seniors and graduate students only. Please contact Elizabeth Balde (ebalde@stanford.edu) for permission code.
Terms: Aut
| Units: 3
ESS 233:
Mitigating Climate Change through Soil Management (EARTHSYS 233)
Climate change is one of the greatest crises facing our world. Increasing soil organic carbon storage may be a key strategy for mitigating global climate change, with the potential to offset approximately 20% of annual global fossil fuel emissions. In this course, we will learn about soil carbon cycling, its contribution to the global carbon cycle, how carbon is stored in soil, and land management practices that can increase or decrease soil carbon stocks, thereby mitigating or exacerbating climate change. Although the content is centered on soil carbon, the processes and skills learned in this course can be applied to design solutions to any environmental problem.Prerequisites: Some knowledge of soils, introductory chemistry, and introductory biology would be useful but not necessary. Please email the instructor if you have any concerns or questions.
Terms: Win
| Units: 2
ESS 239:
Data science for geoscience (EARTHSYS 240, ENERGY 240, GEOLSCI 240)
This course provides an overview of the most relevant areas of data science (applied statistics, machine learning & computer vision) to address geoscience challenges, questions and problems. Using actual geoscientific research questions as background, principles and methods of data scientific analysis, modeling, and prediction are covered. Data science areas covered are: extreme value statistics, multi-variate analysis, factor analysis, compositional data analysis, spatial information aggregation models, spatial estimation, geostatistical simulation, treating data of different scales of observation, spatio-temporal modeling (geostatistics). Application areas covered are: process geology, hazards, natural resources. Students are encouraged to participate actively in this course by means of their own data science research challenge or question.
Terms: Win
| Units: 3
ESS 241:
Remote Sensing of the Oceans (EARTHSYS 141, EARTHSYS 241, ESS 141, GEOPHYS 141)
How to observe and interpret physical and biological changes in the oceans using satellite technologies. Topics: principles of satellite remote sensing, classes of satellite remote sensors, converting radiometric data into biological and physical quantities, sensor calibration and validation, interpreting large-scale oceanographic features.
Terms: Win
| Units: 3-4
| UG Reqs: GER: DB-NatSci, WAY-AQR
ESS 243:
Molecular Geomicrobiology Laboratory (BIO 142, EARTHSYS 143, ESS 143)
In this course, students will be studying the biosynthesis of cyclic lipid biomarkers, molecules that are produced by modern microbes that can be preserved in rocks that are over a billion years old and which geologist use as molecular fossils. Students will be tasked with identifying potential biomarker lipid synthesis genes in environmental genomic databases, expressing those genes in a model bacterial expression system in the lab, and then analyzing the lipid products that are produced. The overall goal is for students to experience the scientific research process including generating hypotheses, testing these hypotheses in laboratory experiments, and communicating their results through a publication style paper. Prerequisites: BIO83 and CHEM 121 or permission of the instructor.
Terms: Spr
| Units: 3-4
ESS 246A:
Atmosphere, Ocean, and Climate Dynamics: The Atmospheric Circulation (CEE 161I, CEE 261I, EARTHSYS 146A)
Introduction to the physics governing the circulation of the atmosphere and ocean and their control on climate with emphasis on the atmospheric circulation. Topics include the global energy balance, the greenhouse effect, the vertical and meridional structure of the atmosphere, dry and moist convection, the equations of motion for the atmosphere and ocean, including the effects of rotation, and the poleward transport of heat by the large-scale atmospheric circulation and storm systems. Prerequisites: MATH 51 or CME100 and PHYSICS 41.
Terms: Aut
| Units: 3
ESS 246B:
Atmosphere, Ocean, and Climate Dynamics: the Ocean Circulation (CEE 162I, CEE 262I, EARTHSYS 146B)
Introduction to the physics governing the circulation of the atmosphere and ocean and their control on climate with emphasis on the large-scale ocean circulation. This course will give an overview of the structure and dynamics of the major ocean current systems that contribute to the meridional overturning circulation, the transport of heat, salt, and biogeochemical tracers, and the regulation of climate. Topics include the tropical ocean circulation, the wind-driven gyres and western boundary currents, the thermohaline circulation, the Antarctic Circumpolar Current, water mass formation, atmosphere-ocean coupling, and climate variability. Prerequisites: MATH 51 or CME100; and PHYSICS 41; and a course that introduces the equations of fluid motion (e.g. ESS 246A, ESS 148, or CEE 101B).
Terms: Win
| Units: 3
ESS 251:
Biological Oceanography (EARTHSYS 151, EARTHSYS 251, ESS 151)
Required for Earth Systems students in the oceans track. Interdisciplinary look at how oceanic environments control the form and function of marine life. Topics include distributions of planktonic production and abundance, nutrient cycling, the role of ocean biology in the climate system, expected effects of climate changes on ocean biology. Local weekend field trips. Designed to be taken concurrently with Marine Chemistry (ESS/EARTHSYS 152/252). Prerequisites: BIO 43 and ESS 8 or equivalent.
Terms: Spr
| Units: 3-4
ESS 252:
Marine Chemistry (EARTHSYS 152, EARTHSYS 252, ESS 152)
Introduction to the interdisciplinary knowledge and skills required to critically evaluate problems in marine chemistry and related disciplines. Physical, chemical, and biological processes that determine the chemical composition of seawater. Air-sea gas exchange, carbonate chemistry, and chemical equilibria, nutrient and trace element cycling, particle reactivity, sediment chemistry, and diagenesis. Examination of chemical tracers of mixing and circulation and feedbacks of ocean processes on atmospheric chemistry and climate. Designed to be taken concurrently with Biological Oceanography (ESS/EARTHSYS 151/251)
Terms: Spr
| Units: 3-4
ESS 255:
Microbial Physiology (BIO 180, EARTHSYS 255, GEOLSCI 233A)
Introduction to the physiology of microbes including cellular structure, transcription and translation, growth and metabolism, mechanisms for stress resistance and the formation of microbial communities. These topics will be covered in relation to the evolution of early life on Earth, ancient ecosystems, and the interpretation of the rock record. Recommended: introductory biology and chemistry.
Terms: Win
| Units: 3
ESS 256:
Soil and Water Chemistry (EARTHSYS 256)
(Graduate students register for 256.) Practical and quantitative treatment of soil processes affecting chemical reactivity, transformation, retention, and bioavailability. Principles of primary areas of soil chemistry: inorganic and organic soil components, complex equilibria in soil solutions, and adsorption phenomena at the solid-water interface. Processes and remediation of acid, saline, and wetland soils. Recommended: soil science and introductory chemistry and microbiology.
Terms: Win
| Units: 3
ESS 259:
Environmental Microbial Genomics
The application of molecular and environmental genomic approaches to the study of biogeochemically-important microorganisms in the environment without the need for cultivation. Emphasis is on meta-omic analysis of microbial DNA, RNA, and protein obtained directly from natural microbial assemblages. Topics include microbial energy generation and nutrient cycling, genome structure, gene function, physiology, phylogenetic and functional diversity, evolution, and population dynamics of uncultured communities.
Terms: Win
| Units: 1-3
ESS 268:
Empirical Methods in Sustainable Development (INTLPOL 272)
The determinants of human well-being over the short and long-run, including the role of environmental factors in shaping development outcomes. A focus on the empirical literature across both social and natural sciences, with discussion and assignments emphasizing empirical analysis of environment-development linkages, application of methods in causal inference, and data visualization.
Terms: Win
| Units: 3-5
ESS 271:
Climate Models and Data (ESS 171)
Overview of key concepts necessary to develop familiarity with climate modeling and data. Topics covered will include components of the climate system, climate change and global warming, and model mechanics, their evaluation and usability, and predictability. Assessments will involve the use of datasets and model output, so some knowledge of programming is a pre-requisite.
Terms: Win
| Units: 3
ESS 275:
Nitrogen in the Marine Environment
The goal of this seminar course is to explore current topics in marine nitrogen cycle. We will explore a variety of processes, including primary production, nitrogen fixation, nitrification, denitrification, and anaerobic ammonia oxidation, and their controls. We will use the book Nitrogen in the Marine Environment and supplement with student-led discussions of recent literature. A variety of biomes, spatial and temporal scales, and methodologies for investigation will be discussed.
Terms: Win
| Units: 1-2
| Repeatable
2 times
(up to 4 units total)
ESS 281:
Urban Agroecology (EARTHSYS 181, EARTHSYS 281, ESS 181, URBANST 181)
Urban agriculture takes many forms in cities around the world and provides significant amounts of food and other resources and benefits for urban communities. This Earth Systems practicum explores the application of agroecological principles to the design and stewardship of urban farms and gardens. Students will explore social and ecological dimensions of urban agriculture including issues of environmental justice while gaining land stewardship and small-scale food production skills at the Stanford Educational Farm and in the community.Course full for spring 2022, will be offered again Winter 2023.
Terms: Spr
| Units: 3
ESS 292:
Directed Individual Study in Earth System Science
Under supervision of an Earth System Science faculty member on a subject of mutual interest.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
10 times
(up to 10 units total)
Instructors: ;
Burke, M. (PI);
Dekas, A. (PI);
Diffenbaugh, N. (PI);
Diver, S. (PI);
Fendorf, S. (PI);
Hoyt, A. (PI);
Jackson, R. (PI);
Jones, J. (PI);
Maher, K. (PI);
Michalak, A. (PI);
Naylor, R. (PI);
O'Neill, M. (PI);
Wong-Parodi, G. (PI)
ESS 301:
Topics in Earth System Science
Current topics, issues, and research related to interactions that link the oceans, atmosphere, land surfaces and freshwater systems. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 2
| Repeatable
for credit
ESS 305:
Climate Change: An Earth Systems Perspective
This is an introductory graduate-level course that is intended to provide an overview of leading-edge research topics in the area of climate change. Lectures introduce the physical, biogeochemical, ecological, and human dimensions of climate change, with emphasis on understanding climate change from an Earth System perspective (e.g., nonlinearities, feedbacks, thresholds, tipping points, resilience, vulnerability, risk). The emphasis is on providing an initial introduction to the process by which researchers pose questions and analyze and interpret results.
Terms: Aut
| Units: 1-2
ESS 306:
From Freshwater to Oceans to Land Systems: An Earth System Perspective to Global Challenges
Within this class we will have cover Earth System processes ranging from nutrient cycles to ocean circulation. We will also address global environmental challenges of the twenty-first century that include maintaining freshwater resources, land degradation, health of our oceans, and the balance between food production and environmental degradation. Weekly readings and problem sets on specific topics will be followed by presentations of Earth System Science faculty and an in-depth class discussion. ESS first year students have priority enrollment.
Terms: Win
| Units: 2
ESS 308:
Carbon Dioxide and Methane Removal, Utilization, and Sequestration (EARTHSYS 308, ENERGY 308, ENVRES 295, ME 308)
This is a seminar on carbon dioxide and methane removal, utilization, and sequestration options, and their role in decarbonizing the global energy system. This course will cover topics including the global carbon balance, utilizing atmospheric carbon in engineered solutions, recycling and sequestering fossil-based carbon, and enhancing natural carbon sinks. The multidisciplinary lectures and discussions will cover elements of technology, economics, policy and social acceptance, and will be led by a series of guest lecturers. Short group project on carbon solutions.
Terms: Aut
| Units: 1
ESS 322B:
Seminar in Hydrology
Current topics. May be repeated for credit. Prerequisite: consent of instructor.
Terms: Win
| Units: 1
| Repeatable
for credit
ESS 323:
Stanford at Sea (BIOHOPK 182H, BIOHOPK 323H, EARTHSYS 323)
(Graduate students register for 323H.) Five weeks of marine science including oceanography, marine physiology, policy, maritime studies, conservation, and nautical science at Hopkins Marine Station, followed by five weeks at sea aboard a sailing research vessel in the Pacific Ocean. Shore component comprised of three multidisciplinary courses meeting daily and continuing aboard ship. Students develop an independent research project plan while ashore, and carry out the research at sea. In collaboration with the Sea Education Association of Woods Hole, MA. Only 6 units may count towards the Biology major.
Terms: Spr
| Units: 16
ESS 400:
Graduate Research
Independent study and thesis research under the supervision of a faculty member in the Earth System Science department. On registration, students designate faculty member and agreed-upon units. The course involves regular meetings with the faculty advisor both in person and remotely. May be repeated for credit. Prerequisite: consent of instructor
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Arrigo, K. (PI);
Burke, M. (PI);
Casciotti, K. (PI);
Dekas, A. (PI);
Diffenbaugh, N. (PI);
Dunbar, R. (PI);
Fendorf, S. (PI);
Field, C. (PI);
Francis, C. (PI);
Gorelick, S. (PI);
Hoyt, A. (PI);
Jackson, R. (PI);
Jones, J. (PI);
Konings, A. (PI);
Lambin, E. (PI);
Lobell, D. (PI);
Maher, K. (PI);
Matson, P. (PI);
Michalak, A. (PI);
Naylor, R. (PI);
O'Neill, M. (PI);
Sheshadri, A. (PI);
Thomas, L. (PI);
Welander, P. (PI);
White, E. (PI);
Wong-Parodi, G. (PI)
ESS 401:
Curricular Practical Training
CPT course required for international students completing degree. Prerequisite: Earth System Science Ph.D. candidate.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
4 times
(up to 12 units total)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
ESS 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Arrigo, K. (PI);
Burke, M. (PI);
Casciotti, K. (PI);
Dekas, A. (PI);
Diffenbaugh, N. (PI);
Dunbar, R. (PI);
Fendorf, S. (PI);
Field, C. (PI);
Francis, C. (PI);
Gorelick, S. (PI);
Hoyt, A. (PI);
Jackson, R. (PI);
Jones, J. (PI);
Konings, A. (PI);
Lambin, E. (PI);
Lobell, D. (PI);
Maher, K. (PI);
Matson, P. (PI);
Michalak, A. (PI);
Naylor, R. (PI);
O'Neill, M. (PI);
Sheshadri, A. (PI);
Thomas, L. (PI);
Welander, P. (PI);
White, E. (PI);
Wong-Parodi, G. (PI)
ETHICSOC 20:
Introduction to Moral Philosophy (PHIL 2)
What should I do with my life? What kind of person should I be? How should we treat others? What makes actions right or wrong? What is good and what is bad? What should we value? How should we organize society? Is there any reason to be moral? Is morality relative or subjective? How, if at all, can such questions be answered? Intensive introduction to theories and techniques in contemporary moral philosophy.
Terms: Aut, Sum
| Units: 5
| UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II, WAY-ER
ETHICSOC 22:
Searching Together after the Common Good: An Introduction to Ethics in the Western Tradition (SLE 22)
Important works from the Western tradition will be used to construct and explore some basic frameworks for ethical thinking. Students will gain a familiarity with some canonical texts and develop skills of close-reading and group discussion when it comes to ethical inquiry. Course texts can vary by quarter and year but will include a mix of canonical philosophical, religious, and literary texts. NOTE: Former SLE students should sign up for the ETHICSOC 22 listing of this class. SLE 22 is a course in ethics for high school students, taught primarily through an history based humanities curriculum. Stanford Student's participation in this course will include classroom experience with the high school students, as well as time with the course instructors to discuss, evaluate, and reflect on the course design.
Terms: Win, Spr
| Units: 1-3
| Repeatable
2 times
(up to 3 units total)
ETHICSOC 36X:
Dangerous Ideas (ARTHIST 36, COMPLIT 36A, EALC 36, ENGLISH 71, FRENCH 36, HISTORY 3D, MUSIC 36H, PHIL 36, POLISCI 70, RELIGST 36X, SLAVIC 36, TAPS 36)
Ideas matter. Concepts such as equality, tradition, and Hell have inspired social movements, shaped political systems, and dramatically influenced the lives of individuals. Others, like race, gender, and technology play an important role in contemporary debates in the United States. All of these ideas are contested, and they have a real power to change lives, for better and for worse. In this one-unit class we will examine these "dangerous" ideas. Each week, a faculty member from a different department in the humanities and arts will explore a concept that has shaped human experience across time and space.
Terms: Spr
| Units: 1
ETHICSOC 79:
Ethics and Leadership in Public Service (CSRE 126C, EDUC 126A, URBANST 126A)
This course explores ethical questions that arise in public service work, as well as leadership theory and skills relevant to public service work. Through readings, discussions, in-class activities, assignments, and guest lectures, students will develop a foundation and vision for a future of ethical and effective service leadership. This course serves as a gateway for interested students to participate in the Haas Center's Public Service Leadership Program.
Terms: Win
| Units: 3-4
| UG Reqs: WAY-ER
ETHICSOC 107:
Rethinking Meat: An Introduction to Alternative Proteins (EARTHSYS 109, EARTHSYS 209, ESS 103, ESS 203)
How do we feed a growing population in the face of climate change? Will Impossible Burgers become the new norm? Are you curious to learn about a frontier in bio- and chemical-engineering? Are you passionate about animal rights, human health, and sustainable agriculture? Learn about the environmental, ethical, and economic drivers behind the market for meat replacements. We'll take a deep dive into the science and technology used to develop emerging plant, fermentation and cell-based meat alternatives and explore the political challenges and behavioral adaptation needed to decrease meat consumption. Hear from entrepreneurs, researchers, and innovative startups developing sustainable and marketable alternative proteins through weekly guest lectures from industry leaders.
Terms: Spr
| Units: 1-2
ETHICSOC 130:
Liberalism and its Critics: 20th Century Political Theory (PHIL 171P, POLISCI 130)
In this course, students will learn and engage with the core debates that have animated political theory since the early 20th century. What is the proper relationship between the individual, the community, and the state? Are liberty and equality in conflict, and, if so, which should take priority? What does justice mean in a large and diverse modern society? The subtitle of the course, borrowed from a book by Michael Sandel, is 'Liberalism and its Critics' because the questions we discuss in this class center on the meaning of, and alternatives to, the liberal ideas that the basic goal of society should be the protection of individual rights and that some form of an egalitarian democracy is the best way to achieve this goal. The course is structured around two historical phenomena: one the one hand, liberal answers to these key questions have at times seemed politically and socially triumphant, but on the other hand, this ascendency has always been challenged and contested. At least one prior class in political theory, such as Justice (PS 103), Citizenship (PS 135), or Democratic Theory (PS 234) is recommended but not required.
Terms: Spr
| Units: 5
| UG Reqs: WAY-ER
ETHICSOC 130A:
Classical Seminar: Origins of Political Thought (CLASSICS 181, CLASSICS 381, PHIL 176A, PHIL 276A, POLISCI 230A, POLISCI 330A)
Political philosophy in classical antiquity, centered on reading canonical works of Thucydides, Plato, Aristotle against other texts and against the political and historical background. Topics include: interdependence, legitimacy, justice; political obligation, citizenship, and leadership; origins and development of democracy; law, civic strife, and constitutional change.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER
ETHICSOC 131S:
Modern Political Thought: Machiavelli to Marx and Mill (POLISCI 131L)
This course is an introduction to the history of Western political thought from the late fifteenth century through the nineteenth century. We will consider the secularization of politics, the changing relationship between the individual and society, the rise of consent-based forms of political authority, and the development and critiques of liberal conceptions of property. We will cover the following thinkers: Machiavelli, Hobbes, Locke, Rousseau, Wollstonecraft, Mill, and Marx.
Terms: Spr
| Units: 5
| UG Reqs: GER:EC-EthicReas, WAY-A-II, WAY-ER
ETHICSOC 131X:
Ethics in Bioengineering (BIOE 131)
Bioengineering focuses on the development and application of new technologies in the biology and medicine. These technologies often have powerful effects on living systems at the microscopic and macroscopic level. They can provide great benefit to society, but they also can be used in dangerous or damaging ways. These effects may be positive or negative, and so it is critical that bioengineers understand the basic principles of ethics when thinking about how the technologies they develop can and should be applied. On a personal level, every bioengineer should understand the basic principles of ethical behavior in the professional setting. This course will involve substantial writing, and will use case-study methodology to introduce both societal and personal ethical principles, with a focus on practical applications.
Terms: Spr
| Units: 3
| UG Reqs: GER:EC-EthicReas, WAY-ER
Instructors: ;
Altman, R. (PI);
Magnus, D. (PI);
Carlson, M. (TA);
Chrisman, B. (TA);
Enright, N. (TA);
Klich, J. (TA);
Mkrtchyan, G. (TA);
Nguyen, E. (TA);
Pomeroy-Carter, C. (TA);
den Braven, T. (TA)
ETHICSOC 134:
Ethics for Activists (POLISCI 134)
Activists devote sustained effort and attention toward achieving particular goals of social and political change. Do we have an ethical obligation to be activists? And how should those who do choose to be activists (for whatever reason) understand the ethics of that role? Questions discussed in this course may include: When is civil disobedience appropriate, and what does it entail? Should activists feel constrained by obligations of fairness, honesty, or civility toward those with whom we disagree? Are there special ethical considerations in activism on behalf of those who cannot advocate for themselves? What is solidarity and what does it require of us? Students in this course will develop skills in analyzing, evaluating, and constructing logical arguments about ethical concerns related to activism, but class discussions will also address the potential limitations of logical argument in ethical and political reasoning.
Terms: Win
| Units: 5
| UG Reqs: WAY-ER
ETHICSOC 135F:
Deliberative Democracy and its Critics (AMSTUD 135, COMM 135, COMM 235, COMM 335, POLISCI 234P, POLISCI 334P)
This course examines the theory and practice of deliberative democracy and engages both in a dialogue with critics. Can a democracy which emphasizes people thinking and talking together on the basis of good information be made practical in the modern age? What kinds of distortions arise when people try to discuss politics or policy together? The course draws on ideas of deliberation from Madison and Mill to Rawls and Habermas as well as criticisms from the jury literature, from the psychology of group processes and from the most recent normative and empirical literature on deliberative forums. Deliberative Polling, its applications, defenders and critics, both normative and empirical, will provide a key case for discussion.
Terms: Win, Spr
| Units: 3-5
| UG Reqs: WAY-ER, WAY-SI
ETHICSOC 136R:
Introduction to Global Justice (INTNLREL 136R, PHIL 76, POLISCI 136R, POLISCI 336)
Our world is divided into many different states, each of which has its own culture or set of cultures. Vast inequalities of wealth and power exist between citizens of the rich world and the global poor. International commerce, immigration, and climate change entwine our lives in ways that transcend borders. It is in this context that problems of global justice, which relate to the normative obligations that arise from our international order, emerge. What demands (if any) does justice impose on institutions and individuals acting in a global context? Is it morally permissible to prioritize the welfare of our compatriots over the welfare of foreigners? Do states have the right to control their borders? What are the responsibilities (if any) of wealthy states, consumers, and multinational corporations to the global poor? This course explores longstanding problems of global justice via a discussion of contemporary issues: global poverty, global public health, immigration, human rights and humanitarian intervention, self-determination, and climate change.n nThere are no easy answers to these questions, and the complexity of these issues requires an interdisciplinary approach. While there are several possible theoretical approaches to problems of global justice, the approach taken in this course will be rooted in political philosophy and political theory. We will combine readings from political philosophy and theory with empirical material from the social sciences, newspaper articles, and popular media. By the end of this course, students will be familiar with contemporary problems of global justice, be able to critically assess theoretical approaches to these problems, and be able to formulate and defend their own views on these complex issues.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-ER
ETHICSOC 146:
Political Thought in Modern Asia (CHINA 146, CHINA 246, POLISCI 235N, POLISCI 335N)
The study of political theory in the United States has been accused of being Western-centric: We tend to focus on intellectual traditions from Plato to NATO, while ignoring the vast world of non-Western societies and the ways they think about politics and public life. How do Chinese thinkers conceptualize human rights and good governance? How do Indian intellectuals reconcile democracy and inherited hierarchies in Hinduism? How do Islamic scholars view the relationship between religious authority and secular authority? Should we regard liberal democracy, or Western civilization more broadly, as representing the universal value guiding every society? Or, should we learn from non-Western ideas and values so as to solve problems plaguing Western societies? How can competing visions of good life coexist in a globalized and increasingly pluralistic world? This course aims to answer these questions by exploring three Asian traditions and their perspectives on politics: Confucianism, Hinduism, and Islam. We will focus on the modern period (19th-21st centuries) and the ways intellectuals in these societies respond to the challenge of modernity and Western superiority. Special attention is given to how these intellectuals conceive of the relationship between modernity and their respective traditions: Are they compatible or mutually exclusive? In which ways do intellectuals interpret these traditions so as to render them (in)compatible with modernity? We will read academic articles written by Anglophone scholars as well as original texts written by non-Western thinkers. No knowledge of non-Western languages is required.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-ER
ETHICSOC 151:
The First Amendment: Freedom of Speech and Press (COMM 151, COMM 251, POLISCI 125P)
(Graduate students enroll in 251. COMM 151 is offered for 5 units, COMM 251 is offered for 4 units.) The First Amendment: Freedom of Speech and Press (Law 7084): Introduction to the constitutional protections for freedom of speech, press, and expressive association. All the major Supreme Court cases dealing with issues such as incitement, libel, hate speech, obscenity, commercial speech, and campaign finance. There are no prerequisites, but a basic understanding of American government would be useful. This course is crosslisted in the university and undergraduates are eligible to take it. Elements used in grading: Law students will be evaluated based on class participation and a final exam. Non-law students will be evaluated on class participation, a midterm and final exam, and nonlaw students will participate in a moot court on a hypothetical case. Non-law students will also have an additional one hour discussion section each week led by a teaching assistant. Cross-listed with Communication (COMM 151, COMM 251) and Political Science (POLISCI 125P).
Terms: Spr
| Units: 4-5
ETHICSOC 170:
Ethical Theory (PHIL 170, PHIL 270)
This course explores some major topics/themes in ethical theory from the middle of the 20th century through the present. We'll read philosophy by John Rawls, Thomas Nagel, Bernard Williams, Christine Korsgaard, G.E.M. Anscombe, Philipa Foot, and others. Substantial background in moral philosophy will be assumed. Students should have completed Philosophy 2 (or its equivalent - if you have questions, please contact the instructor).
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II, WAY-ER
ETHICSOC 171:
Justice (PHIL 171, POLISCI 103, POLISCI 336S, PUBLPOL 103C)
Justice, as we use the term in this class, is a question about social cooperation. People can produce much more cooperatively than the sum of what they could produce as individuals, and these gains from cooperation are what makes civilization possible. But on what terms should we cooperate? How should we divide, as the philosopher John Rawls puts it, "the benefits and burdens of social cooperation"? Working primarily within the Anglo-American philosophical tradition, we'll discuss different answers to this big question as a way to bring together some of the most prominent debates in modern political philosophy. We'll study theories including utilitarianism, libertarianism, classical liberalism, and egalitarian liberalism, and we'll take on complex current issues like reparations for racial injustice, the gender pay gap, and responses to climate change. This class is meant to be an accessible entry point to political philosophy. No experience with political science or philosophy is required or assumed, and we will spend time on the strategy of philosophy as well: understanding how our authors make their arguments to better respond to them and make our own.
Terms: Aut
| Units: 4-5
| UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-ER
ETHICSOC 172:
History of Modern Moral Philosophy (PHIL 172, PHIL 272)
A critical exploration of some main forms of systematic moral theorizing in Western philosophy from Hobbes onward and their roots in ancient, medieval, and earlier modern ethical thought. Prerequistes are some prior familiarity with utilitarianism and Kantian ethics and a demonstrated interest in philosophy. Grads enroll in 272.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER
ETHICSOC 174:
Ethics in a Human Life (HUMBIO 174A, PHIL 74A)
Ethical questions pervade a human life from before a person is conceived until after she dies, and at every point in between. This course raises a series of ethical questions, following along the path of a person's life - questions that arise before, during, and after she lives it. We will explore distinctive questions that a life presents at each of several familiar stages: prior to birth, childhood, adulthood, death, and even beyond. We will consider how some philosophers have tried to answer these questions, and we will think about how answering them might help us form a better understanding of the ethical shape of a human life as a whole.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-ER
ETHICSOC 175B:
Philosophy of Law (PHIL 175)
This course will explore foundational issues about the nature of law and its relation to morality, and about legal responsibility and criminal punishment. Toward the end we will turn to issues about the criminal culpability of children. nPrerequisite: Philosophy 80
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER
ETHICSOC 176:
Political Philosophy: The Social Contract Tradition (PHIL 176, PHIL 276, POLISCI 137A, POLISCI 337A)
(Graduate students register for 276.) What makes political institutions legitimate? What makes them just? When do citizens have a right to revolt against those who rule over them? Which of our fellow citizens must we tolerate?Surprisingly, the answers given by some of the most prominent modern philosophers turn on the idea of a social contract. We will focus on the work of Hobbes, Locke, Rousseau, and Rawls.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER
ETHICSOC 177K:
On Domination (ETHICSOC 277K, PHIL 177K, PHIL 277K)
Domination is a morally problematic form of social power. To be dominated, according to republican political philosophy, is to be subject to the arbitrary or uncontrolled power of another. And to be free is the absence of domination. This view was the dominant political conception of freedom in the western political tradition until the rise of classical liberalism in the 19th century. In this course, we will examine different accounts of domination and freedom in the republican political tradition and critiques of non-domination as a political conception of freedom. We will also examine the contemporary revival of the republican view and its application to social relations ranging from the workplace to the family and beyond (prerequisite: PHIL 80).
Terms: Spr
| Units: 4
ETHICSOC 177L:
Professional Ethics Across Sectors (ETHICSOC 277)
Ethics arise in many aspects of professional life and work environments, whether in corporations, government, the academy, or non-profit organizations. Leaders face increasing challenge internally and externally as well. Age-old challenges from racism to inability to weather scandal persist, but with expanded scope and increased urgency. Technology now infuses almost every ethical challenge. Sectors are porous. Attempts to silo ethics inevitably fail: Ethical mishaps in one sector, or one part of an organization, spread quickly to the others. This course will consider one sector at each class session: corporate; government; the academy; and non-profit organizations. A final session will explore individual leadership irrespective of sector. Prominent guests will join certain sessions for interactive discussion. Class meets on 3/28, 4/4, 4/18, 5/2, 5/16.
Terms: Spr
| Units: 1-2
ETHICSOC 182:
Ethics, Public Policy, and Technological Change (COMM 180, CS 182, PHIL 82, POLISCI 182, PUBLPOL 182)
Examination of recent developments in computing technology and platforms through the lenses of philosophy, public policy, social science, and engineering. Course is organized around five main units: algorithmic decision-making and bias; data privacy and civil liberties; artificial intelligence and autonomous systems; the power of private computing platforms; and issues of diversity, equity, and inclusion in the technology sector. Each unit considers the promise, perils, rights, and responsibilities at play in technological developments. Prerequisite: CS106A.
Terms: Win
| Units: 5
| UG Reqs: WAY-ER
Instructors: ;
Reich, R. (PI);
Sahami, M. (PI);
Weinstein, J. (PI);
Berman, E. (TA);
Guillen, D. (TA);
Jiang, S. (TA);
Kini, K. (TA);
Kohrman, A. (TA);
Korkmaz, E. (TA);
Larkin, K. (TA);
Liu, A. (TA);
Liu, C. (TA);
Propp, J. (TA);
Stowell, C. (TA);
Venkat, S. (TA);
Wu, Y. (TA);
Yang, A. (TA);
Yang, C. (TA)
ETHICSOC 185M:
Contemporary Moral Problems (PHIL 72, POLISCI 134P)
This course is an introduction to contemporary ethical thought with a focus on the morality of harming others and saving others from harm. It aims to develop students' ability to think carefully and rationally about moral issues, to acquaint them with modern moral theory, and to encourage them to develop their own considered positions about important real-world issues. In the first part of the course, we will explore fundamental topics in the ethics of harm. Among other questions, we will ask: How extensive are one's moral duties to improve the lives of the less fortunate? When is it permissible to inflict harm on others for the sake of the greater good? Does the moral permissibility of a person's action depend on her intentions? Can a person be harmed by being brought into existence? In the second part of the course, we will turn to practical questions. Some of these will be familiar; for example: Is abortion morally permissible? What obligations do we have to protect the planet for the sake of future generations? Other questions we will ask are newer and less well-trodden. These will include: How does the availability of new technology, in particular artificial intelligence, change the moral landscape of the ethics of war? What moral principles should govern the programming and operation of autonomous vehicles?
Terms: Spr
| Units: 4-5
| UG Reqs: GER:EC-EthicReas, WAY-ER
ETHICSOC 190:
Ethics in Society Honors Seminar (PHIL 178)
For students planning honors in Ethics in Society. Methods of research. Students present issues of public and personal morality; topics chosen with advice of instructor.
Terms: Win
| Units: 4
ETHICSOC 195:
Ethics in Society Workshop
Workshop for Ethics in Society seniors completing their honors thesis.
Terms: Win
| Units: 1
ETHICSOC 199:
Independent Studies in Ethics in Society
May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Bidadanure, J. (PI);
Blomfield, M. (PI);
Callan, E. (PI);
Cohen, J. (PI);
Dannenberg, J. (PI);
Dougherty, T. (PI);
Dupuy, J. (PI);
Grimmer, J. (PI);
Hussain, N. (PI);
Lawlor, K. (PI);
Magnus, D. (PI);
Mazor, J. (PI);
Niker, F. (PI);
Reich, R. (PI);
Satz, D. (PI);
Sockness, B. (PI);
Stedman, S. (PI);
Thomas, J. (PI)
ETHICSOC 200A:
Ethics in Society Honors Thesis
Limited to Ethics in Society honors students, who must enroll once in 200A, once in 200B, and once in 200C in their senior year. Students enrolling in 200A for less than 3 units must get approval from the faculty director.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
Instructors: ;
Abrams, W. (PI);
Bidadanure, J. (PI);
Bratman, M. (PI);
Callan, E. (PI);
Chapman, E. (PI);
Dannenberg, J. (PI);
Garcia, A. (PI);
Greely, H. (PI);
Hainmueller, J. (PI);
Hamilton, J. (PI);
Lemley, M. (PI);
Longino, H. (PI);
Magnus, D. (PI);
Maguire, B. (PI);
McQueen, A. (PI);
Monin, B. (PI);
Ober, J. (PI);
Reich, R. (PI);
Rhode, D. (PI);
Satz, D. (PI);
Sockness, B. (PI);
Weisberg, R. (PI);
Wenar, L. (PI)
ETHICSOC 200B:
Ethics in Society Honors Thesis
Limited to Ethics in Society honors students, who must enroll once in 200A, once in 200B, and once in 200C in their senior year. Students enrolling in 200B for less than 3 units must get approval from the faculty director.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
Instructors: ;
Abrams, W. (PI);
Bidadanure, J. (PI);
Bratman, M. (PI);
Callan, E. (PI);
Chapman, E. (PI);
Dannenberg, J. (PI);
Garcia, A. (PI);
Greely, H. (PI);
Hainmueller, J. (PI);
Hamilton, J. (PI);
Hills, D. (PI);
Lemley, M. (PI);
Longino, H. (PI);
Magnus, D. (PI);
Maguire, B. (PI);
Malkki, L. (PI);
McQueen, A. (PI);
Mello, M. (PI);
Monin, B. (PI);
Ober, J. (PI);
Petersilia, J. (PI);
Reich, R. (PI);
Rhode, D. (PI);
Satz, D. (PI);
Weisberg, R. (PI);
Wenar, L. (PI);
Sheeler, P. (GP)
ETHICSOC 200C:
Ethics in Society Honors Thesis
Limited to Ethics in Society honors students, who must enroll once in 200A, once in 200B, and once in 200C in their senior year. Students enrolling in 200C for less than 3 units must get approval from the faculty director.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
Instructors: ;
Bidadanure, J. (PI);
Callan, E. (PI);
Chapman, E. (PI);
Dannenberg, J. (PI);
Hainmueller, J. (PI);
Hills, D. (PI);
Longino, H. (PI);
Magnus, D. (PI);
Maguire, B. (PI);
Mello, M. (PI);
Monin, B. (PI);
Ober, J. (PI);
Petersilia, J. (PI);
Reich, R. (PI);
Rhode, D. (PI);
Sockness, B. (PI);
Weisberg, R. (PI);
Wenar, L. (PI)
ETHICSOC 204:
Introduction to Philosophy of Education (EDUC 204)
How to think philosophically about educational problems. Recent influential scholarship in philosophy of education. No previous study in philosophy required.
Terms: Aut
| Units: 3
ETHICSOC 232T:
Theories and Practices of Civil Society, Philanthropy, and the Nonprofit Sector (POLISCI 236, POLISCI 236S)
What is the basis of private action for public good? How are charitable dollars distributed and what role do nonprofit organizations and philanthropic dollars play in civil society and modern democracy? In the "Philanthropy Lab" component of this course, students will award $100,000 in grants to local nonprofits. Students will explore how nonprofit organizations operate domestically and globally as well as the historical development and modern structure of civil society and philanthropy. Readings in political philosophy, history, political sociology, and public policy. Political Science majors who are taking this course to fulfill the WIM requirement should enroll in POLISCI 236S.
Terms: Spr
| Units: 5
ETHICSOC 257:
Moral Theory and Current Debates
This course is an introduction to contemporary moral theory for students outside of fields (such as moral philosophy or political theory) that are structured around explicit normative debate. No prior knowledge of, or coursework in, philosophy or political theory is required. Its aim is to equip students with the knowledge and tools they need to engage with cutting-edge moral and political philosophy as well as related debates in the public sphere that arise across disciplines and in public life more broadly. For instance: What do people mean when they talk about 'algorithmic (in)justice' or 'intersectionality'? Would it be desirable to make politics more democratic (or less polarized) and, if so, how might that be possible? What is structural racism and what kinds of duties do governments and individuals have to help mitigate it? How might transwomen best be included in elite sport? The first half of the course will focus on normative concepts and first-order moral theories - utilitarianism, contractarianism, deontology, feminist care ethics, and virtue theory - and the second half will deploy these tools in service of understanding topics of pressing importance. Class contributions based on participants' specialized knowledge of their own disciplines are strongly encouraged. The course ultimately aims to equip you with theories, concepts, insights, and arguments that may help you engage with normative questions that arise in the course of your own research.
Terms: Win
| Units: 1-3
ETHICSOC 277:
Professional Ethics Across Sectors (ETHICSOC 177L)
Ethics arise in many aspects of professional life and work environments, whether in corporations, government, the academy, or non-profit organizations. Leaders face increasing challenge internally and externally as well. Age-old challenges from racism to inability to weather scandal persist, but with expanded scope and increased urgency. Technology now infuses almost every ethical challenge. Sectors are porous. Attempts to silo ethics inevitably fail: Ethical mishaps in one sector, or one part of an organization, spread quickly to the others. This course will consider one sector at each class session: corporate; government; the academy; and non-profit organizations. A final session will explore individual leadership irrespective of sector. Prominent guests will join certain sessions for interactive discussion. Class meets on 3/28, 4/4, 4/18, 5/2, 5/16.
Terms: Spr
| Units: 1-2
ETHICSOC 277K:
On Domination (ETHICSOC 177K, PHIL 177K, PHIL 277K)
Domination is a morally problematic form of social power. To be dominated, according to republican political philosophy, is to be subject to the arbitrary or uncontrolled power of another. And to be free is the absence of domination. This view was the dominant political conception of freedom in the western political tradition until the rise of classical liberalism in the 19th century. In this course, we will examine different accounts of domination and freedom in the republican political tradition and critiques of non-domination as a political conception of freedom. We will also examine the contemporary revival of the republican view and its application to social relations ranging from the workplace to the family and beyond (prerequisite: PHIL 80).
Terms: Spr
| Units: 4
ETHICSOC 280:
Transitional Justice, Human Rights, and International Criminal Tribunals (HUMRTS 103, INTLPOL 280, INTNLREL 180A)
(Formerly IPS 280) Historical backdrop of the Nuremberg and Tokyo Tribunals. The creation and operation of the Yugoslav and Rwanda Tribunals (ICTY and ICTR). The development of hybrid tribunals in East Timor, Sierra Leone, and Cambodia, including evaluation of their success in addressing perceived shortcomings of the ICTY and ICTR. Examination of the role of the International Criminal Court and the extent to which it will succeed in supplanting all other ad hoc international justice mechanisms and fulfill its goals. Analysis focuses on the politics of creating such courts, their interaction with the states in which the conflicts took place, the process of establishing prosecutorial priorities, the body of law they have produced, and their effectiveness in addressing the needs of victims in post-conflict societies.
Terms: Spr
| Units: 3-5
ETHICSOC 432X:
Selections in Modern Political Thought (POLISCI 432R)
This graduate-level seminar explores selections from the canon of Western political thought from the late fifteenth through nineteenth centuries. Throughout the course, we will engage in close textual readings of individual thinkers and consider some of the larger questions raised by political modernity. This offering will focus on American political thought from the Puritan era through the turn of the 20th century. We will pay special attention to dissenting voices and to texts that address the settler empire, slavery, and the color line. Thinkers covered will include: John Winthrop, Thomas Jefferson, James Madison, Alexander Hamilton, "Brutus," William Apess, Henry David Thoreau, John C. Calhoun, David Walker, Abraham Lincoln, Frederick Douglass, and W.E.B. Du Bois.
Terms: Spr
| Units: 3-5
FAMMED 199:
Undergraduate Directed Reading and Research in Family and Community Medicine
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Chen, A. (PI);
Hopkins, J. (PI);
Jernick, J. (PI);
Lin, S. (PI);
Nelligan, I. (PI);
Puri, MD, MPH, R. (PI);
Sattler, A. (PI);
Schillinger, E. (PI);
Choy, S. (GP)
FAMMED 210:
The Healer's Art
Please join us for this year's Stanford Healer's Art, now in its 21st year. This unique five-session course provides a foundation for designing and living one's life with meaning and wellbeing as a physician and healer. The Healer's Art focuses on essential foundations of our humanity not explored elsewhere in the curriculum. It is relevant to all combinations of specialties and careers in medicine whether clinical, academic, research, community health, business, administration, or policy. Medical school students and select faculty participate in a discovery process that explores essential dimensions of meaning, service, healing, deep listening, presence, loss, grief, awe and mystery, commitment, prophylaxis against burnout, self-care and other topics. No papers/exams. May be repeated for credit. Here are to links that provide an overview of The Healer's Art (http://www.rishiprograms.org/healers-art/) and a course description (http://www.rishiprograms.org/healers-art/the-healers-art-course-description/)
Terms: Win, Spr
| Units: 1
| Repeatable
for credit
FAMMED 213:
Medical Tai Chi
Tai chi is a recognized form of integrative and complementary medicine. This class promotes health and well-being by teaching how to decrease stress, depression, and anxiety through the practice of moving meditation. The course also includes the study of the peer-reviewed research studies on the health benefits of tai chi and qigong.
Terms: Aut, Spr
| Units: 1
| Repeatable
for credit
FAMMED 215:
Primary Care Defined: Perspectives and Procedures
Designed to give pre-clerkship students a broad overview of the diverse specialties and career trajectories available within the rewarding field of primary care. Students experience hands-on immersion in common office-based procedures, including abscess incision & drainage, toenail removal, joint injection, IUD insertion, and skin biopsy. Sessions led by primary care (pediatrics, family medicine, internal medicine) faculty and residents address important topics about the field including lifestyle, scope of practice and diversity of career opportunities.
Terms: Aut
| Units: 1
| Repeatable
20 times
(up to 20 units total)
FAMMED 245:
Women and Health Lecture Series
Lecture series. Topics of interest to anyone concerned about women's health issues. A journey from sex and gender through health screening, health disparity, family planning, heart health, mental health, and even beyond women's health in considering trans and gender expansive people in sexual and reproductive health.
Terms: Aut
| Units: 1
FAMMED 252:
Medicine & Horsemanship: An Outdoor, Equine Assisted Learning Course for Doctor-Patient Relationship
Medicine and Horsemanship is a unique outdoor experience working with horses to develop interpersonal skills, leadership qualities, and self-care techniques. A challenge throughout a clinical career is to conduct relationships with patients and colleagues in a manner that is professional, perceptive, confident, and authentic. Horses mirror and magnify our intentions and behaviors. Working with horses requires sensitivity to nonverbal cues, discrimination in the quality and amount of physical contact, and an awareness of one's emotional state, all important skills for relating to patients. Horses give non-judgmental feedback about our personal communication styles and our ability to operate from a place of empathy and kindness. The course also teaches how to recognize subjectivity in judgment and how to overcome fear and immobility in the face of uncertainty. No riding is required and no previous horse experience is assumed. Limit 14 students.
Terms: Spr
| Units: 1
| Repeatable
10 times
(up to 10 units total)
FAMMED 299:
Directed Reading in Family and Community Medicine
Students organize an individualized study program in family and community medicine. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
FAMMED 301A:
Family Medicine Core Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Required. DESCRIPTION: Teaches the management of diseases commonly encountered in the primary care setting. Emphasis is placed on patient-centered, efficient, equitable, cost-effective medical care of men, women and children of all ages in a variety of settings. Prevention, managed care, and cultural humility are emphasized. Didactic workshops are conducted at the School of Medicine, and clinic sessions are held at numerous community ambulatory sites on the Peninsula, in the South Bay, in the East Bay, in San Francisco, and electively in Humboldt County. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 10 students per period. CLERKSHIP DIRECTOR: Tracy A. Rydel, M.D. & Rika Bajra, M.D. CLERKSHIP COORDINATOR: Luis Hernandez, lhernan@stanford.edu. REPORTING INSTRUCTIONS: Where: To be sent by email. Contact coordinator 2 weeks prior; Time: 8:00AM. CALL CODE: 2 (Occasional weekend and/or evening activities). OTHER FACULTY: R. Brinckhaus, M. Chelvakumar, M. Deshpande, R. Gibbs, D. Griffith, A. Hui, O. Jee, C. Ladika, B. Laniakea, D. Rai, T. Rydel, K. Vu, G. Yu, and other faculty and community preceptors in Family and Community Medicine.nLOCATION: (Stanford Family Medicine Hoover, Stanford Portola Valley, Stanford Los Altos, O'Connor Family Medicine Residency, Kaiser Santa Clara, Milpitas SCVMC, Almaden Family Practice/Stanford UHA, various community sites, and rural sites).
Terms: Aut, Win, Spr, Sum
| Units: 6
FAMMED 310A:
Continuity of Care Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: In the Continuity of Care Clerkship, students work with a preceptor in any field of medicine, including Family Medicine, Internal Medicine, Pediatrics, and other sub-specialties. They are released from other clerkships for one afternoon a week for a total of four afternoons per period. Three afternoons students to report to clinic. One afternoon every odd period is reserved for the Continuity of Care group session consisting of student and MD presentations. Students participating in this clerkship work with one faculty preceptor and his/her patients for 9 periods. This continuity experience allows students to establish a mentoring relationship with their preceptor, to see a cohort of patients repeatedly, gain insight into patient care and chronic disease management over time, develop and carry out a QI or similar project, and develop a deeper understanding of their specialty of choice. PREREQUISITES: MED 300A, OBGYN 300A or PEDS 300A. Limited to 3rd and 4th year medical students. PERIODS AVAILABLE: 1-12, open to 5 students for period 1. Open to 9 students for period 2 and 3. Open to 10 students for periods 4-12. CLERKSHIP DIRECTOR: Kim Chiang, M.D., kichiang@stanford.edu. CLERKSHIP COORDINATOR: Luis Hernandez, 650-723-9621, lhernan@stanford.edu. REPORTING INSTRUCTIONS: Where: Please contact the clerkship director or coordinator at least 8 weeks prior to the first week of the clerkship to seek out an appropriate preceptor; Time: TBA. CALL CODE: 0, varies according to preceptor. OTHER FACULTY: Staff. LOCATION: Various.
Terms: Aut, Win, Spr, Sum
| Units: 5-12
FAMMED 338E:
Elective Clerkship in Family Medicine
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The objective of this 3 week clerkship is to provide clinical experience in the following areas: management of normal adult and pediatric patients; evaluation and treatment of common acute medical conditions in the ambulatory setting; diagnostic criteria and management of chronic medical conditions such as diabetes, heart disease, hypertension, and obesity; and the administration of routine health maintenance examinations in the clinical environment. Students will work with both Internal and Family Medicine physicians in the primary care department at the Kaiser Permanente Vallejo Medical Center. Students may also spend time in patient education classes as well as residency didactics. All students will complete an evidence based medicine project by the end of their rotation. Rotations are scheduled up to one year in advance on a first come, first serve basis. PREREQUISITES: 3rd and 4th year medical students only. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Patrick Lowerre, M.D. CLERKSHIP COORDINATOR: Gilbert Garces, Email: Gilbert.garces@kp.org or via fax (707) 651-5624. REPORTING INSTRUCTIONS: Where: Contact Gilbert Garces, Residency Assistant; Time: TBA. CALL CODE: 2 (night call optional). OTHER FACULTY: Staff. LOCATION: Kaiser Permanente Napa-Solano.
Terms: Aut, Win, Spr, Sum
| Units: 6
FAMMED 344E:
Family Medicine Elective Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Offers the student a flexible learning experience as part of a team of family physicians working closely with Stanford's Family Medicine Residency Program at O'Connor Hospital & Indian Health Center of Santa Clara Valley. The student will experience a variety of family medicine experiences, which may include individual and group patient care in the ambulatory care setting, supplemented by didactic conferences on family medicine topics. Special faculty interests include sports medicine, HIV, addiction medicine, women's health, maternity care, point-of-care ultrasound, procedures, palliative care, weight management, geriatrics, and quality improvement. Emphasis is given to providing continuity and comprehensive family-oriented care to diverse patients of all ages, in inner-city outpatient medical offices. Please note: Visiting students who wish to apply to any clerkship in the Division of Primary Care and Population Health, with a focus in Family Medicine (clerkships that start with FAMMED) must fill out the Family Medicine supplemental application. Please submit the supplemental application to Michelle Engle, M.D. at mengle@stanford.edu. These forms must be reviewed for pre-clearance before submitting your visiting clerkship application form and other supporting documents to the Clerkship Office. Please email Michelle Engle, mengle@stanford.edu, for more information. Students wishing to do this elective clerkship are required to complete a detailed-background check, submit a letter of good standing from their medical school and show proof of liability insurance. PREREQUISITES: None. Open to third and fourth year medical students. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Michelle Engle, M.D. CLERKSHIP COORDINATOR: Diep Nguyen, 408-283-7767. REPORTING INSTRUCTIONS: Where: 455 O'Connor Drive, Ste 250, San Jose, CA 95128; Time: 8:30 am. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: O'Connor Hospital, Indian Health Center of Santa Clara Valley (residency practice), Family Medicine Associates of San Jose (Faculty practice).
Terms: Aut, Win, Spr, Sum
| Units: 6
FAMMED 345E:
Family Practice Office Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Family medicine outpatient clinical experience, located in urban, suburban, or rural areas. The preceptor may be in private practice or in a health care center. Special opportunities may be available in urban underserved, in Indian Health Service settings, including in New Mexico, or in rural Humboldt County. The experience includes health supervision and primary medical care. It may include home visits, minor surgery, and obstetrics experience under the supervision of the preceptor. Team functioning is essential. Coordinating visits with other health professionals and to community resources are important parts of the clerkship. This clerkship requires prior approval by Clerkship Director. PREREQUISITES: Approval of coordinator and director 6 weeks before clerkship. PERIODS AVAILABLE: 1-12, full time for 2 weeks or 4 weeks, 10 students per period. CLERKSHIP DIRECTOR: Tamara Montacute, M.D., tamaram@stanford.edu. CLERKSHIP COORDINATOR: Luis Hernandez, lhernan@stanford.edu. REPORTING INSTRUCTIONS: Where: TBA. Please contact the clerkship director at least 6 weeks ahead of time; Time: TBA. CALL CODE: 0. OTHER FACULTY: Stanford Family Practice Group. LOCATION: Various.
Terms: Sum
| Units: 3-6
FAMMED 364E:
Subinternship in Family Medicine
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: Offers the student ready for an advanced experience similar to an internship a learning experience with an assigned patient load as part of a team of family physicians and working closely with Stanford's Family Medicine Residency Program at O'Connor Hospital. With faculty guidance, the student develops an individually tailored mix of inpatient and ambulatory patient care responsibilities including supervised procedures and night call, supplemented by conferences and tutorials in family medicine topics. Special faculty interests include sports medicine, HIV, addiction medicine, women's health, maternity care, point-of-care ultrasound, procedures, palliative care, weight management, geriatrics, and quality improvement. Emphasis is given to providing continuity and comprehensive family-oriented care to diverse patients of all ages, in an inner-city community hospital setting and outpatient medical offices. Please note: Visiting students who wish to apply to any clerkship in the Division of Primary Care and Population Health, with a focus in Family Medicine (clerkships that start with FAMMED) must fill out the Family Medicine supplemental application. Please submit the supplemental application to Michelle Engle, M.D. at mengle@stanford.edu. These forms must be reviewed for pre-clearance before submitting your visiting clerkship application form and other supporting documents to the Clerkship Office. Please email Michelle Engle at mengle@stanford.edu for more information. Students must register for this clerkship before May 1st of each year. PREREQUISITES: FAMMED 301A, MED 300A, PEDS 300A. Fourth year students only. PERIODS AVAILABLE: 1-12, full-time for 4 weeks. 1 student per period. CLERKSHIP DIRECTOR: Michelle Engle, M.D. CLERKSHIP COORDINATOR: Diep Nguyen, 408-283-7767. REPORTING INSTRUCTIONS: Where: Program Office, 455 O'Connor Drive, Ste 250, San Jose, CA 95128; Time: 8:30 am. CALL CODE: Required. OTHER FACULTY: Staff. LOCATION: O'Connor Hospital, Indian Health Center of Santa Clara Valley (residency practice), Family Medicine Associates of San Jose (Faculty practice).
Terms: Aut, Win, Spr, Sum
| Units: 6
FAMMED 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
FAMMED 398A:
Clinical Elective in Family Medicine
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Provides an opportunity for a student in the clinical years to have a clinical experience in one of the fields of Family Medicine, of a quality and duration to be decided upon by the student and a faculty preceptor in Family Medicine. Please note: Students cannot add 398A clerkships directly to their fishbowl schedules through the regular shuffles. Please contact Caroline Cheang in the Office of Medical Student Affairs at cheang@stanford.edu or 650-498-7619 with the faculty preceptor's name and email address to add this clerkship. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period, 2 students for period 3 ONLY. CLERKSHIP DIRECTOR: Tamara Montacute, M.D., tamaram@stanford.edu. CLERKSHIP COORDINATOR: Luis Hernandez, lhernan@stanford.edu, 650-723-9621. REPORTING INSTRUCTIONS: Where: TBA, designated by faculty preceptor; Time: TBA. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC, SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
3 times
(up to 18 units total)
FAMMED 399:
Graduate Research
Students interested in conducting research in a specific area of family and community medicine undertake investigations sponsored by the faculty instructor. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
FEMGEN 5C:
Human Trafficking: Historical, Legal, and Medical Perspectives (CSRE 5C, HISTORY 5C, INTNLREL 5C)
(Same as History 105C. History majors and others taking 5 units, enroll in 105C.) Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution, labor exploitation, and organ trade, focusing on human rights violations and remedies. Provides a historical context for the development and spread of human trafficking. Analyzes the current international and domestic legal and policy frameworks to combat trafficking and evaluates their practical implementation. Examines the medical, psychological, and public health issues involved. Uses problem-based learning. Required weekly 50-min. discussion section, time TBD. Students interested in service learning should consult with the instructor and will enroll in an additional course.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI
FEMGEN 6W:
Community-Engaged Learning Workshop on Human Trafficking - Part I (HISTORY 6W, HUMRTS 6W)
Considers purpose, practice, and ethics of service learning. Provides training for students' work in community. Examines current scope of human trafficking in Bay Area, pressing concerns, capacity and obstacles to effectively address them. Students work with community partners dedicated to confronting human trafficking and problems it entails on a daily basis. Must currently be enrolled in or have previously taken History 5C/105C (FemGen 5C/105C, HumBio 178H, IR 105C, CSRE 5C/105C). (Cardinal Course certified by the Haas Center)
Terms: Aut
| Units: 3
FEMGEN 7W:
Community-Engaged Learning Workshop on Human Trafficking - Part II (HISTORY 7W, HUMRTS 7W)
Prerequisite: HISTORY6W (FEMGEN 6W). Continuation of HISTORY 6W (FEMGEN 6W). Students will continue working on their projects with their community partners. Several class meetings and small group consultations throughout the quarter. (Cardinal Course certified by the Haas Center)
Terms: Win
| Units: 3
FEMGEN 10SC:
LGBT History and Culture in the Bay Area
Since at least World War II, the San Francisco Bay Area has served as a center for LGBTQ life in the United States. It emerged early as a place where queer people could congregate and interact more freely, but it also was frequently at the vanguard when it came to organizing around issues of gender and sexuality. At the same time, as some queer communities of the Bay Area have done extremely well, others have continued to have to struggle for their rights, their place and their say. This course explores the genesis and legacy of different queer communities and explores their impact on Bay Area culture. Topics discussed will include the Beats, lesbian separatism, the response to AIDS, the relationship between different LGBTQ communities and the police, trans activism, prostitution and sex worker rights. The course combines literature, art and poetry of seven decades with historical documents, as well as local visits and walking tours. nThe last third of the course allows students to pursue archival or oral history research projects, as students unearth their own stories of queer San Francisco.
Terms: Sum
| Units: 2
FEMGEN 13N:
Women Making Music (MUSIC 14N)
Preference to freshmen. Women's musical activities across times and cultures; how ideas about gender influence the creation, performance, and perception of music.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-EDP
FEMGEN 21R:
StoryCraft: Athlete Relationships (TAPS 21AR)
What is intimacy like as an athlete? What are the stereotypes and the realities? In this class, athletic-identifying students will learn about relationships from the inside out: through an examination and telling of their lived experiences. We will explore various perspectives on intimacy and relationships that illuminate different aspects of our lives and then dive into our own stories to discover the many facets of intimacy. Due to the personal nature of the topic, we will emphasize safety, trust, and confidentiality throughout. The class offers the structure and guidance to 1) mine your life for stories, 2) craft the structure and shape of your stories, and 3) perform with presence, authenticity, and connection. Please fill out this short application for enrollment: bit.ly/Winter2022StoryCraft
Terms: Win
| Units: 2
| UG Reqs: WAY-CE
FEMGEN 21T:
StoryCraft: Sexuality, Intimacy & Relationships (TAPS 21T)
What are the roles of sexuality, intimacy, and relationships in my life? How do I tell a compelling story? In this class, students will learn about these topics from the inside out. We will explore various perspectives on sexuality, intimacy, and relationships and then dive into our own stories to discover the richness and vibrancy of this part of our lives. Due to the personal nature of the topic, we will emphasize safety, trust, and confidentiality throughout. The class offers the structure and guidance to 1) mine your life for stories, 2) craft the structure and shape of your stories, and 3) perform with presence, authenticity, and connection. Students will be selected from this class to tell their stories in Beyond Sex Ed during NSO 2022. Please fill out this short application for enrollment: bit.ly/Spring2022StoryCraft.
Terms: Spr
| Units: 2
| UG Reqs: WAY-CE
FEMGEN 44Q:
Gendered Innovations in Science, Medicine, Engineering, and Environment (HISTORY 44Q)
Explores "Gendered Innovations" or how sex and gender analysis in research spark discovery and innovation. This course focuses on sex and gender, and considers factors intersecting with sex and gender, including age, race, ethnicity, socioeconomic status, educational background, disabilities, etc., where relevant. Section 1 focuses on the history of women in science. Section 2 looks at transforming research institutions. Section 3 explores "Gendered Innovations." Topics include historical background, basic concepts, social robots, sustainability, medicine & public health, facial recognition, inclusive crash test dummies, and more. Stanford University is engaged in a multi-year collaboration with the European Commission and the U.S. National Science Foundation project on Gendered Innovations in Science, Health & Medicine, Engineering, and Environment, and this class will contribute that project. This course fulfills the second level Writing and Rhetoric Requirement (WRITE 2) and emphasizes oral, multimedia presentation, and writing skills. Each student will develop a case study illustrating how sex, gender, and intersectional analysis can lead to innovation and enhance social equality.
Terms: Aut
| Units: 4-5
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-EDP, WAY-SI, Writing 2
FEMGEN 61:
The Politics of Sex: Work, Family, and Citizenship in Modern American Women's History (AMSTUD 161, CSRE 162, FEMGEN 161, HISTORY 61, HISTORY 161)
This course explores the transition from Victorian to modern American womanhood by asking how Native, European, African, Mexican, and Asian American women navigated the changing sexual, economic, and political landscapes of the twentieth century. Through secondary readings, primary sources, films, music, and literature we explore the opportunities and boundaries on groups of women in the context of historical events that included immigration, urbanization, wartime, depression, the Cold War, as well as recurrent feminist and conservative political movements.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-EDP, WAY-SI
FEMGEN 82Q:
A History of Reproductive Rights in the US
Since the late 19th century, a woman's right to control her intimate reproductive life in the United States emerged as a publicly contested arena. This conflict and the stakes for reproductive rights has never been more fraught than in our present moment. This course explores the long history of women's reproductive lives in the US as the context for that struggle. Topics include the history of women's sexuality, birth control, abortion, childbirth, and motherhood. We will examine women's personal experience of these processes, and the religious, moral legal, and policy frameworks that sought to regulate them. We also explore the series of feminist movements that emerged to protect women's reproductive rights, leading to the current legal battles. We will conclude with current court cases challenging abortion laws.
Terms: Spr
| Units: 3
FEMGEN 94Q:
The Future is Feminine (ENGLISH 94Q)
Gender is one of the great social issues of our time. What does it mean to be female or feminine? How has femininity been defined, performed, punished, or celebrated? Writers are some of our most serious and eloquent investigators of these questions, and in this class we'll read many of our greatest writers on the subject of femininity, as embodied by both men and women, children and adults, protagonists and antagonists. From Virginia Woolf to Ernest Hemingway, from Beloved to Gone Girl (and even "RuPaul's Drag Race"), we'll ask how the feminine is rendered and contested. We'll do so in order to develop a history and a vocabulary of femininity so that we may, in this important time, write our own way in to the conversation. This is first and foremost a creative writing class, and our goals will be to consider in our own work the importance of the feminine across the entire spectrum of gender, sex, and identity. We will also study how we write about femininity, using other writers as models and inspiration. As we engage with these other writers, we will think broadly and bravely, and explore the expressive opportunities inherent in writing. We will explore our own creative practices through readings, prompted exercises, improv, games, collaboration, workshop, and revision, all with an eye toward writing the feminine future.
Terms: Win, Sum
| Units: 3
| UG Reqs: WAY-A-II, WAY-CE
FEMGEN 99:
Seeds of Change
This course is a required training for student leaders of the Seeds of Change initiative. This initiative takes an interdisciplinary approach to STEM education, infusing students' technical training with leadership training through a lens of gender inequality - bringing together key components of feminist pedagogy, service-learning, and experiential education to create a transformational learning experience. In this three-quarter course (Fall, Winter, Spring), student leaders will: learn the core content featured in the Seeds of Change curriculum, reflect on their experiences as both learners and teachers of this content, hone their own leadership and group facilitation skills, and engage as researchers in the initiative's evaluation efforts. NOTE: Instructor Consent Required. Please email kpedersen@stanford.edu *Cardinal Course certified by the Haas Center. See syllabus for adjusted course schedule and times.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
6 times
(up to 6 units total)
FEMGEN 100C:
History of World Cinema III: Queer Cinema around the World (ARTHIST 164, ARTHIST 364, CSRE 102C, CSRE 302C, FILMEDIA 100C, FILMEDIA 300C, GLOBAL 193, GLOBAL 390, TAPS 100C, TAPS 300C)
Provides an overview of cinema from around the world since 1960, highlighting the cultural, political, and economic forces that have shaped various film movements over the last six decades. We study key film movements and national cinemas towards developing a formal, historical, theoretical appreciation of a variety of commercial and art film traditions. Specific topics may vary by term/year/instructor. This term's topic, Queer Cinema around the World, studies the relationship of gender, sexuality, and cinematic representation trans-regionally and transnationally. Moving beyond the Euro-American focus of gender and sexuality studies and queer cinema courses, this course will foster an examination of queerness, sexual minorities, same-sex desire, LGBTQI+ rights, censorship, precarity, and hopefulness in relation to race, nationalism, religion, and region. Through film and video from Kenya, Hong Kong, India, The Dominican Republic, South Korea, Spain, Palestine, Argentina, the US (Black, indigenous cinemas, for instance), South Africa, Colombia etc., this course will engage with a range of queer cinematic forms and queer spectatorial practices in different parts of the world.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
| Repeatable
2 times
(up to 10 units total)
FEMGEN 101:
Introduction to Feminist, Gender, and Sexuality Studies (AMSTUD 107, CSRE 108, TAPS 108)
Introduction to interdisciplinary approaches to gender, sexuality, queer, trans and feminist studies. Topics include the emergence of sexuality studies in the academy, social justice and new subjects, science and technology, art and activism, history, film and memory, the documentation and performance of difference, and relevant socio-economic and political formations such as work and the family. Students learn to think critically about race, gender, and sexuality from local and global perspectives.
Terms: Aut, Spr
| Units: 4-5
| UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-EDP, WAY-SI
FEMGEN 103:
Feminist and Queer Theories and Methods Across the Disciplines (FEMGEN 203)
(Graduate Students register for PHIL 279A or FEMGEN 203) This course is an opportunity to explore the difference feminist and queer perspectives make in creative arts, humanities, and social science research.nPrerequisites: Feminist Studies 101 or equivalent with consent of instructor.nNOTE: This course must be taken for a letter grade and a minimum of 3 units to be eligible for WAYS credit. The 2 unit option is for graduate students only.
Terms: Win
| Units: 2-5
| UG Reqs: GER:EC-Gender, WAY-A-II, WAY-EDP
FEMGEN 104A:
Junior Seminar and Practicum
Preference to and required of Feminist Studies majors; others require consent of instuctor. Feminist experiential learning projects related to critical studies in gender and sexuality. Identifying goals, grant proposal writing, and negotiating ethical issues in feminist praxis. Developing the relationship between potential projects and their academic focus in the major.
Terms: Aut, Win
| Units: 1
FEMGEN 104B:
Senior Seminar and Practicum
Required for Feminist Studies majors. Non-majors enrolled with consent of instructor. Students develop oral reports on their practicum and its relationship to their academic work, submit a report draft and revised written analysis of the practicum, and discuss applications of feminist scholarship. May be repeated once for credit.
Terms: Aut
| Units: 2
| Repeatable
2 times
(up to 4 units total)
FEMGEN 105:
Honors Work
(Staff)
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Bigelow, A. (PI);
Blaydes, L. (PI);
Brody, J. (PI);
Brooks, H. (PI);
Brown, N. (PI);
Campbell, J. (PI);
Coll, K. (PI);
Crandall, M. (PI);
Daub, A. (PI);
Davies, A. (PI);
Elam, M. (PI);
Freedman, E. (PI);
Gill, D. (PI);
Hadlock, H. (PI);
Hamilton, J. (PI);
Hanlon, P. (PI);
Jain, S. (PI);
Karlin-Neumann, P. (PI);
Lee, H. (PI);
Lunsford, A. (PI);
Menon, J. (PI);
Miner, V. (PI);
Moraga, C. (PI);
Murray, A. (PI);
Myers, K. (PI);
Ngai, S. (PI);
Robinson, P. (PI);
Schiebinger, L. (PI);
Sohn, S. (PI);
Tallent, E. (PI);
Tanaka, S. (PI);
Ulloa, M. (PI);
Voss, B. (PI);
Wotipka, C. (PI);
Yarbro-Bejarano, Y. (PI)
FEMGEN 105C:
Human Trafficking: Historical, Legal, and Medical Perspectives (CSRE 105C, HISTORY 105C, HUMRTS 112, INTNLREL 105C)
(Same as HISTORY 5C. History majors and others taking 5 units, enroll in 105C.) Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution, labor exploitation, and organ trade, focusing on human rights violations and remedies. Provides a historical context for the development and spread of human trafficking. Analyzes the current international and domestic legal and policy frameworks to combat trafficking and evaluates their practical implementation. Examines the medical, psychological, and public health issues involved. Uses problem-based learning. Required weekly 50-min. discussion section, time TBD. Students interested in service learning should consult with the instructor and will enroll in an additional course.
Terms: Aut
| Units: 5
| UG Reqs: WAY-SI
FEMGEN 106Q:
Gender and Media
From childhood, individuals are presented with texts and images about what it means to be female, what it means to be male, but rarely what it means to question that binary. These images and texts also present what it means to be in relationship with one another, and what it means to reject established gender roles. In this course, students will examine and research how lessons learned from popular culture impact the treatment and expectations of people individually as well as in relationship with each other. Specifically, we will analyze the ways in which news articles, movie clips, magazine advertisements, television commercials as well as other texts present gender identities as binary as well as gender roles of those binary structures. How are the roles and bodies of all genders presented as objects open to scrutiny, critique, exploitation, abuse, and awe? After examining rhetorical strategies and devices, we¿ll read excerpts from texts by social critics such as Susan Bordo who analyze culture and it¿s presentation of bodies. Through case studies of films and campaign ads, visits to spaces on campus that construct gender binaries, and field trips to off campus sites, we will explore how representations of gender challenge or reinforce messages in popular media.
Terms: Win
| Units: 3-4
| UG Reqs: Writing 2
FEMGEN 108:
Internship in Feminist Studies
Supervised field, community, or lab experience in law offices, medical research and labs, social service agencies, legislative and other public offices, or local and national organizations that address issues related to gender and/or sexuality. One unit represents approximately three hours work per week. Required paper. May be repeated for credit. Service Learning Course (certified by Haas Center). Feminist, Gender, and Sexuality Majors may not receive 108 credit for their required practicum, as they are to sign up for FEMGEN 104 A & B instead. Prerequisites: Course work in Feminist, Gender, and Sexuality Studies, written proposal and application form submitted for approval by program office, written consent of faculty sponsor. Course may be taken 3 times total, for a max of 15 units.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
3 times
(up to 15 units total)
Instructors: ;
Baran, N. (PI);
Crandall, M. (PI);
Davies, A. (PI);
Freedman, E. (PI);
Hadlock, H. (PI);
Hanlon, P. (PI);
Harrison, L. (PI);
Karlin-Neumann, P. (PI);
Lunsford, A. (PI);
Miner, V. (PI);
Moraga, C. (PI);
Murray, A. (PI);
Myers, K. (PI);
Rivers, D. (PI);
Robinson, P. (PI);
Stefanick, M. (PI);
Tallent, E. (PI);
Wotipka, C. (PI)
FEMGEN 108A:
Enacting Community Liberation: Women's Community Center
Campus internships are crucial forms of community-building that provide students hands-on experience with organizing, outreach, and community care. Moving from theory to praxis, the FGSS department in partnership with the Women's Community Center offers the ¿Enacting Community Liberation¿ internship.nnIn accordance with the mission of the WCC, this internship will focus on addressing issues of gender, identity, equity, and justice through a lens of intersectionality. The WCC strives to center the most marginalized, and create programming, projects, and services that serve said populations - understanding that when the needs of the most marginalized are met, everyone will be cared for.nnThis is a year-long internship, with the ability to receive one unit of course credit per quarter for up to 3 quarters of the academic year.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
FEMGEN 113A:
Asian/American Literature and Pop Culture (AMSTUD 113, ASNAMST 113)
What is Asian/American Literature? What makes something Asian or Asian American? These simple questions have been surprisingly difficult to answer for Asian American literary scholars and the broader field of Asian American Studies. This course explores a small, though broad, selection of literary works and popular culture, including fiction, drama, film, poetry, and graphic novels, and secondary literature that will introduce students to the ongoing debates within Asian American literary and popular culture studies.
Terms: Win
| Units: 5
FEMGEN 114A:
Imagining the American Frontier in Popular Culture and Fiction. (AMSTUD 114, CSRE 114)
Stories of the frontier pervade our cultural texts and linger in our imaginations. This course focuses on the continued fascination with the American West and frontier narratives as source material for a wide range of popular culture texts and fiction. From Oregon Trail to Joss Whedon's Firefly and from Quentin Tarantino to Janelle Monáe, this course draws from a wide range of genres and formats including novels, short stories, films, serialized television, board games, video games, and experimental hypertext fiction. Putting historical primary sources in conversation with contemporary cultural texts, students will examine how the entwined and sometimes conflicting process of history- and memory-making has continued to build frontier imaginaries in the present.
Terms: Aut
| Units: 5
FEMGEN 115A:
The Queer 20th Century: German LGBTQ Literature and Film (FEMGEN 215A, GERMAN 115, GERMAN 215)
What was it like to be queer in 20th-century Germany? This course examines the rich and sometimes surprising LGBTQ culture of 20th-century Germany, featuring stories that are often left out of traditional seminars. Through literature and film, we will learn about pioneering gay rights activists, persecution under National Socialism, emancipation movements under capitalism and socialism, and debates that are shaping queer life in contemporary Germany. Taught in English; students of all backgrounds are very welcome.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
FEMGEN 117:
Expanding Engineering Limits: Culture, Diversity, and Equity (CSRE 117, CSRE 217, ENGR 117, ENGR 217, FEMGEN 217)
This course investigates how culture and diversity shape who becomes an engineer, what problems get solved, and the quality of designs, technology, and products. As a course community, we consider how cultural beliefs about race, ethnicity, gender, sexuality, abilities, socioeconomic status, and other intersectional aspects of identity interact with beliefs about engineering, influence diversity in the field, and affect equity in engineering education and practice. We also explore how engineering cultures and environments respond to and change with individual and institutional agency. The course involves weekly presentations by scholars and engineers, readings, short writing assignments, small-group discussion, and hands-on, student-driven projects. Students can enroll in the course for 1 unit (lectures only), or 3 units (lectures+discussion+project). For 1 unit, students should sign up for Section 1 and Credit/No Credit grading, and for 3 units students should sign up for Section 2 and either the C/NC or Grade option.
Terms: Win
| Units: 3
FEMGEN 123:
Topics in Writing & Rhetoric: In the Margins: Race, Gender and the Rhetoric of Science (PWR 194MF)
Every day a new headline alerts us to the lack of race and gender diversity in the tech sector in Silicon Valley. At the same time, science and technology are often lauded as objective systems capable of producing color- and gender-blind truths and social good for all of us. This course pushes beyond the headlines and the hashtags to think about the complex relationship between gender, race and science. Together we will research chronically understudied voices and contributions in the history of science and technology and have the opportunity to read and participate in some of the efforts to highlight their stories through a Wikipedia edit-a-thon and final research project. We will also rigorously think through why the historical and current under-representation of women and people of color matters for the questions that are asked, methodologies that are used, and science and technology that is eventually produced. This course fulfills the advanced PWR requirement for the Notation in Science Communication (NSC). Prerequisite: first two levels of the writing requirement or equivalent transfer credit. For topics, see https://undergrad.stanford.edu/programs/pwr/courses/advanced-pwr-courses.
Terms: Win
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
FEMGEN 125V:
Virginia Woolf in the Age of #MeToo (ENGLISH 125)
How does a groundbreaking first wave feminist theorist and novelistic innovator speak intergenerationally? Everything about #MeToo can be found in Virginia Woolf's works, from gender oppression, to the politics of women's entry into the public sphere, to the struggle of women to be heard and believed. We begin with A Room of One's Own (1929) and Three Guineas (1938), tying them to media coverage of #MeToo, then turn to the identity politics of her fiction and to broader histories of feminism and feminist theory.
Terms: Aut
| Units: 3-5
FEMGEN 131:
Introduction to Queer Theory
What can Queer Theory help us do and undo? Emerging at the intersections of feminist theory, queer activism, and critical race studies in the 1990's, Queer Theory has become a dynamic interdisciplinary field that informs a wide range of cultural and artistic practices. This course will introduce students to the development of queer theory as well as core concepts and controversies in the field. While considering theoretical frames for thinking gender, sexuality, and sex, we will explore the possibilities--and limitations--of queer theory with a focus on doing and undoing identity, knowledge, and power.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
FEMGEN 137:
Beauty and Power
Beauty functions as a form of currency that can grant access, privilege, and possibility. How do European beauty standards collude with patriarchal power to justify social inequalities? This class facilitates weekly discussions that focus on the social construction of beauty and its socio-political impact on people of all genders. We will chart the intersections of beauty and power in order to consider the colonial construction of racial and sexual hierarchies, the $445 billion beauty industry, and daily practices that subvert, queer, or decolonize beauty. With the goal of expanding our sense of what beauty is and does, we will mine feminist theory and popular culture for surprising commentary on topics including objectification, aging, celebrity, self-fashioning, and the politics of counter-aesthetics.
Terms: Win
| Units: 1-2
FEMGEN 139:
Trans Latinx Studies (CHILATST 139)
This course introduces students to the study of gender from a decolonial feminist perspective. We will study the dynamic and rapidly growing field of Trans* Latinx Studies, an interdisciplinary field whose goal is the study Latina/o/x/ Chicana/o/x gender and sexuality as complex cultural, political, and intersectional formations in present-day settler-colonial societies. We will focus on trans* embodiments, people, and cultural production (the thinking, doing, relating, & re-organizing as a process of resisting coloniality).
Terms: Win
| Units: 3
FEMGEN 143:
One in Five: The Law, Politics, and Policy of Campus Sexual Assault (SOC 188, SOC 288)
TRIGGER WARNING: Over the past decade the issue of campus sexual assault and harassment has exploded into the public discourse. Multiple studies have reinforced the finding that between 20-25% of college women (and a similar proportion of students identifying as transgender and gender-nonconforming, as well as approximately 10% of male students) experience sexual assault carried out through force or while the victim was incapacitated during their time in college. Fraternities have been found to be associated with an increased risk of female sexual assault on campus. Vulnerable students and those from marginalized groups are often found to be at increased risk. This is also a significant problem in k12 education. Sexual harassment rates are even higher. Survivors have come forward across the country with harrowing stories of assault followed by what they describe as an insensitive or indifferent response from college administrators. These survivors have launched one of the most successful, and surprising, social movements in recent memory. As a result, the federal government under President Obama stepped up its civil rights enforcement in this area, with over 300 colleges and universities under investigation for allegedly mishandling student sexual assault complaints as of the end of that administration. At the same time, the Obama administration's heightened response led to a series of high-profile lawsuits by accused students who assert that they were falsely accused or subjected to mishandled investigations that lacked sufficient due process protections. The one thing that survivors and accused students appear to agree on is that colleges are not handling these matters appropriately and appeared to be more concerned with protection the institutional brand than with stopping rape or protecting student rights. Colleges have meanwhile complained of being whipsawed between survivors, accused students, interest groups, and enforcement authorities. In an about-face that many found shocking, the Trump Administration rescinded all of the Obama-era guidance on the subject of sexual harassment and has promulgated new proposed regulations that would offer significantly greater protection to accused students and to institutions and commensurately less protection to survivors. An increasingly partisan Congress has been unable to pass legislation addressing the issue. It is unclear whether or to what extent the incoming Biden Administration will move to withdraw or amend the DeVos regulations. Meanwhile in schools have moved toward adopting an uneven patchwork of policies in which some schools cover conduct (for example, off campus conduct) that DeVos excluded from the purview of Title IX under the ambit of "supplemental" conduct policies and procedures setting up policy confusion and inequalities for students of different schools. This course focuses on the legal, policy, and political issues surrounding sexual assault and harassment on college campuses. Each week we will read, dissect, compare and critique a set of readings that include social science, history, literature, legal, policy, journalism, and narrative explorations of the topic of campus sexual assault. We will explore the history of gender-based violence and the efforts to implement legal protections for survivors in the educational context. We will also study the basic legal frameworks governing campus assault, focusing on the relevant federal laws such as Title IX and the Clery Act. We will critically explore the ways that responses to this violence have varied by the race, class, gender identity, sexual orientation, and other characteristics of parties and institutions. We will hear from guest speakers who are actively involved in shaping policy and advocating in this area, including lawyers, activists, journalists, and policymakers. This year we will also host special guest speaker Chanel Miller, author of the bestselling memoir Know My Name. The subject matter of this course is sensitive, and students are expected to treat the material with maturity. Much of the reading and subject matter may be upsetting and/or triggering for students who identify as survivors. There is no therapeutic component for this course, although supportive campus resources and Title IX staff are available for those who need them. Elements used in grading: Grades will be based on class attendance, class participation, and either several short reflection papers and a class presentation (section 01) or an independent research paper or project and class presentation (section 02). After the term begins, students accepted into the course can transfer from section 01 into section 02, which meets the R requirement, with consent of the instructor. Enrollment is by INSTRUCTOR PERMISSION. Access the consent form here https://law.stanford.edu/wp-content/uploads/2021/10/21-22-Win-One-in-Five-LAW-7065-FEMGEN-143-SOC-188-SOC-288-Michele-Landis-Dauber-Emma-Tsurkov-Consent-Form.docx or email etsurkov@stanford.edu to request a form via email. Applications will be reviewed on a rolling basis until the class is full. Demand for the class is high and participation is capped at 18. The class usually fills quickly, so make sure to apply early. Cross-listed with the School of Law (LAW 7065), Feminist, Gender and Sexuality Studies ( FEMGEN 143), and Sociology ( SOC 188/288). This course is being taught remotely over Zoom.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-EDP, WAY-SI
FEMGEN 144:
Gendered Innovations in Science, Medicine, Engineering, and Environment (HISTORY 144)
(HISTORY 44 is offered for 3 units; HISTORY 144 is offered for 5 units.) Explores "Gendered Innovations" or how sex, gender, and intersectional analysis in research spark discovery and innovation. This course focuses on sex and gender, and considers factors intersecting with sex and gender, including age, race, ethnicity, socioeconomic status, educational background, disabilities, etc., where relevant. Section 1 focuses on the history of women in science. Section 2 looks at transforming research institutions. Section 3 explores Gendered Innovations. Topics include historical background, basic concepts, social robots, sustainability, medicine & public health, facial recognition, inclusive crash test dummies, and more. Stanford University is engaged in a multi-year collaboration with the European Commission and the U.S. National Science Foundation project on Gendered Innovations in Science, Health & Medicine, Engineering, and Environment, and this class will contribute that project. The operative questions is: how can intersectional sex and gender analysis lead to discovery and enhance social equalities?
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-EDP, WAY-SI
FEMGEN 144X:
Transforming Self and Systems: Crossing Borders of Race, Nation, Gender, Sexuality, and Class (ASNAMST 144, CSRE 144, LIFE 144)
Exploration of crossing borders within ourselves, and between us and them, based on a belief that understanding the self leads to understanding others. How personal identity struggles have meaning beyond the individual, how self healing can lead to community healing, how the personal is political, and how artistic self expression based in self understanding can address social issues. The tensions of victimization and agency, contemplation and action, humanities and science, embracing knowledge that comes from the heart as well as the mind. Studies are founded in synergistic consciousness as movement toward meaning, balance, connectedness, and wholeness. Engaging these questions through group process, journaling, reading, drama, creative writing, and storytelling. Study is academic and self-reflective, with an emphasis on developing and presenting creative works in various media that express identity development across borders.
Terms: Win
| Units: 5
| UG Reqs: WAY-CE, WAY-EDP
FEMGEN 146:
Queer Latin America in Literature and Film in the 20th Century (ILAC 129)
This course will study a selection of literary and cinematic works to interrogate how 20th Latin American cultural production challenged patriarchal conceptions of gender and sexuality. Some of the questions that we will addressed are: Can we speak of `queer literature' in Latin America? What are the questions to which these works respond considering their particular conditions? What have been the major shifts in queer Latin American aesthetics throughout the 20th century? The goal is to understand how Latin American writers and artists have imagined queerness vis-à-vis the logics of global circulation of discourses on sex and gender.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
FEMGEN 147:
Feminism and Technology
How can a feminist lens help us understand technology? What can technology teach us about gender? This course explores the mutual shaping of gender and technology using an intersectional feminist approach. We will draw on theories from feminist science and technology studies (STS) to examine contemporary and historical case studies with attention to how race, sexuality, disability, and class impact the relationship between gender and technology. Topics include the history of computing, digital labor and the gig economy, big data and surveillance, bias and algorithms, reproductive technologies, videogames, and social media.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-EDP, WAY-SI
FEMGEN 154G:
Black Magic: Ethnicity, Race, and Identity in Performance Cultures (AFRICAAM 154G, AFRICAAM 254G, CSRE 154D, TAPS 154G, TAPS 354G)
In 2013, CaShawn Thompson devised a Twitter hashtag, #blackgirlmagic, to celebrate the beauty and intelligence of black women. Twitter users quickly adopted the slogan, using the hashtag to celebrate everyday moments of beauty, accomplishment, and magic. The slogan offered a contemporary iteration of an historical alignment: namely, the concept of "magic" with both Black people as well as "blackness." This course explores the legacy of Black magic--and black magic--through performance texts including plays, poetry, films, and novels. We will investigate the creation of magical worlds, the discursive alignment of magic with blackness, and the contemporary manifestation of a historical phenomenon. We will cover, through lecture and discussion, the history of black magic representation as well as the relationship between magic and religion. Our goal will be to understand the impact and history of discursive alignments: what relationship does "black magic" have to and for "black bodies"? How do we understand a history of performance practice as being caught up in complicated legacies of suspicion, celebration, self-definition? The course will give participants a grounding in black performance texts, plays, and theoretical writings. *This course will also satisfy the TAPS department WIM requirement.*
Terms: Spr
| Units: 3-4
| UG Reqs: WAY-A-II, WAY-EDP
FEMGEN 156H:
Women and Medicine in US History: Women as Patients, Healers and Doctors (AMSTUD 156H)
This course explores ideas about women's bodies in sickness and health, as well as women's encounters with lay and professional healers in the United States from the eighteenth century to the present. We begin with healthy women and explore ideas about women's life cycle in the past, including women's sexuality, the history of birth control, abortion, childbirth, and aging. We then turn to the history of women healers including midwives, lay physicians, professional physicians and nurses. Finally, we examine women's illnesses and their treatment as well as the lives of women with disabilities in the past. We will examine differences in women's experience with medicine on the basis of race, ethnicity, sexuality and class. We will relate this history to issues in contemporary medicine, and consider the efforts of women to gain control of their bodies and health care throughout US history.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-EDP, WAY-SI
FEMGEN 156X:
Language, Gender, & Sexuality (LINGUIST 156)
The role of language in the construction of gender, the maintenance of the gender order, and social change. Field projects explore hypotheses about the interaction of language and gender. No knowledge of linguistics required.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-EDP, WAY-SI
FEMGEN 157P:
Solidarity and Racial Justice (AFRICAAM 157P, AMSTUD 157P, CSRE 157P)
Is multiracial solidarity necessary to overcome oppression that disproportionately affects certain communities of color? What is frontline leadership and what role should people play if they are not part of frontline communities? In this course we will critically examine practices of solidarity and allyship in movements for collective liberation. Through analysis of historical and contemporary movements, as well as participation in movement work, we will see how movements have built multiracial solidarity to address issues that are important to the liberation of all. We will also see how racial justice intersects with other identities and issues. This course is for students that want to learn how to practice solidarity, whether to be better allies or to work more effectively with allies. There will be a community engaged learning option for this course. Students who choose to participate in this option will either work with Stanford's DGen Office or a community organization that is explicitly devoted to multiracial movement-building.
Terms: Win
| Units: 4-5
FEMGEN 161:
The Politics of Sex: Work, Family, and Citizenship in Modern American Women's History (AMSTUD 161, CSRE 162, FEMGEN 61, HISTORY 61, HISTORY 161)
This course explores the transition from Victorian to modern American womanhood by asking how Native, European, African, Mexican, and Asian American women navigated the changing sexual, economic, and political landscapes of the twentieth century. Through secondary readings, primary sources, films, music, and literature we explore the opportunities and boundaries on groups of women in the context of historical events that included immigration, urbanization, wartime, depression, the Cold War, as well as recurrent feminist and conservative political movements.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-EDP, WAY-SI
FEMGEN 167:
Censorship in American Art (AMSTUD 167, ARTHIST 160, CSRE 160)
This course examines the art history of censorship in the United States. Paying special attention to the suppression of queer, Black and Latinx visual and performance art, including efforts to vandalize works and defund institutions, students will explore a variety of writing such as news articles, manifestos, letters, protest signs, scholarly texts, and court proceedings. The course approaches censorship as an act to restrict freedom of expression and, however unwittingly, as a mode of provocation and publicity.
Terms: Aut
| Units: 5
| UG Reqs: WAY-A-II, WAY-EDP
FEMGEN 173:
Gender and Higher Education: National and International Perspectives (EDUC 173, EDUC 273, SOC 173, SOC 273)
This course examines the ways in which higher education structures and policies interact with gender, gender identity, and other characteristics in the United States, around the world, and over time. Attention is paid to how changes in those structures and policies relate to access to, experiences in, and outcomes of higher education by gender. Students can expect to gain an understanding of theories and perspectives from the social sciences relevant to an understanding of the role of higher education in relation to structures of gender differentiation and hierarchy. Topics include undergraduate and graduate education; identity and sexuality; gender and science; gender and faculty; and feminist scholarship and pedagogy.
Terms: Spr
| Units: 3-4
| UG Reqs: GER:EC-Gender, WAY-EDP, WAY-SI
FEMGEN 186:
The Art of Self-Portraits (COMPLIT 186A, FRENCH 186, ITALIAN 186)
What is a self-portrait? The simple answer is that it is a portrait of the self. The complex answer is: anything that a person finds relevant to one's identity. Sometimes self-portraits are built around a positive idea, sometimes around a sense of loss; sometimes they are constructed as a shield or as a weapon, and turn into a manifesto of the self; sometimes they include a physical representation, sometimes they deny legitimacy to the body; sometimes gender or race (or both) are at the core of the identity, sometimes they are hidden; they are, however, never neutral and are always meaningful. In this class we will learn how to disentangle these multiple layers and will work on deconstructing them: we will focus on how each facet shapes and determines the representation and will appreciate the tactics and strategies used by the artists and authors in our syllabus (Frida Kahlo, Pablo Picasso, Simone de Beauvoir, Jin Min Lee, Alison Bechdel, Jhumpa Lahiri, among others). The class is taught in English and will have creative as well as critical assignments.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II
FEMGEN 187C:
The Evolution of the Feminist First-Person Essay, 2000-present (ENGLISH 187C)
The internet age has coincided with the rise of new and reinvented modes of nonfiction writing by women online. The feminist first-person essay (what simply goes by ¿personal essay¿ in the business) has transformed internet writing formally, politically, and economically. The explosion innpopularity and shareability of this nonfiction subgenre has generated a host of new media and catapulted a new coterie of women writers into prominence. Which authors have exerted the most influence upon this new subgenre, how does the emergence of the first-person essay by women signify a mainstreaming of feminist dialectic, and how has this emergence been received by both a popular readership and the media establishment?nThis discussion-based course will investigate how the growth of the feminist first-person essay has promoted new publications and modes of publication. It will trace the genesis of the online personal essay genre from public journals like LiveJournal, Blogspot, and Tumblr, via its codification in online publications like The Toast, The Rumpus, Gawker, Jezebel, Guernica, The Hairpin, The Awl, and xoJane, to its eventual breakthrough into established newspapers, magazines, and traditionally published memoirs and essay collections.nWe will investigate questions like: How can the rendering of one individual's story benefit the political mandate of the collective? What is the first person¿s effect, and affect, in interspersing an author¿s personal experience, and what feminist potential does it contain? How does the myth of journalistic ¿objectivity¿ conflict with the presentation of the first person, and how has this objectivity myth descended from patriarchal tropes of legitimation? What do the terms ¿confessional¿ and ¿silence-breaking¿ connote? How has social media simultaneously empowered these new modes of public feminist dialogue and also exposed feminist public intellectuals to alarming levels of harassment and abuse? How successfully has the personal essay subgenre acted in de-centering hegemonic identity structures including whiteness, class privilege, and heterosexuality? What role has the feminist first-person essay played in the emergence of heavily digitized political movements including Black Lives Matter and #MeToo? What is ¿trauma porn¿, and how does it interface with the capitalistic structures of the first-person essay economy; what problems arise when capitalism and confessionalism intersect?
Terms: Aut
| Units: 3-5
FEMGEN 188Q:
Imagining Women: Writers in Print and in Person (CSRE 188Q)
Gender roles, gender relations and sexual identity explored in contemporary literature and conversation with guest authors. Weekly meetings designated for book discussion and meeting with authors. Interest in writing and a curiosity about diverse women's lives would be helpful to students. Students will use such tools as close reading, research, analysis and imagination. Seminar requires strong voice of all participants. Oral presentations, discussion papers, final projects.
Terms: Aut
| Units: 4-5
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-EDP, Writing 2
FEMGEN 190W:
Contemporary Women Writers (ENGLISH 190W)
"Every word a woman writes changes the story of the world, revises the official version¿¿is this what sets contemporary women writers apart? How can we understand the relation between the radically unprecedented material such writers explore and ¿the official version¿? What do we find compelling in their challenging of structure, style, chronology, character? Our reading- and writing-intensive seminar will dig into the ways women writers confront, appropriate, subvert, or re-imagine convention, investigating, for example, current debate about the value of ¿dislikable¿ or ¿angry¿ women characters and their impact on readers. While pursuing such issues, you'll write a variety of both essayistic and fictional responses, each of which is designed to complicate and enlarge your creative and critical responsiveness and to spark ideas for your final project. By affirming risk-taking and originality throughout our quarter, seminar conversation will support gains in your close-reading practice and in articulating your views, including respectful dissent, in lively discourse¿in short, skills highly useful in a writer¿s existence. Our texts will come from various genres, including short stories, novels, essays, blog posts, reviews, memoir.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-CE
FEMGEN 194:
Topics in Writing & Rhetoric: Racism, Misogyny, and the Law (CSRE 194KTA, HISTORY 261C, PWR 194KTA)
The gutting of the Voting Rights Act in 2013 by the Supreme Court of the United States led to the consequent disenfranchisement of many voters of color. For many citizens who desire a truly representative government, SCOTUS's decision predicted the collapse of democracy and endorsed White supremacy. In this course, through an examination of jurisprudential racism and misogyny, students will learn to dissect the rhetoric of the U.S. judicial branch and the barriers it constructs to equity and inclusion through caselaw and appellate Opinions. The United States of America long deprived the right to vote to men of color and women of every race, and equal access to justice including at the intersections has been an enduring fight. The history of employment law, criminal justice, access to healthcare, and more includes jurisprudence enforcing racist and misogynist U.S. policies and social dynamics. Students will learn how to read a case, scrutinize court briefings, and contextualize bias as a foundation to erect a more just, equitable, and inclusionary legal system.
Terms: Spr
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
FEMGEN 195:
Directed Reading
May be repeated for credit. (Staff)
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Baran, N. (PI);
Blaydes, L. (PI);
Cerankowski, K. (PI);
Coll, K. (PI);
Elam, M. (PI);
England, P. (PI);
Freedman, E. (PI);
Hadlock, H. (PI);
Hanlon, P. (PI);
Harrison, L. (PI);
Karlin-Neumann, P. (PI);
Krieger, S. (PI);
Lee, H. (PI);
Longino, H. (PI);
Menon, J. (PI);
Millheiser, L. (PI);
Moraga, C. (PI);
Myers, K. (PI);
Phelan, P. (PI);
Rhode, D. (PI);
Robinson, P. (PI);
Sanders, J. (PI);
Schiebinger, L. (PI);
Tallent, E. (PI);
Voss, B. (PI);
Wotipka, C. (PI)
FEMGEN 199A:
Feminist, Gender, and Sexuality Studies Honors Workshop
Required of seniors in the Feminist, Gender, and Sexuality Studies honors program. Participants share ongoing work on their honors theses. Prerequisite: consent of Instructor.
Terms: Aut
| Units: 2-3
FEMGEN 199B:
Feminist, Gender, and Sexuality Studies Honors Workshop
Required of seniors in the Feminist, Gender, and Sexuality Studies honors program. Particippants share ongoing work on their honors theses. Prerequisite: consent of instructor.
Terms: Win
| Units: 2-3
FEMGEN 199C:
Feminist, Gender, and Sexuality Studies Honors Workshop
Required of seniors in the Feminist, Gender, and Sexuality Studies honors program. Particippants share ongoing work on their honors theses. Prerequisite: consent of instructor.
Terms: Spr
| Units: 2-3
FEMGEN 200:
Doing the History of Gender and Sexuality: African Perspectives (AFRICAST 262, HISTORY 200T)
What are gender and sexuality, and how do understandings of these concepts shape human experience across time and space? This course explores major topics in the history of gender and sexuality, with a focus on Africa. Course materials examine a range of themes in African history, including politics and power, marriage and motherhood, fashion and the body, and love and same-sex intimacies. This course forms part of the "Doing History" series: rigorous undergraduate colloquia that introduce the practice of history within a particular field or thematic area.
Terms: Aut
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
FEMGEN 203:
Feminist and Queer Theories and Methods Across the Disciplines (FEMGEN 103)
(Graduate Students register for PHIL 279A or FEMGEN 203) This course is an opportunity to explore the difference feminist and queer perspectives make in creative arts, humanities, and social science research.nPrerequisites: Feminist Studies 101 or equivalent with consent of instructor.nNOTE: This course must be taken for a letter grade and a minimum of 3 units to be eligible for WAYS credit. The 2 unit option is for graduate students only.
Terms: Win
| Units: 2-5
FEMGEN 206:
Global Medical Issues Affecting Women (SOMGEN 206)
This course probes the principal issues affecting women and girls medically around the world. Through interactive discussions, guest lectures, case studies, and academic readings, students become acquainted with the most critical challenges to women's health globally, and use selected analytical tools to assess how these may be addressed efficiently, cost-effectively, and sustainably. Topics include women's cancer, birth control, infertility, female genital mutilation, midwifery, obstetric fistula, breastfeeding, violence against women, and women's representation in biomedical research. The aim is to cultivate in students a nuanced appreciation of women's unique needs, roles, and challenges in the contemporary global health landscape. nnFor second unit, students do a midterm project and final project on a topic of their choosing which has been approved by the instructor, as well as meet with the instructor in small groups 2-3 additional times (days/times TBD depending on schedules) throughout the quarter to discuss progress.nnStudents registering for two units must take for Letter grade and students registering for one unit must select S/NC or +/-.
Terms: Win, Spr
| Units: 1
FEMGEN 207D:
Transhistory Colloquium (FEMGEN 307D, HISTORY 207D, HISTORY 307D)
Colloquium on the history of transgender practices and identities. Readings will include scholarly texts from the emerging historical field of transhistory as well as adjacent fields within gender history. Colloquium will investigate avenues for deepening transhistory through further historical inquiry.
Terms: Spr
| Units: 4-5
FEMGEN 215A:
The Queer 20th Century: German LGBTQ Literature and Film (FEMGEN 115A, GERMAN 115, GERMAN 215)
What was it like to be queer in 20th-century Germany? This course examines the rich and sometimes surprising LGBTQ culture of 20th-century Germany, featuring stories that are often left out of traditional seminars. Through literature and film, we will learn about pioneering gay rights activists, persecution under National Socialism, emancipation movements under capitalism and socialism, and debates that are shaping queer life in contemporary Germany. Taught in English; students of all backgrounds are very welcome.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
FEMGEN 221B:
The 'Woman Question' in Modern Russia (HISTORY 221B, HISTORY 321B)
(History 221B is an undergraduate course offered for 5 units; History 321B is a graduate course offered for 4-5 units.) Russian radicals believed that the status of women provided the measure of freedom in a society and argued for the extension of rights to women as a basic principle of social progress. The social status and cultural representations of Russian women from the mid-19th century to the present. The arguments and actions of those who fought for women's emancipation in the 19th century, theories and policies of the Bolsheviks, and the reality of women's lives under them. How the status of women today reflects on the measure of freedom in post-Communist Russia.
Terms: Win
| Units: 4-5
| UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-SI
FEMGEN 230:
Sexual Function and Diversity in Medical Disciplines (CHPR 230)
This course is a coordinated seminar series that presents evidence-based health promotion and disease prevention guidelines by clinical and translational research and population health science faculty of clinical departments other than Medicine (the focus of CHPR 260) of the Stanford School of Medicine, including; Anesthesiology & Perioperative, & Pain Medicine, Cardiothoracic gy, Emergency Medicine, Neurology & Neurological Sciences, Neurosurgery, Obstetrics & Gynecology, Ophthalmology, Orthopaedic Surgery, Otolaryngology, Pathology, Pediatrics, Psychiatry & Behavioral Sciences, Radiation Oncology, Radiology, Surgery and Urology. CHPR master's program students must enroll in CHPR 230 for a letter grade and priority for enrollment will be given to current CHPR students. For third unit, graduate students attend INDE 215 Queer Health & Medicine and complete assignments for that section. For third unit and WAYs, undergrads enroll in SOMGEN 130. Prerequisites: CHPR 201 or equivalent or consent of instructor.
Terms: Win
| Units: 2-3
FEMGEN 237:
Health Impact of Sexual Assault and Relationship Abuse across the Lifecourse (AFRICAAM 28, HUMBIO 28, SOMGEN 237)
(Human Biology students must enroll in HUMBIO 28 or AFRICAAM 28. Med/Grad students should enroll in SOMGEN 237 for 1-3 units.) An overview of the acute and chronic physical and psychological health impact of sexual abuse through the perspective of survivors of childhood, adolescent, young and middle adult, and elder abuse, including special populations such as pregnant women, military and veterans, prison inmates, individuals with mental or physical impairments. Also addresses: race/ethnicity, gender identity, sexual orientation, and other demographic and societal factors, including issues specific to college culture. Professionals with expertise in sexual assault present behavioral and prevention efforts such as bystander intervention training, medical screening, counseling and other interventions to manage the emotional trauma of abuse. Undergraduates must enroll for 3 units.To receive a letter grade in any listing, students must enroll for 3 units. This course must be taken for a letter grade and a minimum of 3 units to be eligible for Ways credit. Enrollment limited to students with sophomore academic standing or above.
Terms: Aut
| Units: 1-3
FEMGEN 241:
Sex and Gender in Human Physiology and Disease (HUMBIO 140, MED 240)
(HUMBIO students must enroll in HUMBIO 140. PhD minor in FGSS must enroll in FEMGEN 241. Med students must enroll in MED 240.) Chromosomal, hormonal and environmental influences that lead to male and female and intersex reproductive anatomy and physiology and neuroendocrine regulation. Masculinizing and feminizing effects of endogenous and exogenous sex hormones and sociocultural factors, in particular gender identity, (social) gender norms and relationships, on the musculoskeletal, neurological, cardiovascular, immunological and other systems and tissues, e.g. adipose, skin, etc. over the lifecourse, from conception to puberty, through reproductive phases (including changes during the menstrual cycle and pregnancy up to and beyond menopause in women, and with aging in both sexes). Transgender health issues. Guest lecturers. Enrollment limited to students with sophomore academic standing or above. Prerequisites: Human Biology Core or Biology Foundations or equivalent, or consent of instructor.
Terms: Win
| Units: 2-3
FEMGEN 255A:
Black Feminism and Anti-Carceral Resistance (AFRICAAM 355, COMPLIT 255)
Black feminists throughout the Western Hemisphere have long resisted carcerality, a system that emerged as a response to antebellum Black fugitivity. In this course, we will review Black feminist theory and abolitionist activism, focusing on how the carceral state affects Black women in particular. We will draw from the work of academic scholars such as Ruth Wilson Gilmore and Angela Davis as well as the work of abolitionist activists and community leaders such as Mariame Kaba. Participants in this course will be introduced in depth to contemporary abolitionist demands and to the Black feminist theorists working in tandem with the abolitionist movement.
Terms: Aut
| Units: 3-5
FEMGEN 256:
Current Topics and Controversies in Women's Health (HUMBIO 125, OBGYN 256)
(HUMBIO students must enroll in HUMBIO 125. PhD minor in FGSS must enroll in FEMGEN 256. Med students must enroll in OBGYN 256.) Interdisciplinary. Focus is primarily on the U.S., with selected global women's health topics. Topics include: leading causes of morbidity and mortality across the life course; reproductive (e.g. gynecologic & obstetric) health issues; sexual function; importance of lifestyle (e.g. diet, exercise, weight control), including eating disorders; mental health; sexual and relationship abuse; issues for special populations. In-class Student Debates on key controversies in women's health. Guest lecturers. Undergraduates must enroll for 3 units. PhD minor in FGSS should enroll for 2 - 3 units. Med students can enroll for 2 units. To receive a letter grade in any listing, students must enroll for 3 units. This course must be taken for a letter grade and a minimum of 3 units to be eligible for Ways credit. Enrollment limited to students with sophomore academic standing or above. Undergraduate prerequisite: Human Biology Core or Biology Foundations or equivalent or consent of instructor.
Terms: Spr
| Units: 2-3
FEMGEN 260P:
American Protest Movements, Past and Present (AFRICAAM 260P, AMSTUD 260P, HISTORY 260P)
(History 260P is an undergraduate course offered for 5 units; History 360P is a graduate course offered for 4-5 units.) Societal change comes only when individuals and groups speak out, perseverantly, against prevailing norms. This course examines the overlapping histories of three nineteenth-century protest movements: antislavery, womens rights, and temperance. It focuses on the arguments and tactics used by these movements to persuade Americans to oppose the status quo, and it examines the points of agreement and disagreement that arose within and among these movements. Ultimately, the course connects these past protest movements to more recent analogs, such as Black Lives Matter, ERA ratification, and marijuana legalization. Throughout the course, race, gender, and class serve as central analytical themes.
Terms: Spr
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
FEMGEN 280:
Feminist Avant-Garde Art in Germany and Beyond (1968-2019) (ARTHIST 272, ARTHIST 472, GERMAN 280)
In "Woman's Art: A Manifesto" (1972), the artist, performer and filmmaker Valie Export (1940) proposed the transfer of women's experience into an art context and considered the body "a signal bearer of meaning and communication." In reconceptualizing and displaying "the" body (her body) as an aesthetic sign, Export's groundbreaking work paves the way towards questioning the concepts of a "female aesthetic" and a "male gaze" (L. Mulvey). Beginning with Export, we will discuss art informed by and coalescing with feminism(s): the recent revival of the 1970s in all-women group shows, the dialectic of feminist revolution, the breakdown of stable identities and their representations, point(s) of absorption of commodified femininities. Particular attention will be paid to German-language theory and its medial transfer into art works. For students of German Studies, readings and discussions in German are possible. Online discussions will be organized with contemporary artists and curators. Emphasis will be on: the relationship between (female?) aesthetics and (gender) politics, between private and public spheres, between housework and artwork; conceptions of identity (crises) and corporeality in visual culture and mass media; categories of the artist´s self in relation to the use of media (video, photography, film, collage, installation art). This course will be taught by Professor Elena Zanichelli, a Berlin-based art historian, critic, and curator. She is junior professor for Art History and Aesthetic Theory at IKFK (Institute for Art History - Film History - Art Education) at the University of Bremen.
Terms: Spr
| Units: 3-5
FEMGEN 293E:
Female Divinities in China (HISTORY 293E, HISTORY 393E, RELIGST 257X, RELIGST 357X)
This course examines the fundamental role of powerful goddesses in Chinese religion. It covers the entire range of imperial history and down to the present. It will look at, among other questions, what roles goddesses played in the spirit world, how this is related to the roles of human women, and why a civilization that excluded women from the public sphere granted them a dominant place, in the religious sphere. It is based entirely on readings in English.
Terms: Aut
| Units: 4-5
FEMGEN 295J:
Chinese Women's History (CHINA 295J, HISTORY 295J)
The lives of women in the last 1,000 years of Chinese history. Focus is on theoretical questions fundamental to women's studies. How has the category of woman been shaped by culture and history? How has gender performance interacted with bodily disciplines and constraints such as medical, reproductive, and cosmetic technologies? How relevant is the experience of Western women to women elsewhere? By what standards should liberation be defined?
Terms: Win
| Units: 5
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-EDP, WAY-SI
FEMGEN 299:
Graduate Workshop: Feminist, Gender, and Sexuality Studies (Queer Cinemas around the World)
Theory, methods, and research in feminist, gender, and sexuality studies, with a special focus in the Spring quarter on queer cinemas around the world. Through a trans-regional and transnational selection of texts, we will engage with a range of queer cinematic forms and spectatorial practices that move us beyond the Euro-US focus of gender and sexuality studies and queer cinema courses. Students do not need to have a background in film studies. We will use media texts and readings to engage more broadly with a variety of research methodologies, close reading practices, writing strategies, and pedagogy. Seminar time will be equally distributed between the thematic focus on queer cinemas and student presentation of ongoing work from any disciplinary orientation and related to feminist, gender, and sexuality studies. Restricted to doctoral students. Repeatable for credit. Required for PhD Minors in Feminist, Gender, and Sexuality Studies (3 quarters min.).
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
6 times
(up to 18 units total)
FEMGEN 307D:
Transhistory Colloquium (FEMGEN 207D, HISTORY 207D, HISTORY 307D)
Colloquium on the history of transgender practices and identities. Readings will include scholarly texts from the emerging historical field of transhistory as well as adjacent fields within gender history. Colloquium will investigate avenues for deepening transhistory through further historical inquiry.
Terms: Spr
| Units: 4-5
FEMGEN 312F:
Pitching and Publishing in Popular Media (DLCL 312, ENGLISH 318)
Most of the time, writing a pitch for a popular outlet just means writing an email. So why be intimidated? This course will outline the procedure for pitching essays and articles to popular media: how to convince an editor, agent, or anyone else that your idea is compelling, relevant, and deliverable. We'll take a holistic approach to self-presentation that includes presenting yourself with confidence, optimizing your social media and web platform, networking effectively, writing excellent queries and pitches, avoiding the slush pile, and perhaps most importantly, persevering through the inevitable self-doubt and rejection.We will focus on distinguishing the language, topics and hooks of popular media writing from those of academic writing, learn how to target and query editors on shortform pieces (personal essays, news stories, etc.), and explore how humanists can effectively self-advocate and get paid for their work.
Terms: Win
| Units: 1
FEMGEN 313:
Performance and Performativity (ENGLISH 313, TAPS 313)
Performance theory through topics including: affect/trauma, embodiment, empathy, theatricality/performativity, specularity/visibility, liveness/disappearance, belonging/abjection, and utopias and dystopias. Readings from Schechner, Phelan, Austin, Butler, Conquergood, Roach, Schneider, Silverman, Caruth, Fanon, Moten, Anzaldúa, Agamben, Freud, and Lacan. May be repeated for credit.
Terms: Win
| Units: 3-5
| Repeatable
for credit
FEMGEN 314:
Performing Identities (TAPS 314)
This course examines claims and counter-claims of identity, a heated political and cultural concept over the past few decades. We will consider the ways in which theories of performance have offered generative discursive frameworks for the study of identities, variously shaped by vectors of race, gender, sexuality, religion, class, nation, ethnicity, among others. How is identity as a social category different from identity as a unique and personal attribute of selfhood? Throughout the course we will focus on the inter-locking ways in which certain dimensions of identity become salient at particular historical conjunctures. In addition, we will consider the complex discourses of identity within transnational and historical frameworks. Readings include Robin Bernstein, Ann Pellegrini, Tavia Nyong'o, Jose Munoz, Michael Taussig, Wendy Brown, Talal Asad, Jasbir Puar, among others. Note: This course satisfies the Concepts of Modernity II requirement in the interdisciplinary graduate program in Modern Thought and Literature.
Terms: Spr
| Units: 4
FEMGEN 344F:
Innovations in Inclusive Design in Tech (HISTORY 244F, HISTORY 344F)
This d-school class prototypes concepts and methods for inclusive design and considers intersecting social factors in designing new technologies. Examples of products (including objects, services, and systems) gone awry will serve as prompts for design activities, challenges, and discussions on the challenges designers face when addressing the different needs of consumers. These include, but are not limited to: gender, race/ethnicity, socio-economic status, age, geographic location, sustainability, and other "intersectional" factors. Class sessions mix use case explorations with design methodology, design thinking abilities, and guest speakers from technology, design, and academia. Students will be asked to work in interdisciplinary teams on several design challenges, culminating in the development of a toolkit for inclusive design. Methods will interact in crucial ways to create "intersectional thinking," i.e., to consider how intersectional factors work together to require new solutions in design. Topics include: algorithms, media, virtual assistants, crash test dummies, robotics, health technologies, assistive technologies, tech for developing worlds, urban/rural design, software development. By application only. Applications due 3/13. You can find the application here: https://docs.google.com/forms/d/1-QOYhKxbM7Ul-O-UpFdtARGipaVYlxzUbz0mZvV2Awo/edit.
Terms: Spr
| Units: 4-5
FEMGEN 360P:
American Protest Movements, Past and Present (AFRICAAM 360P, HISTORY 360P)
(History 260P is an undergraduate course offered for 5 units; History 360P is a graduate course offered for 4-5 units.) Societal change comes only when individuals and groups speak out, perseverantly, against prevailing norms. This course examines the overlapping histories of three nineteenth-century protest movements: antislavery, womens rights, and temperance. It focuses on the arguments and tactics used by these movements to persuade Americans to oppose the status quo, and it examines the points of agreement and disagreement that arose within and among these movements. Ultimately, the course connects these past protest movements to more recent analogs, such as Black Lives Matter, ERA ratification, and marijuana legalization. Throughout the course, race, gender, and class serve as central analytical themes.
Terms: Spr
| Units: 4-5
FEMGEN 362:
Comparative Methodologies in Black Gender Studies (AFRICAAM 361, COMPLIT 261, COMPLIT 361)
This course takes a comparative methodological approach to Black Gender Studies, introducing students to the important terms and debates that animate this field. We will read monographs in the fields of history, anthropology, gender studies, critical theory, and Black studies that trace Black Women's and Gender Expansive people's experiences across the Western Hemisphere. Participants in this course will develop an original academic paper in Black Gender Studies or in their respective field by the end of the term. NOTE: Enrollment is capped and limited to graduate students and upperclass-persons. To be considered for enrollment in this course, please send your CV and a short statement about how your work ties/will tie to Black Gender Studies to mlrosa@stanford.edu. Applications will be reviewed until the cap is reached.
Terms: Win
| Units: 3-5
FEMGEN 395:
Graduate Independent Study
Students pursue a special subject of investigation under supervision of an affiliated faculty member. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-15
| Repeatable
3 times
(up to 15 units total)
Instructors: ;
Davies, A. (PI);
Fonrobert, C. (PI);
Freedman, E. (PI);
Hadlock, H. (PI);
Hanlon, P. (PI);
Harrison, L. (PI);
Krieger, S. (PI);
Menon, J. (PI);
Moraga, C. (PI);
Myers, K. (PI);
Rivers, D. (PI);
Robinson, P. (PI);
Schiebinger, L. (PI);
Stefanick, M. (PI);
Wotipka, C. (PI)
FEMGEN 395J:
Gender and Sexuality in Chinese History (CHINA 395, HISTORY 395J)
Terms: Win
| Units: 4-5
FEMGEN 442:
(Re)Framing Difference: Interdisciplinary Perspectives on Disability, Race and Culture (AFRICAAM 442, CSRE 343, EDUC 442, PEDS 242)
This course uses social theories of difference to examine the intersections of disability, race and culture. The course will examine these concepts drawing from scholarship published in history, sociology of education, urban sociology, cultural studies, disability studies, social studies of science, cultural psychology, educational and cultural anthropology, comparative education and special education. Implications for policy, research and practice will be covered.
Terms: Aut
| Units: 4
FILMEDIA 4:
Introduction to Film Study
Introduction to Film Study introduces you to film as art, as entertainment, a field of study, and an everyday cultural practice. This course enables you to analyze films in terms of their formal elements, themes, and narrative structures. You learn to 'read' details of cinematic 'language' such as the arrangement of shots (editing), the composition and framing of a shot (cinematography), the overall look of a film (mise-en-scene), and its sound environment. We not only identify such cinematic details, but also consider how they contribute to the overall meaning of a film. Thinking about film and writing about film are intricately linked and inform each other deeply. Learning to write about film with sophistication requires a grasp of the mechanics of writing, familiarity with film terminology, and an understanding of film theory and history. This course helps you develop skills in critical viewing, reading, and writing. We explore basic concepts that have been important to the study of film, such as genre, authorship, and stardom to comprehend how films make meaning within their social, political, cultural, and historical contexts.
Terms: Aut
| Units: 4-5
| UG Reqs: GER:DB-Hum, WAY-A-II
FILMEDIA 4S:
Language of Film
This course familiarizes students with various elements of film language (cinematography, editing, sound, etc.) and introduces them to a range of approaches to cinematic analysis (authorship, genre, close formal reading, socio-historical considerations). Different types of films (narrative, documentary, and experimental) will be surveyed. Classical narrative cinema will be compared with alternative modes of story-telling.
Terms: Sum
| Units: 3
| UG Reqs: WAY-A-II
FILMEDIA 6:
Introduction to Media (FILMEDIA 306)
What is a medium? This course starts from the assumption that the answer to this question is not as obvious as it might at first appear. Clearly, we know some media when we see them: radio, film, and television are in many ways paradigmatic media of the twentieth century. But what about the computational, networked media of the twenty-first century? Are these still media in the same sense, or has the nature of media changed with the emergence of digital technologies? And what, for that matter, about pre-technical media? Is painting a medium in the same sense that oil or acrylic are media, or in the sense that we speak of mixed media? Is language a medium? Are numbers? Is the body? As we shall see, the question of what a medium is raises a number of other questions of a theoretical or even philosophical nature. How is our experience of the world affected or shaped by media? Are knowledge and perception possible apart from media, or are they always mediated by the apparatuses, instruments, or assemblages of media? What is the relation between the forms and the contents of media, and how does this relation bear on questions of aesthetics, science, technology, or politics? The lecture-based course addresses these and other questions and seeks in this way to introduce a way of thinking about media that goes beyond taken-for-granted ideas and assumptions, and that has a potentially transformative effect on a wide range of theoretical and practical interests.nnnFilm & Media Studies majors and minors must enroll for 5 units.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II
FILMEDIA 38:
Comics: More than Words (DLCL 238, ENGLISH 1C)
This research unit looks at Comics from a transnational, cross-cultural, and interdisciplinary perspective. Each quarter we organize a series of lectures, reading sessions, and workshops around a main topic. Some previous topics that we have explored are: Postcolonialism and Decoloniality (Fall 2021), Feminisms (Winter 2022), and Superheroes (Spring 2022). This year we plan on exploring topics such as Mangas (Fall 2022), Computer Science (Winter 2023), and Comic Theory (Spring 2023). We gather three times per quarter on Zoom or in person. To earn the unit, students must attend all events hosted during the quarter, do the readings in advance of the meeting, and participate actively in the discussion.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
20 times
(up to 20 units total)
FILMEDIA 50Q:
The Video Essay: Writing with Video about Media and Culture
In this seminar, we explore what it means to 'write with video,' and we learn to make effective and engaging video essays. Specifically, we examine strategies for communicating through video, and we conduct hands-on exercises using digital video editing software to construct arguments, analyses, and interpretations of film, television, video games, online media, art, and culture. Compared with traditional text-based arguments, the video essay offers a remarkably direct mode of communicating critical and analytical ideas. Video essayists can simply show their viewers what they want them to see. This does not mean, however, that it is any easier than an essay composed with ink and paper. Like the written essay, the new technology introduces its own challenges and choices, including decisions about organization of space and time, audiovisual materials, onscreen text, voiceover commentary, and visual effects. By taking a hands-on approach, we develop our skills with editing software such as Adobe Premiere Pro and Apple's Final Cut Pro while also cultivating our awareness of the formal and narrative techniques employed in cinema and other moving-image media. Through weekly assignments and group critique sessions, we learn to express ourselves more effectively and creatively in audiovisual media. As a culmination of our efforts, we assemble a group exhibition of our best video essays for public display on campus.nNo previous experience is required, but a willingness to learn new technologies (in particular, video editing software) is important.
Terms: Aut
| Units: 3
| UG Reqs: WAY-CE
FILMEDIA 69SI:
Blockchain, NFTs, and the Art World (ARTHIST 69SI)
The most expensive artwork sold in 2021 was an NFT (non-fungible token) created by Beeple, an artist previously unknown to the art world, but well respected by NFT collectors. NFTs, made possible by blockchain, are radically redefining the art world's commercial boundaries, social dynamics, and even what constitutes an artwork. How do NFTs work? What lends legitimacy to NFT artworks when digital materials can easily be copied via 'Right Click Save'? How does the blockchain alter and reinforce ideas of scarcity, authenticity, and authorship of artwork? How are artists engaging with and reacting to this new technology? How are museums, galleries, and market forces responding? Through guest lectures and discussions, this student-initiated course will provide a foundational understanding of technologies driving the NFT phenomenon and delve into its implications on contemporary artists and the art world.
Terms: Spr
| Units: 1
FILMEDIA 100B:
History of World Cinema II: 1929-59: Race, Imperialism and Techno-Modernity (FILMEDIA 300B)
Provides an overview of cinema made around the world between 1930 and 1960, highlighting technical, cultural, political, and economic forces that shaped mid-twentieth-century cinema. We study key film movements and national cinemas towards developing a formal, historical, and theoretical appreciation of a variety of commercial and art film traditions. Specific topics may vary by term/year/instructor.nnThis term's topic: This course examines the history of cinema from the early to the mid-20th century, within the landscape of technological innovation, imperialism, and anti-colonial movements. Interrogating the persistent Euro-centric vision in ethnographic cinema and its production of a primitive subject, we situate similar colonial fashioning in Classical Hollywood films of this period. Not only is colonial gaze projected through vision, but also through the arrival of mechanically reproduced sound. Films from the newly independent colonies help us examine the push and pull for representation and autonomy in global and local markets. Towards the end of this period, we see the emergence of a fully formed postcolonial cinema through the Third Cinema movement in Latin America, Africa, and Asia.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
FILMEDIA 100C:
History of World Cinema III: Queer Cinema around the World (ARTHIST 164, ARTHIST 364, CSRE 102C, CSRE 302C, FEMGEN 100C, FILMEDIA 300C, GLOBAL 193, GLOBAL 390, TAPS 100C, TAPS 300C)
Provides an overview of cinema from around the world since 1960, highlighting the cultural, political, and economic forces that have shaped various film movements over the last six decades. We study key film movements and national cinemas towards developing a formal, historical, theoretical appreciation of a variety of commercial and art film traditions. Specific topics may vary by term/year/instructor. This term's topic, Queer Cinema around the World, studies the relationship of gender, sexuality, and cinematic representation trans-regionally and transnationally. Moving beyond the Euro-American focus of gender and sexuality studies and queer cinema courses, this course will foster an examination of queerness, sexual minorities, same-sex desire, LGBTQI+ rights, censorship, precarity, and hopefulness in relation to race, nationalism, religion, and region. Through film and video from Kenya, Hong Kong, India, The Dominican Republic, South Korea, Spain, Palestine, Argentina, the US (Black, indigenous cinemas, for instance), South Africa, Colombia etc., this course will engage with a range of queer cinematic forms and queer spectatorial practices in different parts of the world.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
| Repeatable
2 times
(up to 10 units total)
FILMEDIA 101:
Close Analysis: Film Sound (FILMEDIA 301)
The close analysis of film, with an emphasis on sound, music, and audio-visuality. Films from various historical periods, national cinemas, directors, and genres. Prerequisite: FILMSTUD 4 or equivalent. Recommended: ARTHIST 1 or FILMSTUD 102. Course can be repeated twice for a max of 8 units. This course fulfills the WIM requirement for Film and Media Studies majors.
Terms: Spr
| Units: 3-4
| UG Reqs: GER:DB-Hum, WAY-A-II
| Repeatable
3 times
(up to 12 units total)
FILMEDIA 102:
Theories of the Moving Image (FILMEDIA 302)
In this course, we focus on the recent shift from analog to digital media in order to think about the larger stakes of theorizing moving images. We consider the impact of digital technologies on film, think about the cultural contexts and aesthetic practices of contemporary motion pictures, and try to understand the experiential dimensions of spectatorship in today's altered viewing conditions. In addition to viewing a wide range of recent and contemporary films, we also engage more directly and materially with moving images: we experiment with scholarly and experimental uses of non-linear video editing for the purposes of film analysis, cinemetrics, and a variety of academic and creative responses to moving-image media.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
FILMEDIA 110N:
Coming-of-Age Movies
Physical changes, religious rituals, and new legal rights and responsibilities outwardly mark the transition from childhood to adulthood. They imply inward transformation such as loss of innocence and maturation of perspective. This combination of inward and outward change is generative material for cinema. What does cinema bring to these stories, and what do these stories reveal about cinema¿s capacities as medium and art? What can we take from such movies as we ask what it means to be an adult?
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II
FILMEDIA 114:
Reading Comics (AMSTUD 114X, FILMEDIA 314)
The modern medium of comics throughout its 150 year history (mostly North American). The flexibility of the medium explored through the genres of humorous and dramatic comic strips, superheroes, undergrounds, independents, kids and comics, journalism, and autobiography. Innovative creators including McCay, Kirby, Barry, Ware, and critical writings including McCloud, Eisner, Groenstee. Topics include text/image relations, panel-to-panel relations, the page, caricature, sequence, subjective expression, seriality, realism vs cartoonism, comics in the context of the fine arts, and relations to other media.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
FILMEDIA 120:
Superhero Theory (AMSTUD 120B, ARTHIST 120, ARTHIST 320, FILMEDIA 320)
With their fantastic powers, mutable bodies, multiple identities, complicated histories, and visual dynamism, the American superhero has been a rich vehicle for fantasies (and anxieties) for 80+ years across multiple media: comics, film, animation, TV, games, toys, apparel. This course centers upon the body of the superhero as it incarnates allegories of race, queerness, hybridity, sexuality, gendered stereotypes/fluidity, politics, vigilantism, masculinity, and monstrosity. They also embody a technological history that encompasses industrial, atomic, electronic, bio-genetic, and digital.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II
FILMEDIA 135:
Around the World in Ten Films (FILMEDIA 335, GLOBAL 135)
This is an introductory-level course about the cinema as a global language. We will undertake a comparative study of select historical and contemporary aspects of international cinema, and explore a range of themes pertaining to the social, cultural, and political diversity of the world. A cross-regional thematic emphasis and inter-textual methods of narrative and aesthetic analysis, will ground our discussion of films from Italy, Japan, United States, India, China, France, Brazil, Nigeria, Russia, Iran, Mexico, and a number of other countries. Particular emphasis will be placed on the multi-cultural character and the regional specificities of the cinema as a "universal language" and an inclusive "relational network."nnThere are no prerequisites for this class. It is open to all students; non-majors welcome.
Terms: Win
| Units: 3-4
| UG Reqs: WAY-A-II
FILMEDIA 178:
Film and History of Latin American Revolutions and Counterrevolutions (HISTORY 78, HISTORY 178, ILAC 178)
In this course we will watch and critique films made about Latin America's 20th century revolutions focusing on the Cuban, Chilean and Mexican revolutions. We will analyze the films as both social and political commentaries and as aesthetic and cultural works, alongside archivally-based histories of these revolutions.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-SI
FILMEDIA 210B:
Documentary Perspectives: Observational Cinema (FILMEDIA 410B)
Historical, political, aesthetic, and formal developments of documentary film. Subjectivity, ethics, censorship, representation, reflexivity, responsibility to the audience, and authorial voice.
Terms: Aut
| Units: 4
| Repeatable
for credit
FILMEDIA 211N:
Childish Enthusiasms and Perishable Manias
This course has a simple premise: Effective scholarship need not suck the joy from the world. G. K. Chesterton once wrote that 'it is the duty of every poet, and even of every critic, to dance in respectful imitation of the child.' What could it mean to do scholarship that respects a child's playful and exploratory engagement with the world? Such questions will be filtered through such 'unserious' media as amusement parks, comics, cartoons, musicals, and kidlit.
Terms: Aut
| Units: 3
| UG Reqs: WAY-A-II
FILMEDIA 253:
Aesthetics and Phenomenology (ARTHIST 253, ARTHIST 453, FILMEDIA 453)
This course explores central topics in aesthetics where aesthetics is understood both in the narrow sense of the philosophy of art and aesthetic judgment, and in a broader sense as it relates to questions of perception, sensation, and various modes of embodied experience. We will engage with both classical and contemporary works in aesthetic theory, while special emphasis will be placed on phenomenological approaches to art and aesthetic experience across a range of media and/or mediums (including painting, sculpture, film, and digital media). PhD students in the Art History program may take the class to fulfill degree requirements in Modern/Contemporary Art or Film & Media Studies, depending on the topic of their seminar paper.
Terms: Win
| Units: 3-5
FILMEDIA 264B:
Starstuff: Space and the American Imagination (AMSTUD 143X, ARTHIST 264B)
Course on the history of twentieth and twenty-first century American images of space and how they shape conceptions of the universe. Covers representations made by scientists and artists, as well as scientific fiction films, TV, and other forms of popular visual culture. Topics will include the importance of aesthetics to understandings of the cosmos; the influence of media and technology on representations; the social, political, and historical context of the images; and the ways representations of space influence notions of American national identity and of cosmic citizenship.
Terms: Aut
| Units: 5
| UG Reqs: WAY-A-II
FILMEDIA 270:
German Media Theory (FILMEDIA 470, GERMAN 144, GERMAN 344)
In this seminar, we will interrogate major currents in media-theoretical work from the German-speaking world from the 1980s to today. Starting from the surprisingly controversial term 'German media theory' itself, which has been described as 'neither a theory nor really centered on media, [while] its Germanness is a contested issue' - we will consider the characteristics that nevertheless make this a recognizable, if internally heterogeneous, category for thinking about media, mediation, and culture. We will pay special attention to the foundational work of Friedrich Kittler, which ranges across literature, film, philosophy, and computers, before turning to the current differentiation into a technology-focused ¿media archaeology¿ (Wolfgang Ernst) and the differently inflected formation of ¿cultural techniques¿ (Bernhard Siegert), as well as recent articulations of ¿media philosophy¿ and other developments in contemporary theory. We will also examine the often absent and/or fraught role of gender, race, and class in this field, as well as attempts to address these issues by such theorists as Ute Holl, Cornelia Vissman, Astrid Deuber-Mankowsky, Annette Bitsch, and Sybille Krämer. Readings will be in English translation. Knowledge of German is therefore not required, but readers of German will find plenty of research opportunities among the many as yet untranslated texts that make up the field of German media theory.
Terms: Spr
| Units: 3-5
FILMEDIA 280:
Curricular Practical Training
CPT course required for international students completing degree. Students must obtain a new I-20 with CPT authorization prior to the employment start date. Professional experience in a field related to the cinematic arts (film, television, media) for six to ten weeks. Internships may include work for production companies, producers, studios, networks, films, television series, directors, screenwriters, non-profit organizations, academic publications and related workplaces. Students arrange the internship, provide a confirmation letter from the hosting institution, and must receive consent from the faculty coordinator to enroll in units. Students submit three self-assessments, and evaluations from the student and the supervisor are submitted at the end of the internship. Restricted to declared majors and minors. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
FILMEDIA 281:
Contemporary Asian Filmmakers (FILMEDIA 481)
Films and moving image works by contemporary filmmakers from Asia, including Hou Hsiao-hsien, Tsai Ming-liang, and Apichatpong Weerasethakul. Topics include explorations of national and local histories, aesthetics of slowness and duration, and crossings between the movie theater and the gallery.
Terms: Aut
| Units: 5
FILMEDIA 290:
Movies and Methods: How to Watch TV (AMSTUD 290, FILMEDIA 490)
'How to watch TV' may seem like the most obvious thing in the world. Yet when we look at the historical development of television as a technological, social, and cultural form, we find that people have engaged with it in a variety of different ways. There is not, in other words, a single right way to watch TV. This is because television itself has undergone transformations on all of these levels: Technologically, changes such as those from black-and-white to color, analog to digital, standard to high-definition, and broadcast to cable to interactive all play a role in changing our relation to what 'television' is. Socially, changes in television integration in corporate and industrial structures, its mediation of political realities, and its ability to reflect and shape our interactions with one another all play a role in transforming who 'we' as viewers are. And culturally, varieties of programming including live broadcasting, prerecorded content, and on-demand streaming of news, movies, sit-coms, and prestige dramas series all indicate differences and distinctions in what it means to 'watch' TV. In this senior seminar, we will engage with these and other aspects of television as a medium in order to rethink not only how but why we watch TV.
Terms: Spr
| Units: 5
| UG Reqs: WAY-A-II
| Repeatable
2 times
(up to 10 units total)
FILMEDIA 291:
Riot: Visualizing Civil Unrest in the 20th and 21st Centuries (AFRICAAM 291, AFRICAAM 491, ARTHIST 291, ARTHIST 491, CSRE 290, CSRE 390, FILMEDIA 491)
This seminar explores the visual legacy of civil unrest in the United States. Focusing on the 1965 Watts Rebellion, 1992 Los Angeles Riots, 2014 Ferguson Uprising, and 2020 George Floyd Uprisings. Students closely examine photographs, television broadcasts, newspapers, magazines, and film and video representations of unrest. Additionally, students will visually analyze the works of artists who have responded to the instances of police brutality and challenged the systemic racism, xenophobia, and anti-Black violence leading to and surrounding these events.nNOTE: Instructor consent required for undergraduate students. Please contact the instructor for permission to enroll.
Terms: Aut
| Units: 3-5
FILMEDIA 295:
Films & Media Studies Internship
Professional experience in a field related to the cinematic arts (film, television, media) for six to ten weeks. Internships may include work for production companies, producers, studios, networks, films, television series, directors, screenwriters, non-profit organizations, academic publications and related workplaces. Students arrange the internship, provide a confirmation letter from the hosting institution, and must receive consent from the faculty coordinator to enroll in units. Students submit weekly self-assessments, and evaluations from the student and the supervisor are submitted at the end of the internship. Summer internships may be credited in fall quarter. Restricted to declared majors and minors. May be repeated for credit.
Terms: Win, Spr, Sum
| Units: 1-5
| Repeatable
3 times
(up to 10 units total)
FILMEDIA 297:
Honors Thesis Writing
May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 2-5
| Repeatable
3 times
(up to 10 units total)
Instructors: ;
Bukatman, S. (PI);
Denson, S. (PI);
Iyer, U. (PI);
Keca, S. (PI);
Krawitz, J. (PI);
Levi, P. (PI);
Ma, J. (PI);
Meltzer, J. (PI);
Oeler, K. (PI);
Tobin, A. (PI)
FILMEDIA 299:
Independent Study: Film and Media Studies
Prerequisite: student must have taken a course with the instructor and/or completed relevant introductory course(s). Instructor consent and completion of the Independent Study Form are required prior to enrollment. All necessary forms and payment are required by the end of Week 2 of each quarter. Please contact the Undergraduate Coordinator in McMurtry 108 for more information. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Bukatman, S. (PI);
Denson, S. (PI);
Iyer, U. (PI);
Keca, S. (PI);
Krawitz, J. (PI);
Levi, P. (PI);
Ma, J. (PI);
Meltzer, J. (PI);
Oeler, K. (PI);
Tobin, A. (PI)
FILMEDIA 300B:
History of World Cinema II: 1929-59: Race, Imperialism and Techno-Modernity (FILMEDIA 100B)
Provides an overview of cinema made around the world between 1930 and 1960, highlighting technical, cultural, political, and economic forces that shaped mid-twentieth-century cinema. We study key film movements and national cinemas towards developing a formal, historical, and theoretical appreciation of a variety of commercial and art film traditions. Specific topics may vary by term/year/instructor.nnThis term's topic: This course examines the history of cinema from the early to the mid-20th century, within the landscape of technological innovation, imperialism, and anti-colonial movements. Interrogating the persistent Euro-centric vision in ethnographic cinema and its production of a primitive subject, we situate similar colonial fashioning in Classical Hollywood films of this period. Not only is colonial gaze projected through vision, but also through the arrival of mechanically reproduced sound. Films from the newly independent colonies help us examine the push and pull for representation and autonomy in global and local markets. Towards the end of this period, we see the emergence of a fully formed postcolonial cinema through the Third Cinema movement in Latin America, Africa, and Asia.
Terms: Aut
| Units: 4
FILMEDIA 300C:
History of World Cinema III: Queer Cinema around the World (ARTHIST 164, ARTHIST 364, CSRE 102C, CSRE 302C, FEMGEN 100C, FILMEDIA 100C, GLOBAL 193, GLOBAL 390, TAPS 100C, TAPS 300C)
Provides an overview of cinema from around the world since 1960, highlighting the cultural, political, and economic forces that have shaped various film movements over the last six decades. We study key film movements and national cinemas towards developing a formal, historical, theoretical appreciation of a variety of commercial and art film traditions. Specific topics may vary by term/year/instructor. This term's topic, Queer Cinema around the World, studies the relationship of gender, sexuality, and cinematic representation trans-regionally and transnationally. Moving beyond the Euro-American focus of gender and sexuality studies and queer cinema courses, this course will foster an examination of queerness, sexual minorities, same-sex desire, LGBTQI+ rights, censorship, precarity, and hopefulness in relation to race, nationalism, religion, and region. Through film and video from Kenya, Hong Kong, India, The Dominican Republic, South Korea, Spain, Palestine, Argentina, the US (Black, indigenous cinemas, for instance), South Africa, Colombia etc., this course will engage with a range of queer cinematic forms and queer spectatorial practices in different parts of the world.
Terms: Spr
| Units: 3-5
| Repeatable
2 times
(up to 10 units total)
FILMEDIA 301:
Close Analysis: Film Sound (FILMEDIA 101)
The close analysis of film, with an emphasis on sound, music, and audio-visuality. Films from various historical periods, national cinemas, directors, and genres. Prerequisite: FILMSTUD 4 or equivalent. Recommended: ARTHIST 1 or FILMSTUD 102. Course can be repeated twice for a max of 8 units. This course fulfills the WIM requirement for Film and Media Studies majors.
Terms: Spr
| Units: 3-4
| Repeatable
3 times
(up to 12 units total)
FILMEDIA 302:
Theories of the Moving Image (FILMEDIA 102)
In this course, we focus on the recent shift from analog to digital media in order to think about the larger stakes of theorizing moving images. We consider the impact of digital technologies on film, think about the cultural contexts and aesthetic practices of contemporary motion pictures, and try to understand the experiential dimensions of spectatorship in today's altered viewing conditions. In addition to viewing a wide range of recent and contemporary films, we also engage more directly and materially with moving images: we experiment with scholarly and experimental uses of non-linear video editing for the purposes of film analysis, cinemetrics, and a variety of academic and creative responses to moving-image media.
Terms: Win
| Units: 3-5
FILMEDIA 306:
Introduction to Media (FILMEDIA 6)
What is a medium? This course starts from the assumption that the answer to this question is not as obvious as it might at first appear. Clearly, we know some media when we see them: radio, film, and television are in many ways paradigmatic media of the twentieth century. But what about the computational, networked media of the twenty-first century? Are these still media in the same sense, or has the nature of media changed with the emergence of digital technologies? And what, for that matter, about pre-technical media? Is painting a medium in the same sense that oil or acrylic are media, or in the sense that we speak of mixed media? Is language a medium? Are numbers? Is the body? As we shall see, the question of what a medium is raises a number of other questions of a theoretical or even philosophical nature. How is our experience of the world affected or shaped by media? Are knowledge and perception possible apart from media, or are they always mediated by the apparatuses, instruments, or assemblages of media? What is the relation between the forms and the contents of media, and how does this relation bear on questions of aesthetics, science, technology, or politics? The lecture-based course addresses these and other questions and seeks in this way to introduce a way of thinking about media that goes beyond taken-for-granted ideas and assumptions, and that has a potentially transformative effect on a wide range of theoretical and practical interests.nnnFilm & Media Studies majors and minors must enroll for 5 units.
Terms: Aut
| Units: 3-5
FILMEDIA 314:
Reading Comics (AMSTUD 114X, FILMEDIA 114)
The modern medium of comics throughout its 150 year history (mostly North American). The flexibility of the medium explored through the genres of humorous and dramatic comic strips, superheroes, undergrounds, independents, kids and comics, journalism, and autobiography. Innovative creators including McCay, Kirby, Barry, Ware, and critical writings including McCloud, Eisner, Groenstee. Topics include text/image relations, panel-to-panel relations, the page, caricature, sequence, subjective expression, seriality, realism vs cartoonism, comics in the context of the fine arts, and relations to other media.
Terms: Win
| Units: 3-5
FILMEDIA 320:
Superhero Theory (AMSTUD 120B, ARTHIST 120, ARTHIST 320, FILMEDIA 120)
With their fantastic powers, mutable bodies, multiple identities, complicated histories, and visual dynamism, the American superhero has been a rich vehicle for fantasies (and anxieties) for 80+ years across multiple media: comics, film, animation, TV, games, toys, apparel. This course centers upon the body of the superhero as it incarnates allegories of race, queerness, hybridity, sexuality, gendered stereotypes/fluidity, politics, vigilantism, masculinity, and monstrosity. They also embody a technological history that encompasses industrial, atomic, electronic, bio-genetic, and digital.
Terms: Spr
| Units: 3-5
FILMEDIA 410B:
Documentary Perspectives: Observational Cinema (FILMEDIA 210B)
Historical, political, aesthetic, and formal developments of documentary film. Subjectivity, ethics, censorship, representation, reflexivity, responsibility to the audience, and authorial voice.
Terms: Aut
| Units: 4
| Repeatable
for credit
FILMEDIA 414:
Methods and Theories in Film and Media Studies
This seminar offers an overview of methods in film and media studies. It covers key debates and interventions that have shaped the field, such as the paradigm of classical cinema, historical reception studies, genre and authorship, political modernism, psychoanalytic theories of spectatorship, senses and aesthetics, and industry history. In exploring how these different approaches have expanded the discipline, students will gain a sense of the methodological stakes of their own research.
Terms: Win
| Units: 5
FILMEDIA 422:
Sergei Eisenstein: Theory, Practice, Method (SLAVIC 322)
The work of Sergei Eisenstein has been central to the study of film since before his death in 1948, but some of his most significant work was first published only in the new millennium and is generating rich interdisciplinary scholarship. This seminar explores contemporary Eisenstein scholarship together with Eisenstein's more recently published writings. It aims to place the Eisenstein we are coming to know in the twenty-first century in dialogue with longstanding as well as contemporary debates in film and media theory.
Terms: Aut
| Units: 5
FILMEDIA 429:
Animation and the Animated Film (AMSTUD 129, FILMEDIA 129, FILMEDIA 329)
The fantasy of an image coming to life is ancient, but not until the cinema was this fantasy actualized. The history of the movies begins with optical toys, and contemporary cinema is dominated by films that rely on computer animation. This course considers the underlying fantasies of animation in art and lit, its phenomenologies, its relation to the uncanny, its status as a pure cinema, and its place in film theory. Different modes of production and style to be explored include realist animation, abstract animation; animistic animation; animated drawings, objects, and puppets; CGI, motion capture, and live/animation hybrids.
Terms: Aut
| Units: 3-5
FILMEDIA 453:
Aesthetics and Phenomenology (ARTHIST 253, ARTHIST 453, FILMEDIA 253)
This course explores central topics in aesthetics where aesthetics is understood both in the narrow sense of the philosophy of art and aesthetic judgment, and in a broader sense as it relates to questions of perception, sensation, and various modes of embodied experience. We will engage with both classical and contemporary works in aesthetic theory, while special emphasis will be placed on phenomenological approaches to art and aesthetic experience across a range of media and/or mediums (including painting, sculpture, film, and digital media). PhD students in the Art History program may take the class to fulfill degree requirements in Modern/Contemporary Art or Film & Media Studies, depending on the topic of their seminar paper.
Terms: Win
| Units: 3-5
FILMEDIA 465:
Post War American Avant-Garde Film
Permission of instructor required for enrollment.
Terms: Spr
| Units: 4-5
FILMEDIA 470:
German Media Theory (FILMEDIA 270, GERMAN 144, GERMAN 344)
In this seminar, we will interrogate major currents in media-theoretical work from the German-speaking world from the 1980s to today. Starting from the surprisingly controversial term 'German media theory' itself, which has been described as 'neither a theory nor really centered on media, [while] its Germanness is a contested issue' - we will consider the characteristics that nevertheless make this a recognizable, if internally heterogeneous, category for thinking about media, mediation, and culture. We will pay special attention to the foundational work of Friedrich Kittler, which ranges across literature, film, philosophy, and computers, before turning to the current differentiation into a technology-focused ¿media archaeology¿ (Wolfgang Ernst) and the differently inflected formation of ¿cultural techniques¿ (Bernhard Siegert), as well as recent articulations of ¿media philosophy¿ and other developments in contemporary theory. We will also examine the often absent and/or fraught role of gender, race, and class in this field, as well as attempts to address these issues by such theorists as Ute Holl, Cornelia Vissman, Astrid Deuber-Mankowsky, Annette Bitsch, and Sybille Krämer. Readings will be in English translation. Knowledge of German is therefore not required, but readers of German will find plenty of research opportunities among the many as yet untranslated texts that make up the field of German media theory.
Terms: Spr
| Units: 3-5
FILMEDIA 481:
Contemporary Asian Filmmakers (FILMEDIA 281)
Films and moving image works by contemporary filmmakers from Asia, including Hou Hsiao-hsien, Tsai Ming-liang, and Apichatpong Weerasethakul. Topics include explorations of national and local histories, aesthetics of slowness and duration, and crossings between the movie theater and the gallery.
Terms: Aut
| Units: 5
FILMEDIA 490:
Movies and Methods: How to Watch TV (AMSTUD 290, FILMEDIA 290)
'How to watch TV' may seem like the most obvious thing in the world. Yet when we look at the historical development of television as a technological, social, and cultural form, we find that people have engaged with it in a variety of different ways. There is not, in other words, a single right way to watch TV. This is because television itself has undergone transformations on all of these levels: Technologically, changes such as those from black-and-white to color, analog to digital, standard to high-definition, and broadcast to cable to interactive all play a role in changing our relation to what 'television' is. Socially, changes in television integration in corporate and industrial structures, its mediation of political realities, and its ability to reflect and shape our interactions with one another all play a role in transforming who 'we' as viewers are. And culturally, varieties of programming including live broadcasting, prerecorded content, and on-demand streaming of news, movies, sit-coms, and prestige dramas series all indicate differences and distinctions in what it means to 'watch' TV. In this senior seminar, we will engage with these and other aspects of television as a medium in order to rethink not only how but why we watch TV.
Terms: Spr
| Units: 5
| Repeatable
2 times
(up to 10 units total)
FILMEDIA 491:
Riot: Visualizing Civil Unrest in the 20th and 21st Centuries (AFRICAAM 291, AFRICAAM 491, ARTHIST 291, ARTHIST 491, CSRE 290, CSRE 390, FILMEDIA 291)
This seminar explores the visual legacy of civil unrest in the United States. Focusing on the 1965 Watts Rebellion, 1992 Los Angeles Riots, 2014 Ferguson Uprising, and 2020 George Floyd Uprisings. Students closely examine photographs, television broadcasts, newspapers, magazines, and film and video representations of unrest. Additionally, students will visually analyze the works of artists who have responded to the instances of police brutality and challenged the systemic racism, xenophobia, and anti-Black violence leading to and surrounding these events.nNOTE: Instructor consent required for undergraduate students. Please contact the instructor for permission to enroll.
Terms: Aut
| Units: 3-5
FILMEDIA 620:
Qualifying Examination Preparation
For Art History Ph.D. candidates. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 5-8
| Repeatable
3 times
(up to 24 units total)
FILMEDIA 660:
Independent Study
For graduate students only. Approved independent research projects with individual faculty members.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
FILMEDIA 660E:
Extended Seminar
May be repeated for credit. (Staff)
Terms: Aut, Win, Spr
| Units: 4
| Repeatable
for credit
FILMEDIA 680:
Curricular Practical Training
CPT course required for international students completing degree.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
for credit
FILMPROD 12AX:
Narrative Filmmaking: From Script to Screen
Narrative Filmmaking: From Script to Screen is a hybrid writing/production course that guides students through the process of completing a 2-3 minute narrative film. Students will write scripts for short fiction films, and then, by filming them, learn to apply the fundamentals of digital video production. Initial classwork will include visual writing exercises, DSLR cinematography instruction, script work, and basic fiction film production. Students will continue on in groups of three to develop, film, edit, and critique 2-3 minute narrative films based on a shared class theme or narrative premise. This course is truly INTENSIVE and requires a significant amount of work (including nights and weekends) outside of class and daily deadlines for submission of creative work.
Terms: Sum
| Units: 2
| UG Reqs: WAY-CE
FILMPROD 13AX:
Immersive Cinema
In this exploratory workshop, students will use a variety of tools (Audio recorders/360 cameras/Photogrammetry/Volumetric Capture/XR/Unity Programming) to tell immersive, interactive, and spatial stories. The aim of the projects will be to find forgotten and bring these lesser known stories of the past into the present ¿ including but not limited to Stanford's relationship to Indigenous communities, the formation of the Program in African and Afro-American Studies, the founding of Casa Zapata in 1972.<br>Students will use the conceptual framework of documentary media to inform their work, while also pushing toward new artistic languages and experimenting in the still-emerging form of XR storytelling. Over the course of the Arts Intensive, students will work in teams to create a series of short immersive pieces with an emphasis on experimentation. The course is time intensive: requiring some nights and weekends dedicated to production.n<br><b>Example assignments:</b><br><b>Immersive Spatial Audio "Sonic History of Place"</b> Choose a place on campus with a specific history. With a mix of archival sound recordings, sound effects/foley, and newly recorded sounds, create an interactive audio texture that evokes and tells the history of that place via sound textures only. (note: use of a narrator summarizing (parts of) the story is not allowed.)<br><b>Augmented Installation "Make history visible"</b> Choose a place on campus with a specific history. Using Unity programming or Adobe Aero, 3D objects, VR Painting, and sound elements, create an interactive virtual installation that evokes the history of that place on campus.
Terms: Sum
| Units: 2
| UG Reqs: WAY-CE
FILMPROD 101:
Screen Writing I: Visual Writing
A writing workshop that is an exploration of visual storytelling. Beginning with visual literacy, the class progresses from basic cinematic techniques through scene exercises to revisions and ultimately to connecting scenes in order to build sequences of script pages. Open to all majors; may substitute for ENGL 190F prerequisite for FP104.
Terms: Sum
| Units: 5
| UG Reqs: WAY-CE
FILMPROD 101T:
Writing the Television Pilot (FILMPROD 301T)
A writing workshop in which students are introduced to the basic structures and genre of television pilots and to writing within the screenwriting/television writing form. Students will develop, outline, and workshop their own original pilot episode and series bible. Serves as a prerequisite for FP104 Intermediate Screenwriting. Enrollment by decision of instructor. nnnStudents interested in applying need to email Adam Tobin (adtobin@stanford.edu) by the end of fall quarter for a link to the course application.
Terms: Win
| Units: 5
| UG Reqs: WAY-CE
FILMPROD 102:
Topics in Screenwriting: Inside the Writers' Room
A workshop where Showrunner and Stanford alum Cheo Hodari Coker guides a select group of students through the writers' room process: workshopping a single idea into the first act of a television show while also shaping their individual script ideas as a means of teaching basic television writing structure. Students will read and analyze successful pilots as well as learn how to develop outlines, write scenes and do a weekly "table read" of a scene. Coker will also invite working showrunners, in person and virtually, to talk about their process and answer questions about the fastest growing medium in visual entertainment.
Terms: Spr
| Units: 5
FILMPROD 104:
Screenwriting II: Intermediate Screenwriting (FILMPROD 304)
Priority to Film and Media Studies majors and minors, and seniors. Craft, form, and approaches to writing for the screen. Students will write, workshop and rewrite the first act of a feature screenplay and create rough outline material for the rest of the film. Prerequisites: FP101, FP101T or ENGL190F and consent of the instructor.
Terms: Spr
| Units: 5
FILMPROD 105:
Script Analysis (FILMPROD 305)
Analysis of screenplay, film, and television from the writer's perspective, with focus on ideation, structure, and dramatic tension in narrative features. Sources include screenplays and screenings.
Terms: Aut
| Units: 4
FILMPROD 110:
Screen Writing III: Advanced Screenwriting
Advanced writing workshop in which students develop and complete a feature-length screenplay. Prerequisites: FP101 Screenwriting and approval of the instructor. Enrollment is limited.
Terms: Win
| Units: 5
FILMPROD 114:
Introduction to Film and Video Production
Hands-on. Techniques of film and video making including conceptualization, visualization, story structure, cinematography, sound recording, and editing. Enrollment limited to 12 students. Priority to junior/senior Film & Media Studies majors.Admission determined on the first day of class.
Terms: Aut
| Units: 5
| UG Reqs: WAY-CE
FILMPROD 118:
Remixing the Moving Image
Focusing on the art of editing, and specifically repurposing `found' footage, this hands-on filmmaking course will immerse students in the rich cinematic tradition of appropriating existing footage and remixing it into provocative, personal, and even subversive new work. No prior filmmaking experience required.
Terms: Spr
| Units: 4
FILMPROD 301T:
Writing the Television Pilot (FILMPROD 101T)
A writing workshop in which students are introduced to the basic structures and genre of television pilots and to writing within the screenwriting/television writing form. Students will develop, outline, and workshop their own original pilot episode and series bible. Serves as a prerequisite for FP104 Intermediate Screenwriting. Enrollment by decision of instructor. nnnStudents interested in applying need to email Adam Tobin (adtobin@stanford.edu) by the end of fall quarter for a link to the course application.
Terms: Win
| Units: 5
FILMPROD 304:
Screenwriting II: Intermediate Screenwriting (FILMPROD 104)
Priority to Film and Media Studies majors and minors, and seniors. Craft, form, and approaches to writing for the screen. Students will write, workshop and rewrite the first act of a feature screenplay and create rough outline material for the rest of the film. Prerequisites: FP101, FP101T or ENGL190F and consent of the instructor.
Terms: Spr
| Units: 5
FILMPROD 305:
Script Analysis (FILMPROD 105)
Analysis of screenplay, film, and television from the writer's perspective, with focus on ideation, structure, and dramatic tension in narrative features. Sources include screenplays and screenings.
Terms: Aut
| Units: 4
FILMPROD 400:
Film/Video Writing and Directing
Restricted to M.F.A. documentary students. Emphasis is on the development of the research, conceptualization, visualization, and preproduction skills required for nonfiction filmmaking. Prerequisite: consent of instructor.
Terms: Aut
| Units: 3
FILMPROD 401:
Nonfiction Film Production
Restricted to M.F.A documentary students. 16mm production techniques and concepts. Multiple short exercises and a final project with multitrack sound design. Enrollment limited to students in MFA Documentary Film Program. Prerequisite: consent of instructor.
Terms: Aut
| Units: 3
FILMPROD 402:
Digital Video
Restricted to M.F.A. documentary students. Fundamentals of digital storytelling. Working with small format cameras, interviewing techniques, and nonlinear editing skills. Prerequisite: consent of instructor.
Terms: Win
| Units: 4
FILMPROD 403:
Advanced Documentary Directing
Restricted to M.F.A. documentary students. Further examination of structure, emphasizing writing and directing nonfiction film. Prerequisite: consent of instructor.
Terms: Spr
| Units: 3
FILMPROD 404:
Advanced Video Production
Restricted to M.F.A. documentary students. Techniques of visual storytelling and observational shooting. Final quarter of professional training in documentary video production. Prerequisite: consent of instructor.
Terms: Spr
| Units: 3
FILMPROD 405:
Producing Practicum: The Non-Fiction Film
Restricted to M.F.A. documentary students. Advanced producing principles through the preproduction of the M.F.A. thesis project, including development of a professional film proposal. Practical training in fundraising. Prerequisite: consent of instructor.
Terms: Aut
| Units: 4
FILMPROD 406A:
Documentary M.F.A. Thesis Seminar I
Restricted to M.F.A. documentary students. Production of film or video project. Focus is on shooting strategies, ethical challenges, and practical production issues. Prerequisite: consent of instructor.
Terms: Win
| Units: 5
FILMPROD 406B:
Documentary M.F.A.Thesis Seminar II
Restricted to M.F.A. documentary students. Editing and post-production of film or video project. Emphasis is on aesthetic choices (structure, narration, music), distribution, contracts, and audience. Prerequisite: consent of instructor.
Terms: Spr
| Units: 5
FILMPROD 801:
TGR Project
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
FINANCE 121:
Undergraduate Finance Research and Discussion Seminar
This seminar is designed to provide some experience with research methods and topics in finance, and to assist undergraduates with career interests in financial research, whether academic or not, with preparation for those careers. The seminar meetings are weekly and discussion based, covering a range of issues and methods in financial economics. Students are expected to prepare a 30-minute research presentation once during the quarter. To be considered for enrollment in this course, students need to complete an application, found here: https://forms.gle/aLB279vF3DJUJSgAA
Terms: Win
| Units: 1
FINANCE 201:
Finance
This course covers the foundations of finance with an emphasis on applications that are vital for corporate managers. We will discuss many of the major financial decisions made by corporate managers, both within the firm and in their interactions with investors. Essential in most of these decisions is the process of valuation, which will be an important emphasis of the course. Topics include criteria for making investment decisions, valuation of financial assets and liabilities, relationships between risk and return, capital structure choice, payout policy, the use and valuation of derivative securities, and risk management. This course is targeted to those students who are new to finance and for those with little quantitative background.
Terms: Aut
| Units: 3
FINANCE 205:
Accelerated Managerial Finance
This course covers the foundations of finance with an emphasis on applications that are vital for corporate managers. We will discuss many of the major financial decisions made by corporate managers, both within the firm and in their interactions with investors. Essential in most of these decisions is the process of valuation, which will be an important emphasis of the course. Topics include criteria for making investment decisions, valuation of financial assets and liabilities, relationships between risk and return, capital structure choice, payout policy, the use and valuation of derivative securities, and risk management. This course is targeted to those students who are new to finance and for those with little quantitative background.No previous background in finance is required or expected for this course. Content will be comparable to F201, but the majority of course lecture material will be delivered online, with in-class sessions devoted to applications of key concepts. This "flipped classroom" version of the course is intended for self-motivated students with an interest in applications. Prerequisite material for the course will be posted online in the fall.
Terms: Aut
| Units: 3
FINANCE 207:
Corporations, Finance, and Governance in the Global Economy
As entrepreneurs, global leaders, and change agents tasked with developing transformative solutions of tomorrow, you will need certain skills and tools to interact with and navigate the complex and ever-changing financial landscape. This course focuses on the development of these skills and tools through the analysis of concise real-world financial situations around the globe. Topics include valuation of cash flows and control; the capital structure, payout policy and governance of both mature and entrepreneurial firms; restructuring and managing financial distress; the use of public markets to obtain liquidity and multiple share classes to retain control; financing and governance in venture capital and private equity; the rise of activism; and social responsibility and debates about the objectives of the firms of the present and future.
Terms: Win
| Units: 3
FINANCE 211:
Corporate Finance: Applications, Techniques, and Models
This course will develop and apply the basic tools and models of corporate finance to real-world corporate decisions. This course is designed to be the second course in the standard finance sequence; that is, it is designed to be the natural follow-up to the Fall Finance course. This course will develop and extend standard tools and techniques of financial analysis, valuation, and model-building, and apply these methods to a wide range of cases. Case topics will include mergers and acquisitions, private equity, corporate governance, capital structure, agency conflicts, and corporate restructuring. For all of these applications, this course will emphasize the central importance of financial analysis, valuation, and modeling to guiding optimal decision making.
Terms: Win
| Units: 3
FINANCE 229:
MSx: Finance
This course covers the foundations of finance with an emphasis on applications that are vital for corporate managers. We will consider many important financial decisions made by corporate managers, both within the firm and in their interactions with investors. Essential to most of these decisions are financial valuations, which will be an important emphasis of the course. Topics include criteria for making investment decisions, valuation of financial assets and liabilities, relationships between risk and return, and capital structure choice.
Terms: Aut
| Units: 3
FINANCE 315:
Innovating for Financial Inclusion
This MBA elective explores innovative ways that start-ups are expanding the financial capacities of households and small businesses. What are the financial frictions that household/business facing impactful FinTech startups are addressing? What economic and behavioral forces are governing the successes of these startups? How is the choice of funding/business model impacting growth/scaling strategies? How is the competitive landscape evolving for traditional banks, established tech platforms, and FinTech startups? While the center of attention will be on disruption of financial services within the US legal and regulatory environments, we will frequently highlight recent innovations in Asia, Europe, and Latin America.
Terms: Win
| Units: 3
FINANCE 320:
Debt Markets
This course is intended for those who plan careers that may involve debt financing for their businesses or other investments, or involve trading or investing in debt instruments and their derivatives, including money-market instruments, government bonds, repurchase agreements, interest-rate swaps, corporate bonds, structured credit products, and credit derivatives. We will emphasize the institutional features of the markets, including trading, pricing, and hedging. The course includes a focus on distressed debt and restructuring. Most lectures will start with a cold-called student presentation of an un-graded short homework calculation. There will also be a series of graded homework, a take-home mid-term, and about seven graded 'pop quizzes' of 10 minutes or less.
Terms: Win
| Units: 3
FINANCE 321:
Investment Management and Entrepreneurial Finance
The Investments course comprises an intensive overview of active fundamental investing in both the public and private equity markets. It is relevant for students who intend to pursue careers in private or public equity investing, as well as those who want to better understand investing from the perspective of an entrepreneur, senior executive or individual. The vast majority of sessions will feature outstanding investor guest lecturers. Previous guests included Andreas Halvorsen (Viking Global), Jim Coulter (TPG), Hadley Mullen (TSG Consumer Partners), Tim Bliss (Investment Group of Santa Barbara), Munib Islam (Third Point), Sarah Friar (Square and Nextdoor), , and Charles Phillips (Recognize), and this year's lineup will be substantially similar. Established and taught for 50 years by the legendary Professor Jack McDonald, the Investments course will be taught by John Hurley `93, founder and Chief Investment Officer of Cavalry Asset Management and Professor Steve Grenadier in Autumn 2021. The course enables students to learn a broad investing skillset and study the careers of outstanding investors. Throughout the quarter, students delve into specific topics in private equity, venture capital, hedge funds, mutual funds and principal investing. Case discussions and lecture discussions will be led by the teaching team and investors/principals who were involved.
Terms: Aut
| Units: 4
FINANCE 333:
Financial Restructuring
This course provides an intensive overview of financial restructuring transactions and processes from the perspective of distressed firms and their key stakeholders. It is intended for those who plan careers in general management, private equity, credit and special situations investing, banking, turnaround management, or financial advisory services. The course examines how companies may use in-court or out-of-court tools and processes to renegotiate their key contracts with creditors and other stakeholders when they encounter challenging business situations. Students will explore the financial, strategic, and legal implications of workouts, bankruptcies, asset/363 sales, and exchange offers, as applied in the context of financially distressed companies. Topics include valuation, absolute priority, creditor committees, intercreditor conflicts, debtor-in-possession (DIP) financings, ¿blocking¿ strategies, avoidance powers, contingent claims, tax considerations, international insolvency, and distressed investment strategy. In exploring these topics, the course focuses on the key legal and contractual rights that creditors and other counterparties possess, and how they may use these rights to optimize their negotiated outcomes in a restructuring. Students will gain the tools to identify distress before it occurs, analyze distressed companies, and design restructuring plans which create enterprise value while navigating various considerations. They will also gain an understand of how to structure financial obligations upon origination in a way to lower the probability of financial distress. Finally, the course will examine the purpose of bankruptcy design and future policy implications. The course is lecture-focused in the beginning, but will become more interactive and case-focused later in the course as students acquire the skills they need to tackle key issues. Grading will be based upon class participation (50%), and a paper due at the end of the quarter (50%). For the paper, each student will select a distressed company currently in the market and design a restructuring plan for it.
Terms: Win
| Units: 3
FINANCE 334:
Economics of the Private Equity Industry
This course covers the in depth the private equity (PE) industry, including venture funds, buyouts, funds of funds, and other investments vehicles investing in private assets. Our viewpoint is that of an investor, whether a general partner of a management firm partnership or the limited partner investing in these funds. We concentrate on the financial and economic aspects and will take a practical yet rigorous view. Examples of issues that we will cover: How to select fund managers? How are PE funds raised? Can we predict returns of PE asset class? Is there a persistence in returns? What are the most important provisions of a limited partnership agreement? How to negotiate fund terms? What is the lifetime income of general partners? What are optimal investment strategies for PE asset allocation? How to value PE assets and funds? The course is very applied, with a lot of real-life and live cases. The course features guest speakers: VC, buyout fund, fund of funds managers, limited partners. No prior knowledge of the PE industry is needed.
Terms: Aut
| Units: 3
FINANCE 341:
Modeling for Investment Management
This course will combine practical and up-to-date investment theory with modeling applications. Understanding beautiful theory, without the ability to apply it, is essentially useless. Conversely, creating state-of-the-art spreadsheets that apply incorrect theory is a waste of time. Here, we try to explicitly combine theory and application. The course will be divided into 6 modules, or topics. The first day of each module will be a lecture on an investment topic. Also provided is a team modeling project on the topic. The second day of each module will be a lab. The lab day will begin with modeling concepts (tips) designed to help you use Excel to implement the module's investment topic. After the tips are provided, the remainder of the lab day is devoted to teams working on their modeling project and allowing for Q&A. On the third day of each module will be presentations and wrap-up.
Terms: Aut
| Units: 3
FINANCE 346:
Institutional Money Management
The object of this course is to study the money management industry from the perspective of the user --- an investor who wants to invest money. This course will study the main components of the money management industry: mutual funds, hedge funds, private equity funds and venture capital funds. It will also examine important users of the industry such as non profits, endowments and defined benefit pension funds. The emphasis of the course will not be on how fund managers make money, but rather on how the industry is organized, how managerial skill is assessed, how compensation is determined, and how economic rents are divided between managers and investors. The course will explore how competitive market forces interact with managerial skill and other market frictions to give rise to the observed organization of the industry.
Terms: Spr
| Units: 3
FINANCE 347:
Money and Banking
This course is designed to help students understand the connections between money (the Federal Reserve), financial markets, and the macroeconomy. How are interest rates determined, and how does the Federal Reserve conduct monetary policy? How do Federal Reserve actions impact the US as well as other economies? What economic factors drive the yield curves in different bond markets? We will pay particular attention to the banking system, with an eye toward understanding the function, valuation, and regulation of banks. We touch on a number of topics including the role of the Federal Reserve as a lender of last resort during financial crises, unconventional monetary policy tools such as quantitative easing and forward guidance, cryptocurrency, and emerging market financial crises. We will often begin class with a discussion of current macro-financial market events in the context of our course coverage.
Terms: Aut
| Units: 3
FINANCE 350:
Corporate Financial Modeling
This course will expose students to the fundamentals, best practices, and advanced techniques of corporate financial modeling. We begin with basic operating and integrated financial statement models, and ultimately develop financial models to analyze major corporate transactions, including venture capital funding, mergers and acquisitions, and leverage buyouts. We will integrate theories presented throughout the MBA core, particularly those from accounting and finance, and take a hands-on approach to understand how the theory is implemented in practice.The focus of the course will be on developing critical financial modeling skills, understanding best practices, and recognizing common pitfalls. Students will work on a series of cases and build models that can be used for earnings and pro-forma financial statement forecasts, valuation, the assessment of financing needs, merger analysis, and LBO evaluation.Students will also gain experience presenting financial models and critically assessing them. By the conclusion of the course, students will develop the skills to construct complex financial models and the logical frameworks to utilize them for various organizational applications.
Terms: Spr
| Units: 4
FINANCE 351:
Advanced Corporate Financial Modeling
Students will engage in the development of corporate financial modeling cases and solutions. Students will also develop materials to aid others in building financial models, and serve as case leaders during lab workshops. Extensive background in financial modeling and experience with Excel is required.
Terms: Spr
| Units: 4
FINANCE 362:
Financial Trading Strategies
The purpose of this course is to familiarize students with the different types of trading strategies employed by hedge funds. Throughout the sessions, students will be challenged to understand and explore the application and implementation of these different strategies. Trading simulations employed on the Rotman Interactive Trader will be used extensively in this course as a way to learn and test different strategies. All classes will be held in the Real-time Analytics and Investment Lab (RAIL), located on the third floor of the Bass Building (B312). Students are expected to attend all sessions. Grades are based on in-class simulation results, class participation, and two written assignments.
Terms: Spr
| Units: 3
FINANCE 377:
China's Financial System
This course is a survey of China's financial system, including its banking industry, monetary policy structure, and financial markets (bonds, derivatives, equities, foreign exchange, alternative asset management, and related markets). The goal is an integrated view of how capital, risk, and liquidity are intermediated within China and cross-border. Current trends (including liberalization of markets and financial stability) will be emphasized. Coverage will be through lectures, reading of research, including primary source documents and secondary (journalistic and analyst) commentary. There will be a range of subject-matter-expert speakers. Using our special video-technology enabled classrooms at Stanford and at the Stanford Center at PKU, this course is able to draw live speakers in Beijing and to meet jointly with students at Beijing University. Students will participate actively in class discussion, make a 5-minute (per student in each group) research presentation, and submit a 10-page term paper.
Terms: Aut
| Units: 3
FINANCE 385:
Angel and Venture Capital Financing for Entrepreneurs and Investors
This course covers all the stages of funding for early stage high-growth companies, from seed funding to venture capital rounds to a successful exit. We will concentrate on how entrepreneurs and investors make and should make important decisions. Examples of issues that we will cover are: How can entrepreneurs raise funding successfully? What are typical mistakes entrepreneurs make in raising capital and negotiating with investors? How to choose your investor? How to pitch to an investor? How do angels and VCs generate and process their deal flow and select companies? How are VCs involved in business decisions such as recruiting talent and replacing CEOs? What are the important provisions of financial contracts between VCs and founders? How to value early-stage companies? The course is very applied and mostly case-based. We will discuss a lot of nitty-gritty details that is a must for founders and investors. Case protagonists, founders, angels, and VCs will be among guest speakers. No prior knowledge of the VC industry is needed.
Terms: Aut
| Units: 3
FINANCE 555:
Private Wealth Management and Personal Investing
The Private Wealth Management and Personal Investing course will address issues that relate to the management of personal assets as opposed to institutional investing. Many investment courses at the GSB emphasize large institutional portfolios but this course is about portfolio decisions for individuals. It will cover the origins and growth of private wealth management as an industry, investment planning, risk management, inter-generational transfers of wealth, choice of wealth advisors and philanthropy. Special emphasis is on understanding how wealth managers may be evaluated, including potential conflicts of interest, and performance measurement. Classes will focus on case studies and various readings. Each class will include visits from professionals in the wealth management and personal investing business. Active class participation and a group project are required.
Terms: Spr
| Units: 2
FINANCE 582:
Chief Financial Officer (CFO) Leadership
In this course, you will learn the key principles of CFO leadership. Taught by experienced CFOs and drawing professional experiences from the best guest CFOs in the country, the class will put students in the shoes of CFOs navigating complex, high-stakes situations. The teaching team and guest speakers from leading companies will guide an interactive classroom discussion and debate. Finance 582 is for future CFOs, and everyone who will work with CFOs - CEOs, senior executives, venture and private equity investors, board members, bankers, auditors and regulators, in other words, just about everyone now at the GSB. Students will learn the challenges of CFO leadership at companies across industries, ownership groups and geographic regions. Students will leave this course with a better understanding of the role of the CFO by applying core finance concepts to strategies and tactics for success. Most GSB graduates will interact with CFOs at some point in their career. CFOs often have the ability to determine a company's direction and strategy, and their leadership can set the stage either for growth or austerity. This class aims to inspire curiosity in the CFO role by highlighting the many ways CFOs can lead. This 2 unit course will have 9 class sessions in April, 2022. Grading will be based on class participation (50%), a strategic planning project (20%), and a CFO case study project (30%). The teaching team is led by Robin Washington, former CFO of Gilead Sciences and board member at Alphabet/Google, Salesforce and Honeywell, Jeff Epstein, former CFO of Oracle and board member at Kaiser Permanente, Twilio, Okta, Poshmark, Couchbase and AvePoint, along with Mark Hawkins, former President and CFO Emeritus of Salesforce and board member at Plaid, DataRobot, Toast and Secureworks, and Mitesh Dhruv, former CFO of RingCentral and board member at ZoomInfo.
Terms: Spr
| Units: 2
FINANCE 587:
Private Equity - An Overview of the Industry
This 2-unit elective at the GSB is an "Overview" of the private equity industry including its reason for being, its growth and the various strategies for success that private equity firms employ. The course looks at all aspects of private equity partnerships and private equity investing. The course may be of particular interest to five groups of students: (i) students who aspire to be employed in private equity as a career; (ii) students who plan to be employed by companies that are owned by private equity firms; (iii) students who may invest in private equity partnerships as a limited partner; (iv) students who find private equity to be an interesting part of the financial services industry, and (v) students who expect to participate in corporate business development or mergers and acquisitions. The course will meet for nine classes. Each class will have at least one senior partner from a private equity firm to comment on the activities of his firm. In years past, some of the true leaders of the industry have participated. One class will be a mock investment review committee presentation as a final project.
Terms: Win
| Units: 2
FINANCE 620:
Financial Markets I
This course is an introductory PhD level course in financial economics. We begin with individual choice under uncertainty, then move on to equilibrium models, the stochastic discount factor methodology, and no-arbitrage pricing. We will also address some empirical puzzles relating to asset markets, and explore the models that have been developed to try to explain them.
Terms: Win
| Units: 3
FINANCE 622:
Dynamic Asset Pricing Theory
This course is an introduction to multiperiod models in finance, mainly pertaining to optimal portfolio choice and asset pricing. The course begins with discrete-time models for portfolio choice and security prices, and then moves to a continuous-time setting. The topics then covered include advanced derivative pricing models, models of the term structure of interest rates, the valuation of corporate securities, portfolio choice in continuous-time settings, and finally finally market design. Students should have had some previous doctoral-level exposure to general equilibrium theory and some basic courses in investments. Strong backgrounds in calculus, linear algebra, and probability theory are recommended. Problem assignments are frequent and, for most students, demanding. Prerequisite: F620 and MGTECON600 (or equivalent), or permission of instructor.
Terms: Aut
| Units: 4
FINANCE 624:
Corporate Finance Theory
This course considers a wide range of topics in theoretical corporate finance (broadly interpreted). Topics include capital structure decisions, agency conflicts in the firm, dividend policy, security design, optimal financial contracting, the theory of the firm, the market for corporate control, and banking and financial intermediation, among others. The primary focus is on how asymmetric information, agency conflicts, strategic interactions, and incomplete contracting affect corporate financial decision-making. The course aims both to familiarize students with influential papers and current research, and to promote new research ideas in the area.
Terms: Spr
| Units: 4
FINANCE 625:
Empirical Asset Pricing
This course is an introduction to empirical research in asset pricing. The focus of the course is on the interplay between financial economic theory, econometric method, and that analysis of financial market data. Topics include tests of asset pricing models, return predictability in time-series and cross-section, empirical studies of asset market imperfections, and studies of individual and professional investor behavior. Class discussions will draw on textbooks/monographs and original articles and working papers.
Terms: Spr
| Units: 3
FINANCE 630:
Empirical Corporate Finance
This course provides an introduction to empirical research in corporate finance, with an emphasis on the application of cross-sectional and panel data econometric techniques for causal inference. Topics include investment policy, entrepreneurship and innovation, financing decisions, firm ownership, corporate governance, managerial incentives, financial contracting, and the structure and internal organization of firms. The course assumes knowledge of econometrics at the level of MGTECON 603.
Terms: Win
| Units: 3
FINANCE 632:
International Finance and Macroeconomics
This is an advanced graduate-level course in international finance and macroeconomics. The course focuses on empirical methods, stylized facts, new advances in large-scale empirical work, and applied theory. This course is targeted to advanced second year PhD students. The course assumes familiarity with the basics of graduate-level macroeconomics and finance. Students without the necessary familiarity with these techniques are welcome to take the course, but should expect to have to fill the gaps on their own (and with the help of their classmates!). Given the target audience above, the course has three main objectives. 1) To introduce and investigate both classic and new economic issues at the frontier of current research in international finance and macroeconomics. The purely pedagogical part of the course aims to make students familiar with the questions, the current state of research, and the empirical tools currently being used. 2) To create a mental framework and intuitive understanding of important and active questions. What makes a question interesting? What makes a paper a good paper? How to develop a reasoned view of new (and perhaps yet un-studied) issues in international finance and macroeconomics? This objective is less direct and less formal, but aims to transition the students into full-time researchers. 3) To kick-start students on independent research. For those interested in applied work the course makes you familiar and tries to connect you with existing data at the frontier of the field, both public and proprietary. For those interested in theoretical work the course staff acts as a sounding board for early research ideas.
Terms: Win
| Units: 3
FINANCE 633:
Advanced Empirical Corporate, Banking and Household Finance
This course discusses empirical aspects of major topics in corporate finance, household and consumer finance, housing, banking, financial regulation as well as political economy. The course is designed for students doing their PhD in finance, economics and accounting. The class is very interactive.
Terms: Spr
| Units: 3
FINANCE 634:
Advanced Corporate Finance Theory
A selection of advanced topics in corporate finance theory, including financing of innovation, theory of the firm, incomplete contracting, dynamic contracting, dynamic capital structure choice.
Terms: Aut
| Units: 3
FINANCE 637:
Macroeconomics and Financial Markets
This PhD course will cover research topics at the boundary between macroeconomics and finance. Topics will include the study of macroeconomic models with financial frictions, the term structure of interest rates, conventional and unconventional monetary policy, sovereign debt crises, search frictions and segmentation in housing markets, (over)leveraging by households, heterogeneous expectations, excess volatility, financial bubbles and crises. Student presentations and course paper requirement. Designed for second year PhD students in economics or finance.
Terms: Aut
| Units: 3
FINANCE 691:
PhD Directed Reading (ACCT 691, GSBGEN 691, HRMGT 691, MGTECON 691, MKTG 691, OB 691, OIT 691, POLECON 691, STRAMGT 691)
This course is offered for students requiring specialized training in an area not covered by existing courses. To register, a student must obtain permission from the faculty member who is willing to supervise the reading.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Admati, A. (PI);
Begenau, J. (PI);
Berk, J. (PI);
Binsbergen, J. (PI);
Blattner, L. (PI);
Buchak, G. (PI);
DeMarzo, P. (PI);
Duffie, D. (PI);
Grenadier, S. (PI);
Hebert, B. (PI);
Koudijs, P. (PI);
Krishnamurthy, A. (PI);
Lustig, H. (PI);
Maggiori, M. (PI);
McQuade, T. (PI);
Pfleiderer, P. (PI);
Rauh, J. (PI);
Robles Garcia, C. (PI);
Seru, A. (PI);
Singleton, K. (PI);
Strebulaev, I. (PI);
Xu, C. (PI);
Zwiebel, J. (PI);
Alvarez, G. (GP);
Davis, S. (GP);
Garcia, C. (GP);
Kankolongo Ngoba, N. (GP);
Lumagui, S. (GP);
Mattish, P. (GP);
Patel, A. (GP);
Rodriguez, T. (GP);
Tomasino, J. (GP);
Vera, K. (GP);
Williams, J. (GP)
FINANCE 692:
PhD Dissertation Research (ACCT 692, GSBGEN 692, HRMGT 692, MGTECON 692, MKTG 692, OB 692, OIT 692, POLECON 692, STRAMGT 692)
This course is elected as soon as a student is ready to begin research for the dissertation, usually shortly after admission to candidacy. To register, a student must obtain permission from the faculty member who is willing to supervise the research.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Admati, A. (PI);
Begenau, J. (PI);
Berk, J. (PI);
Binsbergen, J. (PI);
Blattner, L. (PI);
Buchak, G. (PI);
DeMarzo, P. (PI);
Duffie, D. (PI);
Grenadier, S. (PI);
Hebert, B. (PI);
Koudijs, P. (PI);
Krishnamurthy, A. (PI);
Lustig, H. (PI);
Maggiori, M. (PI);
McQuade, T. (PI);
Pfleiderer, P. (PI);
Rauh, J. (PI);
Robles Garcia, C. (PI);
Seru, A. (PI);
Singleton, K. (PI);
Strebulaev, I. (PI);
Xu, C. (PI);
Zwiebel, J. (PI);
Davis, S. (GP);
Kankolongo Ngoba, N. (GP);
Mattish, P. (GP);
Ponce, S. (GP);
Rodriguez, T. (GP);
Vera, K. (GP)
FINANCE 698:
Doctoral Practicum in Teaching
Doctoral Practicum in Teaching
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
25 times
(up to 50 units total)
Instructors: ;
Admati, A. (PI);
Begenau, J. (PI);
Berk, J. (PI);
Binsbergen, J. (PI);
Blattner, L. (PI);
Buchak, G. (PI);
DeMarzo, P. (PI);
Duffie, D. (PI);
Grenadier, S. (PI);
Hebert, B. (PI);
Koudijs, P. (PI);
Krishnamurthy, A. (PI);
Lustig, H. (PI);
Maggiori, M. (PI);
McQuade, T. (PI);
Pfleiderer, P. (PI);
Rauh, J. (PI);
Robles Garcia, C. (PI);
Seru, A. (PI);
Singleton, K. (PI);
Strebulaev, I. (PI);
Xu, C. (PI);
Zwiebel, J. (PI);
Davis, S. (GP);
Garcia, C. (GP);
Kankolongo Ngoba, N. (GP);
Lumagui, S. (GP);
Tomasino, J. (GP);
Zweig, S. (GP)
FINANCE 699:
Doctoral Practicum in Research
Doctoral Practicum in Research
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
25 times
(up to 50 units total)
Instructors: ;
Admati, A. (PI);
Begenau, J. (PI);
Berk, J. (PI);
Binsbergen, J. (PI);
Blattner, L. (PI);
Buchak, G. (PI);
DeMarzo, P. (PI);
Duffie, D. (PI);
Grenadier, S. (PI);
Hebert, B. (PI);
Koudijs, P. (PI);
Krishnamurthy, A. (PI);
Lustig, H. (PI);
Maggiori, M. (PI);
McQuade, T. (PI);
Pfleiderer, P. (PI);
Rauh, J. (PI);
Robles Garcia, C. (PI);
Seru, A. (PI);
Singleton, K. (PI);
Strebulaev, I. (PI);
Xu, C. (PI);
Zwiebel, J. (PI);
Davis, S. (GP);
Garcia, C. (GP);
Kankolongo Ngoba, N. (GP);
Lumagui, S. (GP);
Mattish, P. (GP);
Patel, A. (GP);
Ponce, S. (GP);
Rodriguez, T. (GP);
Tomasino, J. (GP);
Vera, K. (GP);
Williams, J. (GP);
Zweig, S. (GP)
FINANCE 802:
TGR Dissertation (ACCT 802, GSBGEN 802, HRMGT 802, MGTECON 802, MKTG 802, OB 802, OIT 802, POLECON 802, STRAMGT 802)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Admati, A. (PI);
Begenau, J. (PI);
Berk, J. (PI);
Binsbergen, J. (PI);
Blattner, L. (PI);
Buchak, G. (PI);
DeMarzo, P. (PI);
Duffie, D. (PI);
Grenadier, S. (PI);
Hebert, B. (PI);
Koudijs, P. (PI);
Krishnamurthy, A. (PI);
Lustig, H. (PI);
Maggiori, M. (PI);
McQuade, T. (PI);
Pfleiderer, P. (PI);
Rauh, J. (PI);
Robles Garcia, C. (PI);
Seru, A. (PI);
Singleton, K. (PI);
Strebulaev, I. (PI);
Xu, C. (PI);
Zwiebel, J. (PI);
Davis, S. (GP);
Garcia, C. (GP);
Kankolongo Ngoba, N. (GP);
Lumagui, S. (GP);
Mattish, P. (GP);
Patel, A. (GP);
Ponce, S. (GP);
Rodriguez, T. (GP);
Tomasino, J. (GP)
FRENCH 13:
Humanities Core: Great Books, Big Ideas -- Europe, Modern (HISTORY 239C, HUMCORE 13, PHIL 13)
What is a good life? How should society be organized? Who belongs? How should honor, love, sin, and similar abstractions govern our actions? What duty do we owe to the past and future? This course examines tcourse examines these questions in the modern period, from the rise of revolutionary ideas to the experiences of totalitarianism and decolonization in the twentieth century. Authors include Locke, Mary Shelley, Marx, Nietzsche, Primo Levi, and Frantz Fanon. This course is part of the Humanities Core, a collaborative set of global humanities seminars that brings all of its students and faculty into conversation. On Mondays you meet in your own course, and on Wednesdays all the HumCore seminars (in session that quarter) meet together: https://humanitiescore.stanford.edu/.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II, WAY-ER
FRENCH 36:
Dangerous Ideas (ARTHIST 36, COMPLIT 36A, EALC 36, ENGLISH 71, ETHICSOC 36X, HISTORY 3D, MUSIC 36H, PHIL 36, POLISCI 70, RELIGST 36X, SLAVIC 36, TAPS 36)
Ideas matter. Concepts such as equality, tradition, and Hell have inspired social movements, shaped political systems, and dramatically influenced the lives of individuals. Others, like race, gender, and technology play an important role in contemporary debates in the United States. All of these ideas are contested, and they have a real power to change lives, for better and for worse. In this one-unit class we will examine these "dangerous" ideas. Each week, a faculty member from a different department in the humanities and arts will explore a concept that has shaped human experience across time and space.
Terms: Spr
| Units: 1
FRENCH 62N:
Art and Healing in the Wake of Covid-19: A Health Humanities Perspective (ITALIAN 62N)
How have artists contributed to healing during the Covid-19 pandemic? How does art shape or express diverse cultural understandings of health and illness, medicine and the body, death and spirituality, in response to crisis? How do such understandings directly impact the physical healing but also the life decisions and emotions of individuals, from caregivers to patients? And finally, how do these affect social transformation as part of healing? This course examines the art of COVID-19, from a contemporary and historical perspective, using the tools of Health Humanities, a relatively new discipline that connects medicine to the arts and social sciences. Materials for this course include art from different media (from poetry and fiction to performance and installation), produced during COVID-19 in mostly Western contexts, in diverse communities and with some forays into the rest of the world and into other historical moments of crisis. They also include some non-fiction readings from the disciplines Health Humanities draws from, such as history of medicine, anthropology, psychology, sociology, cultural history, media studies, art criticism, and medicine itself. We will thus be introduced to basics of Health Humanities and its methods while addressing the pandemic as a world-changing event, aided by the unique insights of artists. The course will culminate in final projects that present a critical and contextual appreciation of a specific art project created in response to COVID-19; such appreciations may be creative art projects as well, or more analytical, scholarly evaluations.
Terms: Win, Spr
| Units: 3
| UG Reqs: WAY-A-II, WAY-SI
FRENCH 87N:
The New Wave: How The French Reinvented Cinema
When the French New Wave burst onto the stage in 1959, it changed forever the way films are made and the ways we think about cinema. Shooting on location with small crews, light cameras, unknown actors and improvised scripts, a group of young film critics turned filmmakers circumvented the big studios to craft low-budget films that felt fresh, irreverent and utterly modern. In just a few years, the Nouvelle Vague delivered such landmark works as Truffaut's 400 Blows, Godard's Breathless or Resnais' Hiroshima mon amour. Together with Agnès Varda, Eric Rohmer and Claude Chabrol, they redefined the essence of cinema as an art form as complex and multi-layered as literature. Yet, after having been hailed as revolutionary, the Nouvelle Vague was soon dismissed as 'rather vague and not all that new.'nnWhy did these films look so radically fresh? What is their common aesthetics, when each 'auteur' claimed an utterly personal style for him or herself? And what did their immediate success and early fall from grace tell us about France in the early 60s? This survey course will explore a unique moment in French culture and the history of cinema, when radical politics, youth culture, and jazzy aesthetics coalesced into dazzling experiments on the screen that continue to influence world cinema to this day.nnFocus is on cultural history, aesthetic analysis, and interpretation of narrative, sound and visual forms.nnSatisfies Ways AII (Aesthetic and Interpretative Inquiry)
Terms: Aut
| Units: 3-4
| UG Reqs: WAY-A-II
FRENCH 118:
Literature and the Brain (COMPLIT 138, COMPLIT 238, ENGLISH 118, ENGLISH 218, FRENCH 218, PSYC 126, PSYCH 118F)
How does fiction make us better at reading minds? Why do some TV shows get us to believe two contradictory things at once? And can cognitive biases be a writer's best friend? We'll think about these and other questions in the light of contemporary neuroscience and experimental psychology, with the help of Song of Solomon (Toni Morrison), Madame Bovary (Gustave Flaubert), season 1 of Westworld (Lisa Joy / Jonathan Nolan), and short readings from writers like Louise Glück, Jorge Luis Borges, Virginia Woolf, and Marcel Proust. We'll also ask what we see when we read; whether the language we speak affects the way we think; and why different people react differently to the same book. Plus: is free will a fiction, or were you just forced to say that?
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II
FRENCH 129:
Camus (COMPLIT 229B, CSRE 129, HISTORY 235F)
"The admirable conjunction of a man, of an action, and of a work" for Sartre, "the ideal husband of contemporary letters" for Susan Sontag, reading "Camus's fiction as an element in France's methodically constructed political geography of Algeria" for Edward Said, Camus embodies the very French figure of the "intellectuel engagé," or public intellectual. From his birth in 1913 into a poor European family in Algeria to the Nobel Prize in Literature in 1957, from the Mediterranean world to Paris, Camus engaged in the great ethical and political battles of his time, often embracing controversial positions. Through readings and films, we will explore his multiple legacies. Readings from Albert Camus, Jean-Paul Sartre, Assia Djebar, Kamel Daoud, Mouloud Feraoun, Alice Kaplan, Edward Said, Edwidge Danticat. Students will work on their production of written French, in addition to speaking French and reading comprehension. Taught in French. Students are highly encouraged to complete FRENLANG 124 or to successfully test above this level through the Language Center. This course fulfills the Writing in the Major (WIM) requirement.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-A-II, WAY-EDP
FRENCH 130:
Introduction to Medieval and Renaissance French Literature
In this introductory course, we will read some key texts of literature written in French between 1100 and 1600, paying special attention to how gender, cultural difference and love played a role in the doing and undoing of communities. What does it mean to be a woman writer when most things were written by men? What does it mean to be a man, at court or at war? What did people learn when traveling to Asia or to the New Continent, and how did it impact the way people conceived of ethnicity? How did people think of ethnic difference in their midst? How can love strengthen an empire, and how can one be sincere when copying a love-poem? These cultural questions will be answered with special attention to literary form. Different genres might have yielded different possibilities to not just represent, but also imagine ways of living together; perhaps the very structure of a sentence allows one to construe one's own identity. While the course will be taught in French, no knowledge of Old French, Latin, or Occitan is required. All readings will be done in modern French or English translation. Heavy emphasis will be placed on improving writing and formal speech. Students can expect guidance, feedback, and opportunities to improve in a low-stakes environment. Students are highly encouraged to complete FRENLANG 124 or to successfully test above this level through the Language Center. This course fulfils WAY-AII (Aesthetic Inquiry) and GER-DB-Hum (Disciplinary Breadth in the Humanities) requirements. Assignments and discussions are all in French.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
FRENCH 131:
Absolutism, Enlightenment, and Revolution in 17th- and 18th-Century France
The literature, culture, and politics of France from Louis XIV to Olympe de Gouges. How this period produced the political and philosophical foundations of modernity. Readings may include Corneille, Molière, Racine, Lafayette, Voltaire, Diderot, Rousseau, Beaumarchais, and Gouges. Taught in French. Students are highly encouraged to complete FRENLANG 124 or to successfully test above this level through the Language Center. This course fulfills the Writing in the Major (WIM) requirement.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-SI
FRENCH 132:
Literature, Revolutions, and Changes in 19th- and 20th-Century France
This course will explore several important texts of 19th- and 20th-Century French literature, with the aim of following the evolution of the main literary movements during those centuries of important cultural and social changes. We will study texts related to movements such as Romanticism, Realism, Naturalism, Surrealism, the Absurd, the Nouveau Roman in all major genres (prose, poetry, theater, film) and will regularly refer to other arts, such as painting and music. Authors include Chateaubriand, Musset, Balzac, Flaubert, Maupassant, Baudelaire, Rimbaud, Apollinaire, Proust, Céline, Radiguet, Ionesco, Robbe-Grillet, Duras, Gary. All readings, discussion, and assignments are in French. Students are highly encouraged to complete FRENLANG 124 or to successfully test above this level through the Language Center.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
FRENCH 133:
Literature and Society in Africa and the Caribbean (AFRICAAM 133, AFRICAST 132, COMPLIT 133A, COMPLIT 233A, CSRE 133E, JEWISHST 143)
This course explores cultural productions from the French-speaking world in the 20th and 21st centuries. We will examine foundational and contemporary works from Sub-Saharan Africa, the Maghreb, and the Caribbean while considering their engagement with the historical and political contexts in which they were produced. This course will also serve to improve students' speaking and writing skills in French while sharpening their knowledge of the linguistic and conceptual tools needed to conduct literary analysis. The diverse topics discussed will include national and cultural identity, race and class, gender and sexuality, orality and textuality, transnationalism and migration, colonialism and decolonization, history and memory, and the politics of language. Authors, filmmakers, and artists include Paulette Nardal, Aimé Césaire, Frantz Fanon, Maryse Condé, Djibril Tamsir Niane, Albert Memmi, Leila Sebbar, Dany Laferrière, Abdourahman Waberi, Fatou Kiné Diakité, Alexis Peskine, Mati Diop, and special guest, Léonora Miano. Taught in French. Students are encouraged to complete FRENLANG 124 or to successfully test above this level through the Language Center.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP
FRENCH 154:
Film & Philosophy (COMPLIT 154A, ENGLISH 154F, ITALIAN 154, PHIL 193C, PHIL 293C)
What makes you the individual you are? Should you plan your life, or make it up as you go along? Is it always good to remember your past? Is it always good to know the truth? When does a machine become a person? What do we owe to other people? Is there always a right way to act? How can we live in a highly imperfect world? And what can film do that other media can't? We'll think about all of these great questions with the help of films that are philosophically stimulating, stylistically intriguing, and, for the most part, gripping to watch: Do The Right Thing (Lee), The Dark Knight (Nolan), Eternal Sunshine of the Spotless Mind (Kaufman), Arrival (Villeneuve), My Dinner with André (Malle), Blade Runner (Scott), La Jetée (Marker), Fight Club (Fincher), No Country for Old Men (Coen), The Seventh Seal (Bergman), and Memento (Nolan). Attendance at weekly screenings is mandatory; and fun.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II
FRENCH 159:
French Kiss: The History of Love and the French Novel
The history of the French novel is also the history of love. How did individuals experience love throughout history? How do novels reflect this evolution of love through the ages? And, most significantly, how have French novels shaped our own understanding of and expectations for romantic love today? The course will explore many forms of love from the Ancien Régime to the 20th century. Sentiment and seduction, passion and desire, the conflict between love and society: students will examine these themes from a historical perspective, in tandem with the evolution of the genre of the novel (the novella, the sentimental novel, the epistolary novel, the 19th-century novel, and the autobiographical novel). Some texts will be paired with contemporary films to probe the enduring relevance of love "à la française" in the media today. Readings include texts by Lafayette, Prévost, Laclos, Dumas fils, Flaubert, Colette, Yourcenar, and Duras. This is an introductory course to French Studies, with a focus on cultural history, literary history, interpretation of narrative, thematic analysis, and close-reading. Readings and discussion in English.
Terms: Win
| Units: 3-5
FRENCH 173:
Couture Culture (ARTHIST 273, ARTHIST 473, FRENCH 373)
Fashion, art, and representation in Europe and the US between 1860 and today. Beginning with Baudelaire, Impressionism, the rise of the department store and the emergence of haute couture, culminating in the spectacular fashion exhibitions mounted at the Metropolitan and other major art museums in recent years. Students participate actively in class discussion and pursue related research projects.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-A-II
FRENCH 178:
The Haitian Revolution: Slavery, Freedom, and the Atlantic World (AFRICAAM 178S, HISTORY 78S, HUMRTS 121)
How did the French colony of Saint-Domingue become Haiti, the world's first Black-led republic? What did Haiti symbolize for the African diaspora and the Americas at large? What sources and methods do scholars use to understand this history? To answer these questions, this course covers the Haitian story from colonization to independence during the eighteenth and nineteenth centuries. Our course will center Africans and people of African descent, both enslaved and free, as they negotiated and resisted systems of racial and economic oppression in the French Caribbean. Our inquiry will critically engage with conceptions and articulations of human and civil rights as they relate to legal realities and revolutionary change over time, as well as the interplay between rights and racial thinking. Tracing what historian Julius Scott called the "common wind" of the Haitian Revolution, we will also investigate how the new nation's emergence built on the American and French Revolutions while also influencing national independence movements elsewhere in the Atlantic World. Priority given to history majors and minors; no prerequisites and all readings are in English.
Terms: Win
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
FRENCH 181:
Philosophy and Literature (CLASSICS 42, COMPLIT 181, ENGLISH 81, GERMAN 181, ILAC 181, ITALIAN 181, PHIL 81, SLAVIC 181)
What, if anything, does reading literature do for our lives? What can literature offer that other forms of writing cannot? Can fictions teach us anything? Can they make people more moral? Why do we take pleasure in tragic stories? This course introduces students to major problems at the intersection of philosophy and literature. It addresses key questions about the value of literature, philosophical puzzles about the nature of fiction and literary language, and ways that philosophy and literature interact. Readings span literature, film, and philosophical theories of art. Authors may include Sophocles, Dickinson, Toni Morrison, Proust, Woolf, Walton, Nietzsche, and Sartre. Students master close reading techniques and philosophical analysis, and write papers combining the two. This is the required gateway course for the Philosophy and Literature major tracks. Majors should register in their home department.
Terms: Aut
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
FRENCH 186:
The Art of Self-Portraits (COMPLIT 186A, FEMGEN 186, ITALIAN 186)
What is a self-portrait? The simple answer is that it is a portrait of the self. The complex answer is: anything that a person finds relevant to one's identity. Sometimes self-portraits are built around a positive idea, sometimes around a sense of loss; sometimes they are constructed as a shield or as a weapon, and turn into a manifesto of the self; sometimes they include a physical representation, sometimes they deny legitimacy to the body; sometimes gender or race (or both) are at the core of the identity, sometimes they are hidden; they are, however, never neutral and are always meaningful. In this class we will learn how to disentangle these multiple layers and will work on deconstructing them: we will focus on how each facet shapes and determines the representation and will appreciate the tactics and strategies used by the artists and authors in our syllabus (Frida Kahlo, Pablo Picasso, Simone de Beauvoir, Jin Min Lee, Alison Bechdel, Jhumpa Lahiri, among others). The class is taught in English and will have creative as well as critical assignments.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II
FRENCH 188:
Women, Wheat, and Weather? Lessons from Italy and the Global South for the 21st Century (COMPLIT 188A, COMPLIT 288, FRENCH 288, ITALIAN 188, ITALIAN 288)
The Global South - a symbolic Mediterranean stretching from the Caribbean to India - lures the civilized man with the promise of excellent weather, voluptuous women, and good food. Already in antiquity, Sicily, the southernmost province of what is today modern Italy, was known as "the granary of Rome," supplying the Empire with wheat. Still today, the South is associated with vacation, underdevelopment, superstition, the mafia, la dolce vita: "The South is the problem; the North the solution," Boaventura de Sousa Santos succinctly puts it. In this course, we will move beyond the three W's by focusing on Italy from the point of view of "Southern Thought" ("pensiero meridiano"). We will read 20th/21st-century literary, philosophical, anthropological, and sociological texts from the Global South (Franco Cassano, Roberto M. Dainotto, Salman Rushdie, Gayatri Spivak, de Sousa Santos, Frantz Fanon, Homi Bhabha, Achille Mbembe, Carla Lonzi) to discuss such relevant topics as community and belonging (Elena Ferrante), technology and globalization (Luigi Pirandello; Fernando Pessoa), virus and contagion (Albert Camus), as well as race and gender (Igiaba Scego) from a Southern critical perspective. What counterhegemonic, non-binary, and renewable alternatives do the south of Italy and the Global South in general offer to understand these issues, and to the Western and Northern European emphasis on reason (the Cartesian "cogito"), individualism, and objectivity? We will have guest speakers from the Council of the EU and USAID specialized in international development, as well as conversations with authors. Taught in English.
Terms: Aut
| Units: 3-5
FRENCH 199:
Individual Work
Restricted to French majors with consent of department. Normally limited to 4-unit credit toward the major. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-12
| Repeatable
for credit
FRENCH 218:
Literature and the Brain (COMPLIT 138, COMPLIT 238, ENGLISH 118, ENGLISH 218, FRENCH 118, PSYC 126, PSYCH 118F)
How does fiction make us better at reading minds? Why do some TV shows get us to believe two contradictory things at once? And can cognitive biases be a writer's best friend? We'll think about these and other questions in the light of contemporary neuroscience and experimental psychology, with the help of Song of Solomon (Toni Morrison), Madame Bovary (Gustave Flaubert), season 1 of Westworld (Lisa Joy / Jonathan Nolan), and short readings from writers like Louise Glück, Jorge Luis Borges, Virginia Woolf, and Marcel Proust. We'll also ask what we see when we read; whether the language we speak affects the way we think; and why different people react differently to the same book. Plus: is free will a fiction, or were you just forced to say that?
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II
FRENCH 236:
Casablanca - Algiers - Tunis : Cities on the Edge (COMPLIT 236A, CSRE 140S, FRENCH 336, HISTORY 245C, JEWISHST 236A, URBANST 140F)
Casablanca, Algiers and Tunis embody three territories, real and imaginary, which never cease to challenge the preconceptions of travelers setting sight on their shores. In this class, we will explore the myriad ways in which these cities of North Africa, on the edge of Europe and of Africa, have been narrated in literature, cinema, and popular culture. Home to Muslims, Christians, and Jews, they are an ebullient laboratory of social, political, religious, and cultural issues, global and local, between the nineteenth and twenty-first centuries. We will look at mass images of these cities, from films to maps, novels to photographs, sketching a new vision of these magnets as places where power, social rituals, legacies of the Ottoman and French colonial pasts, and the influence of the global economy collude and collide. Special focus on class, gender, and race.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
FRENCH 238:
Art and the Market (ARTHIST 238C)
This course examines the relationship between art and the market, from the château-builders of the French Renaissance to avant-garde painters in the nineteenth-century Salon des Refusés. Using examples drawn from France, this course explores the relationship between artists and patrons, the changing status of artists in society, patterns of shifting taste, and the effects of museums on making and collecting art. Students will read a mixture of historical texts about art and artists, fictional works depicting the process of artistic creation, and theoretical analyses of the politics embedded in artworks. They will engage in sustained analysis of individual artworks, as well as the market structures in which such artworks were produced and bought. The course will be taught in English, with the option of readings in French for departmental majors.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-SI
FRENCH 250:
The Oceanic Novel: Woolf, Conrad, Duras, Tournier, Condé, Ortese (COMPLIT 250B, COMPLIT 350B, FRENCH 350, ITALIAN 250, ITALIAN 350)
This course will examine novels situated by, on, or in the sea. Its guiding questions: how do the immense breadth and depth of the sea relate to human interiority, self-discovery, and the shadow world of dreams? Does the sea mark a boundary, or a dissolution of that boundary? Novels include 'To The Lighthouse,' 'The Secret Sharer,' 'The Sailor from Gibraltar,' 'Friday,' 'Crossing the Mangrove,' and 'The Iguana.'
Terms: Win
| Units: 3-5
FRENCH 251:
Writing, Memory, and the Self (FRENCH 351, ITALIAN 251, ITALIAN 351)
Recent work in psychology and neuroscience emphasizes the narrative quality of the self, as we create it and recreate it through language and writing, shaping memories both personal and historical. This process is circular: we grow into the stories we tell about ourselves, and we tell different stories to fit our changing life experiences. What is the self in the midst of all this? How does it relate to other selves and to the world? This course examines the nature of self, combining the insights of fiction writers (including Luigi Pirandello, Anna Banti, Michel Tournier, Alain Robbe-Grillet, Peter Nádas) with works from philosophy, psychology, medical humanities, and neuroscience (including Edith Wyschogrod, Alexander Nehamas, Ruth Leys, Oliver Sacks). Taught in English.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
FRENCH 254:
Animism, Gaia, and Alternative Approaches to the Environment (ANTHRO 254C, HISTORY 254B, HISTORY 354B, REES 254)
Indigenous knowledges have been traditionally treated as a field of research for anthropologists and as mistaken epistemologies, i.e., un-scientific and irrational folklore. However, within the framework of environmental humanities, current interest in non-anthropocentric approaches and epistemic injustice, animism emerged as a critique of modern epistemology and an alternative to the Western worldview. Treating native thought as an equivalent to Western knowledge will be presented as a (potentially) decolonizing and liberating practice. This course may be of interest to anthropology, archaeology and literature students working in the fields of ecocriticism and the environmental humanities/social sciences, students interested in the Anthropocene, geologic/mineral, bio-, eco- and geosocial collectives, symbiotic life-forms and non-human agencies. The course is designed as a research seminar for students interested in theory of the humanities and social sciences and simultaneously helping students to develop their individual projects and thesis.
Terms: Spr
| Units: 3-5
FRENCH 260A:
Transcultural Perspectives of South-East Asian Music and Arts (COMPLIT 148, COMPLIT 267, MUSIC 146N, MUSIC 246N)
This course will explore the links between aspects of South-East Asian cultures and their influence on modern and contemporary Western art and literature, particularly in France; examples of this influence include Claude Debussy (Gamelan music), Jacques Charpentier (Karnatak music), Auguste Rodin (Khmer art) and Antonin Artaud (Balinese theater). In the course of these interdisciplinary analyses - focalized on music and dance but not limited to it - we will confront key notions in relation to transculturality: orientalism, appropriation, auto-ethnography, nostalgia, exoticism and cosmopolitanism. We will also consider transculturality interior to contemporary creation, through the work of contemporary composers such as Tran Kim Ngoc, Chinary Ung and Tôn-Thât Tiêt. Viewings of sculptures, marionette theater, ballet, opera and cinema will also play an integral role. To satisfy a Ways requirement, this course must be taken for at least 3 units. WIM credit in Music at 4 units and a letter grade.
Terms: Win
| Units: 2-4
| UG Reqs: WAY-A-II
FRENCH 264:
Crossing the Atlantic: Race and Identity in the African Diaspora (AFRICAAM 264, COMPLIT 264, CSRE 265)
This course interrogates the relationship between literature, culture, race and identity in the African diaspora. We will analyze racial discourses through literature, and various forms of cultural expression while examining the role of class and gender in these configurations. As we follow the historical and geographical trajectories of people of African descent in different parts of the world, students will explore literary and political movements with the objective of examining how race has been constructed and is performed in different regions of the diaspora. Our readings will take us from Martinique, Guadeloupe, Guyana, France, and Senegal to Cuba, Brazil, Haiti and the Dominican Republic. Topics discussed will include: Race, identity, gender, class, memory, oral tradition, Afro-Caribbean religions, Negrismo, Négritude, Antillanité, Créolité, colonialism, modernity and national belonging. Readings will include the works of: Jean Price-Mars, Léopold Senghor, Aimé Césaire, Léon Damas, Frantz Fanon, Nicolás Guillén, Nancy Morejon, Maryse Condé, Patrick Chamoiseau, Edouard Glissant, among others. Taught in English.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
FRENCH 265:
The Problem of Evil in Literature, Film, and Philosophy (POLISCI 338E)
Conceptions of evil and its nature and source, distinctions between natural and moral evil, and what belongs to God versus to the human race have undergone transformations reflected in literature and film. Sources include Rousseau's response to the 1755 Lisbon earthquake; Hannah Arendt's interpretation of Auschwitz; Günther Anders' reading of Hiroshima; and current reflections on looming climatic and nuclear disasters. Readings from Rousseau, Kant, Dostoevsky, Arendt, Anders, Jonas, Camus, Ricoeur, Houellebeck, Girard. Films by Lang, Bergman, Losey, Hitchcock.
Terms: Aut
| Units: 3-5
FRENCH 288:
Women, Wheat, and Weather? Lessons from Italy and the Global South for the 21st Century (COMPLIT 188A, COMPLIT 288, FRENCH 188, ITALIAN 188, ITALIAN 288)
The Global South - a symbolic Mediterranean stretching from the Caribbean to India - lures the civilized man with the promise of excellent weather, voluptuous women, and good food. Already in antiquity, Sicily, the southernmost province of what is today modern Italy, was known as "the granary of Rome," supplying the Empire with wheat. Still today, the South is associated with vacation, underdevelopment, superstition, the mafia, la dolce vita: "The South is the problem; the North the solution," Boaventura de Sousa Santos succinctly puts it. In this course, we will move beyond the three W's by focusing on Italy from the point of view of "Southern Thought" ("pensiero meridiano"). We will read 20th/21st-century literary, philosophical, anthropological, and sociological texts from the Global South (Franco Cassano, Roberto M. Dainotto, Salman Rushdie, Gayatri Spivak, de Sousa Santos, Frantz Fanon, Homi Bhabha, Achille Mbembe, Carla Lonzi) to discuss such relevant topics as community and belonging (Elena Ferrante), technology and globalization (Luigi Pirandello; Fernando Pessoa), virus and contagion (Albert Camus), as well as race and gender (Igiaba Scego) from a Southern critical perspective. What counterhegemonic, non-binary, and renewable alternatives do the south of Italy and the Global South in general offer to understand these issues, and to the Western and Northern European emphasis on reason (the Cartesian "cogito"), individualism, and objectivity? We will have guest speakers from the Council of the EU and USAID specialized in international development, as well as conversations with authors. Taught in English.
Terms: Aut
| Units: 3-5
FRENCH 291:
Women in Contemporary French and Francophone Cinema (FRENCH 391)
Women as objects and subjects of the voyeuristic gaze inherent to cinema. The evolution of female characters, roles, actresses, directors in the French film industry from the sexual liberation to #metoo. Women as archetypes, icones, images, or as agents and subjects. Emphasis on filmic analysis: framing, point of view, narrative, camera work as ways to convey meaning. Themes include: sexualization and desire; diversity and intersectionality in films; new theories of the female gaze; gender, ethnicity and class. Filmmakers include Roger Vadim, Agnès Varda, Luis Buñuel, Claude Chabrol, Colline Serreau, Elena Rossi, Tonie Marshall, Houda Benyamina, Eléonore Pourriat, Céline Sciamma, Mati Diop. VISIT BY FILM DIRECTORS Elena Rossi and Sciamma (pending). Films in French with subtitles; discussion in English.
Terms: Win
| Units: 3-5
FRENCH 324:
Before the Global South: The Avant-Garde and the Quest for New Knowledges in the Premodern (COMPLIT 324)
Contemporary Brazilian, Caribbean, European, and American writers and artists who engage with media, forms, and temporalities of premodern cultures as they develop new epistemologies of the Global South. Readings include Augusto de Campos, Roberto Dainotto, Edouard Glissant, Ezra Pound, Boaventura de Sousa Santos, Zrinka Stahuljak, Eliot Weinberger.
Terms: Aut
| Units: 3-5
FRENCH 336:
Casablanca - Algiers - Tunis : Cities on the Edge (COMPLIT 236A, CSRE 140S, FRENCH 236, HISTORY 245C, JEWISHST 236A, URBANST 140F)
Casablanca, Algiers and Tunis embody three territories, real and imaginary, which never cease to challenge the preconceptions of travelers setting sight on their shores. In this class, we will explore the myriad ways in which these cities of North Africa, on the edge of Europe and of Africa, have been narrated in literature, cinema, and popular culture. Home to Muslims, Christians, and Jews, they are an ebullient laboratory of social, political, religious, and cultural issues, global and local, between the nineteenth and twenty-first centuries. We will look at mass images of these cities, from films to maps, novels to photographs, sketching a new vision of these magnets as places where power, social rituals, legacies of the Ottoman and French colonial pasts, and the influence of the global economy collude and collide. Special focus on class, gender, and race.
Terms: Spr
| Units: 3-5
FRENCH 338:
The Gothic in Literature and Culture (COMPLIT 338, ENGLISH 338)
This course examines the Gothic as a both a narrative subgenre and an aesthetic mode, since its 18th century invention. Starting with different narrative genres of Gothic expression such as the Gothic novel, the ghost tale, and the fantastic tale by writers such as Walpole, Radcliffe, Sade, Poe, and E.T.A. Hoffmann, the course goes on to ask how the Gothic sensibility permeates a wide range of 19th century cultural phenomena that explore the dark side of Enlightenment, from Romantic poetry and art to melodrama, feuilleton novels, popular spectacles like the wax museum and the morgue. If time permits, we will also ask how the Gothic is updated into our present in popular novels and cinema. Critical readings will examine both the psychology of the Gothic sensibility and its social context, and might be drawn from theorists such as Benjamin, Freud, Lacan, Kristeva, and Zizek.
Terms: Spr
| Units: 5
FRENCH 350:
The Oceanic Novel: Woolf, Conrad, Duras, Tournier, Condé, Ortese (COMPLIT 250B, COMPLIT 350B, FRENCH 250, ITALIAN 250, ITALIAN 350)
This course will examine novels situated by, on, or in the sea. Its guiding questions: how do the immense breadth and depth of the sea relate to human interiority, self-discovery, and the shadow world of dreams? Does the sea mark a boundary, or a dissolution of that boundary? Novels include 'To The Lighthouse,' 'The Secret Sharer,' 'The Sailor from Gibraltar,' 'Friday,' 'Crossing the Mangrove,' and 'The Iguana.'
Terms: Win
| Units: 3-5
FRENCH 351:
Writing, Memory, and the Self (FRENCH 251, ITALIAN 251, ITALIAN 351)
Recent work in psychology and neuroscience emphasizes the narrative quality of the self, as we create it and recreate it through language and writing, shaping memories both personal and historical. This process is circular: we grow into the stories we tell about ourselves, and we tell different stories to fit our changing life experiences. What is the self in the midst of all this? How does it relate to other selves and to the world? This course examines the nature of self, combining the insights of fiction writers (including Luigi Pirandello, Anna Banti, Michel Tournier, Alain Robbe-Grillet, Peter Nádas) with works from philosophy, psychology, medical humanities, and neuroscience (including Edith Wyschogrod, Alexander Nehamas, Ruth Leys, Oliver Sacks). Taught in English.
Terms: Spr
| Units: 3-5
FRENCH 369:
Introduction to the Profession of Literary Studies (COMPLIT 369, DLCL 369, GERMAN 369, ITALIAN 369)
A survey of how literary theory and other methods have been made institutional since the nineteenth century. The readings and conversation are designed for entering Ph.D. students in the national literature departments and comparative literature.
Terms: Aut
| Units: 1-2
FRENCH 373:
Couture Culture (ARTHIST 273, ARTHIST 473, FRENCH 173)
Fashion, art, and representation in Europe and the US between 1860 and today. Beginning with Baudelaire, Impressionism, the rise of the department store and the emergence of haute couture, culminating in the spectacular fashion exhibitions mounted at the Metropolitan and other major art museums in recent years. Students participate actively in class discussion and pursue related research projects.
Terms: Aut
| Units: 4-5
FRENCH 391:
Women in Contemporary French and Francophone Cinema (FRENCH 291)
Women as objects and subjects of the voyeuristic gaze inherent to cinema. The evolution of female characters, roles, actresses, directors in the French film industry from the sexual liberation to #metoo. Women as archetypes, icones, images, or as agents and subjects. Emphasis on filmic analysis: framing, point of view, narrative, camera work as ways to convey meaning. Themes include: sexualization and desire; diversity and intersectionality in films; new theories of the female gaze; gender, ethnicity and class. Filmmakers include Roger Vadim, Agnès Varda, Luis Buñuel, Claude Chabrol, Colline Serreau, Elena Rossi, Tonie Marshall, Houda Benyamina, Eléonore Pourriat, Céline Sciamma, Mati Diop. VISIT BY FILM DIRECTORS Elena Rossi and Sciamma (pending). Films in French with subtitles; discussion in English.
Terms: Win
| Units: 3-5
FRENCH 395:
Philosophical Reading Group (COMPLIT 359A, ITALIAN 395)
Discussion of one contemporary or historical text from the Western philosophical tradition per quarter in a group of faculty and graduate students. For admission of new participants, a conversation with Professor Robert Harrison is required. May be repeated for credit. Taught in English.
Terms: Aut, Win
| Units: 1
| Repeatable
for credit
FRENCH 398:
Intensive Reading in French/Italian (ITALIAN 398)
Enrollment is limited to French/Italian Ph.D. students. Course is designed for French/Italian Ph.D. students to prepare for department milestone exams.
Terms: Sum
| Units: 10
| Repeatable
2 times
(up to 20 units total)
FRENCH 399:
Individual Work
For students in French working on special projects or engaged in predissertation research.
Terms: Aut, Win, Spr, Sum
| Units: 1-12
| Repeatable
for credit
Instructors: ;
Alduy, C. (PI);
Dupuy, J. (PI);
Edelstein, D. (PI);
Galvez, M. (PI);
Harrison, R. (PI);
Landy, J. (PI);
Pesic, A. (PI);
Seck, F. (PI);
Ulloa, M. (PI);
Wittman, L. (PI)
FRENCH 680:
Curricular Practical Training
CPT course required for international students completing degree. Prerequisite: French Ph.D. candidate.
Terms: Sum
| Units: 1-3
| Repeatable
for credit
Terms: Sum
| Units: 0
| Repeatable
for credit
FRENCH 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
FRENLANG 1:
First-Year French, First Quarter
Proficiency-based. Development of discourse appropriate in French and Francophone contexts. Prerequisite: no previous exposure to French
Terms: Aut, Win, Spr
| Units: 5
FRENLANG 1A:
Accelerated First-Year French, Part 1
Completes first-year language sequence in two rather than three quarters. Recommended for students with previous knowledge of French who place into FRENLANG 1A on the placement test, or those who are familiar with another Romance language.Prerequisite: Placement Test.or consent of coordinator.
Terms: Aut, Win, Spr
| Units: 5
FRENLANG 2:
First-Year French, Second Quarter
Continuation of FRENLANG 1. Proficiency-based. Development of discourse appropriate in French and Francophone contexts. Recent placement Test, completion of FRENLANG 1 or consent of French coordinator.
Terms: Aut, Win, Spr
| Units: 5
FRENLANG 2A:
Accelerated First-Year French, Part 2
Continuation of FRENLANG 1A. Completes first-year accelerated language sequence in two rather than three quarters. Fulfills the University foreign language requirement. Prerequisite: completion of FRENLANG 1A or recent Placement Test.
Terms: Aut, Win, Spr
| Units: 5
| UG Reqs: Language
FRENLANG 3:
First-Year French, Third Quarter
Continuation of FRENLANG 2 . Proficiency-based. Development of discourse appropriate in French and Francophone contexts. Prerequisite: Recent Placement test, completion of FRENLANG 2 or consent of French coordinator. Fulfills the University language requirement.
Terms: Aut, Win, Spr
| Units: 5
| UG Reqs: Language
FRENLANG 10SC:
French Immersion: Contemporary Issues in the French-Speaking World
A fresh look at the French historic motto, ¿Liberté, égalité, fraternité,¿ opens the door to our 2022 French Immersion Sophomore College classroom. For students to become confident and competent French speakers capable of engaging in higher level discussions on a variety of subjects, we will explore a plethora of political, social, and economic issues that resonate today in both French and American contexts. Literature, music, and the visual arts will often serve as the lens through which these issues will be studied and analyzed.<br><br> The course will draw upon a variety of oral and visual media (documentaries, feature films, podcasts and songs) and rely on written texts such as news articles, essays, blogs, short stories, and poems. These resources will engage students in written and oral conversations, offer opportunities for group and individual presentations as well as creative final projects. Classes will be focused on the development of oral proficiency through class discussion, group activities as well as integration of vocabulary and review of key structures.<br><br>Our course is above all an opportunity to join a French-speaking community through organized group outings (museums, plays, shared meals), on-campus activities such as pétanque (lawn-bowling), picnics and crêpe-making. Intensive interaction in the target language with classmates, instructors, and the Sophomore College Assistants (SCAs) will enable students to move beyond the intermediate range of spoken and written French.
Terms: Sum
| Units: 2
FRENLANG 15:
Intermediate French Oral Communication
Intermediate conversation.For students who have completed FRENLANG 1A or 2. Emphasis is on speaking skills, pronunciation, vocabulary in the context of current events and news in the French and Francophone world. May be repeated once for credit. For students who have completed Frenlang 1A or Frenlang 2 or received consent of French coordinator.
Terms: Aut, Win, Spr
| Units: 3
| Repeatable
2 times
(up to 6 units total)
FRENLANG 21C:
Second-Year French: Cultural Emphasis, First Quarter
Sequence integrating culture and language. Emphasis is on intermediate proficiency in oral and written discourse including presentational language and socio culturally appropriate discourse in formal and informal, academic, and professional contexts. Prerequiste: Completion of Frenlang 1 2A or Frenlang 3, recent placement test or consent of French coordinator.
Terms: Aut, Win, Spr
| Units: 4
FRENLANG 22C:
Second-Year French: Cultural Emphasis, Second Quarter
Continuation of FRENLANG 21C. Sequence integrating culture and language. Emphasis is on advanced proficiency in oral and written discourse including presentational language and socio culturally appropriate discourse in formal and informal, academic, and professional contexts. Prerequiste: Completion of Frenlang 21C,recent placement test or consent of French coordinator.
Terms: Aut, Win, Spr
| Units: 4
FRENLANG 23C:
Second-Year French: Cultural Emphasis, Third Quarter
Continuation of FRENLANG 22C. Sequence integrating culture and language. Emphasis is on advanced proficiency in oral and written discourse including presentational language and socio culturally appropriate discourse in formal and informal, academic, and professional contexts. Prerequiste: Completion of Frenlang 22C, recent placement test or consent of French coordinator.
Terms: Aut, Win, Spr
| Units: 4
FRENLANG 30:
Intermediate/Advanced French Conversation
For students who have completed Frenlang 2A ,3 or have placed into Frenlang 21C with recent placement. Prerequiste: Completion of Frenlang 2A, Frenlang 3 or recent placement into Frenlang 21C.
Terms: Aut, Win, Spr
| Units: 2
| Repeatable
2 times
(up to 4 units total)
FRENLANG 120:
Advanced French Oral Communication
Speaking skills and functions including narration, description, supporting opinions, and hypothesizing about current events and issues in France. May be repeated once for credit. Prerequisites: FRENLANG 22C or 23C or equivalent.
Terms: Aut, Win, Spr
| Units: 3
| Repeatable
2 times
(up to 6 units total)
FRENLANG 124:
Advanced French: Composition, Writing, and Presentation
This bridge course prepares students for transitioning to literature classes that are taught in French. Emphasis is on the development of speaking, writing, and presenting at the advanced level. Students will review and master the difficulties of French through the study of various types of literary texts and through analysis of current events in the francophone world. Required for students majoring or minoring in French. Prerequisite: FRENLANG23C, recent placement test or consent of the French coordinator.
Terms: Aut, Win, Spr
| Units: 4-5
FRENLANG 199:
Language Specials
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
3 times
(up to 15 units total)
FRENLANG 250:
Reading French
For seniors or graduate students seeking to meet the University reading requirement for advanced degrees. Reading strategies for comprehension of secondary literature for academic research. Fulfills the University foreign language requirement for advanced degrees if student earns a grade of 'B.' Prerequisite: one year or reading proficiency in another Romance language.
Terms: Aut
| Units: 4
FRENLANG 394:
Graduate Studies in French Conversation
Prerequisite: consent of the instructor.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
FRENLANG 395:
Graduate Studies in French
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
GENE 104Q:
Law and the Biosciences
Preference to sophomores. Focus is on human genetics; also assisted reproduction and neuroscience. Topics include forensic use of DNA, genetic testing, genetic discrimination, eugenics, cloning, pre-implantation genetic diagnosis, neuroscientific methods of lie detection, and genetic or neuroscience enhancement. Student presentations on research paper conclusions.
Terms: Aut
| Units: 3
| UG Reqs: WAY-ER, Writing 2
GENE 199:
Undergraduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Altman, R. (PI);
Ashley, E. (PI);
Attardi, L. (PI);
Baker, J. (PI);
Barna, M. (PI);
Bassik, M. (PI);
Bhatt, A. (PI);
Brown, P. (PI);
Brunet, A. (PI);
Bustamante, C. (PI);
Calos, M. (PI);
Cherry, J. (PI);
Cohen, S. (PI);
Curtis, C. (PI);
Davis, R. (PI);
Engreitz, J. (PI);
Fire, A. (PI);
Ford, J. (PI);
Fordyce, P. (PI);
Francke, U. (PI);
Frydman, J. (PI);
Fuller, M. (PI);
Gitler, A. (PI);
Greely, H. (PI);
Greenleaf, W. (PI);
Hanson-Kahn, A. (PI);
Herzenberg, L. (PI);
Jerby, L. (PI);
Kay, M. (PI);
Kim, S. (PI);
Kirkegaard, K. (PI);
Kundaje, A. (PI);
Li, J. (PI);
Lipsick, J. (PI);
Montgomery, S. (PI);
Nakauchi, H. (PI);
Ormond, K. (PI);
Pringle, J. (PI);
Pritchard, J. (PI);
Quake, S. (PI);
Sage, J. (PI);
Sanulli, S. (PI);
Sherlock, G. (PI);
Sidow, A. (PI);
Snyder, M. (PI);
Stearns, T. (PI);
Steinmetz, L. (PI);
Tang, H. (PI);
Ting, A. (PI);
Urban, A. (PI);
Villeneuve, A. (PI);
Vollrath, D. (PI);
Winslow, M. (PI);
Campion, M. (GP)
GENE 200:
Genetics and Developmental Biology Training Camp (DBIO 200)
Open to first year Department of Genetics and Developmental Biology students, to others with consent of instructors. Introduction to basic manipulations, both experimental and conceptual, in genetics and developmental biology.
Terms: Aut
| Units: 1
GENE 202:
Human Genetics
Utilizes lectures and small group activities to develop a working knowlege of human genetics as applicable to clinical medicine. Basic principles of inheritance, risk assessment, and population genetics are illustrated using examples drawn from diverse areas of medical genetics practice including prenatal, pediatric, adult and cancer genetics. Practical aspects of molecular and cytogenetic diagnostic methods are emphasized. Existing and emerging treatment strategies for single gene disorders are also covered. Prerequisites: basic genetics. Only available to MD and MOM students.
Terms: Aut
| Units: 4
GENE 205:
Advanced Genetics
For PhD students in any of the Biosciences Departments and Programs at Stanford University. Emphasis on developing the ability to solve problems using genetic ideas and methods, to understand the nature and reliability of genetic inference, and to apply genetic reasoning to biological research. Weekly paper discussions based on original research papers that define or illustrate the ideas and techniques covered in the lecture.
Terms: Win
| Units: 3
GENE 207:
Microfluidic Device Laboratory (BIOE 301D)
This course exposes students to the design, fabrication, and testing of microfluidic devices for biological applications through combination of lectures and hands-on lab sessions. In teams of two, students will produce a working prototype devices designed to address specific design challenges within the biological community using photolithography, soft lithography, and imaging techniques.
Terms: Win
| Units: 3-4
GENE 208:
Gut Microbiota in Health and Disease (BIOE 221G, MI 221)
Preference to graduate students. Focus is on the human gut microbiota. Students will receive instruction on computational approaches to analyze microbiome data and must complete a related project.
Terms: Aut
| Units: 3
GENE 211:
Genomics
The goal of this course is to explore different genomic approaches and technologies, to learn how they work from a molecular biology view point, and to understand how they can be applied to understanding biological systems. In addition, we teach material on how the data generated from these approaches can be analyzed, from an algorithmic perspective. The papers that are discussed are a mixture of algorithmic papers, and technological papers.
Terms: Win
| Units: 3
GENE 212:
Introduction to Biomedical Data Science Research Methodology (BIOE 212, BIOMEDIN 212, CS 272)
Capstone Biomedical Data Science experience. Hands-on software building. Student teams conceive, design, specify, implement, evaluate, and report on a software project in the domain of biomedicine. Creating written proposals, peer review, providing status reports, and preparing final reports. Issues related to research reproducibility. Guest lectures from professional biomedical informatics systems builders on issues related to the process of project management. Software engineering basics. Because the team projects start in the first week of class, attendance that week is strongly recommended. Prerequisites: BIOMEDIN 210 or 214 or 215 or 217 or 260. Preference to BMI graduate students. Consent of instructor required.
Terms: Win, Spr
| Units: 3-5
GENE 214:
Representations and Algorithms for Computational Molecular Biology (BIOE 214, BIOMEDIN 214, CS 274)
Topics: This is a graduate level introduction to bioinformatics and computational biology, algorithms for alignment of biological sequences and structures, computing with strings, phylogenetic tree construction, hidden Markov models, basic structural computations on proteins, protein structure prediction, molecular dynamics and energy minimization, statistical analysis of 3D biological data, integration of data sources, knowledge representation and controlled terminologies for molecular biology, microarray analysis, chemoinformatics, pharmacogenetics, network biology. Note: For Fall 2021, Dr. Altman will be away on sabbatical and so class will be taught from lecture videos recorded in fall of 2018. The class will be entirely online, with no scheduled meeting times. Lectures will be released in batches to encourage pacing. A team of TAs will manage all class logistics and grading. Firm prerequisite: CS 106B.
Terms: Aut
| Units: 3-4
GENE 215:
Frontiers in Biological Research (BIOC 215, DBIO 215)
Students analyze cutting edge science, develop a logical framework for evaluating evidence and models, and enhance their ability to design original research through exposure to experimental tools and strategies. The class runs in parallel with the Frontiers in Biological Research seminar series. Students and faculty meet on the Tuesday preceding each seminar to discuss a landmark paper in the speaker's field of research. Following the Wednesday seminar, students meet briefly with the speaker for a free-range discussion which can include insights into the speakers' paths into science and how they pick scientific problems.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
GENE 217:
Translational Bioinformatics (BIOE 217, BIOMEDIN 217, CS 275)
Computational methods for the translation of biomedical data into diagnostic, prognostic, and therapeutic applications in medicine. Topics: multi-scale omics data generation and analysis, utility and limitations of public biomedical resources, machine learning and data mining, issues and opportunities in drug discovery, and mobile/digital health solutions. Case studies and course project. Prerequisites: programming ability at the level of CS 106A and familiarity with biology and statistics.
Terms: Win
| Units: 3-4
GENE 218:
Computational Analysis of Biological Information: Introduction to Python for Biologists (MI 218, PATH 218)
Computational tools for processing, interpretation, communication, and archiving of biological information. Emphasis is on sequence and digital microscopy/image analysis. Intended for biological and clinical trainees without substantial programming experience.
Terms: Spr
| Units: 3
GENE 219:
Current Issues in Genetics
Current Issues in Genetics is for Genetics. graduate students only. It is an in-house seminar series that meets each Academic Quarter tor one hour per week (Friday, 4:00-5:00) and features talks by Genetics Department faculty, students, and postdoctoral fellows (with occasional visiting speakers from other Stanford departments). Thus, over the Academic Year, it provides a comprehensive overview of the work going on in the Department. Student attendance at the seminars will be required, with short written assignments (typically three per Quarter) to encourage thinking about the material presented in the talks.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
12 times
(up to 12 units total)
GENE 221:
Current Issues in Aging
Current research literature on genetic mechanisms of aging in animals and human beings. Topics include: mitochondria mutations, insulin-like signaling, sirtuins, aging in flies and worms, stem cells, human progeria, and centenarian studies. Prerequisite: GENE 203, 205 or BIOS 200.
Terms: Win
| Units: 2
GENE 222:
Cloud Computing for Biology and Healthcare (BIOMEDIN 222, CS 273C)
Big Data is radically transforming healthcare. To provide real-time personalized healthcare, we need hardware and software solutions that can efficiently store and process large-scale biomedical datasets. In this class, students will learn the concepts of cloud computing and parallel systems' architecture. This class prepares students to understand how to design parallel programs for computationally intensive medical applications and how to run these applications on computing frameworks such as Cloud Computing and High Performance Computing (HPC) systems. Prerequisites: familiarity with programming in Python and R.
Terms: Spr
| Units: 3
GENE 223:
Aging: Science and Technology for Longevity
Is aging another disease that can be ultimately cured? We will look at the biology of aging, transitioning from the molecular level through to the cellular and systems level. What are age-related diseases, can lifespan be extended and are centenarians different? Additionally how can artificial intelligence create robotic and software assistants as we get older and is living forever is possible in any form ? Topics will include: molecular theories of aging, impact of oxidative stress, age-related diseases, artificial intelligence for longevity, and innovations to improve the quality of life as we age.
Terms: Win, Spr
| Units: 2-3
GENE 224:
Principles of Pharmacogenomics (BIOMEDIN 224)
This course is an introduction to pharmacogenomics, including the relevant pharmacology, genomics, experimental methods (sequencing, expression, genotyping), data analysis methods and bioinformatics. The course reviews key gene classes (e.g., cytochromes, transporters) and key drugs (e.g., warfarin, clopidogrel, statins, cancer drugs) in the field. Resources for pharmacogenomics (e.g., PharmGKB, Drugbank, NCBI resources) are reviewed, as well as issues implementing pharmacogenomics testing in the clinical setting. Reading of key papers, including student presentations of this work; problem sets; final project selected with approval of instructor. Prerequisites: two of BIO 41, 42, 43, 44X, 44Y or consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 3
GENE 225:
Healthcare Venture Capital
How are healthcare startups financed? Venture funds invest in risky companies but how do they themselves get funded, and how do they evaluate companies? How do company founders prepare for capital raising? How does intellectual property play? We explain both from the investor and founder viewpoints to analyze how to a) start a venture capital fund; b) present a healthcare company to a venture fund. We discuss financial frameworks specifically for the healthcare sector and how it differs to other segments. Additionally, guest lectures from venture capitalists, angel investors, and company founders will explain their respective perspectives.
Terms: Spr
| Units: 2-3
| Repeatable
2 times
(up to 6 units total)
GENE 226:
LONGEVITY VENTURE CAPITAL
Longevity covers therapeutics, robotics, and fintech. Yet as an emerging industry how do these get financed when they are so risky? How should venture firms evaluate longevity companies and how should founders attract investors and employees? This course will look at these questions specifically as applied to longevity, uniquely from the investor, scientist, and the founder viewpoint. After providing a foundation to the field we will interact with guest lectures from investors, scientists and company founders who can explain their respective perspectives. The course will cover finance and science aspects of longevity though no pre-requisites are expected.
Terms: Aut
| Units: 2-3
| Repeatable
2 times
(up to 6 units total)
GENE 229:
How We Age
We all age, but how do we age? There are 79 organs in the human body and each of them age differently. Some parts of the human body visibly age like hair and skin, others are less visible like our kidneys, liver and heart. What is the trajectory of aging for each of these organs and how can the aging of these organs be measured quantitatively? We will go through parts of the human body and study the genetics and mechanisms of aging for each, and discuss if there are preventative and interventional measures that can be undertaken. As part of this course students test an interventional measure on themselves.
Terms: Win
| Units: 2-3
| Repeatable
2 times
(up to 6 units total)
GENE 230:
Genetic Epidemiology (EPI 224)
This course presents fundamental concepts and methods in genetic epidemiology, with examples from genetic studies of common, complex diseases (e.g., cancer). It will provide an overview of various study designs and covers fundamental analyses, inferences, and their strengths and limitations. The course will cover the following topics: assessing genetic influences on disease (e.g., heritability); family- and population-based association study designs; candidate gene and genome-wide association studies of common and rare genetic variants; transcriptome-wide association studies; polygenic risk scores; bias due to population stratification; gene-environment interactions and epistasis; studies of diverse populations; software and web-based data resources; ethical issues in genetic epidemiology; and applications of genetic epidemiology to clinical practice and public health. Guest speakers will discuss these concepts through the lens of various diseases. The course will include a project proposal based on student's research interests. Prerequisite: introductory biostatistics or epidemiology (or by permission of the instructor).
Terms: Win
| Units: 3
GENE 232:
Advanced Imaging Lab in Biophysics (APPPHYS 232, BIO 132, BIO 232, BIOPHYS 232)
Laboratory and lectures. Advanced microscopy and imaging, emphasizing hands-on experience with state-of-the-art techniques. Students construct and operate working apparatus. Topics include microscope optics, Koehler illumination, contrast-generating mechanisms (bright/dark field, fluorescence, phase contrast, differential interference contrast), and resolution limits. Laboratory topics vary by year, but include single-molecule fluorescence, fluorescence resonance energy transfer, confocal microscopy, two-photon microscopy, microendoscopy, and optical trapping. Limited enrollment. Recommended: basic physics, basic cell biology, and consent of instructor.
Terms: Spr
| Units: 4
GENE 235:
C. Elegans Genetics
Genetic approaches to C. elegans, practice in designing experiments and demonstrations of its growth and anatomy. Probable topics include: growth and genetics, genome map and sequence, mutant screens that start with a desired phenotype, reverse genetics and RNAi screens, genetic duplications, uses of null phenotype non-null alleles, genetic interactions and pathway analysis, and embryogenesis and cell lineage. Focus of action, mosaic analysis, and interface with embryological and evolutionary approaches.
Terms: Spr
| Units: 2
GENE 242:
Genetics of Viral Emergence and Emerging Viruses
This course will cover genetic and complementary approaches toward understanding and mitigating the emergence of new viral epidemics. Topics are: I. Viral Emergence ('Viral life in prebiotic soup', 'emergence in cellular contexts', 'viruses from viruses', 'viruses and their non-viral cousins'), II. Emergent Virology ('tracking the virome', 'genomics of recent viral pandemics', and 'the spectrum of viral malevolence'), and III. The Virome Interface ('environmental influences on viral epidemics', 'viruses, genes, and human behavior', 'big data in the service of controlling epidemics', and 'genetic approaches to viral treatment')
Terms: Win
| Units: 2
GENE 247:
Genomic approaches to the study of human disease (BIO 247)
This course will cover a range of genetic and genomic approaches to studying human phenotypic variation and disease. We will discuss the genetic basis of Mendelian and complex diseases, as well as clinical applications including prenatal testing, and pediatric and cancer diagnostics. The course will include lectures as well as critical reading and discussion of the primary literature. Prerequisite: BIO 82 or equivalent. Open to advanced undergraduate students.
Terms: Win
| Units: 3
GENE 260:
Supervised Study
Genetics graduate student lab research from first quarter to filing of candidacy. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Altman, R. (PI);
Ashley, E. (PI);
Attardi, L. (PI);
Baker, J. (PI);
Barna, M. (PI);
Bassik, M. (PI);
Bhatt, A. (PI);
Brown, P. (PI);
Brunet, A. (PI);
Bustamante, C. (PI);
Calos, M. (PI);
Chang, H. (PI);
Cherry, J. (PI);
Cohen, S. (PI);
Cong, L. (PI);
Curtis, C. (PI);
Davis, R. (PI);
Engreitz, J. (PI);
Fire, A. (PI);
Ford, J. (PI);
Fordyce, P. (PI);
Francke, U. (PI);
Frydman, J. (PI);
Fuller, M. (PI);
Gitler, A. (PI);
Gloyn, A. (PI);
Greely, H. (PI);
Greenleaf, W. (PI);
Hanson-Kahn, A. (PI);
Herzenberg, L. (PI);
Jerby, L. (PI);
Kay, M. (PI);
Kim, S. (PI);
Kirkegaard, K. (PI);
Kundaje, A. (PI);
Li, J. (PI);
Lipsick, J. (PI);
Montgomery, S. (PI);
Nakauchi, H. (PI);
Ormond, K. (PI);
Pringle, J. (PI);
Pritchard, J. (PI);
Quake, S. (PI);
Reijo Pera, R. (PI);
Sage, J. (PI);
Sanulli, S. (PI);
Sherlock, G. (PI);
Sidow, A. (PI);
Snyder, M. (PI);
Stearns, T. (PI);
Steinmetz, L. (PI);
Tang, H. (PI);
Ting, A. (PI);
Urban, A. (PI);
Villeneuve, A. (PI);
Vollrath, D. (PI);
Winslow, M. (PI);
Campion, M. (GP);
Lou, S. (GP)
GENE 268:
Biology and Applications of CRISPR/Cas9: Genome Editing and Epigenome Modifications (BIOS 268)
This course is designed to provide a broad overview of the biology and applications of the revolutionary CRISPR/Cas9 system, with detailed exploration of several areas: / / --Basic biology of the CRISPR/Cas9 system / --High-throughput screening using CRISPR/Cas9 / --Epigenetic modifications and transcriptional regulation using dCas9 / --Therapeutic applications of gene editing with CRISPR / --Disease modeling with CRISPR / --Ethical considerations of the use of CRISPR/Cas9 / / The course will be geared toward advanced undergraduates and graduate students, and will assume a basic background in molecular biology and genetics. The course will be lecture-based, with frequent opportunities for discussion and questions.
Terms: Spr
| Units: 1
Instructors: ;
Bassik, M. (PI);
Carette, J. (PI);
Cho, M. (PI);
Engreitz, J. (PI);
Greely, H. (PI);
Jerby, L. (PI);
Ormond, K. (PI);
Porteus, M. (PI);
Qi, S. (PI);
Steinmetz, L. (PI);
Winslow, M. (PI)
GENE 271:
Human Molecular Genetics (CHPR 271)
For genetic counseling students, graduate students in genetics, medical students, residents, and postdoctoral fellows interested in the practice of medical genetics and genomics. Gene structure and function; the impact of mutation and polymorphism as they relate to developmental pathways and human disease; mitochondrial genetics; approaches to the study of complex genetic conditions; GWAS and genome sequencing technologies; variant interpretation; gene therapy, stem cell biology, and pharmacogenetics. Undergraduates require consent of instructor and a basic genetics course. Non-GC students: Please contact the instructor when you enroll.
Terms: Aut
| Units: 3
GENE 272:
Introduction to Medical Genetics (CHPR 272)
For genetic counseling students, graduate students in human genetics, medical students, residents, and fellows; undergraduates with consent of instructor. Principles of medical genetics practice, including taking a family history, modes of inheritance and risk assessment, and mathematical principles of medical genetics (Bayes theorem, population genetics). An additional problem set is required for 3 units.
Terms: Aut
| Units: 2-3
GENE 273:
Introduction to Clinical Genetics Testing
For genetic counseling students, medical students, residents, and fellows. Uses a combination of case based assignments, laboratory observation and didactic lectures to introduce techniques and technology used in cytogenetics, molecular genetics and biochemical genetic testing, and to introduce clinical features of common genetic conditions that are commonly diagnosed through genetic testing. Non-GC students: Please contact the instructor when you enroll.
Terms: Aut
| Units: 2
GENE 274A:
A Case Based Approach to Clinical Genetics (CHPR 274A)
For genetic counseling students and medical genetics residents and fellows. Case-based scenarios and guest expert lectures. Students learn skills in case preparation, management, and presentation, as well as content around common genetic disorders.
Terms: Win
| Units: 2
GENE 274B:
A Case Based Approach to Clinical Genetics (CHPR 274B)
For genetic counseling students and medical genetics residents and fellows. Case-based scenarios and guest expert lectures. Students learn skills in case preparation, management, and presentation, as well as content around common genetic disorders. This course is a continuation of GENE 274A, but may be taken individually with instructor permission.
Terms: Spr
| Units: 2
GENE 275:
Role Play and Genetic Counseling Observations
For genetic counseling students only. Students role play aspects of genetic counseling sessions and learn through clinical observations and personal reflection. Observation includes genetic counseling sessions in prenatal, pediatric, and specialty settings.
Terms: Aut
| Units: 2
GENE 276:
Genetic Counseling Fieldwork
For genetic counseling students only. Supervised clinical experiences. May be repeated for credit. Prerequisite: GENE 275.
Terms: Aut, Win, Spr, Sum
| Units: 1-7
| Repeatable
for credit
GENE 278:
Prenatal Genetic Counseling (CHPR 278)
Online course for genetic counseling students, graduate students in genetics, medical students, residents, fellows, and nurses interested in prenatal genetics. Genetic counseling students should take this course in conjunction with their initial prenatal genetics rotation. Topics include: prenatal screening and diagnostic testing, ultrasound, genetic carrier screening, teratology, fetal treatment and intervention, perinatal loss, termination, and infertility. Non-GC students: Please contact the instructor when you enroll.
Terms: Aut, Win, Spr
| Units: 1
GENE 279:
Pediatric and Adult Genetic Counseling (CHPR 279)
Internet based course for genetic counseling students, graduate students in genetics, medical students, residents, and fellows; genetic counseling students should take this course in conjunction with their initial general genetics rotation. Topics include: clinical reasoning in medical genetics, techniques to prepare for the medical genetics visit, assessment of child development and medical history in the context of a genetic workup, dysmorphology, development of a differential diagnosis, and resources for case management and family support. Non-GC students: Please contact the instructor when you enroll.
Terms: Aut, Win, Spr
| Units: 1
GENE 280:
Metabolic Genetic Counseling (CHPR 280)
Internet based course for genetic counseling students, graduate students in genetics, medical students, residents, and fellows. Genetic counseling students should take this course in conjunction with their metabolic genetics rotation. Topics include: overview of metabolic diseases; common pathways; diagnosis, management, and treatment of metabolic disorders; and newborn screening. Non-GC students: Please contact the instructor when you enroll.
Terms: Aut, Win, Spr
| Units: 1
GENE 281:
Cancer Genetic Counseling (CHPR 281)
Internet based course for genetic counseling students, graduate students in genetics, medical students, residents, and fellows; genetic counseling students should take this course in conjunction with their initial cancer genetics rotation. Topics include: cancer biology and cytogenetics; diagnosis and management of common cancer genetic syndromes; predictive testing; psychology of cancer genetic counseling; and topics recommended by ASCO guidelines.Non-GC students: Please contact the instructor when you enroll.
Terms: Aut, Win, Spr
| Units: 1
GENE 282A:
Genetic Counseling Research Seminar
For genetic counseling students only. Facilitated discussions on identifying a topic and mentor for genetic counseling departmental research projects.
Terms: Win
| Units: 1
GENE 282B:
Genetic Counseling Research Seminar
For genetic counseling students only. Lectures and facilitated discussions on research methodology for genetic counseling departmental research projects. Prerequisite: GENE 282A.
Terms: Spr
| Units: 1
GENE 283:
Genetic Counseling Research
Genetic counseling students conduct clinical research projects as required by the department for graduation. May be repeated for credit. Pre- or corequisite: GENE 282.
Terms: Aut, Win, Spr, Sum
| Units: 1-8
| Repeatable
for credit
GENE 284:
Medical Genetics Seminar (CHPR 284)
Presentation of clinical and research topics in human genetics, followed by case presentations from the medical genetics and biochemical genetics services. Course may be completed online or in-person. Non-GC students: Please contact the instructor when you enroll.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
GENE 285A:
Genetic Counseling Seminar
Year-long seminar primarily for 1st year genetic counseling students. Fall: An introduction to genetic counseling principles, techniques, and professional development.
Terms: Aut
| Units: 3
GENE 285B:
Genetics Counseling Seminar
Year-long seminar primarily for 1st year genetic counseling students. Winter: The impact of chronic illness and genetic disease across the lifespan.
Terms: Win
| Units: 3
GENE 285C:
Genetic Counseling Seminar
Year-long seminar primarily for 1st year genetic counseling students. Spring: The application of counseling theories, models, and therapy to the practice of genetic counseling
Terms: Spr
| Units: 3
GENE 286:
Advanced Genetic Counseling Seminar
For genetic counseling students only. This course will enhance students' advanced counseling skills through formal case presentations, observations of community resources, and a variety of presentations on professional issues. Must be taken for 3 quarters. Prerequisites: GENE 285 A,B,C and 276.
Terms: Aut, Win, Spr
| Units: 2
| Repeatable
3 times
(up to 6 units total)
GENE 287:
CARDIOVASCULAR GENETICS (CHPR 287)
Online course for genetic counseling students, graduate students in genetics, medical students, residents, fellows, and nurses interested in inherited cardiovascular conditions. Genetic counseling students should take this course in conjunction with their cardiovascular genetics rotation. Topics include: Basic cardiology principles, including relevant anatomy and physiology; diagnosis, management and genetic testing as it relates to common inherited cardiovascular conditions in both the pediatric and adult setting; predictive genetic testing issues specific to inherited cardiovascular conditions; psychological issues related to sudden death conditions. Non-GC students: Please contact the instructor when you enroll.
Terms: Aut, Win, Spr
| Units: 1
GENE 288:
Neurogenetics
Internet-based course for genetic counseling students, graduate students in genetics, medical students, residents, and fellow; genetic counseling students should take this course in conjunction with their neurogenetics rotation. Topics include: introduction to neurology for beginners, including an overview of neurologic exam and localization, to provide non-neurologist trainees a foundation for understanding the differential diagnosis process in neurology; common and exemplary neurogenetics disorders spanning the adult and pediatric neurologic sub-specialties; key genetic concepts such as triple repeat disorders and FSHD; ethical and psychological topics as well as gene-targets therapeutics. Medical students and graduate students outside of genetic counseling should obtain permission from instructor prior to enrollment. No prerequisite for genetic counseling students, genetics or neurology residents/fellows or post-docs. Non-GC students: Please contact the instructor when you enroll.
Terms: Aut, Win, Spr
| Units: 1
GENE 289:
Variant Interpretation
Internet-based course for genetic counseling students, graduate students in genetics or bioscience, medical students, residents, and fellows. Genetic counseling students should take this course in conjunction with their variant interpretation rotation. Topics include a review of the types of genetic variants, HGVS nomenclature and standards, and technical aspects of variant calling, filtering, and prioritization. Attendees will become familiar with the types of evidence to support or refute pathogenicity and the standards in doing so, and will develop skills to critically assess the literature and existing databases for variant classification. Non GC-students: Please contact the instructor once you enroll.
Terms: Aut, Win, Spr
| Units: 1
GENE 299:
Directed Reading in Genetics
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Altman, R. (PI);
Ashley, E. (PI);
Attardi, L. (PI);
Baker, J. (PI);
Barna, M. (PI);
Bassik, M. (PI);
Bhatt, A. (PI);
Brown, P. (PI);
Brunet, A. (PI);
Bustamante, C. (PI);
Calos, M. (PI);
Campion, M. (PI);
Cherry, J. (PI);
Cohen, S. (PI);
Curtis, C. (PI);
Davis, R. (PI);
Engreitz, J. (PI);
Fire, A. (PI);
Ford, J. (PI);
Fordyce, P. (PI);
Francke, U. (PI);
Frydman, J. (PI);
Fuller, M. (PI);
Gitler, A. (PI);
Greely, H. (PI);
Greenleaf, W. (PI);
Hanson-Kahn, A. (PI);
Herzenberg, L. (PI);
Jerby, L. (PI);
Kay, M. (PI);
Kim, S. (PI);
Kirkegaard, K. (PI);
Kundaje, A. (PI);
Li, J. (PI);
Lipsick, J. (PI);
Montgomery, S. (PI);
Nakauchi, H. (PI);
Ormond, K. (PI);
Pringle, J. (PI);
Pritchard, J. (PI);
Quake, S. (PI);
Sage, J. (PI);
Sanulli, S. (PI);
Sherlock, G. (PI);
Sidow, A. (PI);
Snyder, M. (PI);
Stearns, T. (PI);
Steinmetz, L. (PI);
Tang, H. (PI);
Urban, A. (PI);
Villeneuve, A. (PI);
Vollrath, D. (PI);
Winslow, M. (PI);
Campion, M. (GP)
GENE 346:
Advanced Seminar in Microbial Molecular Biology (BIO 346, CSB 346)
Enrollment limited to PhD students associated with departmental research groups in genetics or molecular biology.
Terms: Aut, Win
| Units: 1
GENE 399:
Graduate Research
Investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Altman, R. (PI);
Ashley, E. (PI);
Attardi, L. (PI);
Baker, J. (PI);
Barna, M. (PI);
Bassik, M. (PI);
Bhatt, A. (PI);
Brown, P. (PI);
Brunet, A. (PI);
Bustamante, C. (PI);
Calos, M. (PI);
Cherry, J. (PI);
Cohen, S. (PI);
Cong, L. (PI);
Curtis, C. (PI);
Davis, R. (PI);
Engreitz, J. (PI);
Fire, A. (PI);
Ford, J. (PI);
Fordyce, P. (PI);
Francke, U. (PI);
Frydman, J. (PI);
Fuller, M. (PI);
Gitler, A. (PI);
Greely, H. (PI);
Greenleaf, W. (PI);
Hanson-Kahn, A. (PI);
Herzenberg, L. (PI);
Jerby, L. (PI);
Kay, M. (PI);
Kim, S. (PI);
Kirkegaard, K. (PI);
Kundaje, A. (PI);
Li, J. (PI);
Lipsick, J. (PI);
Montgomery, S. (PI);
Nakauchi, H. (PI);
Ormond, K. (PI);
Pringle, J. (PI);
Pritchard, J. (PI);
Quake, S. (PI);
Reijo Pera, R. (PI);
Sage, J. (PI);
Sanulli, S. (PI);
Sherlock, G. (PI);
Sidow, A. (PI);
Snyder, M. (PI);
Stearns, T. (PI);
Steinmetz, L. (PI);
Tang, H. (PI);
Ting, A. (PI);
Urban, A. (PI);
Villeneuve, A. (PI);
Vollrath, D. (PI);
Winslow, M. (PI);
Campion, M. (GP);
Lou, S. (GP)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Altman, R. (PI);
Ashley, E. (PI);
Attardi, L. (PI);
Baker, J. (PI);
Barna, M. (PI);
Bassik, M. (PI);
Bhatt, A. (PI);
Brown, P. (PI);
Brunet, A. (PI);
Bustamante, C. (PI);
Calos, M. (PI);
Cherry, J. (PI);
Cohen, S. (PI);
Curtis, C. (PI);
Davis, R. (PI);
Engreitz, J. (PI);
Fire, A. (PI);
Ford, J. (PI);
Fordyce, P. (PI);
Francke, U. (PI);
Frydman, J. (PI);
Fuller, M. (PI);
Gitler, A. (PI);
Greely, H. (PI);
Greenleaf, W. (PI);
Hanson-Kahn, A. (PI);
Herzenberg, L. (PI);
Jerby, L. (PI);
Kay, M. (PI);
Kim, S. (PI);
Kirkegaard, K. (PI);
Kundaje, A. (PI);
Li, J. (PI);
Lipsick, J. (PI);
Montgomery, S. (PI);
Nakauchi, H. (PI);
Ormond, K. (PI);
Pringle, J. (PI);
Pritchard, J. (PI);
Quake, S. (PI);
Sage, J. (PI);
Sanulli, S. (PI);
Sherlock, G. (PI);
Sidow, A. (PI);
Snyder, M. (PI);
Stearns, T. (PI);
Steinmetz, L. (PI);
Tang, H. (PI);
Urban, A. (PI);
Villeneuve, A. (PI);
Vollrath, D. (PI);
Winslow, M. (PI);
Campion, M. (GP);
Lou, S. (GP)
GENE 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Altman, R. (PI);
Ashley, E. (PI);
Attardi, L. (PI);
Axelrod, J. (PI);
Baker, J. (PI);
Barna, M. (PI);
Bassik, M. (PI);
Bhatt, A. (PI);
Brown, P. (PI);
Brunet, A. (PI);
Bustamante, C. (PI);
Calos, M. (PI);
Cherry, J. (PI);
Cohen, S. (PI);
Curtis, C. (PI);
Davis, R. (PI);
Engreitz, J. (PI);
Fire, A. (PI);
Ford, J. (PI);
Fordyce, P. (PI);
Francke, U. (PI);
Frydman, J. (PI);
Fuller, M. (PI);
Gitler, A. (PI);
Greely, H. (PI);
Greenleaf, W. (PI);
Hanson-Kahn, A. (PI);
Herzenberg, L. (PI);
Jerby, L. (PI);
Kay, M. (PI);
Kim, S. (PI);
Kirkegaard, K. (PI);
Kundaje, A. (PI);
Li, J. (PI);
Lipsick, J. (PI);
Montgomery, S. (PI);
Nakauchi, H. (PI);
Ormond, K. (PI);
Pringle, J. (PI);
Pritchard, J. (PI);
Quake, S. (PI);
Reijo Pera, R. (PI);
Sage, J. (PI);
Sanulli, S. (PI);
Sherlock, G. (PI);
Sidow, A. (PI);
Snyder, M. (PI);
Stearns, T. (PI);
Steinmetz, L. (PI);
Tang, H. (PI);
Ting, A. (PI);
Urban, A. (PI);
Villeneuve, A. (PI);
Vollrath, D. (PI);
Wernig, M. (PI);
Winslow, M. (PI);
Campion, M. (GP)
GEOLSCI 1:
Introduction to Geology (EARTHSYS 11)
Why are earthquakes, volcanoes, and natural resources located at specific spots on the Earth surface? Why are there rolling hills to the west behind Stanford, and soaring granite walls to the east in Yosemite? What was the Earth like in the past, and what will it be like in the future? Lectures, hands-on laboratories, in-class activities, and one virtual field trip will help you see the Earth through the eyes of a geologist. Topics include plate tectonics, the cycling and formation of different types of rocks, and how geologists use rocks to understand Earth's history.
Terms: Spr
| Units: 5
| UG Reqs: GER: DB-NatSci, WAY-AQR, WAY-SMA
GEOLSCI 2:
Chemistry of the Earth and Planets (EARTHSYS 2)
Chemistry of the Earth and PlanetsnCouse Description: Introduction to chemical principles with an emphasis on applications in the Earth Sciences. Topics include: origin and distribution of the elements in the solar system and on Earth, origin and structure of the Earth, its oceans and atmosphere, crystal chemistry, structure, and transformations, predicting and balancing reactions; thermodynamics, phase diagrams, high temperature and aqueous geochemistry, weathering, isotope geochemistry, and organic geochemistry. Students will also be exposed to analytical methods used in the Earth sciences.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SMA
| Repeatable
3 times
(up to 9 units total)
GEOLSCI 3:
Earth and Planetary Processes and Mechanics
This course will introduce you to the applications of solid- and fluid mechanics to understanding the workings of earth and planetary systems. We will explore the use of mass and momentum conservation, as well as rheological / constitutive equations to understand diverse phenomena, ranging from the mass balance of the hydrosphere, the transit of tsunamis across Earth's ocean basins, the flexing of Earth's crust under the weight of mountains and island chains, the transport and disaggregation of rock as it is transported in rivers, the motion of planets, radiative transfer and planetary equilibrium temperature, and the physical causes of global warming.
Terms: Win
| Units: 3
GEOLSCI 4:
Coevolution of Earth and Life (EARTHSYS 4)
Earth is the only planet in the universe currently known to harbor life. When and how did Earth become inhabited? How have biological activities altered the planet? How have environmental changes affected the evolution of life? In this course, we explore these questions by developing an understanding of life's multi-billion year history using tools from biology, geology, paleontology, and chemistry. We discuss major groups of organisms, when they appear in the rock record, and how they have interacted with the Earth to create the habitats and ecosystems that we are familiar with today.
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-SMA
GEOLSCI 5:
Living on the Edge (EARTH 15)
A weekend field trip along the Pacific Coast. Tour local beaches, geology, and landforms with expert guides from the School of Earth, Energy & Environmental Sciences. Enjoy a BBQ dinner and stay overnight in tents along the coast. Get to know faculty and graduate students in Stanford Earth. Transportation, meals, and camping equipment are provided at no cost to student participants. AY2020-21 offering is dependent on the COVID-19 health situation.
Terms: Spr
| Units: 1
GEOLSCI 6:
Data Science for Geoscience (EARTHSYS 100A)
This course provides an overview of the most relevant areas of data science to address geoscientific challenges and questions as they pertain to the environment, earth resources & hazards. The focus lies on the methods that treat common characters of geoscientific data: multivariate, multi-scale, compositional, geospatial and space-time. In addition, the course will treat those statistical method that allow a quantification of the human dimension by looking at quantifying impact on humans (e.g. hazards, contamination) and how humans impact the environment (e.g. contamination, land use). The course focuses on developing skills that are not covered in traditional statistics and machine learning courses.
Terms: Win
| Units: 3
| UG Reqs: WAY-AQR
| Repeatable
3 times
(up to 9 units total)
GEOLSCI 20:
Learn the (geo)science behind the environmental (in)justice concepts
For over almost a century, geoscientists have been studying Earth with the goal of identifying attributes of potentially habitable planets in the Universe. Turning our gaze homeward, we discover that our own planet is more or less habitable for humans, depending on their socio-economic status, race, and ethnicity. In this course, you will learn the scientific fundamentals behind the main topics often discussed surrounding environmental justice topics with a focus on geoscience concepts and environmental justice issues in the United States.
Terms: Spr
| Units: 3
| UG Reqs: WAY-ER
GEOLSCI 30N:
Designing Science Fiction Planets (GEOPHYS 30N)
Science fiction writers craft entire worlds and physical laws with their minds. While planetary formation in the real world is a little different, we can use fantastical places and environments from film, television, and literature as conversation starters to discuss real discoveries that have been made about how planets form and evolve over time. The class will focus on the following overarching questions: (1) What conditions are required for habitable planets to form? (2) What types of planets may actually exist, including desert worlds, lava planets, ice planets, and ocean worlds? (3) What kids of life could inhabit such diverse worlds? (3) What types of catastrophic events such as supernovas, asteroid impacts, climate changes can nurture or destroy planetary habitability?
Terms: Spr
| Units: 3
| UG Reqs: WAY-SMA
GEOLSCI 38N:
The Worst Journey in the World: The Science, Literature, and History of Polar Exploration (EARTHSYS 38N, ESS 38N)
This course examines the motivations and experiences of polar explorers under the harshest conditions on Earth, as well as the chronicles of their explorations and hardships, dating to the 1500s for the Arctic and the 1700s for the Antarctic. Materials include The Worst Journey in the World by Aspley Cherry-Garrard who in 1911 participated in a midwinter Antarctic sledging trip to recover emperor penguin eggs. Optional field trip into the high Sierra in March.
Terms: Aut
| Units: 3
| UG Reqs: GER: DB-NatSci
GEOLSCI 42:
Moving and Shaking in the Bay Area (EARTH 42)
Active faulting and erosion in the Bay Area, and its effects upon landscapes. Earth science concepts and skills through investigation of the valley, mountain, and coastal areas around Stanford. Faulting associated with the San Andreas Fault, coastal processes along the San Mateo coast, uplift of the mountains by plate tectonic processes, and landsliding in urban and mountainous areas. Field excursions; student projects.
Terms: Aut
| Units: 4
| UG Reqs: WAY-AQR, WAY-SMA
GEOLSCI 42B:
Moving and Shaking in the Bay Area
Active faulting and erosion in the Bay Area, and its effects upon landscapes. Earth science concepts and skills through investigation of the valley, mountain, and coastal areas around Stanford. Faulting associated with the San Andreas Fault, coastal processes along the San Mateo coast, uplift of the mountains by plate tectonic processes, and landsliding in urban and mountainous areas. Virtual field excursions; student projects.
Terms: Spr
| Units: 3
GEOLSCI 45:
Developing and maintaining a habitable Earth: A global challenge?
Did you ever wonder how we got here and where we are going? This course examines how the Earth became habitable for humans after 4.5 billion years of history and where we are headed as we continue to alter the Earth's livable environment. The Earth as we know it today is itself a highly tuned system of linked fluid (oceans and atmosphere) and solid (rock) envelopes that interact to maintain a highly hospitable environment for advanced life forms and civilization. From water to food to energy and mineral resources, we rely on our planet. Was this synergy always the case? Will it continue this way? We will explore how the Earth became habitable, specifically examining how those conditions arose and how they might change in the future, exploring what might happen when we perturb this system. How will the Earth respond and over what time scales? This course, taught by earth scientists who want to continue making our planet habitable for future generations, will also give you the hands on working knowledge of the Earth system and its evolution, and the tools and models we use to understand today's delicately balanced Earth system. It is our hope that at the end of this course you will have deep insights into your origins, your place in the universe, and how best to ensure that Earth remains our home.
Terms: Win
| Units: 3
| Repeatable
3 times
(up to 9 units total)
GEOLSCI 106:
Sediments: The Book of Earth's History
Topics: weathering, erosion and transportation, deposition, origins of sedimentary structures and textures, sediment composition, diagenesis, sedimentary facies, tectonics and sedimentation, and the characteristics of the major siliciclastic and carbonate depositional environments. Required Lab Section: methods of analysis of sediments in hand specimen and thin section. There is a required field problem trips to the field site(s) during the quarter, data collection and analysis, and preparation of a final written and oral report. Prerequisites: 1, 102, 103.
Terms: Win
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
GEOLSCI 107:
Journey to the Center of the Earth (GEOLSCI 207, GEOPHYS 184, GEOPHYS 274)
The interconnected set of dynamic systems that make up the Earth. Focus is on fundamental geophysical observations of the Earth and the laboratory experiments to understand and interpret them. What earthquakes, volcanoes, gravity, magnetic fields, and rocks reveal about the Earth's formation and evolution. In addition to the Tuesday Thursday class meeting, a one-hour weekly section will be arranged and scheduling will be determined at the start of the quarter.
Terms: Win
| Units: 3
| UG Reqs: WAY-SMA
GEOLSCI 110:
Our Dynamic West: Practical methods in geological sciences an intro to how the Earth deforms (GEOLSCI 294)
Theory, principles, and practical techniques to measure, describe, analyze, and interpret deformation-related structures on Earth. Collection of fault and fold data in the field followed by lab and computer analysis; interpretation of geologic maps and methods of cross-section construction; structural analysis of fault zones and metamorphic rocks; measuring deformation; regional structural styles and associated landforms related to plate tectonic convergence, rifting and strike-slip faulting; the evolution of mountain belts and formation of sedimentary basins. Prerequisite: GEOLSCI 1, calculus. Recommended: 102, 105.
Terms: Spr
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-SMA
GEOLSCI 118X:
Shaping the Future of the Bay Area (AMSTUD 118X, CEE 118X, CEE 218X, ESS 118X, ESS 218X, GEOLSCI 218X, GEOPHYS 118X, GEOPHYS 218X, POLISCI 218X, PUBLPOL 118X, PUBLPOL 218X)
The complex urban problems affecting quality of life in the Bay Area, from housing affordability and transportation congestion to economic vitality and social justice, are already perceived by many to be intractable, and will likely be exacerbated by climate change and other emerging environmental and technological forces. Reforming urban systems to improve the equity, resilience and sustainability of communities will require new collaborative methods of assessment, goal setting, and problem solving across governments, markets, and communities. It will also require academic institutions to develop new models of co-production of knowledge across research, education, and practice. This XYZ course series is designed to immerse students in co-production for social change. The course sequence covers scientific research and ethical reasoning, skillsets in data-driven and qualitative analysis, and practical experience working with local partners on urban challenges that can empower students to drive responsible systems change in their future careers. The Autumn (X) and Winter (Y) courses are focused on basic and advanced skills, respectively, and completion is a prerequisite for participation in the Spring (Z) practicum quarter, which engages teams in real-world projects with Bay Area local governments or community groups. X and Y are composed of four weekly pedagogical components: (A) lectures; (B) writing prompts linked with small group discussion; (C) lab and self-guided tutorials on the R programming language; and (D) R data analysis assignments. Open to undergraduate and graduate students in any major. For more information, visit http://bay.stanford.edu/education. Cardinal Course certified by the Haas Center.
Terms: Aut
| Units: 1-5
| UG Reqs: WAY-AQR, WAY-SI
GEOLSCI 118Y:
Shaping the Future of the Bay Area (CEE 118Y, CEE 218Y, ESS 118Y, ESS 218Y, GEOLSCI 218Y, GEOPHYS 118Y, GEOPHYS 218Y, POLISCI 218Y, PUBLPOL 118Y, PUBLPOL 218Y)
The complex urban problems affecting quality of life in the Bay Area, from housing affordability and transportation congestion to economic vitality and social justice, are already perceived by many to be intractable, and will likely be exacerbated by climate change and other emerging environmental and technological forces. Reforming urban systems to improve the equity, resilience and sustainability of communities will require new collaborative methods of assessment, goal setting, and problem solving across governments, markets, and communities. It will also require academic institutions to develop new models of co-production of knowledge across research, education, and practice. This XYZ course series is designed to immerse students in co-production for social change. The course sequence covers scientific research and ethical reasoning, skillsets in data-driven and qualitative analysis, and practical experience working with local partners on urban challenges that can empower students to drive responsible systems change in their future careers. The Autumn (X) and Winter (Y) courses are focused on basic and advanced skills, respectively, and completion is a prerequisite for participation in the Spring (Z) practicum quarter, which engages teams in real-world projects with Bay Area local governments or community groups. X and Y are composed of four weekly pedagogical components: (A) lectures; (B) writing prompts linked with small group discussion; (C) lab and self-guided tutorials on the R programming language; and (D) R data analysis assignments. Open to undergraduate and graduate students in any major. For more information, visit http://bay.stanford.edu/education. Cardinal Course certified by the Haas Center.
Terms: Win
| Units: 1-5
| Repeatable
2 times
(up to 10 units total)
GEOLSCI 118Z:
Shaping the Future of the Bay Area (CEE 118Z, CEE 218Z, ESS 118Z, ESS 218Z, GEOLSCI 218Z, GEOPHYS 118Z, GEOPHYS 218Z, POLISCI 218Z, PUBLPOL 118Z, PUBLPOL 218Z)
Students are placed in small interdisciplinary teams (engineers and non-engineers, undergraduate and graduate level) to work on complex design, engineering, and policy problems presented by external partners in a real urban setting. Multiple projects are offered and may span both Winter and Spring quarters; students are welcome to participate in one or both quarters. Students are expected to interact professionally with government and community stakeholders, conduct independent team work outside of class sessions, and submit deliverables over a series of milestones. Prerequisite: the Autumn (X) skills course or approval of instructors. For information about the projects and application process, visit http://bay.stanford.edu. Cardinal Course certified by the Haas Center.
Terms: Spr
| Units: 1-5
| Repeatable
2 times
(up to 10 units total)
GEOLSCI 125:
Atmospheric Evolution of Rocky Planets (GEOLSCI 225)
This course will cover formation and evolution of the atmospheres of rocky planets, with a focus on atmospheric chemistry. Topics to be discussed include atmospheric structure, energy balance, chemical equilibrium and kinetics, surface reactions, atmospheric escape, volatile delivery, impacts and volcanic outgassing. Topics will be discussed in the context of both the Solar system (Venus, Earth, Mars, Titan) and extrasolar planet observations. To be offered every other year, Winter or Spring quarter. Topics can be adjusted to suit the needs of the students.
Terms: Win, Spr
| Units: 3
GEOLSCI 127:
Planetary Science Reading (GEOLSCI 227, GEOPHYS 126, GEOPHYS 226)
The course will meet once a week to discuss a recent journal article related to the broad field of planetary science, including but not limited to cosmochemistry, planet formation, planetary geology, planetary atmospheres, Earth history, astrobiology, and exoplanets. Students will be expected to lead the group discussion at least once per quarter. No formal presentations will be required. There are no prerequisites for this course, but students should have some facility with reading scientific literature.
Terms: Aut, Win
| Units: 1
| Repeatable
3 times
(up to 3 units total)
GEOLSCI 129:
Paleomagnetism (GEOLSCI 229, GEOPHYS 139, GEOPHYS 239)
Introduction to planetary magnetic fields and how they are recorded by rocks on Earth and other solar system bodies. Topics covered will include dynamo magnetic field generation and evolution, magnetization acquisition processes, paleointensity, paleogeography, magnetostratigraphy, biomagnetism, environmental magnetism, and extraterrestrial magnetism.
Terms: Aut
| Units: 3
GEOLSCI 134:
Environmental Geochemistry of Petroleum and Refined Products (GEOLSCI 234)
This course focuses on petroleum, including hydrocarbon gases, liquids, and refined products, such as chlorinated hydrocarbons, gasoline, and fuel oil, and the methods used to monitor environmental contamination and remediation. The course is designed for geologists and environmental geoscientists. Lectures show how geochemistry can be used to better understand the origin of petroleum contaminants and the processes that affect the composition and distribution of petroleum in the subsurface and in subaerial spills, such as biodegradation, photooxidation, and water washing.
Terms: Aut
| Units: 3
GEOLSCI 135:
Sedimentary Geochemistry and Analysis (GEOLSCI 235)
Introduction to research methods in sedimentary geochemistry. Proper laboratory techniques and strategies for generating reliable data applicable to any future labwork will be emphasized. This research-based course will examine how the geochemistry of sedimentary rocks informs us about local and global environmental conditions during deposition. Students will collect geochemical data from a measured stratigraphic section in the western United States. These samples will be collected during a four-day field trip at the end of spring break (attendance encouraged but not required). In lab, students will learn low-temperature geochemical techniques focusing on the cycling of biogeochemical elements (O, C, S, and Fe) in marine sediments throughout Earth history. The focus will be on geochemistry of fine-grained siliciclastic rocks (shale) but the geochemistry of carbonates will also be explored. This is a lab-based course complemented with lectures. Students who wish to take the course for less than 4 units must receive approval from the instructor. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit.
Terms: Win
| Units: 1-4
| UG Reqs: WAY-SMA
GEOLSCI 136:
Macroevolution (BIO 136, BIO 236, GEOLSCI 236)
The course will focus on the macroevolution of animals. We will be exploring how paleobiology and developmental biology/genomics have contributed to our understanding of the origins of animals, and how patterns of evolution and extinction have shaped the diversity of animal forms we observe today.
Terms: Win
| Units: 3
GEOLSCI 150:
Senior Seminar: Issues in Earth Sciences (GEOPHYS 199)
Focus is on written and oral communication in a topical context. Topics from current frontiers in earth science research and issues of concern to the public. Readings, oral presentations, written work, and peer review.
Terms: Aut
| Units: 3
GEOLSCI 164:
Geochemical Thermodynamics (GEOLSCI 264)
This course covers equilibrium thermodynamics relevant to geological systems with emphasis on practical numerical approaches. Students will learn how to perform Gibbs-energy minimization to define the equilibrium state of simple systems. Additional topics include: phase equilibrium, phase transitions (including melting), solution chemistry, mineral-solution equilibria, equations of state, gas phase chemistry, and element partitioning. Prerequisites: GEOLSCI 90 and GEOLSCI 102, or permission of the instructor.
Terms: Aut
| Units: 3-4
GEOLSCI 179:
Geoarchaeology (ARCHLGY 155)
For undergraduates in archaeology with limited experience in natural sciences and also students in geoscience and environmental studies interested in learning how their discipline can contribute to studies of the human past. Soils and sediments of archaeological sites yield information on how combined environmental and anthropogenic factors form sites before, during, and after occupation. Interpretation of archaeological soils and sediments also offers important insight into past human-environment relationships from macro- to micro-scales and to the environmental context of the human past, including geological hazards and climate change. A fieldtrip and lab exercises introduce the field and laboratory methods and techniques of soil micromorphology for studying the geological and geomorphological processes applicable to archaeological interpretation of paleoenvironmental conditions and cultural remains.
Terms: Win
| Units: 5
| UG Reqs: WAY-SMA
GEOLSCI 189:
Tectonics Field Trip (GEOLSCI 289, GEOPHYS 108, GEOPHYS 214)
What does an earthquake fault look like near Earth's surface? How about the inside of, or beneath, a volcano? Why does California experience earthquakes and volcanic eruptions? Learn about thermo-physico-chemical evolution (mass transport, heat transport) in Earth's crust through a required long-weekend field trip (some camping, all equipment provided) in Dead Week (in 2022: evening Thurs 5/26 - evening Mon 5/30) likely to northern California/southern Oregon, including Crater Lake, Lassen and Lava Tubes National Parks/Monument). May be repeated for credit (future destinations likely include Sierra Nevada, Owens Valley, Mono Lake, Yosemite, San Andreas fault, Mendocino Triple Junction, and western Basin and Range province. Lectures provide context for planned trip. Minimum pre-req: GEOLSCI1 (co-registration acceptable) or GEOPHYS110 or equivalent. No Class on Monday, March 28th. First meeting Friday, April 1, 2022.
Terms: Spr
| Units: 1-3
GEOLSCI 192:
Undergraduate Research in Geological Sciences
Field-, lab-, or literature-based. Faculty supervision. Written reports. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
GEOLSCI 197:
Senior Thesis
For seniors who wish to write a thesis based on research in 192 or as a summer research fellow. May not be repeated for credit; may not be taken if enrolled in 199.
Terms: Aut, Win, Spr, Sum
| Units: 3-5
GEOLSCI 198:
Special Problems in Geological Sciences
Reading and instruction under faculty supervision. Written reports. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
GEOLSCI 199:
Honors Program
Research on a topic of special interest. See "Undergraduate Honors Program" above.nMay be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
GEOLSCI 205:
Fundamentals of Geobiology (EARTHSYS 205A, ESS 205)
Lecture and discussion covering key topics in the history of life on Earth, as well as basic principles that apply to life in the universe. Co-evolution of Earth and life; critical intervals of environmental and biological change; geomicrobiology; paleobiology; global biogeochemical cycles; scaling of geobiological processes in space and time.
Terms: Aut
| Units: 3
GEOLSCI 206:
Soil Biology
Seminar course covering an area of structural biology, physiology, or ecology relevant to understanding the fossil record, with the topic changing each time the course is offered. Examples of potential topics are biomineralization, fluid mechanics, biomechanics, taphonomy & biochemical preservation, and the functional morphology/fossil history of specific evolutionary groups such as vertebrates, insects, or plants.
Terms: Aut
| Units: 2-3
| Repeatable
4 times
(up to 12 units total)
GEOLSCI 207:
Journey to the Center of the Earth (GEOLSCI 107, GEOPHYS 184, GEOPHYS 274)
The interconnected set of dynamic systems that make up the Earth. Focus is on fundamental geophysical observations of the Earth and the laboratory experiments to understand and interpret them. What earthquakes, volcanoes, gravity, magnetic fields, and rocks reveal about the Earth's formation and evolution. In addition to the Tuesday Thursday class meeting, a one-hour weekly section will be arranged and scheduling will be determined at the start of the quarter.
Terms: Win
| Units: 3
GEOLSCI 208:
Topics in Geobiology (ESS 208)
Reading course addressing current topics in geobiology. Topics will vary from year to year, but will generally cover areas of current debate in the primary literature, such as the origin of life, the origin and consequences of oxygenic photosynthesis, environmental controls on and consequences of metabolic innovations in microbes, the early evolution of animals and plants, and the causes and consequences of major extinction events. Participants will be expected to read and present on current papers in the primary literature.
Terms: Win
| Units: 1
| Repeatable
5 times
(up to 5 units total)
GEOLSCI 218X:
Shaping the Future of the Bay Area (AMSTUD 118X, CEE 118X, CEE 218X, ESS 118X, ESS 218X, GEOLSCI 118X, GEOPHYS 118X, GEOPHYS 218X, POLISCI 218X, PUBLPOL 118X, PUBLPOL 218X)
The complex urban problems affecting quality of life in the Bay Area, from housing affordability and transportation congestion to economic vitality and social justice, are already perceived by many to be intractable, and will likely be exacerbated by climate change and other emerging environmental and technological forces. Reforming urban systems to improve the equity, resilience and sustainability of communities will require new collaborative methods of assessment, goal setting, and problem solving across governments, markets, and communities. It will also require academic institutions to develop new models of co-production of knowledge across research, education, and practice. This XYZ course series is designed to immerse students in co-production for social change. The course sequence covers scientific research and ethical reasoning, skillsets in data-driven and qualitative analysis, and practical experience working with local partners on urban challenges that can empower students to drive responsible systems change in their future careers. The Autumn (X) and Winter (Y) courses are focused on basic and advanced skills, respectively, and completion is a prerequisite for participation in the Spring (Z) practicum quarter, which engages teams in real-world projects with Bay Area local governments or community groups. X and Y are composed of four weekly pedagogical components: (A) lectures; (B) writing prompts linked with small group discussion; (C) lab and self-guided tutorials on the R programming language; and (D) R data analysis assignments. Open to undergraduate and graduate students in any major. For more information, visit http://bay.stanford.edu/education. Cardinal Course certified by the Haas Center.
Terms: Aut
| Units: 1-5
GEOLSCI 218Y:
Shaping the Future of the Bay Area (CEE 118Y, CEE 218Y, ESS 118Y, ESS 218Y, GEOLSCI 118Y, GEOPHYS 118Y, GEOPHYS 218Y, POLISCI 218Y, PUBLPOL 118Y, PUBLPOL 218Y)
The complex urban problems affecting quality of life in the Bay Area, from housing affordability and transportation congestion to economic vitality and social justice, are already perceived by many to be intractable, and will likely be exacerbated by climate change and other emerging environmental and technological forces. Reforming urban systems to improve the equity, resilience and sustainability of communities will require new collaborative methods of assessment, goal setting, and problem solving across governments, markets, and communities. It will also require academic institutions to develop new models of co-production of knowledge across research, education, and practice. This XYZ course series is designed to immerse students in co-production for social change. The course sequence covers scientific research and ethical reasoning, skillsets in data-driven and qualitative analysis, and practical experience working with local partners on urban challenges that can empower students to drive responsible systems change in their future careers. The Autumn (X) and Winter (Y) courses are focused on basic and advanced skills, respectively, and completion is a prerequisite for participation in the Spring (Z) practicum quarter, which engages teams in real-world projects with Bay Area local governments or community groups. X and Y are composed of four weekly pedagogical components: (A) lectures; (B) writing prompts linked with small group discussion; (C) lab and self-guided tutorials on the R programming language; and (D) R data analysis assignments. Open to undergraduate and graduate students in any major. For more information, visit http://bay.stanford.edu/education. Cardinal Course certified by the Haas Center.
Terms: Win
| Units: 1-5
| Repeatable
2 times
(up to 10 units total)
GEOLSCI 218Z:
Shaping the Future of the Bay Area (CEE 118Z, CEE 218Z, ESS 118Z, ESS 218Z, GEOLSCI 118Z, GEOPHYS 118Z, GEOPHYS 218Z, POLISCI 218Z, PUBLPOL 118Z, PUBLPOL 218Z)
Students are placed in small interdisciplinary teams (engineers and non-engineers, undergraduate and graduate level) to work on complex design, engineering, and policy problems presented by external partners in a real urban setting. Multiple projects are offered and may span both Winter and Spring quarters; students are welcome to participate in one or both quarters. Students are expected to interact professionally with government and community stakeholders, conduct independent team work outside of class sessions, and submit deliverables over a series of milestones. Prerequisite: the Autumn (X) skills course or approval of instructors. For information about the projects and application process, visit http://bay.stanford.edu. Cardinal Course certified by the Haas Center.
Terms: Spr
| Units: 1-5
| Repeatable
2 times
(up to 10 units total)
GEOLSCI 224:
Rivers: The Arteries of Earth's Continents (ESS 225, GEOPHYS 221)
Rivers are the arteries of Earth's continents, conveying water, sediments, and solutes from the headwaters to the oceans. They provide a haven for life and have been at the heart of the world's economy by generating fertile floodplains, human habitats, as well as by facilitating international commerce. This course offers a quantitative examination of rivers, from headwaters to deltas. We will first develop a basic mechanistic understanding of fluvial processes, including flow hydraulics, erosion, sediment transport, and deposition. We will then apply our acquired knowledge through thematic discussions of relevant issues. Possible themes include deltas and climate change, rivers and human activity (damming, sand mining, deforestation), rivers and the evolution of land plants, rivers and biogeochemical cycles, submarine channels, and the alien rivers of Mars and Titan.
Terms: Spr
| Units: 3
| Repeatable
3 times
(up to 9 units total)
GEOLSCI 225:
Atmospheric Evolution of Rocky Planets (GEOLSCI 125)
This course will cover formation and evolution of the atmospheres of rocky planets, with a focus on atmospheric chemistry. Topics to be discussed include atmospheric structure, energy balance, chemical equilibrium and kinetics, surface reactions, atmospheric escape, volatile delivery, impacts and volcanic outgassing. Topics will be discussed in the context of both the Solar system (Venus, Earth, Mars, Titan) and extrasolar planet observations. To be offered every other year, Winter or Spring quarter. Topics can be adjusted to suit the needs of the students.
Terms: Win, Spr
| Units: 3
GEOLSCI 227:
Planetary Science Reading (GEOLSCI 127, GEOPHYS 126, GEOPHYS 226)
The course will meet once a week to discuss a recent journal article related to the broad field of planetary science, including but not limited to cosmochemistry, planet formation, planetary geology, planetary atmospheres, Earth history, astrobiology, and exoplanets. Students will be expected to lead the group discussion at least once per quarter. No formal presentations will be required. There are no prerequisites for this course, but students should have some facility with reading scientific literature.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
GEOLSCI 228:
Evolution of Terrestrial Ecosystems (BIO 148, BIO 228, EARTHSYS 128, GEOLSCI 128)
The what, when, where, and how do we know it regarding life on land through time. Fossil plants, fungi, invertebrates, and vertebrates (yes, dinosaurs) are all covered, including how all of those components interact with each other and with changing climates, continental drift, atmospheric composition, and environmental perturbations like glaciation and mass extinction. The course involves both lecture and lab components. Graduate students registering at the 200-level are expected to write a term paper, but can opt out of some labs where appropriate.
Terms: Spr
| Units: 4
GEOLSCI 229:
Paleomagnetism (GEOLSCI 129, GEOPHYS 139, GEOPHYS 239)
Introduction to planetary magnetic fields and how they are recorded by rocks on Earth and other solar system bodies. Topics covered will include dynamo magnetic field generation and evolution, magnetization acquisition processes, paleointensity, paleogeography, magnetostratigraphy, biomagnetism, environmental magnetism, and extraterrestrial magnetism.
Terms: Aut
| Units: 3
GEOLSCI 230:
Properties of Rocks and Geomaterials (CEE 192, GEOPHYS 259)
Lectures and laboratory experiments. Properties of rocks and geomaterials and how they relate to chemo-mechanical processes in crustal settings, reservoirs, and man-made materials. Focus is on properties such as porosity, permeability, acoustic wave velocity, and electrical resistivity. Students may investigate a scientific problem to support their own research (4 units). Prerequisites: Physics 41 (or equivalent) and CME 100.
Terms: Spr
| Units: 3-4
GEOLSCI 233A:
Microbial Physiology (BIO 180, EARTHSYS 255, ESS 255)
Introduction to the physiology of microbes including cellular structure, transcription and translation, growth and metabolism, mechanisms for stress resistance and the formation of microbial communities. These topics will be covered in relation to the evolution of early life on Earth, ancient ecosystems, and the interpretation of the rock record. Recommended: introductory biology and chemistry.
Terms: Win
| Units: 3
GEOLSCI 234:
Environmental Geochemistry of Petroleum and Refined Products (GEOLSCI 134)
This course focuses on petroleum, including hydrocarbon gases, liquids, and refined products, such as chlorinated hydrocarbons, gasoline, and fuel oil, and the methods used to monitor environmental contamination and remediation. The course is designed for geologists and environmental geoscientists. Lectures show how geochemistry can be used to better understand the origin of petroleum contaminants and the processes that affect the composition and distribution of petroleum in the subsurface and in subaerial spills, such as biodegradation, photooxidation, and water washing.
Terms: Aut
| Units: 3
GEOLSCI 235:
Sedimentary Geochemistry and Analysis (GEOLSCI 135)
Introduction to research methods in sedimentary geochemistry. Proper laboratory techniques and strategies for generating reliable data applicable to any future labwork will be emphasized. This research-based course will examine how the geochemistry of sedimentary rocks informs us about local and global environmental conditions during deposition. Students will collect geochemical data from a measured stratigraphic section in the western United States. These samples will be collected during a four-day field trip at the end of spring break (attendance encouraged but not required). In lab, students will learn low-temperature geochemical techniques focusing on the cycling of biogeochemical elements (O, C, S, and Fe) in marine sediments throughout Earth history. The focus will be on geochemistry of fine-grained siliciclastic rocks (shale) but the geochemistry of carbonates will also be explored. This is a lab-based course complemented with lectures. Students who wish to take the course for less than 4 units must receive approval from the instructor. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit.
Terms: Win
| Units: 1-4
GEOLSCI 236:
Macroevolution (BIO 136, BIO 236, GEOLSCI 136)
The course will focus on the macroevolution of animals. We will be exploring how paleobiology and developmental biology/genomics have contributed to our understanding of the origins of animals, and how patterns of evolution and extinction have shaped the diversity of animal forms we observe today.
Terms: Win
| Units: 3
GEOLSCI 240:
Data science for geoscience (EARTHSYS 240, ENERGY 240, ESS 239)
This course provides an overview of the most relevant areas of data science (applied statistics, machine learning & computer vision) to address geoscience challenges, questions and problems. Using actual geoscientific research questions as background, principles and methods of data scientific analysis, modeling, and prediction are covered. Data science areas covered are: extreme value statistics, multi-variate analysis, factor analysis, compositional data analysis, spatial information aggregation models, spatial estimation, geostatistical simulation, treating data of different scales of observation, spatio-temporal modeling (geostatistics). Application areas covered are: process geology, hazards, natural resources. Students are encouraged to participate actively in this course by means of their own data science research challenge or question.
Terms: Win
| Units: 3
GEOLSCI 248:
The Petroleum System: Investigative method to explore for conventional & unconventional hydrocarbons
How the petroleum system concept can be used to more systematically investigate how hydrocarbon fluid becomes an unconventional accumulation in a pod of active source rock and how this fluid moves from this pod to a conventional pool. How to identify, map, and name a petroleum system. The conventional and unconventional accumulation as well as the use of modeling.
Terms: Aut
| Units: 1
GEOLSCI 249:
Deciphering Depositional Environments in the Pre-Vegetation Rock Record
This course is a companion seminar to GEOLSCI 258, in which we will explore and discuss the ambiguities of existing facies models for fluvial, eolian, and near-shore depositional environments in the pre-vegetation sedimentary record. Our goal will be to formulate new quantitative criteria for more robust paleoenvironmental interpretations of pre-vegetation sedimentary rocks. Students in the class should also enroll in GEOLSCI 258 (or have attended an equivalent course).
Terms: Aut
| Units: 1
GEOLSCI 251:
Sedimentary Basins
Analysis of the sedimentary fill and tectonic evolution of sedimentary basins. Topics: tectonic and environmental controls on depositional systems, detrital composition, burial history, and stratigraphic architecture; synthesis of basin development through time. One weekend field trip required.
Terms: Aut
| Units: 3-5
GEOLSCI 253:
Petroleum Geology and Exploration
The origin and occurrence of hydrocarbons. Topics: thermal maturation history in hydrocarbon generation, significance of sedimentary, structural and tectonic setting, trapping geometries and principles of accumulation, and exploration techniques. Prerequisites: 110, 151. Recommended: GEOPHYS 223.
Terms: Spr
| Units: 4
GEOLSCI 254:
Sedimentology and Rock Physics of Carbonates (GEOPHYS 254)
Processes of precipitation and sedimentation of carbonate minerals as well as their post-depositional alteration with emphasis on marine systems. Topics include: geographic and bathymetric distribution of carbonates in modern and ancient oceans; genesis and environmental significance of carbonate grains and sedimentary textures; carbonate diagenesis; changes in styles of carbonate deposition through Earth history; reservoir quality and properties defined by storage capacity, flow (permeability) and connectivity of pores (effective porosity); the interplay between these properties, the original depositional characteristics of the carbonate sediments and post-depositional alteration; relationships between dissolution processes, cementation processes, and the resulting connectivity of the flow pathways. Lab exercises emphasize petrographic and rock physics analysis of carbonate rocks at scales ranging from map and outcrop to hand sample and thin section.
Terms: Win
| Units: 3-4
GEOLSCI 255:
Basin and Petroleum System Modeling
This course examines the coupled nature of rock and fluid systems to obtain a deeper understanding of the physical processes that shape the subsurface of sedimentary basins. Weekly lectures lay the foundation for subsequent computer lab modeling of geologic processes such as fluid flow and heat flow, sedimentary deposition and compaction, pore pressure, and chemical reactions. Rock-fluid systems to be covered include petroleum generation and migration, methane hydrate formation, and carbon dioxide storage, among others. Model exercises are designed to deconstruct the black box nature of numerical modeling software, both from a deterministic and stochastic modeling point of view.
Terms: Win
| Units: 3
GEOLSCI 257:
Clastic Sequence Stratigraphy
Sequence stratigraphy facilitates integration of all sources of geologic data, including seismic, log, core, and paleontological, into a time-stratigraphic model of sediment architecture. Tools applicable to regional and field scales. Emphasis is on practical applications and integration of seismic and well data to exploration and field reservoir problems. Examples from industry data; hands-on exercises.
Terms: Aut
| Units: 3
GEOLSCI 258:
Introduction to Depositional Systems
The characteristics of the major sedimentary environments and their deposits in the geologic record, including alluvial fans, braided and meandering rivers, aeolian systems, deltas, open coasts, barred coasts, marine shelves, and deep-water systems. Emphasis is on subdivisions; morphology; the dynamics of modern systems; and the architectural organization and sedimentary structures, textures, and biological components of ancient deposits.
Terms: Aut
| Units: 3
GEOLSCI 259:
Stratigraphic Architecture
The stratigraphic architecture of deposits associated with a spectrum of depositional environments, using outcrop and subsurface data. Participants read and discuss selected literature.
Terms: Aut, Spr
| Units: 1
| Repeatable
for credit
GEOLSCI 260:
Quantifying Uncertainty in Subsurface Systems
Broad conceptual overview of the various components required to uncertainty quantification (UQ) for decision making in subsurface engineering problems such as oil/gas production, groundwater management, contaminant remediation, geothermal energy and mineral deposits. The emphasis lies on learning how to synthesize rather than the details of each individual discipline. The class will cover the basic data science for UQ: dimension reduction methods, Monte Carlo & global sensitivity analysis. Introduction to Bayesianism and how it applies to subsurface prediction problems, in particular, the formulation of geological prior models and the role of geostatistics. Strategies for integrating geological science, geophysics, data science and decision science into decision making under uncertainty. Team work on real field applications.
Terms: Spr
| Units: 3
GEOLSCI 262:
Life and Landscape Linkages Seminar
Each week, we will cover a topic of interest to geoscientists by reading and discussing papers related to the dynamic interaction of life and landscape.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
(up to 1 units total)
GEOLSCI 264:
Geochemical Thermodynamics (GEOLSCI 164)
This course covers equilibrium thermodynamics relevant to geological systems with emphasis on practical numerical approaches. Students will learn how to perform Gibbs-energy minimization to define the equilibrium state of simple systems. Additional topics include: phase equilibrium, phase transitions (including melting), solution chemistry, mineral-solution equilibria, equations of state, gas phase chemistry, and element partitioning. Prerequisites: GEOLSCI 90 and GEOLSCI 102, or permission of the instructor.
Terms: Aut
| Units: 3-4
GEOLSCI 289:
Tectonics Field Trip (GEOLSCI 189, GEOPHYS 108, GEOPHYS 214)
What does an earthquake fault look like near Earth's surface? How about the inside of, or beneath, a volcano? Why does California experience earthquakes and volcanic eruptions? Learn about thermo-physico-chemical evolution (mass transport, heat transport) in Earth's crust through a required long-weekend field trip (some camping, all equipment provided) in Dead Week (in 2022: evening Thurs 5/26 - evening Mon 5/30) likely to northern California/southern Oregon, including Crater Lake, Lassen and Lava Tubes National Parks/Monument). May be repeated for credit (future destinations likely include Sierra Nevada, Owens Valley, Mono Lake, Yosemite, San Andreas fault, Mendocino Triple Junction, and western Basin and Range province. Lectures provide context for planned trip. Minimum pre-req: GEOLSCI1 (co-registration acceptable) or GEOPHYS110 or equivalent. No Class on Monday, March 28th. First meeting Friday, April 1, 2022.
Terms: Spr
| Units: 1-3
GEOLSCI 290:
Departmental Seminar in Geological Sciences
Current research topics. Presentations by guest speakers from Stanford and elsewhere. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
GEOLSCI 292:
Directed Reading with Geological Sciences Faculty
May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Boyce, C. (PI);
Caers, J. (PI);
Chamberlain, P. (PI);
Ewing, R. (PI);
Graham, S. (PI);
Grove, M. (PI);
Hilley, G. (PI);
Lowe, D. (PI);
Mao, W. (PI);
Miller, E. (PI);
Payne, J. (PI);
Schaefer, L. (PI);
Sperling, E. (PI);
Stebbins, J. (PI)
GEOLSCI 293D:
Evolution of the Laurentian Margin
Field and reading-based course on the evolution of the western and northern Laurentian margins, from Precambrian to the present. The course will involve pre-field trip lectures, a field trip, reading sessions, and final paper. Students are expected to help organize and lead field trip stops.
Terms: Aut
| Units: 2-4
GEOLSCI 294:
Our Dynamic West: Practical methods in geological sciences an intro to how the Earth deforms (GEOLSCI 110)
Theory, principles, and practical techniques to measure, describe, analyze, and interpret deformation-related structures on Earth. Collection of fault and fold data in the field followed by lab and computer analysis; interpretation of geologic maps and methods of cross-section construction; structural analysis of fault zones and metamorphic rocks; measuring deformation; regional structural styles and associated landforms related to plate tectonic convergence, rifting and strike-slip faulting; the evolution of mountain belts and formation of sedimentary basins. Prerequisite: GEOLSCI 1, calculus. Recommended: 102, 105.
Terms: Spr
| Units: 4
GEOLSCI 299:
Field Research
Two-three week field research projects. Written report required. May be repeated three times.
Terms: Aut, Win, Spr, Sum
| Units: 2-4
| Repeatable
3 times
(up to 12 units total)
GEOLSCI 305:
Invisible Curriculum seminar
This is a course about graduate school and a launch pad for your professional career including the invisible curriculum-information that is often assumed to be known or informally picked up along the way. Graduate education gives you the opportunity to develop new skills, which can be broadly applied to multiple career paths. In this course, we¿ll establish basics in several 'core' areas of competency and break down these topics into a series of skills and action steps in order to provide you with a strong foundation on which to build your graduate career. See end of syllabus for examples of these core areas and topics that fall in each.
Terms: Aut
| Units: 1
GEOLSCI 306:
Effective Scientific Presentation and Public Speaking (ESS 204, GEOPHYS 205)
The ability to present your research in a compelling, concise, and engaging manner will enhance your professional career. I will work to convince you that the best way to capture an audience and leave a lasting impression is to tell a story, do a demo, or pick a fight. Virtual presentations make it harder to connect and interact with the audience, and to overcome these obstacles requires getting the most from video, audio, lighting, live vs. pre-recorded content, and virtual posters. So, these elements will also be an essential part of the class. The goal of a talk is not to show people how much work you did, how capable and dedicated you are, or how much you know. We don't care about any of those things. The goal is for the audience to learn something new and important, to change their perspective, to leave a lasting memory, and to influence their research. It is to be inspired, shocked, or moved. The course is taught as a series of stand-and-deliver exercises with class feedback and revision on the fly, supplemented by one-on-one coaching. We will have exercises on conference presentations, job interviews and job talks, departmental seminars, webinars, press interviews, and funding pitches. Grades are optional: 70% in-class exercises, 30% final presentation, such as your upcoming AGU, GSA, or SEG presentation. Take this course when you have research to present. (http://syllabus.stanford.edu). My pledge is that everyone will come away a more skilled and confident speaker than they were before.
Terms: Aut
| Units: 2
GEOLSCI 336:
Stanford Alpine Project Seminar
Weekly student presentations on continental collision tectonics, sedimentology, petrology, geomorphology, climate, culture, and other topics of interest. Students create a guidebook of geologic stops in advance of field trip. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
(up to 99 units total)
GEOLSCI 385:
Practical Experience in the Geosciences
On-the-job training in the geosciences. May include summer internship; emphasizes training in applied aspects of the geosciences, and technical, organizational, and communication dimensions. Meets USCIS requirements for F-1 curricular practical training.n (Staff)
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
Instructors: ;
Boyce, C. (PI);
Caers, J. (PI);
Chamberlain, P. (PI);
Ewing, R. (PI);
Graham, S. (PI);
Grove, M. (PI);
Hilley, G. (PI);
Lowe, D. (PI);
Mao, W. (PI);
Miller, E. (PI);
Payne, J. (PI);
Sperling, E. (PI);
Stebbins, J. (PI)
GEOLSCI 386:
Graduate Teaching Experience in Geological Sciences
Practical teaching experience by serving as the primary instructor in a student-led course. Graduate student instructors are mentored by at least one faculty mentor.
Terms: Aut, Win, Spr
| Units: 1
GEOLSCI 398:
Teaching in Geological Sciences
Practical experience in teaching by serving as a teaching assistant in a geological sciences course.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
(up to 99 units total)
Instructors: ;
Bird, D. (PI);
Boyce, C. (PI);
Caers, J. (PI);
Chamberlain, P. (PI);
Graham, S. (PI);
Grove, M. (PI);
Hilley, G. (PI);
Lowe, D. (PI);
Mahood, G. (PI);
Payne, J. (PI);
Sperling, E. (PI)
GEOLSCI 399:
Advanced Projects
Graduate research projects that lead to reports, papers, or other products during the quarter taken. On registration, students designate faculty member and agreed-upon units.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Boyce, C. (PI);
Caers, J. (PI);
Chamberlain, P. (PI);
Ewing, R. (PI);
Graham, S. (PI);
Grove, M. (PI);
Hilley, G. (PI);
Lowe, D. (PI);
Mao, W. (PI);
Miller, E. (PI);
Payne, J. (PI);
Sperling, E. (PI);
Stebbins, J. (PI)
GEOLSCI 400:
Graduate Research
Faculty supervision. On registration, students designate faculty member and agreed-upon units.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Boyce, C. (PI);
Caers, J. (PI);
Chamberlain, P. (PI);
Ewing, R. (PI);
Graham, S. (PI);
Grove, M. (PI);
Hilley, G. (PI);
Lapotre, M. (PI);
Leslie, A. (PI);
Lowe, D. (PI);
Mao, W. (PI);
Miller, E. (PI);
Pamukcu, A. (PI);
Payne, J. (PI);
Schaefer, L. (PI);
Sperling, E. (PI);
Stebbins, J. (PI);
Vanorio, T. (PI);
Willenbring, J. (PI)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Boyce, C. (PI);
Caers, J. (PI);
Chamberlain, P. (PI);
Ewing, R. (PI);
Graham, S. (PI);
Grove, M. (PI);
Hilley, G. (PI);
Lowe, D. (PI);
Mao, W. (PI);
Miller, E. (PI);
Payne, J. (PI);
Sperling, E. (PI);
Stebbins, J. (PI)
GEOLSCI 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Boyce, C. (PI);
Brown, G. (PI);
Caers, J. (PI);
Chamberlain, P. (PI);
Ewing, R. (PI);
Graham, S. (PI);
Grove, M. (PI);
Hilley, G. (PI);
Lowe, D. (PI);
Mao, W. (PI);
Miller, E. (PI);
Payne, J. (PI);
Sperling, E. (PI);
Stebbins, J. (PI)
GEOPHYS 30N:
Designing Science Fiction Planets (GEOLSCI 30N)
Science fiction writers craft entire worlds and physical laws with their minds. While planetary formation in the real world is a little different, we can use fantastical places and environments from film, television, and literature as conversation starters to discuss real discoveries that have been made about how planets form and evolve over time. The class will focus on the following overarching questions: (1) What conditions are required for habitable planets to form? (2) What types of planets may actually exist, including desert worlds, lava planets, ice planets, and ocean worlds? (3) What kids of life could inhabit such diverse worlds? (3) What types of catastrophic events such as supernovas, asteroid impacts, climate changes can nurture or destroy planetary habitability?
Terms: Spr
| Units: 3
| UG Reqs: WAY-SMA
GEOPHYS 90:
Earthquakes and Volcanoes (EARTHSYS 113)
Is the "Big One" overdue in California? What kind of damage would that cause? What can we do to reduce the impact of such hazards in urban environments? Does "fracking" cause earthquakes and are we at risk? Is the United States vulnerable to a giant tsunami? The geologic record contains evidence of volcanic super eruptions throughout Earth's history. What causes these gigantic explosive eruptions, and can they be predicted in the future? This course will address these and related issues. For non-majors and potential Earth scientists. No prerequisites. More information at: https://stanford.box.com/s/zr8ar28efmuo5wtlj6gj2jbxle76r4lu
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-SMA
GEOPHYS 100:
Directed Reading
(Staff)
Terms: Aut, Win, Spr, Sum
| Units: 1-2
Instructors: ;
Beroza, G. (PI);
Biondi, B. (PI);
Dunham, E. (PI);
Harris, J. (PI);
Klemperer, S. (PI);
Knight, R. (PI);
Konings, A. (PI);
Mavko, G. (PI);
Schroeder, D. (PI);
Segall, P. (PI);
Sleep, N. (PI);
Suckale, J. (PI);
Vanorio, T. (PI);
Zebker, H. (PI);
Zoback, M. (PI)
GEOPHYS 101:
Frontiers of Geophysical Research at Stanford (GEOPHYS 201)
Required for new students entering the department and undergraduate majors. Department faculty introduce the frontiers of research problems and methods being employed or developed in the department and unique to department faculty and students: what the current research is, why the research is important, what methodologies and technologies are being used, and what the potential impact of the results might be. Graduate students register for 1 unit (Mondays only), undergraduates for 3 units which include a discussion section (Mondays and Wednesdays). Offered every year, autumn quarter.
Terms: Aut
| Units: 1-3
| Repeatable
4 times
(up to 12 units total)
GEOPHYS 104:
The Water Course (EARTHSYS 104, EARTHSYS 204, GEOPHYS 204)
The Central Valley of California provides a third of the produce grown in the U.S., but recent droughts and increasing demand have raised concerns about both food and water security. The pathway that water takes from rainfall to the irrigation of fields or household taps ('the water course') determines the quantity and quality of the available water. Working with various data sources (measurements made on the ground, in wells, and from satellites) allows us to model the water budget in the valley and explore the recent impacts on freshwater supplies.
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-AQR, WAY-SMA
GEOPHYS 108:
Tectonics Field Trip (GEOLSCI 189, GEOLSCI 289, GEOPHYS 214)
What does an earthquake fault look like near Earth's surface? How about the inside of, or beneath, a volcano? Why does California experience earthquakes and volcanic eruptions? Learn about thermo-physico-chemical evolution (mass transport, heat transport) in Earth's crust through a required long-weekend field trip (some camping, all equipment provided) in Dead Week (in 2022: evening Thurs 5/26 - evening Mon 5/30) likely to northern California/southern Oregon, including Crater Lake, Lassen and Lava Tubes National Parks/Monument). May be repeated for credit (future destinations likely include Sierra Nevada, Owens Valley, Mono Lake, Yosemite, San Andreas fault, Mendocino Triple Junction, and western Basin and Range province. Lectures provide context for planned trip. Minimum pre-req: GEOLSCI1 (co-registration acceptable) or GEOPHYS110 or equivalent. No Class on Monday, March 28th. First meeting Friday, April 1, 2022.
Terms: Spr
| Units: 1-3
GEOPHYS 110:
Introduction to the Foundations of Contemporary Geophysics (EARTHSYS 110)
Introduction to the foundations of contemporary geophysics. Topics drawn from broad themes in: whole Earth geodynamics, geohazards, natural resources, and environment. In each case the focus is on how the interpretation of a variety of geophysical measurements (e.g., gravity, seismology, heat flow, electromagnetics, and remote sensing) can be used to provide fundamental insight into the behavior of the Earth. The course will include a weekend field trip. Prerequisite: CME 100 or MATH 51, or co-registration in either.
Terms: Win
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-AQR, WAY-SMA
GEOPHYS 112:
Exploring Geosciences with MATLAB (ENERGY 112)
How to use MATLAB as a tool for research and technical computing, including 2-D and 3-D visualization features, numerical capabilities, and toolboxes. Practical skills in areas such as data analysis, regressions, optimization, spectral analysis, differential equations, image analysis, computational statistics, and Monte Carlo simulations. Emphasis is on scientific and engineering applications. Offered every year, autumn quarter.
Terms: Aut
| Units: 1-3
GEOPHYS 118X:
Shaping the Future of the Bay Area (AMSTUD 118X, CEE 118X, CEE 218X, ESS 118X, ESS 218X, GEOLSCI 118X, GEOLSCI 218X, GEOPHYS 218X, POLISCI 218X, PUBLPOL 118X, PUBLPOL 218X)
The complex urban problems affecting quality of life in the Bay Area, from housing affordability and transportation congestion to economic vitality and social justice, are already perceived by many to be intractable, and will likely be exacerbated by climate change and other emerging environmental and technological forces. Reforming urban systems to improve the equity, resilience and sustainability of communities will require new collaborative methods of assessment, goal setting, and problem solving across governments, markets, and communities. It will also require academic institutions to develop new models of co-production of knowledge across research, education, and practice. This XYZ course series is designed to immerse students in co-production for social change. The course sequence covers scientific research and ethical reasoning, skillsets in data-driven and qualitative analysis, and practical experience working with local partners on urban challenges that can empower students to drive responsible systems change in their future careers. The Autumn (X) and Winter (Y) courses are focused on basic and advanced skills, respectively, and completion is a prerequisite for participation in the Spring (Z) practicum quarter, which engages teams in real-world projects with Bay Area local governments or community groups. X and Y are composed of four weekly pedagogical components: (A) lectures; (B) writing prompts linked with small group discussion; (C) lab and self-guided tutorials on the R programming language; and (D) R data analysis assignments. Open to undergraduate and graduate students in any major. For more information, visit http://bay.stanford.edu/education. Cardinal Course certified by the Haas Center.
Terms: Aut
| Units: 1-5
| UG Reqs: WAY-AQR, WAY-SI
GEOPHYS 118Y:
Shaping the Future of the Bay Area (CEE 118Y, CEE 218Y, ESS 118Y, ESS 218Y, GEOLSCI 118Y, GEOLSCI 218Y, GEOPHYS 218Y, POLISCI 218Y, PUBLPOL 118Y, PUBLPOL 218Y)
The complex urban problems affecting quality of life in the Bay Area, from housing affordability and transportation congestion to economic vitality and social justice, are already perceived by many to be intractable, and will likely be exacerbated by climate change and other emerging environmental and technological forces. Reforming urban systems to improve the equity, resilience and sustainability of communities will require new collaborative methods of assessment, goal setting, and problem solving across governments, markets, and communities. It will also require academic institutions to develop new models of co-production of knowledge across research, education, and practice. This XYZ course series is designed to immerse students in co-production for social change. The course sequence covers scientific research and ethical reasoning, skillsets in data-driven and qualitative analysis, and practical experience working with local partners on urban challenges that can empower students to drive responsible systems change in their future careers. The Autumn (X) and Winter (Y) courses are focused on basic and advanced skills, respectively, and completion is a prerequisite for participation in the Spring (Z) practicum quarter, which engages teams in real-world projects with Bay Area local governments or community groups. X and Y are composed of four weekly pedagogical components: (A) lectures; (B) writing prompts linked with small group discussion; (C) lab and self-guided tutorials on the R programming language; and (D) R data analysis assignments. Open to undergraduate and graduate students in any major. For more information, visit http://bay.stanford.edu/education. Cardinal Course certified by the Haas Center.
Terms: Win
| Units: 1-5
| Repeatable
2 times
(up to 10 units total)
GEOPHYS 118Z:
Shaping the Future of the Bay Area (CEE 118Z, CEE 218Z, ESS 118Z, ESS 218Z, GEOLSCI 118Z, GEOLSCI 218Z, GEOPHYS 218Z, POLISCI 218Z, PUBLPOL 118Z, PUBLPOL 218Z)
Students are placed in small interdisciplinary teams (engineers and non-engineers, undergraduate and graduate level) to work on complex design, engineering, and policy problems presented by external partners in a real urban setting. Multiple projects are offered and may span both Winter and Spring quarters; students are welcome to participate in one or both quarters. Students are expected to interact professionally with government and community stakeholders, conduct independent team work outside of class sessions, and submit deliverables over a series of milestones. Prerequisite: the Autumn (X) skills course or approval of instructors. For information about the projects and application process, visit http://bay.stanford.edu. Cardinal Course certified by the Haas Center.
Terms: Spr
| Units: 1-5
| Repeatable
2 times
(up to 10 units total)
GEOPHYS 124:
Introduction to Planetary Science (ESS 125, GEOLSCI 124)
This course provides an introduction to planetary science through the exploration of processes that formed and modified planetary bodies within the Solar System and beyond. Each lecture will be given by an expert in a specific subfield of planetary sciences, with topics ranging from planetary materials and formation, planetary dynamics, planetary structure and tectonics, planetary atmospheres, impact cratering, surface processes, and astrobiology. We will also discuss how scientists investigate planets both near and far through sample analysis, telescopic and orbital remote sensing as well as in situ through robotic instruments. Although there are no prerequisites for this course, it is primarily directed towards undergraduate students who are majoring (or plan to) in the sciences or engineering. A minimum level of mathematics equivalent to high school algebra and introductory calculus will be necessary.
Terms: Spr
| Units: 3-4
| Repeatable
3 times
(up to 12 units total)
GEOPHYS 126:
Planetary Science Reading (GEOLSCI 127, GEOLSCI 227, GEOPHYS 226)
The course will meet once a week to discuss a recent journal article related to the broad field of planetary science, including but not limited to cosmochemistry, planet formation, planetary geology, planetary atmospheres, Earth history, astrobiology, and exoplanets. Students will be expected to lead the group discussion at least once per quarter. No formal presentations will be required. There are no prerequisites for this course, but students should have some facility with reading scientific literature.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
GEOPHYS 128:
Modeling Earth (GEOPHYS 228)
Most problems in Earth Science are dazzling and beautifully complex. Abstracting from this natural complexity to identify the essential components and mechanisms of a natural system is perhaps the most important, but commonly overlooked, task for developing testable mathematical models for Earth and Environmental Science. This course focuses on conceptual model development, rather than addressing the variety of formal mathematical techniques available for the analytical analysis or numerical simulation of a model. Recommended Prerequisites: CME 100 or MATH 51 (or equivalent)
Terms: Spr
| Units: 3-4
GEOPHYS 139:
Paleomagnetism (GEOLSCI 129, GEOLSCI 229, GEOPHYS 239)
Introduction to planetary magnetic fields and how they are recorded by rocks on Earth and other solar system bodies. Topics covered will include dynamo magnetic field generation and evolution, magnetization acquisition processes, paleointensity, paleogeography, magnetostratigraphy, biomagnetism, environmental magnetism, and extraterrestrial magnetism.
Terms: Aut
| Units: 3
GEOPHYS 141:
Remote Sensing of the Oceans (EARTHSYS 141, EARTHSYS 241, ESS 141, ESS 241)
How to observe and interpret physical and biological changes in the oceans using satellite technologies. Topics: principles of satellite remote sensing, classes of satellite remote sensors, converting radiometric data into biological and physical quantities, sensor calibration and validation, interpreting large-scale oceanographic features.
Terms: Win
| Units: 3-4
| UG Reqs: GER: DB-NatSci, WAY-AQR
GEOPHYS 184:
Journey to the Center of the Earth (GEOLSCI 107, GEOLSCI 207, GEOPHYS 274)
The interconnected set of dynamic systems that make up the Earth. Focus is on fundamental geophysical observations of the Earth and the laboratory experiments to understand and interpret them. What earthquakes, volcanoes, gravity, magnetic fields, and rocks reveal about the Earth's formation and evolution. In addition to the Tuesday Thursday class meeting, a one-hour weekly section will be arranged and scheduling will be determined at the start of the quarter.
Terms: Win
| Units: 3
| UG Reqs: WAY-SMA
GEOPHYS 188:
Basic Earth Imaging (GEOPHYS 210)
Echo seismogram recording geometry, head waves, moveout, velocity estimation, making images of complex shaped reflectors, migration by Fourier and integral methods. Anti-aliasing. Dip moveout. Computer labs. See http://sep.stanford.edu/sep/prof/. Offered every year, autumn quarter. *The Geophys180 cross-listing is considered an advanced undergraduate course.
Terms: Aut
| Units: 2-3
GEOPHYS 190:
Near-Surface Geophysics: Imaging Groundwater Systems
Introduction to geophysical methods that can be used for imaging and characterizing groundwater systems. This Cardinal Class will be structured around solving a problem currently facing the Santa Clara Valley Open Space Authority: How to select a site that can be used to recharge the groundwater? where is there sand and gravel? clay? where will the water go? connections between groundwater and surface water? We will review data from the area then model, acquire, and interpret geophysical data. Each week includes three hours of classroom or fieldwork time. Pre-requisite: CME 100 or Math 51, or co-registration in either.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-EngrAppSci, WAY-SMA
GEOPHYS 196:
Undergraduate Research in Geophysics
Field-, lab-, or computer-based. Faculty supervision. Written reports.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Beroza, G. (PI);
Biondi, B. (PI);
Dunham, E. (PI);
Ellsworth, W. (PI);
Harris, J. (PI);
Klemperer, S. (PI);
Knight, R. (PI);
Mao, W. (PI);
Mavko, G. (PI);
Pidlisecky, A. (PI);
Schroeder, D. (PI);
Segall, P. (PI);
Sleep, N. (PI);
Suckale, J. (PI);
Vanorio, T. (PI);
Zebker, H. (PI);
Zoback, M. (PI)
GEOPHYS 197:
Senior Thesis in Geophysics
For seniors writing a thesis based on Geophysics research in 196 or as a summer research fellow. Seniors defend the results of their research at a public oral presentation.
Terms: Aut, Win, Spr, Sum
| Units: 3-5
Instructors: ;
Beroza, G. (PI);
Biondi, B. (PI);
Dunham, E. (PI);
Harris, J. (PI);
Klemperer, S. (PI);
Knight, R. (PI);
Mavko, G. (PI);
Schroeder, D. (PI);
Segall, P. (PI);
Sleep, N. (PI);
Suckale, J. (PI);
Vanorio, T. (PI);
Zebker, H. (PI);
Zoback, M. (PI)
GEOPHYS 198:
Honors Program
Experimental, observational, or theoretical honors project and thesis in geophysics under supervision of a faculty member. Students who elect to do an honors thesis should begin planning it no later than Winter Quarter of the junior year. Prerequisites: department approval. Seniors defend the results of their research at a public oral presentation.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
4 times
(up to 15 units total)
Instructors: ;
Beroza, G. (PI);
Biondi, B. (PI);
Dunham, E. (PI);
Dvorkin, J. (PI);
Harris, J. (PI);
Klemperer, S. (PI);
Knight, R. (PI);
Mao, W. (PI);
Mavko, G. (PI);
Schroeder, D. (PI);
Segall, P. (PI);
Sleep, N. (PI);
Suckale, J. (PI);
Vanorio, T. (PI);
Zebker, H. (PI);
Zoback, M. (PI)
GEOPHYS 199:
Senior Seminar: Issues in Earth Sciences (GEOLSCI 150)
Focus is on written and oral communication in a topical context. Topics from current frontiers in earth science research and issues of concern to the public. Readings, oral presentations, written work, and peer review.
Terms: Aut
| Units: 3
GEOPHYS 201:
Frontiers of Geophysical Research at Stanford (GEOPHYS 101)
Required for new students entering the department and undergraduate majors. Department faculty introduce the frontiers of research problems and methods being employed or developed in the department and unique to department faculty and students: what the current research is, why the research is important, what methodologies and technologies are being used, and what the potential impact of the results might be. Graduate students register for 1 unit (Mondays only), undergraduates for 3 units which include a discussion section (Mondays and Wednesdays). Offered every year, autumn quarter.
Terms: Aut
| Units: 1-3
| Repeatable
4 times
(up to 12 units total)
GEOPHYS 204:
The Water Course (EARTHSYS 104, EARTHSYS 204, GEOPHYS 104)
The Central Valley of California provides a third of the produce grown in the U.S., but recent droughts and increasing demand have raised concerns about both food and water security. The pathway that water takes from rainfall to the irrigation of fields or household taps ('the water course') determines the quantity and quality of the available water. Working with various data sources (measurements made on the ground, in wells, and from satellites) allows us to model the water budget in the valley and explore the recent impacts on freshwater supplies.
Terms: Win
| Units: 4
GEOPHYS 205:
Effective Scientific Presentation and Public Speaking (ESS 204, GEOLSCI 306)
The ability to present your research in a compelling, concise, and engaging manner will enhance your professional career. I will work to convince you that the best way to capture an audience and leave a lasting impression is to tell a story, do a demo, or pick a fight. Virtual presentations make it harder to connect and interact with the audience, and to overcome these obstacles requires getting the most from video, audio, lighting, live vs. pre-recorded content, and virtual posters. So, these elements will also be an essential part of the class. The goal of a talk is not to show people how much work you did, how capable and dedicated you are, or how much you know. We don't care about any of those things. The goal is for the audience to learn something new and important, to change their perspective, to leave a lasting memory, and to influence their research. It is to be inspired, shocked, or moved. The course is taught as a series of stand-and-deliver exercises with class feedback and revision on the fly, supplemented by one-on-one coaching. We will have exercises on conference presentations, job interviews and job talks, departmental seminars, webinars, press interviews, and funding pitches. Grades are optional: 70% in-class exercises, 30% final presentation, such as your upcoming AGU, GSA, or SEG presentation. Take this course when you have research to present. (http://syllabus.stanford.edu). My pledge is that everyone will come away a more skilled and confident speaker than they were before.
Terms: Aut
| Units: 2
GEOPHYS 210:
Basic Earth Imaging (GEOPHYS 188)
Echo seismogram recording geometry, head waves, moveout, velocity estimation, making images of complex shaped reflectors, migration by Fourier and integral methods. Anti-aliasing. Dip moveout. Computer labs. See http://sep.stanford.edu/sep/prof/. Offered every year, autumn quarter. *The Geophys180 cross-listing is considered an advanced undergraduate course.
Terms: Aut
| Units: 2-3
GEOPHYS 211:
Environmental Soundings Image Estimation
Imaging principles exemplified by means of imaging geophysical data of various uncomplicated types (bathymetry, altimetry, velocity, reflectivity). Adjoints, back projection, conjugate-gradient inversion, preconditioning, multidimensional autoregression and spectral factorization, the helical coordinate, and object-based programming. Common recurring issues such as limited aperture, missing data, signal/noise segregation, and nonstationary spectra. See http://sep.stanford.edu/sep/prof/.
Terms: Win
| Units: 3
GEOPHYS 214:
Tectonics Field Trip (GEOLSCI 189, GEOLSCI 289, GEOPHYS 108)
What does an earthquake fault look like near Earth's surface? How about the inside of, or beneath, a volcano? Why does California experience earthquakes and volcanic eruptions? Learn about thermo-physico-chemical evolution (mass transport, heat transport) in Earth's crust through a required long-weekend field trip (some camping, all equipment provided) in Dead Week (in 2022: evening Thurs 5/26 - evening Mon 5/30) likely to northern California/southern Oregon, including Crater Lake, Lassen and Lava Tubes National Parks/Monument). May be repeated for credit (future destinations likely include Sierra Nevada, Owens Valley, Mono Lake, Yosemite, San Andreas fault, Mendocino Triple Junction, and western Basin and Range province. Lectures provide context for planned trip. Minimum pre-req: GEOLSCI1 (co-registration acceptable) or GEOPHYS110 or equivalent. No Class on Monday, March 28th. First meeting Friday, April 1, 2022.
Terms: Spr
| Units: 1-3
GEOPHYS 218X:
Shaping the Future of the Bay Area (AMSTUD 118X, CEE 118X, CEE 218X, ESS 118X, ESS 218X, GEOLSCI 118X, GEOLSCI 218X, GEOPHYS 118X, POLISCI 218X, PUBLPOL 118X, PUBLPOL 218X)
The complex urban problems affecting quality of life in the Bay Area, from housing affordability and transportation congestion to economic vitality and social justice, are already perceived by many to be intractable, and will likely be exacerbated by climate change and other emerging environmental and technological forces. Reforming urban systems to improve the equity, resilience and sustainability of communities will require new collaborative methods of assessment, goal setting, and problem solving across governments, markets, and communities. It will also require academic institutions to develop new models of co-production of knowledge across research, education, and practice. This XYZ course series is designed to immerse students in co-production for social change. The course sequence covers scientific research and ethical reasoning, skillsets in data-driven and qualitative analysis, and practical experience working with local partners on urban challenges that can empower students to drive responsible systems change in their future careers. The Autumn (X) and Winter (Y) courses are focused on basic and advanced skills, respectively, and completion is a prerequisite for participation in the Spring (Z) practicum quarter, which engages teams in real-world projects with Bay Area local governments or community groups. X and Y are composed of four weekly pedagogical components: (A) lectures; (B) writing prompts linked with small group discussion; (C) lab and self-guided tutorials on the R programming language; and (D) R data analysis assignments. Open to undergraduate and graduate students in any major. For more information, visit http://bay.stanford.edu/education. Cardinal Course certified by the Haas Center.
Terms: Aut
| Units: 1-5
GEOPHYS 218Y:
Shaping the Future of the Bay Area (CEE 118Y, CEE 218Y, ESS 118Y, ESS 218Y, GEOLSCI 118Y, GEOLSCI 218Y, GEOPHYS 118Y, POLISCI 218Y, PUBLPOL 118Y, PUBLPOL 218Y)
The complex urban problems affecting quality of life in the Bay Area, from housing affordability and transportation congestion to economic vitality and social justice, are already perceived by many to be intractable, and will likely be exacerbated by climate change and other emerging environmental and technological forces. Reforming urban systems to improve the equity, resilience and sustainability of communities will require new collaborative methods of assessment, goal setting, and problem solving across governments, markets, and communities. It will also require academic institutions to develop new models of co-production of knowledge across research, education, and practice. This XYZ course series is designed to immerse students in co-production for social change. The course sequence covers scientific research and ethical reasoning, skillsets in data-driven and qualitative analysis, and practical experience working with local partners on urban challenges that can empower students to drive responsible systems change in their future careers. The Autumn (X) and Winter (Y) courses are focused on basic and advanced skills, respectively, and completion is a prerequisite for participation in the Spring (Z) practicum quarter, which engages teams in real-world projects with Bay Area local governments or community groups. X and Y are composed of four weekly pedagogical components: (A) lectures; (B) writing prompts linked with small group discussion; (C) lab and self-guided tutorials on the R programming language; and (D) R data analysis assignments. Open to undergraduate and graduate students in any major. For more information, visit http://bay.stanford.edu/education. Cardinal Course certified by the Haas Center.
Terms: Win
| Units: 1-5
| Repeatable
2 times
(up to 10 units total)
GEOPHYS 218Z:
Shaping the Future of the Bay Area (CEE 118Z, CEE 218Z, ESS 118Z, ESS 218Z, GEOLSCI 118Z, GEOLSCI 218Z, GEOPHYS 118Z, POLISCI 218Z, PUBLPOL 118Z, PUBLPOL 218Z)
Students are placed in small interdisciplinary teams (engineers and non-engineers, undergraduate and graduate level) to work on complex design, engineering, and policy problems presented by external partners in a real urban setting. Multiple projects are offered and may span both Winter and Spring quarters; students are welcome to participate in one or both quarters. Students are expected to interact professionally with government and community stakeholders, conduct independent team work outside of class sessions, and submit deliverables over a series of milestones. Prerequisite: the Autumn (X) skills course or approval of instructors. For information about the projects and application process, visit http://bay.stanford.edu. Cardinal Course certified by the Haas Center.
Terms: Spr
| Units: 1-5
| Repeatable
2 times
(up to 10 units total)
GEOPHYS 221:
Rivers: The Arteries of Earth's Continents (ESS 225, GEOLSCI 224)
Rivers are the arteries of Earth's continents, conveying water, sediments, and solutes from the headwaters to the oceans. They provide a haven for life and have been at the heart of the world's economy by generating fertile floodplains, human habitats, as well as by facilitating international commerce. This course offers a quantitative examination of rivers, from headwaters to deltas. We will first develop a basic mechanistic understanding of fluvial processes, including flow hydraulics, erosion, sediment transport, and deposition. We will then apply our acquired knowledge through thematic discussions of relevant issues. Possible themes include deltas and climate change, rivers and human activity (damming, sand mining, deforestation), rivers and the evolution of land plants, rivers and biogeochemical cycles, submarine channels, and the alien rivers of Mars and Titan.
Terms: Spr
| Units: 3
| Repeatable
3 times
(up to 9 units total)
GEOPHYS 226:
Planetary Science Reading (GEOLSCI 127, GEOLSCI 227, GEOPHYS 126)
The course will meet once a week to discuss a recent journal article related to the broad field of planetary science, including but not limited to cosmochemistry, planet formation, planetary geology, planetary atmospheres, Earth history, astrobiology, and exoplanets. Students will be expected to lead the group discussion at least once per quarter. No formal presentations will be required. There are no prerequisites for this course, but students should have some facility with reading scientific literature.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
GEOPHYS 228:
Modeling Earth (GEOPHYS 128)
Most problems in Earth Science are dazzling and beautifully complex. Abstracting from this natural complexity to identify the essential components and mechanisms of a natural system is perhaps the most important, but commonly overlooked, task for developing testable mathematical models for Earth and Environmental Science. This course focuses on conceptual model development, rather than addressing the variety of formal mathematical techniques available for the analytical analysis or numerical simulation of a model. Recommended Prerequisites: CME 100 or MATH 51 (or equivalent)
Terms: Spr
| Units: 3-4
GEOPHYS 229:
Earthquake Rupture Dynamics
Physics of earthquakes, including nucleation, propagation, and arrest; slip-weakening and rate-and-state friction laws; thermal pressurization and dynamic weakening mechanisms; off-fault plasticity; dynamic fracture mechanics; earthquake energy balance. Problem sets involve numerical simulations on CEES cluster. Prerequisites: GEOPHYS 287. Offered occasionally.
Terms: Aut
| Units: 3
GEOPHYS 239:
Paleomagnetism (GEOLSCI 129, GEOLSCI 229, GEOPHYS 139)
Introduction to planetary magnetic fields and how they are recorded by rocks on Earth and other solar system bodies. Topics covered will include dynamo magnetic field generation and evolution, magnetization acquisition processes, paleointensity, paleogeography, magnetostratigraphy, biomagnetism, environmental magnetism, and extraterrestrial magnetism.
Terms: Aut
| Units: 3
GEOPHYS 241A:
Seismic Reservoir Characterization (ENERGY 141, ENERGY 241)
(Same as GP241) Practical methods for quantitative characterization and uncertainty assessment of subsurface reservoir models integrating well-log and seismic data. Multidisciplinary combination of rock-physics, seismic attributes, sedimentological information and spatial statistical modeling techniques. Student teams build reservoir models using limited well data and seismic attributes typically available in practice, comparing alternative approaches. Software provided (SGEMS, Petrel, Matlab). Offered every other year.nRecommended: ERE240/260, or GP222/223, or GP260/262 or GES253/257; ERE246, GP112
Terms: Spr
| Units: 3-4
GEOPHYS 254:
Sedimentology and Rock Physics of Carbonates (GEOLSCI 254)
Processes of precipitation and sedimentation of carbonate minerals as well as their post-depositional alteration with emphasis on marine systems. Topics include: geographic and bathymetric distribution of carbonates in modern and ancient oceans; genesis and environmental significance of carbonate grains and sedimentary textures; carbonate diagenesis; changes in styles of carbonate deposition through Earth history; reservoir quality and properties defined by storage capacity, flow (permeability) and connectivity of pores (effective porosity); the interplay between these properties, the original depositional characteristics of the carbonate sediments and post-depositional alteration; relationships between dissolution processes, cementation processes, and the resulting connectivity of the flow pathways. Lab exercises emphasize petrographic and rock physics analysis of carbonate rocks at scales ranging from map and outcrop to hand sample and thin section.
Terms: Win
| Units: 3-4
GEOPHYS 255:
Report on Energy Industry Training
On-the-job-training for master's and doctoral degree students under the guidance of on-site supervisors. Students submit a report detailing work activities, problems, assignment, and key results. May be repeated for credit. Prerequisite: written consent of adviser.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
for credit
Instructors: ;
Beroza, G. (PI);
Biondi, B. (PI);
Dunham, E. (PI);
Dvorkin, J. (PI);
Harris, J. (PI);
Klemperer, S. (PI);
Knight, R. (PI);
Mavko, G. (PI);
Mukerji, T. (PI);
Schroeder, D. (PI);
Segall, P. (PI);
Sleep, N. (PI);
Suckale, J. (PI);
Vanorio, T. (PI);
Zebker, H. (PI);
Zoback, M. (PI)
GEOPHYS 259:
Properties of Rocks and Geomaterials (CEE 192, GEOLSCI 230)
Lectures and laboratory experiments. Properties of rocks and geomaterials and how they relate to chemo-mechanical processes in crustal settings, reservoirs, and man-made materials. Focus is on properties such as porosity, permeability, acoustic wave velocity, and electrical resistivity. Students may investigate a scientific problem to support their own research (4 units). Prerequisites: Physics 41 (or equivalent) and CME 100.
Terms: Spr
| Units: 3-4
GEOPHYS 265:
Imaging Radar and Applications (EE 355)
Radar remote sensing, radar image characteristics, viewing geometry, range coding, synthetic aperture processing, correlation, range migration, range/Doppler algorithms, wave domain algorithms, polar algorithm, polarimetric processing, interferometric measurements. Applications: surfafe deformation, polarimetry and target discrimination, topographic mapping surface displacements, velocities of ice fields. Prerequisites: EE261. Recommended: EE254, EE278, EE279.
Terms: Win
| Units: 3
GEOPHYS 274:
Journey to the Center of the Earth (GEOLSCI 107, GEOLSCI 207, GEOPHYS 184)
The interconnected set of dynamic systems that make up the Earth. Focus is on fundamental geophysical observations of the Earth and the laboratory experiments to understand and interpret them. What earthquakes, volcanoes, gravity, magnetic fields, and rocks reveal about the Earth's formation and evolution. In addition to the Tuesday Thursday class meeting, a one-hour weekly section will be arranged and scheduling will be determined at the start of the quarter.
Terms: Win
| Units: 3
GEOPHYS 280:
3-D Seismic Imaging
The principles of imaging complex structures in the Earth subsurface using 3-D reflection seismology. Emphasis is on processing methodologies and algorithms, with examples of applications to field data. Topics: acquisition geometrics of land and marine 3-D seismic surveys, time vs. depth imaging, migration by Kirchhoff methods and by wave-equation methods, migration velocity analysis, velocity model building, imaging irregularly sampled and aliased data. Computational labs involve some programming. Lab for 3 units. Offered every year, Spring quarter.
Terms: Spr
| Units: 2-3
GEOPHYS 288A:
Crustal Deformation
Earthquake and volcanic deformation, emphasizing analytical models that can be compared to data from GPS, InSAR, and strain meters. Deformation, stress, and conservation laws. Dislocation models of strike slip and dip slip faults, in 2 and 3 dimensions. Crack models, including boundary element methods. Dislocations in layered and elastically heterogeneous earth models. Models of volcano deformation, including sills, dikes, and magma chambers. Offered every other year, autumn quarter.
Terms: Aut
| Units: 3-5
GEOPHYS 288B:
Crustal Deformation
Earthquake and volcanic deformation, emphasizing analytical models that can be compared to data from GPS, InSAR, and strain meters. Viscoelasticity, post-seismic rebound, and viscoelastic magma chambers. Effects of surface topography and earth curvature on surface deformation. Gravity changes induced by deformation and elastogravitational coupling. Poro-elasticity, coupled fluid flow and deformation. Earthquake nucleation and rate-state friction. Models of earthquake cycle at plate boundaries.
Terms: Win
| Units: 3-5
GEOPHYS 385A:
Reflection Seismology
Research in reflection seismology and petroleum prospecting. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
for credit
GEOPHYS 385B:
Environmental Geophysics
Research on the use of geophysical methods for near-surface environmental problems. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
for credit
GEOPHYS 385D:
Theoretical Geophysics
Research on physics and mechanics of earthquakes, volcanoes, ice sheets, and nglaciers. Emphasis is on developing theoretical understanding of processes governing natural phenomena.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
GEOPHYS 385E:
Tectonics
Research on the origin, major structures, and tectonic processes of the Earth's crust. Emphasis is on use of deep seismic reflection and refraction data. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
for credit
GEOPHYS 385G:
Radio Glaciology
Research on the acquisition, processing, and analysis of radio geophysical signals in observing the subsurface conditions and physical processes of ice sheets, glaciers, and icy moons.
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
for credit
GEOPHYS 385L:
Earthquake Seismology, Deformation, and Stress
Research on seismic source processes, crustal stress, and deformation associated with faulting and volcanism. May be repeated for credit.
Terms: Aut, Win, Sum
| Units: 1
| Repeatable
for credit
GEOPHYS 385N:
Experimental Rock Physics
Research on the use of laboratory geophysical methods for the characterization of the physical properties of rocks and their response to earth stresses, temperature, and rock-fluid interactions. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
for credit
GEOPHYS 385Q:
Seismology
Research on Source and Structural Seismology of the Earth. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
for credit
(up to 99 units total)
GEOPHYS 385R:
Physical Volcanology
Research on volcanic processes. May be repeat for credit
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
(up to 99 units total)
GEOPHYS 385T:
Planetary Magnetism
Research on the application of paleomagnetism to study planetary processes such as dynamo field generation, geodynamical evolution, and impact cratering. May be repeated for credit.
Terms: Aut, Spr, Sum
| Units: 1-2
| Repeatable
20 times
(up to 40 units total)
GEOPHYS 385W:
GEOPHYSICAL MULTI-PHASE FLOWS
Research on the dynamics of multi-phase systems that are fundamental to many geophysical problems such as ice sheets and volcanoes.
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
for credit
GEOPHYS 385Z:
Radio Remote Sensing
Research applications, especially crustal deformation measurements. Recent instrumentation and system advancements. May be repeated for credit.
Terms: Win, Spr
| Units: 1-2
| Repeatable
for credit
GEOPHYS 400:
Research in Geophysics
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Beroza, G. (PI);
Biondi, B. (PI);
Dunham, E. (PI);
Dvorkin, J. (PI);
Ellsworth, W. (PI);
Harris, J. (PI);
Klemperer, S. (PI);
Knight, R. (PI);
Konings, A. (PI);
Lakshmi, V. (PI);
Lapotre, M. (PI);
Mavko, G. (PI);
Mukerji, T. (PI);
Schaefer, L. (PI);
Schroeder, D. (PI);
Segall, P. (PI);
Sleep, N. (PI);
Stein, R. (PI);
Suckale, J. (PI);
Tikoo, S. (PI);
Vanorio, T. (PI);
Zebker, H. (PI);
Zoback, M. (PI)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Beroza, G. (PI);
Biondi, B. (PI);
Dunham, E. (PI);
Dvorkin, J. (PI);
Harris, J. (PI);
Klemperer, S. (PI);
Knight, R. (PI);
Mavko, G. (PI);
Segall, P. (PI);
Sleep, N. (PI);
Suckale, J. (PI);
Vanorio, T. (PI);
Zebker, H. (PI);
Zoback, M. (PI)
GEOPHYS 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Beroza, G. (PI);
Biondi, B. (PI);
Dunham, E. (PI);
Dvorkin, J. (PI);
Harris, J. (PI);
Klemperer, S. (PI);
Knight, R. (PI);
Mavko, G. (PI);
Mukerji, T. (PI);
Schroeder, D. (PI);
Segall, P. (PI);
Sleep, N. (PI);
Suckale, J. (PI);
Tikoo, S. (PI);
Vanorio, T. (PI);
Zebker, H. (PI);
Zoback, M. (PI)
GERLANG 1:
First-Year German, First Quarter
First-quarter of three-quarter First-Year Gerlang sequence. Emphasis is on developing beginning proficiency in interpersonal, interpretive, and presentational spheres.Prerequisite: no experience with German or Placement.
Terms: Aut, Win, Spr
| Units: 5
GERLANG 1A:
Accelerated First-Year German, Part1
First-quarter of two-quarter accelerated First-Year sequence. Some experience with learning foreign language recommended. Emphasis is on developing beginning proficiency in interpersonal, interpretive, and presentational spheres.Prerequisite: Placement or consent of instructor.
Terms: Spr
| Units: 5
GERLANG 2:
First-Year German, Second Quarter
Continuation of GERLANG1. Further development of socially and culturally appropriate proficiency in interpersonal, interpretive, and presentational spheres.Prerequisite: Placement, GERLANG1.
Terms: Aut, Win, Spr
| Units: 5
GERLANG 3:
First-Year German, Third Quarter
Continuation of GERLANG2. Further development of socially and culturally appropriate proficiency in interpersonal, interpretive, and presentational spheres. Completion of Gerlang 3 fulfills the University language requirement. Prerequisite: Placement or GERLANG2.
Terms: Aut, Win, Spr
| Units: 5
| UG Reqs: Language
GERLANG 21:
Second-Year German, First Quarter
Continuation of GERLANG3. Sequence integrating culture and language of the German-speaking world. Socially and culturally appropriate forms in narrations, descriptions, and expression of ideas and opinions. Emphasis is on oral and written proficiency in formal, informal, academic, and professional contexts. Prerequisite: Placement or GERLANG3.
Terms: Aut, Win, Spr
| Units: 4
GERLANG 22:
Second-Year German, Second Quarter
Continuation of GERLANG21. Sequence integrating culture and language of the Catalan-speaking world. Socially and culturally appropriate forms in narrations, descriptions, and expression of ideas and opinions. Emphasis is on oral and written proficiency in formal, informal, academic, and professional contexts. Prerequisite: Placement or GERLANG21.
Terms: Aut, Win, Spr
| Units: 4
GERLANG 23:
Second Year German, Third Quarter
Continuation of GERLANG22. Sequence integrating culture and language of the Catalan-speaking world. Socially and culturally appropriate forms in narrations, descriptions, and expression of ideas and opinions. Emphasis is on oral and written proficiency in formal, informal, academic, and professional contexts. Prerequisite: Placement or GERLANG22.
Terms: Aut, Win, Spr
| Units: 4
GERLANG 99:
Language Specials
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
GERLANG 199:
Individual Reading
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
GERLANG 250:
Reading German
For undergraduates and graduate students with a knowledge of German who want to acquire reading proficiency. Readings from scholarly works and professional journals. Recommended for students who need to pass the Ph.D. reading exam. Fulfills University reading requirement for advanced degrees if student earns a grade of 'B'(note requirement may vary depending on academic department)Prerequisite: one year of German or instructor's consent.
Terms: Win
| Units: 4
GERLANG 395:
Graduate Studies in German
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
GERMAN 57N:
Nietzsche and the Search for Meaning
Many of us have heard his declarations of the death of God, the arrival of the Superman, and the need to live beyond good and evil. But what, beyond such sound bites, did Nietzsche actually teach? How can his writings be understood in the context of their own time? And what significance might they hold for us today?
Terms: Aut
| Units: 3
GERMAN 101:
Germany in 5 Words
This course explores German history, culture and politics by tracing five (largely untranslatable) words and exploring the debates they have engendered in Germany over the past 200 years. This course is intended as preparation for students wishing to spend a quarter at the Bing Overseas Studies campus in Berlin, but is open to everyone. Taught in English.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
GERMAN 106:
Turkish-German Literature, Cinema, and Theater (GERMAN 206)
One in five people in Germany now has, as it is termed, a background of migration. Immigration from Turkey is probably the most prominent not only in terms of its massiveness and demographic consequences, but also for its significant role in changing Germany's overall cultural, social, and economic landscape. In this course, through analyzing selected literary works, films, and plays produced by Turkish-German writers and artists, we will discuss complex ideas like migration, ethnicity, race, religion, gender, and class, resorting not to oversimplifications and binary thinking but instead to relevant literary concepts and formative historical moments which have shaped the Turkish-German experience.
Terms: Win, Sum
| Units: 3-5
| UG Reqs: WAY-A-II
GERMAN 115:
The Queer 20th Century: German LGBTQ Literature and Film (FEMGEN 115A, FEMGEN 215A, GERMAN 215)
What was it like to be queer in 20th-century Germany? This course examines the rich and sometimes surprising LGBTQ culture of 20th-century Germany, featuring stories that are often left out of traditional seminars. Through literature and film, we will learn about pioneering gay rights activists, persecution under National Socialism, emancipation movements under capitalism and socialism, and debates that are shaping queer life in contemporary Germany. Taught in English; students of all backgrounds are very welcome.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
GERMAN 116:
Writing About Germany: New Topics, New Genres
Writing about various topics in German Studies. Topics based on student interests: current politics, economics, European affairs, start-ups in Germany. Intensive focus on writing. Students may write on their experience at Stanford in Berlin or their internship. Fulfills the WIM requirement for German Studies majors.
Terms: Win, Spr
| Units: 3-5
GERMAN 120B:
Fairy Tales
Fairy tales loom largely in our lives. They are 'weird,' but not shallow or irrelevant: they tell the 'extraordinary' in different traditions and facilitate cross-and transcultural dialogues between them. In this course, we will read German fairy tales from the Grimm Brothers, Novalis, Tieck, Bettina von Arnim, E.T.A. Hoffmann, etc., focus on their connections to the stories in other traditions, and explore their transformations in various media from oral storytelling to films, comic books, and music videos. We will reinterpret these fairy tales by using methodologies derived from psychoanalysis, folklore, gender, and race studies and open a creative environment for your own tales. Taught in German. Prerequisite: GERLANG 3 or permission of instructor.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-CE
GERMAN 125:
Nietzsche: Life as Performance (GERMAN 325, TAPS 152L, TAPS 325)
Nietzsche famously considered that "there is no 'being' behind the deed, its effect, and what becomes of it; the 'doer' is invented as an afterthought - the doing is everything." How should we understand this idea of a deed without a doer, how might it relate to performance, and what influence has it had on modern culture? In order to answer these questions, we will consider Nietzsche's writings alongside some of the artworks that influenced Nietzsche or were influenced by him.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II
GERMAN 130A:
A History of German Opera
When we think of opera, and perhaps especially German opera, a list of stereotypes immediately springs to mind: tenors who refuse to die, horned helmets and blond braids, an artform so elite that it has lost all relevance in the contemporary world. While not discounting those images, this course will position opera at the center of Germany's historical and cultural development over the past three centuries - from early discussions about the country's place between the more culturally hegemonic Italy and France, to its struggle for unification in the 19th century, to the Third Reich's co-opting of all 'German' forms of expression to serve its ends. We will discuss German opera's link to movements like Romanticism and Expressionism, and to philosophers like Schopenhauer and Nietzsche. Along the way, we will learn how to listen to and talk about this very strange genre, and gain fluency in a range of musical styles and periods. No musical expertise required; taught in German. Prerequisite: GERLANG 21 or instructor permission.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II
GERMAN 131:
What is German Literature?
How have migration and minority discourses changed the German literary and cultural tradition? What is German literature today, and how does it differ from the traditional notion of Germany as the land of "Dichter und Denker?" We will read texts by Goethe, Novalis, Annette von Droste-Hülshoff, Thomas Mann, Kafka, Anna Seghers, Brecht, Christa Wolf, Emine Sevgi Özdamar, Yoko Tawada, and Sasha Marianna Salzmann, and discuss such topics as identity formation, race, ethnicity, gender, sexuality, religion, class, and ecocriticism. Taught in German. GERLANG 3 or equivalent required.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
GERMAN 135:
German Conversation (GERMAN 235)
This small, individualized course will offer students the chance to work on their spoken expression and critical thinking, in German. Topics will change each quarter but will span contemporary politics and culture, film, literature, and visual arts. The focus will be on speaking German in small groups, as opposed to formal presentations or written assignments. Students will have the opportunity to pursue topics of personal interest, as well as work collaboratively and individually on projects intended to foster advanced communicative skills.
Terms: Win, Spr
| Units: 3
| Repeatable
for credit
GERMAN 144:
German Media Theory (FILMEDIA 270, FILMEDIA 470, GERMAN 344)
In this seminar, we will interrogate major currents in media-theoretical work from the German-speaking world from the 1980s to today. Starting from the surprisingly controversial term 'German media theory' itself, which has been described as 'neither a theory nor really centered on media, [while] its Germanness is a contested issue' - we will consider the characteristics that nevertheless make this a recognizable, if internally heterogeneous, category for thinking about media, mediation, and culture. We will pay special attention to the foundational work of Friedrich Kittler, which ranges across literature, film, philosophy, and computers, before turning to the current differentiation into a technology-focused ¿media archaeology¿ (Wolfgang Ernst) and the differently inflected formation of ¿cultural techniques¿ (Bernhard Siegert), as well as recent articulations of ¿media philosophy¿ and other developments in contemporary theory. We will also examine the often absent and/or fraught role of gender, race, and class in this field, as well as attempts to address these issues by such theorists as Ute Holl, Cornelia Vissman, Astrid Deuber-Mankowsky, Annette Bitsch, and Sybille Krämer. Readings will be in English translation. Knowledge of German is therefore not required, but readers of German will find plenty of research opportunities among the many as yet untranslated texts that make up the field of German media theory.
Terms: Spr
| Units: 3-5
GERMAN 147:
The Conservative Revolution (GERMAN 347)
Rapid modernization in early twentieth-century Germany elicited various conservative criticisms, which became particularly acute after the First World War. The thinkers of the Conservative Revolution gave voice to post-Nietzschean concerns about cultural transformation, combining traditionalist and anti-traditionalist positions. Its legacy anticipates current discussions regarding post-modernity, post-democracy, and the impact of technological change. Texts by authors such as: Jünger, Heidegger, Hofmannsthal, Borchardt, Mann, Arendt, Marcuse. Taught in English.
Terms: Spr
| Units: 3-5
GERMAN 150:
Masterpieces: Kafka (COMPLIT 114, JEWISHST 145)
This class will address major works by Franz Kafka and consider Kafka as a modernist writer whose work reflects on modernity. We will also examine the role of Kafka's themes and poetics in the work of contemporary writers.
Terms: Aut
| Units: 3-5
GERMAN 181:
Philosophy and Literature (CLASSICS 42, COMPLIT 181, ENGLISH 81, FRENCH 181, ILAC 181, ITALIAN 181, PHIL 81, SLAVIC 181)
What, if anything, does reading literature do for our lives? What can literature offer that other forms of writing cannot? Can fictions teach us anything? Can they make people more moral? Why do we take pleasure in tragic stories? This course introduces students to major problems at the intersection of philosophy and literature. It addresses key questions about the value of literature, philosophical puzzles about the nature of fiction and literary language, and ways that philosophy and literature interact. Readings span literature, film, and philosophical theories of art. Authors may include Sophocles, Dickinson, Toni Morrison, Proust, Woolf, Walton, Nietzsche, and Sartre. Students master close reading techniques and philosophical analysis, and write papers combining the two. This is the required gateway course for the Philosophy and Literature major tracks. Majors should register in their home department.
Terms: Aut
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
GERMAN 189:
KRUPP-FLEX: Work-Life Balance in Today's Germany
This class is being offered in collaboration with Stanford in Berlin, Bing Overseas Studies Program. This course will accompany and deepen the experience of Krupp Interns living and working in German cities and towns in summer 2021. Their participant observations in the workplace and in Germany's rich leisure culture, as well as critical consideration of their own assumptions and experiences in the context of cultural exploration, will be recorded in a reflective Arbeitsjournal (critical journal -- genre and language at the discretion of the student). These reflections will be informed by regular reading of the German press (print or online) around themes on which students choose to focus -- be that the history behind the extensive rights and social services that support labor in Germany; or habits, mores and modes of personal interaction in and outside the workplace; or attitudes toward diversity, gender, class in contemporary German culture; or topics of immediate socio-political concern that lend themselves to comparative reflection with home-country culture (e.g. immigration and asylum, structure of systemic and social responses to COVID 19, environmental awareness, vocational training); or religion, or sport culture, or indeed the specific professional sector of the internship itself. Students will submit their completed journals with an annotated reading list at the end of the summer and will give a short presentation during the mandatory Internship Seminar in late August of 2021. Permission code required. You will receive a permission code from Cornelia Kastelan - ckastelan@stanford.edu. This course is restricted to Krupp Internship students in the Program for Stanford Students in Germany.
Last offered: Summer 2021
| Units: 2-3
GERMAN 191:
German Capstone Project
Each student participates in a capstone interview and discussion with a panel of the German Studies faculty on topics related to German cultural and literary analysis. In prepration for the interview/discussion, students submit written answers to a set of questions based on several authentic cultural texts in German. The written answers, normally in English, should be well-formed and coherent. Within the interview/discussion, students must demonstrate a further understanding of the topic(s) posed, through cogent argument.
Terms: Spr
| Units: 1
GERMAN 199:
Individual Work
Repeatable for Credit. Instructor Consent Required
Terms: Aut, Win, Spr, Sum
| Units: 1-12
| Repeatable
for credit
GERMAN 206:
Turkish-German Literature, Cinema, and Theater (GERMAN 106)
One in five people in Germany now has, as it is termed, a background of migration. Immigration from Turkey is probably the most prominent not only in terms of its massiveness and demographic consequences, but also for its significant role in changing Germany's overall cultural, social, and economic landscape. In this course, through analyzing selected literary works, films, and plays produced by Turkish-German writers and artists, we will discuss complex ideas like migration, ethnicity, race, religion, gender, and class, resorting not to oversimplifications and binary thinking but instead to relevant literary concepts and formative historical moments which have shaped the Turkish-German experience.
Terms: Win, Sum
| Units: 3-5
| UG Reqs: WAY-A-II
GERMAN 213:
Medieval Germany, 900-1250 (GERMAN 313, HISTORY 213F, HISTORY 313F)
(Undergraduates may sign up for German 213 or History 213F, graduate students should sign up for German 313 or History 313F. This course may be taken for variable units. Check the individual course numbers for unit spreads.) This course will provide a survey of the most important political, historical, and cultural events and trends that took place in the German-speaking lands between 900 and 1250. Important themes include the evolution of imperial ideology and relations with Rome, expansion along the eastern frontier, the crusades, the investiture controversy, the rise of powerful cities and civic identities, monastic reform and intellectual renewal, and the flowering of vernacular literature. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit
Terms: Spr
| Units: 1-5
| UG Reqs: WAY-A-II, WAY-SI
GERMAN 215:
The Queer 20th Century: German LGBTQ Literature and Film (FEMGEN 115A, FEMGEN 215A, GERMAN 115)
What was it like to be queer in 20th-century Germany? This course examines the rich and sometimes surprising LGBTQ culture of 20th-century Germany, featuring stories that are often left out of traditional seminars. Through literature and film, we will learn about pioneering gay rights activists, persecution under National Socialism, emancipation movements under capitalism and socialism, and debates that are shaping queer life in contemporary Germany. Taught in English; students of all backgrounds are very welcome.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
GERMAN 235:
German Conversation (GERMAN 135)
This small, individualized course will offer students the chance to work on their spoken expression and critical thinking, in German. Topics will change each quarter but will span contemporary politics and culture, film, literature, and visual arts. The focus will be on speaking German in small groups, as opposed to formal presentations or written assignments. Students will have the opportunity to pursue topics of personal interest, as well as work collaboratively and individually on projects intended to foster advanced communicative skills.
Terms: Win
| Units: 3
| Repeatable
for credit
GERMAN 255:
Speaking Medieval: Ecologies of Inscribed Objects (ENGLISH 255)
This class presents a survey of medieval German vernaculars and their documentation in manuscripts and on material objects. The languages include Gothic, Old Norse, Old Frisian, Old Saxon, Old English, and Old High German. Readings will include runic inscriptions, magic charms, proverbs and riddles, apocalyptic visions, heroic lays, and sermons and prayers. (This course must be taken for a letter grade and a minimum of 3 units to satisfy a Ways requirement.)nPlease note this course meets MW 1:30-2:50 and is taught by Professors Kathryn Starkey and Elaine Treharne.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II
GERMAN 263:
Paul Celan: The Poetic Event (COMPLIT 263B, GERMAN 363, JEWISHST 263)
Paul Celan (1920-1970) is one of the greatest poets of our time. Touching on philosophy, history, our relation to nature, and love, his poetry is a profound meditation on the modern human condition. This course will present some of Celan's best work and will discuss significant contributions to Celan scholarship. Readings include Heidegger, Gadamer, Nelly Sachs, Bachmann, Derrida, Szondi, and Anne Carson, among others.
Terms: Win
| Units: 3-5
GERMAN 267:
Prospects for Transatlantic Relations: What Holds the West Together? (GERMAN 367)
This seminar treats contemporary issues in trans-Atlantic relations including the new dynamics after Merkel and Trump, the shadows of Russia and China, and the legacies of the pandemic. This course involves participation in an international conference during November and the preparation of individual research papers. Meeting times: the seminar will meet from 9:00 to 11:00am in room 260-252 on Monday, Nov. 1; Wednesday, Nov. 3; and Friday, Nov. 5, 2021.
Terms: Aut
| Units: 1-2
GERMAN 277:
Technology and Culture Between Stagnation or Progress
Examination of relations between technology and culture through a series of conversations with Peter Thiel, concerning the conditions and limits of progress. How does creativity happen? What gets in the way of change? Discussions of innovation with reference to cultural theory and in light of contemporary developments, through readings by authors such as Leo Strauss, Oswald Spengler, Carl Schmitt, Ernst Jünger, Hannah Arendt as well as Ross Douthat, Joan Didion, and Christopher Caldwell. Taught in English. NOTE: To be considered for enrollment in this course, please complete and submit this short application by August 23, 2021 at 11:59pm PST. Students accepted to participate in this course will be notified on August 30, 2021 by 6:00pm. Auditors are not permitted. Link to application: https://forms.gle/Z9A4uWqyNMe7ixdY6
Terms: Aut
| Units: 3-5
GERMAN 280:
Feminist Avant-Garde Art in Germany and Beyond (1968-2019) (ARTHIST 272, ARTHIST 472, FEMGEN 280)
In "Woman's Art: A Manifesto" (1972), the artist, performer and filmmaker Valie Export (1940) proposed the transfer of women's experience into an art context and considered the body "a signal bearer of meaning and communication." In reconceptualizing and displaying "the" body (her body) as an aesthetic sign, Export's groundbreaking work paves the way towards questioning the concepts of a "female aesthetic" and a "male gaze" (L. Mulvey). Beginning with Export, we will discuss art informed by and coalescing with feminism(s): the recent revival of the 1970s in all-women group shows, the dialectic of feminist revolution, the breakdown of stable identities and their representations, point(s) of absorption of commodified femininities. Particular attention will be paid to German-language theory and its medial transfer into art works. For students of German Studies, readings and discussions in German are possible. Online discussions will be organized with contemporary artists and curators. Emphasis will be on: the relationship between (female?) aesthetics and (gender) politics, between private and public spheres, between housework and artwork; conceptions of identity (crises) and corporeality in visual culture and mass media; categories of the artist´s self in relation to the use of media (video, photography, film, collage, installation art). This course will be taught by Professor Elena Zanichelli, a Berlin-based art historian, critic, and curator. She is junior professor for Art History and Aesthetic Theory at IKFK (Institute for Art History - Film History - Art Education) at the University of Bremen.
Terms: Spr
| Units: 3-5
GERMAN 283A:
Modern Notions of 'The Holy' (COMPLIT 283A, COMPLIT 383A, GERMAN 383A, JEWISHST 283A, RELIGST 283A, RELIGST 383A)
This course explores the question, "What may we call 'holy' in the modern era?" by focusing on key writers and thinkers, who in various ways, and in different times raised this question: Friedrich Hölderlin, Hermann Cohen, Franz Kafka, Martin Heidegger, Martin Buber, Franz Rosenzweig, Else Lasker-Schüler, Walter Benjamin, Ernst Bloch, Hannah Arendt, Margarete Susman, Nelly Sachs, Paul Celan, and Judith Butler.nnThis course will be synchronous-conducted, but will also use an innovative, Stanford-developed, on-line platform called Poetic Thinking. Poetic Thinking allows students to share both their scholarly and creative work with each other. Based on the newest technology and beautifully designed, it will greatly enhance their course experience.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
GERMAN 287:
Hope in the Modern Age (COMPLIT 287, JEWISHST 287)
Immanuel Kant famously considered "What may I hope?" to be the third and final question of philosophy. This course considers the thinkers, from Immanuel Kant to Judith Butler, who have attempted to answer this question from within the context of modernity. Has revolution replaced religion as the object of our hope? Has Enlightenment lived up to its promises? These topics and more will be discussed, with readings from thinkers including Hegel, Marx, Nietzsche, Benjamin, Adorno, and Arendt, alongside the literature of writers such as Kafka, Celan, Nelly Sachs, among others, and with particular focus on the question of hope within the German-Jewish tradition.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-SI
GERMAN 313:
Medieval Germany, 900-1250 (GERMAN 213, HISTORY 213F, HISTORY 313F)
(Undergraduates may sign up for German 213 or History 213F, graduate students should sign up for German 313 or History 313F. This course may be taken for variable units. Check the individual course numbers for unit spreads.) This course will provide a survey of the most important political, historical, and cultural events and trends that took place in the German-speaking lands between 900 and 1250. Important themes include the evolution of imperial ideology and relations with Rome, expansion along the eastern frontier, the crusades, the investiture controversy, the rise of powerful cities and civic identities, monastic reform and intellectual renewal, and the flowering of vernacular literature. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit
Terms: Spr
| Units: 1-5
GERMAN 344:
German Media Theory (FILMEDIA 270, FILMEDIA 470, GERMAN 144)
In this seminar, we will interrogate major currents in media-theoretical work from the German-speaking world from the 1980s to today. Starting from the surprisingly controversial term 'German media theory' itself, which has been described as 'neither a theory nor really centered on media, [while] its Germanness is a contested issue' - we will consider the characteristics that nevertheless make this a recognizable, if internally heterogeneous, category for thinking about media, mediation, and culture. We will pay special attention to the foundational work of Friedrich Kittler, which ranges across literature, film, philosophy, and computers, before turning to the current differentiation into a technology-focused ¿media archaeology¿ (Wolfgang Ernst) and the differently inflected formation of ¿cultural techniques¿ (Bernhard Siegert), as well as recent articulations of ¿media philosophy¿ and other developments in contemporary theory. We will also examine the often absent and/or fraught role of gender, race, and class in this field, as well as attempts to address these issues by such theorists as Ute Holl, Cornelia Vissman, Astrid Deuber-Mankowsky, Annette Bitsch, and Sybille Krämer. Readings will be in English translation. Knowledge of German is therefore not required, but readers of German will find plenty of research opportunities among the many as yet untranslated texts that make up the field of German media theory.
Terms: Spr
| Units: 3-5
GERMAN 347:
The Conservative Revolution (GERMAN 147)
Rapid modernization in early twentieth-century Germany elicited various conservative criticisms, which became particularly acute after the First World War. The thinkers of the Conservative Revolution gave voice to post-Nietzschean concerns about cultural transformation, combining traditionalist and anti-traditionalist positions. Its legacy anticipates current discussions regarding post-modernity, post-democracy, and the impact of technological change. Texts by authors such as: Jünger, Heidegger, Hofmannsthal, Borchardt, Mann, Arendt, Marcuse. Taught in English.
Terms: Spr
| Units: 3-5
GERMAN 363:
Paul Celan: The Poetic Event (COMPLIT 263B, GERMAN 263, JEWISHST 263)
Paul Celan (1920-1970) is one of the greatest poets of our time. Touching on philosophy, history, our relation to nature, and love, his poetry is a profound meditation on the modern human condition. This course will present some of Celan's best work and will discuss significant contributions to Celan scholarship. Readings include Heidegger, Gadamer, Nelly Sachs, Bachmann, Derrida, Szondi, and Anne Carson, among others.
Terms: Win
| Units: 3-5
GERMAN 367:
Prospects for Transatlantic Relations: What Holds the West Together? (GERMAN 267)
This seminar treats contemporary issues in trans-Atlantic relations including the new dynamics after Merkel and Trump, the shadows of Russia and China, and the legacies of the pandemic. This course involves participation in an international conference during November and the preparation of individual research papers. Meeting times: the seminar will meet from 9:00 to 11:00am in room 260-252 on Monday, Nov. 1; Wednesday, Nov. 3; and Friday, Nov. 5, 2021.
Terms: Aut
| Units: 1-2
GERMAN 369:
Introduction to the Profession of Literary Studies (COMPLIT 369, DLCL 369, FRENCH 369, ITALIAN 369)
A survey of how literary theory and other methods have been made institutional since the nineteenth century. The readings and conversation are designed for entering Ph.D. students in the national literature departments and comparative literature.
Terms: Aut
| Units: 1-2
GERMAN 383A:
Modern Notions of 'The Holy' (COMPLIT 283A, COMPLIT 383A, GERMAN 283A, JEWISHST 283A, RELIGST 283A, RELIGST 383A)
This course explores the question, "What may we call 'holy' in the modern era?" by focusing on key writers and thinkers, who in various ways, and in different times raised this question: Friedrich Hölderlin, Hermann Cohen, Franz Kafka, Martin Heidegger, Martin Buber, Franz Rosenzweig, Else Lasker-Schüler, Walter Benjamin, Ernst Bloch, Hannah Arendt, Margarete Susman, Nelly Sachs, Paul Celan, and Judith Butler.nnThis course will be synchronous-conducted, but will also use an innovative, Stanford-developed, on-line platform called Poetic Thinking. Poetic Thinking allows students to share both their scholarly and creative work with each other. Based on the newest technology and beautifully designed, it will greatly enhance their course experience.
Terms: Win
| Units: 3-5
GERMAN 396:
German Studies Lecture Series
What's happening in German Studies today? The GSLS invites 3 speakers per quarter to present on their work and research in German literature, culture, politics, and history, offering students an insight into the current field of German Studies and an engagement with topics ranging from medieval fabrics to the refugee crisis. Luncheons are scheduled every first Tuesday of the month. To earn the unit for this course, students will attend the lecture, read 1-2 articles or book chapters written by the speaker of the week, and complete one short 2-page writing assignment (this could be a reflection, a review, a creative assignment, a poetic adaptation of a talk - we'll discuss).
Terms: Aut
| Units: 1
| Repeatable
12 times
(up to 12 units total)
GERMAN 397:
Graduate Studies Colloquium
Colloquium for graduate students in German Studies. Taught in English. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
15 times
(up to 15 units total)
GERMAN 399:
Individual Work
Repeatable for Credit. Instructor Consent Required.
Terms: Aut, Win, Spr, Sum
| Units: 1-12
| Repeatable
for credit
GERMAN 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
GLOBAL 50:
At Home Abroad Seminar: International Film Series (DLCL 50)
The At Home Abroad House invites you to challenge your habits of visual culture, fill your ears with less-familiar sounds, and build your own understanding of what it means to live in a global age. Stanford experts from a multitude of cultural disciplines representing multiple geographic regions have selected some of the best of the best of recent film for you to view: come see for yourself and see outside the box with this tailored line-up of contemporary cinema from around the world. Weekly screenings hosted at the At Home Abroad House; class is open to undergrads only and is mandatory for pre-assigned residents of AHA.
Terms: Aut
| Units: 1-2
| Repeatable
9 times
(up to 18 units total)
GLOBAL 50B:
At Home Abroad Seminar: The Global Creativity Lab (DLCL 50B)
The At Home Abroad House invites you to challenge the way you usually learn by trying out art forms and creative problem-solving strategies from around the world and building your own understanding of what it means to live in a global age. This once-a-week seminar offers a line-up of hands-on sessions with seasoned guests from across Stanford. Each session introduces students to a different cultural perspective via expert insight and activities that encourage learning by doing: faculty- and student-led workshops will encompass multiple media (such as music, dance, visual arts), genres (such as pop culture, drama, folklore, and poetry), and venues that are global in nature (such as sports and technology). Through lively discussion and active doing, students will gain exposure to global discourses and issues through creative approaches. No prerequisites; required for pre-assigned residents of AHA; open to all interested undergraduate students.
Terms: Win
| Units: 1-2
| Repeatable
9 times
(up to 18 units total)
GLOBAL 50C:
At Home Abroad Seminar: Global Gastronomies and Multicultural Cooking Class (DLCL 50C)
Global Gastronomies and Multicultural Cooking Class held at AHA House, Yost. Course fees are $75 per student; open to undergraduate students only.
Terms: Spr
| Units: 1-2
| Repeatable
9 times
(up to 18 units total)
GLOBAL 101:
Critical Issues in Global Affairs
It is often stated that we live in a global age. What does this mean? How new is this phenomenon? What does it mean to think about the human experience from a global perspective? And, why does it matter? In this course, we will examine globalism and globalization in historical and contemporary contexts; engage with theoretical frameworks and a range of case studies from a variety of national/regional contexts; and use these to analyze global economic, political, environmental, and socio-cultural networks, trends, and issues, exploring the interconnectedness of the local and the global. We will consider how universal is the human experience and how the answer to this question might impact the future of humanity. (This is the gateway course for students wishing to pursue a Global Studies minor in one of six specializations: African, European, Islamic, Iranian, Latin American, and South Asian studies.)
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI
GLOBAL 125:
Human Rights in an Age of Great Power Rivalry, War, and Political Transformation (CLASSICS 129, GLOBAL 225, HUMRTS 120)
As is well known, great and emerging power rivalries largely shaped the course of the 20th century through WWI, WWII, and the Cold War. In the aftermath of the collapse of the Soviet Union, the 21st century been characterized by the geopolitical reconfiguration underway today with the rise of China and India and the challenges posed for American and European influence. The end of the Cold War brought hope that the proxy wars, post-colonial conflicts, and mass atrocity events that characterized the mid-20th century would yield to a more stable international order of cooperation and, hence, to a greater realization of the human rights aspirations embodied in the UN framework. The founding of the International Criminal Court (ICC) in 2002 was widely hailed as a watershed event marking that transformation. Needless to say, those hopes have remained largely unrealized and the refusal of China, India, the United States, and Russia to join the ICC is indicative of how far away a realization of those aspirations remains. As this age of great power political, economic, and military rivalry intensifies how is it impacting both the countries where the rivalries are being played out (e.g.,in the Middle East, Southeast Asia, Africa) and the societies of the rival nations themselves? How are these conflicts affecting the response to global humanitarian issues such as migration, refugees, statelessness, human trafficking, modern day slavery, climate change, and the turn towards increasing authoritarian governance?The course will explore the humanitarian dimension and consequences of war, conflict, and political transformation in such contexts through a series of case studies.
Terms: Win
| Units: 3-5
GLOBAL 133:
The Medieval Middle East: Crusaders, Turks, and Mongols (GLOBAL 233, HISTORY 283C, HISTORY 383C)
This course surveys the history of the Middle East from c.950 A.D. to c.1517 A.D., placing particular emphasis on the following questions: What were the social, cultural, and political contexts for conversion to Islam in the Middle Ages? How did the interplay of nomadic and sedentary peoples shape Middle Eastern history? What were the nature of Christian-Muslim relations and the fate of religious minorities in an age of Crusade and Jihad? What were the conditions for the rise, flourishing, and eventual collapse of a ¿world-system¿ in this period (with the lands of the Middle East serving as its nexus)? Chronological topics include: the arrival in the Middle East of the Seljuk Turks, new adopters of Islam and recent nomads; the western European crusades to the Holy Land and the establishment of so-called ¿Crusader States¿ in Syria; the subjugation of Iran to pagan Mongols¿and the Mongols¿ eventual conversion to Islam; the rise to power of a dynasty of Turkish slave-soldiers (mamluks) in Cairo and the political reunification of Syria and Egypt under their rule. Readings will consist of both primary sources and works of modern scholarship.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-EDP
GLOBAL 134:
The Birth of Islam: Authority, Community, and Resistance (GLOBAL 234, HISTORY 280B, HISTORY 380B)
This course explores the historical problem of how authority and community (in both the political and religious sense) were defined and challenged in the early Islamic period. Chronological topics covered include: the political, cultural, and religious world of Late Antiquity into which Muhammad was born; the crystallization of a small community of believers who supported Muhammad's message of radical monotheism and aided him in the conquest and conversion of the Arabian Peninsula; the problems of legacy and leadership in the community of the faithful after Muhammad's death; the Arabo-Islamic conquests beyond Arabia during the 7th and early 8th centuries and the establishment of the first Islamic empire under the rule of the Umayyad clan; the Sunni/Shi'a split (and further splits in Shi'ism); the revolution of 750 A.D. and overthrow of the Umayyads by the 'Abbasids; the flourishing of a sophisticated world of learning and culture under the 'Abbasids; and the waning of the 'Abbasids empire in the tenth century and political reconfiguration of the Islamic lands.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-EDP
GLOBAL 135:
Around the World in Ten Films (FILMEDIA 135, FILMEDIA 335)
This is an introductory-level course about the cinema as a global language. We will undertake a comparative study of select historical and contemporary aspects of international cinema, and explore a range of themes pertaining to the social, cultural, and political diversity of the world. A cross-regional thematic emphasis and inter-textual methods of narrative and aesthetic analysis, will ground our discussion of films from Italy, Japan, United States, India, China, France, Brazil, Nigeria, Russia, Iran, Mexico, and a number of other countries. Particular emphasis will be placed on the multi-cultural character and the regional specificities of the cinema as a "universal language" and an inclusive "relational network."nnThere are no prerequisites for this class. It is open to all students; non-majors welcome.
Terms: Win
| Units: 3-4
| UG Reqs: WAY-A-II
GLOBAL 191:
Undergraduate Directed Reading
Independent studies for undergraduate students under the direction of a faculty member for which academic credit may properly be allowed. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
5 times
(up to 25 units total)
GLOBAL 193:
History of World Cinema III: Queer Cinema around the World (ARTHIST 164, ARTHIST 364, CSRE 102C, CSRE 302C, FEMGEN 100C, FILMEDIA 100C, FILMEDIA 300C, GLOBAL 390, TAPS 100C, TAPS 300C)
Provides an overview of cinema from around the world since 1960, highlighting the cultural, political, and economic forces that have shaped various film movements over the last six decades. We study key film movements and national cinemas towards developing a formal, historical, theoretical appreciation of a variety of commercial and art film traditions. Specific topics may vary by term/year/instructor. This term's topic, Queer Cinema around the World, studies the relationship of gender, sexuality, and cinematic representation trans-regionally and transnationally. Moving beyond the Euro-American focus of gender and sexuality studies and queer cinema courses, this course will foster an examination of queerness, sexual minorities, same-sex desire, LGBTQI+ rights, censorship, precarity, and hopefulness in relation to race, nationalism, religion, and region. Through film and video from Kenya, Hong Kong, India, The Dominican Republic, South Korea, Spain, Palestine, Argentina, the US (Black, indigenous cinemas, for instance), South Africa, Colombia etc., this course will engage with a range of queer cinematic forms and queer spectatorial practices in different parts of the world.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
| Repeatable
2 times
(up to 10 units total)
GLOBAL 199:
Capstone Project: Global Studies Minor
Students completing a capstone project for the Global Studies Minor must enroll in this course for units (1-5) with their capstone advisor selected as the instructor. The course may be repeated for credit, with advisor approval. Students are expected to participate in regular advising meetings with the instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
12 times
(up to 5 units total)
GLOBAL 225:
Human Rights in an Age of Great Power Rivalry, War, and Political Transformation (CLASSICS 129, GLOBAL 125, HUMRTS 120)
As is well known, great and emerging power rivalries largely shaped the course of the 20th century through WWI, WWII, and the Cold War. In the aftermath of the collapse of the Soviet Union, the 21st century been characterized by the geopolitical reconfiguration underway today with the rise of China and India and the challenges posed for American and European influence. The end of the Cold War brought hope that the proxy wars, post-colonial conflicts, and mass atrocity events that characterized the mid-20th century would yield to a more stable international order of cooperation and, hence, to a greater realization of the human rights aspirations embodied in the UN framework. The founding of the International Criminal Court (ICC) in 2002 was widely hailed as a watershed event marking that transformation. Needless to say, those hopes have remained largely unrealized and the refusal of China, India, the United States, and Russia to join the ICC is indicative of how far away a realization of those aspirations remains. As this age of great power political, economic, and military rivalry intensifies how is it impacting both the countries where the rivalries are being played out (e.g.,in the Middle East, Southeast Asia, Africa) and the societies of the rival nations themselves? How are these conflicts affecting the response to global humanitarian issues such as migration, refugees, statelessness, human trafficking, modern day slavery, climate change, and the turn towards increasing authoritarian governance?The course will explore the humanitarian dimension and consequences of war, conflict, and political transformation in such contexts through a series of case studies.
Terms: Win
| Units: 3-5
GLOBAL 233:
The Medieval Middle East: Crusaders, Turks, and Mongols (GLOBAL 133, HISTORY 283C, HISTORY 383C)
This course surveys the history of the Middle East from c.950 A.D. to c.1517 A.D., placing particular emphasis on the following questions: What were the social, cultural, and political contexts for conversion to Islam in the Middle Ages? How did the interplay of nomadic and sedentary peoples shape Middle Eastern history? What were the nature of Christian-Muslim relations and the fate of religious minorities in an age of Crusade and Jihad? What were the conditions for the rise, flourishing, and eventual collapse of a ¿world-system¿ in this period (with the lands of the Middle East serving as its nexus)? Chronological topics include: the arrival in the Middle East of the Seljuk Turks, new adopters of Islam and recent nomads; the western European crusades to the Holy Land and the establishment of so-called ¿Crusader States¿ in Syria; the subjugation of Iran to pagan Mongols¿and the Mongols¿ eventual conversion to Islam; the rise to power of a dynasty of Turkish slave-soldiers (mamluks) in Cairo and the political reunification of Syria and Egypt under their rule. Readings will consist of both primary sources and works of modern scholarship.
Terms: Win
| Units: 3-5
GLOBAL 234:
The Birth of Islam: Authority, Community, and Resistance (GLOBAL 134, HISTORY 280B, HISTORY 380B)
This course explores the historical problem of how authority and community (in both the political and religious sense) were defined and challenged in the early Islamic period. Chronological topics covered include: the political, cultural, and religious world of Late Antiquity into which Muhammad was born; the crystallization of a small community of believers who supported Muhammad's message of radical monotheism and aided him in the conquest and conversion of the Arabian Peninsula; the problems of legacy and leadership in the community of the faithful after Muhammad's death; the Arabo-Islamic conquests beyond Arabia during the 7th and early 8th centuries and the establishment of the first Islamic empire under the rule of the Umayyad clan; the Sunni/Shi'a split (and further splits in Shi'ism); the revolution of 750 A.D. and overthrow of the Umayyads by the 'Abbasids; the flourishing of a sophisticated world of learning and culture under the 'Abbasids; and the waning of the 'Abbasids empire in the tenth century and political reconfiguration of the Islamic lands.
Terms: Aut
| Units: 3-5
GLOBAL 249A:
The Iranian Cinema: Image and Meaning (COMPLIT 249A)
This course will focus on the analysis of ten Iranian films with the view of placing them in discourse on the semiotics of Iranian art and culture. The course will also look at the influence of a wide array of cinematic traditions from European, American, and Asian masters on Iranian cinema. This course must be taken for a minimum of 3 units and a letter grade to be eligible for WAYS credit.
Terms: Aut
| Units: 1-3
| UG Reqs: WAY-A-II
GLOBAL 249B:
Iranian Cinema in Diaspora (COMPLIT 249B)
Despite enormous obstacles, immigrant Iranian filmmakers, within a few decades (after the Iranian Revolution), have created a slow but steady stream of films outside Iran. They were originally started by individual spontaneous attempts from different corners of the world and by now we can identify common lines of interest amongst them. There are also major differences between them. These films have never been allowed to be screened inside Iran, and without any support from the global system of production and distribution, as independent and individual attempts, they have enjoyed little attention. Despite all this, Iranian cinema in exile is in no sense any less important than Iranian cinema inside Iran. In this course we will view one such film, made outside Iran, in each class meeting and expect to reach a common consensus in identifying the general patterns within these works and this movement. Questions such as the ones listed below will be addressed in our meetings each week: What changes in aesthetics and point of view of the filmmaker are caused by the change in his or her work environment? Though unwantedly these films are made outside Iran, how related are they to the known (recognized) cinema within Iran? And in fact, to what extent do these films express things that are left unsaid by the cinema within Iran? NOTE: To satisfy a WAYS requirement, this course must be taken for a minimum 3 units and a letter grade. Please contact your academic advisor for University policy regarding WAYS.
Terms: Win
| Units: 1-3
| UG Reqs: WAY-A-II
GLOBAL 249C:
Contemporary Iranian Theater (COMPLIT 249C)
Today, Iranian plays both in traditional and contemporary styles are staged in theater festivals throughout the world and play their role in forming a universal language of theater which combine the heritages from countries in all five continents. Despite many obstacles, some Iranian plays have been translated into English and some prominent Iranian figures are successful stage directors outside Iran. Forty-six years ago when "Theater in Iran" (a monograph on the history of Iranian plays) by Bahram Beyzaie was first published, it put the then contemporary Iranian theater movement "which was altogether westernizing itself blindly" face to face with a new kind of self-awareness. Hence, today's generation of playwrights and stage directors in Iran, all know something of their theatrical heritage. In this course we will spend some class sessions on the history of theater in Iran and some class meetings will be concentrating on contemporary movements and present day playwrights. Given the dearth of visual documents, an attempt will be made to present a picture of Iranian theater to the student. Students are expected to read the recommended available translated plays of the contemporary Iranian playwrights and participate in classroom discussions. NOTE: To satisfy WAYS requirements, you must enroll in the course for a minimum of 3 units. Please contact your academic advisor for more information regarding University WAYS requirements.
Terms: Spr
| Units: 1-3
| UG Reqs: WAY-A-II
GLOBAL 390:
History of World Cinema III: Queer Cinema around the World (ARTHIST 164, ARTHIST 364, CSRE 102C, CSRE 302C, FEMGEN 100C, FILMEDIA 100C, FILMEDIA 300C, GLOBAL 193, TAPS 100C, TAPS 300C)
Provides an overview of cinema from around the world since 1960, highlighting the cultural, political, and economic forces that have shaped various film movements over the last six decades. We study key film movements and national cinemas towards developing a formal, historical, theoretical appreciation of a variety of commercial and art film traditions. Specific topics may vary by term/year/instructor. This term's topic, Queer Cinema around the World, studies the relationship of gender, sexuality, and cinematic representation trans-regionally and transnationally. Moving beyond the Euro-American focus of gender and sexuality studies and queer cinema courses, this course will foster an examination of queerness, sexual minorities, same-sex desire, LGBTQI+ rights, censorship, precarity, and hopefulness in relation to race, nationalism, religion, and region. Through film and video from Kenya, Hong Kong, India, The Dominican Republic, South Korea, Spain, Palestine, Argentina, the US (Black, indigenous cinemas, for instance), South Africa, Colombia etc., this course will engage with a range of queer cinematic forms and queer spectatorial practices in different parts of the world.
Terms: Spr
| Units: 3-5
| Repeatable
2 times
(up to 10 units total)
GLOBAL 391:
Graduate Directed Reading
Independent studies for graduate students under the direction of a faculty member for which academic credit may properly be allowed. May be repeat for credit
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
12 times
(up to 5 units total)
GSBGEN 208:
Leading with Values
With leadership comes responsibility. This course explores the numerous ethical issues faced by managers and organizations and provides analytical frameworks as well as the latest findings on human behavior to inform ethical decisions and strategies. Readings involve controversial case studies, insights from experimental psychology and economics, and a brief introduction to some relevant philosophy. Through class exercises, rigorous discussion, and personal reflection, you will clarify your own ethical stance, think through ethical dilemmas, practice articulating recommendations compellingly, discover the diversity of ethical viewpoints, and find out how to avoid the social and cognitive pitfalls that come in the way of ethical leadership.
Terms: Aut
| Units: 2
GSBGEN 259:
MSx: Leading with Values
With leadership comes responsibility. This course explores the numerous ethical issues faced by managers and organizations and provides analytical frameworks as well as the latest findings on human behavior to inform ethical decisions and strategies. Readings involve controversial case studies, insights from experimental psychology and economics, and a brief introduction to some relevant philosophy. Through class exercises, rigorous discussion, and personal reflection, you will clarify your own ethical stance, think through ethical dilemmas, practice articulating recommendations compellingly, discover the diversity of ethical viewpoints, and find out how to avoid the social and cognitive pitfalls that come in the way of ethical leadership.
Terms: Sum
| Units: 1
GSBGEN 299:
The Core Curriculum in the Workplace
GSB students are eligible to report on work experience that is relevant to their core studies under the direction of the Senior Associate Dean responsible for the MBA Program. Registration for this work must be approved by the Assistant Dean of the MBA Program and is limited to students who present a project which, in judgment of the Advisor, may be undertaken to enhance the material learned in the first year core required courses. It is expected that this research be carried on by the student with a large degree of independence and the expected result is a written report, typically due at the end of the quarter in which the course is taken. Specific assignment details and deadline information will be communicated to enrolled students. Units earned for this course do not meet the requirements needed for graduation.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
8 times
(up to 8 units total)
GSBGEN 306:
Real Estate Investment
The major objective of this course is to provide the student with an understanding of the fundamentals of real estate investment. The course covers land economics, market analysis, finance, taxation, investment analysis, investment vehicles, real estate risk, development and urban design. Major land uses are discussed including apartments, retail, office, and industrial. The course is designed for students with limited or no background in real estate.
Terms: Win
| Units: 3
GSBGEN 307:
Policy Time
Policy Time is about the policy choices faced by senior elected officials, especially in times of crisis. Our main perspective is American and executive: decisions faced by the U.S. President, Governors, and their advisors, but the lessons can extend to certain international settings as well. We have three main goals (1) building your personal policy approach, in which you will figure out how your own values translate into real-world policy choices; (2) learning what it's like to be a senior policymaker through Q&A sessions with them; and (3) learning about crisis management and leadership in government and policy.One session per week will be either a lecture and discussion of a particular policy issue, or a conversation and Q&A with a past or current senior policymaker. The second session each week will be a small group meeting (6-8 students per group) to discuss policy choices and the lessons presented by the guests in the first session. We will use policy "worksheets" as a tool to focus your thought process, frame the small-group discussions, and drive you to make hard choices. You will write 5-10 weekly short memos to explain your choices.Each week will cover a different policy topic. Likely topics include immigration reform, climate change, debt reduction, and the role of the corporation in a capitalist economy. Our exact topic schedule is flexible based on current events and guest speaker availability.
Terms: Spr
| Units: 4
GSBGEN 309:
Real Estate Finance: Politics, Regulation, and Technology
Political gamesmanship, financial crises, and financial innovation come hand-in-hand with real estate finance, which has played a central role in the rise and fall of economies, financial institutions, and the lives of ordinary Americans. This course explores these issues in depth. We examine the past, present, and future of the complex political economy surrounding real estate finance, its impact on markets, and the business challenges and opportunities arising from it, both domestically and abroad, before and after the financial crisis. We then tackle recent trends like the rise of shadow banks, fintech, and proptech. Through a mix of speakers, case studies, and hands-on exercises, we examine the problems these industries are solving and creating.Greg Buchak is an Assistant Professor in the Finance group at Stanford. He received his PhD in financial economics and JD in law from the University of Chicago. His research focuses on the industrial organization of financial intermediation and it¿s consequences in the real estate industry.Chris Mahowald is actively involved in the real estate investment business as the managing partner of RSF Partners, a series of real estate private equity funds totaling over $1 billion in equity. The firm invests across product types throughout the U.S. During his career, he has focused on value investing with deep experience in distressed mortgage debt. He also teaches real estate investment at the GSB (GSBGEN 306: Real Estate Investment).
Terms: Spr
| Units: 4
GSBGEN 310:
Business and AI: Lessons from Entrepreneurs, Executives, and Investors
There is no denying that we are in the AI-era: around 90% of tech executives today embrace AI and want to expand its use. Firms will be newly created to focus on AI products, or large firms will find new capabilities in AI products or processes. How will AI be used to create a sustainable competitive advantage for these firms? For this course, you do not need any prior experience or in-depth technical knowledge of AI; you will learn it along the way. This course invites guest speakers who run businesses at the forefront of AI to tell their stories and develop students¿ understanding of the business value of AI. Our speakers range from serial entrepreneurs to executives at well-known companies, all helpful in offering valuable insights from a myriad of industries and perspectives. Some key questions are the following. Should a company adopt AI, given that many but not all of its competitors are? Should they develop their own AI tools, or would it be easier to acquire a startup outright? And for startups, what are the ways they market themselves? Why, and how, did particular startups succeed? And, in cases when there is a winner-take-all market, why did early investors believe in them? This class utilizes interactions with guest speakers and some Role Plays and lectures. The course requirements are three 800-word memos, one consulting-like group project, and class participation.
Terms: Spr
| Units: 3
GSBGEN 312:
I'm Just a Bill
This is a class on how public policy gets made at the highest levels of the federal government. In the first part of the quarter, lectures and discussions lead to single-class simulations, in which students role-play as legislators. The second part of the class is a 5-6 week continuous role-playing legislative simulation. Students will role-play as Members of the House of Representatives and Senate, or as senior advisors to a president. You will participate in legislative debate, voting, offering amendments, and extensive policy and legislative negotiation, with the goal of enacting a new law.You will:-Learn a bit about three policy issues (likely climate change, economics, and immigration);-Learn both the formal and informal rules of legislating¿how a bill really becomes a law; and-Develop and practice your "soft skills," including persuasion, negotiation, leadership, strategy, and organizational analysis.
Terms: Aut
| Units: 3
GSBGEN 315:
Strategic Communication
Business leaders have marketing strategies, expansion strategies, finance strategies, even exit strategies. Successful leaders, however, also have communication strategies. This course will explore how individuals and organizations can develop and execute effective communication strategies for a variety of business settings. This course introduces the essentials of communication strategy and persuasion: audience analysis, communicator credibility, message construction and delivery. Deliverables will include written documents and oral presentations and you will present both individually and in a team. You will receive feedback to improve your communication effectiveness. This practical course helps students develop confidence in their speaking and writing through weekly presentations and assignments, lectures and discussions, guest speakers, simulated activities, and videotaped feedback. An important feature of this course is that there are two faculty members working in concert to ensure that students get rigorous and individualized coaching and feedback. In this course you will learn to: - Create communication strategies at an individual and organizational level - Develop clearly organized and effective presentations and documents - Diagnose and expand your personal writing and oral delivery style - Adapt your delivery style to different material and audiences - Enhance oral delivery through effective visual aids Students at all levels of comfort and expertise with public speaking and business writing will benefit from this course.
Terms: Aut, Win, Spr
| Units: 3
GSBGEN 317:
Reputation Management: Strategies for Successful Communicators
Successful leaders have to conceive, author, rebuild, pivot, differentiate, and finally maintain a personal reputation to make a lasting, recognizable and powerful identity. Reputation Management will explore how you can effectively communicate to create, adapt and maintain your personal reputation. Your reputation remains fluid as you navigate your career decisions and interact with different professionals along your journey. The course is designed along three interlocking elements: reputation management literature, relevant case studies, and curated guest speakers. Students will learn the fundamentals of strategic corporate communication and the risk of not managing reputation effectively. These frameworks will be extended with specific case studies to illustrate where individuals, groups, and firms have faced the challenge of managing reputation effectively. We will focus on both traditional and virtual components of communication including the relevancy of online reputation management. Finally we will invite well-known leaders from a range of industries who have built and sustained their reputations, through effective communication. Each leader has had to manage their reputations in the public eye, and alongside their peers, supervisors, and employees. Guests will be invited to discuss their conscious and unplanned strategies of how to successfully communicate the kind of person, leader, innovator, or public figure they strive to be. Students will benefit from a rich blend of frameworks, cases, and speakers enabling them to successfully enter the work force and create their own, personal reputations. Students will create a case study drawn from their own experience (or personal network), of a reputation dilemma. A final assignment requires students to research their own reputation history by projecting what they think their reputation is, creating their own survey for friends, colleagues and employers to take, conduct three interviews about their personal reputation with three individuals who have worked closely with them, and then synthesize all this feedback into a cohesive paper and short video that reflects their authentic work and personal reputation. Throughout the course students will post at least one blog drawn from class concepts and respond to posts by peers in the class.
Terms: Spr
| Units: 3
GSBGEN 319:
Strategic Philanthropy and Impact Investing
The course will be structured around the perspective of a foundation or a high net worth individual who has decided to devote substantial resources to philanthropy and wishes to decide which philanthropic goals to pursue and how best to achieve them. Although there are no formal prerequisites for the course, we will assume that students have experience working at a foundation, nonprofit organization, impact investing fund, or similar organization, or have taken an introductory course in strategic philanthropy such as GSBGEN 381. (With the exception of several classes on strategy and evaluation, there is no substantial overlap with Paul Brest's course, Problem Solving for Social Change (GSBGEN 367) , which has a different focus from this one.)
Terms: Spr
| Units: 3
GSBGEN 326:
Resource Allocation in Education
This course covers economic principles and tools for informing resource allocation decisions in education. Students will review concepts related to educational goods and values; the costs and benefits of different levels and types of schooling; public versus private schooling; as well as adequacy and equity in education financing. Students will also learn about the use of educational production functions, teacher value-added estimation, cost effectiveness analysis, experimental program evaluation, systematic reviews, and causal chain analysis. Prerequisites: introductory statistics and regression analysis.
Terms: Spr
| Units: 3
GSBGEN 333:
Technology Licensing: Strategy and Negotiation
Licensing of technology and its corresponding intellectual property is big business, and integral to the business plans and competitive strategies of start-ups and Fortune 500 companies alike. Because licenses are complex agreements with important legal consequences, it is tempting for business executives to delegate to lawyers the negotiation of the ¿non-economic terms¿ of their companies¿ technology license agreements. The problem with such an approach, however, is that at their core, issues of license structure, scope and risk require business judgments, and not merely legal ones. Do we need exclusive rights, and if so, to what, where and for how long? Will this prospective licensee bring our technology to market, and how do we mitigate the risk that it fails to do so? Can this licensor support our development efforts, and will it stand behind its IP in the event of a problem? Do we expose the guts of our technology to the world and try to protect it with patents, or do we keep it close and rely upon trade secrets? While counsel can offer advice on all these questions, they cannot know your business and competitive environment as you do, or be relied upon to optimize business trade-offs that must align not just with your company¿s present markets and strategies, but with those you expect it to pursue in the future. This course is organized around two hypothetical companies seeking to negotiate a technology license agreement. Divided into teams representing one or the other of these companies, students collaborate over multiple sessions to develop a strategic business approach and then to negotiate the critical terms of a licensing agreement. Lectures are focused on the business, and to a lesser extent, legal issues arising in complex licensing arrangements, and are designed to give students the context and perspective they need to participate effectively in licensing strategy development and negotiation. By immersing teams of business students in a multi-session licensing negotiation, it is the objective of this course to enable them to better understand and more effectively navigate the strategic business issues that arise in the conceptualization and negotiation of technology license agreements.
Terms: Aut
| Units: 3
GSBGEN 336:
Energy Markets and Policy
This is a course on how energy and environmental markets work, and the regulatory mechanisms that have been and can be used to achieve desired policy goals. The course uses a electricity market game as a central teaching tool. In the game, students play the role of electricity generators and retailers in order to gain an understanding of how market rules(including environmental regulations and renewable energy mandates) affect the business strategy of market participants, and in turn economic and environmental outcomes. The goal of the course is to provide students with both theoretical and hands-on understanding of important energy and environmental market concepts that are critical to market functioning but not always widely appreciated. Concepts covered include: 1)regulated price-setting versus price-setting through market mechanisms, 2) BTU arbitrage in input energy choices, 3) uniform price vs. pay-as-bid auctions, 4) the ability and incentive to exercise unilateral market power, 5) unilateral versus coordinated exercise of market power, 6) transmission congestion, 7) forward contracts and their effect on market functioning, 8) dynamic pricing of electricity and active involvement of final demand, 9)the nature of energy reserves, 10) carbon pricing mechanisms including taxes and cap-and trade systems, 11) renewable portfolio standards and other renewable energy incentives,12) determination of levelized cost of energy (LCOE) and its impact on new capacity investment decisions, and 13) interactions between environmental mechanisms and regulations. We will also discuss the key features of the markets for major sources of energy such as oil, natural gas, coal, nuclear, solar, wind, and biomass. The course is useful background for private sector roles in energy production, research, management, trading, investment, and government and regulatory affairs; government positions in policymaking and regulation; research and policy functions in academia, think tanks, or consultancies; and non-profit advocacy roles related to energy and the environment.
Terms: Win
| Units: 3
GSBGEN 339:
Negotiation Dynamics in Sports, Entertainment and Media
Negotiation is a central part of business in the worlds of sports and entertainment. This course will examine negotiation dynamics and key takeaways for general management from multiple different settings where negotiations had an important role--these will include preparing for a negotiation, the negotiation process itself, contractual outcomes of negotiation and their execution and in some cases litigation. The settings will include negotiations over player and actor contracts, negotiations between leagues and players associations, negotiations between investors and movie companies, and negotiations between content providers (both in sports and entertainment) and distribution partners (such as cable stations, international media companies, and online companies such as Netflix). Each of the six sessions is planned to include at least one and in some cases two guests that have had extensive experience in negotiations.
Terms: Spr
| Units: 3
GSBGEN 345:
Disruptions in Education
The recent pandemic disrupted higher education significantly, surfacing novel needs, while at the same putting decades long trends into sharper focus. This course explores the contemporary higher education industry, focusing especially on the places where disruptions of all kinds present significant opportunities and challenges for entrepreneurs, investors, and the businesses that serve this huge global market, as well as for faculty, students, and higher education institutions and leaders. Using a variety of readings and case studies to better understand recent disruptions and the unbundling occurring across the postsecondary landscape, from outside and inside the academy, both for-profit and non-profit, the course will examine technology in teaching and learning; the future of the degree and alternatives to the traditional credential; accreditation; competency based education; affordability, student debt, and education financing models; investing in the education space; workforce, skills development, and lifelong learning; and tertiary products and platforms that serve the student services market. Guests will include higher education leaders and practitioners, as well as investors, entrepreneurs, and social entrepreneurs.
Terms: Win
| Units: 3
GSBGEN 346:
Freedom, Democracy, and Capitalism
This is an American civics course for future business leaders, intended to briefly (re-)introduce students to a few of the ideas that form the foundation of the American implementation of "the Western model" of freedom, liberal democracy, capitalism, and a rules-based international order. As time permits, we will learn to apply and combine these concepts to examine current policy topics in the news.
Terms: Win
| Units: 3
GSBGEN 347:
Education Policy in the United States
The course will provide students from different disciplines with an understanding of the broad educational policy context. The course will cover topics including a) school finance systems; b) an overview of policies defining and shaping the sectors and institutional forms of schooling, c) an overview of school governance, d) educational human-resource policy, e) school accountability policies at the federal and state levels; and f) school assignment policies and law, including intra- and inter-district choice policies, desegregation law and policy.
Terms: Spr
| Units: 3
GSBGEN 348:
The Economics of Higher Education
(Same as EDUC 347) Topics: the worth of college and graduate degrees, and the utilization of highly educated graduates; faculty labor markets, careers, and workload; costs and pricing; discounting, merit aid, and access to higher education; sponsored research; academic medical centers; and technology and productivity. Emphasis is on theoretical frameworks, policy matters, and the concept of higher education as a public good. Stratification by gender, race, and social class.
Terms: Aut
| Units: 4
GSBGEN 352:
Winning Writing
This once-a-week full-quarter workshop will offer techniques and practical in-class exercises for writing better -- better memos, emails, cold-call letters, speeches, feedback for colleagues, news releases, responses to questions from the media and from interviewers, and opinion pieces. Glenn Kramon, an editor who has helped New York Times reporters win 10 Pulitzer Prizes, will teach the course along with accomplished journalists with expertise in powerful, persuasive writing for business. They will provide not only helpful tips but constructive feedback on students' work. They will also share thoughts on how best to work with the news media.
Terms: Aut, Spr
| Units: 3
GSBGEN 357:
U.S.-China: Strategic Competition and Cooperation
This is a course to help future business leaders understand the policy risks that result from the changing relationship between the United States and China. Driven in part by policy decisions over the past decade in Washington and Beijing, the world built by the West after World War II is changing. Most American policymakers now label the relationship between the U.S. and China as one of strategic competition. They are often less clear on whether this term applies to the governments, the peoples, the businesses based within each country, or the two nation-states. At the same time, these two superpowers also have shared interests. We seek to understand the changing relationships between the U.S. and China, and what both competition and possible cooperation between their governments mean for others. American business leaders may be caught between two governments with conflicting interests. Business leaders in other countries may be caught among three governments: America, China, and their home-country government. This is a course not about China per se, but instead about the interactions between these two superpowers¿ governments and policies. We will look at the U.S.-China relationship by unpacking and examining distinct elements, devoting 1 or 2 class sessions on each topic. Relying in part on guests with practical expertise in some element of the U.S.-China relationship, our goals are to understand: - The most significant changes in Chinese policy direction in the Xi era; - Changes among Western leaders¿ policy approaches as they have realized their 50-year-old policy toward China either was wrong or is now out-of-date; - What the strategic competition label might mean and how it could translate into specific policy changes in both countries; - What opportunities exist for cooperation and mutual benefit despite strategic competition; - How China might try to change the post-WWII international rules and organizations; - How leaders of global businesses, in the U.S., China, and other countries, are caught between these two governments; - What decoupling in certain industries might mean; and - Possible ways to think about these issues as the U.S.-China relationship evolves
Terms: Spr
| Units: 4
GSBGEN 360:
Sports Business Management
This course will examine the diverse management challenges facing the sports industry. The course will cover issues at the league level, the team level, the athlete/agent level, and the college level. The diverse constituencies with interests in sports issues (athletes, fans, media companies, advertisers, and legislators to name a few) will be discussed. Sports issues at a global level (the IOC) and both U.S. and outside U.S. will be covered. There will be coverage of evolving business ventures related to the sports industry (such as venture backed sports companies and sports networks). A key focus is on how the sports industry is similar to and different from other industries. Key concepts underlying the course are: value creation/value sharing; revenue ecosystem; virtuous circles and vicious circles; disruptive technologies; growth facilitators and growth inhibitors; leveragable assets/inherited liabilities; and entrepreneurship/new product innovations. Over 80% of the sessions typically will include a guest co-lecturer from the sporting industry.
Terms: Win
| Units: 3
GSBGEN 363:
Fiscal Policy
One of every five dollars in the American economy will be spent by the federal government this year. This course will examine how federal spending, taxes, deficits and debt affect the U.S. economy and global financial markets, and how the economy affects the federal budget. We will look inside the federal budget to understand entitlement spending, what causes it to grow so fast, how it could be reformed, and why that's so hard to do. We'll understand where the money goes -- how much goes to infrastructure, education, housing, health care, energy and the environment, parks, scientific research, national defense, and other needs. We'll look beyond partisan battle lines and explore various fiscal philosophies that sometimes split the political parties. We'll cover the federal budget process from developing the President's budget to enacting individual spending and tax bills, and discuss process reforms including spending and deficit reduction targets, a balanced budget amendment, and line item veto. We'll cover the major players in the budget debate and understand where the big and small budget decisions are made. We'll look at federal taxation, where the money comes from, how it affects the economy, and how it might be restructured. And we'll see if we, as a class, can solve our nation's fiscal problems as Washington has so far been unable to do.
Terms: Aut
| Units: 4
GSBGEN 367:
Problem Solving for Social Change
Stanford graduates will play important roles in solving many of today's and tomorrow's major societal problems¿in areas such as education, health, energy, and domestic and global poverty¿that call for actions by nonprofit, business, and hybrid organizations as well as governments. This course teaches skills and bodies of knowledge relevant to these roles, covering topics such as designing, implementing, scaling, and evaluating social strategies; systems thinking; decision making under risk; psychological biases that adversely affect people's decisions; methods for influencing behavior; and pay-for-success programs. The large majority of the course will be devoted to students¿ working in teams to apply these concepts and tools to an actual problem, with teams choosing whatever problem interests them.
Terms: Aut
| Units: 3
GSBGEN 368:
Managing Difficult Conversations
This elective 3- unit course is offered with Pass-Fail grading to MBA students who aspire to improve their ability to deal effectively with difficult professional and personal interpersonal situations. Class is held Tuesday, 3:10-6:10 PM. The course will be taught by William F. Meehan III, the Raccoon Partners Lecturer in Management and Senior Partner Emeritus, McKinsey and Company, and Charles G. Prober, M.D., Professor of Pediatrics, Microbiology & Immunology and Senior Associate Vice Provost for Health Education, Stanford School of Medicine. The course, which is case/vignette-based, involves frequent student-to-student and student-to-instructor role-playing in authentic business and medical interactions. GSBGEN 368 is cross-listed with Inde 238, which draws primarily medical students, and part of the learning environment of the course is the mix of perspectives and vignettes we role play and discuss. Topic-specific experts often will be present to participate as class guests. Relevant principles of professionalism, leadership, and psychology underlie the course pedagogy. Students will be expected to attend all classes unless excused in advance.nClass preparation will include reading of assigned cases/vignettes, analysis of the situations presented and recommendations as to how to confront specific difficult conversations; and reading of assigned background material. It is important that all students participate actively in classroom discussions. Class size will be limited to 45 students per the following: (1) a maximum of 30 MBA students and (2) a maximum of 15 medical or other non-GSB graduate students. GSB students enroll under GSBGEN 368. Please email Dr. Prober or Professor Meehan directly if you have any questions.n.
Terms: Win
| Units: 3
GSBGEN 373:
Mission and Money in Education
Educational institutions are defined by their academic missions and their financial structures. When we refer to public/private or nonprofit/profit sectors, these are shorthand descriptions of the different capital structures that underlie educational organizations. Increasingly, these options - and novel variations on them - exist throughout the education enterprise: in K-12 schools, higher education, and ancillary service providers. In this course we will explore the relationships between academic goals and financial structures, with particular focus on management and decision making in educational organizations.
Terms: Spr
| Units: 3
GSBGEN 377:
Diverse Leadership as an Imperative for Impact
Our society implicitly prizes a particular approach to leadership - but today's cross-sectoral, impact-oriented leader cannot afford to be restricted to a single approach. If we aspire to address challenges across social, economic, and political arenas, with highly charged moral implications and multiple stakeholders, we have an imperative to use all available tools by discovering, celebrating, and advancing diversity in leadership.In this course, we will: (1) study a range of effective leadership approaches; (2) develop broad, transportable skills and frameworks required to lead in any complex setting - business, public sector, nonprofit sector; (3) delve into leadership tradeoffs and tensions; (4) explore and understand our own values and tacit and explicit decision-making criteria; and (5) recognize barriers to diversity and tactics to address them. Guiding questions will include: How does the context shape the solution set? What does inspired and inspiring leadership look like? How do race/gender/other identities enter into the equation? How do I develop my own brand of leadership? We will examine contemporary leaders and controversies in education and elsewhere, draw upon timeless historical thinkers, enjoy the wisdom of guest speakers, and work intensively in small groups to highlight challenges, opportunities, and tradeoffs. By exploring a range of approaches and situations, we will strive for deeper understanding of ourselves and of the context to become a more capable, empathetic and effective leaders.
Terms: Spr
| Units: 3
GSBGEN 390:
Individual Research
Need approval from sponsoring faculty member and GSB Registrar. There is a limit on the number of units in courses of independent study that may be applied toward degree requirements.
Terms: Aut, Win, Spr, Sum
| Units: 1-4
| Repeatable
4 times
(up to 10 units total)
Instructors: ;
Aaker, J. (PI);
Abbey, D. (PI);
Abrahams, M. (PI);
Admati, A. (PI);
Akbarpour, M. (PI);
Allende Santa Cruz, C. (PI);
Alper, B. (PI);
Andrews, C. (PI);
Antoni, F. (PI);
Arrillaga, L. (PI);
Athey, S. (PI);
Atwell, J. (PI);
Bannick, M. (PI);
Barnett, W. (PI);
Bayati, M. (PI);
Begenau, J. (PI);
Bendor, J. (PI);
Benkard, L. (PI);
Berg, J. (PI);
Berk, J. (PI);
Bernstein, S. (PI);
Bettinger, E. (PI);
Beyer, A. (PI);
Bimpikis, K. (PI);
Binsbergen, J. (PI);
Blankespoor, E. (PI);
Blattner, L. (PI);
Brady, S. (PI);
Brest, P. (PI);
Bronnenberg, B. (PI);
Broockman, D. (PI);
Buchak, G. (PI);
Bulow, J. (PI);
Burgelman, R. (PI);
Callander, S. (PI);
Carmel-Hurwitz, D. (PI);
Carroll, G. (PI);
Carstensen, L. (PI);
Casey, K. (PI);
Chess, R. (PI);
Chin, L. (PI);
Choi, J. (PI);
Ciesinski, S. (PI);
Clement, J. (PI);
Corney, A. (PI);
Cox, G. (PI);
Davis, S. (PI);
De Simone, L. (PI);
DeMarzo, P. (PI);
Demarest, D. (PI);
Dexter, G. (PI);
Di Tella, S. (PI);
Diamond, R. (PI);
Dobbs, C. (PI);
Dodson, D. (PI);
Duffie, D. (PI);
Dulski, J. (PI);
Ellis, J. (PI);
Feinberg, Y. (PI);
Ferguson, J. (PI);
Flynn, F. (PI);
Foarta, D. (PI);
Foster, G. (PI);
Francisco, R. (PI);
Galen, D. (PI);
Gardete, P. (PI);
Gelfand, M. (PI);
Gipper, B. (PI);
Glickman, M. (PI);
Goldberg, A. (PI);
Golden, S. (PI);
Grenadier, S. (PI);
Grousbeck, H. (PI);
Gruenfeld, D. (PI);
Gur, Y. (PI);
Guttentag, B. (PI);
Halevy, N. (PI);
Harmon, M. (PI);
Hartmann, W. (PI);
Hattendorf, L. (PI);
Hebert, B. (PI);
Hennessey, K. (PI);
Hornik, D. (PI);
Huang, S. (PI);
Hurley, J. (PI);
Iancu, D. (PI);
Imbens, G. (PI);
Immelt, J. (PI);
Jha, S. (PI);
Johnson, S. (PI);
Jones, C. (PI);
Joss, R. (PI);
Kasznik, E. (PI);
Kasznik, R. (PI);
Kaval, D. (PI);
Keelan, H. (PI);
Kelly, P. (PI);
Kepler, J. (PI);
Kessler, D. (PI);
Kim, J. (PI);
Kim, Y. (PI);
Kluger, A. (PI);
Kosinski, M. (PI);
Koudijs, P. (PI);
Kramer, R. (PI);
Kramon, G. (PI);
Krehbiel, K. (PI);
Krishnamurthy, A. (PI);
Krubert, C. (PI);
Kupor, S. (PI);
Lattin, J. (PI);
Lee, C. (PI);
Lee, H. (PI);
Leslie, M. (PI);
Lester, R. (PI);
Levav, J. (PI);
Levin, J. (PI);
Levine, P. (PI);
Lion-Transler, C. (PI);
Lowery, B. (PI);
Lustig, H. (PI);
Maggiori, M. (PI);
Mahowald, C. (PI);
Malhotra, N. (PI);
Mandelbaum, F. (PI);
Marinovic, I. (PI);
Martin, A. (PI);
Martin, G. (PI);
McGonigal, K. (PI);
McLennan, S. (PI);
McMaster, H. (PI);
McNichols, M. (PI);
McQuade, T. (PI);
Mendelson, H. (PI);
Miller, D. (PI);
Milligan, J. (PI);
Molina, M. (PI);
Monin, B. (PI);
Monsalve, S. (PI);
Monzon, L. (PI);
Nair, H. (PI);
Narayanan, S. (PI);
Noh, S. (PI);
O'Reilly, C. (PI);
Ostrovsky, M. (PI);
Oyer, P. (PI);
Parker, G. (PI);
Patel, H. (PI);
Peterson, J. (PI);
Pfeffer, J. (PI);
Pfleiderer, P. (PI);
Piotroski, J. (PI);
Plambeck, E. (PI);
Ranganathan, A. (PI);
Rao, H. (PI);
Rapp, A. (PI);
Rascoff, M. (PI);
Rauh, J. (PI);
Reichelstein, S. (PI);
Reiss, P. (PI);
Rice, C. (PI);
Risk, G. (PI);
Robles Garcia, C. (PI);
Rohan, D. (PI);
Rosen, H. (PI);
Ross, M. (PI);
Saban, D. (PI);
Saloner, G. (PI);
Sannikov, Y. (PI);
Schifrin, D. (PI);
Schulman, K. (PI);
Seru, A. (PI);
Shakir, D. (PI);
Sharabi Levine, Y. (PI);
Shaw, K. (PI);
Shiv, B. (PI);
Shotts, K. (PI);
Siegel, R. (PI);
Simonson, I. (PI);
Singer, S. (PI);
Singh, H. (PI);
Singleton, K. (PI);
Skrzypacz, A. (PI);
Smith, K. (PI);
Somaini, P. (PI);
Sorensen, J. (PI);
Soule, S. (PI);
Spiess, J. (PI);
Sterling, A. (PI);
Strebulaev, I. (PI);
Sugaya, T. (PI);
Thurber, M. (PI);
Tonetti, C. (PI);
Tormala, Z. (PI);
Tully, S. (PI);
Urstein, R. (PI);
Vasserman, S. (PI);
Wager, S. (PI);
Wallace, C. (PI);
Weaver, G. (PI);
Wein, L. (PI);
Weintraub, G. (PI);
Westly, S. (PI);
Whang, S. (PI);
Wheeler, S. (PI);
Wood, D. (PI);
Xu, C. (PI);
Xu, K. (PI);
Yurukoglu, A. (PI);
Zenios, S. (PI);
Zhong, W. (PI);
Zwiebel, J. (PI);
Alvarez, G. (GP);
Bagalso, R. (GP);
Bettinger, E. (GP);
Brown, D. (GP);
Buchak, G. (GP);
Davis, S. (GP);
Dubon, M. (GP);
Flores, K. (GP);
Flores-Solano, J. (GP);
Garcia, C. (GP);
Kankolongo Ngoba, N. (GP);
Killgore, S. (GP);
Lion-Transler, C. (GP);
Long, M. (GP);
Lumagui, S. (GP);
Mattish, P. (GP);
Patel, A. (GP);
Pola, M. (GP);
Ponce, S. (GP);
Rivera, S. (GP);
Rodriguez, T. (GP);
Ross, M. (GP);
Shaker, S. (GP);
Shakir, D. (GP);
Smeton, K. (GP);
Sonora, P. (GP);
Thurber, M. (GP);
Tomasino, J. (GP);
Vera, K. (GP);
Wallace, C. (GP);
Williams, J. (GP);
Yan, J. (GP);
Zweig, S. (GP)
GSBGEN 391:
Entrepreneurship and Innovation in Education Technology Seminar
The last 2 years have created significant challenges and opportunities in education innovation; there has never been a more pressing and urgent need in our history to foster entrepreneurship in education by leveraging new technologies. This course will help you develop the skills and strategies necessary to effectively create and evaluate educational services and education technology startups much like educators, entrepreneurs, philanthropists, and venture capital investors do. Some questions we will discuss include: How do entrepreneurs, educators, and VCs evaluate and grow successful education and edtech startups? Why do most startups in edtech fail, and what are the key ingredients for success, especially in today's challenging times? What does it take to get venture capital financing in edtech? Each week will feature a different edtech entrepreneur as a guest speaker; these leaders hail from a variety of innovative for-profit and non-profit education technology startups. As we hear from the speakers, we'll evaluate all aspects of their invention, particularly in the context of emerging distance learning and hybrid learning trends. A fundamental question we'll explore in this course is how educators and technologists can better collaborate to leverage the scale and impact of technology to improve educational equity and access. This course will be taught in person; attendance at each session is required. The maximum capacity is 40 students. Juniors, Seniors and graduate students of all Stanford schools are welcome. A small application will be required in order to create a balanced, diverse, and collaborative student composition. More on the instructor, course and syllabus can be viewed here: https://monsalve.people.stanford.edu
Terms: Spr
| Units: 3
GSBGEN 392:
Financial Management for Entrepreneurs
Course formerly known as FINANCE 373 Entrepreneurial Finance. The course provides future CEOs and CFOs with the necessary tools for successfully managing financial aspects of entrepreneurial ventures. We cover topics related to both fundraising and ongoing capital management in startups, ranging from early to late stages. We analyze the incentives of all parties in major financial transactions of startups: founders, employees, angels, VCs, corporate investors and public markets. In addition, we will look at issues of financial management such as KPIs, dashboards, financial reporting and hiring a CFO.The pedagogy takes a two-pronged approach: First, we develop tools and concepts of entrepreneurial finance and accounting related to modeling, valuation, control, and investment decisions within an entrepreneurial context. Second, we use cases with firms at different stages of their life cycles from initial angel or venture capital investments through exit decisions, in order to see the issues that arise when these principles are applied in practice. In both of these modalities we will also explore the best practices and challenges of financial reporting to key investor constituencies, and how investors will react to how financial metrics are reported.In some cases we show the viewpoint of the entrepreneur and in others the perspective of the investor. After all, as an entrepreneur, one cannot negotiate effectively without understanding an investor's motivations. Conversely, an investor cannot evaluate a potential investment opportunity without appreciating the entrepreneur's perspective and incentives.
Terms: Spr
| Units: 3
GSBGEN 394:
Leadership for Society: Big Arguments, Courageous Leadership
More and more, CEOs and other business leaders are asked to engage in dialogue on large-scale issues of societal importance. This class is designed to help students build the ability to foster open and productive conversation on these issues, particularly in contentious discussions amongst those who disagree. Throughout this course, students will learn and practice creating space for multiple competing viewpoints and generating productive conversations. Students will then put these new skills to work by hosting debriefs of the Leadership for Society webinar series GSBGEN 495. This Fall, the series will address the theme Reimagining Work Post-COVID. Students enrolled in GSBGEN394 will participate in class sessions on Mondays and Thursdays from 1:30-2:50 and, as a practicum, manage 45-minute debriefs of the GSBGEN 495 webinar series each week. Students will be able to note their preferred time for the practicum, which will be offered Tuesdays, Wednesdays, or Thursdays from 12:15-1:00 or 6:15-7:00.
Terms: Aut
| Units: 3
GSBGEN 495:
Leadership for Society: Reimagining Work Post-COVID
This course aims to deepen our understanding of the institution of work and to collaboratively reimagine its structures in a world vastly changed by the COVID-19 pandemic. Through a series of conversations with a diverse array of prominent leaders, we will explore the role of work in our everyday lives and in the formations of our society. From policy and business, to academic and philanthropic leaders, candid and honest conversations with guest speakers will expose students to concrete examples of how their future decisions can affect others. Students will participate in regular peer debriefs, furthering understanding of these issues and building comfort in engaging in open and productive conversation across a wide range of perspectives. Our hope is that this course supports your personal growth and helps prepare you to become the kind of leader our society needs.
Terms: Aut
| Units: 2
| Repeatable
4 times
(up to 6 units total)
GSBGEN 505:
Impact: Investing for Good
Investing for Good will introduce students to the entire spectrum of purposeful, values-driven, and impact investing. We examine the field from the perspective of an institutional investor (i.e. fund manager, investment advisor, endowment manager, head of a family office, etc). Our goal is to have students emerge with a practical and analytical framework for: 1. evaluating impact and mission-aligned investments across multiple asset classes and sectors; 2. constructing a portfolio using impact as a lens; 3. designing an impact investment company; and 4. understanding the many practical and theoretical challenges confronting this exciting emerging field.We start by exploring some fundamental questions: what is a purposeful or impact investment; can impact investments be defined along a spectrum between conventional investing and philanthropy; whose money is it; what are the constraints and opportunities; how do we (re)define return and/or performance. We briefly analyze impact investing in the context of modern portfolio theory. We then develop a framework for portfolio construction and evaluation across four criteria: risk, return, liquidity, and impact. Through a combination of class dialogues, role plays, and case discussions, we will explore a wide variety of asset classes, impact themes, and investment challenges. A series of team-based investment committee simulations will comprise a significant portion of the course and will provide a significant experiential learning experience.Previous experience in finance, investing, social enterprise, entrepreneurship, or philanthropy is not required, but both helpful and welcomed. While first year students are encouraged to enroll, students who have limited familiarity with the basics of investing and corporate finance are strongly encouraged to purchase David Swensen's "Pioneering Portfolio Management" and cover the recommended chapters in advance of the course. It's is also important to note that this class will require financial modeling and detailed investment analysis.Many of the issues we'll be tackling have no unambiguous answers. Lively discussion and debate will be necessary and expected. This course is a 2-unit version of GSBGEN 305.
Terms: Win
| Units: 2
GSBGEN 508:
Strategic Pivoting for your Next Chapter
Many students come to the GSB with the intent to pivot upon leaving the institution. Some students feel they have outgrown their position or business, or they feel drawn to a new area that better suits their values and interests, where they can make a greater contribution. Some students have no idea what they want to do after graduating, they just know they want to make a purposeful change. And finally, some students want to strategically change their direction for reputation reasons. The average U.S. employee tenure is only 4-5 years and job roles often change dramatically within that timeframe. Pivoting is an intentional, methodical process for nimbly navigating career changes. A recent Gallup study revealed that almost 90% of workers are either ¿not engaged¿ or ¿actively disengaged¿ from their jobs. A pivot is a change made of your own volition when you have reached a point in your career when you are ready for increased challenge and impact.Strategic Pivoting is a course specifically developed for any student who already plans to pivot in their career and wants to figure out how to successfully build and create their next chapter. In this course we will discuss four stages for how to best pivot: 1) Planting, how to assess and set a strong foundation of values, strengths and interests. 2) Scanning, researching new and related skills, talking to others, and mapping potential opportunities. 3) Piloting, students conduct small, low-risk experiments to test their new direction, as well as gather real-time data and feedback. And 4) Launching, pulling the trigger, fully committed, to your carefully plotted pivot.The ultimate pay-off to Strategic Pivoting is acknowledging and adapting to a rapidly changing society when it comes to career paths. Because our careers are so fundamentally tied to our livelihood and sense of confidence, purpose and meaning, changes can be traumatic without a road map for traversing them. "Navigating this accelerated pace of change and this transitional career state, and learning to embrace it instead of resisting it, can become an edge and advantage." Alex Rodriguez, Major League Baseball icon, ABC/Fox Sports/ESPN commentator, entrepreneur, and CEO of A-Rod Corp will be a featured Guest Speaker in this course. Alex has also had a history of successfully pivoting his career and defying expectations. He is presently getting ready to host his own ESPN interview show called, "Pivot."
Terms: Win
| Units: 2
GSBGEN 514:
Creating and Scaling High Potential Ventures in Developing Economies (Cases)
GSBGEN 514 - Creating High Potential Ventures in Developing Economies (2 Units) This course addresses the distinctive challenges and opportunities of launching and growing high-potential new ventures in developing economies. Developing economies are attractive targets for entrepreneurs because many are just starting to move up the growth curve, and they offer low-cost operating environments that can be great development labs for potentially disruptive innovations. They increase in attractiveness when their political institutions stabilize and they become more market-friendly. At the same time, developing economies pose serious challenges. Pioneering entrepreneurs take on significant risks to gain early mover advantages. Specifically, entrepreneurs will not be able to count on the same kind of supportive operating environments that we take for granted in the developed world. They often face cumbersome permit and licensing processes, poorly developed financial and labor markets, problematic import and export procedures, unreliable local supply chains, weak infrastructure, corruption, currency risks, limited investment capital, lack of financial exits and more. This course is designed to help would-be entrepreneurs - both founders and members of entrepreneurial teams - better understand and prepare for these issues as they pursue the opportunities and address the challenges to start, grow, and harvest their ventures in these environments. GSBGEN 514 is a seminar/discussion format in which students will read about and discuss the key challenges described above and potential solutions. Guests will describe their own startup and investing experiences in developing economies and answer questions. A framework based on the World Economic Forum (WEF) report on "Entrepreneurial Ecosystems Around the Globe and Company Growth Dynamics" will be used to structure the course. Each student will prepare a short write-up as a final assignment on a case chosen from a selection provided by the instructors. Note: Groups of students who want to work as a team to investigate a specific new venture idea in addition to participating in the seminar/discussion sessions should also consider enrolling in GSB534, offered in Spring term.
Terms: Win
| Units: 2
GSBGEN 515:
Essentials of Strategic Communication
Successful leaders understand the power of authentic, memorable communication.This course uses the lens of oral communication and presentations, to introduce the essential elements of the strategic communication strategies that make authentic, memorable communication work.Focusing on oral communication and presentation, we introduce the essentials of communication strategy and persuasion: audience analysis, message construction, communicator credibility, and delivery.Deliverables include written documents, focusing on individual and team presentations, with students receiving continuous feedback to improve their communication effectiveness, and to sharpen their authentic leadership voice. This highly interactive, practical course, is focused on feedback to help students at all levels of communication mastery develop confidence in their speaking and writing. Course includes presentations, assignments, lectures, discussions, simulated activities, in-class feedback, and filmed feedback. In this course you will learn to:-Recognize strategically effective communication-Implement the principles of strategic communication across different platforms-Develop clearly organized and effective presentations and documents-Diagnose and expand, your personal authentic communication styleAs you make your super round selection, keep in mind that wait lists have been long for this course.
Terms: Aut, Win, Spr
| Units: 2
GSBGEN 520:
Designing Solutions by Leveraging the Frinky Science of the Human Mind
The thrust of this course is on leveraging deep insights into brain-body systems for peak performance in highly demanding environments. These insights will enable you to perform at your peak day in and day out by unraveling the workings of the human brain, leveraging frameworks that essentially capture the way brain-body systems shape our decisions, experiences and behaviors. Featuring mini-case studies and in-class exercises to illustrate the various topics, the course culminates in an individual assignment that will give you an opportunity to design a life filled with passion and focus, navigating potential physiological and psychological curveballs along the way.
Terms: Aut, Spr
| Units: 2
GSBGEN 532:
Clean Energy Opportunities: Business Models and Innovations
This course examines business models and opportunities emerging as part of the global decarbonization process. We focus on technological innovations and public policies that enable the adoption of carbon-free energy and low-carbon manufacturing processes. Specific topics to be examined include: Funding Innovative Energy Companies, Cost Competitiveness of Renewable Energy Technologies, Energy Storage and Conversion, Electric Mobility Services, the Circular Carbon Economy.
Terms: Win
| Units: 2
GSBGEN 534:
Creating a New Venture in a Developing Economy
This course addresses the distinctive challenges and opportunities of launching high-potential new ventures in developing economies. Developing economies are attractive targets for entrepreneurs because many are just starting to move up the growth curve, and they offer low-cost operating environments that can be great development labs for potentially disruptive innovations. They increase in attractiveness when their political institutions stabilize and they become more market-friendly. At the same time, developing economies pose serious challenges. Pioneering entrepreneurs take on significant risks to gain early mover advantages. Specifically, entrepreneurs will not be able to count on the same kind of supportive operating environments that we take for granted in the developed world. They often face cumbersome permit and licensing processes, poorly developed financial and labor markets, problematic import and export procedures, unreliable local supply chains, weak infrastructure, corruption, currency risks, limited investment capital, lack of financial exits and more. This course is designed to help would-be entrepreneurs - both founders and members of entrepreneurial teams - better understand and prepare for these issues as they pursue the opportunities and address the challenges to start, grow, and harvest their ventures in these environments. GSB534 uses a team-based project to learn about and develop solutions to the key challenges described above and potential solutions. A framework based on the recently published World Economic Forum (WEF) report on "Entrepreneurial Ecosystems Around the Globe and Company Growth Dynamics" will be used to structure the course along with a few lectures and guests who describe their own startup and investing experiences in developing economies and answer questions. The team-based projects are based on students' ideas; classmates will form teams of their choosing to explore a specific country and investigate an idea's viability. Students must come in willing to be team players and do the work necessary to complete this exercise over the full quarter. Teams of AT LEAST 3 STUDENTS EACH will be formed before the start of class or on the first day of class at the latest so students can decide if they want to enroll. The team will describe, in a final presentation, the challenges and opportunities in their country using the WEF framework. The final presentation will also include the team's thoughts on the viability of their proposed venture and how it capitalizes on their country's assets and addresses its challenges. A detailed business plan is not required; however, specific recommendations and plans for next steps that would be carried out during a 3 to 6-month field and market research study in the country will be part of the final presentation. Students who would prefer to learn more about this subject in a lecture/case discussion format should also enroll in GSB514, offered in Winter term.
Terms: Spr
| Units: 2
GSBGEN 538:
Power in Finance
There is a growing sense that both capitalism and democracy are in crisis. Is the focus on financial metrics and markets to blame for the eroding trust in corporations and governments? How do power dynamics in the private and public sectors shape the financial system and determine economic and political outcomes? In this course we explore the complex interactions among individuals, corporations and governments that help answer these questions. We will draw on visitors with extensive experience to enrich class discussion. Topics include investor power, corporate governance, legal systems, cryptocurrencies, central banks, and the roles of watchdogs, whistleblowers, and the media.
Terms: Win
| Units: 2
GSBGEN 550:
Leadership Demystified
This seminar will explore the nature and role of leadership in organizations. We will examine such questions as (1) What is leadership? (2) Why is it important? (3) What is it that leaders actually do? (4) How do they do it? (5) How are leaders developed? (6) Why do leaders succeed or fail? (7) What about your potential for leadership and your strategy for developing it?Our primary objective in this seminar is to achieve a deeper understanding of the nature and role of leadership in organizations. Our approach will be to examine a small sample of the literature, together with the amazing story of Ernest Shackleton and his Endurance crew, and then to probe several key questions through lively class discussion. The discussion, informed by the readings and also by our collective experiences, will seek to develop some general principles and observations about leadership - particularly about how you might better develop yourself as a leader.
Terms: Aut, Win
| Units: 2
GSBGEN 551:
Innovation and Management in Health Care
The health care system accounts for 18% of US GDP and is one of the fastest growing segments of the economy. This two unit class focuses on the interplay and tension between the main players in the health care field - providers of health care services (individual doctors, group practices, integrated health care systems), payors (insurances companies, employers, consumers, and government), patients, and innovator companies (biopharma, medical device, diagnostics, and health care IT). The course is designed for students with a broad diversity of backgrounds and interests who want to better understand the health care business and system. No prior experience in the health care or medical field is assumed or needed. The focus of the class will be primarily on the US health care system, but there will be limited discussion of non-US systems as well. The course is divided into four modules: - An overview of the US Health Care System and the interplay between payers, providers, innovators, and patients' Provider delivery models, health care information technology, and incentive structures - The relationship between quality, cost, and access - Integrated systems, value-based, and fee for service models - New IT technologies, including electronic data records - The role of information and incentives - Innovator business models and issues - Financing and managing new product development - Clinical trial management and gaining regulatory approval - Marketing, reimbursement, and sales strategies - Business models to drive innovation - Health care system reform and comparisons of the structure of the US Health Care system to that of other countries. The class will be taught primarily from the perspective of a business person operating a company rather than that of a policy maker, academic, or investor. While there will be a few lectures to provide background and frameworks for course topics, most classes will involve a case discussion and prominent guest speakers from the health care industry. Speakers will include CEOs, senior executives, and partners from leading companies and venture firms.
Terms: Win
| Units: 2
GSBGEN 552:
Winning Writing
This two-week, six-session workshop will offer techniques and practical in-class exercises for writing better -- better memos, emails, feedback for colleagues, news releases, responses to questions from the media and from interviewers, and opinion pieces. Glenn Kramon, an editor who has helped New York Times reporters win 10 Pulitzer Prizes, will teach the course along with accomplished journalists with expertise in powerful, persuasive writing for business. They will provide not only helpful tips but constructive feedback on students' work. They will also share thoughts on how best to work with the news media.
Terms: Win
| Units: 2
GSBGEN 559:
The Technology, Politics, and Finance for Solving Global Warming
There is increasing scientific consensus that global warming threatens our world. This course explores how the next generation of leaders can use a combination of forward-looking public policy, political power, and financing new technologies to solve this vexing challenge. The course will integrate public policy and politics with finance and real life cases on companies from Nest to Tesla. The instructor will bring regulatory leaders, elected officials and venture capitalists to class to explain how each of these leaders drive change and discuss what obstacles they must overcome in the process. There will be a heavy emphasis on class participation and students will be asked to apply what they've learned in every aspect of their GSB education, from finance and accounting to marketing and organizational behavior. Students will be asked to make their own case on which new technology, piece of legislation, or regulatory mandate will have the greatest impact on solving global warming and what role they see themselves playing in making change.
Terms: Spr
| Units: 2
GSBGEN 564:
The Entertainment Industry - An Intersection of Art and Commerce
In this seminar we will explore the intersection of art and commerce in the entertainment industry. We will look at creating films and television programing that are artistically meaningful and/or have the potential for commercial success. The class will also look in depth at the rapidly changing business of entertainment. Films are increasingly used as a tool for social change, and we will examine this power. The entertainment industry is one of enormous importance - both from a business and cultural standpoint, and has influence on virtually every sphere of our society. Sometimes the industry can seem baffling, mercurial, and characterized more by madness than method. But despite its uncertainties, Hollywood does have its own rules, rhythms, methods and strategies - and examining and evaluating them will be a key part of this seminar. This is a time when many existing formulas are being reconsidered, retooled, or jettisoned, and new technologies and expanding markets are having a profound impact on the industry - and tracking and analyzing this will be a key part of the course. I will also bring some of my professional experiences into the classroom (including directing, writing, and producing for film and television, etc.), and discuss these experiences through the intersection of the business and creative sides of the industry. We will discuss the entertainment industry's future, and address varied and effective paths for creating entertainment product with artistic and/or commercial merit. Students taking the course will be asked to be part of an in-class group exercise, and also complete a final group project where they will present their work in class.
Terms: Aut
| Units: 2
GSBGEN 565:
Political Communication: How Leaders Become Leaders
This year -- 2021 -- will be a fascinating backdrop for national as well as state and local politics. Implications of the recent pandemic, its dramatic economic impacts and a recovering economy, four years of a non-traditional president, followed by a new and very different Administration contextual backdrops not seen in decades. Politics, perhaps like no other arena, provides a rich and dramatic laboratory for studying the art and science of influential communication. Whether it is a local school bond election or a Congressional race, a Presidential debate or a State of the Union Address, the demanding communications of politics provide insights into our own strengths and gaps as a communicator and leader. Political campaigns, by their very nature, are highly visible, oriented toward very specific objectives, and increasingly leverage a variety of new media platforms. They are often emotionally charged, and rife with conflict and drama. The principles of political communications transcend politics, and are useful guides for leaders in business, the non-profit community, as well as government. How candidates, elected officials, and leaders in all kinds of organizations communicate vision, values, and experience, as well as how they perform in very fluid environments, not the least of which may be during a crisis, has a great deal to do with their career success. In its 13th year, this highly interactive course allows students to explore both theory and practice behind effective positioning and presentation. Students will analyze and evaluate both successful and unsuccessful communications strategies of political campaigns and candidates. They will explore historic examples of US Presidential debates, from Nixon/Kennedy to the present. Further they will experience political events as they happen -- with each class drawing lessons from political developments around the nation and the world. Students will also hone their own strategic communications skills in activities requiring both written and spoken communication. This is not a course in political science, American government, or in public speaking. However, the engaged student will gain insights into those areas as well. The course is taught by David Demarest, former Vice President of Public Affairs for Stanford University. Demarest has broad communications experience across the public and private sector in financial services, education, and government. After serving as Assistant U.S. Trade Representative, and Assistant Secretary of Labor in the Reagan Administration, in 1988 he served as Communications Director for Vice President George H. W. Bush's successful presidential campaign. He then became a member of the White House senior staff as White House Communications Director. After leaving government in 1993, he spent the next decade leading communications for two Fortune 50 companies, before coming to Stanford in 2005.
Terms: Aut, Win
| Units: 2
GSBGEN 566:
Dilemmas and Decisions
GSBGEN 566 is an elective course offered to 2nd-year MBA and MSx students. The goal of this course is to improve students' judgment in confronting challenging, real business situations encountered in the normal progression of corporate activities. The course aims to sharpen moral reasoning and build judgment without favoring a particular position. The course will be taught by Mark Leslie and Peter Levine, Lecturers. The course is taught using 'vignettes'. At the beginning of each class students will be given a one-page reading that describes a business situation which requires a decision to be made. After in-depth discussion, a second page will be handed out, describing how the situation actually unfolded and challenges the class with new information. This new information typically changes the dynamics of the case and requires a new decision to be made. Often there is a third and fourth page that continues the dialogue. Frequent student-to-student and student-to-instructor role-playing will be employed in the development of the session. Note that for most classes there is little or no advanced preparation required, which is often the case when making real-world business decisions. Cases are drawn from a wide selection of ACTUAL BUSINESS SITUATIONS with protagonists joining the class as guests whenever available. Vignettes are based on topics such as raising venture capital, managing major industrial customers, product distribution agreements, board of director and fiduciary conflicts, developing financial instruments, palace revolt / mutiny, work/life balance, rape accusation of an executive, etc. The class is extremely engaging - it is quite usual to find continuing discussion of the day's case outside the classroom among small groups of students. This class is for two GSB credits and will be graded on a pass/fail basis. Sixty percent of the final grade will be derived from classroom performance; the remainder will be based on a final written assignment describing a personal ethical situation that the student has faced in their careers.
Terms: Aut
| Units: 2
GSBGEN 568:
Managing Difficult Conversations
This elective 2-unit course is designed for those who aspire to improve their ability to deal effectively with difficult professional and interpersonal conversations. The course is taught by William F. Meehan III, the Raccoon Partners Lecturer in Strategic Management, Stanford Graduate School of Business and Senior Partner Emeritus, McKinsey and Company. The course is case/vignette-based and classes usually include frequent role-playing in authentic business, entrepreneurial, professional (e.g, consulting, law, medicine, non-profits) and other difficult interactions as was as selected interpersonal situations. Outside guests with experience relevant to the vignette theme will often participate as our guests. All students are also asked to prepare their own vignette from their own actual professional or personal experience, which will be role-played during the course. Students will be expected to attend all classes unless excused in advance. Class preparation will include reading of assigned cases/vignettes; analysis of the cases/vignettes and recommendations as to how to confront specific difficult conversations (consistent with assigned study questions); and reading of assigned background material. All students are expected to participate actively in class role plays and discussions. Grading will be on a Pass/Fail basis. MBA's and MSx's are eligible to register.
Terms: Spr
| Units: 2
GSBGEN 580:
IMPACT: Philanthropic Institutions & Justice
This is a three week compressed course, and Darren Walker, President of the Ford Foundation, will co-teach week three. Many of today's philanthropic institutions operate with unprecedented innovation and influence and lead in a way that rapidly adapts to society's ever-evolving needs, issues and crises. In this course we will look at the different types of philanthropic institutions (including foundations, LLCs and corporate philanthropy) that are driving this innovation and the diverse models that shape their operations and grantmaking. We will explore how to create philanthropic strategy, investment criteria, social change goals, short-, intermediate- and long-term indicators of success as well as how each of these factors merge to drive a unique grantmaking process. Students will drill down into the best practices of grantee-centric philanthropy as well as how to comprehensively assess nonprofits, evaluate grant proposals and make strategic funding recommendations. We will hear from globally renowned and new generation philanthropic leaders implementing the most innovative and impactful approaches across issue areas including climate change, movement building, policy change, voting rights, the arts and education, all through the lens of justice. Speakers will potentially include Laura Muñoz Arnold (Arnold Foundation), Crystal Hayling and Ashley Clark (Libra Foundation), Hal Harvey (Energy Innovation), Justin Steele (Google.org) and Jon Stryker (Arcus Foundation). Students will engage in skill-building assignments including informal assessments of local nonprofits and a formal, written assignment that entails analyzing actual grant proposals and presenting a hypothetical funding recommendation.
Terms: Aut
| Units: 2
GSBGEN 593:
Businesses and Governments: Power and Engagement in the 21st Century World
Complex interactions among governments, businesses, and other institutions such as media, non-governmental, and international organizations, shape our world and our lives. In this course we will explore the workings of these interactions and the challenges they present for societies around the globe. As specific examples, we will discuss the 21st century economic and political forces affecting internet governance, global supply chains, and the workings of different legal systems.We will see how the competence and integrity of people and institutions, their respect of human rights, and the structure and effectiveness of governance and accountability mechanisms in the private and the public sectors, are key determinants of the outcomes. At one extreme, people and institutions may be highly effective but lack concern for human rights. At the other extreme, compassionate individuals and institutions might be ineffective or incompetent. It is also a truism that power can corrupt and may be abused. In fact, standard success metrics in business and in government, combined with weak governance mechanisms, may encourage and enable such abuse. The course will challenge you to consider your own roles as business leaders and as citizens, and your opportunities to help create trustworthy institutions and markets.
Terms: Aut
| Units: 2
GSBGEN 595:
High-Stakes Decision Making
Effective decision making is a critical skill for political and business leaders. Decisions must be made under pressure and often with incomplete information. George Osborne was Chancellor of the Exchequer of the United Kingdom in the aftermath of the global economic crisis, and this class will study three of the biggest challenges global economic policy makers faced during this time. Students will gain a framework for how senior leaders approach decision making, and will be given the chance to put this into practice. Each class will include a simulation where students are put in the role of a senior policy maker facing a key decision.
Terms: Spr
| Units: 1
GSBGEN 598:
Stanford-Tsinghua Exchange Program (A)
This course is open only to students participating in the Stanford-Tsinghua Exchange Program and is required of those students. Requirements include researching and reporting on companies to be visited, planning the business meetings during the Beijing and Stanford weeks, and attending lectures and discussions at Stanford and Tsinghua. Offered Pass/No Pass only. 1 unit. Autumn quarter.
Terms: Aut
| Units: 1
GSBGEN 599:
Stanford-Tsinghua Exchange Program (B)
This course is open only to students participating in the Stanford-Tsinghua Exchange Program and is required of those students. Requirements include researching and reporting on companies to be visited, planning the business meetings during the Beijing and Stanford weeks, attending lectures and discussions at Stanford and Tsinghua, and completing the peer evaluations and reflection videos. Offered Pass/No Pass only. 1 units. Winter quarter.
Terms: Win
| Units: 1
GSBGEN 622:
Presentation and Communication Skills for Academics
Academics must effectively communicate the importance of their research to a wide range of audiences, including colleagues, students, stakeholders, and the general public, as well as in a variety of contexts, from academic conferences and job talks to one-on-one conversations, news interviews, and social media. This highly interactive course is designed to equip PhD students with the skills to confidently present their research and connect with varied audiences. Students will craft an elevator pitch for academic settings, create a 3-min TED-like talk aimed at the general public, learn how to document and tell the ¿story¿ of their research, and practice responding to Q&A and research critiques. This class combines best practices from public speaking with elements from related fields, including the art of improv and the science of communication.
Terms: Spr
| Units: 2
GSBGEN 641:
Advanced Empirical Methods
This course covers various advanced quantitative methods with applications in marketing and economics. Topics include simulation-based estimation, dynamic decision processes, and other topics relating to empirical models of demand and supply. The course stresses the conceptual understanding and application of each technique. Students will learn to apply these techniques using Matlab or an equivalent language.
Terms: Spr
| Units: 3
GSBGEN 646:
Behavioral Economics and the Psychology of Decision Making
This seminar examines research on the psychology of judgment and choice. Although the normative issue of how decisions should be made is relevant, the descriptive issue of how decisions are made is the main focus of the course. Topics of discussion include choice, judgment heuristics and biases, decision framing, prospect theory, mental accounting, context effects, task effects, regret, and other topics. The goal of the seminar is twofold: to foster a critical appreciation of existing knowledge in behavioral decision theory, to develop the students' skills in identifying and testing interesting research ideas, and to explore research opportunities for adding to that knowledge.
Terms: Aut
| Units: 3
GSBGEN 675:
Microeconomic Theory
This course provides an introduction to microeconomic theory designed to meet the needs of students in the GSB non-Economics PhD programs. The course will cover the standard economic models of individual decision-making, models of consumer behavior and producer behavior under perfect competition, the Arrow-Debreu general equilibrium model, and some basic issues in welfare measurement. This class assumes a basic knowledge of undergraduate intermediate microeconomics, comfort with multivariable calculus and linear algebra and some exposure to real analysis.
Terms: Aut
| Units: 3
GSBGEN 697:
Research Fellows Practicum
Terms: Aut, Win, Spr, Sum
| Units: 1-7
| Repeatable
10 times
(up to 99 units total)
Instructors: ;
Allende Santa Cruz, C. (PI);
Athey, S. (PI);
Blattner, L. (PI);
Diamond, R. (PI);
Dupas, P. (PI);
Gelfand, M. (PI);
Kasznik, R. (PI);
Lester, R. (PI);
Maggiori, M. (PI);
McNichols, M. (PI);
Noh, S. (PI);
Seru, A. (PI);
Spiess, J. (PI);
Strebulaev, I. (PI);
Wein, L. (PI);
Xu, C. (PI);
Kepler, J. (SI);
Kim, J. (SI);
Spiess, J. (SI);
Alvarez, G. (GP);
Davis, S. (GP);
Dubon, M. (GP);
Dupas, P. (GP);
Flores, K. (GP);
Flores-Solano, J. (GP);
Garcia, C. (GP);
Kankolongo Ngoba, N. (GP);
Lumagui, S. (GP);
Mattish, P. (GP);
Molina, M. (GP);
Patel, A. (GP);
Rivera, S. (GP);
Tomasino, J. (GP);
Vera, K. (GP);
Williams, J. (GP);
Yan, J. (GP);
Zweig, S. (GP)
HISTORY 1A:
Global History: The Ancient World (CLASSICS 76)
World history from the origins of humanity to the Black Death. Focuses on the evolution of complex societies, wealth, violence, hierarchy, and large-scale belief systems.
Terms: Aut
| Units: 3-5
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-SI
HISTORY 1B:
Global History: The Early Modern World, 1300 to 1800
(Course is offered for 3 OR 5 units.) Topics include early globalization and cross-cultural exchanges; varying and diverse cultural formations in different parts of the world; the growth and interaction of empires and states; the rise of capitalism and the economic divergence of "the west"; changes in the nature of technology, including military and information technologies; migration of ideas and people (including the slave-trade); disease, climate, and environmental change over time. Designed to accommodate beginning students, non-majors, and more advanced history students
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-EDP, WAY-SI
HISTORY 1C:
Global History: Modern Times
(Course is offered for 3 OR 5 units.) History 1C explores the making of our modern world. It investigates the interconnected histories of revolution, war, imperialism, migration, race, slavery, democracy, rebellion, nationalism, feminism, socialism, fascism, genocide, anti-colonialism, neoliberalism, and populist authoritarianism. Analyzing memoirs, novels, films, and other sources, we will investigate how key political ideas have transformed societies, cultures, and economies nacross the globe from the late eighteenth century through to the present.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-EDP, WAY-SI
HISTORY 3D:
Dangerous Ideas (ARTHIST 36, COMPLIT 36A, EALC 36, ENGLISH 71, ETHICSOC 36X, FRENCH 36, MUSIC 36H, PHIL 36, POLISCI 70, RELIGST 36X, SLAVIC 36, TAPS 36)
Ideas matter. Concepts such as equality, tradition, and Hell have inspired social movements, shaped political systems, and dramatically influenced the lives of individuals. Others, like race, gender, and technology play an important role in contemporary debates in the United States. All of these ideas are contested, and they have a real power to change lives, for better and for worse. In this one-unit class we will examine these "dangerous" ideas. Each week, a faculty member from a different department in the humanities and arts will explore a concept that has shaped human experience across time and space.
Terms: Spr
| Units: 1
HISTORY 3F:
The Changing Face of War: Introduction to Military History (HISTORY 103F, INTNLREL 103F)
Introduces students to the rich history of military affairs and, at the same time, examines the ways in which we think of change and continuity in military history. How did war evolve from ancient times, both in styles of warfare and perceptions of war? What is the nature of the relationship between war and society? Is there such a thing as a Western way of war? What role does technology play in transforming military affairs? What is a military revolution and can it be manufactured or induced? Chronologically following the evolution of warfare from Ancient Greece to present day so-called new wars, we will continuously investigate how the interdependencies between technological advances, social change, philosophical debates and economic pressures both shaped and were influenced by war. Students satisfying the WiM requirement for the major in International Relations, must enroll in INTNLREL 103F course listing.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-SI
HISTORY 3J:
Human Trafficking: Historical, Legal, and Medical Perspectives
Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution, labor exploitation, and organ trade, focusing on human rights violations and remedies. Provides a historical context for the development and spread of human trafficking. Analyzes the current international and domestic legal and policy frameworks to combat trafficking and evaluates their practical implementation.
Terms: Aut
| Units: 1
HISTORY 5C:
Human Trafficking: Historical, Legal, and Medical Perspectives (CSRE 5C, FEMGEN 5C, INTNLREL 5C)
(Same as History 105C. History majors and others taking 5 units, enroll in 105C.) Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution, labor exploitation, and organ trade, focusing on human rights violations and remedies. Provides a historical context for the development and spread of human trafficking. Analyzes the current international and domestic legal and policy frameworks to combat trafficking and evaluates their practical implementation. Examines the medical, psychological, and public health issues involved. Uses problem-based learning. Required weekly 50-min. discussion section, time TBD. Students interested in service learning should consult with the instructor and will enroll in an additional course.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI
HISTORY 6W:
Community-Engaged Learning Workshop on Human Trafficking - Part I (FEMGEN 6W, HUMRTS 6W)
Considers purpose, practice, and ethics of service learning. Provides training for students' work in community. Examines current scope of human trafficking in Bay Area, pressing concerns, capacity and obstacles to effectively address them. Students work with community partners dedicated to confronting human trafficking and problems it entails on a daily basis. Must currently be enrolled in or have previously taken History 5C/105C (FemGen 5C/105C, HumBio 178H, IR 105C, CSRE 5C/105C). (Cardinal Course certified by the Haas Center)
Terms: Aut
| Units: 3
HISTORY 7W:
Community-Engaged Learning Workshop on Human Trafficking - Part II (FEMGEN 7W, HUMRTS 7W)
Prerequisite: HISTORY6W (FEMGEN 6W). Continuation of HISTORY 6W (FEMGEN 6W). Students will continue working on their projects with their community partners. Several class meetings and small group consultations throughout the quarter. (Cardinal Course certified by the Haas Center)
Terms: Win
| Units: 3
HISTORY 9N:
How to Start Your Own Country: Sovereignty and State-Formation in Modern History
What does it mean to start a country, or to acquire and possess sovereignty over a territory? This course will examine the historical evolution of fundamental concepts in our international system: state formation, statehood, and sovereignty. Each week will spotlight a case-study in which sovereignty and statehood have appeared greatly confused and hotly contested. These include: the UK-China lease for control of Hong Kong; the US Naval Station in Guantanamo Bay; the corporate state of the legendary British East India Company; and Disney World.
Terms: Win
| Units: 3
| UG Reqs: WAY-SI
HISTORY 10B:
Renaissance to Revolution: Early Modern Europe
(Same as HISTORY 110B. HISTORY 10B is 3 units; HISTORY 110B is 5 units) Few historical settings offer a more illuminating perspective on our world today than old-regime Europe. Few cast a darker shadow. Science and the enlightened ambition to master nature and society, the emergence of statehood and its grasp for human mobility, bloodshed and coexistence in the face of religious fragmentation, as well as capitalism and the birth of modern finance: this course surveys some of the most consequential developments in European societies between the late fifteenth and the early nineteenth century.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-SI
HISTORY 10C:
The Problem of Modern Europe
(Same as HISTORY 110C. 10C is for 3 units; 110C is for 5 units.) From the late 18th century to the present. How Europeans responded to rapid social changes caused by political upheaval, industrialization, and modernization. How the experience and legacy of imperialism and colonialism both influenced European society and put in motion a process of globalization that continues to shape international politics today.
Terms: Win
| Units: 3
| UG Reqs: WAY-SI
HISTORY 10N:
Thinking About War
This course examines classic approaches to war as an intellectual problem, looking at how a matter of such great physical violence and passions can be subjected to understanding and used in philosophy, political theory, and art. Questions to be examined include the definition of war, its causes, its moral value, the nature of its participants, its use in the self-definition of individuals and societies, its relation to political authority, warfare and gender, and the problem of civil war.
Terms: Win
| Units: 3
| UG Reqs: WAY-SI
HISTORY 11N:
The Roman Empire: Its Grandeur and Fall (CLASSICS 26N)
Preference to freshmen. Explore themes on the Roman Empire and its decline from the 1st through the 5th centuries C.E.. What was the political and military glue that held this diverse, multi-ethnic empire together? What were the bases of wealth and how was it distributed? What were the possibilities and limits of economic growth? How integrated was it in culture and religion? What were the causes and consequences of the conversion to Christianity? Why did the Empire fall in the West? How suitable is the analogy of the U.S. in the 21st century?
Terms: Aut
| Units: 4
| UG Reqs: GER:IHUM-3, WAY-SI
HISTORY 12N:
Income and wealth inequality from the Stone Age to the present (CLASSICS 12N)
Rising inequality is a defining feature of our time. How long has economic inequality existed, and when, how and why has the gap between haves and have-nots widened or narrowed over the course of history? This seminar takes a very long-term view of these questions. It is designed to help you appreciate dynamics and complexities that are often obscured by partisan controversies and short-term perspectives, and to provide solid historical background for a better understanding of a growing societal concern.
Terms: Aut
| Units: 4
| UG Reqs: WAY-SI
HISTORY 12S:
Multiculturalism in the Middle Ages: Muslims, Christians, and Jews in Medieval Spain (JEWISHST 12S)
Before the year 1492, Spain had been a dynamic and complex region of Muslim and Christian kingdoms populated by Christians, Muslims, and Jews for nearly 800 years. What political, economic, and military exchanges took place among peoples of the three faiths in medieval Spain? Did community leaders and governments attempt to regulate and prohibit fluid identity boundaries? How has 20th-century Spanish nationalism shaped our understanding of medieval Spain? How have 21st-century questions of multiculturalism impacted our view of medieval Spain? These are the kinds of questions that this course will explore through chronicles, poetry, letters, legal documents, art, and architecture.
Terms: Spr
| Units: 5
| UG Reqs: WAY-A-II, WAY-EDP
HISTORY 14B:
The Crusades: A Global History (JEWISHST 14B)
(HISTORY 14B is 3 units; HISTORY 114B is 5 units.) Questioning traditional western narratives of the crusades, this course studies Latin and Turkic invaders as rival barbarian formations, and explores the societies of western Afro-Eurasia and the Mediterranean in the centuries before western European global expansion. We approach the crusades as a "Christianized Viking raid," and investigate an array of Muslim, Christian, and Jewish sources. In so doing, we emphasize the diversity of perspectives within the Muslim, Christian, and Jewish communities: in the Muslim case, the tangle of Turkic, Arab, and Berber ethnicities; in the Jewish case, Hebrew, Arabic, and Turkic speakers ranging from the Iberian peninsula to India; in the Christian case, the fragmented Greek, Latin, and Arabic traditions. We explore how these barbarian invasions transformed the societies of western Afro-Eurasia, how ancient Greek knowledge in Islamic translation came to medieval Europe, and how a fragmenting Byzantine Empire gave way to the rise of the Ottoman Empire. However foreign, the interactions and encounters between these societies continue to reverberate today.
Terms: Spr
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
HISTORY 15D:
Europe in the Middle Ages, 300-1500 (HISTORY 115D, RELIGST 115X)
(HISTORY 15D is 3 units; HISTORY 115D is 5 units.) This course provides an introduction to Medieval Europe from the fall of Rome to the Renaissance. While the framework of the course is chronological, we'll concentrate particularly on the structure of medieval society. Rural and urban life, kingship and papal government, wars and plagues provide the context for our examination of the lives of medieval people, what they believed, and how they interacted with other, both within Christendom and beyond it. This course may count as DLCL 123, a course requirement for the Medieval Studies Minor.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-SI
HISTORY 20N:
Russia in the Early Modern European Imagination
Critically assesses European travelers' travel accounts of Russia in comparison with what was really happening in Russia at the time; explores the phenomenon of travel writing. Write2, Freshman Seminar; requires frequent oral presentations, major research paper and building of a website based on paper research.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-SI, Writing 2
HISTORY 21:
The History of 2021
How can we understand the events, ideas, and conflicts that have featured in the news cycle during the past year? "The History of 2021" offers historically informed reflections on this year's momentous events, providing an opportunity to understand our world in its historic context. Each week will feature a different History faculty member speaking on a major news topic of the year, showing what we can learn by approaching it from a historical perspective. The course is open to all students (newcomers and history veterans alike) who want to reflect on the challenges and opportunities of 2021, and who are curious to consider how studying history can offer a deeper and richer understanding of tumultuous times.
Terms: Aut
| Units: 1
Instructors: ;
Campbell, J. (PI);
Chang, G. (PI);
Crews, R. (PI);
Findlen, P. (PI);
Gienapp, J. (PI);
Griffiths, F. (PI);
Kollmann, N. (PI);
Mullaney, T. (PI);
Olivarius, K. (PI);
Shil, P. (PI);
Weiner, A. (PI)
HISTORY 23N:
The Soviet Union and the World: View from the Hoover Archives
This course seeks to explore the Soviet Union's influence on the world from 1917 to its end in 1991 from a variety of perspectives. Hoover Institution archival holdings will be the basic sources for the course.
Terms: Win
| Units: 3
| UG Reqs: WAY-SI
HISTORY 24N:
Stalin's Terror: Causes, Crimes, Consequences
This course explores the period of Stalin's rule in the Soviet Union from 1928 until 1953 and focuses on what the Russians called "the repressions." This includes, the war against the kulaks, the Ukrainian famine (Holodomor), the operations against the nationalities, the Great Terror, the deportation of the "punished peoples," the expansion of the Gulag (prison camp system), the Leningrad Affair, and the Doctors' Plot. The origins of these events are still controversial, as are their impact on the development of the Soviet Union. Scholars also continue to argue about the numbers of deaths involved. Students will discuss the arguments about Stalin's crimes using newly available documents, memoirs, literary sources, and other materials. We will visit the Hoover Archives, view the poster and film collection there, and discuss the period with archivists. Viewing films and documentaries, we will also reconstruct the lives of the people faced with the daily threat of denunciations and arrest. "Life has become better comrades; living has become happier..." was an often repeated slogan during the period of Stalin's terror. We will examine how that slogan translated into reality.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI
HISTORY 26S:
Building Utopia: Cities, 'Megaprojects', and Socialism in the USSR
'Utopia' has always been a realm of dreamers and intellectuals. But between 1917 and 1991, the political leaders of the Soviet Union actually built their socialist utopia, brick by brick. They constructed cities in a matter of months, moved whole factories by train, and even tried to reverse the course of rivers. This class aims to explore how infrastructure, as policy and in implementation, impacted the political, geographic, economic, social, and environmental history of the USSR. We will examine maps, architecture, propaganda, newspapers, and films to figure out how socialism was `built¿ and what the consequences were.
Terms: Spr
| Units: 5
| UG Reqs: WAY-SI
HISTORY 31Q:
Resistance and Collaboration in Hitler's Europe
What is resistance and what did it entail in Nazi-occupied Europe? What prompted some to resist, while others accommodated or actively collaborated with the occupiers? How have postwar societies remembered their resistance movements and collaborationists? This seminar examines how Europeans responded to the Nazi order during World War II. We will explore experiences under occupation; dilemmas the subject peoples faced; the range of resistance motivations, goals, activities, and strategies; and postwar memorialization. Select cases from Western, Eastern, and Mediterranean Europe.
Terms: Spr
| Units: 3-4
| UG Reqs: WAY-ER, WAY-SI
HISTORY 33A:
Blood and Roses: The Age of the Tudors
(Same as HISTORY 133A. 33A is for 3 units; 133A is for 5 units.) English society and state from the Wars of the Roses to the death of Elizabeth. Political, social, and cultural upheavals of the Tudor period and the changes wrought by the Reformation. The establishment of the Tudor monarchy; destruction of the Catholic church; rise of Puritanism; and 16th-century social and economic changes.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-SI
HISTORY 39Q:
Were They Really "Hard Times"? Mid-Victorian Social Movements and Charles Dickens (ENGLISH 39Q)
"It was a town of red brick, or of brick that would have been red if the smoke and ashes had allowed it." So begins Charles Dickens description of Coketown in Hard Times. And it only seems to get more grim from there. But the world that Dickens sought to portray in the novel was a hopeful one, too. And that tension is our starting point. The intent of this class is to more closely examine mid-Victorian Britain in light of Dickens' novel, with particular focus on the rise of some of our modern social movements in the 19th century. While things like the labor movement, abolitionism, feminism, and environmentalism, are not the same now as they were then, this class will explore the argument that the 21st century is still, in some ways, working out 19th century problems and questions. At the same time, this is also a course that seeks to expand the kinds of sources we traditionally use as historians. Thus, while recognizing that literary sources are particularly complex, we will use Hard Times as a guide to our exploration to this fascinating era. We will seek both to better understand this complex, transitional time and to assess the accuracy of Dickens' depictions of socio-political life.nnThrough a combination of short response papers, creative Victorian projects (such as sending a hand-written letter to a classmate), and a final paper/project, this course will give you the opportunity to learn more about the 19th century and the value of being historically minded.nnAs a seminar based course, discussion amongst members of the class is vital. All students are welcome
Terms: Spr
| Units: 3
| UG Reqs: WAY-ER, WAY-SI
HISTORY 40:
World History of Science: From Prehistory through the Scientific Revolution
(History 40 is 3 units; History 140 is 5 units.) The earliest developments in science, the prehistoric roots of technology, the scientific revolution, and global voyaging. Theories of human origins and the oldest known tools and symbols. Achievements of the Mayans, Aztecs, and native N. Americans. Science and medicine in ancient Greece, Egypt, China, Africa, and India. Science in medieval and Renaissance Europe and the Islamic world including changing cosmologies and natural histories. Theories of scientific growth and decay; how science engages other factors such as material culture and religions.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-SI
HISTORY 40A:
The Scientific Revolution
(Same as History 140A. 40A is 3 units; 140A is 5 units.) What do people know and how do they know it? What counts as scientific knowledge? In the 16th and 17th centuries, understanding the nature of knowledge engaged the attention of individuals and institutions including Copernicus, Galileo, Descartes, Newton, the early Royal Society, and less well-known contemporaries. New meanings of observing, collecting, experimenting, and philosophizing, and political, religious, and cultural ramifications in early modern Europe.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II, WAY-SI
HISTORY 42Q:
Animal Archives: History Beyond the Human
There's a great big world out there. We humans are just one of a million or more animate beings on this planet. Nonhuman animals have their own histories that influence, intersect with, and stand apart from our own. This IntroSem takes animals seriously as subjects of historical study. Together we'll explore how the study of animals--from platypus to (plastic) pink flamingo--offers new ways of seeing human history. We'll examine how animals have shaped historical events and, inversely, how animals are historical artifacts. And we'll spend the majority of the course puzzling through challenges that arise when studying nonhumans. Can we understand creatures that do not communicate the way we do? Do nonhumans tell stories and chronicle their own histories? Are animals themselves archives of historical information? If so, how do we read them? This course will introduce you to diverse ways of studying historical animals and contemporary creatures too. You'll write animal biographies, practice slow witnessing of the more-than-human world, and conduct research deep dives into nonhuman narratives. You'll encounter multi-disciplinary approaches to our core questions, including historical and cultural analysis, ethnography, scientific inquiry, and technological surveillance. Ultimately, you'll gain insight into how scholars reconstruct the past and know the lives of others, whether human or nonhuman. The creative research skills and critical analysis that you exercise in Animal Archives will serve you in other history courses and beyond.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II, WAY-SI
HISTORY 42S:
Cannibalism in Early Modern Europe: The Ultimate Taboo in Historical Context
Cannibalism (or anthropophagy) may be one of many societies' greatest taboos, but how have ideas about the act changed over time? Taking a historical perspective on cannibalism, this course explores its meanings in Europe during the early modern period, when the word "cannibal" emerged in the context of the "discovery" of the Americas. Focusing on cannibalism offers insight into events like the witch craze, the Reformation, and colonization, as well as larger issues such as social and religious conflict, responses to disasters, and ideas about human nature.
Terms: Aut
| Units: 5
| UG Reqs: WAY-SI
HISTORY 44:
Gendered Innovations in Science, Medicine, Engineering, and Environment
(HISTORY 44 is offered for 3 units; HISTORY 144 is offered for 5 units.) Explores "Gendered Innovations" or how sex, gender, and intersectional analysis in research spark discovery and innovation. This course focuses on sex and gender, and considers factors intersecting with sex and gender, including age, race, ethnicity, socioeconomic status, educational background, disabilities, etc., where relevant. Section 1 focuses on the history of women in science. Section 2 looks at transforming research institutions. Section 3 explores Gendered Innovations. Topics include historical background, basic concepts, social robots, sustainability, medicine & public health, facial recognition, inclusive crash test dummies, and more. Stanford University is engaged in a multi-year collaboration with the European Commission and the U.S. National Science Foundation project on Gendered Innovations in Science, Health & Medicine, Engineering, and Environment, and this class will contribute that project. The operative questions is: how can intersectional sex and gender analysis lead to discovery and enhance social equalities?
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-EDP, WAY-SI
HISTORY 44Q:
Gendered Innovations in Science, Medicine, Engineering, and Environment (FEMGEN 44Q)
Explores "Gendered Innovations" or how sex and gender analysis in research spark discovery and innovation. This course focuses on sex and gender, and considers factors intersecting with sex and gender, including age, race, ethnicity, socioeconomic status, educational background, disabilities, etc., where relevant. Section 1 focuses on the history of women in science. Section 2 looks at transforming research institutions. Section 3 explores "Gendered Innovations." Topics include historical background, basic concepts, social robots, sustainability, medicine & public health, facial recognition, inclusive crash test dummies, and more. Stanford University is engaged in a multi-year collaboration with the European Commission and the U.S. National Science Foundation project on Gendered Innovations in Science, Health & Medicine, Engineering, and Environment, and this class will contribute that project. This course fulfills the second level Writing and Rhetoric Requirement (WRITE 2) and emphasizes oral, multimedia presentation, and writing skills. Each student will develop a case study illustrating how sex, gender, and intersectional analysis can lead to innovation and enhance social equality.
Terms: Aut
| Units: 4-5
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-EDP, WAY-SI, Writing 2
HISTORY 45B:
Africa in the 20th Century
(Same as HISTORY 145B. 45B is 3 units; 145B is 5 units) CREATIVITY. AGENCY. RESILIENCE. This is the African history with which this course will engage. African scholars and knowledge production of Africa that explicitly engages with theories of race and global Blackness will take center stage. TRADE. RELIGION. CONQUEST. MIGRATION. These are the transformations of the 20th century which we shall interrogate and reposition. Yet these groundbreaking events did not happen in a vacuum. As historians, we also think about the continent's rich traditions and histories prior to the 20th century. FICTION. NONFICTION. FILM. MUSIC. Far from being peripheral to political transformation, African creative arts advanced discourse on gender, technology, and environmental history within the continent and without. We will listen to African creative artists not only as creators, but as agents for change.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-SI
HISTORY 50A:
Colonial and Revolutionary America
(Same as HISTORY 150A. History majors and others taking 5 units, register for 150A.) Survey of the origins of American society and polity in the 17th and 18th centuries. Topics: the migration of Europeans and Africans and the impact on native populations; the emergence of racial slavery and of regional, provincial, Protestant cultures; and the political origins and constitutional consequences of the American Revolution.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-A-II, WAY-SI
HISTORY 50B:
Nineteenth Century America (AFRICAAM 50B, CSRE 50S)
(Same as HISTORY 150B. HISTORY 50B is for 3 units; HISTORY 150B is for 5 units.) Territorial expansion, social change, and economic transformation. The causes and consequences of the Civil War. Topics include: urbanization and the market revolution; slavery and the Old South; sectional conflict; successes and failures of Reconstruction; and late 19th-century society and culture.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-SI
HISTORY 50C:
The United States in the Twentieth Century (AFRICAAM 50C)
(Same as HISTORY 150C. 50C is for 3 units; 150C is for 5 units.) 100 years ago, women and most African-Americans couldn't vote; automobiles were rare and computers didn't exist; and the U.S. was a minor power in a world dominated by European empires. This course surveys politics, culture, and social movements to answer the question: How did we get from there to here? Suitable for non-majors and majors alike.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
HISTORY 53S:
Black San Francisco (AFRICAAM 53S)
For over a century African-Americans have shaped the contours of San Francisco, a globally recognized metropolis, but their histories remain hidden. While endangered, Black San Francisco is still very much alive, and its history is an inextricable piece of the city's social and cultural fabric. This course aims to uncover the often-overlooked history of African-Americans in the city of San Francisco. The history of Black San Francisco unravels the myth of San Francisco liberalism showing how systemic racial oppression greatly limited the social mobility of non-whites well into the 20th century. Conversely, this course will also highlight the rich cultural and artistic legacies of Black San Franciscans with special attention on their ability to create social. Starting with the small, but influential middle and upper classes of African-Americans, who supported abolitionism from the West in the mid-late nineteenth century, to the rapid growth of the black population during WWII and moving through post-war struggles against the forces of Jim Crow and environmental racism. This course will explore: What is Black San Francisco? How did African-Americans shape the culture and politics of San Francisco, and where does the history of Black San Francisco fit into the broader national historical narrative? Conversely, what is unique about San Francisco and similar black communities in the West? How do we reconstruct the past of people going South to West as opposed to South to North? And finally, as raised in the critically acclaimed 2019 film, The Last Black Man in San Francisco and eluded by the late Dr. Martin Luther King, where does black San Franciscans, go from here?
Terms: Aut
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
HISTORY 54S:
From Stanford to Stone Mountain: U.S. History, Memory, and Monuments (AFRICAAM 54S)
The future of America's memorial landscape is a subject of intense debate. How do societies remember? Who built the nation's monuments and memorials, and to what ends? Can the meaning of a memorial change over time? In this course, we will survey the history of memorialization in the United States, paying close attention to the interplay of race, gender, and nationalism. Case studies include: the political uses of textbooks and memoirs; Civil War memory and the Lost Cause; the re-interpretation of slavery at historic sites; and the renaming movement on Stanford's campus.
Terms: Win
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
HISTORY 61:
The Politics of Sex: Work, Family, and Citizenship in Modern American Women's History (AMSTUD 161, CSRE 162, FEMGEN 61, FEMGEN 161, HISTORY 161)
This course explores the transition from Victorian to modern American womanhood by asking how Native, European, African, Mexican, and Asian American women navigated the changing sexual, economic, and political landscapes of the twentieth century. Through secondary readings, primary sources, films, music, and literature we explore the opportunities and boundaries on groups of women in the context of historical events that included immigration, urbanization, wartime, depression, the Cold War, as well as recurrent feminist and conservative political movements.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-EDP, WAY-SI
HISTORY 61N:
The Worlds of Thomas Jefferson
Thomas Jefferson assumed many roles during his life-- Founding Father, revolutionary, and author of the Declaration of Independence; natural scientist, inventor, and political theorist; slaveholder, founder of a major political party, and President of the United States. This introductory seminar explores these many worlds of Jefferson, both to understand the multifaceted character of the man and the broader historical contexts that he inhabited and did so much to shape.
Terms: Win
| Units: 3
| UG Reqs: WAY-SI
HISTORY 62E:
Extremism in America, from the Ku Klux Klan to January 6
(62E is 3 units; 262E is 5 units.)This course is a historical analysis of extremism in the United States from Reconstruction through the present day, looking at such figures and movements and the KKK, the First Red Scare, Father Coughlin and the Christian Front, McCarthyism, the John Birch Society, the Aryan Nations, and the Proud Boys and Oath Keepers of the present. Students will explore the following questions: what do we mean by extremism? What are the material, cultural, political, and intellectual conditions that lay the groundwork for extremism? What is the relationship between political and religious extremism? Is there a connecting thread spanning extremist movements across the nation's history--a paranoid style or authoritarian personality, perhaps? With these guiding questions, students will be introduced to primary sources along with scholarly literature--classic texts and new, groundbreaking research--to equip them with a foundational knowledge of the long history of extremism in the United States.
Terms: Sum
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
HISTORY 78:
Film and History of Latin American Revolutions and Counterrevolutions (FILMEDIA 178, HISTORY 178, ILAC 178)
In this course we will watch and critique films made about Latin America's 20th century revolutions focusing on the Cuban, Chilean and Mexican revolutions. We will analyze the films as both social and political commentaries and as aesthetic and cultural works, alongside archivally-based histories of these revolutions.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-SI
HISTORY 78S:
The Haitian Revolution: Slavery, Freedom, and the Atlantic World (AFRICAAM 178S, FRENCH 178, HUMRTS 121)
How did the French colony of Saint-Domingue become Haiti, the world's first Black-led republic? What did Haiti symbolize for the African diaspora and the Americas at large? What sources and methods do scholars use to understand this history? To answer these questions, this course covers the Haitian story from colonization to independence during the eighteenth and nineteenth centuries. Our course will center Africans and people of African descent, both enslaved and free, as they negotiated and resisted systems of racial and economic oppression in the French Caribbean. Our inquiry will critically engage with conceptions and articulations of human and civil rights as they relate to legal realities and revolutionary change over time, as well as the interplay between rights and racial thinking. Tracing what historian Julius Scott called the "common wind" of the Haitian Revolution, we will also investigate how the new nation's emergence built on the American and French Revolutions while also influencing national independence movements elsewhere in the Atlantic World. Priority given to history majors and minors; no prerequisites and all readings are in English.
Terms: Win
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
HISTORY 83A:
Enlightenment and Genocide: Modern Europe and the Ottoman Empire
(HISTORY 83A is 3 units; HISTORY 183A is 5 units.) In the early eighteenth century, Lady Mary Wortley Montagu, wife of the British ambassador to the Ottoman Empire, introduced Ottoman smallpox inoculation to western medicine. But over the next two centuries, Ottoman scientific, cultural, and geopolitical strength disintegrated, while western Europeans colonized much of the globe and industrialized at home. How and why did this happen? This course explores this period of wrenching social change and transformation, and asks how the Enlightenment, with its calls for universal human rights and democracy, existed alongside crimes against humanity such as the Armenian Genocide and the Jewish Holocaust. We inquire into ethical dilemmas from diverse perspectives to better understand the contested heritage of our modern world. Bringing western and non-western philosophy into conversation with history, we study the changing structures of Ottoman and European societies in the context of industrialization, repeated cycles from monarchy to democracy to dictatorship, and the growth of radical strains of Islam as a social protest and revolt against European dominance.
Terms: Win
| Units: 3
| UG Reqs: WAY-ER, WAY-SI
HISTORY 83S:
Refugees, Routes, and Risks: How People and Things Moved in the Early Modern Period
How did people move, before the inventions of the train and steamship? How did they cross borders before the passport, or get news before the internet, the telephone, the telegraph? We often imagine people, things, and ideas in the early modern period as being static, unchanging, and immobile. This course offers a new "mobile" perspective on history of the Early Modern world before 1800, particularly focusing on the Ottoman Empire, Eastern and Western Europe.
Terms: Win
| Units: 5
| UG Reqs: WAY-SI
HISTORY 85B:
Jews in the Contemporary World: The American Jewish Present & Past in Popular Culture, Film, & TV (CSRE 85B, JEWISHST 85B, REES 85B)
(HISTORY 85B is 3 units; HISTORY 185B is 5 units.) Who are American Jews as depicted in popular media-- film, television, etc.-- since the Second World War? How are their religion, politics, mores, and practices represented and what ways, if at all, do such portraits reflect historical trends among Jews and society in general? What can be learned from film or tv about Jewish identity, notions of Jewish power and powerlessness, communal cohesiveness and assimilation, sexuality and the wages of intermarriage or race?
Terms: Spr
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
HISTORY 86Q:
Blood and Money: The Origins of Antisemitism (JEWISHST 86Q)
For over two millennia, Jews and Judaism have been the object of sustained anxieties, fears, and fantasies, which have in turn underpinned repeated outbreaks of violence and persecution. This course will explore the development and impact of antisemitism from Late Antiquity to the Enlightenment, including the emergence of the Blood libel, the association between Jews and moneylending, and the place of Judaism in Christian and Islamic theology. No prior background in history or Jewish studies is necessary. Prerequisite: PWR 1.
Terms: Win
| Units: 4-5
| UG Reqs: WAY-EDP, WAY-SI, Writing 2
HISTORY 91B:
The City in Imperial China
(Same as HISTORY 191B. 91B is for 3 units; 191B is for 5 units.) The evolution of cities in the early imperial, medieval, and early modern periods. Topics include physical structure, social order, cultural forms, economic roles, relations to rural hinterlands, and the contrast between imperial capitals and other cities. Comparative cases from European history. Readings include primary and secondary sources, and visual materials.
Terms: Win
| Units: 3
HISTORY 93:
The Chinese Empire from the Mongol Invasion to the Boxer Uprising (CHINA 93, FEMGEN 93)
(Same as HISTORY 193. 93 is 3 units; 193 is 5 units.) A survey of Chinese history from the 11th century to the collapse of the imperial state in 1911. Topics include absolutism, gentry society, popular culture, gender and sexuality, steppe nomads, the Jesuits in China, peasant rebellion, ethnic conflict, opium, and the impact of Western imperialism.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-SI
HISTORY 94S:
Savoring Japan: Food and Society in Global Perspective
Sushi, Sukiyaki, and Ramen--why are they considered "Japanese?" This course provides insight into this question by exploring the transformations that the Japanese diet underwent in the early 20th century. While the course centers on modern Japan, we will often draw on food histories from other times and places.
Terms: Aut
| Units: 5
| UG Reqs: WAY-SI
HISTORY 95:
Modern Korean History
(Same as HISTORY 195. 95 is for 3 units; 195 is for 5 units.) This lecture course provides a general introduction to the history of modern Korea. Themes include the characteristics of the Chosôn dynasty, reforms and rebellions in the nineteenth century, Korean nationalism; Japan's colonial rule and Korean identities; decolonization and the Korean War; and the different state-building processes in North and South, South Korea's democratization in 1980s, and the current North Korean crisis.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-EDP, WAY-SI
HISTORY 95C:
Modern Japanese History: From Samurai to Pokemon
(Same as History 195C. History majors and others taking 5 units, register for 195C.) Japan's modern transformation from the late 19th century to the present. Topics include: the Meiji revolution; industrialization and social dislocation; the rise of democracy and empire; total war and US occupation; economic miracle and malaise; Japan as soft power; and politics of memory. Readings and films focus on the lived experience of ordinary men and women across social classes and regions.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-EDP, WAY-SI
HISTORY 95E:
Trenches, Guerrillas, and Bombs: Modern Warfare in East Asian History
(95E is 3 units; 295E is 5 units.) This course is an introduction to the field of military history. But rather than centering on the typical Western perspectives, it focuses on studying the East Asian modern warfare during the early 20th century. Students will investigate, define, and historicize different kinds of wars, and draw historical lessons to better understand the contemporary military conflicts. From the trench warfare in the Russo-Japanese War, to the guerrilla warfare of the Chinese Communist Party, and to Americans' strategic bombing in the Korean War, students will identify modern warfare's historical characteristics in East Asia and reflect on how they continue to affect the politics in the region today.
Terms: Sum
| Units: 3
| UG Reqs: WAY-SI
HISTORY 95N:
Maps in the Modern World
Preference to frosh. Focus is on cutting-edge research. Topics: the challenge of grasping the globe as a whole; geography's roots in empire; maps as propaganda and as commodities; the cultural production of scale; and the cartography of imaginary worlds. Sources include resources in the Green Library Special Collections and in the Stanford Spatial History Lab.
Terms: Spr
| Units: 4-5
| UG Reqs: GER:DB-SocSci, WAY-SI
HISTORY 97C:
The Structure of Colonial Power: South Asia since the Eighteenth Century (ANTHRO 97C)
How did the colonial encounter shape the making of modern South Asia? Was colonial rule a radical rupture from the pre-modern past or did it embody historical continuities? Did colonial rule cause the economic underdevelopment of the region or were regional factors responsible for it? Did colonial forms of knowledge shape how we think of social structures in the Indian subcontinent? Did the colonial census merely register pre-existing Indian communities or did it reshape them? Did colonialism break with patriarchal power or further consolidate it? How did imperial power regulate sexuality in colonial India? What was the relationship between caste power and colonial power? How did capital and labor interact under colonial rule? How did colonialism mediate the very nature of modernity in the region?nnThis lecture-based survey course will explore the nature of the most significant historical process that shaped modern South Asia from the late eighteenth to the early twentieth centuries -- colonialism. It primarily deals with the regions that constituted the directly administered territories of British India, specifically regions that subsequently became the nation-states of India, Pakistan and Bangladesh.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI
HISTORY 98:
The History of Modern China
(Same as HISTORY 198. 98 is for 3 units; 198 is for 5 units.) This course charts major historical transformations in modern China, and will be of interest to those concerned with Chinese politics, culture, society, ethnicity, economy, gender, international relations, and the future of the world.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-SI
HISTORY 101:
The Greeks (CLASSICS 83)
250 years ago, for almost the first time in history, a few societies rejected kings who claimed to know what the gods wanted and began moving toward democracy. Only once before had this happened--in ancient Greece. This course asks how the Greeks did this, and what they can teach us today. It uses texts and archaeology to trace the material and military sides of the story as well as cultural developments, and looks at Greek slavery and misogyny as well as their achievements. Weekly participation in a discussion section is required.
Terms: Win
| Units: 4-5
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-SI
HISTORY 102:
History of the International System since 1914 (INTNLREL 102)
After defining the characteristics of the international system at the beginning of the twentieth century, this course reviews the primary developments in its functioning in the century that followed. Topics include the major wars and peace settlements; the emergence of Nazism and Communism; the Cold War; decolonization; and globalization. The role of international institutions and international society will also be a focus as will the challenges of climate change, inequality, migration, and terrorism.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-SI
HISTORY 102A:
The Romans (CLASSICS 84)
How did a tiny village create a huge empire and shape the world, and why did it fail? Roman history, imperialism, politics, social life, economic growth, and religious change. Weekly participation in a discussion section is required; enroll in sections on Coursework.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-SI
HISTORY 103D:
Human Society and Environmental Change (EARTHSYS 112, EARTHSYS 212, ESS 112)
Interdisciplinary approaches to understanding human-environment interactions with a focus on economics, policy, culture, history, and the role of the state. Prerequisite: ECON 1.
Terms: Aut
| Units: 4
| UG Reqs: WAY-SI
HISTORY 103F:
The Changing Face of War: Introduction to Military History (HISTORY 3F, INTNLREL 103F)
Introduces students to the rich history of military affairs and, at the same time, examines the ways in which we think of change and continuity in military history. How did war evolve from ancient times, both in styles of warfare and perceptions of war? What is the nature of the relationship between war and society? Is there such a thing as a Western way of war? What role does technology play in transforming military affairs? What is a military revolution and can it be manufactured or induced? Chronologically following the evolution of warfare from Ancient Greece to present day so-called new wars, we will continuously investigate how the interdependencies between technological advances, social change, philosophical debates and economic pressures both shaped and were influenced by war. Students satisfying the WiM requirement for the major in International Relations, must enroll in INTNLREL 103F course listing.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-SI
HISTORY 105C:
Human Trafficking: Historical, Legal, and Medical Perspectives (CSRE 105C, FEMGEN 105C, HUMRTS 112, INTNLREL 105C)
(Same as HISTORY 5C. History majors and others taking 5 units, enroll in 105C.) Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution, labor exploitation, and organ trade, focusing on human rights violations and remedies. Provides a historical context for the development and spread of human trafficking. Analyzes the current international and domestic legal and policy frameworks to combat trafficking and evaluates their practical implementation. Examines the medical, psychological, and public health issues involved. Uses problem-based learning. Required weekly 50-min. discussion section, time TBD. Students interested in service learning should consult with the instructor and will enroll in an additional course.
Terms: Aut
| Units: 5
| UG Reqs: WAY-SI
HISTORY 106A:
Global Human Geography: Asia and Africa
Global patterns of demography, economic and social development, geopolitics, and cultural differentiation, covering E. Asia, S. Asia, S.E. Asia, Central Asia, N. Africa, and sub-Saharan Africa. Use of maps to depict geographical patterns and processes.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-SI
HISTORY 106B:
Global Human Geography: Europe and Americas
Patterns of demography, economic and social development, geopolitics, and cultural differentiation. Use of maps to depict geographical patterns and processes.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-SI
HISTORY 107:
Introduction to Urban Studies (URBANST 110)
Today, for the first time in history, a majority of people live in cities. By 2050, cities will hold two-thirds of the world's population. This transformation touches everyone, and raises critical questions. What draws people to live in cities? How will urban growth affect the world's environment? Why are cities so divided by race and by class, and what can be done about it? How do cities change who we are, and how can we change cities? In this class, you will learn to see cities in new ways, from the smallest everyday interactions on a city sidewalk to the largest patterns of global migration and trade. We will use specific examples from cities around the world to illustrate the concepts that we learn in class. The course is intended primarily for freshmen and sophomores.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
HISTORY 110B:
Renaissance to Revolution: Early Modern Europe
(HISTORY 110B is 5 units; HISTORY 10B is 3 units). Few historical settings offer a more illuminating perspective on our world today than old-regime Europe. Few cast a darker shadow. Science and the enlightened ambition to master nature and society, the emergence of statehood and its grasp for human mobility, bloodshed and coexistence in the face of religious fragmentation, as well as capitalism and the birth of modern finance: this course surveys some of the most consequential developments in European societies between the late fifteenth and the early nineteenth century.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-SI
HISTORY 110C:
The Problem of Modern Europe
(Same as HISTORY 10C. 110C is for 5 units; 10C is for 3 units.) From the late 18th century to the present. How Europeans responded to rapid social changes caused by political upheaval, industrialization, and modernization. How the experience and legacy of imperialism and colonialism both influenced European society and put in motion a process of globalization that continues to shape international politics today.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-Hum, WAY-SI
HISTORY 112C:
What Didn't Make the Bible (CLASSICS 9N, JEWISHST 4, RELIGST 4)
Over two billion people alive today consider the Bible to be sacred scripture. But how did the books that made it into the bible get there in the first place? Who decided what was to be part of the bible and what wasn't? How would history look differently if a given book didn't make the final cut and another one did? Hundreds of ancient Jewish and Christian texts are not included in the Bible. "What Didn't Make It in the Bible" focuses on these excluded writings. We will explore the Dead Sea Scrolls, Gnostic gospels, hear of a five-year-old Jesus throwing temper tantrums while killing (and later resurrecting) his classmates, peruse ancient romance novels, explore the adventures of fallen angels who sired giants (and taught humans about cosmetics), tour heaven and hell, encounter the garden of Eden story told from the perspective of the snake, and learn how the world will end. The course assumes no prior knowledge of Judaism, Christianity, the bible, or ancient history. It is designed for students who are part of faith traditions that consider the bible to be sacred, as well as those who are not. The only prerequisite is an interest in exploring books, groups, and ideas that eventually lost the battles of history and to keep asking the question "why." In critically examining these ancient narratives and the communities that wrote them, you will investigate how religions canonize a scriptural tradition, better appreciate the diversity of early Judaism and Christianity, understand the historical context of these religions, and explore the politics behind what did and did not make it into the bible.
Terms: Spr
| Units: 4
| UG Reqs: WAY-A-II, WAY-SI
HISTORY 114B:
The Crusades: A Global History
(History 114B is 5 units; History 14B is 3 units) Questioning traditional western narratives of the crusades, this course studies Latin and Turkic invaders as rival barbarian formations, and explores the societies of western Afro-Eurasia and the Mediterranean in the centuries before western European global expansion. We approach the crusades as a "Christianized Viking raid," and investigate an array of Muslim, Christian, and Jewish sources. In so doing, we emphasize the diversity of perspectives within the Muslim, Christian, and Jewish communities: in the Muslim case, the tangle of Turkic, Arab, and Berber ethnicities; in the Jewish case, Hebrew, Arabic, and Turkic speakers ranging from the Iberian peninsula to India; in the Christian case, the fragmented Greek, Latin, and Arabic traditions. We explore how these barbarian invasions transformed the societies of western Afro-Eurasia, how ancient Greek knowledge in Islamic translation came to medieval Europe, and how a fragmenting Byzantine Empire gave way to the rise of the Ottoman Empire. However foreign, the interactions and encounters between these societies continue to reverberate today.
Terms: Spr
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
HISTORY 115D:
Europe in the Middle Ages, 300-1500 (HISTORY 15D, RELIGST 115X)
(HISTORY 15D is 3 units; HISTORY 115D is 5 units.) This course provides an introduction to Medieval Europe from the fall of Rome to the Renaissance. While the framework of the course is chronological, we'll concentrate particularly on the structure of medieval society. Rural and urban life, kingship and papal government, wars and plagues provide the context for our examination of the lives of medieval people, what they believed, and how they interacted with other, both within Christendom and beyond it. This course may count as DLCL 123, a course requirement for the Medieval Studies Minor.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-SI
HISTORY 117:
Ancient Empires: Near East (CLASSICS 81)
Why do imperialists conquer people? Why do some people resist while others collaborate? This course tries to answer these questions by looking at some of the world's earliest empires. The main focus is on the expansion of the Assyrian and Persian Empires between 900 and 300 BC and the consequences for the ancient Jews, Egyptians, and Greeks. The main readings come from the Bible, Herodotus, and Assyrian and Persian royal inscriptions, and the course combines historical and archaeological data with social scientific approaches. Weekly participation in a discussion section is required.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-SI
HISTORY 133A:
Blood and Roses: The Age of the Tudors
(Same as HISTORY 33A. 133A is for 5 units; 33A is for 3 units.) English society and state from the Wars of the Roses to the death of Elizabeth. Political, social, and cultural upheavals of the Tudor period and the changes wrought by the Reformation. The establishment of the Tudor monarchy; destruction of the Catholic church; rise of Puritanism; and 16th-century social and economic changes.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-Hum, WAY-SI
HISTORY 140:
World History of Science: From Prehistory through the Scientific Revolution
(History 40 is 3 units; History 140 is 5 units.) The earliest developments in science, the prehistoric roots of technology, the scientific revolution, and global voyaging. Theories of human origins and the oldest known tools and symbols. Achievements of the Mayans, Aztecs, and native N. Americans. Science and medicine in ancient Greece, Egypt, China, Africa, and India. Science in medieval and Renaissance Europe and the Islamic world including changing cosmologies and natural histories. Theories of scientific growth and decay; how science engages other factors such as material culture and religions.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-SI
HISTORY 140A:
The Scientific Revolution
(History 140A is 5 units; History 40A is 3 units.) What do people know and how do they know it? What counts as scientific knowledge? In the 16th and 17th centuries, understanding the nature of knowledge engaged the attention of individuals and institutions including Copernicus, Galileo, Descartes, Newton, the early Royal Society, and less well-known contemporaries. New meanings of observing, collecting, experimenting, and philosophizing, and political, religious, and cultural ramifications in early modern Europe.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-SI
HISTORY 144:
Gendered Innovations in Science, Medicine, Engineering, and Environment (FEMGEN 144)
(HISTORY 44 is offered for 3 units; HISTORY 144 is offered for 5 units.) Explores "Gendered Innovations" or how sex, gender, and intersectional analysis in research spark discovery and innovation. This course focuses on sex and gender, and considers factors intersecting with sex and gender, including age, race, ethnicity, socioeconomic status, educational background, disabilities, etc., where relevant. Section 1 focuses on the history of women in science. Section 2 looks at transforming research institutions. Section 3 explores Gendered Innovations. Topics include historical background, basic concepts, social robots, sustainability, medicine & public health, facial recognition, inclusive crash test dummies, and more. Stanford University is engaged in a multi-year collaboration with the European Commission and the U.S. National Science Foundation project on Gendered Innovations in Science, Health & Medicine, Engineering, and Environment, and this class will contribute that project. The operative questions is: how can intersectional sex and gender analysis lead to discovery and enhance social equalities?
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-EDP, WAY-SI
HISTORY 145B:
Africa in the 20th Century (AFRICAAM 145B)
(Same as HISTORY 45B. Students taking 5 units, register for 145B.) CREATIVITY. AGENCY. RESILIENCE. This is the African history with which this course will engage. African scholars and knowledge production of Africa that explicitly engages with theories of race and global Blackness will take center stage. TRADE. RELIGION. CONQUEST. MIGRATION. These are the transformations of the 20th century which we shall interrogate and reposition. Yet these groundbreaking events did not happen in a vacuum. As historians, we also think about the continent's rich traditions and histories prior to the 20th century.. FICTION. NONFICTION. FILM. MUSIC. Far from being peripheral to political transformation, African creative arts advanced discourse on gender, technology, and environmental history within the continent and without. We will listen to African creative artists not only as creators, but as agents for change.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-A-II, WAY-SI
HISTORY 150A:
Colonial and Revolutionary America (AMSTUD 150A)
(HISTORY 50A is 3 units. HISTORY 150A is 5 units) This course surveys early American history from the onset of English colonization of North America in the late sixteenth century through the American Revolution and the creation of the United States in the late eighteenth. It situates the origins and the development of colonial American society as its peoples themselves experienced it, within the wider histories of the North American continent and the Atlantic basin. It considers the diversity of peoples and empires that made up these worlds as well as the complex movement of goods, peoples, and ideas that defined them. The British North American colonies were just one interrelated part of this wider complex. Yet out of that interconnected Atlantic world, those particular colonies produced a revolution for national independence that had a far-reaching impact on the world. The course, accordingly, explores the origins of this revolutionary movement and the nation state that it wrought, one that would rapidly ascend to hemispheric and then global prominence.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-A-II, WAY-SI
HISTORY 150B:
Nineteenth Century America (AFRICAAM 150B, AMSTUD 150B, CSRE 150S)
(Same as HISTORY 50B. 150B is for 5 units; 50B is for 3 units.) Territorial expansion, social change, and economic transformation. The causes and consequences of the Civil War. Topics include: urbanization and the market revolution; slavery and the Old South; sectional conflict; successes and failures of Reconstruction; and late 19th-century society and culture.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-SI
HISTORY 150C:
The United States in the Twentieth Century (AFRICAAM 150C, AMSTUD 150C)
(Same as HISTORY 50C. 50C is for 3 units; 150C is for 5 units.) 100 years ago, women and most African-Americans couldn't vote; automobiles were rare and computers didn't exist; and the U.S. was a minor power in a world dominated by European empires. This course surveys politics, culture, and social movements to answer the question: How did we get from there to here? Suitable for non-majors and majors alike.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
HISTORY 151:
The American West (AMSTUD 124A, ARTHIST 152, ENGLISH 124, POLISCI 124A)
The American West is characterized by frontier mythology, vast distances, marked aridity, and unique political and economic characteristics. This course integrates several disciplinary perspectives into a comprehensive examination of Western North America: its history, physical geography, climate, literature, art, film, institutions, politics, demography, economy, and continuing policy challenges. Students examine themes fundamental to understanding the region: time, space, water, peoples, and boom and bust cycles.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-SI
HISTORY 151M:
Between Malcolm X and Martin Luther King, JR.: Race, Religion, and the Politics of Freedom (AFRICAAM 221, AMSTUD 141X, CSRE 141R, POLISCI 126, RELIGST 141)
Malcolm X (El Hajj Malik El Shabazz) and Martin Luther King, Jr. are both icons of the twentieth-century civil rights and black freedom movements. Often characterized as polar opposites - one advocating armed self-defense and the other non-violence against all provocation - they continue to be important religious, political, and intellectual models for how we imagine the past as well as for current issues concerning religion, race, politics and freedom struggles in the United States and globally. This course focuses on the political and spiritual lives of Martin and Malcolm. We will examine their personal biographies, speeches, writings, representations, FBI Files, and legacies as a way to better understand how the intersections of religion, race, and politics came to bare upon the freedom struggles of people of color in the US and abroad. The course also takes seriously the evolutions in both Martin and Malcolm's political approaches and intellectual development, focusing especially on the last years of their respective lives. We will also examine the critical literature that takes on the leadership styles and political philosophies of these communal leaders, as well as the very real opposition and surveillance they faced from state forces like the police and FBI. Students will gain an understanding of what social conditions, religious structures and institutions, and personal experiences led to first the emergence and then the assassinations of these two figures. We will discuss the subtleties of their political analyses, pinpointing the key differences and similarities of their philosophies, approaches, and legacies, and we will apply these debates of the mid- twentieth century to contemporary events and social movements in terms of how their legacies are articulated and what we can learn from them in struggles for justice and recognition in twenty-first century America and beyond.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-EDP, WAY-ER
HISTORY 152K:
America as a World Power in the Modern Era (INTNLREL 168W)
This course will examine the modern history of American foreign relations, from the turn of the twentieth century to the present. Beginning with the fateful decision to go to war with Spain, it will examine the major crises and choices that have defined the "American Century." Our study of U.S. foreign relations will consider such key factors as geopolitics, domestic politics, bureaucracy, psychology, race, and culture. Students will be asked to research and write a paper on a significant topic in the history of U.S. foreign relations. This course satisfies the IR Writing in the Major (WIM) requirement
Terms: Win
| Units: 5
| UG Reqs: WAY-SI
HISTORY 153:
Creation of the Constitution
The course begins with readings setting forth the intellectual and experiential background of the framing, including common law and natural rights theory, republicanism, economic & political scientific ideas, and colonial and post-Independence experience. We then study large parts of the debates at the Constitutional Convention, primarily using Madison's Notes. Major topics are the principle of representation, the extent and enumeration of national powers, the construction of the executive and judicial branches, and slavery. Next come the ratification debates, including readings from antifederalist writers, The Federalist, and speeches in ratification conventions. We conclude with the addition of the Bill of Rights. Classes consist of a combination of lecture and extensive participation by students. Elements used in grading: Class participation, final exam, supplemented by short take-home essay. Cross-listed with the Law School (LAW 7017).
Terms: Spr
| Units: 5
HISTORY 155:
The White Supremacist Constitution: American Constitutional History (AMSTUD 155)
This course addresses U.S. constitutional history from the post-Civil War Reconstruction period through the mid-20th century. Because of the breadth of the subject matter, the view will necessarily be partial. In particular we will take as our focus the way the Constitution has provided a point of political mobilization for social movements challenging economic and social inequality. Topics covered include: Civil War Reconstruction and restoration; the rise of corporate capitalism and efforts to constrain it; Progressive Era regulation; the New Deal challenge to federalism and the anti-New Deal backlash; government spending; WWII and the Japanese Internment; the Civil Rights Era, and the War on Poverty. Readings will include both legal and historical materials with a focus on the relationship between law and society. Elements used in grading: Class Participation, Attendance, Written Assignments, Final Paper. Paper extensions will be granted with instructor permission. No automatic grading penalty for late papers. Cross-listed with the Law School (LAW 7008),
Terms: Aut
| Units: 5
HISTORY 158C:
History of Higher Education in the U.S. (AMSTUD 165, EDUC 165, EDUC 265)
Major periods of evolution, particularly since the mid-19th century. Premise: insights into contemporary higher education can be obtained through its antecedents, particularly regarding issues of governance, mission, access, curriculum, and the changing organization of colleges and universities.
Terms: Win
| Units: 3-5
HISTORY 161:
The Politics of Sex: Work, Family, and Citizenship in Modern American Women's History (AMSTUD 161, CSRE 162, FEMGEN 61, FEMGEN 161, HISTORY 61)
This course explores the transition from Victorian to modern American womanhood by asking how Native, European, African, Mexican, and Asian American women navigated the changing sexual, economic, and political landscapes of the twentieth century. Through secondary readings, primary sources, films, music, and literature we explore the opportunities and boundaries on groups of women in the context of historical events that included immigration, urbanization, wartime, depression, the Cold War, as well as recurrent feminist and conservative political movements.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-EDP, WAY-SI
HISTORY 178:
Film and History of Latin American Revolutions and Counterrevolutions (FILMEDIA 178, HISTORY 78, ILAC 178)
In this course we will watch and critique films made about Latin America's 20th century revolutions focusing on the Cuban, Chilean and Mexican revolutions. We will analyze the films as both social and political commentaries and as aesthetic and cultural works, alongside archivally-based histories of these revolutions.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-SI
HISTORY 183A:
Enlightenment and Genocide: Modern Europe and the Ottoman Empire
(History 183A is 5 units; History 83A is 3 units.) In the early eighteenth century, Lady Mary Wortley Montagu, wife of the British ambassador to the Ottoman Empire, introduced Ottoman smallpox inoculation to western medicine. But over the next two centuries, Ottoman scientific, cultural, and geopolitical strength disintegrated, while western Europeans colonized much of the globe and industrialized at home. How and why did this happen? This course explores this period of wrenching social change and transformation, and asks how the Enlightenment, with its calls for universal human rights and democracy, existed alongside crimes against humanity such as the Armenian Genocide and the Jewish Holocaust. We inquire into ethical dilemmas from diverse perspectives to better understand the contested heritage of our modern world. Bringing western and non-western philosophy into conversation with history, we study the changing structures of Ottoman and European societies in the context of industrialization, repeated cycles from monarchy to democracy to dictatorship, and the growth of radical strains of Islam as a social protest and revolt against European dominance.
Terms: Win
| Units: 5
| UG Reqs: WAY-ER, WAY-SI
HISTORY 185B:
Jews in the Contemporary World: The American Jewish Present & Past in Popular Culture, Film, & TV (CSRE 185B, JEWISHST 185B, REES 185B, SLAVIC 183)
(HISTORY 185B is 5 units; HISTORY 85B IS 3 units.) Who are American Jews as depicted in popular media -- film, television, etc. -- since the Second World War? How are their religion, politics, mores, and practices represented and what ways, if at all, do such portraits reflect historical trends among Jews and society in general? What can be learned from film or tv about Jewish identity, notions of Jewish power and powerlessness, communal cohesiveness and assimilation, sexuality and the wages of intermarriage or race?
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-EDP, WAY-SI
HISTORY 191B:
The City in Imperial China
(Same as HISTORY 91B. 191B is for 5 units; 91B is for 3 units.) The evolution of cities in the early imperial, medieval, and early modern periods. Topics include physical structure, social order, cultural forms, economic roles, relations to rural hinterlands, and the contrast between imperial capitals and other cities. Comparative cases from European history. Readings include primary and secondary sources, and visual materials.
Terms: Win
| Units: 5
HISTORY 193:
The Chinese Empire from the Mongol Invasion to the Boxer Uprising (CHINA 183, FEMGEN 193)
(Same as HISTORY 93. 193 is 5 units; 93 is 3 units.) A survey of Chinese history from the 11th century to the collapse of the imperial state in 1911. Topics include absolutism, gentry society, popular culture, gender and sexuality, steppe nomads, the Jesuits in China, peasant rebellion, ethnic conflict, opium, and the impact of Western imperialism.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-Hum, WAY-SI
HISTORY 195:
Modern Korean History
(Same as HISTORY 95. 195 is for 5 units; 95 is for 3 units.) This lecture course provides a general introduction to the history of modern Korea. Themes include the characteristics of the Chosôn dynasty, reforms and rebellions in the nineteenth century, Korean nationalism; Japan's colonial rule and Korean identities; decolonization and the Korean War; and the different state-building processes in North and South, South Korea's democratization in 1980s, and the current North Korean crisis.
Terms: Aut
| Units: 4-5
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-EDP, WAY-SI
HISTORY 195C:
Modern Japanese History: From Samurai to Pokemon
(Same as HISTORY 95C. History majors and others taking 5 units, register for 195C.) Japan's modern transformation from the late 19th century to the present. Topics include: the Meiji revolution; industrialization and social dislocation; the rise of democracy and empire; total war and US occupation; economic miracle and malaise; Japan as soft power; and politics of memory. Readings and films focus on the lived experience of ordinary men and women across social classes and regions.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-EDP, WAY-SI
HISTORY 197C:
The Structure of Colonial Power: South Asia since the Eighteenth Century (ANTHRO 197C)
How did the colonial encounter shape the making of modern South Asia? Was colonial rule a radical rupture from the pre-modern past or did it embody historical continuities? Did colonial rule cause the economic underdevelopment of the region or were regional factors responsible for it? Did colonial forms of knowledge shape how we think of social structures in the Indian subcontinent? Did the colonial census merely register pre-existing Indian communities or did it reshape them? Did colonialism break with patriarchal power or further consolidate it? How did imperial power regulate sexuality in colonial India? What was the relationship between caste power and colonial power? How did capital and labor interact under colonial rule? How did colonialism mediate the very nature of modernity in the region?nnThis lecture-based survey course will explore the nature of the most significant historical process that shaped modern South Asia from the late eighteenth to the early twentieth centuries -- colonialism. It primarily deals with the regions that constituted the directly administered territories of British India, specifically regions that subsequently became the nation-states of India, Pakistan and Bangladesh.
Terms: Aut
| Units: 5
| UG Reqs: WAY-SI
HISTORY 198:
The History of Modern China
(Same as HISTORY 98. 198 is for 5 units; 98 is for 3 units.) This course charts major historical transformations in modern China, and will be of interest to those concerned with Chinese politics, culture, society, ethnicity, economy, gender, international relations, and the future of the world.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-SI
HISTORY 200B:
Doing Environmental History: Water Justice
This course is an introduction to the field of environmental history, or the study of how humans have influenced, and have been influenced by, diverse environments over time. We will employ various sources (written, visual, aural) to learn about different methods of doing environmental history with a focus on water justice, or how access to freshwater has historically reflected racial, gender and class disparities at multiple levels, from families to communities (urban and rural), states, nations, and empires, especially with the rise of industrial capitalism from the late 19th century and increasing scientific understanding of climate change in the late 20th century. Final assignments may be multi-media (Youtube, TikTok, Podcasts, etc) as well as traditional research papers.
Terms: Win
| Units: 5
| UG Reqs: WAY-CE, WAY-SI
HISTORY 200C:
Doing the History of Race and Ethnicity
How does ethnicity and race operate in different time periods, and across different historical, national, and cultural contexts? This course guides students through an historical and cross-cultural exploration of ethnoracial identity formation, racism, ethnopolitics, migration, belonging, and exclusion, using primary and secondary sources to examine how the lived experience of race and ethnicity shapes and is shaped by local, regional, and global dimensions. This course forms part of the "Doing History" series: rigorous undergraduate colloquia that introduce the practice of history within a particular field or thematic area.
Terms: Aut
| Units: 5
| UG Reqs: WAY-A-II, WAY-EDP
HISTORY 200F:
Doing Microhistory
The genre of microhistory was expressly invented in the 1970s to recover the voices of people usually neglected in the past, often based on scanty sources. It's an exciting and risky endeavor, as the historian often has to fill in details lacking in the sources, a historical tightrope act. Class includes three sessions with authors of microhistory who share how they met these challenges:Profs. Zipperstein and Stokes (Stanford) and Getz (San Francisco State).
Terms: Win
| Units: 5
| UG Reqs: WAY-SI
HISTORY 200P:
Doing Religious History (AFRICAAM 200P, AFRICAST 200, RELIGST 210X)
What is religion, and how do we write its history? This undergraduate colloquium uses case studies from a variety of regions and periods - but with a specific focus on the African continent - to consider how historians have dealt with the challenge of writing accounts of the realm of religious and spiritual experience. We will explore the utility of oral history alongside written documentary sources as well as explore issues of objectivity and affiliation in writing religious histories. (This course has been submitted for WAY-SI and WAY-ED certification.)
Terms: Win
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
HISTORY 200T:
Doing the History of Gender and Sexuality: African Perspectives (AFRICAST 262, FEMGEN 200)
What are gender and sexuality, and how do understandings of these concepts shape human experience across time and space? This course explores major topics in the history of gender and sexuality, with a focus on Africa. Course materials examine a range of themes in African history, including politics and power, marriage and motherhood, fashion and the body, and love and same-sex intimacies. This course forms part of the "Doing History" series: rigorous undergraduate colloquia that introduce the practice of history within a particular field or thematic area.
Terms: Aut
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
HISTORY 200U:
Doing History: Beyond the Book
This class will teach you how to look for clues in the historical record beyond the usual written texts. The past took place in three dimensions, involved five senses, and included actors that were not human beings. This course takes seriously the challenges of recovering a larger source base than books (although we will also consider books in their materiality as books). What are some of these non-text sources? How should we approach them? What are their prospects and limitations? What do we do when there aren't many sources for our subject? "How do we know what to look for?" is one of the most profound and important questions for historians - and scholars more generally - to ask themselves.
Terms: Spr
| Units: 5
| UG Reqs: WAY-A-II, WAY-SI
HISTORY 201C:
The U.S., U.N. Peacekeeping, and Humanitarian War (INTNLREL 140C, INTNLREL 140X)
The involvement of U.S. and the UN in major wars and international interventions since the 1991 Gulf War. The UN Charter's provisions on the use of force, the origins and evolution of peacekeeping, the reasons for the breakthrough to peacemaking and peace enforcement in the 90s, and the ongoing debates over the legality and wisdom of humanitarian intervention. Case studies include Croatia and Bosnia, Somalia, Rwanda, Kosovo, East Timor, and Afghanistan. *International Relations majors taking this course to fulfill the WiM requirement should enroll in INTNLREL 140C for 5 units.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-SI
HISTORY 202B:
Coffee, Sugar, and Chocolate: Commodities and Consumption in World History, 1200-1800 (ARTHIST 102B, ARTHIST 302B, HISTORY 302B, HISTORY 402B)
Many of the basic commodities that we consider staples of everyday life became part of an increasingly interconnected world of trade, goods, and consumption between 1200 and 1800. This seminar offers an introduction to the material culture of the late medieval and early modern world, with an emphasis on the role of European trade and empires in these developments. We will examine recent work on the circulation, use, and consumption of things, starting with the age of the medieval merchant, and followed by the era of the Columbian exchange in the Americas that was also the world of the Renaissance collector, the Ottoman patron, and the Ming connoisseur. This seminar will explore the material horizons of an increasingly interconnected world, with the rise of the Dutch East India Company and other trading societies, and the emergence of the Atlantic economy. It concludes by exploring classic debates about the "birth" of consumer society in the eighteenth century. How did the meaning of things and people's relationships to them change over these centuries? What can we learn about the past by studying things? Graduate students who wish to take a two-quarter graduate research seminar need to enroll in 402B in fall and 430 in winter.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-SI
HISTORY 202G:
Peoples, Armies and Governments of the Second World War (HISTORY 302G)
Clausewitz conceptualized war as always consisting of a trinity of passion, chance, and reason, mirrored, respectively, in the people, army and government. Following Clausewitz, this course examines the peoples, armies, and governments that shaped World War II. Analyzes the ideological, political, diplomatic and economic motivations and constraints of the belligerents and their resulting strategies, military planning and fighting. Explores the new realities of everyday life on the home fronts and the experiences of non-combatants during the war, the final destruction of National Socialist Germany and Imperial Japan, and the emerging conflict between the victors. How the peoples, armies and governments involved perceived their possibilities and choices as a means to understand the origins, events, dynamics and implications of the greatest war in history.
Terms: Spr
| Units: 4-5
| UG Reqs: GER:DB-SocSci, WAY-SI
HISTORY 202J:
Climate Politics: Science and Global Governance (INTLPOL 271)
Historical and contemporary perspectives on climate politics. Briefly covers the origins of climate understanding in the 1800s, then turns to the co-evolution of climate science and climate politics from the 20th century to the present, including multiple political issues and debates that established human impacts on the global atmosphere. The last half of the course focuses on the UN Framework Convention on Climate Change, the 2015 Paris Agreement, the 2021 IPCC Sixth Assessment Report, organized climate disinformation, and the future of international climate policy and fossil fuels. Assignments include in-class presentations and a policy brief or research paper.
Terms: Aut
| Units: 3-4
HISTORY 202S:
The History of Genocide (HISTORY 402D, JEWISHST 282S, JEWISHST 482D)
This course will explore the history, politics, and character of genocide from the beginning of world history to the present. It will also consider the ways that the international system has developed to prevent and punish genocide.
Terms: Aut
| Units: 4-5
HISTORY 203C:
History of Ignorance
Scholars pay a lot of attention to knowledge--how it arises and impacts society--but much less attention has been given to ignorance, even though its impacts are equally profound. Here we explore the political history of ignorance, through case studies including: corporate denials of harms from particular products (tobacco, asbestos), climate change denialism, and creationist rejections of Darwinian evolution. Students will be expected to produce a research paper tracing the origins and impact of a particular form of ignorance.
Terms: Aut
| Units: 5
HISTORY 204D:
Advanced Topics in Agnotology (HISTORY 304D)
Advanced research into the history of ignorance. Our goal will be to explore how ignorance is created, maintained and destroyed, using case studies from topics such as tobacco denialism, global climate denialism, and other forms of resistance to knowledge making. Course culminates in a research paper on the theory and practice of agnotology, the science of ignorance.
Terms: Spr
| Units: 4-5
HISTORY 204G:
War and Society (HISTORY 304G, REES 304G)
(History 204G is an undergraduate course offered for 5 units; History 304G is a graduate course offered for 4-5 units.) How Western societies and cultures have responded to modern warfare. The relationship between its destructive capacity and effects on those who produce, are subject to, and must come to terms with its aftermath. Literary representations of WW I; destructive psychological effects of modern warfare including those who take pleasure in killing; changes in relations between the genders; consequences of genocidal ideology and racial prejudice; the theory of just war and its practical implementation; how wars end and commemorated.
Terms: Spr
| Units: 4-5
| UG Reqs: GER:DB-SocSci, WAY-SI
HISTORY 205E:
Comparative Historical Development of Latin America and East Asia (HISTORY 305E, ILAC 267E)
(Graduate students must enroll for 5 units.) Students will analyze, in historical perspective, the similarities and differences between the development of Latin America and East Asia from early modern times to the present. Focusing primarily on Brazil and Mexico, on one hand, and China and Japan, on the other, topics will include the impact of colonial and postcolonial relationships on the development of states, markets, and classes, as well as geopolitical, social, cultural, technological and environmental factors that shaped, and were shaped by, them.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-SI
HISTORY 206C:
The Modern Battle (INTNLREL 183)
The purpose of this seminar is to examine the evolution of modern warfare by closely following four modern battles/campaigns. For this purpose the seminar offers four mock staff rides, facilitating highly engaged, well-researched experience for participants. In a mock staff ride, students are assigned roles; each student is playing a general or staff officer who was involved in the battle/campaign. Students will research their roles and, during the staff ride, will be required to explain "their" decisions and actions. Staff rides will not deviate from historical records, but closely examine how decisions were made, what pressures and forces were in action, battle outcomes, etc. This in-depth examination will allow students to gain a deeper understanding of how modern tactics, technology, means of communications, and the scale of warfare can decide, and indeed decided, campaigns. We will will spend two weeks preparing for and playing each staff ride. One meeting will be dedicated to discussing the forces shaping the chosen battle/campaign: the identity and goals ofnthe belligerents, the economic, technological, cultural and other factors involved, as well as the initial general plan. The second meeting will be dedicated to the battle itself. The four battles will illustrate major developments in modern warfare.
Terms: Win
| Units: 5
| UG Reqs: WAY-SI
HISTORY 207:
Biography and History (AMSTUD 207B, HISTORY 308, JEWISHST 207)
Designed along the lines of the PBS series, "In the Actor's Workshop," students will meet weekly with some of the leading literary biographers writing today. Included this spring will be "New Yorker" staff writer Judith Thurman -- whose biography of Isak Dinesen was made into the film "Out of Africa" -- as well as Shirley Jackson biographer Ruth Franklin, now at work on a book about Anne Frank. Professor Zipperstein will share with the class drafts of the biography of Philip Roth that he is now writing. Critics questioning the value of biography as an historical and literary tool will also be invited to meetings with the class.
Terms: Spr
| Units: 4-5
| UG Reqs: GER:DB-Hum
HISTORY 207C:
The Global Early Modern (HISTORY 307C)
In what sense can we speak of "globalization" before modernity? What are the characteristics and origins of the economic system we know as "capitalism"? When and why did European economies begin to diverge from those of other Eurasian societies? With these big questions in mind, the primary focus will be on the history of Europe and European empires, but substantial readings deal with other parts of the world, particularly China and the Indian Ocean. HISTORY 307C is a prerequisite for HISTORY 402 (Spring quarter).
Terms: Win
| Units: 4-5
| UG Reqs: WAY-EDP, WAY-SI
HISTORY 207D:
Transhistory Colloquium (FEMGEN 207D, FEMGEN 307D, HISTORY 307D)
Colloquium on the history of transgender practices and identities. Readings will include scholarly texts from the emerging historical field of transhistory as well as adjacent fields within gender history. Colloquium will investigate avenues for deepening transhistory through further historical inquiry.
Terms: Spr
| Units: 4-5
HISTORY 209F:
Maps in the Early Modern World (HISTORY 309F)
The significance of cartographic enterprise across the early modern world. Political, economic, and epistemological imperatives that drove the proliferation of nautical charts, domain surveys, city plans, atlases, and globes; the types of work such artifacts performed for their patrons, viewers, and subjects. Contributions of indigenous knowledge to imperial maps; the career of the map in commerce, surveillance, diplomacy, conquest, and indoctrination. Sources include recent research from Asia, Europe, and the Americas.
Terms: Aut
| Units: 4-5
HISTORY 209S:
Research Seminar for Majors
Required of History majors. How to conduct original, historical research and analysis, including methods such as using the libraries and archives at Stanford and elsewhere, and working collaboratively to frame topics, identify sources, and develop analyses. nnAutumn quarter focuses on Honors topics and Early Modern History; Winter quarter on The Arms Maker in History and Culture and an Open Topic; and Spring quarter on American Political History, and History of Technology and Material Artifacts.
Terms: Aut, Win, Spr
| Units: 5
HISTORY 212D:
Dante's World: A Medieval and Renaissance Journey
700 years ago this year Dante Alighieri died. The Italian poet, philosopher, politician, and humanist crafted one of the great epics of world literature, The Divine Comedy. For seven centuries, his journey through Hell, Purgatory, and Heaven has been a source of inspiration and fascination for countless artists, critics, and students from all over the world. Yet, at heart, his tale is a commentary upon the complex, violent, wealthy, and deeply religious world to which Dante belonged. In this class, we will investigate Dante's world. Medieval Italy held a privileged place in Latin Christendom. Its location upon a peninsula, jutting out into the Mediterranean Sea, meant it was wedged between and deeply affected by the Islamic and Byzantine worlds. It was home to merchants, bankers, nobles, university students, friars, nuns, and heretics, popes, prostitutes, and the city-states in which they all lived together. Italy played a leading role throughout the Middle Ages in economy, art, culture, religion, and politics and gives us the opportunity to jump into a rich and fascinating world, much different from our own. Our guide and witness to this world will be Dante. Each week students will read selected portions of Dante's journey through the afterlife in order to make their own journey through the world of Italy in the Middle Ages.
Terms: Aut
| Units: 5
| UG Reqs: WAY-A-II, WAY-SI
HISTORY 213F:
Medieval Germany, 900-1250 (GERMAN 213, GERMAN 313, HISTORY 313F)
(Undergraduates may sign up for German 213 or History 213F, graduate students should sign up for German 313 or History 313F. This course may be taken for variable units. Check the individual course numbers for unit spreads.) This course will provide a survey of the most important political, historical, and cultural events and trends that took place in the German-speaking lands between 900 and 1250. Important themes include the evolution of imperial ideology and relations with Rome, expansion along the eastern frontier, the crusades, the investiture controversy, the rise of powerful cities and civic identities, monastic reform and intellectual renewal, and the flowering of vernacular literature. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit
Terms: Spr
| Units: 1-5
| UG Reqs: WAY-A-II, WAY-SI
HISTORY 218:
The Holy Dead: Saints and Spiritual Power in Medieval Europe (HISTORY 318, RELIGST 218X, RELIGST 318X)
Examines the cult of saints in medieval religious thought and life. Topics include martyrs, shrines, pilgrimage, healing, relics, and saints' legends.
Terms: Win
| Units: 4-5
| UG Reqs: WAY-A-II, WAY-SI
HISTORY 221B:
The 'Woman Question' in Modern Russia (FEMGEN 221B, HISTORY 321B)
(History 221B is an undergraduate course offered for 5 units; History 321B is a graduate course offered for 4-5 units.) Russian radicals believed that the status of women provided the measure of freedom in a society and argued for the extension of rights to women as a basic principle of social progress. The social status and cultural representations of Russian women from the mid-19th century to the present. The arguments and actions of those who fought for women's emancipation in the 19th century, theories and policies of the Bolsheviks, and the reality of women's lives under them. How the status of women today reflects on the measure of freedom in post-Communist Russia.
Terms: Win
| Units: 4-5
| UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-SI
HISTORY 223F:
Russia's Industrial Revolutions: The Making and Breaking of a Superpower
In the span of a single century, Russia went from unstable empire to revolutionary proving ground, from scene of mass starvation to space pioneer, from the geopolitical sidelines to a seat among superpowers -- all before falling back again. This course foregrounds industrialization, economic development, and (often agonizing) adaptation as engines of these dramatic transformations. Was pre-revolutionary Russia 'backwards' as many suggested? Can state socialism be credited for decades of rapid growth and the landmark achievements of the USSR? Or should it be blamed for economic stagnation, environmental degradation, and the ultimate collapse of an empire? How have the conditions of that late 20th-century collapse impacted the country's prospects and problems into the 21st? Readings and assignments will encourage students to explore various methodological approaches -- social, cultural, economic, urban -- to address long-term themes and sector-specific histories of Russian industrialization. (This course has been submitted for WAY-SI and WAY-EDP certifications, currently pending review.)
Terms: Spr
| Units: 5
| UG Reqs: WAY-SI
HISTORY 224C:
Genocide and Humanitarian Intervention (HISTORY 324C, JEWISHST 284C, JEWISHST 384C, PEDS 224)
Open to medical students, graduate students, and undergraduate students. Traces the history of genocide in the 20th century and the question of humanitarian intervention to stop it, a topic that has been especially controversial since the end of the Cold War. The pre-1990s discussion begins with the Armenian genocide during the First World War and includes the Holocaust and Cambodia under the Khmer Rouge in the 1970s. Coverage of genocide and humanitarian intervention since the 1990s includes the wars in Bosnia, Rwanda, Kosovo, the Congo and Sudan.
Terms: Win
| Units: 3
| UG Reqs: WAY-SI
HISTORY 225E:
From Vladimir to Putin: Key Themes in Russian History (HISTORY 325E, REES 225E)
Formative issues in Russian history from Muscovy to the present: autocracy and totalitarianism; tsars, emperors, and party secretaries; multi-ethnicity and nationalism; serfdom, peasantry; rebellions and revolutions, dissent and opposition; law and legality; public and private spheres; religion and atheism; patterns of collapse. Class format will be discussion of one to two assigned books or major articles per class.
Terms: Win
| Units: 4-5
| UG Reqs: WAY-SI
HISTORY 225G:
Propaganda Century: 20th-Century Preoccupations with Mass Influence
The course explores the idea of propaganda as one of the central obsessions of 20th-century thought and politics. It traces the history of propaganda, from the early 20th century optimistic ideas about mass manipulation and political education to post-WWII anxieties around totalitarianism and capitalist public opinion manipulation. The course examines just how malleable or resistant various 20th-century belief systems considered societies to be. It also explores how they have thought of the ethics and desirability of mass persuasion and how they struggled with adjacent concepts such as the crowd, mass society, totalitarianism, false consciousness, manufactured consent, etc. It concludes by exploring the waning of propaganda discourse in the late-1980s. As an epilogue, we will discuss propaganda's modified resurgence a generation later in today's concerns over "new media," "viral misinformation," and "indoctrination." The course aims to help students historicize the concept of propaganda and contextualize it transnationally, bridging cultural, political, and theoretical divides.
Terms: Spr
| Units: 5
| UG Reqs: WAY-ER, WAY-SI
HISTORY 226D:
The Holocaust: Insights from New Research (CSRE 226D, CSRE 326D, HISTORY 326D, JEWISHST 226E, JEWISHST 326D)
Overview of the history of the Holocaust, the genocide of European Jews. Explores its causes, course, consequences, and memory. Addresses the events themselves, as well as the roles of perpetrators and bystanders, dilemmas faced by victims, collaboration of local populations, and the issue of rescue. Considers how the Holocaust was and is remembered and commemorated by victims and participants alike. Uses different kinds of sources: scholarly work, memoirs, diaries, film, and primary documents.
Terms: Win
| Units: 4-5
| UG Reqs: WAY-SI
HISTORY 226E:
Famine in the Modern World (HISTORY 326E, PEDS 226)
Open to medical students, graduate students, and undergraduate students. Examines the major famines of modern history, the controversies surrounding them, and the reasons that famine persists in our increasingly globalized world. Focus is on the relative importance of natural, economic, and political factors as causes of famine in the modern world. Case studies include the Great Irish Famine of the 1840s; the Bengal famine of 1943-44; the Soviet famines of 1921-22 and 1932-33; China's Great Famine of 1959-61; the Ethiopian famines of the 1970s and 80s, and the Somalia famines of the 1990s and of 2011.
Terms: Win
| Units: 3
| UG Reqs: WAY-SI
HISTORY 233C:
Two British Revolutions (HISTORY 333C)
Current scholarship on Britain,1640-1700, focusing on political and religious history. Topics include: causes and consequences of the English civil war and revolution; rise and fall of revolutionary Puritanism; the Restoration; popular politics in the late 17th century; changing contours of religious life; the crisis leading to the Glorious Revolution; and the new order that emerged after the deposing of James II.
Terms: Spr
| Units: 4-5
| UG Reqs: GER:DB-Hum, WAY-SI
HISTORY 233F:
Political Thought in Early Modern Britain (HISTORY 333F)
1500 to 1700. Theorists include Hobbes, Locke, Harrington, the Levellers, and lesser known writers and schools. Foundational ideas and problems underlying modern British and American political thought and life.
Terms: Win
| Units: 4-5
| UG Reqs: GER:DB-Hum, WAY-ER, WAY-SI
HISTORY 234R:
Risk and Credit Before Modern Finance (HISTORY 334R)
In today's world, credit scores are nearly as important as citizenship. Creditworthiness is measured in numbers, but is also bound up with moral qualities. To lack credit is to be on the margins of society, and vice versa. How did we get here? How did lenders mitigate risks before credit scores were available? Where do the risk management tools of modern finance come from? How did merchants trade over long distances when information technology was extremely poor? This one-unit course will address these pressing questions from a historical perspective, starting from the modern U.S. and reaching back in time to the Middle Ages. Classroom discussions and readings include articles written by historians and social scientists, as well as primary sources in English translation.
Terms: Spr
| Units: 1
HISTORY 235F:
Camus (COMPLIT 229B, CSRE 129, FRENCH 129)
"The admirable conjunction of a man, of an action, and of a work" for Sartre, "the ideal husband of contemporary letters" for Susan Sontag, reading "Camus's fiction as an element in France's methodically constructed political geography of Algeria" for Edward Said, Camus embodies the very French figure of the "intellectuel engagé," or public intellectual. From his birth in 1913 into a poor European family in Algeria to the Nobel Prize in Literature in 1957, from the Mediterranean world to Paris, Camus engaged in the great ethical and political battles of his time, often embracing controversial positions. Through readings and films, we will explore his multiple legacies. Readings from Albert Camus, Jean-Paul Sartre, Assia Djebar, Kamel Daoud, Mouloud Feraoun, Alice Kaplan, Edward Said, Edwidge Danticat. Students will work on their production of written French, in addition to speaking French and reading comprehension. Taught in French. Students are highly encouraged to complete FRENLANG 124 or to successfully test above this level through the Language Center. This course fulfills the Writing in the Major (WIM) requirement.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-A-II, WAY-EDP
HISTORY 237B:
Michelangelo: Gateway to Early Modern Italy (ARTHIST 218A, ARTHIST 418A, HISTORY 337B, ITALIAN 237, ITALIAN 337)
Revered as one of the greatest artists in history, Michelangelo Buonarroti's extraordinarily long and prodigious existence (1475-1564) spanned the Renaissance and the Reformation in Italy. The celebrity artist left behind not only sculptures, paintings, drawings, and architectural designs, but also an abundantly rich and heterogeneous collection of artifacts, including direct and indirect correspondence (approximately 1400 letters), an eclectic assortment of personal notes, documents and contracts, and 302 poems and 41 poetic fragments. This course will explore the life and production of Michelangelo in relation to those of his contemporaries. Using the biography of the artist as a thread, this interdisciplinary course will draw on a range of critical methodologies and approaches to investigate the civilization and culture of Italy in the fifteenth and sixteenth centuries. Course themes will follow key tensions that defined the period and that found expression in Michelangelo: physical-spiritual, classical-Christian, tradition-innovation, individual-collective.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II
HISTORY 237D:
The French Revolution and the Birth of Modern Politics (HISTORY 337D)
(Students who have taken HISTORY 134 should not enroll in this course.) This course will focus on the birth of modern politics in the French Revolution. The goal will be to understand the structural contradictions of the French monarchy in the pre-revolutionary period, the reasons for the monarchy's failure to resolve those contradictions, and the political dynamic unleashed as they were solved by the revolutionary action of 1789. Sovereignty, democracy, rights, representation, and terror will be principal themes. Lectures will be combined with close reading and discussions of political and philosophical writings of the period.
Terms: Spr
| Units: 4-5
HISTORY 238C:
Virtual Italy (ARCHLGY 117, CLASSICS 115, ENGLISH 115, ITALIAN 115)
Classical Italy attracted thousands of travelers throughout the 1700s. Referring to their journey as the "Grand Tour," travelers pursued intellectual passions, promoted careers, and satisfied wanderlust, all while collecting antiquities to fill museums and estates back home. What can computational approaches tell us about who traveled, where and why? We will read travel accounts; experiment with parsing; and visualize historical data. Final projects to form credited contributions to the Grand Tour Project, a cutting-edge digital platform. No prior programming experience necessary.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-A-II, WAY-SI
HISTORY 239C:
Humanities Core: Great Books, Big Ideas -- Europe, Modern (FRENCH 13, HUMCORE 13, PHIL 13)
What is a good life? How should society be organized? Who belongs? How should honor, love, sin, and similar abstractions govern our actions? What duty do we owe to the past and future? This course examines tcourse examines these questions in the modern period, from the rise of revolutionary ideas to the experiences of totalitarianism and decolonization in the twentieth century. Authors include Locke, Mary Shelley, Marx, Nietzsche, Primo Levi, and Frantz Fanon. This course is part of the Humanities Core, a collaborative set of global humanities seminars that brings all of its students and faculty into conversation. On Mondays you meet in your own course, and on Wednesdays all the HumCore seminars (in session that quarter) meet together: https://humanitiescore.stanford.edu/.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II, WAY-ER
HISTORY 239T:
What is Time?
At a basic level, history is the study of change over time. But the modern discipline of history, as it was formed during the Enlightenment, radically changed conceptions of time itself: from something at times understood as cyclical or directionless to something linear and teleological. Modern history then prompted further reconceptualizations of time: Capitalism introduced new ways of valuing time; the Darwinian revolution introduced a new scale of earthly time; the world wars dented faith in the idea that time passed in the direction of progress; and now climate change has altered conceptions of time in a new way. This course examines evolving understandings of the medium of the historian's craft: what is time? We will examine poetic, scientific, literary, and geographical conceptions of time and trace time's modern history: how colonialism and capitalism produced new experiences of time, and anticolonial and anticapitalist critiques of those experiences. Throughout, we will consider how this history should shape the way historians think about change over time, in terms of questions of scale, human experience, and disciplinary purpose.
Terms: Win
| Units: 5
| UG Reqs: WAY-A-II, WAY-SI
HISTORY 240:
The History of Evolution (HISTORY 340)
This course examines the history of evolutionary biology from its emergence around the middle of the eighteenth century. We will consider the continual engagement of evolutionary theories of life with a larger, transforming context: philosophical, political, social, economic, institutional, aesthetic, artistic, literary. Our goal will be to achieve a historical rich and nuanced understanding of how evolutionary thinking about life has developed to its current form.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-SI
HISTORY 240C:
Great Minds of the Italian Renaissance and their World (ARTHIST 210, ITALIAN 140, ITALIAN 240)
What enabled Leonardo da Vinci to excel in over a dozen fields from painting to engineering and to anticipate flight four hundred years before the first aircraft took off? How did Michelangelo paint the Sistine Chapel Ceiling? What forces and insights led Machiavelli to write "The Prince"? An historical moment and a cultural era, the Italian Renaissance famously saw monumental achievements in literature, art, and architecture, influential developments in science and technology, and the flourishing of multi-talented individuals who contributed profoundly, expertly, and simultaneously to very different fields. In this course on the great thinkers, writers, and achievers of the Italian Renaissance, we will study these "universal geniuses" and their world. Investigating the writings, thought, and lives of such figures as Leonardo da Vinci, Niccolò Machiavelli, and Galileo Galilei, we will interrogate historical and contemporary ideas concerning genius, creativity, and the phenomenon of "Renaissance man" known as polymathy. Taught in English.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II
HISTORY 243C:
People, Plants, and Medicine: Colonial Science and Medicine (HISTORY 343C)
Explores the global exchange of knowledge, technologies, plants, peoples, disease, and medicines. Considers primarily Africans, Amerindians, and Europeans in the eighteenth-century Atlantic World but also takes examples from other knowledge traditions. Readings treat science and medicine in relation to voyaging, colonialism, slavery, racism, plants, and environmental exchange. Colonial sciences and medicines were important militarily and strategically for positioning emerging nation states in global struggles for land and resources.
Terms: Spr
| Units: 4-5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-EDP, WAY-SI
HISTORY 243D:
Emerging Diseases, Past and Present
This course will use our current experience with the COVID-19 pandemic as a lens to study the processes by which infectious diseases emerge. Because of recent developments in the "historicist sciences" (bioarchaeology and palaeogenetics), it is possible to piece together the origin stories of some of the world's most impactful diseases. How does a "microbe's-eye view" of disease emergence change our understanding of past (and present) pandemics? Is it possible that understanding emergence might help us better understand why certain diseases have continued to proliferate, refusing to yield to modern interventions?nnWe will focus on several major diseases transmitted between the Old and New Worlds before and after 1500. At issue is not simply the original spillover event (the transfer of a pathogen from one host species to humans), but the question of how these diseases exploit human connectivity to proliferate. These early globalizing stories will be compared with the story of SARS-CoV-2 as its own "origin story" continues to unfold. Given current critiques of the failures of "global health," what do these origin stories have to tell us about how diseases become "endemic"? Is humankind both the cause of its major diseases, but also doomed to endure them in perpetuity?
Terms: Win
| Units: 5
| UG Reqs: WAY-SI
HISTORY 243G:
Tobacco and Health in World History: How Big Nic created the template for global science denial (HISTORY 343G)
Cigarettes are the world's leading cause of death--but how did we come into this world, where 6 trillion cigarettes are smoked every year? Here we explore the political, cultural, and technological origins of the cigarette and cigarette epidemic, using the tobacco industry's 80 million pages of secret documents. Topics include the history of cigarette advertising and cigarette design, the role of the tobacco industry in fomenting climate change denial, and questions raised by the testimony of experts in court.
Terms: Aut
| Units: 4-5
| UG Reqs: GER:DB-SocSci
HISTORY 244F:
Innovations in Inclusive Design in Tech (FEMGEN 344F, HISTORY 344F)
This d-school class prototypes concepts and methods for inclusive design and considers intersecting social factors in designing new technologies. Examples of products (including objects, services, and systems) gone awry will serve as prompts for design activities, challenges, and discussions on the challenges designers face when addressing the different needs of consumers. These include, but are not limited to: gender, race/ethnicity, socio-economic status, age, geographic location, sustainability, and other "intersectional" factors. Class sessions mix use case explorations with design methodology, design thinking abilities, and guest speakers from technology, design, and academia. Students will be asked to work in interdisciplinary teams on several design challenges, culminating in the development of a toolkit for inclusive design. Methods will interact in crucial ways to create "intersectional thinking," i.e., to consider how intersectional factors work together to require new solutions in design. Topics include: algorithms, media, virtual assistants, crash test dummies, robotics, health technologies, assistive technologies, tech for developing worlds, urban/rural design, software development. By application only. Applications due 3/13. You can find the application here: https://docs.google.com/forms/d/1-QOYhKxbM7Ul-O-UpFdtARGipaVYlxzUbz0mZvV2Awo/edit.
Terms: Spr
| Units: 4-5
| UG Reqs: WAY-EDP, WAY-SI
HISTORY 246G:
Participatory Research in African History
Historical research in Africa is liable to issues of authenticity and relevance to local communities, as well as power disparities between researcher and subject. Can we turn this weakness into a strength by developing theory and practice of participatory action research in which communities and scholars work together to make meaningful interpretations of the past? We will explore this issue, study previous attempts, and design a participatory action research project to be carried out in Ghana.
Terms: Win
| Units: 5
| UG Reqs: WAY-ER, WAY-SI
HISTORY 250A:
History of Native Americans in California (CSRE 117S, NATIVEAM 117S)
This course examines the political histories and cultural themes of Native Americans in California, 1700s1950s. Throughout the semester we will focus on: demographics, diversity of tribal cultures; regional environmental backgrounds; the Spanish Era and missionization; the Mexican Era and secularization; relations with the United States Government and the State of California, including the gold rush period, statehood, unratified treaties, origin of reservations/rancherias, and other federal policies, e.g., Allotment Act, Indian Reorganization Act and termination.
Terms: Aut
| Units: 3-5
| UG Reqs: GER:EC-AmerCul, WAY-EDP
HISTORY 251J:
American Slavery and Its Afterlives (AFRICAAM 251J, AMSTUD 251J, HISTORY 351J)
How did the institution of American slavery come to an end? The story is more complex than most people know. This course examines the rival forces that fostered slavery's simultaneous contraction in the North and expansion in the South between 1776 and 1861. It also illuminates, in detail, the final tortuous path to abolition during the Civil War. Throughout, the course introduces a diverse collection of historical figures, including seemingly paradoxical ones, such as slaveholding southerners who professed opposition to slavery and non-slaveholding northerners who acted in ways that preserved it. During the course's final weeks, we will examine the racialized afterlives of American slavery as they manifested during the late-nineteenth century and beyond.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-EDP, WAY-SI
HISTORY 252:
Originalism and the American Constitution: History and Interpretation (HISTORY 352)
Except for the Bible no text has been the subject of as much modern interpretive scrutiny as the United States Constitution. This course explores both the historical dimensions of its creation as well as the meaning such knowledge should bring to bear on its subsequent interpretation. In light of the modern obsession with the document's "original meaning," this course will explore the intersections of history, law, and textual meaning to probe what an "original" interpretation of the Constitution looks like.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-A-II, WAY-SI
HISTORY 252B:
Diplomacy on the Ground: Case Studies in the Challenges of Representing Your Country (INTNLREL 174)
The tragic death of Ambassador Chris Stevens has recently highlighted the dangers of diplomacy in the modern era. This class will look at how Americans in embassies have historically confronted questions such as authoritarian rule, human rights abuses, violent changes of government, and covert action. Case studies will include the Berlin embassy in the 1930s, Tehran in 1979, and George Kennan's experiences in Moscow, among others. Recommended for students contemplating careers in diplomatic service. *IR majors taking this course to fulfill the IR WIM requirement should enroll in INTNLREL174. As space is limited, first-year students must obtain the instructor's prior consent before enrolling.
Terms: Spr
| Units: 5
HISTORY 253C:
Histories of Racial Capitalism (AFRICAAM 257, CSRE 253C)
This colloquium takes as its starting point the insistence that the movement, settlement, and hierarchical arrangements of indigenous communities and people of African descent is inseparable from regimes of capital accumulation. It builds on the concept of "racial capitalism," which rejects treatments of race as external to a purely economic project and counters the idea that racism is an externality, cultural overflow, or aberration from the so-called real workings of capitalism. This course will cover topics such as chattel slavery, settler colonialism, black capitalism, the under-development of Africa, and the profitability of mass incarceration.
Terms: Spr
| Units: 5
HISTORY 254B:
Animism, Gaia, and Alternative Approaches to the Environment (ANTHRO 254C, FRENCH 254, HISTORY 354B, REES 254)
Indigenous knowledges have been traditionally treated as a field of research for anthropologists and as mistaken epistemologies, i.e., un-scientific and irrational folklore. However, within the framework of environmental humanities, current interest in non-anthropocentric approaches and epistemic injustice, animism emerged as a critique of modern epistemology and an alternative to the Western worldview. Treating native thought as an equivalent to Western knowledge will be presented as a (potentially) decolonizing and liberating practice. This course may be of interest to anthropology, archaeology and literature students working in the fields of ecocriticism and the environmental humanities/social sciences, students interested in the Anthropocene, geologic/mineral, bio-, eco- and geosocial collectives, symbiotic life-forms and non-human agencies. The course is designed as a research seminar for students interested in theory of the humanities and social sciences and simultaneously helping students to develop their individual projects and thesis.
Terms: Spr
| Units: 3-5
HISTORY 254E:
The Rise of American Democracy (HISTORY 354E)
(History 254E is an undergraduate course offered for 5 units; History 354E is a graduate course offered for 4-5 units.) Where did American democracy come from? Prior to and during the American Revolution, few who lived in what became the United States claimed to live in a democracy. Half a century later, most took this reality as an article of faith. Accordingly, the period stretching from c. 1750 to c. 1840 is often considered the period when American democracy was ascendant, a time marked by the explosion of new forms of political thinking, practices, and culture, new political institutions and forms of political organization, and new kinds of political struggles. This advanced undergraduate/graduate colloquium will explore how American political life changed during this formative period to understand the character of early American democracy, how different groups gained or suffered as a result of these transformations, and, in light of these investigations, in what ways it is historically appropriate to think of this period as in fact the rise of American democracy.
Terms: Aut
| Units: 4-5
HISTORY 254F:
Anti-Asian Violence in America: A History (ASNAMST 254)
This course places the recent wave of hate violence directed against Asian Americans in historical context. The recent violence is the latest in a history that began with the arrival of Asian immigrants in America in the mid-19th century and continued into the 21st century. Themes include anti-Asian racism; fears of a 'yellow peril' and race war; identifying Asians as perpetual foreigners and suspect aliens; race and wars in Asia and the consequences at home; fears of medical contamination; and gendered violence against Asian women. Asian American responses to hatred are integrated throughout the course.
Terms: Aut
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
HISTORY 254G:
The News Media and American Democracy
The role of the news media in a democracy has been a source of controversy throughout American history. This colloquium will examine how technology, capitalism, law, and politics have reshaped the press over time and how the press, in turn, has impacted democratic discourse and formed partisan, gender, and ethnic identities. Students will be expected to write a primary source paper using historical newspapers to engage with debates about the history of news media.
Terms: Win
| Units: 5
HISTORY 255F:
The Civil War and Reconstruction Era (HISTORY 355F)
(Undergraduates, enroll in 255F; Graduates, enroll in 355F.) This course examines the critical period between 1860, when the first states seceded in defense of enslavement, and 1896, when the Supreme Court's Plessy v. Ferguson decision affirmed the constitutionality of Jim Crow. We will focus, at first, on the crucial role played by African Americans, enslaved and free, in the abolition of slavery and in the fundamental reframing of civil rights effected by the Fourteenth and Fifteenth Amendments. We will then shift to a close study of the decades-long fight between those who sought to defend these advances in racial justice and those who sought to constrain them, even invalidate them. Students will engage with primary source material in every class session and will write final papers on topics of their own choosing.
Terms: Spr
| Units: 5
HISTORY 255G:
Planning Suburban America
In 2021 Governor Galvin Newsom singed a law ending single-family zoning in the state of California, a remarkable departure for the state of California, which had pioneered automobile-centric suburban development. This course aims to contextualize contemporary concerns about the suburb. Life outside of the urban core had often been seen as dangerous and uncivilized. But, by the middle of the 20th century, homogenous, middle class suburban households were often depicted as quintessentially American bulwarks against communism. This course will engage with debates over whether that transformation was a natural result of technological innovation or a contingent product of public policy and white flight. It will then consider how suburban planning has impacted popular culture, ecology, race, politics, national identity, and even foreign policy.
Terms: Spr
| Units: 5
| UG Reqs: WAY-SI
HISTORY 255J:
Oral History Practicum: United States History and Stanford History Through Oral History
Oral history gathers, preserves, and interprets the spoken memories of participants in past events. The subjects of interviews range from public figures to behind-the-scenes actors to people and communities whose stories and perspectives are often excluded from traditional historical narratives. In this class, students will examine aspects of United States history and the history of Stanford University through the medium of oral history. By reading exemplary historical studies based on oral histories, analyzing transcripts and recordings of individual life narratives, and conducting oral histories of Stanford community members in collaboration with the Stanford Historical Society, students will learn how this interviewee-centered methodology contributes to our understanding of contemporary history (since the twentieth century). Each week one class session typically will center on discussions of secondary readings and primary oral history sources and the second session will focus on methodological issues and training in doing oral history.
Terms: Win
| Units: 5
| UG Reqs: WAY-SI
HISTORY 258A:
Back to the Future: Media, Art, and Politics in the 1980s (AMSTUD 128B, COMM 128, COMM 228, COMM 328, HISTORY 358A)
(COMM 128 is offered for 5 units, COMM 228 is offered for 4 units. COMM 328 is offered for 3-5 units.)This seminar covers the intersection of politics, media and art in the U.S. from the end of the Vietnam War in 1975 to the fall of the Berlin Wall in 1989. Topics include globalization and financialization; the rise of the New Right; the personalization of media technology, from television to computing; postmodernism and political art; feminism, queer, and sex-positive activism; identity politics and the culture wars. Open to juniors, seniors, and graduate students.
Terms: Win
| Units: 3-5
HISTORY 258B:
History of Education in the United States (AMSTUD 201, EDUC 201)
How education came to its current forms and functions, from the colonial experience to the present. Focus is on the 19th-century invention of the common school system, 20th-century emergence of progressive education reform, and the developments since WW II. The role of gender and race, the development of the high school and university, and school organization, curriculum, and teaching.
Terms: Spr
| Units: 3-5
HISTORY 258G:
The Origins of American Liberalism
In the 1870s, liberalism in America was associated with freedom of contract, small government, and, quite often, restrictions on suffrage. Today, liberalism means nearly the opposite of that. This class examines how factors like war, industrialization, urbanization, immigration, disease, fascism, and economic instability have reshaped liberalism. American liberalism has been labelled protean, flexible, or just imprecise. The goal of this course is to identify some of the strands that hold it together by contextualizing its evolution within social changes that have forced liberals to reevaluate their ideas.
Terms: Spr
| Units: 5
HISTORY 259B:
History of Asian Americans and the Law (AMSTUD 112, ASNAMST 112)
This course explores the unique role the law has played in Asian American racialization and identity formation while also introducing students to the fundamentals of legal analysis and research. Students will learn how to read legal documents such as case law, legislation, legal reviews, and executive orders alongside other primary sources such as newspaper reporting, oral histories, and cultural texts. In using the law to frame an analysis of Asian Americanness, students will put both the law and race under a critical lens and explore how the historical constructions of both have shaped the Asian American experience.
Terms: Spr
| Units: 4
HISTORY 260P:
American Protest Movements, Past and Present (AFRICAAM 260P, AMSTUD 260P, FEMGEN 260P)
(History 260P is an undergraduate course offered for 5 units; History 360P is a graduate course offered for 4-5 units.) Societal change comes only when individuals and groups speak out, perseverantly, against prevailing norms. This course examines the overlapping histories of three nineteenth-century protest movements: antislavery, womens rights, and temperance. It focuses on the arguments and tactics used by these movements to persuade Americans to oppose the status quo, and it examines the points of agreement and disagreement that arose within and among these movements. Ultimately, the course connects these past protest movements to more recent analogs, such as Black Lives Matter, ERA ratification, and marijuana legalization. Throughout the course, race, gender, and class serve as central analytical themes.
Terms: Win
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
HISTORY 261C:
Topics in Writing & Rhetoric: Racism, Misogyny, and the Law (CSRE 194KTA, FEMGEN 194, PWR 194KTA)
The gutting of the Voting Rights Act in 2013 by the Supreme Court of the United States led to the consequent disenfranchisement of many voters of color. For many citizens who desire a truly representative government, SCOTUS's decision predicted the collapse of democracy and endorsed White supremacy. In this course, through an examination of jurisprudential racism and misogyny, students will learn to dissect the rhetoric of the U.S. judicial branch and the barriers it constructs to equity and inclusion through caselaw and appellate Opinions. The United States of America long deprived the right to vote to men of color and women of every race, and equal access to justice including at the intersections has been an enduring fight. The history of employment law, criminal justice, access to healthcare, and more includes jurisprudence enforcing racist and misogynist U.S. policies and social dynamics. Students will learn how to read a case, scrutinize court briefings, and contextualize bias as a foundation to erect a more just, equitable, and inclusionary legal system.
Terms: Spr
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
HISTORY 261G:
Presidents and Foreign Policy in Modern History (INTNLREL 173)
Nothing better illustrates the evolution of the modern presidency than the arena of foreign policy. This class will examine the changing role and choices of successive presidential administrations over the past century, examining such factors as geopolitics, domestic politics, the bureaucracy, ideology, psychology, and culture. Students will be encouraged to think historically about the institution of the presidency, while examining specific case studies, from the First World War to the conflicts of the 21st century.
Terms: Aut
| Units: 5
| UG Reqs: WAY-SI
HISTORY 262E:
Extremism in America, from the Ku Klux Klan to January 6
(262E is 5 units; 62E is 3 units.)This course is a historical analysis of extremism in the United States from Reconstruction through the present day, looking at such figures and movements and the KKK, the First Red Scare, Father Coughlin and the Christian Front, McCarthyism, the John Birch Society, the Aryan Nations, and the Proud Boys and Oath Keepers of the present. Students will explore the following questions: what do we mean by extremism? What are the material, cultural, political, and intellectual conditions that lay the groundwork for extremism? What is the relationship between political and religious extremism? Is there a connecting thread spanning extremist movements across the nation's history--a paranoid style or authoritarian personality, perhaps? With these guiding questions, students will be introduced to primary sources along with scholarly literature--classic texts and new, groundbreaking research--to equip them with a foundational knowledge of the long history of extremism in the United States.
Terms: Sum
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
HISTORY 271C:
Iberian Expansion Through the Looking Glass: One World or Many? (COMPLIT 251A, COMPLIT 351A, CSRE 251, CSRE 351, HISTORY 371C, ILAC 251, ILAC 351)
The conquerors, missionaries, and historians who reflected on Iberian overseas expansion during the early modern period often asked themselves a crucial question: was there only one world or many? Were the Americas a 'New World,' unknown to the ancients, entirely detached from the rest of human history? Even after the invasion and occupation of the Americas, many European chroniclers continued to think that the world was divided into three parts - Europe, Asia, and Africa. In their descriptions of the Americas, they drew heavily on histories and travel reports pertaining to other epochs and locales, especially contemporary Asia and ancient Rome. At the same time, indigenous elites and mestizo authors in the Americas used 'Old World' history and news of distant conflicts to reflect on the immediacy of their historical experience. In this course, students will consider the ways in which diverse authors in New Spain (Mexico), Peru, and Brazil contemplated themselves in relation to remote times and places: from Greco-Roman Antiquity to Lutheran Germany, the Ottoman Mediterranean to the Apocalyptic End of Times. Students will analyze the many reflections, distortions, inversions, translations, uncanny resemblances, and strange parallel dimensions that resulted from these intellectual experiments. Primary sources include chronicles, poetry, theater, Afro-Catholic festivals, pictographic codices, feather mosaics, and maps. All texts offered in the original language and in English translation whenever possible. For graduate students and advanced undergraduates.
Terms: Spr
| Units: 3-5
HISTORY 273D:
Caudillos and Dictators from BolÃvar to Bolsonaro: Modern South America
Latin American history provides key insight into the origins and resurgence of authoritarianism as well as various forms of political and social resistance. Consequently, this course surveys the major social, economic, political, and cultural trends that shaped modern South American history. We will examine the nation-states forged in the aftermath of early-nineteenth-century independence movements, their diverse peoples, and how their development was shaped by US imperialism and intervention. We will analyze the following themes: liberalism vs. conservatism; modernization and neocolonialism ('order and progress'); the rise of nationalism and populism; industrialization and the environment; (im)migration and urbanization; and neoliberal reform. Special emphasis is placed on racial and gender inequality and the struggle for both national and individual self-determination.
Terms: Aut
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
HISTORY 278B:
The Historical Ecology of Latin America (HISTORY 378)
What role did the natural environment play in the emergence of Latin America as a distinct geographical and socio-cultural world region? How do we analyze the historical relationship between the regions rich and seemingly abundant natural resources and its status as "underdeveloped"? What historical consequences did this relationship have and what alternative, more sustainable developmental paths can we envision for the future in light of the past that we will study? In this course, students will become familiar with the historiography on Latin America (with emphasis on Mexico) that has explored these questions through a variety of approaches, methodologies and points of view.
Terms: Spr
| Units: 4-5
HISTORY 280B:
The Birth of Islam: Authority, Community, and Resistance (GLOBAL 134, GLOBAL 234, HISTORY 380B)
This course explores the historical problem of how authority and community (in both the political and religious sense) were defined and challenged in the early Islamic period. Chronological topics covered include: the political, cultural, and religious world of Late Antiquity into which Muhammad was born; the crystallization of a small community of believers who supported Muhammad's message of radical monotheism and aided him in the conquest and conversion of the Arabian Peninsula; the problems of legacy and leadership in the community of the faithful after Muhammad's death; the Arabo-Islamic conquests beyond Arabia during the 7th and early 8th centuries and the establishment of the first Islamic empire under the rule of the Umayyad clan; the Sunni/Shi'a split (and further splits in Shi'ism); the revolution of 750 A.D. and overthrow of the Umayyads by the 'Abbasids; the flourishing of a sophisticated world of learning and culture under the 'Abbasids; and the waning of the 'Abbasids empire in the tenth century and political reconfiguration of the Islamic lands.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-EDP
HISTORY 282K:
Refugees and Migrants in the Middle East and Balkans: 18th Century to Present (JEWISHST 282K)
This course studies one of the most pressing issues of our day--massive population displacements--from a historical perspective. Our focus will be the Ottoman Empire and its successor states, including Turkey, Greece, Bulgaria, Serbia, Bosnia and Herzegovina, Syria, Iraq, Lebanon, and Israel/Palestine. Questions include the following: When and why did certain ethno-religious groups begin to relocate en masse? To what extent were these departures caused by state policy? In what cases can we apply the term "ethnic cleansing"? How did the movement of people and the idea of the nation influence each other in the modern age?
Terms: Win
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
HISTORY 283C:
The Medieval Middle East: Crusaders, Turks, and Mongols (GLOBAL 133, GLOBAL 233, HISTORY 383C)
This course surveys the history of the Middle East from c.950 A.D. to c.1517 A.D., placing particular emphasis on the following questions: What were the social, cultural, and political contexts for conversion to Islam in the Middle Ages? How did the interplay of nomadic and sedentary peoples shape Middle Eastern history? What were the nature of Christian-Muslim relations and the fate of religious minorities in an age of Crusade and Jihad? What were the conditions for the rise, flourishing, and eventual collapse of a ¿world-system¿ in this period (with the lands of the Middle East serving as its nexus)? Chronological topics include: the arrival in the Middle East of the Seljuk Turks, new adopters of Islam and recent nomads; the western European crusades to the Holy Land and the establishment of so-called ¿Crusader States¿ in Syria; the subjugation of Iran to pagan Mongols¿and the Mongols¿ eventual conversion to Islam; the rise to power of a dynasty of Turkish slave-soldiers (mamluks) in Cairo and the political reunification of Syria and Egypt under their rule. Readings will consist of both primary sources and works of modern scholarship.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-EDP
HISTORY 283E:
Empire and Resistance in the Modern Middle East
Many scholars and pundits present European empires as the main historical actors shaping the modern Middle East. This course will assess that claim by examining the history of European imperialism in the Middle East, giving equal weight to the power of imperialism and the many ways in the which the peoples of the region responded to and contested that power in order to shape their own history. From the Napoleonic invasion of Egypt to the European takeover of the former Ottoman lands after World War I.
Terms: Win
| Units: 5
HISTORY 283K:
Muslims, Christians, and Jews in the Eastern Mediterranean: From Ottoman to Modern Times (JEWISHST 283K)
At a time when Europe was riven by sectarian war, the expanding Ottoman Empire came to rule over a religiously diverse population in what we now call the Balkans and Middle East. Focusing on the period 1323-1789, this course asks the following questions: Why was "difference" normal in the Ottoman Empire but not elsewhere? How did the Ottomans maintain relatively low levels of intercommunal violence during the early-modern period? How did Ottoman rule and intracommunal dynamics affect each other? How did perceptions of ethno-religious diversity vary among commentators and over time?
Terms: Spr
| Units: 5
HISTORY 284G:
The Neo-Imperial Middle East
This course begins with the withdrawal of the European empires from the Middle East in the wake of World War II and the ascendance of the United States (and to a lesser extent the Soviet Union) in the region. We will follow these superpowers' attempts to build and control spheres of influence in the Middle East throughout the 20th Century and continue on to an examination of the Arab Spring as a response to decades of American-imposed neoliberal policies. The focus will be on two themes: first, what techniques did the US and USSR use to project power in the Middle East, and what (if anything) distinguished them from the practices of European imperialism? Second, how did local actors navigate this environment, either by contesting American/Soviet power or by using it to their advantage?
Terms: Spr
| Units: 5
HISTORY 290:
North Korea in a Historical and Cultural Perspective (HISTORY 390, KOREA 190X, KOREA 290X)
North Korea has been dubbed secretive, its leaders unhinged, its people mindless dupes. Such descriptions are partly a result of the control that the DPRK exerts over texts and bodies that come through its borders. Filtered through foreign media, North Korea's people and places can seem to belong to another planet. However, students interested in North Korea can access the DPRK through a broad and growing range of sources including satellite imagery, archival documents, popular magazines, films, literature, art, tourism, and through interviews with former North Korean residents (defectors). When such sources are brought into conversation with scholarship about North Korea, they yield new insights into North Korea's history, politics, economy, and culture. This course will provide students with fresh perspectives on the DPRK and will give them tools to better contextualize its current position in the world. Lectures will be enriched with a roster of guest speakers.
Terms: Win
| Units: 4-5
| UG Reqs: WAY-A-II, WAY-SI
HISTORY 292B:
Chinese Legal History (CHINA 292B)
This undergraduate colloquium introduces students to the history of law in imperial China through close reading of primary sources in translation and highlights of Anglophone scholarship. We begin with legal perspectives from the Confucian and Legalist classics and the formation of early imperial legal codes. Then we focus on how law served as a field of interaction between state and society during China's last imperial dynasty, the Qing (1644-1911). Specific topics include autocracy and political crime; evidence, review, and appeals; the regulation of gender and sexual relations; the functioning of local courts; property and contract; and the informal sphere of community regulation outside the official judicial system.
Terms: Spr
| Units: 4-5
| UG Reqs: WAY-SI
HISTORY 292D:
Japan in Asia, Asia in Japan (HISTORY 392D)
(History 292D is an undergraduate course offered for 5 units; History 392D is a graduate course offered for 4-5 units.) How Japan and Asia mutually shaped each other in the late 19th and 20th centuries. Focus is on Japanese imperialism in Asia and its postwar legacies. Topics include: pan-Asianism and orientalism; colonial modernization in Korea and Taiwan; collaboration and resistance; popular imperialism in Manchuria; total war and empire; comfort women and the politics of apology; the issue of resident Koreans; and economic and cultural integration of postwar Asia.
Terms: Win
| Units: 4-5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-SI
HISTORY 292F:
Culture and Religions in Korean History (HISTORY 392F)
This colloquium explores the major themes of Korean history before 1800 and the role of culture and religions in shaping the everyday life of Chosôn-dynasty Koreans. Themes include the aristocracy and military in the Koryô dynasty, Buddhism and Confucianism in the making of Chosôn Korea, kingship and court culture, slavery and women, family and rituals, death and punishment, and the Korean alphabet (Hangûl) and print culture.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-EDP, WAY-SI
HISTORY 293B:
Living in Ancient China: A Material Culture History (ARCHLGY 193)
(Undergraduates, enroll in 293B. Master's students, enroll in 393B.) This course explores the embodied means and meanings of "living" in ancient China, roughly from 1200 BCE to 220 CE, as a way of understanding the sociocultural history of the period. It discusses the lived, materialized experiences of the groups that originated from different cultural-geographic zones of then China, from the Central Plain and the Mongolian-Manchurian steppe to the coast of the East China Sea and the south of the Nanling Mountains. The material cultures these peoples once created--for the king's court, as well as for urban commoners and farmers--constitute what we will investigate along the way. Topics range widely from contemporary foodways, fashion, violence, and writing practice to cities, palaces, ritual monuments, luxury objects accessed by elites, and religious decorations designed for the afterlife. The weekly meeting is comprised of a mini-lecture and a longer discussion session. Hopefully, students will have a chance to visit Cantor Center for Visual Arts and study closely an assemblage of related artifacts taught in this course. No background knowledge of ancient China (or archaeology) is required or expected.
Terms: Spr
| Units: 5
| UG Reqs: WAY-A-II, WAY-SI
HISTORY 293E:
Female Divinities in China (FEMGEN 293E, HISTORY 393E, RELIGST 257X, RELIGST 357X)
This course examines the fundamental role of powerful goddesses in Chinese religion. It covers the entire range of imperial history and down to the present. It will look at, among other questions, what roles goddesses played in the spirit world, how this is related to the roles of human women, and why a civilization that excluded women from the public sphere granted them a dominant place, in the religious sphere. It is based entirely on readings in English.
Terms: Aut
| Units: 4-5
HISTORY 293F:
Chinese Politics and Society (HISTORY 393F, SOC 217B, SOC 317B)
(Doctoral students register for 317B.) This seminar examines scholarship on major political developments in the People's Republic of China during its first four decades. The topics to be explored in depth this year include the incorporation of Tibet and Xinjiang into the new Chinese nation-state during the 1950s, political violence during the Cultural Revolution in the late 1960s, and the nationwide political upheavals of 1989.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom
HISTORY 294K:
Chinese Migrations
This seminar will explore global patterns of Chinese migration, and consider both continuities and change within these movements. We will examine Chinese communities here in California, as well as in Asia, Africa, South America, and the Caribbean. In addition to the dynamics of specific encounters, the course examines how Chinese migrants contributed to broader patterns of nation building, colonialism, race formation, capitalist development, and global constructions of "Chinese-ness?"
Terms: Spr
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
HISTORY 295E:
Trenches, Guerrillas, and Bombs: Modern Warfare in East Asian History
(295E is 5 units; 95E is 3 units.) This course is an introduction to the field of military history. But rather than centering on the typical Western perspectives, it focuses on studying the East Asian modern warfare during the early 20th century. Students will investigate, define, and historicize different kinds of wars, and draw historical lessons to better understand the contemporary military conflicts. From the trench warfare in the Russo-Japanese War, to the guerrilla warfare of the Chinese Communist Party, and to Americans' strategic bombing in the Korean War, students will identify modern warfare's historical characteristics in East Asia and reflect on how they continue to affect the politics in the region today.
Terms: Sum
| Units: 5
| UG Reqs: WAY-SI
HISTORY 295J:
Chinese Women's History (CHINA 295J, FEMGEN 295J)
The lives of women in the last 1,000 years of Chinese history. Focus is on theoretical questions fundamental to women's studies. How has the category of woman been shaped by culture and history? How has gender performance interacted with bodily disciplines and constraints such as medical, reproductive, and cosmetic technologies? How relevant is the experience of Western women to women elsewhere? By what standards should liberation be defined?
Terms: Win
| Units: 5
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-EDP, WAY-SI
HISTORY 296F:
Science and Society in Modern South Asia
(Undergraduates, enroll in 296F. Graduates, enroll in 396F.) Modern science, technology and medicine are global phenomena, and yet scientific knowledge, as the product of human activity, reflects the social, political, economic and cultural contexts in which it is produced, mobilized and used. This course explores the dynamic relationship between science and society in South Asia in the nineteenth and twentieth centuries. Taking scientific practice as not the exclusive domain of the British colonial state, its European personnel or even South Asian scientists, this course explores the knowledge practices of a range of actors in South Asian societies. We will pursue two questions throughout: How and where did South Asians learn, receive, interpret, practice, and produce scientific knowledge? How did they mobilize this knowledge in their own political and social agendas? In these varied practical, social and cultural projects, science became a force for civilization and enlightenment, political domination and national liberation, and economic development and social transformation. In fact, a 'scientific temperament' has also come to be upheld as the appropriate civic attitude of postcolonial citizens. Through these themes, this course examines the making of the power and cultural authority of the sciences and their practitioners in modern South Asia.
Terms: Spr
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
HISTORY 296L:
The Worlds of Labor in Modern India (ANTHRO 196F)
This colloquium will introduce students to the exciting and expanding field of Indian labor history and provide them a comprehensive historiographical foundation in this area of historical research. Seminars will engage with one key monograph in the field every week, with selected chapters of the monograph set as compulsory reading. In these seminars, we will explore the world of the working classes and the urban poor in colonial and post-colonial India, as also the Indian labor diaspora. We will understand myriad workplaces such as jute and cotton mills, small workshops, farms and plantations. We will also explore forms of protest and political mobilization devised by workers in their struggles against structures of oppression and in their quest for a life of dignity. Most importantly, these seminars will train students in the methods deployed by labor historians to access the lives of the largely unlettered workers of the region who seldom left a trace of their consciousness in archival documents. Overall, we will connect the debates in the history of labor in modern India to wider discussions about the nature of capitalism, colonial modernity, gender, class, caste and culture.
Terms: Win
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
HISTORY 299A:
Senior Research I
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Baker, K. (PI);
Beinin, J. (PI);
Burns, J. (PI);
Cabrita, J. (PI);
Camarillo, A. (PI);
Campbell, J. (PI);
Carson, C. (PI);
Chang, G. (PI);
Como, D. (PI);
Crews, R. (PI);
Daughton, J. (PI);
Dorin, R. (PI);
Findlen, P. (PI);
Frank, Z. (PI);
Freedman, E. (PI);
Gienapp, J. (PI);
Griffiths, F. (PI);
Hecht, G. (PI);
Hobbs, A. (PI);
Holloway, D. (PI);
Jolluck, K. (PI);
Kennedy, D. (PI);
Kollmann, N. (PI);
Lewis, M. (PI);
Minian Andjel, A. (PI);
Moon, Y. (PI);
Mullaney, T. (PI);
Naimark, N. (PI);
Olivarius, K. (PI);
Press, S. (PI);
Proctor, R. (PI);
Rakove, J. (PI);
Riskin, J. (PI);
Roberts, R. (PI);
Rodrigue, A. (PI);
Satia, P. (PI);
Schiebinger, L. (PI);
Sheffer, E. (PI);
Sommer, M. (PI);
Stokes, L. (PI);
Uchida, J. (PI);
Weiner, A. (PI);
White, R. (PI);
Wigen, K. (PI);
Winterer, C. (PI);
Wolfe, M. (PI);
Yaycioglu, A. (PI);
Zipperstein, S. (PI)
HISTORY 299B:
Senior Research II
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Baker, K. (PI);
Beinin, J. (PI);
Burns, J. (PI);
Cabrita, J. (PI);
Camarillo, A. (PI);
Campbell, J. (PI);
Carson, C. (PI);
Chang, G. (PI);
Como, D. (PI);
Crews, R. (PI);
Daughton, J. (PI);
Dorin, R. (PI);
Findlen, P. (PI);
Frank, Z. (PI);
Freedman, E. (PI);
Gienapp, J. (PI);
Griffiths, F. (PI);
Hecht, G. (PI);
Hobbs, A. (PI);
Holloway, D. (PI);
Jolluck, K. (PI);
Kennedy, D. (PI);
Kollmann, N. (PI);
Kumar, A. (PI);
Lewis, M. (PI);
Minian Andjel, A. (PI);
Moon, Y. (PI);
Mullaney, T. (PI);
Naimark, N. (PI);
Olivarius, K. (PI);
Press, S. (PI);
Proctor, R. (PI);
Rakove, J. (PI);
Riskin, J. (PI);
Roberts, R. (PI);
Rodrigue, A. (PI);
Satia, P. (PI);
Schiebinger, L. (PI);
Sheffer, E. (PI);
Sommer, M. (PI);
Stokes, L. (PI);
Uchida, J. (PI);
Weiner, A. (PI);
White, R. (PI);
Wigen, K. (PI);
Winterer, C. (PI);
Wolfe, M. (PI);
Yaycioglu, A. (PI);
Zipperstein, S. (PI)
HISTORY 299C:
Senior Research III
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
9 times
Instructors: ;
Baker, K. (PI);
Beinin, J. (PI);
Burns, J. (PI);
Cabrita, J. (PI);
Camarillo, A. (PI);
Campbell, J. (PI);
Carson, C. (PI);
Chang, G. (PI);
Como, D. (PI);
Crews, R. (PI);
Daughton, J. (PI);
Dorin, R. (PI);
Findlen, P. (PI);
Frank, Z. (PI);
Freedman, E. (PI);
Gienapp, J. (PI);
Griffiths, F. (PI);
Hecht, G. (PI);
Hobbs, A. (PI);
Holloway, D. (PI);
Jolluck, K. (PI);
Kennedy, D. (PI);
Kollmann, N. (PI);
Lewis, M. (PI);
Lougee, C. (PI);
Minian Andjel, A. (PI);
Moon, Y. (PI);
Mullaney, T. (PI);
Naimark, N. (PI);
Olivarius, K. (PI);
Press, S. (PI);
Proctor, R. (PI);
Rakove, J. (PI);
Riskin, J. (PI);
Roberts, R. (PI);
Robinson, P. (PI);
Rodrigue, A. (PI);
Satia, P. (PI);
Schiebinger, L. (PI);
Sheffer, E. (PI);
Sommer, M. (PI);
Stokes, L. (PI);
Uchida, J. (PI);
Weiner, A. (PI);
White, R. (PI);
Wigen, K. (PI);
Winterer, C. (PI);
Wolfe, M. (PI);
Yaycioglu, A. (PI);
Zipperstein, S. (PI)
HISTORY 299F:
Curricular Practical Training
Following internship work, students complete a research report outlining work activity, problems investigated, key results and follow-up projects. Meets the requirements for curricular practical training for students on F-1 visas. Student is responsible for arranging own internship and faculty sponsorship.
Terms: Win, Spr, Sum
| Units: 1
| Repeatable
3 times
(up to 3 units total)
Instructors: ;
Baker, K. (PI);
Beinin, J. (PI);
Burns, J. (PI);
Camarillo, A. (PI);
Campbell, J. (PI);
Carson, C. (PI);
Chang, G. (PI);
Como, D. (PI);
Crews, R. (PI);
Daughton, J. (PI);
Dorin, R. (PI);
Findlen, P. (PI);
Frank, Z. (PI);
Freedman, E. (PI);
Gienapp, J. (PI);
Griffiths, F. (PI);
Hecht, G. (PI);
Hobbs, A. (PI);
Holloway, D. (PI);
Jolluck, K. (PI);
Kennedy, D. (PI);
Kollmann, N. (PI);
Kumar, A. (PI);
Lewis, M. (PI);
Mancall, M. (PI);
Minian Andjel, A. (PI);
Moon, Y. (PI);
Mullaney, T. (PI);
Naimark, N. (PI);
Olivarius, K. (PI);
Press, S. (PI);
Proctor, R. (PI);
Rakove, J. (PI);
Riskin, J. (PI);
Roberts, R. (PI);
Rodrigue, A. (PI);
Satia, P. (PI);
Schiebinger, L. (PI);
Sheffer, E. (PI);
Sommer, M. (PI);
Stokes, L. (PI);
Uchida, J. (PI);
Weiner, A. (PI);
White, R. (PI);
Wigen, K. (PI);
Winterer, C. (PI);
Wolfe, M. (PI);
Yaycioglu, A. (PI);
Zipperstein, S. (PI)
HISTORY 299H:
Junior Honors Colloquium
Required of junior History majors planning to write a History honors thesis during senior year. Meets four times during the quarter.
Terms: Win
| Units: 1
HISTORY 299M:
Undergraduate Directed Research: Martin Luther King, Jr., Research and Education Institute
May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-4
| Repeatable
for credit
HISTORY 299S:
Undergraduate Directed Research and Writing
May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Baker, K. (PI);
Beinin, J. (PI);
Bernstein, B. (PI);
Buc, P. (PI);
Burns, J. (PI);
Cabrita, J. (PI);
Camarillo, A. (PI);
Campbell, J. (PI);
Carson, C. (PI);
Chang, G. (PI);
Como, D. (PI);
Crews, R. (PI);
Daughton, J. (PI);
Dorin, R. (PI);
Findlen, P. (PI);
Frank, Z. (PI);
Freedman, E. (PI);
Getz, T. (PI);
Gienapp, J. (PI);
Griffiths, F. (PI);
Hecht, G. (PI);
Herzog, T. (PI);
Hobbs, A. (PI);
Holloway, D. (PI);
Jolluck, K. (PI);
Kennedy, D. (PI);
Klein, H. (PI);
Kollmann, N. (PI);
Lewis, M. (PI);
Lougee, C. (PI);
Mancall, M. (PI);
Miller, K. (PI);
Minian Andjel, A. (PI);
Moon, Y. (PI);
Morris, I. (PI);
Mullaney, T. (PI);
Naimark, N. (PI);
Nirei, Y. (PI);
Olivarius, K. (PI);
Press, S. (PI);
Proctor, R. (PI);
Rakove, J. (PI);
Riskin, J. (PI);
Roberts, R. (PI);
Robinson, P. (PI);
Rodrigue, A. (PI);
Satia, P. (PI);
Schiebinger, L. (PI);
Sheehan, J. (PI);
Sheffer, E. (PI);
Sommer, M. (PI);
Stokes, L. (PI);
Uchida, J. (PI);
Vardi, G. (PI);
Walters, A. (PI);
Weiner, A. (PI);
White, R. (PI);
Wigen, K. (PI);
Winterer, C. (PI);
Wolfe, M. (PI);
Yaycioglu, A. (PI);
Zipperstein, S. (PI)
HISTORY 302B:
Coffee, Sugar, and Chocolate: Commodities and Consumption in World History, 1200-1800 (ARTHIST 102B, ARTHIST 302B, HISTORY 202B, HISTORY 402B)
Many of the basic commodities that we consider staples of everyday life became part of an increasingly interconnected world of trade, goods, and consumption between 1200 and 1800. This seminar offers an introduction to the material culture of the late medieval and early modern world, with an emphasis on the role of European trade and empires in these developments. We will examine recent work on the circulation, use, and consumption of things, starting with the age of the medieval merchant, and followed by the era of the Columbian exchange in the Americas that was also the world of the Renaissance collector, the Ottoman patron, and the Ming connoisseur. This seminar will explore the material horizons of an increasingly interconnected world, with the rise of the Dutch East India Company and other trading societies, and the emergence of the Atlantic economy. It concludes by exploring classic debates about the "birth" of consumer society in the eighteenth century. How did the meaning of things and people's relationships to them change over these centuries? What can we learn about the past by studying things? Graduate students who wish to take a two-quarter graduate research seminar need to enroll in 402B in fall and 430 in winter.
Terms: Aut
| Units: 4-5
HISTORY 302G:
Peoples, Armies and Governments of the Second World War (HISTORY 202G)
Clausewitz conceptualized war as always consisting of a trinity of passion, chance, and reason, mirrored, respectively, in the people, army and government. Following Clausewitz, this course examines the peoples, armies, and governments that shaped World War II. Analyzes the ideological, political, diplomatic and economic motivations and constraints of the belligerents and their resulting strategies, military planning and fighting. Explores the new realities of everyday life on the home fronts and the experiences of non-combatants during the war, the final destruction of National Socialist Germany and Imperial Japan, and the emerging conflict between the victors. How the peoples, armies and governments involved perceived their possibilities and choices as a means to understand the origins, events, dynamics and implications of the greatest war in history.
Terms: Spr
| Units: 4-5
HISTORY 303C:
History of Ignorance
Scholars pay a lot of attention to knowledge--how it arises and impacts society--but much less attention has been given to ignorance, even though its impacts are equally profound. Here we explore the political history of ignorance, through case studies including: corporate denials of harms from particular products (tobacco, asbestos), climate change denialism, and creationist rejections of Darwinian evolution. Students will be expected to produce a research paper tracing the origins and impact of a particular form of ignorance.
Terms: Aut
| Units: 4-5
HISTORY 304:
Approaches to History
For first-year History and Classics Ph.D. students. This course explores ideas and debates that have animated historical discourse and shaped historiographical practice over the past half-century or so. The works we will be discussing raise fundamental questions about how historians imagine the past as they try to write about it, how they constitute it as a domain of study, how they can claim to know it, and how (and why) they argue about it.
Terms: Aut
| Units: 4-5
| Repeatable
for credit
HISTORY 304D:
Advanced Topics in Agnotology (HISTORY 204D)
Advanced research into the history of ignorance. Our goal will be to explore how ignorance is created, maintained and destroyed, using case studies from topics such as tobacco denialism, global climate denialism, and other forms of resistance to knowledge making. Course culminates in a research paper on the theory and practice of agnotology, the science of ignorance.
Terms: Spr
| Units: 4-5
HISTORY 304G:
War and Society (HISTORY 204G, REES 304G)
(History 204G is an undergraduate course offered for 5 units; History 304G is a graduate course offered for 4-5 units.) How Western societies and cultures have responded to modern warfare. The relationship between its destructive capacity and effects on those who produce, are subject to, and must come to terms with its aftermath. Literary representations of WW I; destructive psychological effects of modern warfare including those who take pleasure in killing; changes in relations between the genders; consequences of genocidal ideology and racial prejudice; the theory of just war and its practical implementation; how wars end and commemorated.
Terms: Spr
| Units: 4-5
HISTORY 304M:
Historiography (CLASSICS 240)
For History and Classics MA and coterm students. This course explores how historians have explored the past, and the strengths and limits of the methods they have employed. Beginning with a survey of non-western historiography, we then investigate the modern formulation of the historical discipline and its continuing evolution. What is the basis of our claims to know the past, and how can we better sift and gauge these claims? How can we better understand the historian's changing role in a changing society?
Terms: Aut
| Units: 4-5
HISTORY 305:
Graduate Pedagogy Workshop
Required of first-year History Ph.D. students. Perspectives on pedagogy for historians: course design, lecturing, leading discussion, evaluation of student learning, use of technology in teaching lectures and seminars. Addressing today's classroom: sexual harassment issues, integrating diversity, designing syllabi to include students with disabilities.
Terms: Win
| Units: 1
HISTORY 305E:
Comparative Historical Development of Latin America and East Asia (HISTORY 205E, ILAC 267E)
(Graduate students must enroll for 5 units.) Students will analyze, in historical perspective, the similarities and differences between the development of Latin America and East Asia from early modern times to the present. Focusing primarily on Brazil and Mexico, on one hand, and China and Japan, on the other, topics will include the impact of colonial and postcolonial relationships on the development of states, markets, and classes, as well as geopolitical, social, cultural, technological and environmental factors that shaped, and were shaped by, them.
Terms: Spr
| Units: 3-5
HISTORY 306:
Beyond Borders: Approaches to Transnational History
This core colloquium for the Transnational, International, and Global (TIG) field will introduce students to the major historiographical trends, methodological challenges, and theoretical approaches to studying and writing transnational histories.
Terms: Aut
| Units: 4-5
HISTORY 306D:
World History: Graduate Colloquium
How do historians engage the global scale in the classroom as well as in research? The world history canon including Toynbee, McNeill, Braudel, Wolf, and Wallerstein; contrasting approaches, recent research, and resources for teaching. Recommended: concurrent enrollment in HISTORY 306K.
Terms: Spr
| Units: 4
HISTORY 306K:
World History Pedagogy Workshop
Students draft a syllabus and create a curriculum module for use in a world history lecture course. Corequisite: HISTORY 306D, recommended.
Terms: Spr
| Units: 1
HISTORY 307C:
The Global Early Modern (HISTORY 207C)
In what sense can we speak of "globalization" before modernity? What are the characteristics and origins of the economic system we know as "capitalism"? When and why did European economies begin to diverge from those of other Eurasian societies? With these big questions in mind, the primary focus will be on the history of Europe and European empires, but substantial readings deal with other parts of the world, particularly China and the Indian Ocean. HISTORY 307C is a prerequisite for HISTORY 402 (Spring quarter).
Terms: Win
| Units: 4-5
HISTORY 307D:
Transhistory Colloquium (FEMGEN 207D, FEMGEN 307D, HISTORY 207D)
Colloquium on the history of transgender practices and identities. Readings will include scholarly texts from the emerging historical field of transhistory as well as adjacent fields within gender history. Colloquium will investigate avenues for deepening transhistory through further historical inquiry.
Terms: Spr
| Units: 4-5
HISTORY 308:
Biography and History (AMSTUD 207B, HISTORY 207, JEWISHST 207)
Designed along the lines of the PBS series, "In the Actor's Workshop," students will meet weekly with some of the leading literary biographers writing today. Included this spring will be "New Yorker" staff writer Judith Thurman -- whose biography of Isak Dinesen was made into the film "Out of Africa" -- as well as Shirley Jackson biographer Ruth Franklin, now at work on a book about Anne Frank. Professor Zipperstein will share with the class drafts of the biography of Philip Roth that he is now writing. Critics questioning the value of biography as an historical and literary tool will also be invited to meetings with the class.
Terms: Spr
| Units: 4-5
HISTORY 309F:
Maps in the Early Modern World (HISTORY 209F)
The significance of cartographic enterprise across the early modern world. Political, economic, and epistemological imperatives that drove the proliferation of nautical charts, domain surveys, city plans, atlases, and globes; the types of work such artifacts performed for their patrons, viewers, and subjects. Contributions of indigenous knowledge to imperial maps; the career of the map in commerce, surveillance, diplomacy, conquest, and indoctrination. Sources include recent research from Asia, Europe, and the Americas.
Terms: Aut
| Units: 4-5
HISTORY 313F:
Medieval Germany, 900-1250 (GERMAN 213, GERMAN 313, HISTORY 213F)
(Undergraduates may sign up for German 213 or History 213F, graduate students should sign up for German 313 or History 313F. This course may be taken for variable units. Check the individual course numbers for unit spreads.) This course will provide a survey of the most important political, historical, and cultural events and trends that took place in the German-speaking lands between 900 and 1250. Important themes include the evolution of imperial ideology and relations with Rome, expansion along the eastern frontier, the crusades, the investiture controversy, the rise of powerful cities and civic identities, monastic reform and intellectual renewal, and the flowering of vernacular literature. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit
Terms: Spr
| Units: 1-5
HISTORY 317:
Introduction to the Sources of Medieval History
This seminar is intended as a hands-on introduction to several major genres of source materials for the history of Western Europe from ca. 700-ca. 1400. Each week's meeting will consist of a mix of faculty-led bibliographical overviews, student presentations, and discussions of readings. Above all, it will guide you through a series of research assignments that will collectively introduce you to the medievalist's toolkit -- and provide you with solid foundations for further inquiry, wherever your scholarly interests should lead.
Terms: Spr
| Units: 4-5
HISTORY 318:
The Holy Dead: Saints and Spiritual Power in Medieval Europe (HISTORY 218, RELIGST 218X, RELIGST 318X)
Examines the cult of saints in medieval religious thought and life. Topics include martyrs, shrines, pilgrimage, healing, relics, and saints' legends.
Terms: Win
| Units: 4-5
HISTORY 321B:
The 'Woman Question' in Modern Russia (FEMGEN 221B, HISTORY 221B)
(History 221B is an undergraduate course offered for 5 units; History 321B is a graduate course offered for 4-5 units.) Russian radicals believed that the status of women provided the measure of freedom in a society and argued for the extension of rights to women as a basic principle of social progress. The social status and cultural representations of Russian women from the mid-19th century to the present. The arguments and actions of those who fought for women's emancipation in the 19th century, theories and policies of the Bolsheviks, and the reality of women's lives under them. How the status of women today reflects on the measure of freedom in post-Communist Russia.
Terms: Win
| Units: 4-5
HISTORY 324C:
Genocide and Humanitarian Intervention (HISTORY 224C, JEWISHST 284C, JEWISHST 384C, PEDS 224)
Open to medical students, graduate students, and undergraduate students. Traces the history of genocide in the 20th century and the question of humanitarian intervention to stop it, a topic that has been especially controversial since the end of the Cold War. The pre-1990s discussion begins with the Armenian genocide during the First World War and includes the Holocaust and Cambodia under the Khmer Rouge in the 1970s. Coverage of genocide and humanitarian intervention since the 1990s includes the wars in Bosnia, Rwanda, Kosovo, the Congo and Sudan.
Terms: Win
| Units: 3
HISTORY 325E:
From Vladimir to Putin: Key Themes in Russian History (HISTORY 225E, REES 225E)
Formative issues in Russian history from Muscovy to the present: autocracy and totalitarianism; tsars, emperors, and party secretaries; multi-ethnicity and nationalism; serfdom, peasantry; rebellions and revolutions, dissent and opposition; law and legality; public and private spheres; religion and atheism; patterns of collapse. Class format will be discussion of one to two assigned books or major articles per class.
Terms: Win
| Units: 4-5
HISTORY 326D:
The Holocaust: Insights from New Research (CSRE 226D, CSRE 326D, HISTORY 226D, JEWISHST 226E, JEWISHST 326D)
Overview of the history of the Holocaust, the genocide of European Jews. Explores its causes, course, consequences, and memory. Addresses the events themselves, as well as the roles of perpetrators and bystanders, dilemmas faced by victims, collaboration of local populations, and the issue of rescue. Considers how the Holocaust was and is remembered and commemorated by victims and participants alike. Uses different kinds of sources: scholarly work, memoirs, diaries, film, and primary documents.
Terms: Win
| Units: 4-5
HISTORY 326E:
Famine in the Modern World (HISTORY 226E, PEDS 226)
Open to medical students, graduate students, and undergraduate students. Examines the major famines of modern history, the controversies surrounding them, and the reasons that famine persists in our increasingly globalized world. Focus is on the relative importance of natural, economic, and political factors as causes of famine in the modern world. Case studies include the Great Irish Famine of the 1840s; the Bengal famine of 1943-44; the Soviet famines of 1921-22 and 1932-33; China's Great Famine of 1959-61; the Ethiopian famines of the 1970s and 80s, and the Somalia famines of the 1990s and of 2011.
Terms: Win
| Units: 3
HISTORY 330A:
Early Modern Colloquium
Historiographical survey from the Renaissance to the Enlightenment. Topics include Renaissance, Reformation, European expansion, state and nation building, printing, military, and scientific revolutions, origins of Enlightenment. Designed to prepare students doing either a primary or secondary graduate field in early modern European history.
Terms: Aut
| Units: 4-5
HISTORY 331B:
Core Colloquium on Modern Europe: The 19th Century
The major historical events and historiographical debates of the long 19th century from the French Revolution to WW I.
Terms: Win
| Units: 4-5
HISTORY 333C:
Two British Revolutions (HISTORY 233C)
Current scholarship on Britain,1640-1700, focusing on political and religious history. Topics include: causes and consequences of the English civil war and revolution; rise and fall of revolutionary Puritanism; the Restoration; popular politics in the late 17th century; changing contours of religious life; the crisis leading to the Glorious Revolution; and the new order that emerged after the deposing of James II.
Terms: Spr
| Units: 4-5
HISTORY 333F:
Political Thought in Early Modern Britain (HISTORY 233F)
1500 to 1700. Theorists include Hobbes, Locke, Harrington, the Levellers, and lesser known writers and schools. Foundational ideas and problems underlying modern British and American political thought and life.
Terms: Win
| Units: 4-5
HISTORY 334R:
Risk and Credit Before Modern Finance (HISTORY 234R)
In today's world, credit scores are nearly as important as citizenship. Creditworthiness is measured in numbers, but is also bound up with moral qualities. To lack credit is to be on the margins of society, and vice versa. How did we get here? How did lenders mitigate risks before credit scores were available? Where do the risk management tools of modern finance come from? How did merchants trade over long distances when information technology was extremely poor? This one-unit course will address these pressing questions from a historical perspective, starting from the modern U.S. and reaching back in time to the Middle Ages. Classroom discussions and readings include articles written by historians and social scientists, as well as primary sources in English translation.
Terms: Spr
| Units: 1
HISTORY 337B:
Michelangelo: Gateway to Early Modern Italy (ARTHIST 218A, ARTHIST 418A, HISTORY 237B, ITALIAN 237, ITALIAN 337)
Revered as one of the greatest artists in history, Michelangelo Buonarroti's extraordinarily long and prodigious existence (1475-1564) spanned the Renaissance and the Reformation in Italy. The celebrity artist left behind not only sculptures, paintings, drawings, and architectural designs, but also an abundantly rich and heterogeneous collection of artifacts, including direct and indirect correspondence (approximately 1400 letters), an eclectic assortment of personal notes, documents and contracts, and 302 poems and 41 poetic fragments. This course will explore the life and production of Michelangelo in relation to those of his contemporaries. Using the biography of the artist as a thread, this interdisciplinary course will draw on a range of critical methodologies and approaches to investigate the civilization and culture of Italy in the fifteenth and sixteenth centuries. Course themes will follow key tensions that defined the period and that found expression in Michelangelo: physical-spiritual, classical-Christian, tradition-innovation, individual-collective.
Terms: Spr
| Units: 3-5
HISTORY 337D:
The French Revolution and the Birth of Modern Politics (HISTORY 237D)
(Students who have taken HISTORY 134 should not enroll in this course.) This course will focus on the birth of modern politics in the French Revolution. The goal will be to understand the structural contradictions of the French monarchy in the pre-revolutionary period, the reasons for the monarchy's failure to resolve those contradictions, and the political dynamic unleashed as they were solved by the revolutionary action of 1789. Sovereignty, democracy, rights, representation, and terror will be principal themes. Lectures will be combined with close reading and discussions of political and philosophical writings of the period.
Terms: Spr
| Units: 4-5
HISTORY 338A:
Graduate Colloquium in Modern British History, Part I
Influential approaches to problems in British, European, and imperial history. The 19th-century British experience and its relationship to Europe and empire. National identity, the industrial revolution, class formation, gender, liberalism, and state building. Goal is to prepare specialists and non-specialists for oral exams. (Cardinal Course certified by the Haas Center.)
Terms: Aut
| Units: 4-5
HISTORY 339T:
What is Time?
At a basic level, history is the study of change over time. But the modern discipline of history, as it was formed during the Enlightenment, radically changed conceptions of time itself: from something at times understood as cyclical or directionless to something linear and teleological. Modern history then prompted further reconceptualizations of time: Capitalism introduced new ways of valuing time; the Darwinian revolution introduced a new scale of earthly time; the world wars dented faith in the idea that time passed in the direction of progress; and now climate change has altered conceptions of time in a new way. This course examines evolving understandings of the medium of the historian's craft: what is time? We will examine poetic, scientific, literary, and geographical conceptions of time and trace time's modern history: how colonialism and capitalism produced new experiences of time, and anticolonial and anticapitalist critiques of those experiences. Throughout, we will consider how this history should shape the way historians think about change over time, in terms of questions of scale, human experience, and disciplinary purpose.
Terms: Win
| Units: 4-5
HISTORY 340:
The History of Evolution (HISTORY 240)
This course examines the history of evolutionary biology from its emergence around the middle of the eighteenth century. We will consider the continual engagement of evolutionary theories of life with a larger, transforming context: philosophical, political, social, economic, institutional, aesthetic, artistic, literary. Our goal will be to achieve a historical rich and nuanced understanding of how evolutionary thinking about life has developed to its current form.
Terms: Aut
| Units: 4-5
HISTORY 343C:
People, Plants, and Medicine: Colonial Science and Medicine (HISTORY 243C)
Explores the global exchange of knowledge, technologies, plants, peoples, disease, and medicines. Considers primarily Africans, Amerindians, and Europeans in the eighteenth-century Atlantic World but also takes examples from other knowledge traditions. Readings treat science and medicine in relation to voyaging, colonialism, slavery, racism, plants, and environmental exchange. Colonial sciences and medicines were important militarily and strategically for positioning emerging nation states in global struggles for land and resources.
Terms: Spr
| Units: 4-5
HISTORY 343D:
Emerging Diseases, Past and Present
This course will use our current experience with the COVID-19 pandemic as a lens to study the processes by which infectious diseases emerge. Because of recent developments in the "historicist sciences" (bioarchaeology and palaeogenetics), it is possible to piece together the origin stories of some of the world's most impactful diseases. How does a "microbe's-eye view" of disease emergence change our understanding of past (and present) pandemics? Is it possible that understanding emergence might help us better understand why certain diseases have continued to proliferate, refusing to yield to modern interventions?nnWe will focus on several major diseases transmitted between the Old and New Worlds before and after 1500. At issue is not simply the original spillover event (the transfer of a pathogen from one host species to humans), but the question of how these diseases exploit human connectivity to proliferate. These early globalizing stories will be compared with the story of SARS-CoV-2 as its own "origin story" continues to unfold. Given current critiques of the failures of "global health," what do these origin stories have to tell us about how diseases become "endemic"? Is humankind both the cause of its major diseases, but also doomed to endure them in perpetuity?
Terms: Win
| Units: 4-5
HISTORY 343G:
Tobacco and Health in World History: How Big Nic created the template for global science denial (HISTORY 243G)
Cigarettes are the world's leading cause of death--but how did we come into this world, where 6 trillion cigarettes are smoked every year? Here we explore the political, cultural, and technological origins of the cigarette and cigarette epidemic, using the tobacco industry's 80 million pages of secret documents. Topics include the history of cigarette advertising and cigarette design, the role of the tobacco industry in fomenting climate change denial, and questions raised by the testimony of experts in court.
Terms: Aut
| Units: 4-5
HISTORY 344F:
Innovations in Inclusive Design in Tech (FEMGEN 344F, HISTORY 244F)
This d-school class prototypes concepts and methods for inclusive design and considers intersecting social factors in designing new technologies. Examples of products (including objects, services, and systems) gone awry will serve as prompts for design activities, challenges, and discussions on the challenges designers face when addressing the different needs of consumers. These include, but are not limited to: gender, race/ethnicity, socio-economic status, age, geographic location, sustainability, and other "intersectional" factors. Class sessions mix use case explorations with design methodology, design thinking abilities, and guest speakers from technology, design, and academia. Students will be asked to work in interdisciplinary teams on several design challenges, culminating in the development of a toolkit for inclusive design. Methods will interact in crucial ways to create "intersectional thinking," i.e., to consider how intersectional factors work together to require new solutions in design. Topics include: algorithms, media, virtual assistants, crash test dummies, robotics, health technologies, assistive technologies, tech for developing worlds, urban/rural design, software development. By application only. Applications due 3/13. You can find the application here: https://docs.google.com/forms/d/1-QOYhKxbM7Ul-O-UpFdtARGipaVYlxzUbz0mZvV2Awo/edit.
Terms: Spr
| Units: 4-5
HISTORY 345A:
Africa in the Era of the Slave Trade
The slave trade, including the trans-Saharan, Indian Ocean, and trans-Atlantic trades, constituted nearly a millennium of interaction with the wider world and set in motion transformations in African societies, polities, and cultures. Topics include the debates about slavery in Africa, the impact of the slave trade on African societies, state formation, economic change, religious change, and household change in the period before the scramble for Africa in the late 19th century.
Terms: Aut
| Units: 4-5
HISTORY 346G:
Participatory Research in African History
Historical research in Africa is liable to issues of authenticity and relevance to local communities, as well as power disparities between researcher and subject. Can we turn this weakness into a strength by developing theory and practice of participatory action research in which communities and scholars work together to make meaningful interpretations of the past? We will explore this issue, study previous attempts, and design a participatory action research project to be carried out in Ghana.
Terms: Win
| Units: 4-5
HISTORY 351A:
Core in American History, Part I
May be repeated for credit.
Terms: Aut
| Units: 4-5
| Repeatable
2 times
(up to 10 units total)
HISTORY 351C:
Core in American History, Part III
Terms: Win
| Units: 4-5
| Repeatable
2 times
(up to 10 units total)
HISTORY 351E:
Core in American History, Part V
Required of all first-year United States History Ph.D. students. Topics in Twentieth Century United States History.
Terms: Spr
| Units: 4-5
| Repeatable
2 times
(up to 10 units total)
HISTORY 351J:
American Slavery and Its Afterlives (AFRICAAM 251J, AMSTUD 251J, HISTORY 251J)
How did the institution of American slavery come to an end? The story is more complex than most people know. This course examines the rival forces that fostered slavery's simultaneous contraction in the North and expansion in the South between 1776 and 1861. It also illuminates, in detail, the final tortuous path to abolition during the Civil War. Throughout, the course introduces a diverse collection of historical figures, including seemingly paradoxical ones, such as slaveholding southerners who professed opposition to slavery and non-slaveholding northerners who acted in ways that preserved it. During the course's final weeks, we will examine the racialized afterlives of American slavery as they manifested during the late-nineteenth century and beyond.
Terms: Aut
| Units: 4-5
HISTORY 352:
Originalism and the American Constitution: History and Interpretation (HISTORY 252)
Except for the Bible no text has been the subject of as much modern interpretive scrutiny as the United States Constitution. This course explores both the historical dimensions of its creation as well as the meaning such knowledge should bring to bear on its subsequent interpretation. In light of the modern obsession with the document's "original meaning," this course will explore the intersections of history, law, and textual meaning to probe what an "original" interpretation of the Constitution looks like.
Terms: Aut
| Units: 4-5
HISTORY 353C:
Histories of Racial Capitalism
This colloquium takes as its starting point the insistence that the movement, settlement, and hierarchical arrangements of indigenous communities and people of African descent is inseparable from regimes of capital accumulation. It builds on the concept of "racial capitalism," which rejects treatments of race as external to a purely economic project and counters the idea that racism is an externality, cultural overflow, or aberration from the so-called real workings of capitalism. This course will cover topics such as chattel slavery, settler colonialism, black capitalism, the under-development of Africa, and the profitability of mass incarceration.
Terms: Spr
| Units: 4-5
HISTORY 354B:
Animism, Gaia, and Alternative Approaches to the Environment (ANTHRO 254C, FRENCH 254, HISTORY 254B, REES 254)
Indigenous knowledges have been traditionally treated as a field of research for anthropologists and as mistaken epistemologies, i.e., un-scientific and irrational folklore. However, within the framework of environmental humanities, current interest in non-anthropocentric approaches and epistemic injustice, animism emerged as a critique of modern epistemology and an alternative to the Western worldview. Treating native thought as an equivalent to Western knowledge will be presented as a (potentially) decolonizing and liberating practice. This course may be of interest to anthropology, archaeology and literature students working in the fields of ecocriticism and the environmental humanities/social sciences, students interested in the Anthropocene, geologic/mineral, bio-, eco- and geosocial collectives, symbiotic life-forms and non-human agencies. The course is designed as a research seminar for students interested in theory of the humanities and social sciences and simultaneously helping students to develop their individual projects and thesis.
Terms: Spr
| Units: 3-5
HISTORY 354E:
The Rise of American Democracy (HISTORY 254E)
(History 254E is an undergraduate course offered for 5 units; History 354E is a graduate course offered for 4-5 units.) Where did American democracy come from? Prior to and during the American Revolution, few who lived in what became the United States claimed to live in a democracy. Half a century later, most took this reality as an article of faith. Accordingly, the period stretching from c. 1750 to c. 1840 is often considered the period when American democracy was ascendant, a time marked by the explosion of new forms of political thinking, practices, and culture, new political institutions and forms of political organization, and new kinds of political struggles. This advanced undergraduate/graduate colloquium will explore how American political life changed during this formative period to understand the character of early American democracy, how different groups gained or suffered as a result of these transformations, and, in light of these investigations, in what ways it is historically appropriate to think of this period as in fact the rise of American democracy.
Terms: Aut
| Units: 4-5
HISTORY 354G:
The News Media and American Democracy
The role of the news media in a democracy has been a source of controversy throughout American history. This colloquium will examine how technology, capitalism, law, and politics have reshaped the press over time and how the press, in turn, has impacted democratic discourse and formed partisan, gender, and ethnic identities. Students will be expected to write a primary source paper using historical newspapers to engage with debates about the history of news media.
Terms: Win
| Units: 4-5
HISTORY 355F:
The Civil War and Reconstruction Era (HISTORY 255F)
(Undergraduates, enroll in 255F; Graduates, enroll in 355F.) This course examines the critical period between 1860, when the first states seceded in defense of enslavement, and 1896, when the Supreme Court's Plessy v. Ferguson decision affirmed the constitutionality of Jim Crow. We will focus, at first, on the crucial role played by African Americans, enslaved and free, in the abolition of slavery and in the fundamental reframing of civil rights effected by the Fourteenth and Fifteenth Amendments. We will then shift to a close study of the decades-long fight between those who sought to defend these advances in racial justice and those who sought to constrain them, even invalidate them. Students will engage with primary source material in every class session and will write final papers on topics of their own choosing.
Terms: Spr
| Units: 5
HISTORY 355G:
Planning Suburban America
In 2021 Governor Galvin Newsom singed a law ending single-family zoning in the state of California, a remarkable departure for the state of California, which had pioneered automobile-centric suburban development. This course aims to contextualize contemporary concerns about the suburb. Life outside of the urban core had often been seen as dangerous and uncivilized. But, by the middle of the 20th century, homogenous, middle class suburban households were often depicted as quintessentially American bulwarks against communism. This course will engage with debates over whether that transformation was a natural result of technological innovation or a contingent product of public policy and white flight. It will then consider how suburban planning has impacted popular culture, ecology, race, politics, national identity, and even foreign policy.
Terms: Spr
| Units: 4-5
HISTORY 358A:
Back to the Future: Media, Art, and Politics in the 1980s (AMSTUD 128B, COMM 128, COMM 228, COMM 328, HISTORY 258A)
(COMM 128 is offered for 5 units, COMM 228 is offered for 4 units. COMM 328 is offered for 3-5 units.)This seminar covers the intersection of politics, media and art in the U.S. from the end of the Vietnam War in 1975 to the fall of the Berlin Wall in 1989. Topics include globalization and financialization; the rise of the New Right; the personalization of media technology, from television to computing; postmodernism and political art; feminism, queer, and sex-positive activism; identity politics and the culture wars. Open to juniors, seniors, and graduate students.
Terms: Win
| Units: 3-5
HISTORY 358G:
The Origins of American Liberalism
In the 1870s, liberalism in America was associated with freedom of contract, small government, and, quite often, restrictions on suffrage. Today, liberalism means nearly the opposite of that. This class examines how factors like war, industrialization, urbanization, immigration, disease, fascism, and economic instability have reshaped liberalism. American liberalism has been labelled protean, flexible, or just imprecise. The goal of this course is to identify some of the strands that hold it together by contextualizing its evolution within social changes that have forced liberals to reevaluate their ideas.
Terms: Spr
| Units: 4-5
HISTORY 360P:
American Protest Movements, Past and Present (AFRICAAM 360P, FEMGEN 360P)
(History 260P is an undergraduate course offered for 5 units; History 360P is a graduate course offered for 4-5 units.) Societal change comes only when individuals and groups speak out, perseverantly, against prevailing norms. This course examines the overlapping histories of three nineteenth-century protest movements: antislavery, womens rights, and temperance. It focuses on the arguments and tactics used by these movements to persuade Americans to oppose the status quo, and it examines the points of agreement and disagreement that arose within and among these movements. Ultimately, the course connects these past protest movements to more recent analogs, such as Black Lives Matter, ERA ratification, and marijuana legalization. Throughout the course, race, gender, and class serve as central analytical themes.
Terms: Win
| Units: 4-5
HISTORY 361D:
History of Civil Rights Law
(Same as LAW 7838.) This is a seminar that will examine canonical civil rights law using history. We will investigate the historical context behind the enactment of particular laws and judicial decisions. We will also discuss the meaning and implications of the term "civil rights law." Readings will include cases, law review articles, primary sources, and history articles. Topics will include segregation, abortion, workers' rights, and disability. 14th Amendment is not a prerequisite for the seminar. Requirements for the course include regular class participation and, at the students' election, either response papers or a historiographical essay. Elements used in grading: Attendance, Class Participation, Written Assignments, Final Paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.
Terms: Spr
| Units: 5
HISTORY 371:
Graduate Colloquium: Explorations in Latin American History and Historiography (ILAC 371)
Introduction to modern Latin American history and historiography, including how to read and use primary sources for independent research.
Terms: Win
| Units: 4-5
HISTORY 371C:
Iberian Expansion Through the Looking Glass: One World or Many? (COMPLIT 251A, COMPLIT 351A, CSRE 251, CSRE 351, HISTORY 271C, ILAC 251, ILAC 351)
The conquerors, missionaries, and historians who reflected on Iberian overseas expansion during the early modern period often asked themselves a crucial question: was there only one world or many? Were the Americas a 'New World,' unknown to the ancients, entirely detached from the rest of human history? Even after the invasion and occupation of the Americas, many European chroniclers continued to think that the world was divided into three parts - Europe, Asia, and Africa. In their descriptions of the Americas, they drew heavily on histories and travel reports pertaining to other epochs and locales, especially contemporary Asia and ancient Rome. At the same time, indigenous elites and mestizo authors in the Americas used 'Old World' history and news of distant conflicts to reflect on the immediacy of their historical experience. In this course, students will consider the ways in which diverse authors in New Spain (Mexico), Peru, and Brazil contemplated themselves in relation to remote times and places: from Greco-Roman Antiquity to Lutheran Germany, the Ottoman Mediterranean to the Apocalyptic End of Times. Students will analyze the many reflections, distortions, inversions, translations, uncanny resemblances, and strange parallel dimensions that resulted from these intellectual experiments. Primary sources include chronicles, poetry, theater, Afro-Catholic festivals, pictographic codices, feather mosaics, and maps. All texts offered in the original language and in English translation whenever possible. For graduate students and advanced undergraduates.
Terms: Spr
| Units: 3-5
HISTORY 378:
The Historical Ecology of Latin America (HISTORY 278B)
What role did the natural environment play in the emergence of Latin America as a distinct geographical and socio-cultural world region? How do we analyze the historical relationship between the regions rich and seemingly abundant natural resources and its status as "underdeveloped"? What historical consequences did this relationship have and what alternative, more sustainable developmental paths can we envision for the future in light of the past that we will study? In this course, students will become familiar with the historiography on Latin America (with emphasis on Mexico) that has explored these questions through a variety of approaches, methodologies and points of view.
Terms: Spr
| Units: 4-5
HISTORY 380B:
The Birth of Islam: Authority, Community, and Resistance (GLOBAL 134, GLOBAL 234, HISTORY 280B)
This course explores the historical problem of how authority and community (in both the political and religious sense) were defined and challenged in the early Islamic period. Chronological topics covered include: the political, cultural, and religious world of Late Antiquity into which Muhammad was born; the crystallization of a small community of believers who supported Muhammad's message of radical monotheism and aided him in the conquest and conversion of the Arabian Peninsula; the problems of legacy and leadership in the community of the faithful after Muhammad's death; the Arabo-Islamic conquests beyond Arabia during the 7th and early 8th centuries and the establishment of the first Islamic empire under the rule of the Umayyad clan; the Sunni/Shi'a split (and further splits in Shi'ism); the revolution of 750 A.D. and overthrow of the Umayyads by the 'Abbasids; the flourishing of a sophisticated world of learning and culture under the 'Abbasids; and the waning of the 'Abbasids empire in the tenth century and political reconfiguration of the Islamic lands.
Terms: Aut
| Units: 3-5
HISTORY 383C:
The Medieval Middle East: Crusaders, Turks, and Mongols (GLOBAL 133, GLOBAL 233, HISTORY 283C)
This course surveys the history of the Middle East from c.950 A.D. to c.1517 A.D., placing particular emphasis on the following questions: What were the social, cultural, and political contexts for conversion to Islam in the Middle Ages? How did the interplay of nomadic and sedentary peoples shape Middle Eastern history? What were the nature of Christian-Muslim relations and the fate of religious minorities in an age of Crusade and Jihad? What were the conditions for the rise, flourishing, and eventual collapse of a ¿world-system¿ in this period (with the lands of the Middle East serving as its nexus)? Chronological topics include: the arrival in the Middle East of the Seljuk Turks, new adopters of Islam and recent nomads; the western European crusades to the Holy Land and the establishment of so-called ¿Crusader States¿ in Syria; the subjugation of Iran to pagan Mongols¿and the Mongols¿ eventual conversion to Islam; the rise to power of a dynasty of Turkish slave-soldiers (mamluks) in Cairo and the political reunification of Syria and Egypt under their rule. Readings will consist of both primary sources and works of modern scholarship.
Terms: Win
| Units: 3-5
HISTORY 385B:
Graduate Colloquium in Jewish History, 19th-20th Centuries (JEWISHST 385B)
Instructor consent required.
Terms: Win
| Units: 4-5
HISTORY 390:
North Korea in a Historical and Cultural Perspective (HISTORY 290, KOREA 190X, KOREA 290X)
North Korea has been dubbed secretive, its leaders unhinged, its people mindless dupes. Such descriptions are partly a result of the control that the DPRK exerts over texts and bodies that come through its borders. Filtered through foreign media, North Korea's people and places can seem to belong to another planet. However, students interested in North Korea can access the DPRK through a broad and growing range of sources including satellite imagery, archival documents, popular magazines, films, literature, art, tourism, and through interviews with former North Korean residents (defectors). When such sources are brought into conversation with scholarship about North Korea, they yield new insights into North Korea's history, politics, economy, and culture. This course will provide students with fresh perspectives on the DPRK and will give them tools to better contextualize its current position in the world. Lectures will be enriched with a roster of guest speakers.
Terms: Win
| Units: 4-5
HISTORY 392B:
Law and Society in Late Imperial China (CHINA 392B)
Connections between legal and social history. Ideology and practice, center and periphery, and state-society tensions and interactions. Readings introduce the work of major historians on concepts and problems in Ming-Qing history.
Terms: Spr
| Units: 4-5
HISTORY 392D:
Japan in Asia, Asia in Japan (HISTORY 292D)
(History 292D is an undergraduate course offered for 5 units; History 392D is a graduate course offered for 4-5 units.) How Japan and Asia mutually shaped each other in the late 19th and 20th centuries. Focus is on Japanese imperialism in Asia and its postwar legacies. Topics include: pan-Asianism and orientalism; colonial modernization in Korea and Taiwan; collaboration and resistance; popular imperialism in Manchuria; total war and empire; comfort women and the politics of apology; the issue of resident Koreans; and economic and cultural integration of postwar Asia.
Terms: Win
| Units: 4-5
HISTORY 392F:
Culture and Religions in Korean History (HISTORY 292F)
This colloquium explores the major themes of Korean history before 1800 and the role of culture and religions in shaping the everyday life of Chosôn-dynasty Koreans. Themes include the aristocracy and military in the Koryô dynasty, Buddhism and Confucianism in the making of Chosôn Korea, kingship and court culture, slavery and women, family and rituals, death and punishment, and the Korean alphabet (Hangûl) and print culture.
Terms: Aut
| Units: 4-5
HISTORY 392G:
Modern Korea
Examines seminal works and major historical debates in the study of modern Korea. Topics include the state and society in the Choson dynasty, reform and rebellion in the nineteenth century, colonization, gender and colonial modernity, national identity and assimilation, wartime colonial Korea, decolonization and the North Korean revolution, the Korean War and its aftermath, the Pak Chung Hee regime and labor relations, and democratization.
Terms: Win
| Units: 4-5
HISTORY 393B:
Living in Ancient China: A Material Culture History (ARCHLGY 293)
(Undergraduates, enroll in 293B; Master's students, enroll in 393B.) This course explores the embodied means and meanings of "living" in ancient China, roughly from 1200 BCE to 220 CE, as a way of understanding the sociocultural history of the period. It discusses the lived, materialized experiences of the groups that originated from different cultural-geographic zones of then China, from the Central Plain and the Mongolian-Manchurian steppe to the coast of the East China Sea and the south of the Nanling Mountains. The material cultures these peoples once created--for the king's court, as well as for urban commoners and farmers--constitute what we will investigate along the way. Topics range widely from contemporary foodways, fashion, violence, and writing practice to cities, palaces, ritual monuments, luxury objects accessed by elites, and religious decorations designed for the afterlife. The weekly meeting is comprised of a mini-lecture and a longer discussion session. Hopefully, students will have a chance to visit Cantor Center for Visual Arts and study closely an assemblage of related artifacts taught in this course. No background knowledge of ancient China (or archaeology) is required or expected.
Terms: Spr
| Units: 5
HISTORY 393E:
Female Divinities in China (FEMGEN 293E, HISTORY 293E, RELIGST 257X, RELIGST 357X)
This course examines the fundamental role of powerful goddesses in Chinese religion. It covers the entire range of imperial history and down to the present. It will look at, among other questions, what roles goddesses played in the spirit world, how this is related to the roles of human women, and why a civilization that excluded women from the public sphere granted them a dominant place, in the religious sphere. It is based entirely on readings in English.
Terms: Aut
| Units: 4-5
HISTORY 393F:
Chinese Politics and Society (HISTORY 293F, SOC 217B, SOC 317B)
(Doctoral students register for 317B.) This seminar examines scholarship on major political developments in the People's Republic of China during its first four decades. The topics to be explored in depth this year include the incorporation of Tibet and Xinjiang into the new Chinese nation-state during the 1950s, political violence during the Cultural Revolution in the late 1960s, and the nationwide political upheavals of 1989.
Terms: Win
| Units: 3-5
HISTORY 394K:
Chinese Migrations
(This section is for MA students. Please contact Kai Dowding for the permission number at kdowding@stanford.edu.) This seminar will explore global patterns of Chinese migration, and consider both continuities and change within these movements. We will examine Chinese communities here in California, as well as in Asia, Africa, South America, and the Caribbean. In addition to the dynamics of specific encounters, the course examines how Chinese migrants contributed to broader patterns of nation building, colonialism, race formation, capitalist development, and global constructions of "Chinese-ness?"
Terms: Spr
| Units: 4-5
HISTORY 395J:
Gender and Sexuality in Chinese History (CHINA 395, FEMGEN 395J)
Terms: Win
| Units: 4-5
HISTORY 396D:
Historiography of Modern Japan
Introduces students to the major historical problems and historiographic trends in the study of modern Japan from the Meiji period to the present. Themes include approaches to late Meiji culture and politics, the formation of imperial subjects and citizens, agrarian society and politics, gender in modern Japan, empire and modernity, total war and transwar state and society, U.S. occupation, and postwar Japan.
Terms: Spr
| Units: 4-5
HISTORY 396F:
Science and Society in Modern South Asia
(Graduates, enroll in 396F. Undergraduates, enroll in 296F.) Modern science, technology and medicine are global phenomena, and yet scientific knowledge, as the product of human activity, reflects the social, political, economic and cultural contexts in which it is produced, mobilized and used. This course explores the dynamic relationship between science and society in South Asia in the nineteenth and twentieth centuries. Taking scientific practice as not the exclusive domain of the British colonial state, its European personnel or even South Asian scientists, this course explores the knowledge practices of a range of actors in South Asian societies. We will pursue two questions throughout: How and where did South Asians learn, receive, interpret, practice, and produce scientific knowledge? How did they mobilize this knowledge in their own political and social agendas? In these varied practical, social and cultural projects, science became a force for civilization and enlightenment, political domination and national liberation, and economic development and social transformation. In fact, a 'scientific temperament' has also come to be upheld as the appropriate civic attitude of postcolonial citizens. Through these themes, this course examines the making of the power and cultural authority of the sciences and their practitioners in modern South Asia.
Terms: Spr
| Units: 4-5
HISTORY 396L:
The Worlds of Labor in Modern India (ANTHRO 296F)
This colloquium will introduce students to the exciting and expanding field of Indian labor history and provide them a comprehensive historiographical foundation in this area of historical research. Seminars will engage with one key monograph in the field every week, with selected chapters of the monograph set as compulsory reading. In these seminars, we will explore the world of the working classes and the urban poor in colonial and post-colonial India, as also the Indian labor diaspora. We will understand myriad workplaces such as jute and cotton mills, small workshops, farms and plantations. We will also explore forms of protest and political mobilization devised by workers in their struggles against structures of oppression and in their quest for a life of dignity. Most importantly, these seminars will train students in the methods deployed by labor historians to access the lives of the largely unlettered workers of the region who seldom left a trace of their consciousness in archival documents. Overall, we will connect the debates in the history of labor in modern India to wider discussions about the nature of capitalism, colonial modernity, gender, class, caste and culture.
Terms: Win
| Units: 4-5
HISTORY 399W:
Graduate Directed Reading
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Ablavsky, G. (PI);
Baker, K. (PI);
Beinin, J. (PI);
Bernstein, B. (PI);
Buc, P. (PI);
Burns, J. (PI);
Cabrita, J. (PI);
Camarillo, A. (PI);
Campbell, J. (PI);
Carson, C. (PI);
Chang, G. (PI);
Como, D. (PI);
Crews, R. (PI);
Daughton, J. (PI);
Dorin, R. (PI);
Duus, P. (PI);
Findlen, P. (PI);
Frank, Z. (PI);
Freedman, E. (PI);
Gienapp, J. (PI);
Griffiths, F. (PI);
Hanretta, S. (PI);
Hecht, G. (PI);
Herzog, T. (PI);
Hobbs, A. (PI);
Holloway, D. (PI);
Jolluck, K. (PI);
Kennedy, D. (PI);
Klein, H. (PI);
Kollmann, N. (PI);
Kumar, A. (PI);
Lewis, M. (PI);
Lougee, C. (PI);
Miller, K. (PI);
Minian Andjel, A. (PI);
Moon, Y. (PI);
Morris, I. (PI);
Mullaney, T. (PI);
Naimark, N. (PI);
Nirei, Y. (PI);
Olivarius, K. (PI);
Press, S. (PI);
Proctor, R. (PI);
Rakove, J. (PI);
Rakove, R. (PI);
Riskin, J. (PI);
Roberts, R. (PI);
Robinson, P. (PI);
Rodrigue, A. (PI);
Satia, P. (PI);
Schiebinger, L. (PI);
Sheehan, J. (PI);
Sheffer, E. (PI);
Shil, P. (PI);
Sommer, M. (PI);
Stokes, L. (PI);
Uchida, J. (PI);
Weiner, A. (PI);
White, R. (PI);
Wigen, K. (PI);
Winterer, C. (PI);
Wolfe, M. (PI);
Yaycioglu, A. (PI);
Zipperstein, S. (PI)
HISTORY 402B:
Coffee, Sugar, and Chocolate: Commodities and Consumption in World History, 1200-1800 (ARTHIST 102B, ARTHIST 302B, HISTORY 202B, HISTORY 302B)
Many of the basic commodities that we consider staples of everyday life became part of an increasingly interconnected world of trade, goods, and consumption between 1200 and 1800. This seminar offers an introduction to the material culture of the late medieval and early modern world, with an emphasis on the role of European trade and empires in these developments. We will examine recent work on the circulation, use, and consumption of things, starting with the age of the medieval merchant, and followed by the era of the Columbian exchange in the Americas that was also the world of the Renaissance collector, the Ottoman patron, and the Ming connoisseur. This seminar will explore the material horizons of an increasingly interconnected world, with the rise of the Dutch East India Company and other trading societies, and the emergence of the Atlantic economy. It concludes by exploring classic debates about the "birth" of consumer society in the eighteenth century. How did the meaning of things and people's relationships to them change over these centuries? What can we learn about the past by studying things? Graduate students who wish to take a two-quarter graduate research seminar need to enroll in 402B in fall and 430 in winter.
Terms: Aut
| Units: 4-5
HISTORY 402D:
The History of Genocide (HISTORY 202S, JEWISHST 282S, JEWISHST 482D)
This course will explore the history, politics, and character of genocide from the beginning of world history to the present. It will also consider the ways that the international system has developed to prevent and punish genocide.
Terms: Aut
| Units: 4-5
HISTORY 425A:
Graduate Research Seminar: Russia and East Europe
Terms: Win
| Units: 5
| Repeatable
2 times
(up to 10 units total)
HISTORY 425B:
Graduate Research Seminar: Russia and East Europe
Prerequisite: HISTORY 425A.
Terms: Spr
| Units: 5
| Repeatable
2 times
(up to 10 units total)
HISTORY 430:
Graduate Research Seminar: Early Modern Europe
Prerequisite: HISTORY 402B. Students may research any aspect of late medieval, Renaissance, and early modern history, ca. 1300-1800. Students wishing to take this seminar must enroll in HISTORY 402B (Coffee, Sugar, and Chocolate: Commodities and Consumption, 1200-1800) in Autumn 2021.
Terms: Win
| Units: 4-5
| Repeatable
2 times
(up to 10 units total)
HISTORY 433A:
Research Seminar in Modern Europe
Students will complete an article-length research paper based on primary sources.
Terms: Win
| Units: 4-5
| Repeatable
for credit
HISTORY 433B:
Research Seminar in Modern Europe
Prerequisite: HISTORY 433A.
Terms: Spr
| Units: 4-5
| Repeatable
2 times
(up to 10 units total)
HISTORY 448A:
Colonial States and African Societies, Part I
(History 248S is an undergraduate course offered for 5 units; History 448A is a graduate course offered for 4-5 units.) Colonialism set in motion profound transformations of African societies. These transformations did not occur immediately following military conquest, nor did they occur uniformly throughout the continent. This research seminar will focus directly on the encounter between the colonial state and African societies. The seminar will examine problems of social transformation, the role of the colonial state, and the actions of Africans. Following four weeks of collloquim style discussion, students then embark on independent research on the encounter between one colonial state and its constituent African societies.
Terms: Win
| Units: 4-5
HISTORY 448B:
Colonial States and African Societies, Part II
Second part of the research seminar offered in the Winter. Students continue their research and present their penultimate drafts in week 8.
Terms: Spr
| Units: 4-5
HISTORY 460:
Research Seminar in America in the World
Ways to place American history in an international context. Comparative, transnational, diplomatic, and world systems are approaches to complete a research paper based on research into primary materials. Historical methodologies, research strategies, and essay projects. May be repeated for credit.
Terms: Spr, Sum
| Units: 4-5
| Repeatable
2 times
(up to 10 units total)
HISTORY 481:
Research Seminar in Ottoman and Middle East History (JEWISHST 287S, JEWISHST 481)
Student-selected research topics. May be repeated for credit
Terms: Spr
| Units: 4-5
| Repeatable
2 times
(up to 10 units total)
HISTORY 499X:
Graduate Research
Units by arrangement. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Baker, K. (PI);
Beinin, J. (PI);
Bernstein, B. (PI);
Buc, P. (PI);
Burns, J. (PI);
Cabrita, J. (PI);
Camarillo, A. (PI);
Campbell, J. (PI);
Carson, C. (PI);
Chang, G. (PI);
Como, D. (PI);
Crews, R. (PI);
Daughton, J. (PI);
Dorin, R. (PI);
Duus, P. (PI);
Findlen, P. (PI);
Frank, Z. (PI);
Freedman, E. (PI);
Gienapp, J. (PI);
Griffiths, F. (PI);
Hanretta, S. (PI);
Hecht, G. (PI);
Herzog, T. (PI);
Hobbs, A. (PI);
Holloway, D. (PI);
Jolluck, K. (PI);
Kennedy, D. (PI);
Klein, H. (PI);
Kollmann, N. (PI);
Kumar, A. (PI);
Lewis, M. (PI);
Lougee, C. (PI);
Miller, K. (PI);
Minian Andjel, A. (PI);
Moon, Y. (PI);
Morris, I. (PI);
Mullaney, T. (PI);
Naimark, N. (PI);
Nirei, Y. (PI);
Olivarius, K. (PI);
Press, S. (PI);
Proctor, R. (PI);
Rakove, J. (PI);
Riskin, J. (PI);
Roberts, R. (PI);
Robinson, P. (PI);
Rodrigue, A. (PI);
Satia, P. (PI);
Schiebinger, L. (PI);
Sheehan, J. (PI);
Sheffer, E. (PI);
Sommer, M. (PI);
Stokes, L. (PI);
Uchida, J. (PI);
Weiner, A. (PI);
White, R. (PI);
Wigen, K. (PI);
Winterer, C. (PI);
Wolfe, M. (PI);
Yaycioglu, A. (PI);
Zipperstein, S. (PI)
HISTORY 802:
TGR Dissertation
Units by arrangement.
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Baker, K. (PI);
Beinin, J. (PI);
Burns, J. (PI);
Cabrita, J. (PI);
Camarillo, A. (PI);
Campbell, J. (PI);
Carson, C. (PI);
Chang, G. (PI);
Como, D. (PI);
Crews, R. (PI);
Daughton, J. (PI);
Dorin, R. (PI);
Duus, P. (PI);
Findlen, P. (PI);
Frank, Z. (PI);
Freedman, E. (PI);
Gienapp, J. (PI);
Griffiths, F. (PI);
Haber, S. (PI);
Hecht, G. (PI);
Hobbs, A. (PI);
Holloway, D. (PI);
Jolluck, K. (PI);
Kennedy, D. (PI);
Kollmann, N. (PI);
Lewis, M. (PI);
Lougee, C. (PI);
Minian Andjel, A. (PI);
Moon, Y. (PI);
Mullaney, T. (PI);
Naimark, N. (PI);
Olivarius, K. (PI);
Press, S. (PI);
Proctor, R. (PI);
Rakove, J. (PI);
Riskin, J. (PI);
Roberts, R. (PI);
Robinson, P. (PI);
Rodrigue, A. (PI);
Satia, P. (PI);
Schiebinger, L. (PI);
Sheehan, J. (PI);
Sheffer, E. (PI);
Sommer, M. (PI);
Stokes, L. (PI);
Uchida, J. (PI);
Weiner, A. (PI);
White, R. (PI);
Wigen, K. (PI);
Winterer, C. (PI);
Wolfe, M. (PI);
Yaycioglu, A. (PI);
Zipperstein, S. (PI)
HPS 60:
Introduction to Philosophy of Science (PHIL 60)
This course introduces students to tools for the philosophical analysis of science. We will cover issues in observation, experiment, and reasoning, questions about the aims of science, scientific change, and the relations between science and values.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
HPS 61:
Philosophy and the Scientific Revolution (PHIL 61)
Galileo's defense of the Copernican world-system that initiated the scientific revolution of the 17th century, led to conflict between science and religion, and influenced the development of modern philosophy. Readings focus on Galileo and Descartes.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-Hum
HPS 199:
Directed Reading
May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
HPS 299:
Graduate Individual Work
May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
(up to 99 units total)
HRMGT 203:
People Analytics
How can we use big data, machine learning and artificial intelligence to inform design, hiring, promotion and human resource management processes in organizations? We will discuss the theoretical and practical challenges that these issues present, and the ways by which data can help resolve them. In doing so, we will explore various data analytic methods and different data types, as well as the pitfalls and ethical issues their use introduces.
Terms: Spr
| Units: 2
HRMGT 210:
Org 2.0: The Analytics of Organization Design
This elective will bring you to the cutting edge of how organizations are (re)-designed using analytics. You will learn about a variety of tools which enable Perception (i.e. understanding what is happening in the organization right now), Prediction (i.e. forecasting what is likely to happen in the future, based on sophisticated extrapolation of past data) and Prototyping (i.e. determining which decisions are likely to be successful based on pilot tests) in organizations. This is a hands-on class: we will rely extensively on group exercises, in which you will be able to learn enough about analytical tools and programming to be able to collaborate with analysts and evaluate their work. You will also have the chance to interact with industry speakers who have been applying these techniques in practice. The suite of new ideas that characterize ¿Org2.0¿ represents a major departure from the mainstream approach to organization design, which relies extensively on copying ¿best practices¿ from other companies, represents organizations as ¿boxes and arrows¿ organization charts, and is typically obsessed with incentive compensation and reporting as the key organizational/HR decisions. In Org2.0, you will learn how to use analytics to find out what works specifically for your company (rather than what worked in others), develop detailed models of interactions among employees (rather than among boxes) to help them collaborate successfully, and think of organization design as a combination of factors which can all be better understood through analytics. This approach has been made possible both by recent theoretical developments in organization design and by access to vast computational power and data arising from digitalization. Some of the skills you will learn include: -Thinking about complex organizations by breaking them down into a few basic building blocks or ¿micro-structures¿ -Using graph theory to map networks of interaction within organizations -Using machine learning to answer the fundamental ¿people¿ questions in organizations: whom to hire, develop and retain? - Prototyping organizational changes in silico using agent-based computational models -Using A/B testing (a.k.a. Randomized Controlled Trials) to know rather than guess which organizational designs will be effective Who should take this course? If you are likely to be involved in strategy execution, post-merger integration, re-organizations, or HR in either a direct or advisory role (regardless of how big or small your company is), this course will put you at the cutting edge of thinking and methodology in these areas. Some of the exercises will involve programming (in the Python language, specifically). However, you DO NOT need to know statistics (beyond that covered in core courses) or computer programming to take and benefit from this course. We will provide technical support and will design exercises in a way that you can focus your energies on mastering the concepts and thinking of solving business problems. The course won't turn you into data analysts, but it will help you manage them.
Terms: Spr
| Units: 2
HRMGT 382:
People Operations: From Startup to Scaleup
This course focuses attention on human resource strategies for startups. It discusses recruitment, incentives, design of jobs, development of talent, leadership and empowerment challenges in startups. We will deal with questions ranging from equity splits to founding team dynamics, hiring talent to the sequencing of hires. We will use a mix of "live cases" from the field, and lectures.
Terms: Win
| Units: 3
HRMGT 384:
Understanding the Trends Transforming the World of Work: Lab for HR Startups
The purpose of the course is to review the key trends transforming the world of work in a post-covid environment, and then get students to define and sharpen their definition of entrepreneurial opportunities to improve the world of work. It will be offered as a 'lab' - in that in each session will focus on the transition from a transformative trend to an entrepreneurial opportunity.
Terms: Win
| Units: 3
HRP 199:
Undergraduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Asch, S. (PI);
Baker, L. (PI);
Bhattacharya, J. (PI);
Bundorf, M. (PI);
Coram, M. (PI);
Corso, I. (PI);
Efron, B. (PI);
Friedman, G. (PI);
Goldstein, M. (PI);
Hastie, T. (PI);
Heidenreich, P. (PI);
Henderson, V. (PI);
Hlatky, M. (PI);
Ioannidis, J. (PI);
Johnstone, I. (PI);
Kessler, D. (PI);
King, A. (PI);
Kurian, A. (PI);
Lavori, P. (PI);
Lu, Y. (PI);
Macario, A. (PI);
Maldonado, Y. (PI);
Miller, G. (PI);
Nelson, L. (PI);
Olshen, R. (PI);
Owens, D. (PI);
Parsonnet, J. (PI);
Popat, R. (PI);
Rogosa, D. (PI);
Sabatti, C. (PI);
Sainani, K. (PI);
Shih, M. (PI);
Sieh, W. (PI);
Simard, J. (PI);
Tian, L. (PI);
Tibshirani, R. (PI);
West, D. (PI);
Whittemore, A. (PI);
Wise, P. (PI);
Wong, W. (PI)
HRP 201A:
Health Policy Graduate Student Tutorial I (MED 215A)
Seminar series is the core tutorial for first-year Health Policy PhD students and all MS Health Policy students. Major themes in fields of study including health insurance, healthcare financing and delivery, health systems and reform and disparities in the US and globally, health and economic development, health law and policy, resource allocation, efficiency and equity, healthcare quality, measurement and the efficacy and effectiveness of interventions. The first part of the series emphasizes critical reading of empirical research in health policy and reviews the statistical methods for causal inference. Requirements include in-class discussions of research articles in teams and written reaction papers.
Terms: Aut
| Units: 1-2
HRP 201B:
Health Policy Graduate Student Tutorial II (MED 215B)
Second in a three-quarter seminar series, the core tutorial is for first-year Health Policy PhD students and all MS Health Policy students. Major themes in fields of study including health insurance, healthcare financing and delivery, health systems and reform and disparities in the US and globally, health and economic development, health law and policy, resource allocation, efficiency and equity, healthcare quality, measurement and the efficacy and effectiveness of interventions. Blocks of session led by Stanford expert faculty in particular fields of study.
Terms: Win
| Units: 1-2
HRP 201C:
Health Policy Graduate Student Tutorial III (MED 215C)
Third in a three-quarter seminar series, the core tutorial is for first-year Health Policy PhD students and all MS Health Policy students. Major themes in fields of study including health insurance, healthcare financing and delivery, health systems and reform and disparities in the US and globally, health and economic development, health law and policy, resource allocation, efficiency and equity, healthcare quality, measurement and the efficacy and effectiveness of interventions. Blocks of session led by Stanford expert faculty in particular fields of study.
Terms: Spr
| Units: 1-2
HRP 207:
Introduction to Concepts and Methods in Health Services and Policy Research I
Primarily for medical students in the Health Services and Policy Research scholarly concentration. Topics include health economics, statistics, decision analysis, study design, quality measurement, cost benefit and effectiveness analysis, and evidence based guidelines.
Terms: Aut
| Units: 2
HRP 208:
Introduction to Concepts and Methods in Health Services and Policy Research II
Primarily for medical students in the Health Services and Policy Research scholarly concentration; continuation of 207. Topics include health economics, statistics, decision analysis, study design, quality measurement, cost benefit and effectiveness analysis, and evidence based guidelines. Recommended: 207.
Terms: Win
| Units: 2
HRP 218:
Methods for Health Care Delivery Innovation, Implementation and Evaluation (CHPR 212, MED 212)
Preference given to postgraduate fellows and graduate students.Focus is on implementation science and evaluation of health care delivery innovations. Topics include implementation science theory, frameworks, and measurement principles; qualitative and quantitative approaches to designing and evaluating new health care models; hybrid design trials that simultaneously evaluate implementation and effectiveness; distinction between quality improvement and research, and implications for regulatory requirements and publication; and grant-writing strategies for implementation science and evaluation. Students will develop a mock (or actual) grant proposal to conduct a needs assessment or evaluate a Stanford/VA/community intervention, incorporating concepts, frameworks, and methods discussed in class. Priority for enrollment for CHPR 212 will be given to CHPR master's students.
Terms: Win
| Units: 2
HRP 221:
Law and the Biosciences: Genetics
(Same as LAW 3004) Open to all law or medical students; other graduate students by consent of the instructor. Focus is on ethical, legal, and social issues arising from advances in our knowledge of human genetics. Includes forensic uses of genetics, genetic testing, widespread whole genome sequencing, the consequences of genetics for human reproduction, and the ethics of genomic biobanks for research. Research paper required.
Terms: Win
| Units: 3
HRP 224:
Social Entrepreneurship and Innovation Lab (SE Lab) - Human & Planetary Health (MED 224, PUBLPOL 224)
Social Entrepreneurship and Innovation Lab (SE Lab) - Global & Planetary Health is a Collaboratory workshop for students/fellows to design and develop innovative social ventures addressing key challenges in health and the environment, especially in support of the UN Sustainable Development Goals (SDGs 2030). Your mandate in identifying problems and designing solutions is broad and flexible! SE Lab is open to students and fellows across Stanford and combines design thinking exercises, short lectures & case studies, workshops, small group teamwork, presentations, guest speakers, and faculty, practitioner and peer feedback to support you and your team in generating and developing ideas and projects that will change the world! Join SE Lab with an idea or simply the desire to join a team. Enrollment limited to 30.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
3 times
(up to 15 units total)
HRP 249:
Topics in Health Economics I (ECON 249, MED 249)
Course will cover various topics in health economics, from theoretical and empirical perspectives. Topics will include public financing and public policy in health care and health insurance; demand and supply of health insurance and healthcare; physicians' incentives; patient decision-making; competition policy in healthcare markets, intellectual property in the context of pharmaceutical drugs and medical technology; other aspects of interaction between public and private sectors in healthcare and health insurance markets. Key emphasis on recent work and empirical methods and modelling. Prerequisites: Micro and Econometrics first year sequences (or equivalent). Curricular prerequisites (if applicable): First year graduate Microeconomics and Econometrics sequences (or equivalent)
Terms: Spr
| Units: 3-5
HRP 252:
Outcomes Analysis (BIOMEDIN 251, MED 252)
This course introduces and develops methods for conducting empirical research that address clinical and policy questions that are not suitable for randomized trials. Conceptual and applied models of causal inference guide the design of empirical research. Econometric and statistical models are used to conduct health outcomes research which use large existing medical, survey, and other databases Problem sets emphasize hands-on data analysis and application of methods, including re-analyses of well-known studies. This is a project-based course designed for students pursuing research training. Prerequisites: one or more courses in probability, and statistics or biostatistics.
Terms: Spr
| Units: 3-4
HRP 254:
Quality & Safety in U.S. Healthcare (BIOMEDIN 254)
The course will provide an in-depth examination of the quality & patient safety movement in the US healthcare system, the array of quality measurement techniques and issues, and perspectives of quality and safety improvement efforts under the current policy landscape.
Terms: Spr
| Units: 3
HRP 255:
Decoding Academia: Power, Hierarchies, and Transforming Institutions
Decoding Academia: Power, Hierarchies, and Transforming Institutions is a new course focused on helping students understand the "hidden curriculum" (i.e., unwritten rules that influence success) in academia as well as pathways toward change. Topics include faculty governance, funding models, publishing, incentive structures, and diversity, equity, and inclusion. Content centers largely on the social, health, and computational sciences but enrollment is not restricted. Format features lectures, discussions, practical assignments, and student presentations. See course website: decodingacademia.org
Terms: Spr
| Units: 2
HRP 256:
Economics of Health and Medical Care (BIOMEDIN 156, BIOMEDIN 256, ECON 126)
Institutional, theoretical, and empirical analysis of the problems of health and medical care. Topics: demand for medical care and medical insurance; institutions in the health sector; economics of information applied to the market for health insurance and for health care; measurement and valuation of health; competition in health care delivery. Graduate students with research interests should take ECON 249. Prerequisites: ECON 50 and either ECON 102A or STATS 116 or the equivalent. Recommended: ECON 51.
Terms: Aut, Spr
| Units: 5
HRP 285:
Global Leaders and Innovators in Human and Planetary Health (MED 285)
Are you interested in innovative ideas and strategies for addressing urgent challenges in human and planetary health? This 7 session lecture series features a selection of noteworthy leaders, innovators and experts across diverse sectors in health and the environment such as: healthcare/medical innovation, environmental sustainability, foundations/venture capital, biotechnology/pharmaceuticals, social innovation/entrepreneurship, tech/media and artificial intelligence (AI), human rights, global poverty/development, sustainable agriculture/hunger/nutrition, public policy/systems change. Co-convened by faculty, fellows and students collaborating across several Stanford centers/departments/schools, the course invites the discussion of global problems, interdisciplinary perspectives and solutions in the fields of health and the environment. nSpecial themes for AY 2020-2021 include: 1) US and Global Responses in Combatting the Coronavirus Pandemic; 2) Climate Crisis, Wildfires, Extreme Weather and Environmental Sustainability; 3) Systemic Racism, Gender Inequality, Health Inequity and Community Well Being; 4) Democracy Under Siege, Political Landscape of Electoral, Judicial, Legislative Turmoil; 5) Partnership/Collaboration, Models of Leadership, Innovation, Sustainable Social Change; and Other Topics TBD by students/fellows. Students from all backgrounds are encouraged to enroll - registration open to all Stanford students and fellows. May be repeated for credit.
Terms: Aut, Spr
| Units: 1-2
| Repeatable
4 times
(up to 8 units total)
HRP 291:
Curricular Practical Training
Curricular Practical Training in HRP.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
4 times
(up to 4 units total)
HRP 299:
Directed Reading in Health Research and Policy
Epidemiology, health services research, preventive medicine, medical genetics, public health, economics of medical care, occupational or environmental medicine, international health, or related fields. May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Alsan, M. (PI);
Andrews, J. (PI);
Asch, S. (PI);
Assimes, T. (PI);
Baiocchi, M. (PI);
Baker, L. (PI);
Basu, S. (PI);
Bendavid, E. (PI);
Bhattacharya, J. (PI);
Bundorf, M. (PI);
Butwick, A. (PI);
Carmichael, S. (PI);
Chan, D. (PI);
Chertow, G. (PI);
Corso, I. (PI);
Cullen, M. (PI);
Felsher, D. (PI);
Fiorentino, D. (PI);
Friedman, G. (PI);
Garber, A. (PI);
Gesundheit, N. (PI);
Goldhaber-Fiebert, J. (PI);
Goldstein, M. (PI);
Goodman, S. (PI);
Haberland, C. (PI);
Halpern-Felsher, B. (PI);
Heidenreich, P. (PI);
Henderson, V. (PI);
Hlatky, M. (PI);
Hsing, A. (PI);
Ingelsson, E. (PI);
Ioannidis, J. (PI);
John, E. (PI);
Johnstone, I. (PI);
Kessler, D. (PI);
King, A. (PI);
Kurian, A. (PI);
Kurina, L. (PI);
LaBeaud, D. (PI);
Lee, J. (PI);
Leonard, M. (PI);
Leppert, J. (PI);
Lu, Y. (PI);
Luby, S. (PI);
Maahs, D. (PI);
Macario, A. (PI);
Maldonado, Y. (PI);
Mello, M. (PI);
Miller, G. (PI);
Morris, A. (PI);
Nelson, L. (PI);
Odden, M. (PI);
Owens, D. (PI);
Palaniappan, L. (PI);
Parsonnet, J. (PI);
Pershing, S. (PI);
Polyakova, M. (PI);
Popat, R. (PI);
Rehkopf, D. (PI);
Rogosa, D. (PI);
Rosas, L. (PI);
Rose, S. (PI);
Rossin-Slater, M. (PI);
Sainani, K. (PI);
Salomon, J. (PI);
Sanders, L. (PI);
Shaw, G. (PI);
Shih, M. (PI);
Simard, J. (PI);
Sonn, G. (PI);
Stefanick, M. (PI);
Studdert, D. (PI);
Sun, E. (PI);
Turakhia, M. (PI);
Wang, C. (PI);
West, D. (PI);
Whittemore, A. (PI);
Wise, P. (PI);
Zulman, D. (PI)
HRP 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Alsan, M. (PI);
Baker, L. (PI);
Bhattacharya, J. (PI);
Bundorf, M. (PI);
Chan, D. (PI);
Coram, M. (PI);
Corso, I. (PI);
Efron, B. (PI);
Friedman, G. (PI);
Goldstein, M. (PI);
Haberland, C. (PI);
Hastie, T. (PI);
Heidenreich, P. (PI);
Henderson, V. (PI);
Hlatky, M. (PI);
Ioannidis, J. (PI);
Johnstone, I. (PI);
Kessler, D. (PI);
King, A. (PI);
Kurian, A. (PI);
Lavori, P. (PI);
Lu, Y. (PI);
Macario, A. (PI);
Magnus, D. (PI);
Maldonado, Y. (PI);
Mello, M. (PI);
Miller, G. (PI);
Nelson, L. (PI);
Olshen, R. (PI);
Owens, D. (PI);
Parsonnet, J. (PI);
Polyakova, M. (PI);
Popat, R. (PI);
Rogosa, D. (PI);
Sabatti, C. (PI);
Sainani, K. (PI);
Shih, M. (PI);
Sieh, W. (PI);
Simard, J. (PI);
Studdert, D. (PI);
Tian, L. (PI);
Tibshirani, R. (PI);
West, D. (PI);
Whittemore, A. (PI);
Wise, P. (PI);
Wong, W. (PI)
HRP 391:
Health Law: Finance and Insurance
(SAME AS LAW 3001, MGTECON 331) This course provides the legal, institutional, and economic background necessary to understand the financing and production of health services in the U.S. We will discuss the Affordable Care Act , health insurance (Medicare and Medicaid, employer-sponsored insurance, the uninsured), the approval process and IP protection for pharmaceuticals, and antitrust policy. We may discuss obesity and wellness, regulation of fraud and abuse, and medical malpractice. The syllabus for this course can be found at https://syllabus.stanford.edu. Elements used in grading: Participation, attendance, class presentation, and final exam.
Terms: Win
| Units: 3
HRP 392:
Analysis of Costs, Risks, and Benefits of Health Care (BIOMEDIN 432)
For graduate students. How to do cost/benefit analysis when the output is difficult or impossible to measure. Literature on the principles of cost/benefit analysis applied to health care. Critical review of actual studies. Emphasis is on the art of practical application.
Terms: Aut
| Units: 4
HRP 399:
Graduate Research
Investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Alsan, M. (PI);
Andrews, J. (PI);
Asch, S. (PI);
Assimes, T. (PI);
Baiocchi, M. (PI);
Baker, L. (PI);
Basu, S. (PI);
Bendavid, E. (PI);
Bhattacharya, J. (PI);
Bundorf, M. (PI);
Butwick, A. (PI);
Carmichael, S. (PI);
Chan, D. (PI);
Chertow, G. (PI);
Corso, I. (PI);
Cullen, M. (PI);
Friedman, G. (PI);
Garber, A. (PI);
Gesundheit, N. (PI);
Goldhaber-Fiebert, J. (PI);
Goldstein, M. (PI);
Goodman, S. (PI);
Haberland, C. (PI);
Halpern-Felsher, B. (PI);
Heidenreich, P. (PI);
Henderson, V. (PI);
Hlatky, M. (PI);
Hsing, A. (PI);
Ingelsson, E. (PI);
Ioannidis, J. (PI);
John, E. (PI);
Johnstone, I. (PI);
Kessler, D. (PI);
King, A. (PI);
Kurian, A. (PI);
Kurina, L. (PI);
LaBeaud, D. (PI);
Lee, J. (PI);
Leonard, M. (PI);
Leppert, J. (PI);
Lu, Y. (PI);
Luby, S. (PI);
Maahs, D. (PI);
Macario, A. (PI);
Maldonado, Y. (PI);
Mello, M. (PI);
Miller, G. (PI);
Morris, A. (PI);
Nelson, L. (PI);
Odden, M. (PI);
Owens, D. (PI);
Palaniappan, L. (PI);
Parsonnet, J. (PI);
Pershing, S. (PI);
Polyakova, M. (PI);
Popat, R. (PI);
Rehkopf, D. (PI);
Rogosa, D. (PI);
Rosas, L. (PI);
Rose, S. (PI);
Rossin-Slater, M. (PI);
Sainani, K. (PI);
Salomon, J. (PI);
Sanders, L. (PI);
Shaw, G. (PI);
Shih, M. (PI);
Simard, J. (PI);
Sonn, G. (PI);
Stefanick, M. (PI);
Studdert, D. (PI);
Sun, E. (PI);
Turakhia, M. (PI);
Wang, C. (PI);
West, D. (PI);
Whittemore, A. (PI);
Wise, P. (PI)
HRP 800:
Second Year Health Policy PHD Tutorial
The goal of the second year tutorial is to provide PHD students with advanced training in health policy research and to assist them in successfully developing research proposals.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
6 times
(up to 18 units total)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Alsan, M. (PI);
Andrews, J. (PI);
Asch, S. (PI);
Assimes, T. (PI);
Baiocchi, M. (PI);
Baker, L. (PI);
Basu, S. (PI);
Bendavid, E. (PI);
Bhattacharya, J. (PI);
Bundorf, M. (PI);
Butwick, A. (PI);
Carmichael, S. (PI);
Chan, D. (PI);
Chertow, G. (PI);
Corso, I. (PI);
Cullen, M. (PI);
Friedman, G. (PI);
Garber, A. (PI);
Gesundheit, N. (PI);
Goldhaber-Fiebert, J. (PI);
Goldstein, M. (PI);
Goodman, S. (PI);
Haberland, C. (PI);
Halpern-Felsher, B. (PI);
Heidenreich, P. (PI);
Henderson, V. (PI);
Hlatky, M. (PI);
Hsing, A. (PI);
Ingelsson, E. (PI);
Ioannidis, J. (PI);
John, E. (PI);
Johnstone, I. (PI);
Kessler, D. (PI);
King, A. (PI);
Kurian, A. (PI);
Kurina, L. (PI);
LaBeaud, D. (PI);
Lee, J. (PI);
Leonard, M. (PI);
Leppert, J. (PI);
Lu, Y. (PI);
Luby, S. (PI);
Maahs, D. (PI);
Macario, A. (PI);
Maldonado, Y. (PI);
Mello, M. (PI);
Miller, G. (PI);
Nelson, L. (PI);
Odden, M. (PI);
Owens, D. (PI);
Palaniappan, L. (PI);
Parsonnet, J. (PI);
Pershing, S. (PI);
Polyakova, M. (PI);
Popat, R. (PI);
Rehkopf, D. (PI);
Rogosa, D. (PI);
Rosas, L. (PI);
Rossin-Slater, M. (PI);
Sainani, K. (PI);
Salomon, J. (PI);
Sanders, L. (PI);
Shaw, G. (PI);
Shih, M. (PI);
Simard, J. (PI);
Singer, S. (PI);
Stefanick, M. (PI);
Studdert, D. (PI);
Sun, E. (PI);
Tian, L. (PI);
Turakhia, M. (PI);
Wang, C. (PI);
West, D. (PI);
Whittemore, A. (PI);
Wise, P. (PI)
HRP 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Alsan, M. (PI);
Andrews, J. (PI);
Assimes, T. (PI);
Baiocchi, M. (PI);
Baker, L. (PI);
Basu, S. (PI);
Bendavid, E. (PI);
Bhattacharya, J. (PI);
Bundorf, M. (PI);
Butwick, A. (PI);
Carmichael, S. (PI);
Chan, D. (PI);
Chertow, G. (PI);
Corso, I. (PI);
Cullen, M. (PI);
Friedman, G. (PI);
Garber, A. (PI);
Gesundheit, N. (PI);
Goldhaber-Fiebert, J. (PI);
Goldstein, M. (PI);
Goodman, S. (PI);
Haberland, C. (PI);
Halpern-Felsher, B. (PI);
Heidenreich, P. (PI);
Henderson, V. (PI);
Hlatky, M. (PI);
Hsing, A. (PI);
Ingelsson, E. (PI);
Ioannidis, J. (PI);
Johnstone, I. (PI);
Kessler, D. (PI);
King, A. (PI);
Kurian, A. (PI);
Kurina, L. (PI);
LaBeaud, D. (PI);
Lee, J. (PI);
Leonard, M. (PI);
Leppert, J. (PI);
Lu, Y. (PI);
Luby, S. (PI);
Macario, A. (PI);
Maldonado, Y. (PI);
Mello, M. (PI);
Miller, G. (PI);
Nelson, L. (PI);
Odden, M. (PI);
Owens, D. (PI);
Palaniappan, L. (PI);
Parsonnet, J. (PI);
Pershing, S. (PI);
Polyakova, M. (PI);
Popat, R. (PI);
Rehkopf, D. (PI);
Rogosa, D. (PI);
Rossin-Slater, M. (PI);
Sainani, K. (PI);
Salomon, J. (PI);
Sanders, L. (PI);
Shaw, G. (PI);
Shih, M. (PI);
Simard, J. (PI);
Stefanick, M. (PI);
Studdert, D. (PI);
Sun, E. (PI);
Turakhia, M. (PI);
Wang, C. (PI);
West, D. (PI);
Whittemore, A. (PI);
Wise, P. (PI)
HUMBIO 2A:
Genetics, Evolution, and Ecology
Introduction to the evolutionary study of human diversity, the origins of social complexity, and the field of demography. Topics will include hominid evolution, population dynamics and the demographic transition, the impact of disease on societies, social theory, and patterns and consequences of inequality. HUMBIO2B, with HUMBIO3B and HUMBIO 4B, satisfies the Writing in the Major (WIM) requirement for students in Human Biology. HUMBIO 2A and HUMBIO 2B are designed to be taken concurrently. Periodically there will be joint module lectures that address related content in the two courses. Concurrent enrollment is strongly encouraged and is necessary for majors to meet recommended declaration deadlines. Please note that Human Biology majors are required to take the Human Biology Core Courses for a letter grade.
Terms: Aut
| Units: 5
| UG Reqs: GER: DB-NatSci, WAY-SMA
HUMBIO 2B:
Culture, Evolution, and Society
Introduction to the evolutionary study of human diversity, the origins of social complexity, and the field of demography. Topics will include hominid evolution, population dynamics and the demographic transition, the impact of disease on societies, social theory, and patterns and consequences of inequality. HUMBIO2B, with HUMBIO3B and HUMBIO 4B, satisfies the Writing in the Major (WIM) requirement for students in Human Biology. HUMBIO 2A and HUMBIO 2B are designed to be taken concurrently. Periodically there will be joint module lectures that address related content in the two courses. Concurrent enrollment is strongly encouraged and is necessary for majors to meet recommended declaration deadlines. Please note that Human Biology majors are required to take the Human Biology Core Courses for a letter grade.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-SI, WAY-SMA
HUMBIO 3A:
Cell and Developmental Biology
Principles of the biology of cells, embryonic development and pattern formation, biochemistry of energetics and metabolism, the nature of membranes and organelles, hormone action and signal transduction in normal and diseased states (diabetes, cancer, autoimmune diseases), stem cells and immunology. HUMBIO 3A and HUMBIO 3B are designed to be taken concurrently. Periodically there will be joint module lectures that address related content in the two courses. Concurrent enrollment is strongly encouraged and is necessary for majors to meet recommended declaration deadlines. Please note that Human Biology majors are required to take the Human Biology Core Courses for a letter grade. Prerequisite: college chemistry or completion of the HumBio Core on-line chemistry lecture series during the fall quarter.
Terms: Win
| Units: 5
| UG Reqs: GER: DB-NatSci, WAY-SMA
HUMBIO 3B:
Environmental and Health Policy Analysis
Connections among the life sciences, social sciences, climate science, public health, and public policy. The economic, social, and institutional factors that underlie environmental degradation and challenges facing the health care system including high spending and inequalities in access to health care. Public policies to address these problems. Topics include pollution regulation, climate change policy, health insurance, health care delivery, health care regulation, health disparities, and health care reform. HUMBIO 3B, with HUMBIO 2B and HUMBIO 4B, satisfies the Writing in the Major (WIM) requirement for students in Human Biology. HUMBIO 3A and HUMBIO 3B are designed to be taken concurrently. Periodically there will be joint module lectures that address related content in the two courses. Concurrent enrollment is strongly encouraged and is necessary for majors to meet recommended declaration deadlines. Please note that Human Biology majors are required to take the Human Biology Core Courses for a letter grade.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-SocSci
HUMBIO 4A:
The Human Organism
Integrative Physiology: Neurobiology, endocrinology, and organ system function, control, and regulation. HUMBIO 4A and HUMBIO 4B are designed to be taken concurrently, Periodically there will be joint module lectures that address related content in the two courses. Concurrent enrollment is strongly encouraged and is necessary for majors to meet recommended declaration deadlines. Please note that Human Biology majors are required to take the Human Biology Core Courses for a letter grade.
Terms: Spr
| Units: 5
| UG Reqs: GER: DB-NatSci, WAY-SMA
HUMBIO 4B:
Behavior, Health, and Development
Research and theory on human behavior, health, and life span development. How biological factors and cultural practices influence cognition, emotion, motivation, personality, and health in childhood, adolescence, and adulthood. HUMBIO 4B, with HUMBIO2B and HUMBIO 3B, satisfies the Writing in the Major (WIM) requirement for students in Human Biology. HUMBIO 4A and HUMBIO 4B are designed to be taken concurrently. Periodically there will be joint module lectures that address related content in the two courses Concurrent enrollment is strongly encouraged and is necessary for majors to meet recommended declaration deadlines. Please note that Human Biology majors are required to take the Human Biology Core Courses for a letter grade.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-SI
HUMBIO 4Y:
Practicum in Child Development
Learning about young children's physical, emotional, social, cognitive, and language development through guided observations and discussions from Bing Nursery School, Stanford's lab school for research and training in child development. Weekly guided observations and 5 discussion meetings. Pre- or corequisite: HUMBIO 4B (formerly 3B): Behavior, Health, and Development.
Terms: Spr
| Units: 1
HUMBIO 5E:
Science Education in Human Biology
In this seminar, students will learn about research on science education. They will use this knowledge to create and analyze teaching material such as section plans, exams, and problem sets. Material produced in this course will be related to the topics covered in the core course of the Program in Human Biology. Students will experience and practice various teaching styles. Prerequisitez: Human Biology Core or equivalent or consent of instructor.
Terms: Spr
| Units: 1
HUMBIO 14:
Understanding Connections between Food and the Environment
Globally, food systems, what we eat, where and how we grow it, play a major role in determining our impact on the environment. By considering our food choices, we can find "low hanging vegetables" for reducing our "foodprint". In this course, we will begin to explore the complex connections between food and the environment. We will begin with a discussion of "Planetary Boundaries" as a guide for understanding the limits for human alterations of the biosphere, beyond which abrupt changes could occur. We will then introduce nine topics which will be discussed in the nine weeks to follow, and how they relate to food.
Terms: Aut
| Units: 1
HUMBIO 17SC:
Evolution and Conservation in Galápagos (ANTHRO 10SC)
The tiny remote islands of Galápagos have played a central role in the study of evolution. Not surprisingly, they have also been important to theory and practice in biodiversity conservation. The fascinating adaptations of organisms to the unusual, isolated ecosystems of the archipelago have left them particularly vulnerable to perturbations and introductions from the outside. Drawing on lessons learned from Darwin's time to the present, this seminar explores evolution, conservation, and their connection among the habitats and organisms of Galápagos. Using case-study material on tortoises, iguanas, finches, Scalesia plants, penguins, cormorants and more, we will explore current theory and debate about adaptation, speciation, adaptive radiation, sexual selection, and other topics in evolution. Similarly, we will explore the special challenges Galápagos poses today for conservation, owing to both its unusual biota and to the increasing impact of human activity in the archipelago.<br>This course includes, at no additional cost to students, an intensive eleven-day expedition to Galápagos, provided that public health conditions permit. The goal of the expedition is both to observe firsthand many of the evolutionary adaptations and conservation dilemmas that we have read about, and to look for new examples and potential solutions. A chartered ship from Lindblad Expeditions, with the highest levels of COVID protection protocol, will serve as our floating classroom, dormitory, and dining hall as we work our way around the archipelago to visit eight different islands. For this portion of the class, undergraduates will be joined by a small group of Stanford alumni and friends in a format called a Stanford "Field Seminar." Because our class time on campus is limited to one week before travel, students will be required to complete all course readings over the summer.<br>nThe course emphasizes student contributions and presentations. Students will be asked to lead class discussions and to carry out a thorough literature review of some aspect of the evolution and/or conservation of one or more Galápagos species. The final assignment for the seminar is to complete a seven- to ten-page paper about that review and to present its main findings in a joint seminar of undergrads and alumni as we travel in Galápagos.
Terms: Sum
| Units: 2
HUMBIO 27:
Traditional Chinese Medicine
The philosophy and history behind traditional Chinese medicine. Concepts such as Qi, Yin/Yang, meridians, Chinese organs, and the 5 elements. How these concepts are applied through techniques such as acupuncture, herbal medicine, Qi gong, and massage. How traditional Chinese medicine is understood from a scientific standpoint. Political and socioeconomic implications. Observation of an acupuncturist. Readings on the integration of Eastern and Western medicine and on traditional Chinese medicine. Freshmen/Sophomore reserved enrollment capacity 25 students.
Terms: Spr
| Units: 1
HUMBIO 28:
Health Impact of Sexual Assault and Relationship Abuse across the Lifecourse (AFRICAAM 28, FEMGEN 237, SOMGEN 237)
(Human Biology students must enroll in HUMBIO 28 or AFRICAAM 28. Med/Grad students should enroll in SOMGEN 237 for 1-3 units.) An overview of the acute and chronic physical and psychological health impact of sexual abuse through the perspective of survivors of childhood, adolescent, young and middle adult, and elder abuse, including special populations such as pregnant women, military and veterans, prison inmates, individuals with mental or physical impairments. Also addresses: race/ethnicity, gender identity, sexual orientation, and other demographic and societal factors, including issues specific to college culture. Professionals with expertise in sexual assault present behavioral and prevention efforts such as bystander intervention training, medical screening, counseling and other interventions to manage the emotional trauma of abuse. Undergraduates must enroll for 3 units.To receive a letter grade in any listing, students must enroll for 3 units. This course must be taken for a letter grade and a minimum of 3 units to be eligible for Ways credit. Enrollment limited to students with sophomore academic standing or above.
Terms: Aut
| Units: 1-3
| UG Reqs: WAY-EDP
HUMBIO 29:
Introduction to Global Health
The class is an introduction to the field of global health. It focuses on resource-poor areas of the world and explores how human health is affected by poverty, international policy, planetary health, economic development, human rights, and power imbalances. We will examine global health from broad perspectives: historical, cultural, political, demographic, economic and biomedical. The course is intended for students interested in human health, international relations, and technical and social strategies to improve health worldwide. Students will have opportunities for in-depth discussion, presentations, and interaction with experts in the field. Because of the breadth of material to be covered, issues presented in class will be supplemented by independent student research and selected required readings.
Terms: Win
| Units: 3
| UG Reqs: WAY-SI
HUMBIO 29A:
Well-Being in Immigrant Children & Youth: A Service Learning Course (CHILATST 177A, CSRE 177E, EDUC 177A)
This is an interdisciplinary course that will examine the dramatic demographic changes in American society that are challenging the institutions of our country, from health care and education to business and politics. This demographic transformation is occurring first in children and youth, and understanding how social institutions are responding to the needs of immigrant children and youth to support their well-being is the goal of this course. Cardinal Course certified by the Haas Center.
Terms: Aut
| Units: 4
| UG Reqs: WAY-EDP
HUMBIO 35:
Your Body at Stanford: The Physiology of College
A lot happens at college besides studying. As a Stanford student, you will experience a new way of living and you will have to make decisions that can impact your health and your success at Stanford and beyond. The goal of this new class is to provide you with a foundation of knowledge that can optimize your health and performance throughout college. This is an applied physiology class that will be open to all students with or without science backgrounds. Think of it as a user manual for your body while you are at Stanford. The class will be partly lecture, partly discussion and partly activity based so you can learn by seeing, hearing, and doing. Topics will include your body's response to physical activity (or lack thereof), nutrition, sleep, stress, alcohol, caffeine, drugs, and relationships. Throughout the class, you will be made aware of campus resources related to these topics in case you ever need them. No prerequisites.
Terms: Spr
| Units: 3
HUMBIO 44:
Diagnostic Odysseys In Medicine (MED 244)
Medicine is rapidly evolving, with increasing emphasis on genetic testing, immunophenotyping and integration of technology to guide diagnosis. In this course, experts from Stanford and Silicon Valley will highlight exciting developments. Topics include the latest developments in genetics and genomics (including genome testing in clinical practice, direct to consumer testing, and frontiers in neurogenetics), immunophenotyping, utilization of databases to research diseases and the emerging field of machine learning and clinical decision support in optimizing diagnostic strategies. Students who wish to engage in a mentored multi-disciplinary team-based research project related to advanced diagnostic techniques can additionally enroll in MED 239.
Terms: Spr
| Units: 1
HUMBIO 51:
Big Data for Biologists - Decoding Genomic Function
Biology and medicine are becoming increasingly data-intensive fields. This course is designed to introduce students interested in human biology and related fields to methods for working with large biological datasets. There will be in-class activities analyzing real data that have revealed insights about the role of the genome and epigenome in health and disease. For example, we will explore data from large-scale gene expression and chromatin state studies. The course will provide an introduction to the relevant topics in biology and to fundamental computational skills such as editing text files, formatting and storing data, visualizing data and writing data analysis scripts. Students will become familiar with both UNIX and Python. This course is designed at the introductory level. Previous university-level courses in biology and programming experience are not required.
Terms: Sum
| Units: 3
| UG Reqs: WAY-AQR
HUMBIO 57:
Epidemic Intelligence: How to Identify, Investigate and Interrupt Outbreaks of Disease (EPI 247)
(HUMBIO students must enroll in HUMBIO 57. Med/Graduate students must enroll in EPI 247.) We will cover: the components of public health systems in the US; principles of outbreak investigation and disease surveillance; different types of study design for field investigation; visualization and interpretation of public health data, including identification and prevention of biases; and implementation of disease control by public health authorities. Students will meet with leaders of health departments of the state and the county and will be responsible for devising, testing and evaluating a field questionnaire to better understand the complexities of field research. (Formerly HRP 247)
Terms: Aut
| Units: 4
HUMBIO 65:
Biosocial Medicine: The Social, Psychological, and Biological Determinants of Behavior and Wellbeing (EDUC 205, SOMGEN 215)
Explores how social forces, psychological influences, and biological systems combine to affect human behavior in early childhood, in the educational experience, and throughout the life course. Examines how behaviors are linked to well-being. Uses a flipped classroom model, in which a series of lectures are available for students to view on-line before class. In-class time then focuses on case studies from published research. Students must enroll in HUMBIO 65 for a letter grade to be eligible for Ways credit.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SI
HUMBIO 79Q:
Sexuality and Society
This course will explore how sexual identity, attitudes, and behaviors are shaped by the messages sent by the various agents of society such as schools, family, peers, media, and religious, medical, and political institutions. The interaction of biology, psychology, and socio-cultural factors, such as gender roles and sexual/relationship scripts will be discussed, as will the intersection of sexuality and notions of love, romance, and commitment. Critical developmental periods, such as adolescence and emerging adulthood will be examined in depth. Students will explore their own values and feelings about sexuality and come to an understanding of how their beliefs were formed. We will discuss how information about sexuality is disseminated in our society and what we can do to help ensure that such information is used in a way that promotes healthy self-conceptions, behavior, and relationships.
Terms: Spr
| Units: 3
| UG Reqs: GER:EC-Gender, WAY-SI
HUMBIO 82A:
Qualitative Research Methodology
This course introduces students to core concepts and methods of qualitative research. Through a variety of hands-on learning activities, readings, field experiences, class lectures and discussions, students will explore the process and products of qualitative inquiry. This course is designed particularly to support Human Biology undergraduates in designing, proposing and preparing for Honors Thesis research; students may use the course assignments and office hours to support individual research needs (e.g., proposal design, IRB protocol, pilot work).
Terms: Spr
| Units: 3
| UG Reqs: WAY-SI
HUMBIO 82B:
Advanced Data Analysis in Qualitative Research
This course is designed to support upperclass undergraduates who have collected - or are collecting - qualitative data in completion of Honors Thesis research. The course will review methods of qualitative data organization (field note amendment, transcription, data indexing, conceptual memo writing) and teach methods of qualitative data analysis (mutli-stage coding, data modeling, charting, use of analytic software) and examine best methods for the reporting of qualitative research. The course introduces methodologies through readings, sample data sets, and group practice; students then display learning by executing these methodologies on their own data, and reporting findings and methods.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI
HUMBIO 88:
Introduction to Statistics for the Health Sciences
Students will learn the statistical tools used to describe and analyze data in the fields of medicine and epidemiology. This very applied course will rely on current research questions and publicly available data. Students will gain proficiency with Stata to do basic analyses of health-related data, including linear and logistic regression, and will become sophisticated consumers of health-related statistical results.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Math, WAY-AQR
HUMBIO 89:
Introduction to Health Sciences Statistics
This course aims to provide a firm grounding in the foundations of probability and statistics, with a focus on analyzing data from the health sciences. Students will learn how to read, interpret, and critically evaluate the statistics in medical and biological studies. The course also prepares students to be able to analyze their own data, guiding them on how to choose the correct statistical test, avoid common statistical pitfalls, and perform basic functions in R deducer. Cardinal Course certified by the Haas Center.
Terms: Aut, Win
| Units: 3
| UG Reqs: GER:DB-Math, WAY-AQR
HUMBIO 89X:
Introduction to Probability and Statistics for Epidemiology (EPI 259)
(HUMBIO students must enroll in HUMBIO 89X. Med/Graduate students must enroll in EPI 259.) Topics: random variables, expectation, variance, probability distributions, the central limit theorem, sampling theory, hypothesis testing, confidence intervals. Correlation, regression, analysis of variance, and nonparametric tests. Introduction to least squares and maximum likelihood estimation. Emphasis is on medical applications. (Formerly HRP 259)
Terms: Aut, Sum
| Units: 3
| UG Reqs: WAY-AQR
HUMBIO 112:
Conservation Biology: A Latin American Perspective (BIO 144, BIO 234)
Principles and application of the science of preserving biological diversity. Conceptually, this course is designed to explore the major components relevant to the conservation of biodiversity, as exemplified by the Latin American region. The conceptual frameworks and principles, however, should be generally applicable, and provide insights for all regions of the world. All students will be expected to conduct a literature research exercise leading to a written report, addressing a topic of their choosing, derived from any of the themes discussed in class. Prerequisite: BIO 101 or BIO 43 or HUMBIO 2A or BIO 81 and 84 or consent of instructor.
Terms: Spr
| Units: 3
| UG Reqs: GER: DB-NatSci
HUMBIO 113:
The Human-Plant Connection
The intertwined biologies of humans and plants, particularly the ways in which people and plants have imposed selection pressures and ecological change on one another. Topics include evolution and basic plant structure; plant domestication; effects of agriculture on human health and physiology; plants in traditional and contemporary diets; and human influences on plant biology through genetic manipulation and environmental change. Class meetings center on journal articles. Final project includes written and multimedia presentations. Prerequisites: HUMBIO 2A or BIO 81 and BIO 82 or consent of instructor.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SMA
HUMBIO 113S:
Healthy/Sustainable Food Systems: Maximum Sustainability across Health, Economics, and Environment (CHPR 113)
Focus on problems with and systems-based solutions to food system issues. Four particular settings are addressed: University, worksite, hospital, and school food. Traditional vs. disruptive food system models compared and contrasted. The goal is to determine how best to maximize sustainability across several dimensions, including health, economics, and the environment. Underlying class themes include social justice and the potential for changing social norms around food production and consumption. Discussion-based seminar. Prerequisite: Human Biology Core or Biology Foundations or consent of instructor.
Terms: Win
| Units: 4
HUMBIO 114:
Global Change and Emerging Infectious Disease (EARTHSYS 114, EARTHSYS 214, ESS 213)
The changing epidemiological environment. How human-induced environmental changes, such as global warming, deforestation and land-use conversion, urbanization, international commerce, and human migration, are altering the ecology of infectious disease transmission, and promoting their re-emergence as a global public health threat. Case studies of malaria, cholera, hantavirus, plague, and HIV.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-AQR, WAY-SMA
HUMBIO 116:
Climate Perspectives: Climate Science, Impacts, Policy, Negotiations, and Advocacy (PUBLPOL 116)
The course contains four main parts:Climate Science, Climate Impacts, Climate Policy, Climate Advocacy. Part I begins with a detailed introduction to climate science, including an assessment of arguments by climate science skeptics, and an examination of climate change models. Part II describes the impacts of climate change on the planet, human health, species and biodiversity, and it adds an economic perspective on the costs and benefits of responding now¿or later¿to climate change. Part II also include a discussion on climate change ethics, i.e., fairness and responsibility among individuals, nations, and generations. Part III focuses on climate policy, from the Kyoto Protocol to the Paris Accord. Part III also includes an introduction to how the public and officials have viewed climate change over time, and it explores factors that make widespread formal agreement difficult. Part IV looks forward to climate advocacy and what to expect from future of climate negotiations. Enrollment limited to students with sophomore academic standing or above. Prerequisite: Human Biology Core or Biology Foundations or consent of instructor (i.e. background in earth systems, economics, policy).
Terms: Aut
| Units: 3
HUMBIO 120:
Health Care in America: An Introduction to U.S. Health Policy
Health policy and health care delivery from a historical and a current policy perspective. Introduces cost, quality, and access as measures of health system performance. Considers institutional aspects of health care reform and whether health care should be a right of all Americans. This course emphasizes the historical and cultural factors that have affected the evolution of our health care system in areas such as Medicaid, Medicare, and the development of managed care systems. Note: HUMBIO courses in the 120s (specifically HUMBIO 120, HUMBIO 120A, HUMBIO 120B) are designed to have complementary content and offer a variety of perspectives on the Health Care System. Upper division course with preference given to upperclassmen. Prerequisites: Human Biology Core or equivalent, or consent of instructor.
Terms: Aut
| Units: 4
| UG Reqs: WAY-SI
HUMBIO 120A:
American Health Policy
This course addresses current issues in health care reform and the policy making process. Covers current policy options for improving the health care system, as well as differing policy perspectives among those with different political views. Explores current controversies over attempts to modify the Affordable Care Act. Students discuss the feasibility, options, and ramifications of alternative proposals for health care reform. Involves student presentations, followed by discussion. Note: HUMBIO courses in the 120s (specifically HUMBIO 120, HUMBIO 120A, HUMBIO 120B) are designed to have complementary content and offer a variety of perspectives on the Health Care System. Prerequisites: Human Biology Core or equivalent, Human Biology 120 or 120B, or consent of instructor.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SI
HUMBIO 122:
Beyond Health Care: the effects of social policies on health (PEDS 222)
(HUMBIO students must enroll in HUMBIO 122. Med/Graduate students must enroll in PEDS 222.) Available evidence at the national and cross-country level linking social welfare interventions and health outcomes. If and how non-health programs and policies could have an impact on positive health outcomes. Evaluation of social programs and policies that buffer the negative health impact of economic instability and unemployment among adult workers and their children. Examination of safety nets, including public health insurance, income maintenance programs, and disability insurance. Open to both undergraduate and graduate students. Prerequisites: HUMBIO 3B or equivalent, and some background in research methods and statistics, or consent of instructor.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI
HUMBIO 122A:
Health Care Policy and Reform (PUBLPOL 156)
(HUMBIO students must enroll in HUMBIO 122A. Graduate students must enroll in PUBLPOL 156.) Focuses on U.S. health care policy. Includes comparisons with health care policy in other countries and detailed examinations of Medicare, Medicaid, private insurance, the Affordable Care Act (ACA), and proposed reforms. Examines health policy efforts at state, local, and local levels. The course includes sessions on effective memo writing as well as presentation and the politics of health policy and reform efforts.
Terms: Aut
| Units: 5
| UG Reqs: WAY-SI
HUMBIO 122E:
Reducing Health Disparities and Closing the Achievement Gap through Health Integration in Schools (EDUC 429, PEDS 229)
(HUMBIO students must enroll in HUMBIO 122E. Med/Graduate students must enroll in PEDS 229.) Health and education are inextricably linked. If kids aren't healthy, they won't realize their full potential in school. This is especially true for children living in poverty. This course proposes to: 1) examine the important relationship between children's health and their ability to learn in school as a way to reduce heath disparities; 2) discuss pioneering efforts to identify and address manageable health barriers to learning by integrating health and education in school environments.
Terms: Win
| Units: 3
HUMBIO 122M:
Challenges of Human Migration: Health and Health Care of Migrants and Autochthonous Populations (PEDS 212)
(HUMBIO students must enroll in HUMBIO 122M. Med/Graduate students enroll in PEDS 212) An emerging area of inquiry. Topics include: global migration trends, health Issues/aspects of migration, healthcare and the needs of immigrants in the US, and migrants as healthcare providers: a new area of inquiry in the US. Class is structured to include: lectures lead by the instructor and possible guest speakers; seminar, discussion and case study sessions led by students. Upper division course with preference given to upperclassmen.
Terms: Spr
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
HUMBIO 122S:
Social Class, Race, Ethnicity, and Health (AFRICAAM 132, CSRE 122S)
Examines health disparities in the U.S., looking at the patterns of those disparities and their root causes. Explores the intersection of lower social class and ethnic minority status in affecting health status and access to health care. Compares social and biological conceptualizations of race and ethnicity. Upper division course with preference given to upperclassmen. Prerequisite: Human Biology Core or Biology Foundations.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
HUMBIO 123E:
Health Economics & Policy: exploring health disparities, child health & health care spending
This course addresses issues related to population health, health care, and health policy using tools from empirical and theoretical economics. We will study topics such as the demand for health care, socioeconomic disparities in population health outcomes, health insurance design, the role of competition in health care markets, determinants of health care spending, technological change in the health care sector, and pharmaceuticals and the opioid crisis. Throughout the course, we will learn about research methodology that will help us to distinguish correlation from causation, and think critically about the role of the government and public policy. The course will feature concepts from microeconomic theory, statistics, and econometrics. Prerequisites: Human Biology Core or equivalent, and statistics requirements.
Terms: Spr
| Units: 4
| UG Reqs: WAY-SI
HUMBIO 124C:
Global Child Health (MED 124, PEDS 124)
(HUMBIO students must enroll in HUMBIO 124C. Med/Graduate students must enroll in MED 124 or PEDS 124.) This course introduces students to key challenges to the health and well being of children worldwide. We explicitly focus on child and public health problems in low- and middle-income countries (LMIC) to reflect the global burden of disease among children. We will review the scope and magnitude of the leading causes of morbidity and mortality, as well as examine regional variations. We will then identify both medical and non-medical causes, effects of, as well as interventions to address, some of the biggest child health problems. The course will also prevent an overview of the role of culture, gender, and non-state actors (NGOs, foundations, etc.) on health and health policy. Optional: The course will be taught in conjunction with an optional two-unit community engaged learning component. Please view the course syllabus for more information. Upper division course with preference given to upperclassmen. Prerequisites: Human Biology Core or equivalent or Biology Foundations.
Terms: Aut
| Units: 3-5
HUMBIO 125:
Current Topics and Controversies in Women's Health (FEMGEN 256, OBGYN 256)
(HUMBIO students must enroll in HUMBIO 125. PhD minor in FGSS must enroll in FEMGEN 256. Med students must enroll in OBGYN 256.) Interdisciplinary. Focus is primarily on the U.S., with selected global women's health topics. Topics include: leading causes of morbidity and mortality across the life course; reproductive (e.g. gynecologic & obstetric) health issues; sexual function; importance of lifestyle (e.g. diet, exercise, weight control), including eating disorders; mental health; sexual and relationship abuse; issues for special populations. In-class Student Debates on key controversies in women's health. Guest lecturers. Undergraduates must enroll for 3 units. PhD minor in FGSS should enroll for 2 - 3 units. Med students can enroll for 2 units. To receive a letter grade in any listing, students must enroll for 3 units. This course must be taken for a letter grade and a minimum of 3 units to be eligible for Ways credit. Enrollment limited to students with sophomore academic standing or above. Undergraduate prerequisite: Human Biology Core or Biology Foundations or equivalent or consent of instructor.
Terms: Spr
| Units: 2-3
| UG Reqs: GER:EC-Gender, WAY-SI
HUMBIO 128:
Community Health Psychology (PSYCH 101)
Social ecological perspective on health emphasizing how individual health behavior is shaped by social forces. Topics include: biobehavioral factors in health; health behavior change; community health promotion; and psychological aspects of illness, patient care, and chronic disease management. Prerequisites: HUMBIO 3B or PSYCH 1 or equivalent.
Terms: Win
| Units: 4
| UG Reqs: WAY-SI
HUMBIO 128D:
Upstreaming Health (DESINST 258)
Good health doesn't begin the minute someone walks into a doctor's office. If we want everyday life to become healthier by default, we need to shift our interventions from downstream to upstream, from healthcare to the places where we live, learn, work, and play. Upstreaming health means making a deliberate effort to create patterns of everyday life that keep people well - physically, emotionally, financially, and socially. nnIn Upstreaming Health, we will explore systems that influence health, integrating concepts from public health, systems thinking, and design justice and use tools from product and policy design to answer the question: How might we upstream health for all people? Through three projects, students will prototype possibilities for upstreaming health for themselves, the Stanford community, and population as a whole, using food as a lens for designing systemic change.nnThis course is open to students from a diversity of backgrounds, experiences, and disciplines.
Terms: Spr
| Units: 3
HUMBIO 128U:
Upstreaming Health (DESINST 258U)
Good health doesn't begin the minute someone walks into a doctor's office. If we want everyday life to become healthier by default, we need to shift our interventions from downstream to upstream, from healthcare to the places where we live, learn, work, and play. Upstreaming health means making a deliberate effort to create patterns of everyday life that keep people well - physically, emotionally, financially, and socially. In Upstreaming Health, we will explore systems that influence health, integrating concepts from public health, systems thinking, and design justice and use tools from product and policy design to answer the question: How might we upstream health for all people? Through three projects, students will prototype possibilities for upstreaming health for themselves, the Stanford community, and population as a whole, using food as a lens for designing systemic change. This course is open to students from a diversity of backgrounds, experiences, and disciplines.
Terms: Spr
| Units: 3
HUMBIO 130:
Human Nutrition (CHPR 130)
(HUMBIO students must enroll in HUMBIO 130. CHPR master's students must enroll in CHRP 130.) The study of food, and the nutrients and substances therein. Their action, interaction, and balance in relation to health and disease. Emphasis is on the biological, chemical, and physiological processes by which humans ingest, digest, absorb, transport, utilize, and excrete food. Dietary composition and individual choices are discussed in relationship to the food supply, and to population and cultural, race, ethnic, religious, and social economic diversity. The relationships between nutrition and disease; ethnic diets; vegetarianism; nutritional deficiencies; nutritional supplementation; phytochemicals. CHPR master's students must enroll for a letter grade. Enrollment limited to students with sophomore academic standing or above. Prerequisites: Human Biology Core or Biology Foundations or consent of instructor.
Terms: Spr
| Units: 4
| UG Reqs: WAY-SMA
HUMBIO 131:
Kinesiology
This course covers the basic principles governing human movement with an emphasis on sports applications. The course spends roughly equal amounts of time on the applied anatomy and biology, meaning both the large and small-scale body structure and function. The applied anatomy portion includes body structure (the muscles and their connections) and mechanics (e.g. forces, torque, momentum and power), which together describe macroscopic movement. The applied biology portion includes the molecular and cellular basis of movement, mainly muscle contraction, nerve signaling, and the mechanisms of exercise damage, cramping, muscle memory, delayed-onset muscle soreness, and fatigue. nEnrollment limited to students with sophomore academic standing or above. Prerequisites: Human Biology Core or Biology Foundations or equivalent or consent of instructor.
Terms: Spr
| Units: 4
| UG Reqs: WAY-SMA
HUMBIO 133:
Human Physiology (BIO 112)
Human physiology will be examined by organ systems: cardiovascular, respiratory, renal, gastrointestinal and endocrine. Molecular and cell biology and signaling principles that underlie organ development, pathophysiology and opportunities for regenerative medicine are discussed, as well as integrative control mechanisms and fetal development. Prerequisite: Human Biology core or Biology Foundations or equivalent or consent of instructor.
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-SMA
HUMBIO 135:
Exercise Physiology
Explore the amazing capacity of your body to move and adapt within your everyday world. You will learn: how your body systems respond to the stress of acute exercise and adapt to chronic exercise training, how your cardiovascular system adapts to optimize oxygen delivery and utilization, how your muscles generate force and hypertrophy in response to training, and how your metabolic/biochemical pathways are regulated to support the increased energy demand of exercise. We will discuss theories on the causes of fatigue and muscle soreness, and on what limits human performance. Applied topics such as the effects of aging, gender, and environmental conditions (high altitude, heat, cold, microgravity) on your body will be emphasized in the second half of the course. Portions of the class will be taught through videos that use online lectures and engaging stories to illustrate physiology concepts. Enrollment limited to students with sophomore academic standing or above. Prerequisites: Human Biology core or Biology Foundations or equivalent, or consent of instructor.
Terms: Aut
| Units: 4
| UG Reqs: WAY-SMA
HUMBIO 139S:
Sport and Exercise Medicine
This is an upper division course with a common theme of injury as well as injury prevention in sport and physical activity. The topics include the treatment and evaluation of common sports injuries and illnesses for both musculoskeletal and non-musculoskeletal/medical conditions. Students will also develop critical reading and thinking skills. Classes will incorporate didactic lectures, critical analysis of sports medicine literature, as well as hand-on labs incorporating current sports medicine injury evaluation tools. Enrollment limited to students with sophomore academic standing or above. Prerequisite: Human Biology Core or Biology Foundations or equivalent or consent of instructor.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SMA
HUMBIO 140:
Sex and Gender in Human Physiology and Disease (FEMGEN 241, MED 240)
(HUMBIO students must enroll in HUMBIO 140. PhD minor in FGSS must enroll in FEMGEN 241. Med students must enroll in MED 240.) Chromosomal, hormonal and environmental influences that lead to male and female and intersex reproductive anatomy and physiology and neuroendocrine regulation. Masculinizing and feminizing effects of endogenous and exogenous sex hormones and sociocultural factors, in particular gender identity, (social) gender norms and relationships, on the musculoskeletal, neurological, cardiovascular, immunological and other systems and tissues, e.g. adipose, skin, etc. over the lifecourse, from conception to puberty, through reproductive phases (including changes during the menstrual cycle and pregnancy up to and beyond menopause in women, and with aging in both sexes). Transgender health issues. Guest lecturers. Enrollment limited to students with sophomore academic standing or above. Prerequisites: Human Biology Core or Biology Foundations or equivalent, or consent of instructor.
Terms: Win
| Units: 2-3
| UG Reqs: GER:EC-Gender
HUMBIO 142M:
Special Topics in Adolescent Mental Health (PSYCH 142A)
Includes the study of aspects of common disorders seen in adolescent populations, such as prevalence, developmental course, gender differences, theoretical explanations, and therapeutic interventions. Topics will include mood/anxiety disorders, eating disorders, learning disabilities and ADHD, sexual risk behaviors, developmental disorders, substance abuse, and self-harm. Goals of this course include getting students to think critically about the unique mental health needs of adolescents, collaborating on devising ways to improve the way our society meets those needs, and strengthening writing and communication skills applicable to this area of inquiry. Enrollment limited to students with sophomore academic standing or above. Prerequisites: Human Biology Core or Biology Foundations or equivalent or consent of instructor.
Terms: Aut
| Units: 4
HUMBIO 143:
Adolescent Sexuality
Developmental perspective. Issues related to scientific, historical, and cultural perceptions; social influences on sexual development; sexual risk; and the limitations and future directions of research. Sexual identity and behavior, sexually transmitted diseases including HIV, pregnancy, abortion, gay and lesbian youth, sex education and condom availability in schools, mass media, exploitative sexual activity, and difficulties and limitations in studying adolescent sexuality. Legal and policy issues, gender differences, and international and historical trends. Prerequisites: Human Biology core or Biology Foundations or equivalent, or consent of instructor.
Terms: Win
| Units: 4
| UG Reqs: GER:EC-Gender
HUMBIO 144:
Boys' Psychosocial Development
Focuses on early childhood through young adulthood. Examines boys' lives and experiences as embedded within interpersonal relationships as well as social and cultural contexts. Includes perspectives from psychology, sociology, gender studies, and education. Upper division course with preference given to upperclassmen nPrerequisites: Human Biology Core or Developmental Psychology Biology Foundations or consent of instructor.
Terms: Spr
| Units: 4
| UG Reqs: GER:EC-Gender, WAY-EDP
HUMBIO 149L:
Longevity (MED 229, PSYCH 102)
Interdisciplinary. Challenges to and solutions for the young from increased human life expectancy: health care, financial markets, families, work, and politics. Guest lectures from engineers, economists, geneticists, and physiologists.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-SI
HUMBIO 151R:
Biology, Health and Big Data
We are living in the midst of a revolution in the accessibility and availability of biological and medical data. How can all this data be used to improve human health? In this course, students will look at case studies from diabetes and cancer research to learn how to access publicly available data ranging from genetic, protein and signaling pathway databases to information about clinical trials. Students will apply what they learn from the case studies to develop a research proposal and presentation on a biology-related topic of their choice. The class will have a small group workshop-type format. Students will gain skills in research methods including accessing, analyzing and presenting data. Assignments will use the R programming language. Prior programming experience is not required. Prerequisites: HUMBIO 2A and HUMBIO 3A or BIO 82 and BIO 83 or consent of instructor.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SMA
HUMBIO 154B:
Principles of Epidemiology
Epidemiology is the study of the distribution and determinants of health and disease in human populations. In this course, students will learn about design, measures of disease occurrence and measures of association between exposures - be they environmental, behavioral or genetic - and health outcomes of interest. Students will also learn about how error, confounding and bias can impact epidemiological results. The course draws on both classic and contemporary research articles, which students will learn to critically appraise. Through lectures, problem sets, written responses to original articles and in-class discussions, students will gain a solid foundation in epidemiology. HUMBIO 154 courses can be taken separately or as a series. Upper division course with preference given to upperclassmen. Prerequisites: Human Biology Core or Biology Foundations or consent of instructor.
Terms: Aut
| Units: 3
| UG Reqs: WAY-AQR
HUMBIO 154C:
Cancer Epidemiology
Clinical epidemiological methods relevant to human research in cancer will be the focus. The concepts of risk; case control, cohort, and cross-sectional studies; clinical trials; bias; confounding; interaction; screening; and causal inference will be introduced and applied. Social, political, economic, and ethical controversies surrounding cancer screening, prevention, and research will be considered. HUMBIO 154 courses can be taken separately or as a series. Enrollment limited to students with sophomore academic standing or above. Prerequisites: Human Biology core or Biology Foundations or equivalent, or instructor consent.
Terms: Win
| Units: 4
| UG Reqs: WAY-AQR
HUMBIO 158:
Building Blocks for Chronic Disease (BIO 109A, BIOC 109A, BIOC 209A)
Researchers have come a long way in developing therapies for chronic disease but a gap remains between current solutions and the ability to address the disease in full. This course provides an overview to the underlying biology of many of these diseases and how they may connect to each other. A "think outside of the box" approach to drug discovery is needed to bridge such a gap in solutions, and this course teaches the building blocks for that approach. Could Legoland provide the answer? This is a guest lecture series with original contributions from prominent thought leaders in academia and industry. Interaction between students and guest lecturers is expected. Students with a major, minor or coterm in Biology: 109A/209A or 109B/209B may count toward degree program but not both.
Terms: Win
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
HUMBIO 159:
Genes and Environment in Disease Causation: Implications for Medicine and Public Health (EPI 238)
(Formerly HRP 238) The historical, contemporary, and future research and practice among genetics, epidemiology, clinical medicine, and public health as a source of insight for medicine and public health. Genetic and environmental contributions to multifactorial diseases; multidisciplinary approach to enhancing detection and diagnosis. The impact of the Human Genome Project on analysis of cardiovascular and neurological diseases, and cancer. Ethical and social issues in the use of genetic information. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit. Prerequisites: Human Biology core or Biology Foundations or consent of instructor.
Terms: Win
| Units: 2-3
| UG Reqs: WAY-SMA
HUMBIO 160:
Human Behavioral Biology (BIO 150)
Multidisciplinary. How to approach complex normal and abnormal behaviors through biology. How to integrate disciplines including sociobiology, ethology, neuroscience, and endocrinology to examine behaviors such as aggression, sexual behavior, language use, and mental illness.
Terms: Spr
| Units: 5
| UG Reqs: GER: DB-NatSci, WAY-SMA
HUMBIO 161:
The Neurobiology of Sleep (BIO 149, BIO 249, PSYC 149, PSYC 261)
The neurochemistry and neurophysiology of changes in brain activity and conscious awareness associated with changes in the sleep/wake state. Behavioral and neurobiological phenomena including sleep regulation, sleep homeostasis, circadian rhythms, sleep disorders, sleep function, and the molecular biology of sleep. Preference to seniors and graduate students. Enrollment limited to 16.
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci
HUMBIO 163:
The Opioid Epidemic: Using Neuroscience to Inform Policy and Law
The opioid epidemic has become a national problem, killing 115 people per day in the United States, and contributing to the first decrease in life expectancy in this country for decades.This is an upper division undergraduate class that aims to help students understand the science of opiates, how opioid prescribing and availability led us to be in this place, and how that information might be used to create effective policy to reverse it. Students will engage didactic work and interactive discussions to stimulate critical thinking at the interface between psychology, psychiatry, addiction medicine, neuroscience, communication, law, and society. They will develop the knowledge-base and framework to critically evaluate the science behind opioid addiction and how to apply this knowledge to address the addiction epidemic. This highly interactive seminar aims to engage the students in critical thinking didactics, activities and discussions that shape their understanding of the complexity inherent to the issues surrounding addiction and increase the student's ability to more critically assimilate and interrogate information. Preference will be given to upperclassmen, especially in the HUMBIO program. Attendance at first class is mandatory. Enrollment limited to 20 by application only. Applications will be accepted on Tuesday, March 1st at midnight, consistent with the Spring Quarter enrollment. Applications will be due on Sunday, March 6th at 5:00PM. Applications will be considered in the order received. Application: https://app.smartsheet.com/b/form/75c79bc6052040c4839527f7e1c835b6. Prerequisites: Human Biology Core or PSYC 83 or consent of instructor.
Terms: Spr
| Units: 4
| UG Reqs: WAY-SI
HUMBIO 164:
Autism Spectrum Disorder
Deficits in social communication and interaction and repetitive behaviors are the core symptoms of Autism Spectrum Disorder (ASD), a neurodevelopmental disorder that affects about 1% of all children and costs society an estimated $268B annually. This interactive seminar course will provide an overview of our understanding of ASD, from genetics through epidemiology, biology and treatment, and the many implications for society, including the principles and problems of diagnosis, its impact upon family and across the lifespan, and controversies regarding its etiology, perception and care. Preference will be given to upperclassmen, especially in the Human Biology program. Attendance at first class is mandatory. Enrollment is limited to 18 students by application only. Applications would be accepted on Wednesday, September 1st at midnight, consistent with the Autumn Quarter enrollment. Application would be closed on Tuesday, September 7th at 5:00PM. Application: https://app.smartsheet.com/b/form/9863cc68e8f24a01873342e823784be4. Prerequisites: Human Biology core or BIO 82 and BIO 84 or consent of instructor.
Terms: Aut
| Units: 3
HUMBIO 171E:
Modern Ethical Challenges in Neuroscience and Organ Transplantation (MED 142)
Today we face unprecedented innovations in neuroscience and medicine. While these advances offer new hope, they also challenge medical, legal, and ethical paradigms. We will explore the ethical constructs surrounding topics including brain death, brain-computer interfaces and other adaptive technologies, and organ transplantation. The course material will include clinical and legal cases, scientific literature, film and popular culture, and experiential learning at Stanford Hospital. We will also focus on cultural comparisons between the US and Japan, where brain death is not widely accepted and deceased donor organ donation is rare. Course evaluation will be based on participation, written work, and team projects.
Terms: Spr
| Units: 3
| UG Reqs: WAY-ER
HUMBIO 174:
Foundations of Bioethics
Classic articles, legal cases, and foundational concepts. Theoretical approaches derived from philosophy. The ethics of medicine and research on human subjects, assisted reproductive technologies, genetics, cloning, and stem cell research. Ethical issues at the end of life. Upper division course with preference given to upperclassmen.
Terms: Win
| Units: 3
| UG Reqs: GER:EC-EthicReas, WAY-ER
HUMBIO 174A:
Ethics in a Human Life (ETHICSOC 174, PHIL 74A)
Ethical questions pervade a human life from before a person is conceived until after she dies, and at every point in between. This course raises a series of ethical questions, following along the path of a person's life - questions that arise before, during, and after she lives it. We will explore distinctive questions that a life presents at each of several familiar stages: prior to birth, childhood, adulthood, death, and even beyond. We will consider how some philosophers have tried to answer these questions, and we will think about how answering them might help us form a better understanding of the ethical shape of a human life as a whole.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-ER
HUMBIO 176A:
Medical Anthropology (ANTHRO 82, ANTHRO 282)
Emphasis is on how health, illness, and healing are understood, experienced, and constructed in social, cultural, and historical contexts. Topics: biopower and body politics, gender and reproductive technologies, illness experiences, medical diversity and social suffering, and the interface between medicine and science.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-EDP, WAY-SI
HUMBIO 191:
Human Biology Practicum
Restricted to Human Biology majors. For students who have undertaken supervised community-engaged service, research (e.g. HB-REX, Bio-X) or pre-professional experiences related to their Area of Concentration topic. Includes a series of six required elements done throughout Junior and Senior year. Enroll for 1 unit during your final undergraduate quarter, typically Senior Spring; contact Capstone Coordinator for exceptions. Satisfies the Capstone Requirement of the major.
Terms: Aut, Win, Spr, Sum
| Units: 1
HUMBIO 192A:
Human Biology Synthesis
Capstone course series for HUMBIO seniors. Expands the work of the student's Area of Concentration. The Synthesis allows students the opportunity to craft a culminating, creative work of scholarship based on a synthesis of personal and academic interests, including service projects. Students should begin their synthesis either in the third quarter of Junior year or the first quarter of Senior year.nParticipation in the HUMBIO Senior Symposium during Spring quarter is required. nStudents should enroll in either 3 units for two quarters or 2 units for three quarters. Prerequisite: acceptance into the synthesis program: https://humanbiology.stanford.edu/capstone/synthesis. Notes: Contact Samantha Cooper for Department Consent.
Terms: Aut
| Units: 2-3
HUMBIO 192S:
Human Biology Synthesis
Capstone course series for HUMBIO seniors. Expands the work of the student's Area of Concentration. The Synthesis allows students the opportunity to craft a culminating, creative work of scholarship based on a synthesis of personal and academic interests, including service projects. Students should begin their synthesis either in the third quarter of Junior year or the first quarter of Senior year.nParticipation in the HUMBIO Senior Symposium during Spring quarter is required.nStudents should enroll in either 3 units for two quarters or 2 units for three quarters. nPrerequisite: acceptance into the synthesis program: https://humanbiology.stanford.edu/capstone/synthesis. Notes: Contact Samantha Cooper for Department Consent.
Terms: Spr
| Units: 1-3
| Repeatable
2 times
(up to 6 units total)
HUMBIO 192W:
Human Biology Synthesis
Capstone course series for HUMBIO seniors. Expands the work of the student's Area of Concentration. The Synthesis allows students the opportunity to craft a culminating, creative work of scholarship based on a synthesis of personal and academic interests, including service projects. Students should begin their synthesis either in the third quarter of Junior year or the first quarter of Senior year. nParticipation in the HUMBIO Senior Symposium during Spring quarter is required. nStudents should enroll in either 3 units for two quarters or 2 units for three quarters.nPrerequisite: acceptance into the synthesis program: https://humanbiology.stanford.edu/capstone/synthesis. Notes: Contact Samantha Cooper for Department Consent.
Terms: Win
| Units: 2-3
HUMBIO 193:
Research in Human Biology
Independent research conducted under faculty supervision, in junior or senior year, normally but not necessarily in pursuit of an honors project. May be taken for a maximum 3 quarters of credit. Prerequisite: Faculty approval; application must be submitted to Student Services, https://app.smartsheet.com/b/form/d2cce78ec61a423cb3b6329ba1248691
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
3 times
(up to 15 units total)
Instructors: ;
Abrams, W. (PI);
Alles, W. (PI);
Barr, D. (PI);
Bendavid, E. (PI);
Buckwalter, M. (PI);
Carlson, J. (PI);
Chu, J. (PI);
Corso, I. (PI);
Crum, A. (PI);
Darmstadt, G. (PI);
Dhabhar, F. (PI);
Dirzo, R. (PI);
Durham, W. (PI);
Engleman, E. (PI);
Feldman, H. (PI);
Fisher, P. (PI);
Frank, M. (PI);
Frankovich, J. (PI);
Friedlander, A. (PI);
Fuller, M. (PI);
Garcia, G. (PI);
Gardner, C. (PI);
Giffard, R. (PI);
Gold, G. (PI);
Gotlib, I. (PI);
Gross, J. (PI);
Hadly, E. (PI);
Heaney, C. (PI);
Heller, H. (PI);
Helms, J. (PI);
Hong, D. (PI);
Hosseini, H. (PI);
Jagannathan, P. (PI);
Juarez-Reyes, M. (PI);
King, A. (PI);
Kobilka, B. (PI);
Krams, S. (PI);
Kuo, C. (PI);
Kurina, L. (PI);
LaBeaud, D. (PI);
Leeper, N. (PI);
Li, G. (PI);
Lyons, D. (PI);
Majeti, R. (PI);
Maldonado, Y. (PI);
Medoff, L. (PI);
Mercola, M. (PI);
Miller, G. (PI);
Monje-Deisseroth, M. (PI);
Nakauchi, H. (PI);
Nation, J. (PI);
Newberry, J. (PI);
Nguyen, M. (PI);
Nusse, R. (PI);
O'Connell, L. (PI);
Obradovic, J. (PI);
Palmer, T. (PI);
Parker, K. (PI);
Preston, K. (PI);
Reiss, A. (PI);
Robinson, T. (PI);
Rodriguez, E. (PI);
Rosas, L. (PI);
Rozelle, S. (PI);
Salmeen, A. (PI);
Shen, K. (PI);
Siegel, R. (PI);
Singh, M. (PI);
Smith, D. (PI);
Stafford, R. (PI);
Stefanick, M. (PI);
Talbot, W. (PI);
Travis, K. (PI);
Wine, J. (PI);
Winn, V. (PI);
Wise, P. (PI);
Wolf, J. (PI);
Woo, J. (PI);
Wu, S. (PI);
Yang, Y. (PI);
Zaki, J. (PI);
Zeitzer, J. (PI);
Jones, D. (GP);
Misener, C. (GP);
Riley, R. (GP)
HUMBIO 194:
Honors
Restricted to Human Biology majors. Completion of the honors project, normally taken in the student's final quarter. First component: the honors thesis, a final paper providing evidence of rigorous research, fully referenced, and written in an accepted scientific style. Second component: participation in the honors symposium, including a 10-minute oral presentation followed by a brief question and answer session. Prerequisites: HUMBIO 193 or HUMBIO 199 and acceptance into the honors program.
Terms: Aut, Win, Spr
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Abrams, W. (PI);
Alles, W. (PI);
Barr, D. (PI);
Bendavid, E. (PI);
Carlson, J. (PI);
Chu, J. (PI);
Chu, L. (PI);
Darmstadt, G. (PI);
Dhabhar, F. (PI);
Dirzo, R. (PI);
Durham, W. (PI);
Feldman, H. (PI);
Feldman, M. (PI);
Fisher, P. (PI);
Frank, M. (PI);
Frankovich, J. (PI);
Friedlander, A. (PI);
Fuller, M. (PI);
Gardner, C. (PI);
Giffard, R. (PI);
Gold, G. (PI);
Gotlib, I. (PI);
Gross, J. (PI);
Heaney, C. (PI);
Heller, H. (PI);
Helms, J. (PI);
Hosseini, H. (PI);
Jagannathan, P. (PI);
Juarez-Reyes, M. (PI);
Klein, R. (PI);
Kobilka, B. (PI);
Krams, S. (PI);
Kurina, L. (PI);
Leeper, N. (PI);
Lyons, D. (PI);
Maldonado, Y. (PI);
Medoff, L. (PI);
Miller, G. (PI);
Monje-Deisseroth, M. (PI);
Newberry, J. (PI);
Nguyen, M. (PI);
Nusse, R. (PI);
O'Connell, L. (PI);
Obradovic, J. (PI);
Parker, K. (PI);
Parsonnet, J. (PI);
Popat, R. (PI);
Preston, K. (PI);
Reiss, A. (PI);
Robinson, T. (PI);
Rodriguez, E. (PI);
Rosas, L. (PI);
Salmeen, A. (PI);
Shen, K. (PI);
Siegel, R. (PI);
Smith, D. (PI);
Stafford, R. (PI);
Stefanick, M. (PI);
Talbot, W. (PI);
Travis, K. (PI);
Wine, J. (PI);
Wise, P. (PI);
Wolf, J. (PI);
Woo, J. (PI);
Wu, S. (PI);
Yang, F. (PI);
Zaki, J. (PI);
Zeitzer, J. (PI);
Misener, C. (GP)
HUMBIO 197:
Human Biology Internship
Limited to and required of Human Biology majors. A supervised field, community, or lab experience of student's choosing, pre-approved by Human Biology faculty and student advisers, and initiated at least three quarters prior to graduation. Participation in a poster session on the internship experience is required during the first quarter that the student is in residence at Stanford after completion of the internship. May be repeated for credit and a total of 4 units accumulatively. Prerequisites: Human Biology core; application must be submitted to Student Services, https://app.smartsheet.com/b/form/d2cce78ec61a423cb3b6329ba1248691
Terms: Aut, Win, Spr
| Units: 1-4
| Repeatable
4 times
(up to 4 units total)
HUMBIO 198:
Senior Tutorial in Human Biology
Reading for Human Biology majors in exceptional circumstances and under sponsorship of Human Biology associated faculty. Students must apply through Human Biology student services before registering. Reading list, paper, and evaluation required. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
HUMBIO 199:
Directed Reading/Special Projects
Human Biology majors must obtain a sponsor from the Human Biology associated faculty or the Academic Council. Non-majors and students who have not declared must obtain a sponsor only from the Human Biology associated faculty. Prerequisite: Faculty approval; application must be submitted to Student Services, https://app.smartsheet.com/b/form/d2cce78ec61a423cb3b6329ba1248691
Terms: Aut, Win, Spr, Sum
| Units: 1-4
| Repeatable
4 times
(up to 16 units total)
Instructors: ;
Abrams, W. (PI);
Alles, W. (PI);
Barr, D. (PI);
Belt, R. (PI);
Chu, J. (PI);
Darmstadt, G. (PI);
Durham, W. (PI);
Feldman, H. (PI);
Fernald, A. (PI);
Fernald, R. (PI);
Fisher, P. (PI);
Friedlander, A. (PI);
Fuller, M. (PI);
Gardner, C. (PI);
Gold, G. (PI);
Gross, J. (PI);
Heaney, C. (PI);
Heller, H. (PI);
Helms, J. (PI);
Klein, R. (PI);
Kurina, L. (PI);
Lyons, D. (PI);
Magnus, D. (PI);
Marchman, V. (PI);
McNerney, M. (PI);
Medoff, L. (PI);
O'hara, R. (PI);
Parker, K. (PI);
Preston, K. (PI);
Sapolsky, R. (PI);
Sarnquist, C. (PI);
Siegel, R. (PI);
Smith, D. (PI);
Stafford, R. (PI);
Stefanick, M. (PI);
Wine, J. (PI);
Wise, P. (PI);
Wolf, J. (PI)
HUMBIO 200:
Teaching of Human Biology
For upper division undergraduates and graduate students. Practical experience in teaching Human Biology or serving as an assistant in a lecture course. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
2 times
(up to 10 units total)
HUMCORE 13:
Humanities Core: Great Books, Big Ideas -- Europe, Modern (FRENCH 13, HISTORY 239C, PHIL 13)
What is a good life? How should society be organized? Who belongs? How should honor, love, sin, and similar abstractions govern our actions? What duty do we owe to the past and future? This course examines tcourse examines these questions in the modern period, from the rise of revolutionary ideas to the experiences of totalitarianism and decolonization in the twentieth century. Authors include Locke, Mary Shelley, Marx, Nietzsche, Primo Levi, and Frantz Fanon. This course is part of the Humanities Core, a collaborative set of global humanities seminars that brings all of its students and faculty into conversation. On Mondays you meet in your own course, and on Wednesdays all the HumCore seminars (in session that quarter) meet together: https://humanitiescore.stanford.edu/.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II, WAY-ER
HUMCORE 111:
Texts that Changed the World from the Ancient Middle East (COMPLIT 31, JEWISHST 150, RELIGST 150)
This course traces the story of the cradle of human civilization. We will begin with the earliest human stories, the Gilgamesh Epic and biblical literature, and follow the path of the development of law, religion, philosophy and literature in the ancient Mediterranean or Middle Eastern world, to the emergence of Jewish and Christian thinking. We will pose questions about how this past continues to inform our present: What stories, myths, and ideas remain foundational to us? How did the stories and myths shape civilizations and form larger communities? How did the earliest stories conceive of human life and the divine? What are the ideas about the order of nature, and the place of human life within that order? How is the relationship between the individual and society constituted? This course is part of the Humanities Core: https://humanitiescore.stanford.edu/
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-ER
HUMCORE 112:
Great Books, Big Ideas from Ancient Greece and Rome (CLASSICS 37, DLCL 11)
This course will journey through ancient Greek and Roman literature from Homer to St. Augustine, in constant conversation with the other HumCore travelers in the Ancient Middle East, Africa and South Asia, and Early China. It will introduce participants to some of its fascinating features and big ideas (such as the idea of history); and it will reflect on questions including: What is an honorable life? Who is the Other? How does a society fall apart? Where does human subjectivity fit into a world of matter, cause and effect? Should art serve an exterior purpose? Do we have any duties to the past? This course is part of the Humanities Core, a collaborative set of global humanities seminars that brings all of its students and faculty into conversation. On Mondays you meet in your own course, and on Wednesdays all the HumCore seminars (in session that quarter) meet together: https://humanitiescore.stanford.edu/.
Terms: Aut
| Units: 3
| UG Reqs: WAY-A-II
HUMCORE 113:
Looking for the Way (Dao) in East Asia (CHINA 163A)
This course looks at foundations of East Asian thought, including Confucianism, Daoism, and Buddhism as well as other cultural traditions. The ideologies were first articulated in ancient China (or India) and from there spread to Korea, Japan, and throughout Southeast Asia, where they remain important today. We will read selections from seminal texts including "The Confucian Analects", "Daode jing", "Zhuangzi", and "The Platform Sutra of the Sixth Patriarch". Attention is also given to other perennial (and often problematic) themes of Asian life and society, including those of conflicting loyalties and violent revenge. Finally, the course examines aesthetic expression in painting and calligraphy that became the embodiment of classical philosophical values and their own articulation of an aestheticized Way, still widely practiced and admired. This course is part of the Humanities Core, a collaborative set of global humanities seminars that brings all of its students and faculty into conversation. On Mondays you meet in your own course, and on Wednesdays all the HumCore seminars (in session that quarter) meet together: https://humanitiescore.stanford.edu/.
Terms: Aut
| Units: 3
| UG Reqs: WAY-A-II
HUMCORE 121:
Ancient Knowledge, New Frontiers: How the Greek Legacy Became Islamic Science (CLASSICS 47, COMPLIT 107A)
What is the relation between magic and science? Is religion compatible with the scientific method? Are there patterns in the stars? What is a metaphor? This course will read key moments in Greek and Islamic science and philosophy and investigate the philosophy of language, mathematical diagrams, manuscripts, the madrasa, free will, predestination, and semantic logic. We will read selections from Ibn Taymiya, Ibn Haytham, Omar Khayyam, Baha al-Din al-Amili, and others. This course is part of the Humanities Core, a collaborative set of global humanities seminars that brings all of its students and faculty into conversation. On Mondays you meet in your own course, and on Wednesdays all the HumCore seminars (in session that quarter) meet together: https://humanitiescore.stanford.edu/.
Terms: Win
| Units: 3
| UG Reqs: WAY-A-II
HUMCORE 122:
Humanities Core: The Renaissance in Europe (ENGLISH 112C)
The Renaissance in Europe saw a cultural flowering founded on the achievements of pagan antiquity, a new humanism founded on the conviction that nothing which has ever interested living men and women can wholly lose its vitality, and the foundation of the modern state. We start with those "Renaissance men" Leonardo Da Vinci, Michelangelo, and Raphael. We then turn to Martin Luther's rejection of Papal Rome and his erection of a competing, Protestant ideal. Montaigne and Shakespeare invent our modern sense of subjectivity before our eyes. And Machiavelli and Hobbes create a science of power politics. Each week, during the first class meeting, we will focus on these issues in Europe. During the second class meeting, we will participate in a collaborative conversation with the other students and faculty in Humanities Core classes, about other regions and issues. This course is taught in English . This course is part of the Humanities Core, a collaborative set of global humanities seminars that brings all of its students and faculty into conversation. On Mondays you meet in your own course, and on Wednesdays all the HumCore seminars (in session that quarter) meet together: https://humanitiescore.stanford.edu/.
Terms: Win
| Units: 3
| UG Reqs: WAY-A-II, WAY-SI
HUMCORE 123:
Beauty and Renunciation in Japan (JAPAN 163A)
Is it okay to feel pleasure? Should humans choose beauty or renunciation? This is the main controversy of medieval Japan. This course introduces students to the famous literary works that created a world of taste, subtlety, and sensuality. We also read essays that warn against the risks of leading a life of gratification, both in this life and in the afterlife. And we discover together the ways in which these two positions can be not that far from each other. Does love always lead to heartbreak? Is the appreciation of nature compatible with the truths of Buddhism? Is it good to have a family? What kind of house should we build for ourselves? Can fictional stories make us better persons? Each week, during the first class meeting, we will focus on these issues in Japan. During the second class meeting, we will participate in a collaborative conversation with the other students and faculty in Humanities Core classes, about other regions and issues. This course is taught in English. This course is part of the Humanities Core, a collaborative set of global humanities seminars that brings all of its students and faculty into conversation. On Mondays you meet in your own course, and on Wednesdays all the HumCore seminars (in session that quarter) meet together: https://humanitiescore.stanford.edu/.
Terms: Win
| Units: 3
| UG Reqs: WAY-A-II
HUMCORE 127:
Love, Loss, and Devotion in Indian Literature (COMPLIT 137, RELIGST 127)
Why are human cultures perennially preoccupied with love, and with what happens when it vanishes? Classical theorists in India have argued, at least, that love is the very foundation of aesthetic experience, and that love has something fundamental to teach us about the goals of human life and the nature of the divine. This course explores this deep preoccupation with love and longing for love through several influential works of courtly and devotional literature from medieval and early modern India. In dialogue with these classic works, we ask the following questions: How do we narrate the experience of love? What is the relationship between human love and love for the divine? Why does love, both human and divine, become lost or occluded? In other words, what is the meaning of suffering and loss, and how can it be overcome? This is the second of three courses in the South Asia track of the Humanities Core, dedicated to an exploration of some of the most enduring concepts and questions that South Asian cultures have wrestled with over the course of their history.
Terms: Win
| Units: 3
| UG Reqs: WAY-A-II, WAY-SI
HUMCORE 131:
Modernity and Novels in the Middle East (COMPLIT 43)
This course will investigate cultural and literary responses to modernity in the Middle East. The intense modernization process that started in mid 19th century and lingers to this day in the region caused Arabic, Persian, and Turkish literary cultures to encounter rapid changes; borders dissolved, new societies and nations were formed, daily life westernized, and new literary forms took over the former models. In order to understand how writers and individuals negotiated between tradition and modernity and how they adapted their traditions into the modern life we will read both canonical and graphic novels comparatively from each language group and focus on the themes of nation, identity, and gender. All readings will be in English translation. This course is part of the Humanities Core: https://humanitiescore.stanford.edu/
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II
HUMCORE 133:
Humanities Core: How to be Modern in East Asia (CHINA 24, COMPLIT 44, JAPAN 24, KOREA 24)
Modern East Asia was almost continuously convulsed by war and revolution in the 19th and 20th centuries. But the everyday experience of modernity was structured more profoundly by the widening gulf between the country and the city, economically, politically, and culturally. This course examines literary and cinematic works from China and Japan that respond to and reflect on the city/country divide, framing it against issues of class, gender, national identity, and ethnicity. It also explores changing ideas about home/hometown, native soil, the folk, roots, migration, enlightenment, civilization, progress, modernization, nationalism, cosmopolitanism, and sustainability. All materials are in English. This course is part of the Humanities Core: https://humanitiescore.stanford.edu/
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II
HUMCORE 137:
Time Travel in the Americas (ENGLISH 137C)
Historical fiction refracts our view of the present and our hopes for the future through the prism of the past. This course explores twentieth and twenty-first century writing from the Americas that reflects back on the relationship between American identity, modernity, and colonial power. At the heart of all of these accounts is a reckoning with the nature of recorded history: who has had the power to speak for themselves, who has been represented by others, and who has been left out? For some writers, this entails the re-embodiment of real historical figures, whether Toussaint Louverture in CLR James's The Black Jacobins, Johann Moritz Rugendas in César Aira's An Episode in the Life of a Landscape Painter, or Estebánico in Laila Lalami's The Moor's Account. For others, it means the manufacture of plausible historical analogues, like Amabelle Désir in Edwidge Danticat's The Farming of Bones and Antoinette Rochester in Jean Rhys's Wide Sargasso Sea. And for some, like Rita Indiana in Tentacle and Carmen Boullosa in Heavens on Earth, it means reversing the gaze, using the distant past to speculate about the possibilities of a distant future. This course is part of the Humanities Core, a collaborative set of global humanities seminars that brings all of its students and faculty into conversation. On Mondays you meet in your own course, and on Wednesdays all the HumCore seminars (in session that quarter) meet together: https://humanitiescore.stanford.edu/.
Terms: Spr
| Units: 3-5
HUMCORE 139:
Pacific Ocean Worlds: A Sea of Islands (TAPS 139)
How do we think about the modern Pacific Ocean world? Here in California, we border this vast waterscape, which is larger than all the world's remaining oceans combined and which could easily fit all of the planet's landmasses within it. What lessons can we learn from the region's diverse and dynamic island cultures, its entangled histories, and its urgent contemporary issues? How has the Pacific impacted ideas about modernity elsewhere in the world? And what unique Oceanian modernities are emerging from the region? Engaging with a rich array of literary and performance texts, films, and artworks from the 19th to the 21st centuries, we will consider different ways in which the Pacific has been imagined. We will further explore how Pacific Islander scholars, artists, and activists have drawn on their cultural traditions and knowledge systems to create new works that respond to current challenges facing the region, including colonialism, globalization, tourism, migration, climate change, militarization, and nuclearization. This course is part of the Humanities Core: https://humanitiescore.stanford.edu.
Terms: Spr
| Units: 3
HUMRTS 6W:
Community-Engaged Learning Workshop on Human Trafficking - Part I (FEMGEN 6W, HISTORY 6W)
Considers purpose, practice, and ethics of service learning. Provides training for students' work in community. Examines current scope of human trafficking in Bay Area, pressing concerns, capacity and obstacles to effectively address them. Students work with community partners dedicated to confronting human trafficking and problems it entails on a daily basis. Must currently be enrolled in or have previously taken History 5C/105C (FemGen 5C/105C, HumBio 178H, IR 105C, CSRE 5C/105C). (Cardinal Course certified by the Haas Center)
Terms: Aut
| Units: 3
HUMRTS 7W:
Community-Engaged Learning Workshop on Human Trafficking - Part II (FEMGEN 7W, HISTORY 7W)
Prerequisite: HISTORY6W (FEMGEN 6W). Continuation of HISTORY 6W (FEMGEN 6W). Students will continue working on their projects with their community partners. Several class meetings and small group consultations throughout the quarter. (Cardinal Course certified by the Haas Center)
Terms: Win
| Units: 3
HUMRTS 101:
Cross-Disciplinary Perspectives on Human Rights Theory and Practice
This course will introduce students to the philosophical and historical foundations for the modern concept of human rights, as well as the international and domestic legal frameworks currently in force to protect and promote these rights. Students will learn about the broad landscape of institutions responsible for defining and enforcing human rights from scholars who study the institutions, and practitioners who have worked inside them. Throughout the quarter we will read and discuss critical scholarship about the gap between the promises and aspirations of international human rights covenants, and the ongoing realities of widespread oppression, exploitation, and atrocity happening around the world. We will welcome practitioners as well as guest faculty from departments across the university whose teaching and research touches on aspects of human rights within their respective fields of expertise. Throughout the course, we will explore how distinct perspectives, assumptions, and vocabulary of particular disciplinary communities affect the way scholars and practitioners trained in these fields approach, understand, and employ human rights concepts. HUMRTS 101 fulfills the gateway course requirement for the Minor in Human Rights, and is offered once per year, winter quarter. No prior knowledge or formal human rights education is required of students enrolling in this introductory course. Students of all years and majors are welcome to join. Students should enroll in Section 01 of the course for in-person instruction Tu/Th 2:45-4:45pm. Enrollment in Section 02 is available only by special consent of the instructor, for students with special circumstances who need to complete HUMRTS 101 for the Minor, but cannot regularly attend the class in person as scheduled for Section 01. Students enrolled in Section 02 will complete identical curriculum, and will engage with classmates from Section 02 on a single Canvas site, but will have asynchronous and remote scheduling options for lectures. These same asynchronous and remote options can also be made available to Section 01 students (if/when needed, at discrete times throughout the quarter) in the event of COVID-related disruptions to class (e.g. instructor illness, student quarantine).
Terms: Win
| Units: 4
| UG Reqs: WAY-ER, WAY-SI
HUMRTS 103:
Transitional Justice, Human Rights, and International Criminal Tribunals (ETHICSOC 280, INTLPOL 280, INTNLREL 180A)
(Formerly IPS 280) Historical backdrop of the Nuremberg and Tokyo Tribunals. The creation and operation of the Yugoslav and Rwanda Tribunals (ICTY and ICTR). The development of hybrid tribunals in East Timor, Sierra Leone, and Cambodia, including evaluation of their success in addressing perceived shortcomings of the ICTY and ICTR. Examination of the role of the International Criminal Court and the extent to which it will succeed in supplanting all other ad hoc international justice mechanisms and fulfill its goals. Analysis focuses on the politics of creating such courts, their interaction with the states in which the conflicts took place, the process of establishing prosecutorial priorities, the body of law they have produced, and their effectiveness in addressing the needs of victims in post-conflict societies.
Terms: Spr
| Units: 3-5
HUMRTS 108:
Advanced Spanish Service-Learning: Migration, Asylum, and Human Rights at the Border
Students wishing to enroll in this community engaged learning workshop must be concurrently enrolled in SPANLANG 108SL. Through the HUMRTS 108 units, students will have the opportunity to apply their advanced Spanish language skills and knowledge of the US immigration detention system from the class as volunteers with immigrant rights advocacy organizations. Students will be trained to staff a hotline to help monitor detention conditions in more than 200 immigrant prisons, report abuse, expose dehumanizing conditions, and request support on behalf of detainees and their loved ones. Human rights lawyer Penelope Van Tuyl will guest lecture to give students legal context, and we will have the visits as well of other specialists in US-Central American international relations, mental health, media, and art activism. We will also be joined by migrants and refugees who will share their stories in US detention and seeking asylum. n nPrerequisite: completion of SPANLANG 13, 23B, or placement test equivalent to SPANLANG 100 or higher. nnPlease note that this course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-EDP, WAY-ER
HUMRTS 112:
Human Trafficking: Historical, Legal, and Medical Perspectives (CSRE 105C, FEMGEN 105C, HISTORY 105C, INTNLREL 105C)
(Same as HISTORY 5C. History majors and others taking 5 units, enroll in 105C.) Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution, labor exploitation, and organ trade, focusing on human rights violations and remedies. Provides a historical context for the development and spread of human trafficking. Analyzes the current international and domestic legal and policy frameworks to combat trafficking and evaluates their practical implementation. Examines the medical, psychological, and public health issues involved. Uses problem-based learning. Required weekly 50-min. discussion section, time TBD. Students interested in service learning should consult with the instructor and will enroll in an additional course.
Terms: Aut
| Units: 5
| UG Reqs: WAY-SI
HUMRTS 114:
Human Rights Practice and Challenges in Southeast Asia: Issues, fieldwork, career paths
This course aims to address student interest in the practice of human rights both from the individual perspective, particularly regarding a variety of professional career paths, as well as from institutional perspectives. Courses that focus on particular human rights issues or on the broad international legal framework of human rights are core components of a human rights curriculum. This course, on the other hand, is regionally focused, practice-oriented, and addresses the ways in which human rights initiatives and projects are designed, developed, funded, implemented, and evaluated by the various actors and institutions that make up the complex landscape of human rights work. We will have several guest speakers who have successfully followed different career paths in the UN, NGOs, academia, philanthropy, and development. They also reflect engagement in a number of key areas of human rights practice: gender based violence and gender discrimination; statelessness; freedom of religion and expression in an electronic age; justice sector reform and the rule of law; business and human rights; prosecution and accountability for war crimes, genocide, and crimes against humanity.nnnThe requirements for an effective practice-oriented course dictate that it be of limited geographical scope while at the same time having a regional, and to a lesser extent, a cross-regional perspective. Accordingly, the focus of this course will be on the 10 Southeast Asian nations that make up ASEAN as a region with its own legal and institutional human rights framework. We will also consider some of the ways in which ASEAN human rights issues are connected to its neighbors and, in this case, particularly to South Asia (Rohingya) and China (human trafficking and environmental issues). nnnThe course will be structured around the following 5 main segments:nn(1) Issues: Overview of human rights challenges in ASEAN: What are the most pressing issues (and to whom); how is the human rights agenda defined at the national and regional levels; how are priorities established; what are the obstacles to effective implementation of the agenda? nn(2) Players: The roles of national and regional institutions; national NGOs and human rights activists; national human rights commissions; governmental and regional bodies; international human rights organizations; the UN and its various engaged institutions (UNDP, UNODC, UNHCHR, UNHCR, Special Mandates, Human Rights Committee, etc.); national development agencies and embassies.nn(3) Initiatives and Projects: How are broad national and ASEAN human initiatives developed? How do they come to be incorporated into specific projects (research, training and capacity building, awareness raising and education, accountability, etc.)? How are such projects developed and by whom? How are they awarded, funded and implemented? What is the role of human rights philanthropy? How are such initiatives and projects evaluated? What determines the success or failure of such projects and according to whom? nn(4) Seeking accountability for human rights abuses: case studies on trafficking; gender based violence and discrimination; ethnic, religious, or political conflict and violence. nn(5) Human rights careers at the national, regional, and international levels.
Terms: Spr
| Units: 3-5
HUMRTS 115:
Corporations, Human Rights, and Social Responsibility
Large corporations now routinely spend millions of dollars to protect human rights and the environment. Shell Nigeria builds hospitals and schools in the Niger Delta. Nike employs hundreds of inspectors to improve conditions for the factory workers who produce its shoes across Asia and Latin America. Social media companies have faced scandals over user privacy, hate speech, and political manipulation. Other examples abound, across industries and around the globe. nnn"Don't be evil" (Google's one-time slogan) may be one motivation for these companies, but something more mundane is also at work: many companies believe they will do well, financially, if they do good, ethically. This course considers: nn-What does it mean for a company to "do good?" Should it care? nn-When does it serve a company's interest to take costly action to address human rights, labor, and environmental concerns? nn-What tactics have activists used to shift public opinion, media frames, and the law, and thereby change companies' incentives? nnnWe will learn through lectures, discussion, and occasional small group exercises. Several guest speakers with experience in business, advocacy, or in between will provide additional insights.
Terms: Spr
| Units: 3
HUMRTS 117:
International Human rights (INTLPOL 355)
(LAW 5010) This course offers an introduction to the theory and practice of human rights. We will examine major sources of international human rights law---including treaties, customary international law, and national law---as well as the institutions in which human rights are contested, adjudicated, and enforced. Key situses of human rights activity include multilateral organizations, like the United Nations Security Council and Human Rights Council; international, regional, and national courts and tribunals; and quasi-judicial treaty bodies, like the U.N. Committee Against Torture. This degree of jurisdictional redundancy offers an opportunity to explore questions of institutional design and interaction as well as processes of normative diffusion. The course will also consider the role of non-state actors---including non-governmental organizations, corporations, terrorist organizations, and ordinary individuals---in promoting and violating human rights. In addition to this survey of the human rights ecosystem, the course will engage some of the fundamental theoretical debates underlying the international human rights project with a focus on perennial questions of legitimacy, justiciability, compliance, and efficacy. Finally, we will explore a range of threats and challenges to the promotion of human rights---both perennial and novel---including economic under-development, terrorism, national security over-reach, patriarchy, and racism. We will read case law originating from all over the world, including the United States. Elements used in grading: class participation and exam. Undergraduates who wish to enroll in this course must have completed HUMRTS 101 as a prerequisite.
Terms: Win
| Units: 3
HUMRTS 120:
Human Rights in an Age of Great Power Rivalry, War, and Political Transformation (CLASSICS 129, GLOBAL 125, GLOBAL 225)
As is well known, great and emerging power rivalries largely shaped the course of the 20th century through WWI, WWII, and the Cold War. In the aftermath of the collapse of the Soviet Union, the 21st century been characterized by the geopolitical reconfiguration underway today with the rise of China and India and the challenges posed for American and European influence. The end of the Cold War brought hope that the proxy wars, post-colonial conflicts, and mass atrocity events that characterized the mid-20th century would yield to a more stable international order of cooperation and, hence, to a greater realization of the human rights aspirations embodied in the UN framework. The founding of the International Criminal Court (ICC) in 2002 was widely hailed as a watershed event marking that transformation. Needless to say, those hopes have remained largely unrealized and the refusal of China, India, the United States, and Russia to join the ICC is indicative of how far away a realization of those aspirations remains. As this age of great power political, economic, and military rivalry intensifies how is it impacting both the countries where the rivalries are being played out (e.g.,in the Middle East, Southeast Asia, Africa) and the societies of the rival nations themselves? How are these conflicts affecting the response to global humanitarian issues such as migration, refugees, statelessness, human trafficking, modern day slavery, climate change, and the turn towards increasing authoritarian governance?The course will explore the humanitarian dimension and consequences of war, conflict, and political transformation in such contexts through a series of case studies.
Terms: Win
| Units: 3-5
HUMRTS 121:
The Haitian Revolution: Slavery, Freedom, and the Atlantic World (AFRICAAM 178S, FRENCH 178, HISTORY 78S)
How did the French colony of Saint-Domingue become Haiti, the world's first Black-led republic? What did Haiti symbolize for the African diaspora and the Americas at large? What sources and methods do scholars use to understand this history? To answer these questions, this course covers the Haitian story from colonization to independence during the eighteenth and nineteenth centuries. Our course will center Africans and people of African descent, both enslaved and free, as they negotiated and resisted systems of racial and economic oppression in the French Caribbean. Our inquiry will critically engage with conceptions and articulations of human and civil rights as they relate to legal realities and revolutionary change over time, as well as the interplay between rights and racial thinking. Tracing what historian Julius Scott called the "common wind" of the Haitian Revolution, we will also investigate how the new nation's emergence built on the American and French Revolutions while also influencing national independence movements elsewhere in the Atlantic World. Priority given to history majors and minors; no prerequisites and all readings are in English.
Terms: Win
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
HUMRTS 122:
Global Human Rights and Local Practices (INTLPOL 282, SOC 115, SOC 215)
The course examines how the international community has fared in promoting and protecting human rights in the world, with an emphasis on the role of the United Nations. The course will begin with an overview of debates about the state of the international human rights system in the contemporary world, and then examine how international society has addressed the challenges of implementing universal human rights principles in different local contexts across different issues. The specific rights issues examined include genocide, children's rights, labor rights, transitional justice, women's rights, indigenous rights, NGOs, and the complicated relationship between the US and global human rights. The course will feature video conference/guest lecture sessions with leading human rights scholars and practitioners, providing students with unique opportunities to hear their expert opinions based on research and experience.
Terms: Spr
| Units: 3-5
HUMRTS 194A:
Environmental Justice Colloquium (EARTHSYS 194A, URBANST 155A)
This colloquium brings the voices and vision of leading Environmental Justice (EJ) advocates to the Stanford community, in order to educate, inspire, and transform our understanding of environmental science. Environmental Justice advances a positive vision for policies and actions that fight environmental racism. EJ approaches involve centering the voices and leadership of marginalized communities in 1) ensuring equitable access to environmental benefits, and 2) preventing or mitigating the disproportionate impacts of environmental harms for all communities, regardless of gender, class, race, ethnicity, or other social positions. This colloquium highlights the work of leading EJ thinkers and practitioners, speaking from frontline organizations on a wide range of topics. These topics include acting on toxic exposures and health disparities for community resilience, climate justice and youth action, Indigenous land and water rights, green cities and Afrofuturism, food justice and intersecting social movements, queer ecologies, and more. The colloquium will host a weekly speaker, and final symposium at the end of the quarter. nnStudents registering for the colloquium will join us virtually by ZOOM.nnCourse meetings will be held every Wednesday, beginning on October 6 and ending on November 17, 11:00-12:50pm. The final November 17 meeting is the Annual Environmental Justice Symposium, 11:00am-2:00pm (for those who can stay the extended hour).
Terms: Aut
| Units: 1
| Repeatable
3 times
(up to 3 units total)
HUMRTS 196:
Environmental Justice and Human Rights Lab (EARTHSYS 196A)
The Environmental Justice and Human Rights Lab is an intellectual hub and supportive learning community for students engaging in environmental justice and human rights work of any kind. Environmental justice (EJ) advances a positive vision for policies and actions that fight environmental racism, and human rights (HR) center on the notion that all people, by virtue of their existence and regardless of any given status or classification, are equally entitled to fundamental rights and protections. Our semi-structured weekly sessions will foster an open learning environment for students and peer-to-peer learning connections. Sessions will include giving and receiving feedback on capstone or community-based projects, independent research, or other relevant coursework or extracurricular activity. We also welcome students who are new to these topics and would like to learn more. We are open to students of all backgrounds and disciplines at any stage of their research or project work. Following EJ and HR principles, we seek to center local, contextualised knowledge and leadership through ethical research partnerships with community members. To do so, we follow community-based participatory research approaches and decolonizing methodologies. Examples of our work to date include 1) enabling graduate students to effectively bring EJ and HR approaches into dissertation research, 2) supporting campus leaders and directly participating in diversity, equity, and inclusion (DEI) initiatives, and 3) educating and learning from one another about critical EJ and HR scholarship and anti-racist approaches to our work. Lab interests include addressing inequitable impacts of climate change, advancing decolonial approaches to land and water management, promoting food justice, combatting human trafficking and labor exploitation, promoting fair and just immigration policies, and additional EJ and HR research topics. Note that this lab is intended as an open space for engagement. If you are unable to enroll for credit, but would still like to participate, please email humanrights@stanford.edu.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
HUMRTS 197:
Human Rights Careers Intensive
This weekly seminar aimed at juniors, seniors, and graduate students, to support practical exploration of human rights careers. Students will meet alumni and other human rights professionals working in a variety of sectors, and get job-search ready. Each week, a guest speaker will present their unique story to the group, helping you connect your skills and undergraduate experiences at Stanford to long-term, meaningful human rights work.nnPlease note this course will begin Week 3 of the Spring Quarter with a kickoff event on April 11th, 2022 from 6:00pm- 8:00pm.
Terms: Aut, Spr
| Units: 1
HUMRTS 198:
Independent Study or Directed Reading in Human Rights
May be repeated for credit. Students using these units toward the Minor in Human Rights must take for a letter grade. Department consent is required for enrollment. Please contact denisefz@stanford.edu indicating your plan and demonstrating agreement from the instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
3 times
(up to 15 units total)
HUMRTS 199:
Capstone Project: Human Rights Minor
Students completing a required capstone project for the Minor in Human Rights must enroll in this course for units with their capstone adviser selected as the instructor. Students must agree with their capstone advisor how many units (3-5) their proposed capstone project is worth, and enroll accordingly. This course is open only to Human Rights Minors. Department consent is required for enrollment. Please contact denisefz@stanford.edu indicating your plan and demonstrating agreement from your advisor.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
5 times
(up to 5 units total)
Instructors: ;
Agrawala, M. (PI);
Bendavid, E. (PI);
Billington, S. (PI);
Brates, V. (PI);
Brunner, J. (PI);
Calm, J. (PI);
Clair, M. (PI);
Cohen, D. (PI);
Davis, J. (PI);
Diamond, L. (PI);
Diver, S. (PI);
Dupas, P. (PI);
Eshel, A. (PI);
Fox, J. (PI);
Goel, S. (PI);
Hadly, E. (PI);
Hansen, T. (PI);
Jimenez, T. (PI);
Jolluck, K. (PI);
Lin, H. (PI);
Malkki, L. (PI);
Mediratta, R. (PI);
Naimark, N. (PI);
Nguyen, C. (PI);
O'Connell, J. (PI);
Pan, J. (PI);
Phelan, P. (PI);
Polk, E. (PI);
Reich, R. (PI);
Reicherter, D. (PI);
Rodriguez, E. (PI);
Tsutsui, K. (PI);
Valentine, M. (PI);
Van Schaack, B. (PI);
Wang, N. (PI);
Weinstein, J. (PI);
Wise, P. (PI);
Wotipka, C. (PI)
IIS 199:
Interschool Honors Program in International Security Studies
Students from different academic departments participate in a year-long weekly seminar to discuss, analyze, and conduct research on international security. Combines research methods, policy evaluation, oral presentation, and preparation of an honors thesis by each student. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 3-5
| Repeatable
3 times
(up to 15 units total)
ILAC 111Q:
Texts and Contexts: Spanish/English Literary Translation Workshop (COMPLIT 111Q)
The Argentinian writer and translator, Jorge Luis Borges, once said, 'Cada idioma es un modo de sentir el universo.' How are modes of feeling and perception translated across languages? How does the historical context of a work condition its translation into and out of a language? In this course, you will translate from a variety of genres that will teach you the practical skills necessary to translate literary texts from Spanish to English and English to Spanish. By the end of the term, you will have translated and received feedback on a project of your own choosing. Discussion topics may include: the importance of register, tone, and audience; the gains, in addition to the losses, that translations may introduce; the role of ideological, social-political, and aesthetic factors on the production of translations; and comparative syntaxes, morphologies, and semantic systems. Preference will be given to sophomores but freshman through seniors have enjoyed this course in the past. Course taught in Spanish.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-CE
ILAC 122A:
Radical Poetry: The Avant-garde in Latin America and Spain (COMPLIT 122A)
The first few decades of the 20th century ushered in a dynamic literary and aesthetic renewal in Spain and Latin America. Young poets sought a radical change in response to a rapidly changing world, one marked by the horrors of World War I and the rise of a new technological urban society. This course will focus on the poetry and attendant manifestos of movements such as Creacionismo, Ultraismo, Estridentismo, Surrealismo and other -ismos. How did the European avant-garde (e.g. Futurism, Dada, and Surrealism) inform such aesthetic turns? In what ways did poetry assimilate modern visual culture while questioning established poetics? Authors may include Aleixandre, Borges, Cansino-Assens, G. Diego, G. de Torre, Huidobro, Larrea, Lorca, Maples Arce, Neruda, Tablada, and Vallejo. Taught in Spanish.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II
ILAC 125:
Critical Feminisms in the Americas (ANTHRO 125W)
This course examines critical feminist theories, practices, and movements in the Americas. Together, we will explore, analyze, and discuss the work of creators and activists in South America, Central America, the Caribbean, and North America, attending to local, national, and transnational efforts. Particular consideration will be given to intersectionality (within and across specific works and movements) and to critiques of larger political economic systems (including but not limited to colonialism, capitalism, and imperialism). We will engage works by creators and activists such as Silvia Rivera Cusicanqui, Faye Harrison, Petra Rivera-Rideau, Leah Lakshmi Piepzna-Samarasinha, Tiffany Lethabo King, Audre Lorde, Eve Tuck, Tourmaline, Mari¿a Lugones, Harsha Walia, Mitsuye Yamada, Haunani-Kay Trask, Lucía Ixchíu, Sylvia Wynter, Francia Márquez, Gina Ulysse, Fatimah Asghar, Cecilia Menjívar, Omise'eke Natasha Tinsley, bell hooks, Sylvia Rivera, Sayak Valencia, and more. Student interests will be included in making a collaborative syllabus. Course will be taught in English, but readings and writing assignments will also be available in Spanish for Spanish Majors, or other students.
Terms: Spr
| Units: 5
ILAC 129:
Queer Latin America in Literature and Film in the 20th Century (FEMGEN 146)
This course will study a selection of literary and cinematic works to interrogate how 20th Latin American cultural production challenged patriarchal conceptions of gender and sexuality. Some of the questions that we will addressed are: Can we speak of `queer literature' in Latin America? What are the questions to which these works respond considering their particular conditions? What have been the major shifts in queer Latin American aesthetics throughout the 20th century? The goal is to understand how Latin American writers and artists have imagined queerness vis-à-vis the logics of global circulation of discourses on sex and gender.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
ILAC 130:
Introduction to Iberia: Cultural Perspectives
The purpose of this course is to study major figures and historical trends in modern Iberia against the background of the linguistic plurality and cultural complexity of the Iberian world. We will cover the period from the loss of the Spanish empire, through the civil wars and dictatorships to the end of the Portuguese Estado Novo and the monarchic restoration in Spain. Particular attention will be given to the Peninsula's difficult negotiation of its cultural and national diversity, with an emphasis on current events. This course is designed to help prepare students for their participation in the Stanford overseas study program in Spain. Taught in Spanish.
Terms: Aut
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-SI
ILAC 131:
Introduction to Latin America: Cultural Perspectives
This course focuses on the emergence of Latin America in modern times. How did the distinct nations and cultures of Latin America develop out of Spain and Portugal's former territories? The foundational, tumultuous period from the mid-eighteenth to the mid-twentieth century witnessed rebellions and revolts; independence and abolition; liberal reforms and revolutions; urbanization and the consolidation of national cultures. Students will give special consideration to the formation of political bodies in the nineteenth century and cultural identities in the twentieth century, all while considering the strategic means by which these processes effectively excluded or included large sectors of the population. Knowledge of this period in the region is crucial to understanding the world today. Taught in Spanish.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
ILAC 136:
Modern Iberian Literatures
1800 to the mid 20th century. Topics include: romanticism; realism and its variants; the turn of the century; modernism and the avant garde; the Civil War; and the first half of the 20th century. Authors may include Mariano Jose de Larra, Gustavo Adolfo Becquer, Rosalia de Castro, Benito Perez Galdos, Jacint Verdaguer, Eca de Queiros, Miguel de Unamuno, Ramon de Valle-Inclan, Antonio Machado, and Federico García Lorca. Taught in Spanish. Prerequisites: SPANLANG 13 or equivalent.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP
ILAC 140:
Migration in 21st Century Latin American Film (CHILATST 140)
Focus on how images and narratives of migration are depicted in recent Latin American film. It compares migration as it takes place within Latin America to migration from Latin America to Europe and to the U.S. We will analyze these films, and their making, in the global context of an ever-growing tension between "inside" and "outside"; we consider how these films represent or explore precariousness and exclusion; visibility and invisibility; racial and gender dynamics; national and social boundaries; new subjectivities and cultural practices. Films include: Bolivia, Copacabana, La teta asustada, Norteado, Sin nombre, Migración, Ulises, among others. Films in Spanish, with English subtitles. Discussions and assignments in Spanish.
Terms: Aut
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP
ILAC 146:
The Poetics of Crisis: Imaginación poética y crisis social en la poesÃa mexicana moderna
This class will focus on the intersection of poetics and politics in modern Mexican poetry, from the transformations of the mid-century, the turmoil of 1968 student movement, to the "War on drugs" and neoliberal policies that have reshaped Mexican society at the beginning of the 21st century. This class explores the relationship between textual strategies and the ongoing social and diverse forms of political crisis in Modern Mexico. The course will include readings from key authors such as Rosario Castellanos, Octavio Paz, Maria Rivera, Cristina Rivera Garza, Dolores Dorantes, Hubert Matiúwàa and Heriberto Yépez. The purpose of this class is to introduce students to new ways of understanding the relationship between literature and society, and particularly between poetry and politics, and to understand the new voices of poetry in Mexico. Taught in Spanish. Instructor: Dr. Hugo García Manríquez
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
ILAC 149:
The Laboring of Diaspora & Border Literary Cultures (COMPLIT 149, CSRE 149)
Focus is given to emergent theories of culture and on comparative literary and cultural studies. How do we treat culture as a social force? How do we go about reading the presence of social contexts within cultural texts? How do ethno-racial writers re-imagine the nation as a site with many "cognitive maps" in which the nation-state is not congruent with cultural identity? How do diaspora and border narratives/texts strive for comparative theoretical scope while remaining rooted in specific local histories. Note: This course must be taken for a letter grade to be eligible for WAYS credit. In AY 2020-21, a "CR" grade will satisfy the WAYS requirement.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP
ILAC 151:
Cuban Literature and Film: Imagination, Revolt, and Melancholia.
Since the late nineteenth century, the island of Cuba has been at the center of a number of key epochal disputes: between colonialism and independence, racism and racial justice, neocolonialism and revolution, liberalism and socialism, isolationism and globalization. In the arts, the turn of the century launched a period of great aesthetic invention. Considering the singular place of Cuba in Latin America, the Caribbean, and the globe, this course addresses some of the most representative works of Cuban literature and film since independence until the present time. Special attention will be given to Afrocubanismo, ethnographic literature, the avant-garde aesthetics of the group Orígenes, Marvelous Realism, testimony, revolution, socialist experimental film, diaspora, the Special Period, and post-Soviet life. Taught in Spanish.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II
ILAC 157:
Medieval and Early Modern Iberian Literatures
For more than a thousand years, numerous populations - Roman, Visigothic, Jewish, Muslim, and Christian - overtook the Iberian Peninsula. With each successive wave of conquest and settlement, the overlapping civilizations produced cultural crossroads. How could the new ruling elites incorporate pre-existing customs, languages, and religions into a new society? How could storytellers construct coherent narratives out of Iberia's discontinuous past? In this course, students will trace how diverse authors 'compiled' Iberia in the medieval and early modern periods. Compiling refers to the act of bringing together previously separate parts in a way that is coherent enough to give a sense of a unified whole. Students will closely analyze a wide variety of literary artifacts and consider their various political and social contexts. We will ask how the production and organization of poetry and prose enforced a sense of unity or separation among the different parts that comprised the Iberian world (Hispania, Sefarad, Al-Andalus, Castile, Catalonia, Portugal, Anahuac, Tawantinsuyu, etc.) Taught in Spanish.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
ILAC 159:
Don Quijote
Focus is on a close reading of Miguel de Cervantes's prose masterpiece. Topics include: the rise of the novel, problems of authorship and meaning, modes of reading, the status of Muslim and Jewish converts in early modern Spain, the rise of capitalism, masochistic desire. Taught in Spanish. Prerequisites: SPANLANG 13 or equivalent.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II
ILAC 161:
Modern Latin American Literature
From independence to the present. A survey of significant authors and works of Hispanic and Brazilian Portuguese literatures, focusing on fictional prose and poetry. Topics include romantic allegories of the nation; modernism and postmodernism; avant-garde poetry; regionalism versus cosmopolitanism; indigenous and indigenist literature; magical realism and the literature of the boom; Afro-Hispanic literature; and testimonial narrative. Authors may include: Bolívar, Bello, Gómez de Avellaneda, Isaacs, Sarmiento, Machado de Assis, Darío, Martí, Agustini, Vallejo, Huidobro, Borges, Cortázar, Neruda, Guillon, Rulfo, Ramos, García Marquez, Lispector, and Bolaño. As a Writing in the Major (WIM) course, ILAC 161 provides structured opportunities for ILAC and Spanish majors to gradually develop their scholarly writing skills in Spanish. This component of the course is optional for non-majors. Taught in Spanish.
Terms: Aut
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP
ILAC 178:
Film and History of Latin American Revolutions and Counterrevolutions (FILMEDIA 178, HISTORY 78, HISTORY 178)
In this course we will watch and critique films made about Latin America's 20th century revolutions focusing on the Cuban, Chilean and Mexican revolutions. We will analyze the films as both social and political commentaries and as aesthetic and cultural works, alongside archivally-based histories of these revolutions.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-SI
ILAC 181:
Philosophy and Literature (CLASSICS 42, COMPLIT 181, ENGLISH 81, FRENCH 181, GERMAN 181, ITALIAN 181, PHIL 81, SLAVIC 181)
What, if anything, does reading literature do for our lives? What can literature offer that other forms of writing cannot? Can fictions teach us anything? Can they make people more moral? Why do we take pleasure in tragic stories? This course introduces students to major problems at the intersection of philosophy and literature. It addresses key questions about the value of literature, philosophical puzzles about the nature of fiction and literary language, and ways that philosophy and literature interact. Readings span literature, film, and philosophical theories of art. Authors may include Sophocles, Dickinson, Toni Morrison, Proust, Woolf, Walton, Nietzsche, and Sartre. Students master close reading techniques and philosophical analysis, and write papers combining the two. This is the required gateway course for the Philosophy and Literature major tracks. Majors should register in their home department.
Terms: Aut
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
ILAC 182:
Mexican Cinema in the Era of Globalization
In this course we focus on the polemic quality of Mexican contemporary cinema, as we study this cinema in relation to the scholarship on globalization. We study how contemporary Mexican films and directors participate in coding, creating and reformulating images of Mexico and the world into the screen. Rather than concentrating on how contemporary films represent Mexican identity through a selection of films, we discuss rather how these films point to a situated `global' film making.
Terms: Win
| Units: 3-5
ILAC 193:
All about Almodóvar
Pedro Almodóvar is one of the most recognizable auteur directors in the world today. His films express a hybrid and eclectic visual style and the blurring of frontiers between mass and high culture. Special attention is paid to questions of sexuality and the centering of usually marginalized characters. This course studies Pedro Almodóvar's development from his directorial debut to the present, from the "shocking" value of the early films to the award-winning mastery of the later ones. Prerequisite: ability to understand spoken Spanish. Readings in English. Midterm and final paper can be in English for non-ILAC degree students. ILAC minors and majors should complete their assignments in Spanish.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II
ILAC 194G:
Black Brazil: Afro-Brazilian Music, Literature, and Art
More enslaved people from Africa were forced to Brazil than any other country and Brazil was the last country to abolish the practice of slavery in the Americas. How do these two facts impact the cultural history of Brazil? How and why was the country mythologized as a 'racial democracy' in the twentieth century? This class engages these questions to explore the origins, development, and centrality of Afro-Brazilian culture. We will immerse ourselves in the cities of Salvador and Rio de Janeiro, explore samba and Carnaval, take a dive into syncretic religious practices such as Candomblé, observe dances like capoeira, and study literary and artistic expressions from an anti-racist perspective to gain a fuller picture of Brazilian society today.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
ILAC 199:
Individual Work
Open only to students in the department, or by consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-12
| Repeatable
15 times
(up to 12 units total)
Instructors: ;
Barletta, V. (PI);
Briceno, X. (PI);
Hoyos, H. (PI);
Hughes, N. (PI);
Librandi Rocha, M. (PI);
Predmore, M. (PI);
Resina, J. (PI);
Ruffinelli, J. (PI);
Saldivar, R. (PI);
Santana, C. (PI);
Surwillo, L. (PI);
Yarbro-Bejarano, Y. (PI)
ILAC 211:
Existentialism, from Moral Quest to Novelistic Form (COMPLIT 258A, ILAC 311)
This seminar intends to follow the development of Existentialism from its genesis to its literary expressions in the European postwar. The notions of defining commitment, of moral ambiguity, the project of the self, and the critique of humanism will be studied in selected texts by Kierkegaard, Heidegger, Unamuno, Albert Camus, Jean-Paul Sartre, Simone de Beauvoir, and Joan Sales.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-ER
ILAC 212A:
Desiring Machines: Buildings, Maps, and Clouds (ARTHIST 212, ARTHIST 412, COMPLIT 212A, COMPLIT 312A, ILAC 312A)
Focus is on early modern machines as tools for experience and action. In their break with Freudian psychoanalysis, French theorists Deleuze and Guattari speak of the machine as a tool of desire and attraction itself as "machinic" rather than desire for something that is missing. The goal of this course is to equip students with a different way of thinking by exploring a large group of objects from the early modern world (poems, buildings, costumes, maps, nets, and clouds) that help us to approach the period in a new way.
Terms: Win
| Units: 3-5
ILAC 218:
Shipwrecks and Backlands: Getting Lost in Literature (COMPLIT 214, COMPLIT 314A, ILAC 318)
This course takes students on a journey through tales of getting lost in the Portuguese and Spanish empires. We will read harrowing stories of being caught adrift at sea and mystical interpretations of island desertion. The course begins with sea-dominated stories of Portuguese voyages to Asia, Africa, and Brazil then turns to how the Amazon and the sertão, or backlands, became a driving force of Brazilian literature. Official historians, poets, and novelists imbued the ocean and the backlands with romanticism, yet these spaces were the backdrop to slavery and conquest. Instead of approaching shipwreck and captivity narratives as eyewitness testimonies, as many have, we will consider how they produced 'the sea' and 'the wilderness' as poetic constructions in Western literature while also offering glimpses of the 'darker side' of Iberian expansion. Taught in English with all texts offered both in English and the original Portuguese or Spanish. Optional guest lectures in Portuguese.
Terms: Aut
| Units: 3-5
ILAC 220E:
Renaissance Africa (AFRICAST 220E, COMPLIT 220, ILAC 320E)
Literature, art, and culture in Central/Southern Africa during the sixteenth and seventeenth centuries. Emphasis on forms of exchange between Europeans and Africans in the Kingdom of Kongo and Angola. Readings in Portuguese and English. Taught in English.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
ILAC 223:
Transatlantic Methodologies (ILAC 323)
Focus is on the practice of transatlantic studies in primarily, but not exclusively hispanophone fields. Emphasis on nineteenth century, with attention to critical work spanning colonial to contemporary periods. Students are expected to survey a variety of approaches and methodologies in order to consider transatlantic or the oceanic turn as a framing tool in relation to their own work.
Terms: Aut
| Units: 3-5
ILAC 242:
Poetry Workshop in Spanish (COMPLIT 242)
Latin American and Spanish poetry approached through elements of craft. Assignments are creative in nature and focus on the formal elements of poetry (meter, rhythm, lineation, rhetorical figures and tropes) and the exploration of lyric subgenres (e.g. ode, elegy, prose poem). Students write original poems throughout the quarter. No previous experience with creative writing is required. Course taught in Spanish. Enrollment limited.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-CE
ILAC 251:
Iberian Expansion Through the Looking Glass: One World or Many? (COMPLIT 251A, COMPLIT 351A, CSRE 251, CSRE 351, HISTORY 271C, HISTORY 371C, ILAC 351)
The conquerors, missionaries, and historians who reflected on Iberian overseas expansion during the early modern period often asked themselves a crucial question: was there only one world or many? Were the Americas a 'New World,' unknown to the ancients, entirely detached from the rest of human history? Even after the invasion and occupation of the Americas, many European chroniclers continued to think that the world was divided into three parts - Europe, Asia, and Africa. In their descriptions of the Americas, they drew heavily on histories and travel reports pertaining to other epochs and locales, especially contemporary Asia and ancient Rome. At the same time, indigenous elites and mestizo authors in the Americas used 'Old World' history and news of distant conflicts to reflect on the immediacy of their historical experience. In this course, students will consider the ways in which diverse authors in New Spain (Mexico), Peru, and Brazil contemplated themselves in relation to remote times and places: from Greco-Roman Antiquity to Lutheran Germany, the Ottoman Mediterranean to the Apocalyptic End of Times. Students will analyze the many reflections, distortions, inversions, translations, uncanny resemblances, and strange parallel dimensions that resulted from these intellectual experiments. Primary sources include chronicles, poetry, theater, Afro-Catholic festivals, pictographic codices, feather mosaics, and maps. All texts offered in the original language and in English translation whenever possible. For graduate students and advanced undergraduates.
Terms: Spr
| Units: 3-5
ILAC 268:
INDIGENISMOS REVISITED
How are indigenous peoples represented in Mexico and Peru in the early 20th century? Why do we call that literature and visual art indigenista? What is the relationship between indigenista art, revolution and the nation? How do we examine indigenismos now?
Terms: Spr
| Units: 3-5
ILAC 277:
Senior Seminar: Cultures of Salsa
Salsa is the soundscape of 20th century Latin America. In this course we ask how is it possible that salsa stands for Latin American music? How can we understand its origin and its musical expansion? We study how salsa voices transformation and self-exploration of different places and moments in all of Latin America and the US, and we also analyze how it travels across the world. We discuss musical examples in relation to colonialism, globalization, migration, nationalism, gender and ethnicity, as well as connections between salsa and reggaeton.
Terms: Aut
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP
ILAC 278A:
Senior Seminar: 4 Boom Novels
By the time the phenomenon known as "nueva novela" coalesced into the so-called "Latin American literary Boom," the vibrant political experiments of the 1960s and early 1970s were either cut short or losing steam. Four greats emerged (García Márquez, Vargas Llosa, Fuentes, and Cortázar), leaving behind a trail of competing historiographies that sought to account for the explosive reinvigoration of the novel form that took in place in those years in the Spanish language. In this course we will read four representative novels with great care, paying equal attention to the ideological context as to the intrinsic literary features at play. We will hone in on the craft of interpretation while examining different takes on boom fiction. Topics will include: the role of peninsular brokerage, particularly of Seix Barral; the less canonized works from women, Brazilian authors; the "Padilla Affair" revisited; macondismo; novela total, and others. Secondary sources from Carpentier and Donoso through Shaw and Faris, to Levinson and beyond. In Spanish.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II
ILAC 299:
Individual Work
Open to department advanced undergraduates or graduate students by consent of professor. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-12
| Repeatable
for credit
ILAC 311:
Existentialism, from Moral Quest to Novelistic Form (COMPLIT 258A, ILAC 211)
This seminar intends to follow the development of Existentialism from its genesis to its literary expressions in the European postwar. The notions of defining commitment, of moral ambiguity, the project of the self, and the critique of humanism will be studied in selected texts by Kierkegaard, Heidegger, Unamuno, Albert Camus, Jean-Paul Sartre, Simone de Beauvoir, and Joan Sales.
Terms: Win
| Units: 3-5
ILAC 312A:
Desiring Machines: Buildings, Maps, and Clouds (ARTHIST 212, ARTHIST 412, COMPLIT 212A, COMPLIT 312A, ILAC 212A)
Focus is on early modern machines as tools for experience and action. In their break with Freudian psychoanalysis, French theorists Deleuze and Guattari speak of the machine as a tool of desire and attraction itself as "machinic" rather than desire for something that is missing. The goal of this course is to equip students with a different way of thinking by exploring a large group of objects from the early modern world (poems, buildings, costumes, maps, nets, and clouds) that help us to approach the period in a new way.
Terms: Win
| Units: 3-5
ILAC 318:
Shipwrecks and Backlands: Getting Lost in Literature (COMPLIT 214, COMPLIT 314A, ILAC 218)
This course takes students on a journey through tales of getting lost in the Portuguese and Spanish empires. We will read harrowing stories of being caught adrift at sea and mystical interpretations of island desertion. The course begins with sea-dominated stories of Portuguese voyages to Asia, Africa, and Brazil then turns to how the Amazon and the sertão, or backlands, became a driving force of Brazilian literature. Official historians, poets, and novelists imbued the ocean and the backlands with romanticism, yet these spaces were the backdrop to slavery and conquest. Instead of approaching shipwreck and captivity narratives as eyewitness testimonies, as many have, we will consider how they produced 'the sea' and 'the wilderness' as poetic constructions in Western literature while also offering glimpses of the 'darker side' of Iberian expansion. Taught in English with all texts offered both in English and the original Portuguese or Spanish. Optional guest lectures in Portuguese.
Terms: Aut
| Units: 3-5
ILAC 320E:
Renaissance Africa (AFRICAST 220E, COMPLIT 220, ILAC 220E)
Literature, art, and culture in Central/Southern Africa during the sixteenth and seventeenth centuries. Emphasis on forms of exchange between Europeans and Africans in the Kingdom of Kongo and Angola. Readings in Portuguese and English. Taught in English.
Terms: Aut
| Units: 3-5
ILAC 323:
Transatlantic Methodologies (ILAC 223)
Focus is on the practice of transatlantic studies in primarily, but not exclusively hispanophone fields. Emphasis on nineteenth century, with attention to critical work spanning colonial to contemporary periods. Students are expected to survey a variety of approaches and methodologies in order to consider transatlantic or the oceanic turn as a framing tool in relation to their own work.
Terms: Aut
| Units: 3-5
ILAC 334A:
Concepts of Modernity I: Philosophical Foundations (COMPLIT 334A, MTL 334A)
In the late eighteenth century, Immanuel Kant proclaimed his epoch to be "the genuine age of criticism." He went on to develop the critique of reason, which set the stage for many of the themes and problems that have preoccupied Western thinkers for the last two centuries. This fall quarter survey is intended as an introduction to these themes and problems. The general course layout draws equal parts on Koselleck's practice of "conceptual history" (Begriffsgeschichte) and on Jameson's "cognitive mapping." After consideration of an important, if often under-appreciated precedent (the baroque), we turn our attention to the conceptual triad of subject, reason and critique, followed by that of revolution, utopia and sovereignty. Authors may include Hegel, Marx, Nietzsche, Weber, Freud, Lukács, and others. This course is the first of a two-course sequence. Priority to graduate students in MTL, ILAC, and English.
Terms: Aut
| Units: 5
ILAC 351:
Iberian Expansion Through the Looking Glass: One World or Many? (COMPLIT 251A, COMPLIT 351A, CSRE 251, CSRE 351, HISTORY 271C, HISTORY 371C, ILAC 251)
The conquerors, missionaries, and historians who reflected on Iberian overseas expansion during the early modern period often asked themselves a crucial question: was there only one world or many? Were the Americas a 'New World,' unknown to the ancients, entirely detached from the rest of human history? Even after the invasion and occupation of the Americas, many European chroniclers continued to think that the world was divided into three parts - Europe, Asia, and Africa. In their descriptions of the Americas, they drew heavily on histories and travel reports pertaining to other epochs and locales, especially contemporary Asia and ancient Rome. At the same time, indigenous elites and mestizo authors in the Americas used 'Old World' history and news of distant conflicts to reflect on the immediacy of their historical experience. In this course, students will consider the ways in which diverse authors in New Spain (Mexico), Peru, and Brazil contemplated themselves in relation to remote times and places: from Greco-Roman Antiquity to Lutheran Germany, the Ottoman Mediterranean to the Apocalyptic End of Times. Students will analyze the many reflections, distortions, inversions, translations, uncanny resemblances, and strange parallel dimensions that resulted from these intellectual experiments. Primary sources include chronicles, poetry, theater, Afro-Catholic festivals, pictographic codices, feather mosaics, and maps. All texts offered in the original language and in English translation whenever possible. For graduate students and advanced undergraduates.
Terms: Spr
| Units: 3-5
ILAC 399:
Individual Work
For Spanish and Portuguese department graduate students only. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-12
| Repeatable
for credit
Instructors: ;
Barletta, V. (PI);
Briceno, X. (PI);
Greene, R. (PI);
Gumbrecht, H. (PI);
Hoyos, H. (PI);
Hughes, N. (PI);
Librandi Rocha, M. (PI);
Predmore, M. (PI);
Resina, J. (PI);
Ruffinelli, J. (PI);
Saldivar, J. (PI);
Saldivar, R. (PI);
Surwillo, L. (PI);
Yarbro-Bejarano, Y. (PI)
ILAC 680:
Curricular Practical Training
CPT course required for international students completing degree. Prerequisite: Comparative Literature Ph.D. candidate.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
Terms: Aut
| Units: 0
| Repeatable
for credit
ILAC 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Barletta, V. (PI);
Gumbrecht, H. (PI);
Hoyos, H. (PI);
Hughes, N. (PI);
Librandi Rocha, M. (PI);
Predmore, M. (PI);
Resina, J. (PI);
Ruffinelli, J. (PI);
Saldivar, J. (PI);
Saldivar, R. (PI);
Surwillo, L. (PI);
Yarbro-Bejarano, Y. (PI)
IMMUNOL 199:
Undergraduate Research
Presentations and discussions focus on how current research has progressed from the classic findings in Immunology. This third course in the Immunology core curriculum develops effective presentation skills that are appropriate for a given audience and situation. Students will gain experience in developing and presenting chalk talks, formal presentations, and the all-important elevator pitch on current research. Students will benefit from peer, TA and instructor feedback on all presentations.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Alizadeh, A. (PI);
Arvin, A. (PI);
Bendall, S. (PI);
Blish, C. (PI);
Bollyky, P. (PI);
Boothroyd, J. (PI);
Boyd, S. (PI);
Butcher, E. (PI);
Butte, A. (PI);
Chen, C. (PI);
Chien, Y. (PI);
Chu, G. (PI);
Cleary, M. (PI);
Contag, C. (PI);
Crabtree, G. (PI);
Davis, M. (PI);
Dhabhar, F. (PI);
Engleman, E. (PI);
Fathman, C. (PI);
Felsher, D. (PI);
Fire, A. (PI);
Fontaine, M. (PI);
Galli, S. (PI);
Garcia, C. (PI);
Goronzy, J. (PI);
Habtezion, A. (PI);
Han, M. (PI);
Herzenberg, L. (PI);
Hsieh, M. (PI);
Idoyaga, J. (PI);
Jardetzky, T. (PI);
Jones, P. (PI);
Khatri, P. (PI);
Kim, P. (PI);
Kirkegaard, K. (PI);
Kohrt, H. (PI);
Krams, S. (PI);
Kuo, C. (PI);
Lee, P. (PI);
Levy, R. (PI);
Levy, S. (PI);
Lewis, D. (PI);
Lewis, R. (PI);
Mackall, C. (PI);
Maecker, H. (PI);
Majeti, R. (PI);
Mallick, P. (PI);
Martinez, O. (PI);
McDevitt, H. (PI);
Mellins, E. (PI);
Meyer, E. (PI);
Michie, S. (PI);
Mignot, E. (PI);
Miklos, D. (PI);
Monack, D. (PI);
Nadeau, K. (PI);
Nayak, J. (PI);
Negrin, R. (PI);
Nicolls, M. (PI);
Nolan, G. (PI);
Palmer, T. (PI);
Parham, P. (PI);
Quake, S. (PI);
Robinson, B. (PI);
Roncarolo, M. (PI);
Sarwal, M. (PI);
Schneider, D. (PI);
Shafer, R. (PI);
Shizuru, J. (PI);
Snyder, M. (PI);
Sobel, R. (PI);
Steinman, L. (PI);
Strober, S. (PI);
Sunwoo, J. (PI);
Utz, P. (PI);
Weissman, I. (PI);
Weyand, C. (PI);
Winslow, M. (PI);
Wu, J. (PI);
Wyss-Coray, T. (PI);
Choudhry, S. (GP);
Dang, V. (GP);
Goulart, B. (GP);
Jones, D. (GP)
IMMUNOL 200:
Cellular and Molecular Immunology: An Introductory Course (BIO 230, MI 200)
Mechanisms of immune responses in health and disease. Innate and adaptive immunity; development of the immune system; molecular biology, structure, and function of antibodies and T-cell receptors; cellular basis and regulation of immune responses; infectious diseases and vaccines; allergy, inflammation, and autoimmunity. COVID-19 will be featured as a major example. Lectures and discussion in class and in sections. For upper class undergraduate and graduate students who have not had an introductory immunology course. Prerequisites for undergraduates: Biology Core, Human Biology Core, or BIO 83 and 86, or consent of instructor. For graduate students: College-level molecular biology, biochemistry, and cell biology, or consent of instructor.
Terms: Aut
| Units: 4
IMMUNOL 201:
Advanced Immunology I
For graduate students, medical students and undergraduates. Topics include the innate and adaptive immune systems; genetics and function of immune cells and molecules; lymphocyte activation and regulation of immune responses. Recommended: undergraduate course in immunology.
Terms: Win
| Units: 3
IMMUNOL 202:
Advanced Immunology II
Readings of immunological literature. Classic problems and emerging areas based on primary literature. Student and faculty presentations. Prerequisite: IMMUNOL 201/MI 211.
Terms: Spr
| Units: 3
IMMUNOL 203:
Advanced Immunology III
Key experiments and papers in immunology. Course focuses on the history of Immunology and how current research fits into the historical context. Students work on developing effective presentation skills.
Terms: Sum
| Units: 3
IMMUNOL 205:
Immunology in Health and Disease
Concepts and application of adaptive and innate immunology and the role of the immune system in human diseases. Case presentations of diseases including autoimmune diseases, infectious disease and vaccination, hematopoietic and solid organ transplantation, cancer immunotherapy, genetic and acquired immunodeficiencies, hypersensitivity reactions, and allergic diseases. Problem sets based on lectures and current clinical literature. Laboratory in acute and chronic inflammation.
Terms: Win
| Units: 4
IMMUNOL 206:
Introduction to Applied Computational Tools in Immunology
Introduction to computational tools for analyses of immunological data sets, including but not limited to single-cell data such as that from flow cytometry or CyTOF, Luminex, and genomic analyses. Students become familiar with major web-based databases and analysis suites for immunological and genomic data; gain a working knowledge of the major software/algorithms for working with major data types, and be able to apply at least one computational tool in these areas to analyze a public data set. Lectures will be followed by a demonstration and interaction session on the topic. Students will complete a computational analysis project and present it to the class.
Terms: Win
| Units: 2
IMMUNOL 207:
Essential Methods in Computational and Systems Immunology
Introduction to the major underpinnings of systems immunology: first principles of development of computational approaches to immunological questions and research; details of the algorithms and statistical principles underlying commonly used tools; aspects of study design and analysis of data sets. Prerequisites: CS106a and CS161 strongly recommended.
Terms: Spr
| Units: 3
IMMUNOL 209:
Translational Immunology
Open to medical students (regardless of whether they are in foundations or applications), graduate students, and undergraduates (by consent of instructor). The format is a seminar series with weekly lectures from Immunology Faculty and guest speakers focusing on current basic immunology research and how it is translated into immunotherapies and clinical trials. Topics include hematopoiesis, transplantation, tolerance, immune monitoring, vaccination, autoimmunity and antibodies, rheumatoid arthritis, chronic pulmonary disease, and asthma. Med students in the immunology concentration major are allowed to take Imm 209 repeatedly for credit.
Terms: Win, Spr
| Units: 1
| Repeatable
for credit
IMMUNOL 210:
Immunology Research Seminars for Medical Students
Required for medical students selecting the Immunology Concentration. Attendance at a minimum of ten seminars related to immunology outside of required medical school classes. A one-page essay on each seminar, what was presented and how it relates to a clinical immunologic problem, is required.
Terms: Aut, Win, Spr
| Units: 2
| Repeatable
for credit
IMMUNOL 223:
Biology and Disease of Hematopoiesis (STEMREM 223)
Hematopoiesis is the formation, development, and differentiation of blood cells. Lecture and journal club. Topics will include definitive and adult hematopoiesis, myeloid and lymphoid development, hematopoietic diseases, stem cell niche, bone marrow transplant, and methods and models used to study hematopoiesis. For upper level undergraduates or graduate students. Pre-requisite for undergraduates: Biology or Human Biology core, or consent of instructor.
Terms: Win
| Units: 3
IMMUNOL 258:
Ethics, Science, and Society (INDE 281)
This discussion focused Ethics, Science, and Society interactive mini-course will engage Immunology graduate students, postdoctoral fellows, and faculty in learning and conversations on topics in responsible research (including animal subjects, authorship, collaboration, conflicts of interest, data management, human subjects, mentor-mentee relationships, peer review, publication, research misconduct, and social responsibility) and diversity in science, informed by readings, case studies, individual reflections, and more. Some of the driving themes in this course include: what it means to do research well and how to and not to achieve this, why doing research well and with integrity is important, and who are researchers currently and who should they be. Prerequisite: MED 255
Terms: Spr
| Units: 1
| Repeatable
4 times
(up to 4 units total)
IMMUNOL 275:
Tumor Immunology (CBIO 275)
Tumor Immunology focuses on the mechanisms by which tumors can escape from and subvert the immune system and conversely on the ability of innate and adaptive arms of the immune system to recognize and eliminate tumors. Topics include: tumor antigens, tumor immunosurveillance and immunoediting, tumor microenvironment, tumor iniduced immunosuppression, tumorimmunotherapy (including cancer vaccines, CARs, TILs, checkpoint antibodies, monoclonal antibodies and bispecific antibodies, as well as bone marrow transplantation and radiation therapy). Tracks the historical development of our understanding of modulating tumor immune response and discusses their relative significance in the light of current research findings. Prerequisite: for undergraduates, human biology or biology core.
Terms: Spr
| Units: 3
IMMUNOL 280:
Early Clinical Experience in Immunology
Clinical observation experience for medical students in the Immunology Scholarly Concentration. At the end of the observation period, which may span over one to two quarters, the student submits a case observation paper to his/her faculty sponsor. Prerequisite: IMMUNOL 205.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
for credit
Instructors: ;
Alizadeh, A. (PI);
Arvin, A. (PI);
Bendall, S. (PI);
Blish, C. (PI);
Bollyky, P. (PI);
Boothroyd, J. (PI);
Boyd, S. (PI);
Butcher, E. (PI);
Butte, A. (PI);
Chen, C. (PI);
Chien, Y. (PI);
Chu, G. (PI);
Cleary, M. (PI);
Contag, C. (PI);
Crabtree, G. (PI);
Czechowicz, A. (PI);
Davis, M. (PI);
Dhabhar, F. (PI);
Engleman, E. (PI);
Fathman, C. (PI);
Felsher, D. (PI);
Fire, A. (PI);
Fontaine, M. (PI);
Galli, S. (PI);
Garcia, C. (PI);
Goronzy, J. (PI);
Habtezion, A. (PI);
Han, M. (PI);
Herzenberg, L. (PI);
Hsieh, M. (PI);
Idoyaga, J. (PI);
Jardetzky, T. (PI);
Jones, P. (PI);
Khatri, P. (PI);
Kim, P. (PI);
Kirkegaard, K. (PI);
Kohrt, H. (PI);
Krams, S. (PI);
Kuo, C. (PI);
Lee, P. (PI);
Levy, R. (PI);
Levy, S. (PI);
Lewis, D. (PI);
Lewis, R. (PI);
Maecker, H. (PI);
Majeti, R. (PI);
Mallick, P. (PI);
Martinez, O. (PI);
McDevitt, H. (PI);
Mellins, E. (PI);
Meyer, E. (PI);
Michie, S. (PI);
Mignot, E. (PI);
Miklos, D. (PI);
Monack, D. (PI);
Nadeau, K. (PI);
Nayak, J. (PI);
Negrin, R. (PI);
Nicolls, M. (PI);
Nolan, G. (PI);
Palmer, T. (PI);
Parham, P. (PI);
Quake, S. (PI);
Robinson, B. (PI);
Roncarolo, M. (PI);
Sarwal, M. (PI);
Schneider, D. (PI);
Shafer, R. (PI);
Shizuru, J. (PI);
Snyder, M. (PI);
Sobel, R. (PI);
Steinman, L. (PI);
Strober, S. (PI);
Sunwoo, J. (PI);
Utz, P. (PI);
Weissman, I. (PI);
Weyand, C. (PI);
Wu, J. (PI);
Wyss-Coray, T. (PI);
Choudhry, S. (GP);
Dang, V. (GP);
Goulart, B. (GP);
Jones, D. (GP)
IMMUNOL 290:
Teaching in Immunology
Practical experience in teaching by serving as a teaching assistant in an immunology course. Unit values are allotted individually to reflect the level of teaching responsibility assigned to the student. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Alizadeh, A. (PI);
Arvin, A. (PI);
Bendall, S. (PI);
Blish, C. (PI);
Bollyky, P. (PI);
Boothroyd, J. (PI);
Boyd, S. (PI);
Butcher, E. (PI);
Butte, A. (PI);
Chan, C. (PI);
Chen, C. (PI);
Chien, Y. (PI);
Chu, G. (PI);
Cleary, M. (PI);
Contag, C. (PI);
Crabtree, G. (PI);
Czechowicz, A. (PI);
Davis, M. (PI);
Dhabhar, F. (PI);
Engleman, E. (PI);
Fathman, C. (PI);
Felsher, D. (PI);
Fire, A. (PI);
Fontaine, M. (PI);
Galli, S. (PI);
Garcia, C. (PI);
Goronzy, J. (PI);
Habtezion, A. (PI);
Han, M. (PI);
Herzenberg, L. (PI);
Hsieh, M. (PI);
Idoyaga, J. (PI);
Jagannathan, P. (PI);
Jardetzky, T. (PI);
Jones, P. (PI);
Khatri, P. (PI);
Kim, P. (PI);
Kirkegaard, K. (PI);
Kohrt, H. (PI);
Krams, S. (PI);
Kuo, C. (PI);
Lee, P. (PI);
Levy, R. (PI);
Levy, S. (PI);
Lewis, D. (PI);
Lewis, R. (PI);
Maecker, H. (PI);
Majeti, R. (PI);
Mallick, P. (PI);
Maltzman, J. (PI);
Martinez, O. (PI);
McDevitt, H. (PI);
Mellins, E. (PI);
Meyer, E. (PI);
Michie, S. (PI);
Mignot, E. (PI);
Miklos, D. (PI);
Monack, D. (PI);
Nadeau, K. (PI);
Nayak, J. (PI);
Negrin, R. (PI);
Nicolls, M. (PI);
Nolan, G. (PI);
Palmer, T. (PI);
Parham, P. (PI);
Quake, S. (PI);
Robinson, B. (PI);
Roncarolo, M. (PI);
Sarwal, M. (PI);
Schneider, D. (PI);
Shafer, R. (PI);
Shizuru, J. (PI);
Snyder, M. (PI);
Sobel, R. (PI);
Steinman, L. (PI);
Strober, S. (PI);
Sunwoo, J. (PI);
Utz, P. (PI);
Wang, T. (PI);
Weissman, I. (PI);
Weyand, C. (PI);
Wu, J. (PI);
Wyss-Coray, T. (PI);
Choudhry, S. (GP);
Dang, V. (GP);
Goulart, B. (GP);
Jones, D. (GP)
IMMUNOL 299:
Directed Reading in Immunology
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Alizadeh, A. (PI);
Arvin, A. (PI);
Bendall, S. (PI);
Blish, C. (PI);
Bollyky, P. (PI);
Boothroyd, J. (PI);
Boyd, S. (PI);
Butcher, E. (PI);
Butte, A. (PI);
Chen, C. (PI);
Chien, Y. (PI);
Chu, G. (PI);
Cleary, M. (PI);
Contag, C. (PI);
Crabtree, G. (PI);
Davis, M. (PI);
Dhabhar, F. (PI);
Engleman, E. (PI);
Fathman, C. (PI);
Felsher, D. (PI);
Fire, A. (PI);
Fontaine, M. (PI);
Galli, S. (PI);
Garcia, C. (PI);
Goronzy, J. (PI);
Habtezion, A. (PI);
Han, M. (PI);
Herzenberg, L. (PI);
Hsieh, M. (PI);
Idoyaga, J. (PI);
Jardetzky, T. (PI);
Jones, P. (PI);
Khatri, P. (PI);
Kim, P. (PI);
Kirkegaard, K. (PI);
Kohrt, H. (PI);
Krams, S. (PI);
Kuo, C. (PI);
Lee, P. (PI);
Levy, R. (PI);
Levy, S. (PI);
Lewis, D. (PI);
Lewis, R. (PI);
Maecker, H. (PI);
Majeti, R. (PI);
Mallick, P. (PI);
Martinez, O. (PI);
McDevitt, H. (PI);
Mellins, E. (PI);
Meyer, E. (PI);
Michie, S. (PI);
Mignot, E. (PI);
Miklos, D. (PI);
Monack, D. (PI);
Nadeau, K. (PI);
Nayak, J. (PI);
Negrin, R. (PI);
Nicolls, M. (PI);
Nolan, G. (PI);
Palmer, T. (PI);
Parham, P. (PI);
Quake, S. (PI);
Robinson, B. (PI);
Roncarolo, M. (PI);
Sarwal, M. (PI);
Satpathy, A. (PI);
Schneider, D. (PI);
Shafer, R. (PI);
Shizuru, J. (PI);
Snyder, M. (PI);
Sobel, R. (PI);
Steinman, L. (PI);
Strober, S. (PI);
Sunwoo, J. (PI);
Utz, P. (PI);
Weissman, I. (PI);
Weyand, C. (PI);
Wu, J. (PI);
Wyss-Coray, T. (PI);
Choudhry, S. (GP);
Dang, V. (GP);
Goulart, B. (GP);
Jones, D. (GP)
IMMUNOL 305:
Immunology Journal Club
Required of first- to third-year graduate students. Graduate students present and discuss recent papers in the literature. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
IMMUNOL 310:
Seminars in Computational and Systems Immunology
Presentation of CSI technologies from recent literature. Discussion of emerging application areas and limitations. Dissemination of computational resources.
Terms: Sum
| Units: 1
| Repeatable
for credit
(up to 99 units total)
IMMUNOL 311:
Seminar in Immunology
Enrollment limited to Ph.D., M.D./Ph.D., and medical students whose scholarly concentrations are in Immunology. Current research topics.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
IMMUNOL 399:
Graduate Research
For Ph.D., M.D./Ph.D. students, and medical students whose scholarly concentrations are in Immunology.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Aghaeepour, N. (PI);
Alizadeh, A. (PI);
Altman, R. (PI);
Andreasson, K. (PI);
Angelo, M. (PI);
Arvin, A. (PI);
Bacchetta, R. (PI);
Barnes, C. (PI);
Bendall, S. (PI);
Bertaina, A. (PI);
Bertozzi, C. (PI);
Blish, C. (PI);
Bollyky, P. (PI);
Boothroyd, J. (PI);
Boyd, S. (PI);
Butcher, E. (PI);
Chan, C. (PI);
Chen, C. (PI);
Chien, Y. (PI);
Chu, G. (PI);
Cleary, M. (PI);
Cochran, J. (PI);
Crabtree, G. (PI);
Czechowicz, A. (PI);
Davis, M. (PI);
Davis, R. (PI);
Engleman, E. (PI);
Fathman, C. (PI);
Felsher, D. (PI);
Fire, A. (PI);
Fontaine, M. (PI);
Fraser, H. (PI);
Galli, S. (PI);
Garcia, C. (PI);
Gentles, A. (PI);
Goronzy, J. (PI);
Greenleaf, W. (PI);
Habtezion, A. (PI);
Han, M. (PI);
Herzenberg, L. (PI);
Howitt, M. (PI);
Hsieh, M. (PI);
Idoyaga, J. (PI);
Jagannathan, P. (PI);
Jaiswal, S. (PI);
Jardetzky, T. (PI);
Jones, P. (PI);
Khatri, P. (PI);
Khodadoust, M. (PI);
Kim, P. (PI);
Kirkegaard, K. (PI);
Kohrt, H. (PI);
Krams, S. (PI);
Kuo, C. (PI);
Lee, P. (PI);
Levy, R. (PI);
Levy, S. (PI);
Lewis, D. (PI);
Lewis, R. (PI);
Li, L. (PI);
Mackall, C. (PI);
Maecker, H. (PI);
Majeti, R. (PI);
Mallick, P. (PI);
Maltzman, J. (PI);
Martinez, O. (PI);
McDevitt, H. (PI);
Mellins, E. (PI);
Meyer, E. (PI);
Michie, S. (PI);
Mignot, E. (PI);
Miklos, D. (PI);
Monack, D. (PI);
Montgomery, S. (PI);
Nadeau, K. (PI);
Nayak, J. (PI);
Negrin, R. (PI);
Newman, A. (PI);
Nicolls, M. (PI);
Nolan, G. (PI);
Palmer, T. (PI);
Parham, P. (PI);
Pulendran, B. (PI);
Quake, S. (PI);
Robinson, B. (PI);
Roncarolo, M. (PI);
Sarwal, M. (PI);
Satpathy, A. (PI);
Schneider, D. (PI);
Shafer, R. (PI);
Shizuru, J. (PI);
Snyder, M. (PI);
Sobel, R. (PI);
Steinman, L. (PI);
Strober, S. (PI);
Sunwoo, J. (PI);
Tibshirani, R. (PI);
Utz, P. (PI);
Wang, T. (PI);
Weissman, I. (PI);
Weyand, C. (PI);
Winslow, M. (PI);
Wu, J. (PI);
Wyss-Coray, T. (PI);
Choudhry, S. (GP);
Dang, V. (GP);
Goulart, B. (GP);
Hansen, L. (GP);
Hansen, L. (TA);
Jones, D. (GP)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Alizadeh, A. (PI);
Arvin, A. (PI);
Bendall, S. (PI);
Blish, C. (PI);
Bollyky, P. (PI);
Boothroyd, J. (PI);
Boyd, S. (PI);
Butcher, E. (PI);
Butte, A. (PI);
Chen, C. (PI);
Chien, Y. (PI);
Chu, G. (PI);
Cleary, M. (PI);
Contag, C. (PI);
Crabtree, G. (PI);
Davis, M. (PI);
Dhabhar, F. (PI);
Engleman, E. (PI);
Fathman, C. (PI);
Felsher, D. (PI);
Fire, A. (PI);
Fontaine, M. (PI);
Galli, S. (PI);
Garcia, C. (PI);
Goronzy, J. (PI);
Habtezion, A. (PI);
Han, M. (PI);
Herzenberg, L. (PI);
Hsieh, M. (PI);
Idoyaga, J. (PI);
Jardetzky, T. (PI);
Jones, P. (PI);
Khatri, P. (PI);
Kim, P. (PI);
Kirkegaard, K. (PI);
Kohrt, H. (PI);
Krams, S. (PI);
Kuo, C. (PI);
Lee, P. (PI);
Levy, R. (PI);
Levy, S. (PI);
Lewis, D. (PI);
Lewis, R. (PI);
Maecker, H. (PI);
Majeti, R. (PI);
Mallick, P. (PI);
Martinez, O. (PI);
McDevitt, H. (PI);
Mellins, E. (PI);
Meyer, E. (PI);
Michie, S. (PI);
Mignot, E. (PI);
Miklos, D. (PI);
Monack, D. (PI);
Nadeau, K. (PI);
Nayak, J. (PI);
Negrin, R. (PI);
Nicolls, M. (PI);
Nolan, G. (PI);
Palmer, T. (PI);
Parham, P. (PI);
Quake, S. (PI);
Robinson, B. (PI);
Roncarolo, M. (PI);
Sarwal, M. (PI);
Schneider, D. (PI);
Shafer, R. (PI);
Shizuru, J. (PI);
Snyder, M. (PI);
Sobel, R. (PI);
Steinman, L. (PI);
Strober, S. (PI);
Sunwoo, J. (PI);
Utz, P. (PI);
Weissman, I. (PI);
Weyand, C. (PI);
Wu, J. (PI);
Wyss-Coray, T. (PI);
Choudhry, S. (GP);
Dang, V. (GP);
Goulart, B. (GP);
Jones, D. (GP)
IMMUNOL 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Alizadeh, A. (PI);
Angelo, M. (PI);
Arvin, A. (PI);
Bendall, S. (PI);
Bertozzi, C. (PI);
Blish, C. (PI);
Bollyky, P. (PI);
Boothroyd, J. (PI);
Boyd, S. (PI);
Butcher, E. (PI);
Butte, A. (PI);
Chen, C. (PI);
Chien, Y. (PI);
Chu, G. (PI);
Cleary, M. (PI);
Contag, C. (PI);
Crabtree, G. (PI);
Davis, M. (PI);
Dhabhar, F. (PI);
Engleman, E. (PI);
Fathman, C. (PI);
Felsher, D. (PI);
Fire, A. (PI);
Fontaine, M. (PI);
Galli, S. (PI);
Garcia, C. (PI);
Gentles, A. (PI);
Goronzy, J. (PI);
Habtezion, A. (PI);
Han, M. (PI);
Herzenberg, L. (PI);
Hsieh, M. (PI);
Idoyaga, J. (PI);
Jaiswal, S. (PI);
Jardetzky, T. (PI);
Jones, P. (PI);
Khatri, P. (PI);
Kim, P. (PI);
Kirkegaard, K. (PI);
Kohrt, H. (PI);
Krams, S. (PI);
Kuo, C. (PI);
Lee, P. (PI);
Levy, R. (PI);
Levy, S. (PI);
Lewis, D. (PI);
Lewis, R. (PI);
Mackall, C. (PI);
Maecker, H. (PI);
Majeti, R. (PI);
Mallick, P. (PI);
Martinez, O. (PI);
McDevitt, H. (PI);
Mellins, E. (PI);
Meyer, E. (PI);
Michie, S. (PI);
Mignot, E. (PI);
Miklos, D. (PI);
Monack, D. (PI);
Nadeau, K. (PI);
Nayak, J. (PI);
Negrin, R. (PI);
Nicolls, M. (PI);
Nolan, G. (PI);
Palmer, T. (PI);
Parham, P. (PI);
Pulendran, B. (PI);
Quake, S. (PI);
Robinson, B. (PI);
Roncarolo, M. (PI);
Sarwal, M. (PI);
Satpathy, A. (PI);
Schneider, D. (PI);
Shafer, R. (PI);
Shizuru, J. (PI);
Snyder, M. (PI);
Sobel, R. (PI);
Steinman, L. (PI);
Strober, S. (PI);
Sunwoo, J. (PI);
Utz, P. (PI);
Wang, T. (PI);
Weissman, I. (PI);
Weyand, C. (PI);
Wu, J. (PI);
Wyss-Coray, T. (PI);
Choudhry, S. (GP);
Dang, V. (GP);
Goulart, B. (GP);
Jones, D. (GP)
INDE 201:
Practice of Medicine I
Six quarter series extending throughout the first two years of the MD program, interweaving core skills training in medical interviewing and the physical examination with other major threads addressing the context of medical practice: information literacy, nutrition principles, clinical epidemiology and biostatistics, evidence-based practice, psychiatry, biomedical ethics, health policy, population health. Core clinical skills are acquired through hands-on practice, and evaluated through an extensive program of simulated medical encounters, in which students interview, examine, and manage patients in a mock clinic. The information literacy thread introduces students to informatics and knowledge management, biomedical informatics, and evidence-based medicine searching. Nutrition principles are acquired through interactive, web-based instruction, and reinforced through problem-based learning cases, which run in parallel to the basic science components over the first year. In epdemiology students learn the taxonomy of epidemiological studies, how to critically read a journal article, and how to recognize and understand the concepts behind different clinical study designs. Topics include bias, confounding, diagnostic testing and screening, and "how statistics can lie." Psychiatry introduces students to the unique role of medical students in talking with patients, the difference between process and content in patient communication, how to respond to breaks in the patient-physician relationship, and the relationship between the quality of the patient-physician interaction and health outcomes. Health care policy covers such topics as health insurance, physician payment, health care costs, access, measurement and improvement of quality, regulation and health care reform. Biomedical ethics includes important ethical issues in medical practice, such as confidentiality, privacy, and ethical issues relating to medical students. The population health curriculum exposes students to concepts of public health, community action, and advocacy, and includes a year-long, community-based project. At the end of this quarter students participate in a performance-based assessment of the medical interview skills.nCourse offered to MD and MSPA students only.
Terms: Aut
| Units: 8
INDE 202:
Practice of Medicine II
Medical interview and physical examination skills, information literacy, nutrition principles, evidence-based practice, health policy, and population health are covered. At the end of this quarter, students participate in a performance-based assessment of their medical interview and physical examination skills. See INDE 201 for a complete description of the Practice of Medicine course series. Course open to MD and MSPA students only.
Terms: Win
| Units: 5
INDE 203:
Practice of Medicine III
Medical interview and physical examination skills, biomedical literature retrieval and appraisal, nutrition principles, evidence-based practice, biomedical ethics, and population health are covered. Students begin clinical problem-solving sessions to learn the approach to common and important clinical problems. Cases integrate other course themes of population health, evidence-based practice, clinical ethics, nutrition, health policy, and behavioral medicine. Students begin transition from comprehensive to problem-focused patient encounters. Students also gain exposure to geriatrics, pediatrics, and interprofessional healthcare teams, and practice mental health interview skills. At the end of this quarter, students participate in a performance-based assessment of their medical interview and physical examination skills. See INDE 201 for a complete description of the Practice of Medicine course series. Course open to MD and MSPA students only.
Terms: Spr
| Units: 6
INDE 204A:
Practice of Medicine IV-A
The second year of the Practice of Medicine series (INDE 204 and 205) emphasizes clinical reasoning, clinical practicum, and clinical procedures. Students continue clinical problem-solving sessions to learn the approach to common and important clinical problems. Cases integrate other course themes of population health, evidence-based practice, clinical ethics, nutrition, health policy, and behavioral medicine. Students spend one-half day per week in a clinical setting, practicing medical interview, physical examination skills, oral presentations, and clinical note-writing under the mentorship of a clinical tutor. In the practicum, students also gain experience with other practical aspects of patient care. The Clinical Procedures segment introduces common and important procedures in clinical practice, including phlebotomy, intravenous line insertion, and electrocardiography.
Terms: Aut
| Units: 4
INDE 204B:
Practice of Medicine IV-B
The second year of the Practice of Medicine series (INDE 204 and 205) emphasizes clinical reasoning, clinical practicum, and clinical procedures. Students continue clinical problem-solving sessions to learn the approach to common and important clinical problems. Cases integrate other course themes of population health, evidence-based practice, clinical ethics, nutrition, health policy, and behavioral medicine. Students spend one-half day per week in a clinical setting, practicing medical interview, physical examination skills, oral presentations, and clinical note-writing under the mentorship of a clinical tutor. In the practicum, students also gain experience with other practical aspects of patient care. The Clinical Procedures segment introduces common and important procedures in clinical practice, including phlebotomy, intravenous line insertion, and electrocardiography.
Terms: Aut
| Units: 4
INDE 205A:
Practice of Medicine V
Continued emphasis on clinical reasoning, clinical practicum, and clinical procedures. Students continue clinical problem-solving sessions to learn the approach to common and important clinical problems Cases integrate other course themes of population health, evidence-based practice, clinical ethics, nutrition, health policy, and behavioral medicine. Students spend one-half day per week in a clinical setting, practicing medical interview, physical examination skills, oral presentations, and clinical note-writing under the mentorship of a clinical tutor. In the practicum, students also gain experience with other practical aspects of patient care. For the Clinical Procedures segment, students will have an opportunity in the Emergency Department to practice performing procedures learned in the previous quarter. At the end of this quarter, students participate in a comprehensive four-station objective structured clinical examination (OSCE) performance-based assessment of their medical interview, physical examination, and clinical problem-solving skills.
Terms: Win
| Units: 3
INDE 205B:
Practice of Medicine V
Continued emphasis on clinical reasoning, clinical practicum, and clinical procedures. Students continue clinical problem-solving sessions to learn the approach to common and important clinical problems Cases integrate other course themes of population health, evidence-based practice, clinical ethics, nutrition, health policy, and behavioral medicine. Students spend one-half day per week in a clinical setting, practicing medical interview, physical examination skills, oral presentations, and clinical note-writing under the mentorship of a clinical tutor. In the practicum, students also gain experience with other practical aspects of patient care. For the Clinical Procedures segment, students will have an opportunity in the Emergency Department to practice performing procedures learned in the previous quarter. At the end of this quarter, students participate in a comprehensive four-station objective structured clinical examination (OSCE) performance-based assessment of their medical interview, physical examination, and clinical problem-solving skills.
Terms: Win
| Units: 3
INDE 206:
Practice of Medicine VI
This final three week POM course builds upon foundational knowledge to refine your expertise in direct patient care; reinforce and advance your core clinical skills; clarify your clerkship responsibilities; and increase your confidence about upcoming clinical rotations. These goals are accomplished through small group sessions, workshops, and engaging didactics focusing on clinical skills (eg. hands-on procedures, bedside rounds), specialty sessions (eg. radiology, ophthalmology), and professionalism (eg. a 'day in the life', feedback and evaluation). Students must enroll in both INDE 224 and INDE 206. An optional elective INDE 207 will further enhance competence in specialty specific core clerkship skills.
Terms: Spr
| Units: 5
INDE 207:
Transition to Clerkships Elective: Enhanced Clinical Skills for Clerkships (ECSC)
The transition to Clerkships elective will build on the core content of INDE 206: POM Q6 "Transition to Clerkship" providing supplemental clinical shadowing experiences and additional clinical skills practice framed through the lens of specific clinical clerkship environments (surgical, non-surgical inpatient, and ambulatory). This elective is open to medical students only. Enrollment limited to 12. Prerequisites INDE 206 and INDE 224.
Terms: Spr
| Units: 1
INDE 207A:
Medical Mandarin I: Beginning
Develops conversational communication skills and essential medical vocabularies. Teaches in pinyin pronunciation system, which provides an accessible method of learning basic phrases. The foundations of taking a comprehensive patient history in Mandarin and doing medical interviews at individual hospital divisions, including making introductions, soliciting symptoms, explaining health concepts (e.g. diseases and prescriptions) as well as daily survival conversations. Main goals are to improve rapport with Chinese patients through Mandarin fluency in the medical setting and to promote understanding of Chinese culture in the context of health care as well as daily life. Students registering for 3 units participate in clinic visits and field activities.
Terms: Aut
| Units: 2-3
INDE 207B:
Medical Mandarin II: Intermediate
For students who already have a basic command of spoken Chinese. Conversational communication skills practiced in a more advanced setting, including more sophisticated assessment of patient history and different tasks such as giving medical instructions and doing labs and tests. Builds working vocabulary for organ system, disease assessment to conduct a full physical exam, and to describe treatment modalities for Chinese-speaking patients (diagnostic and therapeutic). Students registering for 3 units participate in clinic visits and field activities. Prerequisite: one year of college-level Chinese or instructor assessment of fluency.
Terms: Aut
| Units: 2-3
INDE 207C:
Medical Mandarin III: Advanced
Access advanced professional medical vocabulary, conduct medical research, and engage in discussions in Chinese. Aims at a proficiency level of medical interpreting or doing other independent work in Chinese. Students are also assisted in doing a project or projects related to a specific field of medicine. Students registering for 3 units participate in clinic visits, field activities or projects. Prerequisite: completion of Medical Mandarin II, or advanced Chinese proficiency.
Terms: Aut
| Units: 2-3
INDE 207D:
Professional Mandarin I
Designed for students who seek professional development via Mandarin. Coursework includes lectures, online classes, language partnerships, selected topics, projects and field activities. Goal is to enhance students' language abilities as professionals and facilitate a career. Students choose to enroll for 2 units or 3 units depending upon an agreed- upon workload approved by the instructor.
Terms: Aut, Sum
| Units: 2-3
| Repeatable
2 times
(up to 6 units total)
INDE 208A:
Medical Mandarin I: Beginning
Continuation of 207A. See description for 207A. Students participating in classroom and online instruction only register for 2 units. Students registering for 3 units participate in clinic visits and field activities as well.
Terms: Win
| Units: 2-3
INDE 208B:
Medical Mandarin II: Intermediate
Continuation of 207B. See description for 207B. Students participating in classroom and online instruction only register for 2 units. Students registering for 3 units participate in clinic visits and field activities as well.
Terms: Win
| Units: 2-3
INDE 208C:
Medical Mandarin III: Advanced
Access advanced professional medical vocabulary, conduct medical research, and engage in discussions in Chinese. Aims at a proficiency level of medical interpreting or doing other independent work in Chinese. Students are also assisted in doing a project or projects related to a specific field of medicine. 3 units Includes clinic visits and field activities. Prerequisite: completion of 207C, or advanced Chinese proficiency.
Terms: Win
| Units: 2-3
INDE 208D:
Professional Mandarin II
Continuation of INDE 207D. Designed for students who seek professional development via Mandarin. Coursework includes lectures, online classes, language partnerships, selected topics, projects and field activities. Goal is to enhance students' language abilities as professionals and facilitate a career. Students choose to enroll for 2 units or 3 units depending upon an agreed- upon workload approved by the instructor. Prerequisite: INDE 207D.
Terms: Win
| Units: 2-3
INDE 209:
Analysis of Public Companies in the Life Sciences
Student lead: Life Science companies are often valued with a different methodology than traditional valuation metrics. This course will serve to teach students how to analyze a publicly traded life science company or sector using publicly available materials online such as 10-K, 13-F, conference calls, and financial & technical analysis. In addition, students will learn how to access various Stanford resources (analyst reports, Bloomberg, etc). Students will work in teams throughout class and publish an investment analysis at the end of the course.
Terms: Aut
| Units: 2
| Repeatable
5 times
(up to 10 units total)
INDE 209A:
Medical Mandarin III: Beginning
Continuation of 207A/208A. See description for 207A. Students participating only in classroom and online instruction register for 2 units. Students registering for 3 units participate in clinic visits and field activities as well.
Terms: Spr
| Units: 2-3
INDE 209B:
Medical Mandarin III: Intermediate
Continuation of 207B/208B. See description for 207B. Students participating only in classroom and online instruction register for 2 units. Students registering for 3 units participate in clinic visits and field activities as well.
Terms: Spr
| Units: 2-3
INDE 209C:
Medical Mandarin III: Advanced
Access advanced professional medical vocabulary, conduct medical research, and engage in discussions in Chinese. Aims at a proficiency level of medical interpreting or doing other independent work in Chinese. Students are also assisted in doing a project or projects related to a specific field of medicine. 3 units Includes clinic visits and field activities. Prerequisite: completion of 208C or advanced Chinese proficiency.
Terms: Spr
| Units: 2-3
INDE 209D:
Professional Mandarin III
Continuation of INDE 208D. Designed for students who seek professional development via Mandarin. Coursework includes lectures, online classes, language partnerships, selected topics, projects and field activities. Goal is to enhance students' language abilities as professionals and facilitate a career. Students choose to enroll for 2 units or 3 units depending upon an agreed- upon workload approved by the instructor. Prerequisite: INDE 208D.
Terms: Spr
| Units: 2-3
INDE 210:
Foundations of Cancer Biology and Pathology
This course builds foundational understanding of cancer biology from molecular to cellular to organismal levels through 10 large group and 2 small group instructional hours. Sessions include: Tissue Biology; Regulation of Cell Growth, Proliferation, and Differentiation; Cell Injury, Cell Death, and Adaptation; Inflammation and Repair; Basics of Cancer Biology; Clinical Aspects of Cancer; Local Cancer Treatments; Systemic Cancer Treatments; Cancer Epidemiology, Screening and Prevention; Laboratory: This session will focus on clinical aspects of cancer including case histories, clinical test orders and results, radiologic images, gross pathology specimens, digital histopathology slides, pathology reports, and overviews of treatment planning
Terms: Win
| Units: 2
INDE 211:
Creative Writing
For medical students - all levels of writing skill. Examines uses of creative writing, including understanding the experience of medical training. May be repeated for credit.
Terms: Win, Spr
| Units: 1
| Repeatable
for credit
INDE 212:
Medical Humanities and the Arts
The interdisciplinary field of medical humanities: the use of the arts and humanities to examine medicine in personal, social, and cultural contexts. Topics include the doctor/patient relationship, the patient perspective, the meaning of doctoring, and the meaning of illness. Sources include visual and performing arts, film, and literary genres such as poetry, fiction, and scholarly writing. Designed for medical students in the Biomedical Ethics and Medical Humanities Scholarly Concentration, but all students are welcome.
Terms: Spr
| Units: 2
INDE 214:
Stanford Medical Student Journal
Provides an opportunity for editors of all levels to cultivate their skills and assist in preparing pieces submitted by colleagues for publication in the Stanford Medical Student Journal. Students enrolled in the course work closely with student authors as well as other editors. Editors examine multiple categories of writing, including opinion pieces, poetry, memoirs, book reviews, case reports and investigative reports. The Journal is published two to three times per year and highlights the diverse talents of Stanford medical students in both scientific writing and the humanities.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
INDE 215:
Queer Health & Medicine
Explores specific, pertinent, and timely issues impacting the health of the lesbian, gay, bisexual, and transgender community; examines the role of the primary care physician in addressing the health care needs of this community. Guest lecturers provide a gender-sensitive approach to the medical care of the LGBT patient, breaking down homophobic barriers and reaffirming patient diversity. May be repeated for credit.
Terms: Win
| Units: 1
| Repeatable
3 times
(up to 3 units total)
INDE 217:
Physician Scientist Hour
Enrollment is limited to MD, PhD, or MD-PhD students interested in careers as physician scientists. Focus is on aspects of developing careers in biomedical research through a mix of research lectures, clinical case presentations, and physician-scientist guest speakers.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
15 times
(up to 15 units total)
INDE 218:
Histology
This course focuses on the microscopic structure of the major organ systems, including the cardiovascular, respiratory, gastrointestinal, renal, and reproductive systems. Sessions examine the unique features of the cells and tissues that comprise the major organs, describe how they contribute to the organs' functions, and explore how the form the foundation for many pathologic processes. Course open to MD and MSPA students only.
Terms: Aut
| Units: 1
INDE 221:
Science of Medicine I
First course in three-sequence Science of Medicine block. Focus is on structure, function, disease, and therapeutics of the respiratory system and the cardiovascular system. The Science of Medicine block presents organ system-based histology, pathology, physiology, pharmacology, and infectious disease in a sequence of interdisciplinary courses. Each organ-specific integrated course includes a review of the anatomy and related histology, normal function of that organ system, how the organ system is affected by and responds to disease including infection, and how diseases of that organ system are treated (therapeutics).
Terms: Spr
| Units: 12
INDE 222A:
Science of Medicine II-A
Focus is on structure, function, disease, and therapeutics of the renal, gastrointestinal, and hepatic systems. Science of Medicine presents organ system-based histology, pathology, physiology, pharmacology, and infectious disease in a sequence of interdisciplinary courses. Each integrated course includes a review of the anatomy, related histology, and normal function of one or more organ systems, how the organ systems are affected by and respond to disease including infection, and how diseases of those organ systems are treated (therapeutics).
Terms: Aut
| Units: 7
INDE 222B:
Science of Medicine II-B
Focus is on structure, function, disease, and therapeutics of the endocrine and musculoskeletal systems and on Women's Health. Science of Medicine presents organ system-based histology, pathology, physiology, pharmacology, and infectious disease in a sequence of interdisciplinary courses. Each integrated course includes a review of the anatomy, related histology, and normal function of one or more organ systems, how the organ systems are affected by and respond to disease including infection, and how diseases of those organ systems are treated (therapeutics).nPrerequisites if applicable: INDE-221, completed or concurrent INDE-222-A
Terms: Aut
| Units: 7
INDE 223A:
Science of Medicine III-A
Focus is on structure, function, disease, and therapeutics of the nervous system and skin. Science of Medicine presents organ system-based histology, pathology, physiology, pharmacology, and infectious disease in a sequence of interdisciplinary courses. Each integrated course includes a review of the anatomy, related histology, and normal function of one or more organ systems, how the organ systems are affected by and respond to disease including infection, and how diseases of those organ systems are treated (therapeutics).nnPrerequisites if applicable: INDE-221, INDE-222-A
Terms: Win
| Units: 5
INDE 223B:
Science of Medicine III-B
Focus is on structure, function, disease, and therapeutics in the areas of Hematology and Autoimmune Disease. Science of Medicine presents organ system-based histology, pathology, physiology, pharmacology, and infectious disease in a sequence of interdisciplinary courses. Each integrated course includes a review of the anatomy, related histology, and normal function of one or more organ systems, how the organ systems are affected by and respond to disease including infection, and how diseases of those organ systems are treated (therapeutics).
Terms: Win
| Units: 5
INDE 224:
Pathophysiology Capstone
The Pathophysiology Capstone (PC) is a newly developed Science of Medicine (SOM) Year 2 capstone experience in Quarter 6 that will be integrated with the Practice of Medicine (PON) course called "Transition to Clerkships." This four-week long intensive spring quarter course, including 25-32 hours of instruction, focuses on the re-introduction of core pathophysiology concepts as well as delving into advanced topics, treatment, and breakthroughs based on essentials taught in the SOM series in quarters 3-5.Students must enroll in both INDE 224 and INDE 206. Prerequisites: Successful completion of Science of Medicine (SOM) I,II,III
Terms: Spr
| Units: 4
INDE 230A:
Topics in Scientific Management
Broadly discusses foundational topics in pursuing academic careers, including the academic and faculty career landscape, establishing a writing practice, establishing an independent research agenda, issues of diversity, equity and inclusion, presentation skills, self-advocacy, creativity in research, establishing collaborations, and grantsmanship. Topics may vary annually.
Terms: Aut
| Units: 1
| Repeatable
3 times
(up to 3 units total)
INDE 230B:
Topics in Scientific Management
Reviews management skills necessary for successfully assuming leadership roles in scientific research. Addresses some of the most difficult aspects of developing, directing, and managing people and projects and running a research group, especially issues that new faculty have traditionally learned by trial and error over a number of years. Topics include: the faculty job search process and strategies, key elements in starting a lab, basic principles regarding legal dimensions of scientific activity (intellectual property, royalties, links with industry), team science, research ethics, communication and negotiation skills, writing and securing grants. Topics may vary annually.
Terms: Win
| Units: 1
| Repeatable
3 times
(up to 3 units total)
INDE 230C:
Topics in Scientific Management
Deep dive into topics in mentorship, which may include mentoring in a research environment, navigating all directions of mentoring relationships within academia, conflict management and resolution, communication styles, setting expectations, giving feedback, cultivating ethical behavior, promoting research self-efficacy, and navigating intercultural dynamics. Topics may vary annually.
Terms: Win, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
INDE 238:
Managing Difficult Conversations
(Crosslisted with GSBGEN 368). This elective 3-unit course is offered to all medical students, residents, and fellows and other graduate students with instructor's permission who aspire to improve their ability to deal effectively with difficult professional and personal interpersonal situations. Class is held Tuesday, 3:10-6:10 PM. The course will be taught by William F. Meehan III, the Raccoon Partners Lecturer in Management and Senior Partner Emeritus, McKinsey and Company, and Charles G. Prober, M.D., Professor of Pediatrics, Microbiology & Immunology and Senior Associate Vice Provost for Health Education, Stanford School of Medicine. The course, which is case/vignette-based, involves frequent student-to-student and student-to-instructor role-playing in authentic business and medical interactions. Inde 238 is cross-listed with GSBGEN 368 which draws MBA students, and part of the learning environment of the course is the mix of perspectives and vignettes we role play and discuss. Topic-specific experts often will be present to participate as class guests. Relevant principles of professionalism, leadership, and psychology underlie the course pedagogy. Students will be expected to attend all classes unless excused in advance. Class preparation will include reading of assigned cases; analysis of the cases and recommendations as to how to confront specific difficult conversations (consistent with assigned study questions); and reading of assigned background material. It is important that all students participate actively in classroom discussions. Class size will be limited to 40 students per the following: (1) a maximum of 20 MBA students and (2) a maximum of 20 non-GSB graduate students. MD student enrollment only in INDE 238, GSB students enroll under GSBGEN 368. Please email Dr. Prober or Professor Meehan directly if you have any questions.
Terms: Win
| Units: 3
INDE 260A:
Pharmacological Treatment of Disease
This course will provide an overview of how drugs and therapeutics are used in the treatment and prevention of diseases and disorders. It aims to review the general principles of drug action, including drug absorption, distribution, metabolism, elimination, pharmacokinetics, and pharmacodynamics of the major drug classes. For each major drug class, we will review selected prototype drugs and discuss their molecular mechanisms of action, therapeutic indication, adverse effects, contra-indications and drug-drug interactions.
Terms: Win
| Units: 1
INDE 260B:
Pharmacological Treatment of Disease
This course will provide an overview of how drugs and therapeutics are used in the treatment and prevention of diseases and disorders. It aims to review the general principles of drug action, including drug absorption, distribution, metabolism, elimination, pharmacokinetics, and pharmacodynamics of the major drug classes. For each major drug class, we will review selected prototype drugs and discuss their molecular mechanisms of action, therapeutic indication, adverse effects, contra-indications and drug-drug interactions.
Terms: Win
| Units: 1
INDE 263:
Microbiology and Infectious Diseases I
First course in a two-course series exploring microbiology, pathogenesis, and clinical issues associated with infectious diseases. Patient cases springboard discussion on viral, bacterial, fungal, protozoal and helminthic pathogens. Online videos and self-assessments followed by interactive sessions and problem sets.
Terms: Win
| Units: 3
INDE 265:
Microbiology and Infectious Diseases II
Second course in a two-course series exploring microbiology, pathogenesis, and clinical issues associated with infectious diseases. Patient cases springboard discussion on microbiomes, diarrhea, hepatitis, STIs, helminths, zoonoses. and systemic diseases. Online videos and self-assessments followed by interactive sessions and problem sets.
Terms: Aut
| Units: 3
INDE 267:
Planning and Writing a Research Proposal
Students will gain fundamental skills in developing research questions and writing research proposals through a series of engaging workshops. Topics include developing a research idea; writing an executive summary, i.e. NIH-style 1-page specific aims; outlining the research plan to include rigor; and designing career development training plans. Students will develop early drafts of key proposal documents, such as the 1-page Specific Aims, and receive feedback from an instructor or Grant Coach. Students in the Medical Scholars Research Program or Biosciences Program may enroll in the course.
Terms: Win
| Units: 1
| Repeatable
4 times
(up to 4 units total)
INDE 268:
Early Clinical Engagement (ECE)
Early Clinical Engagement (ECE) is an innovative course for first year medical students to participate in clinical experiences that inform their vision as future physicians. Course goals include integration into the clinical setting with preceptors, development of concrete skills, and introduction to different career paths. ECE includes three components: (1) clinical experiences, (2) interactive large group seminars, and (3) small group sessions for reflection of clinical sessions.
Terms: Aut, Win, Spr
| Units: 1
INDE 274:
Medical Spanish
Medical Spanish is an elective course for MD and MSPA students to engage in 40-hours of medical Spanish curriculum through an online platform then solidify their knowledge through workshops for practical dialogue with faculty members at Stanford Medicine in multiple subspecialties who have native Spanish fluency. Students take part in online curriculum that is differentiated into 3 proficiency levels, therefore all levels of learners from beginners to native speakers are encouraged to participate. The online content covers over 36 medical specialties to provide a broad base of clinically relevant knowledge. The platform has validated pedagogy to meet the needs of individual learners with clinical scenarios that are relevant to medical engagements across all disciplines and inclusive of a culturally relevant approach to clinical care. Subspecialty faculty will lead the language workshops: Dr. Reena Thomas, Clinical Associate Professor of Neurology; Dr. Matias Bruzoni, Associate Professor of Surgery; Dr. Katherine Bianco, Clinical Associate Professor of Obstetrics and Gynecology; Dr. Felipe Perez, Clinical Assistant Professor of Anesthesiology; Dr. Moises Gallegos, Clinical Assistant Professor of Emergency Medicine.
Terms: Spr
| Units: 2
| Repeatable
5 times
(up to 10 units total)
INDE 280:
Student Community Outreach and Physician Support (S-CORPS)
In S-CORPS, pre-clerkship medical students participate in the clinical care and support for vulnerable patient populations who are disproportionately affected by the challenges of the complex healthcare system. Under the guidance of a paired physician mentor, students will build longitudinal relationships with at-risk and isolated patients via a team-based care model, providing care in the model of future practice: in person, via virtual video, and telephone calls. In addition to contributing to the care of patients, students participate in biweekly didactics and debrief small group sessions to learn highly applicable clinical skills and reflect on their early patient experiences and professional identity formation. This course fulfills the ECE graduation requirement for students who complete one quarter. Students who participate in Inde 280 will have priority for continuity preceptor placement in Ambulatory Medicine, Family Medicine, Geriatrics, and Palliative Care specialties as MS2+. Students co-enrolled in INDE 290 attend the INDE 290 didactics to meet the course didactic requirement. Open to Medical Students only.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
INDE 290A:
Walk With Me: A Patient and Family Engaged Exploration of Health & The Health Care System
This innovative course for pre-clinical students places patients, families, and caregivers front and center in the journey to explore health from a person-centered perspective and better understand the challenges of managing optimal health in a complex health care system. The curriculum is organized around a monthly workshop series, which explores a different health systems science topic each month through lectures from experts from Stanford and the community and from the perspectives of an individual patient or caregiver, or panel, with time to engage in discussion and explore patient-centered solutions to real-world problems. Students are also paired with a patient partner for the year with whom they meet monthly, outside of class, to explore the patient and caregiver journey by developing an individual relationship. Participation in this course can fulfill the ECE requirement. Enrollment by Instructor Approval Only. Please submit an application by September 11th at 11:59PM. nStudent Application link: https://stanfordmedicine.qualtrics.com/jfe/form/SV_2smVd9WRkAulaDQ nnThose selected will be informed by September 11th at 11:59PM so that they may enroll in the course.nnFor questions, please email Alexander Doan (TA): aedoan96@stanford.edu or Cicily Chirayath (Prog. Coordinator): cicilyc@stanford.edu
Terms: Aut
| Units: 1
INDE 290B:
Walk With Me: A Patient and Family Engaged Exploration of Health & The Health Care System
Continuation of monthly workshop series begun in INDE 290A, with new monthly topics. Students will continue the partnership with their patient and gain further understanding of the challenges of managing optimal health in a complex health care system. Enrollment by Instructor Approval Only.nnThis course can be fulfills the ECE requirement for pre-clinical students.
Terms: Win
| Units: 1
INDE 290C:
Walk With Me: A Patient and Family Engaged Exploration of Health & The Health Care System
Continuation of monthly workshop series begun in INDE 290A and INDE 290B, with new monthly topics. Students will continue the partnership with their patient and gain further understanding of the challenges of managing optimal health in a complex health care system. Enrollment by Instructor Approval Only.
Terms: Spr
| Units: 1
INDE 292:
Exploration of The Health Care System : Clinical Partnership Development
For second year medical students who wish to continue their existing longitudinal clinical partnerships begun in year 2. 1/2 day clinical immersion, by arrangement woth preceptor. 2-unit option includes clinical quality improvement or other approved project. Director approval required.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
3 times
(up to 6 units total)
INDE 295:
Bioethics and Anthropology Interdisciplinary Directed Individual Study
Supervised individualized study in bioethics and anthropology for a qualifying paper, research proposal, or project with an individual faculty member. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 3-5
INDE 297:
Reflection and Contextual Medicine
Required for all MD students enrolled in clerkships at Stanford affiliated sites. Two-year curriculum designed to provide structured time for students to step back from clerkships, in order to promote reflection on and reinforcement for their learning in the clinical environment. The goals of this course are: to offer a regular opportunity for students to discuss challenging issues faced in their clinical training; to ground students in strategies for managing challenging situations they are likely to experience in their personal and professional lives while on clerkships; and to provide opportunities for students to develop and expand their reflective and communication skills. Components of this curriculum include the "Doctoring with CARE" small groups, the "MeD-ReST" Medical Student Resiliency Skills Training' sessions, and the "Contextual Medicine: Communication, Connection and Creativity in Practice" lunch and lecture series. All students in clinical clerkships must participate in all aspects of RCM Days. Students enrolled in Selective II Clerkships (Sub-internships) may choose to participate in clinical duties but are expected to communicate their absence to course faculty/staff in advance. Prerequisite: Concurrent enrollment in clinical clerkships. Please note, students will enroll in this course their final quarter of enrollment prior to graduation to receive retroactive credit for all session. Only enroll the last quarter of enrollment.
Terms: Aut, Win, Spr, Sum
| Units: 4
INDE 298:
Women's Health Independent Project
Women's Health Scholarly Concentration. Students pursue individual projects under the supervision of a faculty member. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1
INTLPOL 200:
The Social & Economic Impact of Artificial Intelligence (CS 22A)
Recent advances in computing may place us at the threshold of a unique turning point in human history. Soon we are likely to entrust management of our environment, economy, security, infrastructure, food production, healthcare, and to a large degree even our personal activities, to artificially intelligent computer systems. The prospect of "turning over the keys" to increasingly autonomous systems raises many complex and troubling questions. How will society respond as versatile robots and machine-learning systems displace an ever-expanding spectrum of blue- and white-collar workers? Will the benefits of this technological revolution be broadly distributed or accrue to a lucky few? How can we ensure that these systems are free of algorithmic bias and respect human ethical principles? What role will they play in our system of justice and the practice of law? How will they be used or abused in democratic societies and autocratic regimes? Will they alter the geopolitical balance of power, and change the nature of warfare? The goal of CS22a is to equip students with the intellectual tools, ethical foundation, and psychological framework to successfully navigate the coming age of intelligent machines.
Terms: Win
| Units: 1
INTLPOL 203A:
New Generation International Trade Policy and Trade Agreements
This course analyses the new trends in international trade law and policy in an era when the days of global liberalization are in the past, protectionism is dominating the international trade agenda, and the multilateral order is at a standstill. This is prompting countries towards increasingly large regional trade agreements, including on South-South trade. Students will assess the emergence of sophisticated `new generation' trade agreements that go beyond the liberalization of trade in goods and services towards upholding labor and environmental standards and ensuring that competition is conducted fairly by avoiding countries undercutting each other on regulation. Trade initiatives in India and China, trade agreements and trade strategy in Africa and Latin America, the European trade agenda, US trade leadership, and the US China trade war will be discussed. The course will also cover the proliferation of unilateral sanctions and export controls that are currently shaping the international trade agenda. Additionally, the course analyses the attempts to address technology/data transfers and cybersecurity in bilateral and multilateral trade agreements, despite regulation in those areas still being developed at a national level. The course will be taught from the pragmatic point of view of a former trade negotiator and trade law practitioner, combining wider foreign policy considerations with trade law concepts, and drawing on practical examples from multilateral and bilateral trade negotiations. The course is orientated towards advanced undergraduates and graduate students with an interest in both foreign affairs and international law. It will provide any student who aims to play a role in foreign affairs, trade negotiations or international public law with a solid foundation to build upon. While the course explores trade policy and law mechanisms, it does not require prior knowledge of trade law or trade agreements. There are no course prerequisites.
Terms: Aut
| Units: 3
INTLPOL 204A:
Microeconomics for Policy (PUBLPOL 51, PUBLPOL 301A)
Microeconomic concepts relevant to decision making. Topics include: competitive market clearing, price discrimination; general equilibrium; risk aversion and sharing, capital market theory, Nash equilibrium; welfare analysis; public choice; externalities and public goods; hidden information and market signaling; moral hazard and incentives; auction theory; game theory; oligopoly; reputation and credibility. Undergraduate Public Policy students may take PublPol 51 as a substitute for the Econ 51 major requirement. Economics majors still need to take Econ 51. Prerequisites: ECON 50 and MATH 51 or equiv.
Terms: Aut
| Units: 4-5
INTLPOL 204B:
Economic Policy Analysis for Policymakers (PUBLPOL 301B)
This class provides economic and institutional background necessary to conduct policy analysis. We will examine the economic justification for government intervention and illustrate these concepts with applications drawn from different policy contexts. The goal of the course is to provide you with the conceptual foundations and the practical skills and experience you will need to be thoughtful consumers or producers of policy analysis. Prerequisites: ECON 102B or PUBLPOL 303D.
Terms: Spr
| Units: 4-5
INTLPOL 211:
A New Cold War? Great Power Relations in the 21st Century (POLISCI 212, REES 219)
Thirty years ago the Cold War ended. Today, great power competition is back - or so it seems - with many describing our present era as a "New Cold War" between the United States and China and Russia. What happened? Is the Cold War label an illuminating or distorting analogy? What should the U.S. do to meet the challengers of great power competition in the 21st century? This course seeks to answer these questions about contemporary great power relations, first by tracing the historical origins of the U.S.-Russia and U.S.-China relationships, next by assessing the similarities and differences between the Cold War and U.S.-Russia relations and U.S.-China relations today along three dimensions -- (1) Power, (2) Ideology, (3) Interdependence and Multilateralism - and third by discussing unilateral, bilateral, and multilateral policy prescriptions of US. policymakers.nnThe main text for this course will be a new book in draft by Professor McFaul, as well accompanying academic articles. The deadline to apply for this course is March 14th.
Terms: Spr
| Units: 2
INTLPOL 217A:
Global Cooperation & US Foreign Policy
This limited enrollment research seminar will examine the tools, legal justifications, and theoretical underpinnings of global cooperation, with a particular focus on U.S. foreign policy in response to threats to peace and security. Topics will include institutional tools for unilateral and multilateral cooperation (peacekeeping, humanitarian aid, human rights, sanctions, human rights law and the role of international courts, lawfare, and soft power); international negotiations and agreements (negotiations to facilitate cooperation, treaties, executive agreements); the role of regional organizations, particularly in the use of force and in responding to conflicts (role of the UN, reforming the UN, responsibility to protect, domestic and international legal justifications for the use of force, human rights and humanitarian failures, refugees); and the impact of a changing world order on U.S. national security and global cooperation (changing liberal world order, great power competition, the impact of technological competition, the role of nongovernmental actors and corporations). Case studies include the Paris Climate Agreement, the Syrian war, Russian aggression in Ukraine, cyber-norm negotiations, and U.S. attempts to "de-couple" from China. A basic understanding of the advent and structure of the current world order will be assumed, as this is an advanced, limited enrollment course.
Terms: Spr
| Units: 3-4
INTLPOL 218:
Political Mobilization and Democratic Breakthroughs (POLISCI 242G, POLISCI 342G)
Mass political mobilization occurs in both democracies and autocracies. Sometimes political protests, demonstrations, and acts of nonviolence civic resistance undermine autocracies, produce democratic breakthroughs, or generate democratic reforms. Other times, they do not. This course explores why, first examining the original causes of mobilization, and then understanding why some movements succeed and others fail. The first sessions of the course will review theories of revolution, social movements, and democratization. The remainder of the course will do deep dives into case studies, sometime with guest lecturers and participants from these historical moments. Cases to be discussed will include Chile, South Africa, Eastern Europe and the USSR (1989-1991), Russia (2011), Serbia and other color revolutions (2000, 2003, 2004), Tunisia, Egypt, and the Arab Spring (2011), China and Hong Kong (1989, 2016), and recent mobilizations (Belarus in 2020, Burma and the U.S. in 2021). The deadline to apply for this course is December 3rd.
Terms: Win
| Units: 3-5
INTLPOL 220:
Comparative Political Economy of Development
Review of how nations develop politically and economically. Theories of state development, the role of institutions, inequality and societal divisions, the impact of natural resources, the consequences of corruption, and the effect of globalization on the world's poor. The seminar introduces the key theories relevant to state-building generally, and strengthening the rule of law in particular. Bridges theory and practice.
Terms: Aut
| Units: 3
INTLPOL 225:
Tech Policy, Innovation, and Startup Ecosystems: Silicon Valley, Japan and Comparative Perspectives
This course asks big questions and provides detailed analysis about how governments, policies, and politics can shape technologies, innovation, and startup ecosystems through closely examining Silicon Valley as an economic region and Japan's political economy in a comparative perspective. The course will utilize introduce scholarship about governing and shaping markets, analyses of the Silicon Valley ecosystem, and numerous specific cases of policy areas, technologies, and firms, and it will examine the experience of Japan's technological advances, historical trajectories of innovation, and its recent struggles and maturing startup ecosystem. There are no prerequisites for this course. Each class session will consist of lecture material and active discussion.
Terms: Spr
| Units: 3
INTLPOL 226:
Current Issues in Southeast Asia
This course will examine some of the challenges facing the nations of Southeast Asia, which collectively boast the world's fifth largest economy and are home to 680 million people. After a brief introduction to the region's history and geography, the course will review the region's political systems and -- using country-specific case studies - look at how they are dealing with issues such as democracy versus authoritarianism, ethnic and religious divisions, economic development, climate change, and China's rising influence. The course will include a discussion of the current situation in Myanmar, which brings together many of the issues facing the region. Students will follow and discuss news out of Southeast Asia, while also learning about the policymaking process and policy-oriented writing.
Terms: Win
| Units: 4
INTLPOL 227:
Finance, Corporations, and Society (ECON 143, POLISCI 127A, PUBLPOL 143)
Both 'Free market capitalism' and democracy appear to be in crisis around the world. This interdisciplinary course, which draws from the Social Sciences, Business and Law, will help you gain a deeper understanding of the root causes of these intertwined crises and will enable you to be savvier in your interactions with the institutions in the financial system and the broader private and public sectors that shape the economy and affect our lives. Topics include financial decisions, markets, and intermediaries; corporations and their governance, laws, regulations, and politics; and the role and functioning of the media. We will discuss and analyze current events and policy debates regularly throughout the course as they illustrate the key concepts. Students will have the opportunity to explore these issues through group final projects. Visitors with relevant experiences will enrich our discussion.
Terms: Win
| Units: 4
INTLPOL 230:
Democracy, Development, and the Rule of Law (INTNLREL 114D, POLISCI 114D, POLISCI 314D)
This course explores the different dimensions of development - economic, social, and political - as well as the way that modern institutions (the state, market systems, the rule of law, and democratic accountability) developed and interacted with other factors across different societies around the world. The class will feature additional special guest lectures by Francis Fukuyama, Larry Diamond, Michael McFaul, Anna Grzymala-Busse, and other faculty and researchers affiliated with the Center on Democracy, Development, and the Rule of Law. Undergraduate students should enroll in this course for 5 units. Graduate students should enroll for 3.
Terms: Aut
| Units: 3-5
INTLPOL 231B:
Understanding Russia: Its Power and Purpose in a New Global Order (INTNLREL 131, POLISCI 113, REES 231B)
Russia presents a puzzle for theories of socio-economic development and modernization and their relationship to state power in international politics. The collapse of the Soviet Union in 1991 brought into being the new Russia (or Russian Federation) as its successor in international politics. Russia suffered one of the worst recessions and experienced 25 years of halting reform. Despite these issues, Russia is again a central player in international affairs. Course analyzes motivations behind contemporary Russian foreign policy by reviewing its domestic and economic underpinnings. Examination of concept of state power in international politics to assess Russia's capabilities to influence other states' policies, and under what conditions its leaders use these resources. Is contemporary Russia strong or weak? What are the resources and constraints its projection of power beyond its borders? What are the determinants of state power in international politics in the twenty-first century? This course is a combination of a lecture and discussion, and will include lectures, readings, class discussions, films and documentaries.
Terms: Spr
| Units: 5
INTLPOL 240:
Contemporary Issues in International Security
This seminar examines crucial foreign policy and defense-related challenges. Emphasis is on understanding how the recent past produced today's challenges and evaluating alternative strategies intended to overcome them. Topics include great power competition; terrorism and other transnational threats; security dynamics in South Asia and the Middle East; nuclear proliferation; disruptive technologies; and the interrelated problem set associated with climate change and environmental protection as well as energy, water, food, and health security. Students are expected to engage actively in class discussions, present on select course topics and write short weekly reflections. Enrollment is by instructor consent only. Enrollment priority will be given to students in the Master's in International Policy who must take this course for the specialization in International Security (ISEC). Non-ISEC MIP students and non-MIP students may apply by sending a one-page document to Chelsea Berkey (cburris@stanford.edu) no later than March 11 with the following information: full name, class year, major, and email address. In the document, please also outline previous associated coursework and/or relevant experience and your interest in enrolling in the seminar. Application results will be announced on March 22.
Terms: Win
| Units: 4
INTLPOL 241S:
International Security in a Changing World
This class examines the most pressing international security problems facing the world today: nuclear crises, non-proliferation, insurgencies and civil wars, terrorism, and climate change. Alternative perspectives - from political science, history, and STS (Science, Technology, and Society) studies - are used to analyze these problems. nn nnThe INTLPOL 241S listing is open to students enrolled via the Stanford Center for Professional Development only. It has been adapted to be available to online students. This class does NOT include the two-day international negotiation simulation.
Terms: Win
| Units: 3
INTLPOL 244:
U.S. Policy toward Northeast Asia (EASTASN 244)
This course examines contemporary issues in U.S. foreign policy towards China, Japan, South and North Korea, Russia and Taiwan. It will look at US interests and objectives in Northeast Asia, the dynamics and drivers of U.S. policy and its historical evolution. The course will focus in more detail on US relations and policy toward Japan, Korea, and China. It will also look at specific dimensions of US foreign policy - security relations, economic and trade relations, human rights, and democracy. The course will look at contemporary issues including the response to the pandemic as well as the policies of the incoming Presidential administration. The class will combine lectures with student led presentations on the issues under discussion. Students will be asked to make presentations on those issues and to lead discussion - after the first opening lectures on US policy, the first class each week will have a lecture on the assigned topic; the Thursday class will be built around student presentations.nThere will be midterm and final papers.
Terms: Aut
| Units: 4
INTLPOL 244D:
Asia-Pacific Transformation (SOC 167A, SOC 267A)
Post-WW II transformation in the Asia-Pacific region, with focus on the ascent of Japan, the development of newly industrialized capitalist countries (S. Korea and Taiwan), the emergence of socialist states (China and N. Korea), and the changing relationship between the U.S. and these countries.
Terms: Win
| Units: 4
INTLPOL 246:
China's Foreign Policies: Objectives, Instruments, and Impacts
(Formerly IPS 246) China is a global actor and its foreign policies are designed to protect and advance increasingly diverse interests in every country and region. Some interests and policies are common to all regions and have remained relatively stable over time; others are tailored to meet specific objectives and respond to the perceptions, objectives, and demands of particular countries. This course will help you to understand the domestic and international drivers and shapers of China's foreign policies and actions and how they have changed as China has become more developed, more prosperous, and more deeply integrated into the international system.
Terms: Win
| Units: 4
INTLPOL 247:
Verification for 21st Century Arms Control Treaties
Strong monitoring and verification are at the heart of an effective arms control treaty. The better we can monitor, the better we can verify that treaty obligations are met and nobody is cheating. Arms control monitoring is stuck in the past, however, with tools and methods unchanged from the first nuclear negotiations in the 1970s. Meanwhile, other international regimes have gone ahead, with environmental and resource management treaties making big strides in the use of ubiquitous sensing and other new technologies. This course will explore how to bring these innovations to the arms control arena and create treaties for the 21st century. Students will have an opportunity in their course projects to create new ideas for monitoring and verification in a format useful to policymakers. While the course is designed for MIP students, it is open to undergraduates with the instructor's permission: please contact gottemoeller@stanford.edu.
Terms: Win
| Units: 3
INTLPOL 256:
Technology and National Security: Past, Present, and Future (MS&E 193, MS&E 293)
Explores the relation between technology, war, and national security policy from early history to modern day, focusing on current U.S. national security challenges and the role that technology plays in shaping our understanding and response to these challenges. Topics include the interplay between technology and modes of warfare; dominant and emerging technologies such as nuclear weapons, cyber, sensors, stealth, and biological; security challenges to the U.S.; and the U.S. response and adaptation to new technologies of military significance.
Terms: Aut
| Units: 3-4
INTLPOL 259:
Research Topics in Technology and National Security
Research on technology and national security, especially including but not limited to cyber conflict and information warfare, nuclear weapons, emerging technologies with relevance to national security. Student and faculty member will agree on one or more topics for research, and student will prepare a topic-relevant paper of approximately 4000 words per unit. A longer paper on one topic or two or three shorter papers on different topics are acceptable. May be repeated for credit.
Terms: Win, Spr
| Units: 1-3
| Repeatable
5 times
(up to 12 units total)
INTLPOL 259A:
Research Seminar on Cybersecurity: Topics at the Intersection of Security, Safety, and Privacy
The course will explore the safety, security and privacy implications of the automobile. The modern automobile is a computer on wheels, with processors, sensors and networked connectivity managing hundreds of safety-critical functions. Automation will further drive the evolution of cars from the analog, mechanically-operated vehicles of the 20th century to the digital, AI-driven automobile of the 21st century. Overall, digitization has made cars safer, greener, and more enjoyable to ride in. But this digitization also introduces new risks. Cybersecurity vulnerabilities can expose vehicle occupants, commuters and pedestrians to safety and privacy risks. In addition to the physical, economic and psychological harms experienced by victims of cybersecurity attacks and intrusions, such attacks could undermine consumer and policy-maker confidence in the trustworthiness of digitally-dependent vehicles. The automotive industry and government regulators are in the formative stages of developing regulatory and governance frameworks for these risks, which may have broader implications for regulatory policy concerning digital technologies generally. Students will accompany the instructor on a deep dive into the regulatory, business, and geopolitical dimensions of the automobile. Each student will be expected to use the course to produce a publication-quality research paper on a relevant topic of their choosing (in consultation with the instructor), with mentorship from the instructor and peer support from fellow classmates. (Students may register for 2-4 units with increased research paper word count per unit. 10 slots, graduate students only, undergraduates by permission of instructor.) Note: Topic of course may change from year-to-year. Update in Winter Quarter 2021.
Terms: Spr
| Units: 2-4
INTLPOL 260:
DigiChina Newsroom: Explaining Chinese Tech Policy
The Stanford DigiChina project tracks, translates, and contextualizes Chinese digital economy and technology policy for diverse audiences. In this directed reading/clinic, students will track policy news, translate key documents and passages if able, and research and write up the context for the latest developments for publication during or shortly after the quarter. Instructors and students will agree on a primary subject area for each participant to track during the quarter, and each student will develop a variety of related content for publication online and in the DigiChina newsletter. For the duration of their participation, participants will have the title of Student Editor of DigiChina, working with the instructor, DigiChina Editor-in-Chief Graham Webster, and other professional contributors to develop content for publication. DigiChina, a Stanford-based project partnering with the think tank New America and the University of Leiden, is widely read and cited in journalism, think tank, academic, and government sources, and is used by businesses around the world. It operates on a journalistic-scholarly hybrid model, balancing timeliness and public policy relevance with a commitment to scholarly rigor. Chinese-language ability is highly useful, but not a hard requirement if there is a fit. Enrollment is by instructor approval, and interested students should send a one paragraph statement of interest to gweb@stanford.edu by March 19.
Terms: Spr
| Units: 1-3
INTLPOL 261:
Current Topics in Technology Platform Policy
This weekly seminar will bring in guest speakers from industry, public policy organizations, and academia to discuss emerging and developing challenges in developing comprehensive, productive policy both within and outside of technology companies. Topics will span from detecting and removing coordinated inauthentic activity on platforms, to the growth of end-to-end encryption, to implications of legal regulations such as GDPR. Coordinated by the Stanford Internet Observatory.
Terms: Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
INTLPOL 268:
Hack Lab: Introduction to Cybersecurity
This course aims to give students a solid understanding of the most common types of attacks used in cybercrime and cyberwarfare. Taught by a long-time cybersecurity practitioner, a recovering cyberlaw litigator, and a group of hearty, motivated TAs, each session will begin with a lecture covering the basics of an area of technology and how that technology has been misused in the past. Students will then complete a lab section, with the guidance of the instructor and assistants, where they attack a known insecure system using techniques and tools seen in the field. Each week, there will be a second lecture on the legal and policy impacts of the technologies and techniques we cover. By the end of the course, students are expected to have a basic understanding of some of the most common offensive techniques in use today as well as a comprehensive overview of the most important aspects of cyberpolicy and law. No computer science background is required. All students must have access to a Windows, Mac OS X or Linux laptop.
Terms: Aut
| Units: 3-4
INTLPOL 268D:
Online Open Source Investigation
This course is a practical introduction to online open source investigation -- internet research using free and publicly available information. The course will cover domain investigations, social media research, image verification, and research into cryptocurrency transactions. The goal of the course is to prepare students for online open source research in jobs in the public sector, with technology companies, human rights organizations, and other research and advocacy groups.
Terms: Aut
| Units: 3-4
INTLPOL 271:
Climate Politics: Science and Global Governance (HISTORY 202J)
Historical and contemporary perspectives on climate politics. Briefly covers the origins of climate understanding in the 1800s, then turns to the co-evolution of climate science and climate politics from the 20th century to the present, including multiple political issues and debates that established human impacts on the global atmosphere. The last half of the course focuses on the UN Framework Convention on Climate Change, the 2015 Paris Agreement, the 2021 IPCC Sixth Assessment Report, organized climate disinformation, and the future of international climate policy and fossil fuels. Assignments include in-class presentations and a policy brief or research paper.
Terms: Aut
| Units: 3-4
INTLPOL 272:
Empirical Methods in Sustainable Development (ESS 268)
The determinants of human well-being over the short and long-run, including the role of environmental factors in shaping development outcomes. A focus on the empirical literature across both social and natural sciences, with discussion and assignments emphasizing empirical analysis of environment-development linkages, application of methods in causal inference, and data visualization.
Terms: Win
| Units: 3-5
INTLPOL 275:
International Environmental Governance (ENVRES 224)
What kinds of rules, agreements, organizations, and processes underpin the global community's efforts to address environmental challenges? How do these institutions arise and interconnect, and how can we design them more effectively? We will explore these questions through foundational theory, attention to current policy dilemmas, and engagement with guest speakers on the front lines of environmental policymaking and implementation. Drawing on the instructors' active research areas, we will emphasize forest and river basin management challenges in Latin America, though students are encouraged to contribute experiences from a range of geographies and policy arenas. Having gained an understanding of the environmental institutional landscape and its current challenges, students will be better-equipped for careers and/or further study related to international environmental governance and policy.
Terms: Aut
| Units: 3-4
INTLPOL 280:
Transitional Justice, Human Rights, and International Criminal Tribunals (ETHICSOC 280, HUMRTS 103, INTNLREL 180A)
(Formerly IPS 280) Historical backdrop of the Nuremberg and Tokyo Tribunals. The creation and operation of the Yugoslav and Rwanda Tribunals (ICTY and ICTR). The development of hybrid tribunals in East Timor, Sierra Leone, and Cambodia, including evaluation of their success in addressing perceived shortcomings of the ICTY and ICTR. Examination of the role of the International Criminal Court and the extent to which it will succeed in supplanting all other ad hoc international justice mechanisms and fulfill its goals. Analysis focuses on the politics of creating such courts, their interaction with the states in which the conflicts took place, the process of establishing prosecutorial priorities, the body of law they have produced, and their effectiveness in addressing the needs of victims in post-conflict societies.
Terms: Spr
| Units: 3-5
INTLPOL 281:
Global Poverty and the Law
(Formerly IPS 281) With more than a billion people living on less than $2 a day, global poverty is one of the biggest challenges currently facing humanity. Even though those who suffer the most are located in the developing world, many of the policies, economic opportunities, and legal actions that offer the biggest potential for global poverty alleviation are made in the United States. This course will provide an introduction to the study of global poverty. What causes poverty? Why have some parts of the developing world done better at alleviating poverty than others? Can the world ever be free of poverty, as the World Bank's official motto suggests? How is the COVID pandemic affecting global poverty, and how should policymakers think about any potential tradeoffs? More generally, what can aspiring lawyers do to improve the condition of the world's impoverished? These are some of the questions this course is designed to address. This course is intended especially for future lawyers and policymakers who seek a deeper understanding of the developing world. After a brief overview that will familiarize students with the major concepts and empirical debates in poverty and development studies, we will examine a variety of 'causes' of poverty, from poor governance to lack of economic opportunity to the role of society. Since this course is just as much about what can be done, we shall also consider applied approaches to poverty alleviation. These types of interventions include political/legal reforms such as anti-corruption initiatives, 'rule of law' interventions, right to information programs, privatization, and community-driven development models; economic solutions such as cash transfers and microfinance; and technological approaches such as new methods for measuring policy impact and the application of new technologies for state identification and distribution programs. In addition to more typical scholarly readings, students will review poverty alleviation policy proposals and contracts made by various stakeholders (academics, NGOs, states, international bodies, etc.). Grading is based on participation, a presentation of research or a proposal, and, in consultation with the professor, a research paper. The research paper may be a group project (Section 01) graded MP/R/F or an individual in-depth research proposal either of which could be the basis for future field research (Section 02) graded H/P/R/F. Students approved for Section 01 or Section 02 may receive R credit. Automatic grading penalty waived for research paper. Cross-listed with LAW 5025. This course is taught in conjunction with the India Field Study component (Law 5026). Students may enroll for this course alone or for both this course and Law 5026 with consent of the instructor (12 students will come to India). CONSENT APPLICATION: To apply for this course, please complete and submit a consent application available at https://forms.gle/kHTHK5c7UE1aKRi2A.
Terms: Win
| Units: 3
INTLPOL 282:
Global Human Rights and Local Practices (HUMRTS 122, SOC 115, SOC 215)
The course examines how the international community has fared in promoting and protecting human rights in the world, with an emphasis on the role of the United Nations. The course will begin with an overview of debates about the state of the international human rights system in the contemporary world, and then examine how international society has addressed the challenges of implementing universal human rights principles in different local contexts across different issues. The specific rights issues examined include genocide, children's rights, labor rights, transitional justice, women's rights, indigenous rights, NGOs, and the complicated relationship between the US and global human rights. The course will feature video conference/guest lecture sessions with leading human rights scholars and practitioners, providing students with unique opportunities to hear their expert opinions based on research and experience.
Terms: Spr
| Units: 3-5
INTLPOL 285:
American and Chinese Approaches to Managing Global Challenges (EASTASN 285)
Like other nations, China and the United States must address a number of complex and consequential transnational challenges including climate change related threats to food and water security, nuclear proliferation, and the absence of institutions to manage cyberspace. None of these challenges can be managed by China or the United States alone and none can be managed successfully with at least some level of US-China cooperation. This unique course will be taught jointly by faculty from Stanford and Peking University and is open to students from both schools. The course will examine American and Chinese perceptions of and approaches to managing a number of different transnational challenges with the goal of identifying obstacles to and opportunities for cooperation. The lead instructors are Thomas Fingar (Stanford) and Wang Yong (Peking University).
Terms: Spr
| Units: 2
INTLPOL 290:
Practical Approaches to Global Health Research (EPI 237, MED 226)
(Formerly IPS 290 and HRP 237) How do you come up with an idea for a useful research project in a low resource setting? How do you develop a research question, prepare a concept note, and get your project funded? How do you manage personnel in the field, complex cultural situations, and unexpected problems? How do you create a sampling strategy, select a study design, and ensure ethical conduct with human subjects? This course takes students through the process of health research in under-resourced countries from the development of the initial research question and literature review to securing support and detailed planning for field work. Students progressively develop and receive weekly feedback on a concept note to support a funding proposal addressing a research question of their choosing. Aimed at graduate students interested in global health research, though students of all disciplines interested in practical methods for research are welcome. Undergraduates who have completed 85 units or more may enroll with instructor consent. Sign up for 1 unit credit to participate in class sessions or 3 units to both participate in classes and develop a concept note.
Terms: Win
| Units: 1-3
INTLPOL 291:
Theories of Change in Global Health (PUBLPOL 291, SOMGEN 207)
Organizations dedicated to improving global health deploy various approaches ranging from efforts to improve economic conditions, health systems, and technology to policy change and advocacy. This course critically evaluates 15 common theories of change that underlay global health interventions. Students will review and discuss examples of both success and failure of each theory of change drawn from journal articles from various disciplines. This seminar is appropriate for graduate students of any discipline who are interested in considering the range of approaches and their likely utility when considering a specific global health problem in a particular location. Upper-class undergraduates who have completed rigorous related coursework and who are willing to commit the preparatory time are welcome. Our discussions benefit greatly from diverse perspectives. Sign up for 3 unit credits to participate in the seminar or 4 units to participate in the seminar and complete a project that provides an opportunity to apply these ideas to a global health problem of your interest.
Terms: Spr
| Units: 3-4
INTLPOL 298:
Practical Training
(Formerly IPS 298) Students obtain internship in a relevant research or industrial activity to enhance their professional experience consistent with their degree program and area of specialization. Prior to enrolling, students are required to submit a concise proposal to the MIP assistant director outlining the proposed project and work activities. After the internship, students are required to submit a three-page summary of the work completed, skills learned, and reflection of the professional growth gained as a result of the internship. The summary should also include relevance to the degree program. Meets the requirements for Curricular Practical Training for students on F-1 visas. Student is responsible for arranging own internship. Limited to International Policy (INTLPOL) students only. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
3 times
(up to 3 units total)
INTLPOL 299:
Directed Reading
(Formerly IPS 299) Directed reading in International Policy. Course is open to students from all degree programs. To be considered for enrollment, interested students must first submit the International Policy Directed Reading Proposal (https://fsi.stanford.edu/masters-degree/student-resources), which is due no later than the second Friday of the academic quarter in which they would like to enroll. Proposal requires signature of the advising instructor (email confirmation or e-signature) and should be sent to jjachter@stanford.edu. If approved, a directed reading section will be created for the instructor (if s/he does not already have a section). May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
20 times
(up to 20 units total)
Instructors: ;
Abrahamian, A. (PI);
Admati, A. (PI);
Aturupane, C. (PI);
Brest, P. (PI);
Buono, S. (PI);
Cahan, B. (PI);
Callander, S. (PI);
Cohen, D. (PI);
Crenshaw, M. (PI);
Crowder, L. (PI);
Danielson, D. (PI);
Edwards, P. (PI);
Eggleston, K. (PI);
Eikenberry, K. (PI);
Felter, J. (PI);
Fingar, T. (PI);
Fukuyama, F. (PI);
Galen, D. (PI);
Gottemoeller, R. (PI);
Grotto, A. (PI);
Jensen, E. (PI);
Kahl, C. (PI);
King, J. (PI);
Lin, H. (PI);
Lobell, D. (PI);
Luby, S. (PI);
Mach, K. (PI);
Manuel, A. (PI);
Mastro, O. (PI);
McFaul, M. (PI);
McMaster, H. (PI);
Miller, G. (PI);
Mistree, D. (PI);
Morris, E. (PI);
Polk, E. (PI);
Sagan, S. (PI);
Sneider, D. (PI);
Stojanovski, O. (PI);
Stoner, K. (PI);
Walder, A. (PI);
Wise, P. (PI);
Wolak, F. (PI);
Wotipka, C. (PI);
Zegart, A. (PI);
Adam-Rahman, N. (GP);
Dalton, M. (GP);
Horrillo, J. (GP);
Nelson, R. (GP)
INTLPOL 300A:
International Policy Speaker Series
Presentations on international policy topics by Freeman Spogli Institute for International Studies faculty and guests. Includes discussion with students. Required for first-year M.A. students in International Policy. Optional for second-year M.A. students in International Policy (to be taken in place of INTLPOL 300). Enrollment is limited to MIP students.
Terms: Aut
| Units: 1
INTLPOL 300J:
International Policy Journal
Edit and publish the Stanford International Policy Review (SIPR). Editors can receive credit for their work. Must be approved as an editor and must receive approval from faculty advisor before enrolling. Course is available to second-year MIP students who are editors for autumn and spring quarters. Course is limited to spring quarter for first-year MIP students.
Terms: Aut, Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
INTLPOL 300S:
Leading Effective Teams
In this interactive course students will develop practical skills for leading effective teams, and will apply their learning in group projects (1st year) and in their capstone (2nd year). Topics include understanding of group development stages and different work styles, setting and tracking group norms, developing mutual accountability mechanisms to ensure productivity, creating efficient decision making processes, resolving conflict, and leveraging cultural diversity. Enrollment limited to first-year Master's in International Policy (MIP) students.
Terms: Spr
| Units: 2
INTLPOL 300W:
Valley Meets Mission: Purposeful Entrepreneurial Ventures with Government
Many of today's societal problems - cybersecurity, climate change, Covid-19, food insecurity - require effective collaboration between government and entrepreneurial ventures to combine scale, technology, and innovation. In each class, students will engage in candid, interactive discussions with entrepreneurial, government, tech, and investment leaders to examine drivers/obstacles behind government mission-oriented innovation and the need, role, and manner for the entrepreneurial ecosystem to support it. Students and speakers will discuss the opportunities and challenges in building purposeful entrepreneurial enterprises. We will explore trust and effective partnering across government, entrepreneurial, and academic stakeholders to solve mission-oriented problems. Limited enrollment available only to MA students in the Ford Dorsey Master¿s in International Policy (MIP) program. MIP students will participate remotely via Zoom and will join Stanford in Washington students who are taking the course in-person.
Terms: Spr
| Units: 2
INTLPOL 301A:
Research Methods and Policy Applications I
This course provides a conceptual and applied introduction to quantitative social sciences methodology. We will discuss the formal statistical formulation and practical applications of techniques of statistical data analysis. Concepts covered include basics of probability, estimation theory, statistical inference, ANOVA, correlation, and regression analysis. Students will gain practical experience analyzing their own data and interpreting results. We will devote substantial time to "learning by doing" using statistics software. Students will use the Stata programming language to learn the basics of programming, generate data, manipulate real-world datasets, and conduct statistical analysis. Core course so enrollment is limited to MIP students
Terms: Aut
| Units: 5
INTLPOL 301B:
Research Methods and Policy Applications II
We will build on the basic knowledge of statistical methods from the previous quarter to further develop fundamentals for the design, implementation and interpretation of policy-relevant research. We will discuss the statistical formulation and practical applications of linear regression analysis, the assumptions of OLS models, and how to check and address violations of these assumptions. We will consider models for dichotomous and categorical dependent variables including logit and problt regression. We will also discuss specialized topics including causal inference strategies (such as fixed effects, instrumental variables, and regression discontinuity), missing data, and data reduction techniques such as factor analysis. Students will conduct their own empirical research using quantitative analysis. Once again, we will make extensive use of Stata software. Core course so enrollment is limited to MIP students
Terms: Win
| Units: 5
INTLPOL 302:
The Global Economy
This course examines the economic inter-connectedness of nations. Among the topics covered are the causes and consequences of current account imbalances, exchange rate determination, monetary unification, financial and currency crises, and contagion. In addition, the course includes an assessment of key global financial institutions, such as the International Monetary Fund, and the global effort to reform the international financial architecture. The goal of the course is to equip students with the tools to analyze international macroeconomic issues, events, and policies. Students will analyze economic data of countries with a view to assessing the economic health and vulnerabilities of countries. They will propose policies to address the identified economic vulnerabilities, and will assess the feasibility of policy implementation. In addition, the "In the News" segment in class will discuss and analyze current events in areas relevant to the course. (This course was formerly IPS 202.) Enrollment limited to Master's in International Policy (MIP) students.
Terms: Aut
| Units: 5
INTLPOL 306:
Foreign Policy Decision-Making in International Relations
Foreign Policy Decision-Making in International Relations examines the factors that shape how actors develop and implement foreign policy in a comparative context. This course will discuss questions like: How do leaders respond to traditional threats like interstate war and non-traditional threats like climate change and migration flows? How do bureaucratic politics and interagency processes across different country contexts facilitate and constrain leaders' decisions? How do factors like relative military strength, regime type, alliances, internal unrest, and regional dynamics impact these decisions? How do small states develop and implement foreign policy compared to major powers? This course draws on scholarship from the political sciences, psychology, history, sociology, and economics to analyze how choices made by individuals, small groups, or coalitions representing nation-states result in policies or strategies with international outcomes. Students will learn how to leverage various social science theories and methodologies to explore and assess how leaders across the world weigh different policy options when responding to international problems. Enrollment is limited to students in the Master's in International Policy (MIP) program.
Terms: Spr
| Units: 5
INTLPOL 307:
Policy Problem-Solving in the Real World
(Formerly IPS 216) This course introduces students to the MIP Policy Problem-Solving Framework that will be used in their second-year capstone. It will present both conceptual frameworks and concrete cases that help students define public problems, analyze potential solutions, and design implementation strategies for bringing about change in real-world situations. Required MIP core curriculum; enrollment from non-MIP students will be extremely limited and require consent from the instructor.
Terms: Spr
| Units: 4
INTLPOL 310:
Policy Change Studio
Collaboration with real-world partners to define solutions to pressing policy problems. Students work in teams and are guided by the teaching team, along with project-specific advice from a faculty mentor and an external advisor. Students may also travel in order to collect data and meet with stakeholders. The capstone course takes place winter and spring quarters of the second year and revolves around a cutting-edge policy-making framework. Drawing from methods learned in the core courses, each group will work through the framework in parallel, analyzing their problem, developing a solution, and navigating a successful implementation. (Enrollment limited to second-year International Policy students.)
Terms: Win, Spr
| Units: 4
| Repeatable
2 times
(up to 8 units total)
INTLPOL 310A:
Capstone Field Research
Students travel with their policy change studio teams to collaborate with partner organizations, gather data, perform assessments, and analyze in-country aspects of their capstone project. (Limited to International Policy students enrolled concurrently in INTLPOL 310: Policy Change Studio.)
Terms: Spr
| Units: 1
INTLPOL 321:
Fundamentals of Cyber Policy and Security
This course will provide an introduction to fundamental issues in cyber policy and security. It will focus on the way that cyber issues impact people and organizations across sectors - from government and law to business, tech, and others - and how people and organizations can and should approach the myriad cyber challenges. This is not a technical or computer science course and no technical background nor prerequisites are necessary. In the first part of the course, we will introduce cyber policy and security fundamentals. The second part of the course will explore cyber policy and security aspects related to economics, psychology, law, warfare, international relations, critical infrastructure, privacy, and innovation. The third part of the course will be focused mostly on a number of case studies designed to simulate the challenges faced by policy-makers and executive-level decision makers. This course is heavily discussion-based and so attendance is required. Assignments will consist of three short papers and a take-home final exam. All graduate students are welcome to enroll, especially those in the international policy, law, and business programs. Undergraduate enrollment only by permission of instructor.
Terms: Win
| Units: 4-5
INTLPOL 350:
International Law
(LAW 5013) This course provides a general introduction to international law and its role in today's complex and interdependent world. We will begin by considering fundamental questions about the nature of international law, such as: the origins of international law in the sovereign equality of states; the sources of international law (including treaties and customary international law); the subjects of international law; principles of state responsibility; the bases upon which states may exercise jurisdiction; and the global governance challenges arising from the absence of assured mechanisms for the interpretation or enforcement of international law. We will then examine the operation of international law in the U.S. legal system. In the second half of the course, we will look at a series of contemporary international law topics and issues, including international human rights law, the law governing coercion and the use of armed force, the law of armed conflict, international environmental law, and international criminal law. Throughout, we will consider current issues and problems arising in the international arena and the extent to which international law affects the behavior of states. This course provides a general grounding in public international law and a foundation for more advanced or specialized international law courses. Elements used in grading: Class participation, optional paper, and final exam. (Formally Law 479)
Terms: Spr
| Units: 4
INTLPOL 352:
State Building and the Rule of Law Seminar
(LAW 5103) This Seminar is centrally concerned with bridging theory and practice. The seminar introduces the key theories relevant to state-building generally, and strengthening the rule of law in particular. This course explores the multidisciplinary nature of development --- through readings, lectures, guest lectures, case studies, and seminar discussions --- and asks how lawyers fit in and contribute to the process? The set of developing countries considered within the scope of this workshop is broad. It includes, among others, states engaged in post-conflict reconstruction, e.g., Cambodia, Timor Leste, Rwanda, Iraq, Sierra Leone; states still in conflict, e.g., Afghanistan, Somalia; the poorest states of the world that may not fall neatly into the categories of conflict or post-conflict, e.g., Nepal, Haiti; least developed states that are not marked by high levels of violent conflict at all, e.g., Bhutan; and more developed states at critical stages of transition, e.g., Tunisia, Georgia, Hungary. Grading is based on participation, a presentation of research or a proposal, and, in consultation with the professor, a research paper. The research paper may be a group project or an individual in-depth research proposal, either of which could be the basis for future field research. CONSENT APPLICATION: The seminar is open by consent to up to sixteen (16) JD, SPILS, and LLM students, and graduate students from other departments within Stanford University. This course is taught in conjunction with the India Field Study component (Law 5026). Students may enroll for this course alone or for both this course and Law 5026 with consent of the instructor (12 students will come to India). To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline. (Formerly Law 259)
Terms: Aut, Spr
| Units: 3
INTLPOL 355:
International Human rights (HUMRTS 117)
(LAW 5010) This course offers an introduction to the theory and practice of human rights. We will examine major sources of international human rights law---including treaties, customary international law, and national law---as well as the institutions in which human rights are contested, adjudicated, and enforced. Key situses of human rights activity include multilateral organizations, like the United Nations Security Council and Human Rights Council; international, regional, and national courts and tribunals; and quasi-judicial treaty bodies, like the U.N. Committee Against Torture. This degree of jurisdictional redundancy offers an opportunity to explore questions of institutional design and interaction as well as processes of normative diffusion. The course will also consider the role of non-state actors---including non-governmental organizations, corporations, terrorist organizations, and ordinary individuals---in promoting and violating human rights. In addition to this survey of the human rights ecosystem, the course will engage some of the fundamental theoretical debates underlying the international human rights project with a focus on perennial questions of legitimacy, justiciability, compliance, and efficacy. Finally, we will explore a range of threats and challenges to the promotion of human rights---both perennial and novel---including economic under-development, terrorism, national security over-reach, patriarchy, and racism. We will read case law originating from all over the world, including the United States. Elements used in grading: class participation and exam. Undergraduates who wish to enroll in this course must have completed HUMRTS 101 as a prerequisite.
Terms: Win
| Units: 3
INTLPOL 357:
Transitional Justice
(LAW 7086) The political, social, and legal problems confronting societies after periods of mass human rights violations or war have attracted increasing attention from policymakers and scholars in the last three decades. This course will examine the legacies of atrocities and the institutions and processes that governments and citizens most often use to address them, comparing approaches from across the globe. South Africa's Truth and Reconciliation Commission; the prosecution of Chile's former dictator, Augusto Pinochet; Argentina's reparations to victims of its military regime; and the International Criminal Court are among the best-known policy responses to those problems. In addition, non-legal interventions---such as the Berlin Holocaust Memorial and Nelson Mandela's many symbolic gestures toward reconciliation with white South Africans---may have important social and political effects. In addition to initiatives at the national and international levels, we will devote some attention to transitional justice at the local level. A recurring theme throughout the course will be the connections between atrocities and transitional justice measures intended to address them, on the one hand, and economic justice and development, on the other. Special Instructions: Students have the option to write a long research paper in lieu of the final exam with consent of instructor. Elements used in grading: Class Participation, Written Assignments; Final Exam or Final Paper.
Terms: Win
| Units: 3
INTLPOL 358:
Business, Social Responsibility, and Human Rights
(LAW 1047) Large corporations now routinely spend millions of dollars to protect human rights and the environment. Shell Nigeria builds hospitals and schools in the Niger Delta. Nike employs hundreds of inspectors to improve conditions for the factory workers who produce its shoes across Asia and Latin America. Technology companies such as Facebook have scrambled to fend off the threat of new regulation since the Cambridge Analytica revelations. Other examples abound, across industries and around the globe. "Don't be evil" (Google's former motto) may be one motivation for these companies, but something more mundane is also at work: many companies believe they will do well, financially, if they do good, ethically. This course examines questions that lawyers in large law firms, corporations, NGOs, and government agencies regularly confront: --What does it mean for a company to "do good"? Should it care? --When does it serve a company's interest to take costly action to address human rights, labor, and environmental concerns? --What tactics have activists used to shift public opinion, media frames, and the law, and thereby change companies' incentives? We will learn through seminar-style discussion, lectures, role play, and small group exercises. Several guest speakers with experience in business, advocacy, or in between will provide insights from their experiences on the ground. Special Instructions: Students have the option to write a long research paper in lieu of the final exam with consent of instructor. Elements used in grading: Class Participation, Written Assignments; Final Exam or Final Paper. Undergraduate students interested in this subject should enroll in HUMRTS 115 instead. Enrollment in this course is limited to graduate and professional students, who need the consent of the instructor, Jamie O'Connell (joconnell@law.stanford.edu).
Terms: Spr
| Units: 3
INTLPOL 362:
Data: Privacy, Property and Security
The collection, use and marketing of personal data are ubiquitous in the digital age. This seminar will explore the diverse legal regimes regulating personal data--including privacy, property and security--and the imperfect nature of their protections. Legal rules are rapidly evolving to address, if not resolve, the inevitable conflicts between privacy, property and security in relation to personal data. Laws have been enacted and new ones are under consideration at the national, state and even municipal levels, as well as around the world. Norms are emerging to guide these conflicts in the operation of business. Technology is evolving that can facilitate the protection, or accelerate the exploitation, of personal data. At the heart of all these developments is the question, who owns and controls personal data in the digital age. The same piece of data may in different hands raise different expectations. As an example, A may have a privacy expectation that her purchase from an online marketplace is no one's business but her own. B, the app that served as intermediary between the buyer and seller, may have a property or contract expectation that it owns the metadata and other information about A's buying habits. C, a government agency, may have a security interest in collecting or unearthing the details of A's purchase of particular items. This same triad of interests is implicated across a wide variety of highly sensitive personal data, such as location information, facial recognition and medical results. This seminar will explore these data rules, norms, technologies and conflicts through three sessions of lecture and interactive exercises addressed to privacy, property and security, respectively; four sessions devoted to presentations from leading representatives of consumer, corporate and government interests, with questioning by students in the class; and two sessions devoted to discussion of student answers to problem sets, focusing on an exploration of the privacy-property-security conflict and on forward-looking solutions to the protection of personal data. Elements used in grading: Attendance, class participation, final research paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline. Non-law students will also need to submit the Non-Law Student Registration Information Form (Non-Law Student Registration Information). Cross-listed with LAW 4046.
Terms: Win
| Units: 3
INTLPOL 363:
Confronting Misinformation Online: Law and Policy
This course will examine contemporary challenges and trade-offs for tech law and policy decision-making presented by false information online. Topics will include policy and regulatory responses to election misinformation; medical misinformation; the spread of misinformation in armed conflict and situations of widespread human rights violations; and conspiracy theories and rumors in the areas of science, climate, religion, and politics. Along with the faculty, guest speakers from academia and industry thought leaders will present on these topics, followed by a discussion. In addition, students will analyze real-world dilemmas confronting policymakers through practical case studies and will assume the role of a policymaker as part of each class. Finally, this course will explore regulatory, policy, technological, and other solutions to enhance the integrity of the online information ecosystem and address the growing problem of false information online. Special Instructions: Up to five Law students, with the consent of the instructors, will have the option to write an independent research paper for Law School Research (R) credit. For students in this section (02), the research paper will replace the Final Policy Memo. All other elements used in grading will apply. Students taking the course for R credit can take the course for either 2 or 3 units, depending on the paper length. Elements used in grading: Attendance, Class Participation, Written Assignments; Final Policy Memo or Final Research Paper. Non-law students will also need to submit the Non-Law Student Registration Information Form (Non-Law Student Registration Information). Cross-listed with LAW 4053.
Terms: Win
| Units: 2
INTLPOL 364:
Governing Artificial Intelligence: Law, Policy, and Institutions
(Cross-listed with LAW 4052.) Course surveys current and emerging legal and governance problems related to humanity's relationship to artificially constructed intelligence. To deepen students' understanding of legal and governance problems in this area, course explores definitions and foundational concepts associated with AI, likely pathways of AI's evolution, different types of law and policy concerns raised by existing and future versions of AI, and the distinctive domestic and international political economies of AI governance. Course also covers topics associated with the design and development of AI as they relate to law and governance, such as measuring algorithmic bias and explainability of AI models. Cross-cutting themes include: how law and policy affect the way important societal decisions are justified; the balance of power and responsibility between humans and machines in different settings; the incorporation of multiple values into AI decision-making frameworks; the interplay of norms and formal law; technical complexities that may arise as society scales deployment of AI systems; AI's implications for transnational law and governance and geopolitics; and similarities and differences to other domains of human activity raising regulatory trade-offs and affected by technological change. Note: Course is designed both for students who want a survey of the field and lack any technical knowledge, as well as students who want to gain tools and ideas to deepen their existing interest or technical background in the topic. Taught by a sitting judge, a former EU Parliament member, and a law professor, and conceived to serve students with interest in law, business, public policy, design, and ethics. Course includes lectures, practical exercises, and student-led discussion and presentations. CONSENT APPLICATION: To accommodate as many students as possible, please fill out the following application by March 12, 2021 in order to facilitate planning and confirm your level of interest: https://docs.google.com/forms/d/e/1FAIpQLSfwRxaM1omTsJmK9k0gksdS5jBPRz-YCuYhRUpDlVXXglDHjg/viewform. Applications received after deadline will be considered on a rolling basis pending space. Application also available on SLS website (Click Courses at the bottom of homepage and then click Consent of Instructor Forms).
Last offered: Spring 2021
| Units: 3
INTLPOL 801:
TGR Project
(Formerly IPS 801)
Terms: Aut, Win, Spr, Sum
| Units: 0
INTLPOL 802:
TGR Dissertation
(Formerly IPS 802)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
20 times
(up to 20 units total)
INTNLREL 5C:
Human Trafficking: Historical, Legal, and Medical Perspectives (CSRE 5C, FEMGEN 5C, HISTORY 5C)
(Same as History 105C. History majors and others taking 5 units, enroll in 105C.) Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution, labor exploitation, and organ trade, focusing on human rights violations and remedies. Provides a historical context for the development and spread of human trafficking. Analyzes the current international and domestic legal and policy frameworks to combat trafficking and evaluates their practical implementation. Examines the medical, psychological, and public health issues involved. Uses problem-based learning. Required weekly 50-min. discussion section, time TBD. Students interested in service learning should consult with the instructor and will enroll in an additional course.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI
INTNLREL 33SI:
Myths and Realities of U.S.-China Relations
This course introduces students to the U.S.-China relationship through a weekly speaker series followed by student-led discussions. Speakers from academia and industry will explore topics such as the business environment of China, the politics of the Sino-American dynamic, and technological growth in China. The purpose of the course is to tackle the myths and misconceptions surrounding U.S.-China relations, and build in students a strong foundational understanding of the multiple facets of the bilateral relationship. Students will be exposed to a variety of issues and will be able to explore a topic of interest through a capstone presentation at the end of the course.
Terms: Aut
| Units: 2
INTNLREL 35SI:
Crisis and Cooperation: Contemporary Research on International Security
This 1-unit, student-initiated course will provide undergraduate students the opportunity to engage with faculty from across the university conducting research relating to international security. Students will have the opportunity to learn about cutting-edge research taking place at Stanford and be exposed to topics and subfields they may otherwise not have access to as undergraduates. The class will be framed around four subfields within international security studies: emerging technologies and intelligence; insurgent organizations and non-state actors; great power competition and the future of conflict; and nuclear weapons and arms control negotiation.
Terms: Spr
| Units: 1
INTNLREL 60Q:
United Nations Peacekeeping (PEDS 60Q)
Focus is on an examination of United Nations peacekeeping, from its inception in 1956 in the wake of the Suez Crisis, to its increasingly important role as an enforcer of political stability in sub-Saharan Africa. Examines the practice of "classic" peacekeeping as it developed during the Cold War, the rise and fall of "second-generation" peacekeeping, and the reemergence of a muscular form of peacekeeping in sub-Saharan Africa more recently. Topics include the basic history of the United Nations since 1945, he fundamentals of the United Nations Charter, and the historical trajectory of U.N. peaeckeeping and the evolving arguments of its proponents and critics over the years.
Terms: Win
| Units: 3
| UG Reqs: WAY-EDP
INTNLREL 62Q:
Mass Atrocities: Reckoning and Reconciliation
Imagine you live in a country in which a delusional dictator imprisons untold masses in labor and concentration camps, and kills millions of them. Imagine you live in another country, in which one ethnic group slaughters the other. Imagine you live in yet another country in which a racial white minority terrorizes and violently discriminates against a huge majority of black population. Or, imagine you live in a country in which members of one group engage in an "ethnic cleansing" of their former neighbors.nnNow imagine this: Some big political change comes to each of these societies, and the perpetrators lose their power and are finally stopped from committing any more crimes and atrocities. Now comes the time to decide how to bring about justice for the past wrongs. It is also a question of how to come to terms with the terrible past. How to remember it? How to confront it? How to judge the perpetrators? How to identify them? How to punish them appropriately if at all? Also, is it possible to ever reconcile with the former oppressors and enemies? Maybe even to forgive them? If so, under what circumstances? What is necessary for such reconciliation? What if some of the victims were also perpetrators?nnThe scenarios mentioned above are real ones¿they happened in Germany, Rwanda, South Africa, Bosnia, and elsewhere. In this IntroSem we will explore the social, political, and legal arrangements societies debated about, negotiated, and used to deal with the atrocities of the past. We will assess their utility in the process of ¿transitional justice.¿ We will scrutinize crimes tribunals and truth commissions, and inquire whether they enabled the victims to gain a sense of justice and fairness. Likewise, we will consider under what conditions those victims might ever be capable of a genuine reconciliation.
Terms: Win
| Units: 3
| UG Reqs: WAY-ER, WAY-SI
INTNLREL 63Q:
International Organizations and Accountability
International organizations (IOs), like the IMF, the World Bank, the United Nations, and others, have been widely criticized as insufficiently accountable. For example, some argue that states are not able to control IOs whose bureaucracies have grown out of control and run amok, while others argue that the real problem is that communities most impacted by IO activities, such as those receiving World Bank loans or UN peacekeeping operations, are least able to influence their activities. Still others contend that the voting rules by which states control IOs are outdated and should be reformed to remedy these problems.nnThrough readings, discussions and case studies, students will learn about a range of international organizations in order to better understand what they do and how they are supposed to be controlled. In addition, we will evaluate the critiques of IO accountability that come from the right and the left, as well as the North, South, East and West, and will analyze different mechanisms of accountability, both formal and informal. Students will have the opportunity to research and present on specific international organizations and accountability mechanisms.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI
INTNLREL 101Z:
Introduction to International Relations (POLISCI 101Z)
Approaches to the study of conflict and cooperation in world affairs. Applications to war, terrorism, trade policy, the environment, and world poverty. Debates about the ethics of war and the global distribution of wealth.
Terms: Sum
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-SI
INTNLREL 102:
History of the International System since 1914 (HISTORY 102)
After defining the characteristics of the international system at the beginning of the twentieth century, this course reviews the primary developments in its functioning in the century that followed. Topics include the major wars and peace settlements; the emergence of Nazism and Communism; the Cold War; decolonization; and globalization. The role of international institutions and international society will also be a focus as will the challenges of climate change, inequality, migration, and terrorism.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-SI
INTNLREL 103F:
The Changing Face of War: Introduction to Military History (HISTORY 3F, HISTORY 103F)
Introduces students to the rich history of military affairs and, at the same time, examines the ways in which we think of change and continuity in military history. How did war evolve from ancient times, both in styles of warfare and perceptions of war? What is the nature of the relationship between war and society? Is there such a thing as a Western way of war? What role does technology play in transforming military affairs? What is a military revolution and can it be manufactured or induced? Chronologically following the evolution of warfare from Ancient Greece to present day so-called new wars, we will continuously investigate how the interdependencies between technological advances, social change, philosophical debates and economic pressures both shaped and were influenced by war. Students satisfying the WiM requirement for the major in International Relations, must enroll in INTNLREL 103F course listing.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-SI
INTNLREL 105C:
Human Trafficking: Historical, Legal, and Medical Perspectives (CSRE 105C, FEMGEN 105C, HISTORY 105C, HUMRTS 112)
(Same as HISTORY 5C. History majors and others taking 5 units, enroll in 105C.) Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution, labor exploitation, and organ trade, focusing on human rights violations and remedies. Provides a historical context for the development and spread of human trafficking. Analyzes the current international and domestic legal and policy frameworks to combat trafficking and evaluates their practical implementation. Examines the medical, psychological, and public health issues involved. Uses problem-based learning. Required weekly 50-min. discussion section, time TBD. Students interested in service learning should consult with the instructor and will enroll in an additional course.
Terms: Aut
| Units: 5
| UG Reqs: WAY-SI
INTNLREL 110C:
America and the World Economy (POLISCI 110C, POLISCI 110X)
Examination of contemporary US foreign economic policy. Areas studied: the changing role of the dollar; mechanism of international monetary management; recent crises in world markets including those in Europe and Asia; role of IMF, World Bank and WTO in stabilizing world economy; trade politics and policies; the effects of the globalization of business on future US prosperity. Political Science majors taking this course for WIM credit should enroll in POLISCI 110C.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-SI
INTNLREL 114D:
Democracy, Development, and the Rule of Law (INTLPOL 230, POLISCI 114D, POLISCI 314D)
This course explores the different dimensions of development - economic, social, and political - as well as the way that modern institutions (the state, market systems, the rule of law, and democratic accountability) developed and interacted with other factors across different societies around the world. The class will feature additional special guest lectures by Francis Fukuyama, Larry Diamond, Michael McFaul, Anna Grzymala-Busse, and other faculty and researchers affiliated with the Center on Democracy, Development, and the Rule of Law. Undergraduate students should enroll in this course for 5 units. Graduate students should enroll for 3.
Terms: Aut
| Units: 3-5
| UG Reqs: GER:DB-SocSci, WAY-SI
INTNLREL 115:
Spies, Lies, and Algorithms: The History and Future of American Intelligence (AMSTUD 115S, POLISCI 115, PUBLPOL 114)
This course examines the past, present, and future of American espionage. Targeted at first years and sophomores, the class surveys key issues in the development of the U.S. Intelligence Community since World War II. Topics include covert action, intelligence successes and failures, the changing motives and methods of traitors, congressional oversight, and ethical dilemmas. The course pays particular attention to how emerging technologies are transforming intelligence today. We examine cyber threats, the growing use of AI for both insight and deception, and the 'open-source' intelligence revolution online. Classes include guest lectures by former senior U.S. intelligence officials, policymakers, and open-source intelligence leaders. Course requirements include an all-day crisis simulation with former senior officials designed to give students a hands-on feel for the uncertainties, coordination challenges, time pressures, and policy frictions of intelligence in the American foreign policy process.
Terms: Spr
| Units: 5
| UG Reqs: WAY-SI
INTNLREL 122:
Introduction to European Studies (POLISCI 213E)
This course offers an introduction to major topics in the study of historical and contemporary Europe. We focus on European politics, economics and culture. First, we study what makes Europe special, and how its distinct identity has been influenced by its history. Next, we analyze Europe's politics. We study parliamentary government and proportional representation electoral systems, and how they affect policy. Subsequently, we examine the challenges the European economy faces. We further study the European Union and transatlantic relations.
Terms: Win
| Units: 5
| UG Reqs: WAY-SI
INTNLREL 123:
The Future of the European Union: Challenges and Opportunities
First, this course analyzes the EU's greatest challenge, preserving the monetary union, and discusses the political and economic reforms needed to achieve that goal. In this context the course also studies the fiscal and budgetary polices of the EU. Second, the course discusses the EU's role in global politics, its desire to play a more prominent role, and the ways to reach that objective. Third, the course analyzes the EU's institutional challenges in its efforts to enhance its democratic character.
Terms: Spr
| Units: 5
| UG Reqs: WAY-SI
INTNLREL 131:
Understanding Russia: Its Power and Purpose in a New Global Order (INTLPOL 231B, POLISCI 113, REES 231B)
Russia presents a puzzle for theories of socio-economic development and modernization and their relationship to state power in international politics. The collapse of the Soviet Union in 1991 brought into being the new Russia (or Russian Federation) as its successor in international politics. Russia suffered one of the worst recessions and experienced 25 years of halting reform. Despite these issues, Russia is again a central player in international affairs. Course analyzes motivations behind contemporary Russian foreign policy by reviewing its domestic and economic underpinnings. Examination of concept of state power in international politics to assess Russia's capabilities to influence other states' policies, and under what conditions its leaders use these resources. Is contemporary Russia strong or weak? What are the resources and constraints its projection of power beyond its borders? What are the determinants of state power in international politics in the twenty-first century? This course is a combination of a lecture and discussion, and will include lectures, readings, class discussions, films and documentaries.
Terms: Spr
| Units: 5
| UG Reqs: WAY-SI
INTNLREL 136R:
Introduction to Global Justice (ETHICSOC 136R, PHIL 76, POLISCI 136R, POLISCI 336)
Our world is divided into many different states, each of which has its own culture or set of cultures. Vast inequalities of wealth and power exist between citizens of the rich world and the global poor. International commerce, immigration, and climate change entwine our lives in ways that transcend borders. It is in this context that problems of global justice, which relate to the normative obligations that arise from our international order, emerge. What demands (if any) does justice impose on institutions and individuals acting in a global context? Is it morally permissible to prioritize the welfare of our compatriots over the welfare of foreigners? Do states have the right to control their borders? What are the responsibilities (if any) of wealthy states, consumers, and multinational corporations to the global poor? This course explores longstanding problems of global justice via a discussion of contemporary issues: global poverty, global public health, immigration, human rights and humanitarian intervention, self-determination, and climate change.n nThere are no easy answers to these questions, and the complexity of these issues requires an interdisciplinary approach. While there are several possible theoretical approaches to problems of global justice, the approach taken in this course will be rooted in political philosophy and political theory. We will combine readings from political philosophy and theory with empirical material from the social sciences, newspaper articles, and popular media. By the end of this course, students will be familiar with contemporary problems of global justice, be able to critically assess theoretical approaches to these problems, and be able to formulate and defend their own views on these complex issues.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-ER
INTNLREL 140A:
International Law and International Relations
International law, as a body of law, performs multiple, competing functions. It serves the interests, and seeks to limit the actions, of state actors. It is also a political rhetoric captured by the oppressed, and a foundation for activism and resistance. The purpose of this seminar is to illuminate this malleable nature of international law, to explain its foundational principles and sources, and to evaluate the contours of its role as law and discourse. Questions that will accompany us throughout this seminar include: What is the character of international legal rules? Do they matter in international politics? How effective are they? What potential and what limitations do they have? In addition to exploring such questions against the backdrop of theories of international relations, we will consider several topics which bring tensions between international law and international relations to the fore, such as use of force, human rights, and international criminal law.
Terms: Win
| Units: 5
| UG Reqs: WAY-SI
INTNLREL 140C:
The U.S., U.N. Peacekeeping, and Humanitarian War (HISTORY 201C, INTNLREL 140X)
The involvement of U.S. and the UN in major wars and international interventions since the 1991 Gulf War. The UN Charter's provisions on the use of force, the origins and evolution of peacekeeping, the reasons for the breakthrough to peacemaking and peace enforcement in the 90s, and the ongoing debates over the legality and wisdom of humanitarian intervention. Case studies include Croatia and Bosnia, Somalia, Rwanda, Kosovo, East Timor, and Afghanistan. *International Relations majors taking this course to fulfill the WiM requirement should enroll in INTNLREL 140C for 5 units.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-SI
INTNLREL 140X:
The U.S., U.N. Peacekeeping, and Humanitarian War (HISTORY 201C, INTNLREL 140C)
The involvement of U.S. and the UN in major wars and international interventions since the 1991 Gulf War. The UN Charter's provisions on the use of force, the origins and evolution of peacekeeping, the reasons for the breakthrough to peacemaking and peace enforcement in the 90s, and the ongoing debates over the legality and wisdom of humanitarian intervention. Case studies include Croatia and Bosnia, Somalia, Rwanda, Kosovo, East Timor, and Afghanistan. *International Relations majors taking this course to fulfill the WiM requirement should enroll in INTNLREL 140C for 5 units.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-SI
INTNLREL 141A:
Camera as Witness: International Human Rights Documentaries
Rarely screened documentary films, focusing on global problems, human rights issues, and aesthetic challenges in making documentaries on international topics. Meetings with filmmakers.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-Hum, WAY-EDP
INTNLREL 142:
Challenging the Status Quo: Social Entrepreneurs Advancing Democracy, Development and Justice (AFRICAST 142, AFRICAST 242, CSRE 142C, URBANST 135)
This community-engaged learning class is part of a broader Program on Social Entrepreneurship at the Haas Center for Public Service. It will use practice to better inform theory about how innovation can help address societies biggest challenges. Working with the instructor and three visiting nonprofit social entrepreneurs in residence, students will use case studies of successful and failed social change strategies to explore relationships between social entrepreneurship, race, democracy and justice. This course interrogates approaches like design theory, measuring impact, fundraising, leadership, storytelling and policy advocacy and explores how they can address issues like ending homelessness, fighting the COVID-19 pandemic and achieving racial justice, with a particular focus on California. This is a community-engaged learning class in which students will learn by working on projects that support the social entrepreneurs' efforts to promote social change. Students should register for either 3 OR 5 units only. Students enrolled in the full 5 units will have a service-learning component along with the course. Students enrolled for 3 units will not complete the service-learning component. Limited enrollment. Attendance at the first class is mandatory in order to participate in service learning.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-SI
INTNLREL 145:
Genocide and Humanitarian Intervention
The course, traces the history of genocide in the 20th century and the question of humanitarian intervention to stop it, a topic that has been especially controversial since the end of the Cold War. The pre-1990s discussion begins with the Armenian genocide during the First World War and includes the Holocaust and Cambodia under the Khmer Rouge in the 1970s. Coverage of genocide and humanitarian intervention since the 1990s includes the wars in Bosnia, Rwanda, Kosovo, the Congo, and Sudan. The final session of the course will be devoted to a discussion of the International Criminal Court and the separate criminal tribunals that have been tasked with investigating and punishing the perpetrators of genocide.
Terms: Sum
| Units: 4
| UG Reqs: WAY-SI
INTNLREL 146A:
Energy and Climate Cooperation in the Western Hemisphere
The seminar provides an overview of the current political dynamics in each of the major fossil fuel producing countries in the Western Hemisphere and its impact on local energy exploration and production. It also explores the potential for expanding existing or developing new renewable energy resources throughout the Americas, and impacts on the local environment, food prices, and land use issues. The course examines the feasibility of integrating energy markets and establishing initiatives to reduce greenhouse gas emissions at the regional and hemispheric level. The seminar focuses on Chile, a country that lacks significant petroleum and natural gas reserves and has traditionally been a major user of coal. Accordingly, the country has been at the forefront of efforts to facilitate the regional integration of energy markets and develop renewable and non-traditional energy resources. The course concludes with a discussion of the Energy and Climate Partnership of the Americas or ECPA, launched by the Obama administration at the Fifth Summit of the Americas in Trinidad in April 2009, and China's increasing role in Latin America's energy sector.
Terms: Spr
| Units: 4
| UG Reqs: WAY-SI
INTNLREL 147:
Political Economy of the Southern Cone Countries of South America
This seminar examines the economic and political development of the five countries that make up South America's Southern Cone (i.e., Argentina, Brazil, Chile, Paraguay, and Uruguay) as well as Bolivia (which was historically part of the sub-region and with which today it has close commercial ties). In particular, the course focuses on the era of Import Substitution Industrialization (ISI), explores the reasons why that model of economic development eventually collapsed and how this contributed to the rise of military dictatorships, looks at the return to democratic rule and the adoption of market-oriented economic policies, and concludes with a discussion of the contemporary situation.
Terms: Win
| Units: 5
| UG Reqs: WAY-SI
INTNLREL 158:
Chinese Politics (POLISCI 148, POLISCI 348)
China, one of the few remaining communist states in the world, has not only survived, but has become a global political actor of consequence with the fastest growing economy in the world. What explains China's authoritarian resilience? Why has the CCP thrived while other communist regimes have failed? How has the Chinese Communist Party managed to develop markets and yet keep itself in power? What avenues are there for political participation? How does censorship work in the information and 'connected' age of social media? What are the prospects for political change? How resilient is the part in the fave of technological and economic change? Materials will include readings, lectures, and selected films. This course has no prerequisites. This course fulfills the Writing in the Major requirement for Political Science and International Relations undergraduate majors. PoliSci majors should register for POLISCI 148 and IR majors should register for INTNLREL 158. Graduate students should register for POLISCI 348. Please note: this course did not fulfill the WIM requirement in 2017-18 or 2018-19.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-SI
INTNLREL 160:
United Nations Peacekeeping
This seminar is devoted to an examination of United Nations peacekeeping, from its inception in 1956 in the wake of the Suez Crisis, to its increasingly important role as an enforcer of political stability in sub-Saharan Africa. We will look at the practice of "classic" peacekeeping as it developed during the Cold War, with the striking exception of the Congo Crisis of 1960; the rise and fall of so-called "second-generation peacekeeping"¿more accurately labeled "peace enforcement"¿in the early 1990s in Bosnia and Somalia; and the reemergence in recent years of a muscular form of peacekeeping in sub-Saharan Africa, most notably in Congo in 2013.nStudents will learn the basic history of the United Nations since 1945 and the fundamentals of the United Nations Charter, especially with respect to the use of force and the sovereignty of member states. While the course does not attempt to provide comprehensive coverage of the historical details of any particular peacekeeping mission, students should come away with a firm grasp of the historical trajectory of U.N. peacekeeping and the evolving arguments of its proponents and critics over the years.nEach session of the course is structured around the discussion of assigned readings. Students are expected to complete the readings before class and to come to class prepared to participate in discussions. Each student will serve as rapporteur for one of the assigned readings, providing a critical summary of the reading in question and helping to stimulate the discussion to follow. The instructor will occasionally begin a session with brief introductory remarks (no more than ten minutes) to provide historical context about one or another topic. Required coursework includes two short papers whose particular topic and guidelines will be announced in class.
Terms: Sum
| Units: 4
| UG Reqs: WAY-SI
INTNLREL 168W:
America as a World Power in the Modern Era (HISTORY 152K)
This course will examine the modern history of American foreign relations, from the turn of the twentieth century to the present. Beginning with the fateful decision to go to war with Spain, it will examine the major crises and choices that have defined the "American Century." Our study of U.S. foreign relations will consider such key factors as geopolitics, domestic politics, bureaucracy, psychology, race, and culture. Students will be asked to research and write a paper on a significant topic in the history of U.S. foreign relations. This course satisfies the IR Writing in the Major (WIM) requirement
Terms: Win
| Units: 5
| UG Reqs: WAY-SI
INTNLREL 173:
Presidents and Foreign Policy in Modern History (HISTORY 261G)
Nothing better illustrates the evolution of the modern presidency than the arena of foreign policy. This class will examine the changing role and choices of successive presidential administrations over the past century, examining such factors as geopolitics, domestic politics, the bureaucracy, ideology, psychology, and culture. Students will be encouraged to think historically about the institution of the presidency, while examining specific case studies, from the First World War to the conflicts of the 21st century.
Terms: Aut
| Units: 5
| UG Reqs: WAY-SI
INTNLREL 174:
Diplomacy on the Ground: Case Studies in the Challenges of Representing Your Country (HISTORY 252B)
The tragic death of Ambassador Chris Stevens has recently highlighted the dangers of diplomacy in the modern era. This class will look at how Americans in embassies have historically confronted questions such as authoritarian rule, human rights abuses, violent changes of government, and covert action. Case studies will include the Berlin embassy in the 1930s, Tehran in 1979, and George Kennan's experiences in Moscow, among others. Recommended for students contemplating careers in diplomatic service. *IR majors taking this course to fulfill the IR WIM requirement should enroll in INTNLREL174. As space is limited, first-year students must obtain the instructor's prior consent before enrolling.
Terms: Spr
| Units: 5
| UG Reqs: WAY-SI
INTNLREL 180A:
Transitional Justice, Human Rights, and International Criminal Tribunals (ETHICSOC 280, HUMRTS 103, INTLPOL 280)
(Formerly IPS 280) Historical backdrop of the Nuremberg and Tokyo Tribunals. The creation and operation of the Yugoslav and Rwanda Tribunals (ICTY and ICTR). The development of hybrid tribunals in East Timor, Sierra Leone, and Cambodia, including evaluation of their success in addressing perceived shortcomings of the ICTY and ICTR. Examination of the role of the International Criminal Court and the extent to which it will succeed in supplanting all other ad hoc international justice mechanisms and fulfill its goals. Analysis focuses on the politics of creating such courts, their interaction with the states in which the conflicts took place, the process of establishing prosecutorial priorities, the body of law they have produced, and their effectiveness in addressing the needs of victims in post-conflict societies.
Terms: Spr
| Units: 3-5
INTNLREL 183:
The Modern Battle (HISTORY 206C)
The purpose of this seminar is to examine the evolution of modern warfare by closely following four modern battles/campaigns. For this purpose the seminar offers four mock staff rides, facilitating highly engaged, well-researched experience for participants. In a mock staff ride, students are assigned roles; each student is playing a general or staff officer who was involved in the battle/campaign. Students will research their roles and, during the staff ride, will be required to explain "their" decisions and actions. Staff rides will not deviate from historical records, but closely examine how decisions were made, what pressures and forces were in action, battle outcomes, etc. This in-depth examination will allow students to gain a deeper understanding of how modern tactics, technology, means of communications, and the scale of warfare can decide, and indeed decided, campaigns. We will will spend two weeks preparing for and playing each staff ride. One meeting will be dedicated to discussing the forces shaping the chosen battle/campaign: the identity and goals ofnthe belligerents, the economic, technological, cultural and other factors involved, as well as the initial general plan. The second meeting will be dedicated to the battle itself. The four battles will illustrate major developments in modern warfare.
Terms: Win
| Units: 5
| UG Reqs: WAY-SI
INTNLREL 189:
PRACTICAL TRAINING
Students obtain internship in a relevant research or industrial activity to enhance their professional experience consistent with their degree program and area of concentration. Prior to enrolling students must get internship approved by the director. At the end of the quarter, a three page final report must be supplied documenting work done and relevance to degree program. Meets the requirements for Curricular Practical Training for students on F-1 visas. Student is responsible for arranging own internship. Limited to declared International Relations students only who are non-US citizens. May be repeated for credit.
Terms: Spr, Sum
| Units: 1-3
| Repeatable
3 times
(up to 9 units total)
INTNLREL 197:
Directed Reading in International Relations
Open only to declared International Relations majors.n (Staff)
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Abernethy, D. (PI);
Aturupane, C. (PI);
Bernstein, B. (PI);
Blacker, C. (PI);
Blaydes, L. (PI);
Bowen, R. (PI);
Cavallaro, J. (PI);
Crenshaw, M. (PI);
Crews, R. (PI);
Crombez, C. (PI);
Diamond, L. (PI);
Drori, G. (PI);
Fearon, J. (PI);
Fingar, T. (PI);
Ford, T. (PI);
Frank, Z. (PI);
Goldstein, J. (PI);
Gould, E. (PI);
Hecker, S. (PI);
Jolluck, K. (PI);
Lewis, M. (PI);
Librandi Rocha, M. (PI);
Lutomski, P. (PI);
McMaster, H. (PI);
Milani, A. (PI);
Miller, A. (PI);
Murray, A. (PI);
O'Keefe, T. (PI);
Oi, J. (PI);
Patenaude, B. (PI);
Rice, C. (PI);
Romer, P. (PI);
Samoff, J. (PI);
Scheve, K. (PI);
Shin, G. (PI);
Sorensen, J. (PI);
Stacy, H. (PI);
Stedman, S. (PI);
Tomz, M. (PI);
Vardi, G. (PI);
Weinstein, J. (PI)
INTNLREL 198:
Senior Thesis
Open only to declared International Relations majors with approved senior thesis proposals.
Terms: Aut, Win, Spr, Sum
| Units: 2-10
| Repeatable
for credit
Instructors: ;
Abernethy, D. (PI);
Aturupane, C. (PI);
Barnett, W. (PI);
Beinin, J. (PI);
Bernstein, B. (PI);
Biestman, K. (PI);
Blaydes, L. (PI);
Campbell, J. (PI);
Clerici-Arias, M. (PI);
Cohen, D. (PI);
Cohen, J. (PI);
Cox, G. (PI);
Crenshaw, M. (PI);
Crombez, C. (PI);
Cuellar, M. (PI);
Davenport, L. (PI);
Diamond, L. (PI);
Fearon, J. (PI);
Ferguson, N. (PI);
Fingar, T. (PI);
Fouka, V. (PI);
Frank, Z. (PI);
Fukuyama, F. (PI);
Goldstein, J. (PI);
Granovetter, M. (PI);
Grossman, S. (PI);
Hainmueller, J. (PI);
Hanretta, S. (PI);
Hecker, S. (PI);
Hess, L. (PI);
Hilley, G. (PI);
Holloway, D. (PI);
Jolluck, K. (PI);
Josling, T. (PI);
Jusko, K. (PI);
Karl, T. (PI);
Kochar, A. (PI);
Krasner, S. (PI);
Laitin, D. (PI);
Lewis, M. (PI);
Lin, H. (PI);
Lipscy, P. (PI);
Magaloni-Kerpel, B. (PI);
McDermott, M. (PI);
McFaul, M. (PI);
Milani, A. (PI);
Moon, Y. (PI);
Naimark, N. (PI);
O'Keefe, T. (PI);
Oi, J. (PI);
Padilla, A. (PI);
Pan, J. (PI);
Parigi, P. (PI);
Patenaude, B. (PI);
Rakove, R. (PI);
Ramirez, F. (PI);
Reich, R. (PI);
Rickford, J. (PI);
Romer, P. (PI);
Sagan, S. (PI);
Samoff, J. (PI);
Schultz, K. (PI);
Sorensen, J. (PI);
Stacy, H. (PI);
Stedman, S. (PI);
Stoner, K. (PI);
Thurber, M. (PI);
Tomz, M. (PI);
Valdes, G. (PI);
Van Schaack, B. (PI);
Weiner, A. (PI);
Weinstein, J. (PI);
Wolfe, M. (PI);
Zipperstein, S. (PI);
Adam-Rahman, N. (GP);
Dalton, M. (GP);
Horrillo, J. (GP);
Nelson, R. (GP)
INTNLREL 200A:
International Relations Honors Field Research
For juniors planning to write an honors thesis during senior year. Initial steps to prepare for independent research. Professional tools for conceptualizing a research agenda and developing a research strategy. Preparation for field research through skills such as data management and statistics, references and library searches, and fellowship and grant writing. Creating a work schedule for the summer break and first steps in writing. Prerequisite: acceptance to IR honors program.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SI
INTNLREL 200B:
International Relations Honors Seminar
Second of two-part sequence. For seniors working on their honors theses. Professional tools, analysis of research findings, and initial steps in writing of thesis. How to write a literature review, formulate a chapter structure, and set a timeline and work schedule for the senior year. Skills such as data analysis and presentation, and writing strategies. Prerequisites: acceptance to IR honors program, and 199 or 200A. * Course satisfies the WiM requirement for International Relations majors who are accepted into the IR Honors program.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI
INTNLREL 200C:
IR Honors Thesis Writing
Mandatory seminar for International Relations Honors Students who are writing their Honors Thesis. INTNLREL 200A and 200B are prerequisites.
Terms: Win
| Units: 1
ITALIAN 62N:
Art and Healing in the Wake of Covid-19: A Health Humanities Perspective (FRENCH 62N)
How have artists contributed to healing during the Covid-19 pandemic? How does art shape or express diverse cultural understandings of health and illness, medicine and the body, death and spirituality, in response to crisis? How do such understandings directly impact the physical healing but also the life decisions and emotions of individuals, from caregivers to patients? And finally, how do these affect social transformation as part of healing? This course examines the art of COVID-19, from a contemporary and historical perspective, using the tools of Health Humanities, a relatively new discipline that connects medicine to the arts and social sciences. Materials for this course include art from different media (from poetry and fiction to performance and installation), produced during COVID-19 in mostly Western contexts, in diverse communities and with some forays into the rest of the world and into other historical moments of crisis. They also include some non-fiction readings from the disciplines Health Humanities draws from, such as history of medicine, anthropology, psychology, sociology, cultural history, media studies, art criticism, and medicine itself. We will thus be introduced to basics of Health Humanities and its methods while addressing the pandemic as a world-changing event, aided by the unique insights of artists. The course will culminate in final projects that present a critical and contextual appreciation of a specific art project created in response to COVID-19; such appreciations may be creative art projects as well, or more analytical, scholarly evaluations.
Terms: Win, Spr
| Units: 3
| UG Reqs: WAY-A-II, WAY-SI
ITALIAN 117:
Is Horror (also) Italian?
Horror haunts our world. We associate it with manmade and natural catastrophes. But horror is also a genre. And haven't we all experienced something horrible? In this class, we take up the task of understanding what horror means, why it fascinates us, and to what extent it belongs to our lives. Our laboratory is perhaps an unexpected one: Italy. In the popular imagination, Italy is the land of fashion and Vespas, sunshine and romance: this class reveals its darker side. After finding the roots of Italian horror in Dante and Boccaccio's descriptions of Hell and the plague, we will then focus on horror in more recent Italian literature, comics, and cinema - covering supernatural sources, such as a haunted dance school, and horrifyingly real ones, such as the concentration camp. Centering on the Italian twentieth and twenty-first century, this class introduces students to a genre which is also, at the same time, an experience - and vice versa. Participants will reflect on questions such as: why and how do we represent horror? Is there anything philosophical about horror, and can we learn anything from it? Does horror presuppose gore or monsters, or specifically belong to certain canons and motifs? Are we all equally exposed to horror or can it be, for instance, a gendered experience? Taught in English. Readings available both in Italian and in translation. Authors include Dante, Boccaccio, Giacomo Leopardi, Curzio Malaparte, Primo Levi, Dario Argento, Giorgio de Maria, Elena Ferrante.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II
ITALIAN 127:
Inventing Italian Literature: Dante, Boccaccio, Petrarca
This course examines the origins of Italian literature in the late Middle Ages, with a particular focus on love. Course topics include human and divine love, beauty, and the role of the eyes in gazing and contemplation. We will read selections from Dante's "Vita Nuova" and "Divina Commedia;" Petrarca's "Canzoniere;" and Boccaccio's "Decameron."Taught in Italian. Recommended: ITALLANG 22A or equivalent level of proficiency.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
ITALIAN 129:
Truth or Consequences: Introduction to Modern Italian Literature and Culture
This course serves as an introduction to modern Italian literature and culture, while at the same time allowing students to further improve their understanding of Italian language. The guiding theme of our journey will be the Fantastic, a niche and often overlooked genre in the canon. Is the Fantastic a mere escape from reality and grim historical contingencies? Does it, perhaps, tell us more truth that it seems to concede? Through this notion, we will seek to analyze the different social, political, and cultural dynamics that have shaped Italy's history since its unification. Starting from Carlo Collodi's Pinocchio, we will see how different authors have used fantastic tales as a way to transgress literary and linguistic boundaries. From the Futurism of Aldo Palazzeschi and Filippo Tommaso Marinetti, moving through Massimo Bontempelli and Alberto Savinio's Surrealism, to the weird tales of Tommaso Landolfi and Dino Buzzati and the metaphysical works of Anna Maria Ortese and Italo Calvino, students will become more familiar with the literary canon and specific aspects of Italian history and culture. All class discussion, reading, and writing will be in Italian.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
ITALIAN 140:
Great Minds of the Italian Renaissance and their World (ARTHIST 210, HISTORY 240C, ITALIAN 240)
What enabled Leonardo da Vinci to excel in over a dozen fields from painting to engineering and to anticipate flight four hundred years before the first aircraft took off? How did Michelangelo paint the Sistine Chapel Ceiling? What forces and insights led Machiavelli to write "The Prince"? An historical moment and a cultural era, the Italian Renaissance famously saw monumental achievements in literature, art, and architecture, influential developments in science and technology, and the flourishing of multi-talented individuals who contributed profoundly, expertly, and simultaneously to very different fields. In this course on the great thinkers, writers, and achievers of the Italian Renaissance, we will study these "universal geniuses" and their world. Investigating the writings, thought, and lives of such figures as Leonardo da Vinci, Niccolò Machiavelli, and Galileo Galilei, we will interrogate historical and contemporary ideas concerning genius, creativity, and the phenomenon of "Renaissance man" known as polymathy. Taught in English.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II
ITALIAN 154:
Film & Philosophy (COMPLIT 154A, ENGLISH 154F, FRENCH 154, PHIL 193C, PHIL 293C)
What makes you the individual you are? Should you plan your life, or make it up as you go along? Is it always good to remember your past? Is it always good to know the truth? When does a machine become a person? What do we owe to other people? Is there always a right way to act? How can we live in a highly imperfect world? And what can film do that other media can't? We'll think about all of these great questions with the help of films that are philosophically stimulating, stylistically intriguing, and, for the most part, gripping to watch: Do The Right Thing (Lee), The Dark Knight (Nolan), Eternal Sunshine of the Spotless Mind (Kaufman), Arrival (Villeneuve), My Dinner with André (Malle), Blade Runner (Scott), La Jetée (Marker), Fight Club (Fincher), No Country for Old Men (Coen), The Seventh Seal (Bergman), and Memento (Nolan). Attendance at weekly screenings is mandatory; and fun.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II
ITALIAN 181:
Philosophy and Literature (CLASSICS 42, COMPLIT 181, ENGLISH 81, FRENCH 181, GERMAN 181, ILAC 181, PHIL 81, SLAVIC 181)
What, if anything, does reading literature do for our lives? What can literature offer that other forms of writing cannot? Can fictions teach us anything? Can they make people more moral? Why do we take pleasure in tragic stories? This course introduces students to major problems at the intersection of philosophy and literature. It addresses key questions about the value of literature, philosophical puzzles about the nature of fiction and literary language, and ways that philosophy and literature interact. Readings span literature, film, and philosophical theories of art. Authors may include Sophocles, Dickinson, Toni Morrison, Proust, Woolf, Walton, Nietzsche, and Sartre. Students master close reading techniques and philosophical analysis, and write papers combining the two. This is the required gateway course for the Philosophy and Literature major tracks. Majors should register in their home department.
Terms: Aut
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
ITALIAN 186:
The Art of Self-Portraits (COMPLIT 186A, FEMGEN 186, FRENCH 186)
What is a self-portrait? The simple answer is that it is a portrait of the self. The complex answer is: anything that a person finds relevant to one's identity. Sometimes self-portraits are built around a positive idea, sometimes around a sense of loss; sometimes they are constructed as a shield or as a weapon, and turn into a manifesto of the self; sometimes they include a physical representation, sometimes they deny legitimacy to the body; sometimes gender or race (or both) are at the core of the identity, sometimes they are hidden; they are, however, never neutral and are always meaningful. In this class we will learn how to disentangle these multiple layers and will work on deconstructing them: we will focus on how each facet shapes and determines the representation and will appreciate the tactics and strategies used by the artists and authors in our syllabus (Frida Kahlo, Pablo Picasso, Simone de Beauvoir, Jin Min Lee, Alison Bechdel, Jhumpa Lahiri, among others). The class is taught in English and will have creative as well as critical assignments.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II
ITALIAN 188:
Women, Wheat, and Weather? Lessons from Italy and the Global South for the 21st Century (COMPLIT 188A, COMPLIT 288, FRENCH 188, FRENCH 288, ITALIAN 288)
The Global South - a symbolic Mediterranean stretching from the Caribbean to India - lures the civilized man with the promise of excellent weather, voluptuous women, and good food. Already in antiquity, Sicily, the southernmost province of what is today modern Italy, was known as "the granary of Rome," supplying the Empire with wheat. Still today, the South is associated with vacation, underdevelopment, superstition, the mafia, la dolce vita: "The South is the problem; the North the solution," Boaventura de Sousa Santos succinctly puts it. In this course, we will move beyond the three W's by focusing on Italy from the point of view of "Southern Thought" ("pensiero meridiano"). We will read 20th/21st-century literary, philosophical, anthropological, and sociological texts from the Global South (Franco Cassano, Roberto M. Dainotto, Salman Rushdie, Gayatri Spivak, de Sousa Santos, Frantz Fanon, Homi Bhabha, Achille Mbembe, Carla Lonzi) to discuss such relevant topics as community and belonging (Elena Ferrante), technology and globalization (Luigi Pirandello; Fernando Pessoa), virus and contagion (Albert Camus), as well as race and gender (Igiaba Scego) from a Southern critical perspective. What counterhegemonic, non-binary, and renewable alternatives do the south of Italy and the Global South in general offer to understand these issues, and to the Western and Northern European emphasis on reason (the Cartesian "cogito"), individualism, and objectivity? We will have guest speakers from the Council of the EU and USAID specialized in international development, as well as conversations with authors. Taught in English.
Terms: Aut
| Units: 3-5
ITALIAN 189:
Writing About Italy
Writing about various topics in Italian Studies. Topics based on student interests: current politics, economics, European affairs, or cultural and literary history, medieval to modern, in Italy. Intensive focus on writing. Students may write on their experience at Stanford in Florence. Fulfills the WIM requirement for Italian majors.
Terms: Win, Spr
| Units: 3-5
ITALIAN 199:
Individual Work
Terms: Aut, Win, Spr, Sum
| Units: 1-12
| Repeatable
for credit
ITALIAN 200:
Italian Modernities: Lecture Series and Course (ITALIAN 300)
Lecture series and seminar on modern Italian literature, cinema, and culture. While we emphasize the 20th and 21st centuries, we will include medieval and renaissance topics also. We invite 3-6 speakers per year to address us about their recent work or work in progress, so as to get a better knowledge of very recent trends in the field of Italian studies, both in the US and abroad. Seminar meetings, when speakers are not invited, are for the following: (a) preparation and follow-up discussion of speakers' work; (b) presentation of students work in progress; (c) presentation of books reviews on recent work in the field. May be repeated for credit.
Terms: Win, Spr
| Units: 1-2
| Repeatable
15 times
(up to 30 units total)
ITALIAN 235E:
Dante's "Inferno" (COMPLIT 235E)
Intensive reading of Dante's "Inferno" (the first canticle of his three canticle poem The Divine Comedy). Main objective: to learn how to read the Inferno in detail and in depth, which entails both close textual analysis as well as a systematic reconstruction of the Christian doctrines that subtend the poem. The other main objective is to understand how Dante's civic and political identity as a Florentine, and especially his exile from Florence, determined his literary career and turned him into the author of the poem. Special emphasis on Dante's moral world view and his representation of character. Taught in English.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II
ITALIAN 237:
Michelangelo: Gateway to Early Modern Italy (ARTHIST 218A, ARTHIST 418A, HISTORY 237B, HISTORY 337B, ITALIAN 337)
Revered as one of the greatest artists in history, Michelangelo Buonarroti's extraordinarily long and prodigious existence (1475-1564) spanned the Renaissance and the Reformation in Italy. The celebrity artist left behind not only sculptures, paintings, drawings, and architectural designs, but also an abundantly rich and heterogeneous collection of artifacts, including direct and indirect correspondence (approximately 1400 letters), an eclectic assortment of personal notes, documents and contracts, and 302 poems and 41 poetic fragments. This course will explore the life and production of Michelangelo in relation to those of his contemporaries. Using the biography of the artist as a thread, this interdisciplinary course will draw on a range of critical methodologies and approaches to investigate the civilization and culture of Italy in the fifteenth and sixteenth centuries. Course themes will follow key tensions that defined the period and that found expression in Michelangelo: physical-spiritual, classical-Christian, tradition-innovation, individual-collective.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II
ITALIAN 240:
Great Minds of the Italian Renaissance and their World (ARTHIST 210, HISTORY 240C, ITALIAN 140)
What enabled Leonardo da Vinci to excel in over a dozen fields from painting to engineering and to anticipate flight four hundred years before the first aircraft took off? How did Michelangelo paint the Sistine Chapel Ceiling? What forces and insights led Machiavelli to write "The Prince"? An historical moment and a cultural era, the Italian Renaissance famously saw monumental achievements in literature, art, and architecture, influential developments in science and technology, and the flourishing of multi-talented individuals who contributed profoundly, expertly, and simultaneously to very different fields. In this course on the great thinkers, writers, and achievers of the Italian Renaissance, we will study these "universal geniuses" and their world. Investigating the writings, thought, and lives of such figures as Leonardo da Vinci, Niccolò Machiavelli, and Galileo Galilei, we will interrogate historical and contemporary ideas concerning genius, creativity, and the phenomenon of "Renaissance man" known as polymathy. Taught in English.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II
ITALIAN 244:
Literature and Technology from Frankenstein to the Futurists (COMPLIT 244, ENGLISH 244, ITALIAN 344)
Overview of defects and disorder across crystalline, amorphous, and glassy phases that are central to function and application, spanning metals, ceramics, and soft/biological matter. Structure and properties of simple 0D/1D/2D defects in crystalline materials. Scaling laws, connectivity and frustration, and hierarchy/distributions of structure across length scales in more disordered materials. Key characterization techniques. Pre-reqs: MATSCI 211 (thermo), 212 (kinetics)
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II
ITALIAN 250:
The Oceanic Novel: Woolf, Conrad, Duras, Tournier, Condé, Ortese (COMPLIT 250B, COMPLIT 350B, FRENCH 250, FRENCH 350, ITALIAN 350)
This course will examine novels situated by, on, or in the sea. Its guiding questions: how do the immense breadth and depth of the sea relate to human interiority, self-discovery, and the shadow world of dreams? Does the sea mark a boundary, or a dissolution of that boundary? Novels include 'To The Lighthouse,' 'The Secret Sharer,' 'The Sailor from Gibraltar,' 'Friday,' 'Crossing the Mangrove,' and 'The Iguana.'
Terms: Win
| Units: 3-5
ITALIAN 251:
Writing, Memory, and the Self (FRENCH 251, FRENCH 351, ITALIAN 351)
Recent work in psychology and neuroscience emphasizes the narrative quality of the self, as we create it and recreate it through language and writing, shaping memories both personal and historical. This process is circular: we grow into the stories we tell about ourselves, and we tell different stories to fit our changing life experiences. What is the self in the midst of all this? How does it relate to other selves and to the world? This course examines the nature of self, combining the insights of fiction writers (including Luigi Pirandello, Anna Banti, Michel Tournier, Alain Robbe-Grillet, Peter Nádas) with works from philosophy, psychology, medical humanities, and neuroscience (including Edith Wyschogrod, Alexander Nehamas, Ruth Leys, Oliver Sacks). Taught in English.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
ITALIAN 288:
Women, Wheat, and Weather? Lessons from Italy and the Global South for the 21st Century (COMPLIT 188A, COMPLIT 288, FRENCH 188, FRENCH 288, ITALIAN 188)
The Global South - a symbolic Mediterranean stretching from the Caribbean to India - lures the civilized man with the promise of excellent weather, voluptuous women, and good food. Already in antiquity, Sicily, the southernmost province of what is today modern Italy, was known as "the granary of Rome," supplying the Empire with wheat. Still today, the South is associated with vacation, underdevelopment, superstition, the mafia, la dolce vita: "The South is the problem; the North the solution," Boaventura de Sousa Santos succinctly puts it. In this course, we will move beyond the three W's by focusing on Italy from the point of view of "Southern Thought" ("pensiero meridiano"). We will read 20th/21st-century literary, philosophical, anthropological, and sociological texts from the Global South (Franco Cassano, Roberto M. Dainotto, Salman Rushdie, Gayatri Spivak, de Sousa Santos, Frantz Fanon, Homi Bhabha, Achille Mbembe, Carla Lonzi) to discuss such relevant topics as community and belonging (Elena Ferrante), technology and globalization (Luigi Pirandello; Fernando Pessoa), virus and contagion (Albert Camus), as well as race and gender (Igiaba Scego) from a Southern critical perspective. What counterhegemonic, non-binary, and renewable alternatives do the south of Italy and the Global South in general offer to understand these issues, and to the Western and Northern European emphasis on reason (the Cartesian "cogito"), individualism, and objectivity? We will have guest speakers from the Council of the EU and USAID specialized in international development, as well as conversations with authors. Taught in English.
Terms: Aut
| Units: 3-5
ITALIAN 300:
Italian Modernities: Lecture Series and Course (ITALIAN 200)
Lecture series and seminar on modern Italian literature, cinema, and culture. While we emphasize the 20th and 21st centuries, we will include medieval and renaissance topics also. We invite 3-6 speakers per year to address us about their recent work or work in progress, so as to get a better knowledge of very recent trends in the field of Italian studies, both in the US and abroad. Seminar meetings, when speakers are not invited, are for the following: (a) preparation and follow-up discussion of speakers' work; (b) presentation of students work in progress; (c) presentation of books reviews on recent work in the field. May be repeated for credit.
Terms: Win, Spr
| Units: 1-2
| Repeatable
15 times
(up to 30 units total)
ITALIAN 337:
Michelangelo: Gateway to Early Modern Italy (ARTHIST 218A, ARTHIST 418A, HISTORY 237B, HISTORY 337B, ITALIAN 237)
Revered as one of the greatest artists in history, Michelangelo Buonarroti's extraordinarily long and prodigious existence (1475-1564) spanned the Renaissance and the Reformation in Italy. The celebrity artist left behind not only sculptures, paintings, drawings, and architectural designs, but also an abundantly rich and heterogeneous collection of artifacts, including direct and indirect correspondence (approximately 1400 letters), an eclectic assortment of personal notes, documents and contracts, and 302 poems and 41 poetic fragments. This course will explore the life and production of Michelangelo in relation to those of his contemporaries. Using the biography of the artist as a thread, this interdisciplinary course will draw on a range of critical methodologies and approaches to investigate the civilization and culture of Italy in the fifteenth and sixteenth centuries. Course themes will follow key tensions that defined the period and that found expression in Michelangelo: physical-spiritual, classical-Christian, tradition-innovation, individual-collective.
Terms: Spr
| Units: 3-5
ITALIAN 344:
Literature and Technology from Frankenstein to the Futurists (COMPLIT 244, ENGLISH 244, ITALIAN 244)
Overview of defects and disorder across crystalline, amorphous, and glassy phases that are central to function and application, spanning metals, ceramics, and soft/biological matter. Structure and properties of simple 0D/1D/2D defects in crystalline materials. Scaling laws, connectivity and frustration, and hierarchy/distributions of structure across length scales in more disordered materials. Key characterization techniques. Pre-reqs: MATSCI 211 (thermo), 212 (kinetics)
Terms: Win
| Units: 3-5
ITALIAN 350:
The Oceanic Novel: Woolf, Conrad, Duras, Tournier, Condé, Ortese (COMPLIT 250B, COMPLIT 350B, FRENCH 250, FRENCH 350, ITALIAN 250)
This course will examine novels situated by, on, or in the sea. Its guiding questions: how do the immense breadth and depth of the sea relate to human interiority, self-discovery, and the shadow world of dreams? Does the sea mark a boundary, or a dissolution of that boundary? Novels include 'To The Lighthouse,' 'The Secret Sharer,' 'The Sailor from Gibraltar,' 'Friday,' 'Crossing the Mangrove,' and 'The Iguana.'
Terms: Win
| Units: 3-5
ITALIAN 351:
Writing, Memory, and the Self (FRENCH 251, FRENCH 351, ITALIAN 251)
Recent work in psychology and neuroscience emphasizes the narrative quality of the self, as we create it and recreate it through language and writing, shaping memories both personal and historical. This process is circular: we grow into the stories we tell about ourselves, and we tell different stories to fit our changing life experiences. What is the self in the midst of all this? How does it relate to other selves and to the world? This course examines the nature of self, combining the insights of fiction writers (including Luigi Pirandello, Anna Banti, Michel Tournier, Alain Robbe-Grillet, Peter Nádas) with works from philosophy, psychology, medical humanities, and neuroscience (including Edith Wyschogrod, Alexander Nehamas, Ruth Leys, Oliver Sacks). Taught in English.
Terms: Spr
| Units: 3-5
ITALIAN 369:
Introduction to the Profession of Literary Studies (COMPLIT 369, DLCL 369, FRENCH 369, GERMAN 369)
A survey of how literary theory and other methods have been made institutional since the nineteenth century. The readings and conversation are designed for entering Ph.D. students in the national literature departments and comparative literature.
Terms: Aut
| Units: 1-2
ITALIAN 395:
Philosophical Reading Group (COMPLIT 359A, FRENCH 395)
Discussion of one contemporary or historical text from the Western philosophical tradition per quarter in a group of faculty and graduate students. For admission of new participants, a conversation with Professor Robert Harrison is required. May be repeated for credit. Taught in English.
Terms: Aut, Win
| Units: 1
| Repeatable
for credit
ITALIAN 398:
Intensive Reading in French/Italian (FRENCH 398)
Enrollment is limited to French/Italian Ph.D. students. Course is designed for French/Italian Ph.D. students to prepare for department milestone exams.
Terms: Sum
| Units: 10
| Repeatable
2 times
(up to 20 units total)
ITALIAN 399:
Individual Work
Repeatable for Credit
Terms: Aut, Win, Spr, Sum
| Units: 1-12
| Repeatable
for credit
ITALIAN 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
ITALIC 91:
Immersion in the Arts: Living in Culture, Creating
Creating is the first part of a year-long course that explores the ways people make and encounter a wide range of artworks, including examples from music and performance, the visual arts, literature, film and other media. In ITALIC 91 we ask: How do artists innovate? What roles can earlier artworks play in new creations? How do audiences create? How do medium and material shape the creation of an artwork? What are the aims of art? What does art aim to create in the world?
Terms: Aut
| Units: 4
| UG Reqs: College, THINK, WAY-A-II
ITALIC 92:
Immersion in the Arts: Living in Culture, Art Worlds: Conversations between Artists and Scholars
ITALIC 92, Art Worlds: Conversations between Artists and Scholars. This course is built around a series of conversations between nine scholar/critic and artist pairs. We will be entering the conversation in media res, as it were, since all of these pairs have histories together; they've had studio visits, late-night phone calls, email and text conversations. Usually the scholar has written about the artist and maybe the artist has suggested reading and viewing lists to the scholar. They've helped each other feel seen, and often be seen in a more literal way.The conversations will concentrate on these questions: How do artists and scholars work across the divide between practice and theory? How should you build your art world and who will be in it? The pairs will discuss their respective practices (art-making, writing, researching, community-building) and engage in conversation about the artist's work. In advance of each conversation, students will read about something written by the scholar/critic about the artist. Each artist will also design a short art-making prompt for enrolled students to complete and share through the course website. Students will share their artworks weekly in small critique groups.
Terms: Win
| Units: 1-2
| UG Reqs: College, THINK, WAY-CE
ITALIC 93:
Immersion in the Arts: Living in Culture, Challenging
ITALIC 93, Challenging. This quarter focuses on art that challenges audiences' expectations and values. We consider what is at stake in the encounter with difficult art. How does difficult art contest cultural, political, and social assumptions and values or challenge expectations about the form and content of art? How can art challenge existing power structures in society? How does art challenge its viewers, by troubling disciplinary boundaries or the rules of genre? What are the ethical responsibilities of artists? Over the course of the quarter, students will meet with a master artist 6 times during section, honing work in their chosen medium and developing a project that will be presented in an end-quarter exhibition and published in an online magazine.
Terms: Spr
| Units: 3
| UG Reqs: College, THINK, WAY-A-II, WAY-CE
ITALIC 95W:
Immersion in the Arts: Living in Culture, Writing Section
As a PWR 1 course, ITALIC's art-focused writing section develops your writing and research abilities by engaging with the theory and practice of rhetoric. The theme for ITALIC 91 was "creating," and in this writing course you'll be creating arguments through research, rhetoric, and writing. You can explore a topic of your choice for your research-based writing assignments, learning more about the critical, intellectual, and academic discourses around a specific artist, artwork, medium, genre, or art movement.
Terms: Win, Sum
| Units: 4
| UG Reqs: Writing 1
ITALIC 99:
Immersion in the Arts
Student-led courses in the arts. Topics change quarterly. Open to ALL students but current ITALIC students and alumni will be given priority.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
ITALIC 100:
ITALIC Seminar: Notes to a Young Artist
Working with the Haas Center, students in this seminar will create a mini-magazine/online course about art to share with students at a Bay Area high school. You will assemble a list of suggested readings and brief essays on key artistic texts and concepts, as well as images and links to the artistic examples you find most inspiring. You will create a variety of media about these ideas and artists, from illustrated slideshows to video essays or podcasts to short explanatory texts and longer personal essays. The guiding question of the course is: What does a young artist need to know?
Terms: Sum
| Units: 4
| UG Reqs: WAY-CE
ITALLANG 1:
First-Year Italian, First Quarter
All-in-Italian communicative and interactive approach. Emphasis is on the development of appropriate discourse in contemporary cultural contexts. Interpretation of authentic materials, written and oral presentations, and plenty of conversational practice. Language lab, multimedia, and online activities.
Terms: Aut, Win, Spr
| Units: 5
ITALLANG 1A:
Accelerated First-Year Italian, Part 1
Accelerated sequence that completes first-year Italian in two rather than three quarters. For students with previous knowledge of Italian or with a strong background in another Romance language. Prerequisite: advanced proficiency or AP/SAT in another Romance language; or Italian placement test.
Terms: Aut
| Units: 5
ITALLANG 2:
First-Year Italian, Second Quarter
Continuation of ITALLANG 1. All-in-Italian communicative and interactive approach. Emphasis is on the development of appropriate discourse in contemporary cultural contexts. Interpretation of authentic materials, written and oral presentations, and plenty of conversational practice. Language lab, multimedia, and online activities. Prerequisite: Itallang 1 or placement test.
Terms: Aut, Win, Spr
| Units: 5
ITALLANG 2A:
Accelerated First-Year Italian, Part 2
Continuation of ITALLANG 1A. Accelerated sequence that completes first-year Italian in two rather than three quarters. For students with previous knowledge of Italian or with a strong background in another Romance language. Prerequisite: Placement Test or ITALLANG 1A. Fulfills the University language requirement.
Terms: Aut, Win
| Units: 5
| UG Reqs: Language
ITALLANG 3:
First-Year Italian, Third Quarter
Continuation of ITALLANG 2. All-in-Italian communicative and interactive approach. Emphasis is on the development of appropriate discourse in contemporary cultural contexts. Interpretation of authentic materials, written and oral presentations, and plenty of conversational practice. Language lab, multimedia, and online activities. Prerequisite: Itallang 2 or placement test. Fulfills the University language requirement.
Terms: Win, Spr
| Units: 5
| UG Reqs: Language
ITALLANG 20:
Intermediate Oral Communication: Italy Today
Second-year conversational and presentational skills developed through exposure to movie clips, slide shows, and other authentic multimedia materials. Guest lectures on Italian culture including opera, pop music, wine, and food culture. Preview of the Florentine experience with Florence returnees sharing their experiences in Italy. Prerequisite: ITALLANG 2A, ITALLANG 3. Repeatable for credit twice.
Terms: Aut, Win
| Units: 3
| Repeatable
3 times
(up to 9 units total)
ITALLANG 21A:
Accelerated Second-Year Italian, Part 1
Continuation of ITALLANG 2A or Italian 3. For students going to Florence. Completes second-year sequence in two rather than three quarters. Prerequisite: placement test, ITALLANG 2A, ITALLANG 3.
Terms: Aut, Win, Spr
| Units: 4
ITALLANG 22A:
Accelerated Second-Year Italian, Part 2
Continuation of ITALLANG 21A or OSPFLOR 21F (for Florence returnees). Part 2 of a second-year sequence in two rather than three quarters. Satisfies the foreign language requirement for International Relations majors. Prerequisite: Placement Test, ITALLANG 21A or OSPFLOR 21F.
Terms: Win, Spr
| Units: 4
ITALLANG 99:
Language Specials
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-5
ITALLANG 250:
Reading Italian
For seniors or graduate students seeking to meet the University reading requirement for advanced degrees. Reading strategies for comprehension of secondary literature for academic research. Fulfills the University foreign language requirement for advanced degrees if student earns a grade of 'B.' Prerequisite: one year of Italian or reading proficiency in another Romance language.
Terms: Spr
| Units: 4
ITALLANG 394:
Graduate Studies in Italian Conversation
Prerequisite: consent of instructor.nn (Staff)
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
ITALLANG 395:
Graduate Studies in Italian
Prerequisite: consent of instructor.n (Staff)
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
JAPAN 24:
Humanities Core: How to be Modern in East Asia (CHINA 24, COMPLIT 44, HUMCORE 133, KOREA 24)
Modern East Asia was almost continuously convulsed by war and revolution in the 19th and 20th centuries. But the everyday experience of modernity was structured more profoundly by the widening gulf between the country and the city, economically, politically, and culturally. This course examines literary and cinematic works from China and Japan that respond to and reflect on the city/country divide, framing it against issues of class, gender, national identity, and ethnicity. It also explores changing ideas about home/hometown, native soil, the folk, roots, migration, enlightenment, civilization, progress, modernization, nationalism, cosmopolitanism, and sustainability. All materials are in English. This course is part of the Humanities Core: https://humanitiescore.stanford.edu/
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II
JAPAN 60:
Asian Arts and Cultures (ARTHIST 2)
An exploration of the visual arts of East and South Asia from ancient to modern times, in their social, religious, literary and political contexts. Analysis of major monuments of painting, sculpture and architecture will be organized around themes that include ritual and funerary arts, Buddhist art and architecture across Asia, landscape and narrative painting, culture and authority in court arts, and urban arts in the early modern world.
Terms: Win
| Units: 4-5
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II
JAPAN 82N:
Joys and Pains of Growing Up and Older in Japan
What do old and young people share in common? With a focus on Japan, a country with a large long-living population, this seminar spotlights older people's lives as a reflectiion of culture and society, history, and current social and personal changes. Through discussion of multidisciplinary studies on age, analysis of narratives, and films, we will gain a closer understanding of Japanese society and the multiple meanings of growing up and older. Students will also create a short video/audio profile of an older individual, and we will explore cross-cultural comparisons. Held in Knight Bldg. Rm. 201.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-EDP, WAY-SI
JAPAN 123:
Critical Translation Studies (COMPLIT 228, JAPAN 223)
This course does not teach students how to translate, but rather how to incorporate translation into their critical thinking. Critical translation studies comprises wide-ranging ruminations on the complex interplay between languages, cultures, power, and identity. How can we integrate translation into our thinking about the processes that shape literary, political, ethical, and aesthetic sensibilities, and what do we stand to gain by doing so? Course readings introduce key works from inter-lingual perspectives that range across English, Hebrew, French, German, Italian, Spanish, Tagalog, Bengali, Chinese, Japanese, Indonesian, and Québécois. (Students need only have some knowledge of a language other than Standard American English to productively engage with the readings.) Class discussions and workshop assignments are designed to prepare students to integrate critical thinking about translation into their own research and intellectual interests.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II
JAPAN 125:
Tokyo, Kyoto, Osaka and beyond: place in modern Japan (JAPAN 225)
From the culturally distinct urban centers of Tokyo, Kyoto, and Osaka to the sharp contrasts between the southernmost and northernmost parts of Japan, modern Japanese literature and film present rich characterizations of place that have shaped Japanese identities at the national, regional, and local levels. This course focuses attention on how these settings operate in key works of literature and film, with an eye toward developing students' understanding of diversity within modern Japan. FOR UNDERGRADS: This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit
Terms: Spr
| Units: 2-5
| UG Reqs: WAY-A-II, WAY-EDP
JAPAN 126:
Japanese Functional Objects (JAPAN 226)
This course focuses on the creation of objects at the boundary between the aesthetic allure of fine art and the utilitarian practicality of everyday life. It is also about how we value the objects with which we surround ourselves, connected to issues that go from sustainability to the intimacy of the handmade - of the little but precise tool marks that evoke the skilled expertise of years spent at the workbench.n nTraditionally in Japan the distinction between a work of art and a utilitarian object was inessential. An aesthetic object acquired its cultural identity and social value precisely because it could be used. Famous examples of this duality can be found in tea ceremony ceramics, complex architectural joinery, lavish fabric design, and fine temple-inspired cuisine. This is true even for painting and calligraphy: illustrated paper-covered architectural partitions were as useful in keeping a room warm as in serving as the highlight of a social gathering; hanging scrolls and flower arrangements displayed in a purpose-built alcove (tokonoma) conveyed delicate political and cultural messages.n nAt a modern museum, as soon as an object is acquired and accessioned into the collection, it ceases to be available to be touched, smelled, or weighed in one's hands. The only contact with warm bodies comes now through the gloved hands of a few trained professionals. A tokonoma alcove, by contrast, has no glass. What is more, a mere hint by the guest will prompt the host to retrieve the object displayed and offer it for close examination, or, as was often the case, actual use by the guests.n nThe sense of closeness between object and body in premodern Japan was intensified by the fact that users were often makers themselves. Socialized utilization became the perfect venue for the assessment, evaluation, and explication of both the techniques of fabrication and the decisions inherent to artistic creation.n nFor these reasons, the ideal way to study Japanese functional objects is to immerse oneself in the tradition by trying one's hand at the fundamental tools and techniques.n nThis course will combine readings, lectures, and practical hands-on training in two core traditional disciplines: woodworking and ceramics. Traditional hand tools will be provided for students to customize and keep. This dimension of the course is made possible by the generous support of the Halpern Family Foundation.n nAttempts to broker a place for traditional craftsmanship in a context of mass production are at the core of modern movements such as William Morris's Arts and Crafts, Walter Gropius's Bauhaus, and Yanagi Soetsu's Mingei. This course is designed for students with interests in making, art history, engineering, anthropology, studio, intellectual history, and the material culture of East Asia more generally.n nNo previous technical expertise required. Course taught in English. Venue: PRL
Terms: Win
| Units: 3
| UG Reqs: WAY-A-II, WAY-CE
JAPAN 138:
Introduction to Modern Japanese Literature and Culture (JAPAN 238)
This class introduces key literary texts from Japan's modern era (1868-present), locating these works in the larger political, social, and cultural trends of the period. The goal of the class is to use literary texts as a point of entry to understand the grand narrative of Japan's journey from its tentative re-entry into the international community in the 1850s, through the cataclysm of the Pacific War, the remarkable prosperity of the bubble years in the 1980s until most recent, post-3/11 catastrophe-evoked Zeitgeist.<br>We will examine a variety of primary texts by such authors as Futabatei Shimei, Higuchi Ichiyô, Natsume Sôseki, Tanizaki Jun'ichir, Miyamoto Yuriko, Kawabata Yasunari, Ôe Kenzaburô, Yoshimoto Banana, Tawada Yko, and Yu Miri among others. Each text will be discussed in detail paying attention to its specific character and contextualized within larger political trends (e.g., the modernization program of the Meiji regime, the policies of Japan's wartime government, and postwar Japanese responses to the cold war), social developments (e.g., changing notions of social class, the women's rights movement, the social effects of the postwar economic expansion, ecocriticism), and cultural movements (e.g., literary reform movement of the 1890s, modernism of the 1920s and 30s, postmodernism of the 1980s, and exophony). Students will also be encouraged to think about the ways these texts relate to each other and a variety of issues beyond the Japanese socio-cultural and historical context.<br>No prior knowledge of Japanese is required for this course, although students with sufficient proficiency are welcome to refer to original sources.<br>Prerequisites: None
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II
JAPAN 151:
Japanese Business Culture and Systems (JAPAN 251)
This is an English-language course about Japanese group dynamics in industrial and corporate systems, negotiating styles, decision making, and crisis management, as well as about strategies for managing intercultural differences. Includes team project to develop strategy and pitch to take an early-stage U.S. firm to the Japan market. Taught by Professor Richard Dasher, Director of the US-Asia Technology Management Center.
Terms: Win
| Units: 3-5
JAPAN 163A:
Beauty and Renunciation in Japan (HUMCORE 123)
Is it okay to feel pleasure? Should humans choose beauty or renunciation? This is the main controversy of medieval Japan. This course introduces students to the famous literary works that created a world of taste, subtlety, and sensuality. We also read essays that warn against the risks of leading a life of gratification, both in this life and in the afterlife. And we discover together the ways in which these two positions can be not that far from each other. Does love always lead to heartbreak? Is the appreciation of nature compatible with the truths of Buddhism? Is it good to have a family? What kind of house should we build for ourselves? Can fictional stories make us better persons? Each week, during the first class meeting, we will focus on these issues in Japan. During the second class meeting, we will participate in a collaborative conversation with the other students and faculty in Humanities Core classes, about other regions and issues. This course is taught in English. This course is part of the Humanities Core, a collaborative set of global humanities seminars that brings all of its students and faculty into conversation. On Mondays you meet in your own course, and on Wednesdays all the HumCore seminars (in session that quarter) meet together: https://humanitiescore.stanford.edu/.
Terms: Win
| Units: 3
| UG Reqs: WAY-A-II
JAPAN 165:
Readings in Premodern Japanese (JAPAN 265)
Edo and Meiji periods with focus on grammar and reading comprehension. May be repeated for credit. Prerequisite: 246 or equivalent.
Terms: Spr
| Units: 2-5
| Repeatable
for credit
JAPAN 188:
The Japanese Tea Ceremony: The History, Aesthetics, and Politics Behind a National Pastime (ARTHIST 287A, JAPAN 288)
This course on the Japanese tea ceremony ('water for tea') introduces the world of the first medieval tea-masters and follows the transformation of chanoyu into a popular pastime, a performance art, a get-together of art connoisseurs, and a religious path for samurai warriors, merchants, and artists in early-modern Japan. It also explores the metamorphosis of chanoyu under 20th century nationalisms and during the postwar economic boom, with particular attention to issues of patronage, gender, and social class.
Terms: Aut
| Units: 5
| UG Reqs: WAY-A-II, WAY-SI
JAPAN 189B:
Honors Research
Open to senior honors students to write thesis.
Terms: Win
| Units: 5
JAPAN 197:
Points in Japanese Grammar (JAPAN 297)
(Formerly JAPANLIT157/257) The course provides practical but in-depth analyses of selected points in Japanese grammar that are often difficult to acquire within the limited hours of language courses. We consider findings from linguistic research, focusing on differences between similar expressions and distinctions that may not be salient in English, with the aim to provide systematic analytical background for more advanced understanding of the language. May be repeated for credit. Prerequisite: JAPANLNG23 or equivalent for JAPAN197; JAPANLNG103 or equivalent for JAPAN297.
Terms: Aut
| Units: 2-4
| UG Reqs: GER:DB-SocSci
| Repeatable
3 times
(up to 12 units total)
JAPAN 198C:
Senior Research (Capstone Essay)
EALC students writing a Senior Capstone Essay who wish to conduct research with their adviser may enroll in this course for 1 unit, for 1 quarter.
Terms: Aut, Win, Spr
| Units: 1
JAPAN 198H:
Senior Research (Honors Thesis)
EALC juniors or seniors pursuing honors research should sign up for this course under their faculty adviser for research credit.
Terms: Aut, Win, Spr
| Units: 2-5
| Repeatable
2 times
(up to 10 units total)
JAPAN 199:
Individual Reading in Japanese
Asian Languages majors only. May be repeated for credit. Prerequisites: JAPANLNG 129B or 103, and consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-4
| Repeatable
for credit
JAPAN 200:
Directed Reading in Japanese
"Independent studies under the direction of a faculty member for which academic credit may properly be allowed. Research will require some in-person access to archival materials in Hoover Institution, Stanford's East Asia Library, and/or Branner Map Collections. For EALC students; non-EALC students, should seek instructor permission before enrolling in section."
Terms: Aut, Win, Spr, Sum
| Units: 1-12
| Repeatable
for credit
JAPAN 223:
Critical Translation Studies (COMPLIT 228, JAPAN 123)
This course does not teach students how to translate, but rather how to incorporate translation into their critical thinking. Critical translation studies comprises wide-ranging ruminations on the complex interplay between languages, cultures, power, and identity. How can we integrate translation into our thinking about the processes that shape literary, political, ethical, and aesthetic sensibilities, and what do we stand to gain by doing so? Course readings introduce key works from inter-lingual perspectives that range across English, Hebrew, French, German, Italian, Spanish, Tagalog, Bengali, Chinese, Japanese, Indonesian, and Québécois. (Students need only have some knowledge of a language other than Standard American English to productively engage with the readings.) Class discussions and workshop assignments are designed to prepare students to integrate critical thinking about translation into their own research and intellectual interests.
Terms: Win
| Units: 3-5
JAPAN 225:
Tokyo, Kyoto, Osaka and beyond: place in modern Japan (JAPAN 125)
From the culturally distinct urban centers of Tokyo, Kyoto, and Osaka to the sharp contrasts between the southernmost and northernmost parts of Japan, modern Japanese literature and film present rich characterizations of place that have shaped Japanese identities at the national, regional, and local levels. This course focuses attention on how these settings operate in key works of literature and film, with an eye toward developing students' understanding of diversity within modern Japan. FOR UNDERGRADS: This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit
Terms: Spr
| Units: 2-5
JAPAN 226:
Japanese Functional Objects (JAPAN 126)
This course focuses on the creation of objects at the boundary between the aesthetic allure of fine art and the utilitarian practicality of everyday life. It is also about how we value the objects with which we surround ourselves, connected to issues that go from sustainability to the intimacy of the handmade - of the little but precise tool marks that evoke the skilled expertise of years spent at the workbench.n nTraditionally in Japan the distinction between a work of art and a utilitarian object was inessential. An aesthetic object acquired its cultural identity and social value precisely because it could be used. Famous examples of this duality can be found in tea ceremony ceramics, complex architectural joinery, lavish fabric design, and fine temple-inspired cuisine. This is true even for painting and calligraphy: illustrated paper-covered architectural partitions were as useful in keeping a room warm as in serving as the highlight of a social gathering; hanging scrolls and flower arrangements displayed in a purpose-built alcove (tokonoma) conveyed delicate political and cultural messages.n nAt a modern museum, as soon as an object is acquired and accessioned into the collection, it ceases to be available to be touched, smelled, or weighed in one's hands. The only contact with warm bodies comes now through the gloved hands of a few trained professionals. A tokonoma alcove, by contrast, has no glass. What is more, a mere hint by the guest will prompt the host to retrieve the object displayed and offer it for close examination, or, as was often the case, actual use by the guests.n nThe sense of closeness between object and body in premodern Japan was intensified by the fact that users were often makers themselves. Socialized utilization became the perfect venue for the assessment, evaluation, and explication of both the techniques of fabrication and the decisions inherent to artistic creation.n nFor these reasons, the ideal way to study Japanese functional objects is to immerse oneself in the tradition by trying one's hand at the fundamental tools and techniques.n nThis course will combine readings, lectures, and practical hands-on training in two core traditional disciplines: woodworking and ceramics. Traditional hand tools will be provided for students to customize and keep. This dimension of the course is made possible by the generous support of the Halpern Family Foundation.n nAttempts to broker a place for traditional craftsmanship in a context of mass production are at the core of modern movements such as William Morris's Arts and Crafts, Walter Gropius's Bauhaus, and Yanagi Soetsu's Mingei. This course is designed for students with interests in making, art history, engineering, anthropology, studio, intellectual history, and the material culture of East Asia more generally.n nNo previous technical expertise required. Course taught in English. Venue: PRL
Terms: Win
| Units: 3
JAPAN 235:
Academic Readings in Japanese I
Strategies for reading academic writings in Japanese. Readings of scholarly papers and advanced materials in Japanese in students' research areas in the humanities and social sciences. Prerequisites: JAPANLNG 103, 129B, or equivalent; and consent of instructor. May be repeat for credit.
Terms: Win
| Units: 2-4
| Repeatable
4 times
(up to 16 units total)
JAPAN 238:
Introduction to Modern Japanese Literature and Culture (JAPAN 138)
This class introduces key literary texts from Japan's modern era (1868-present), locating these works in the larger political, social, and cultural trends of the period. The goal of the class is to use literary texts as a point of entry to understand the grand narrative of Japan's journey from its tentative re-entry into the international community in the 1850s, through the cataclysm of the Pacific War, the remarkable prosperity of the bubble years in the 1980s until most recent, post-3/11 catastrophe-evoked Zeitgeist.<br>We will examine a variety of primary texts by such authors as Futabatei Shimei, Higuchi Ichiyô, Natsume Sôseki, Tanizaki Jun'ichir, Miyamoto Yuriko, Kawabata Yasunari, Ôe Kenzaburô, Yoshimoto Banana, Tawada Yko, and Yu Miri among others. Each text will be discussed in detail paying attention to its specific character and contextualized within larger political trends (e.g., the modernization program of the Meiji regime, the policies of Japan's wartime government, and postwar Japanese responses to the cold war), social developments (e.g., changing notions of social class, the women's rights movement, the social effects of the postwar economic expansion, ecocriticism), and cultural movements (e.g., literary reform movement of the 1890s, modernism of the 1920s and 30s, postmodernism of the 1980s, and exophony). Students will also be encouraged to think about the ways these texts relate to each other and a variety of issues beyond the Japanese socio-cultural and historical context.<br>No prior knowledge of Japanese is required for this course, although students with sufficient proficiency are welcome to refer to original sources.<br>Prerequisites: None
Terms: Win
| Units: 3-5
JAPAN 251:
Japanese Business Culture and Systems (JAPAN 151)
This is an English-language course about Japanese group dynamics in industrial and corporate systems, negotiating styles, decision making, and crisis management, as well as about strategies for managing intercultural differences. Includes team project to develop strategy and pitch to take an early-stage U.S. firm to the Japan market. Taught by Professor Richard Dasher, Director of the US-Asia Technology Management Center.
Terms: Win
| Units: 3-5
JAPAN 265:
Readings in Premodern Japanese (JAPAN 165)
Edo and Meiji periods with focus on grammar and reading comprehension. May be repeated for credit. Prerequisite: 246 or equivalent.
Terms: Spr
| Units: 2-5
| Repeatable
for credit
JAPAN 288:
The Japanese Tea Ceremony: The History, Aesthetics, and Politics Behind a National Pastime (ARTHIST 287A, JAPAN 188)
This course on the Japanese tea ceremony ('water for tea') introduces the world of the first medieval tea-masters and follows the transformation of chanoyu into a popular pastime, a performance art, a get-together of art connoisseurs, and a religious path for samurai warriors, merchants, and artists in early-modern Japan. It also explores the metamorphosis of chanoyu under 20th century nationalisms and during the postwar economic boom, with particular attention to issues of patronage, gender, and social class.
Terms: Aut
| Units: 5
JAPAN 296:
Modern Japanese Literature
Advanced readings in modern Japanese literature. May be repeated for credit. Prerequisite: JAPANLNG 213.
Terms: Win, Spr
| Units: 2-5
| Repeatable
for credit
JAPAN 297:
Points in Japanese Grammar (JAPAN 197)
(Formerly JAPANLIT157/257) The course provides practical but in-depth analyses of selected points in Japanese grammar that are often difficult to acquire within the limited hours of language courses. We consider findings from linguistic research, focusing on differences between similar expressions and distinctions that may not be salient in English, with the aim to provide systematic analytical background for more advanced understanding of the language. May be repeated for credit. Prerequisite: JAPANLNG23 or equivalent for JAPAN197; JAPANLNG103 or equivalent for JAPAN297.
Terms: Aut
| Units: 2-4
| Repeatable
3 times
(up to 12 units total)
JAPAN 299:
Master's Thesis or Qualifying Paper
A total of 5 units, taken in one or more quarters.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
JAPAN 382:
Research Projects in Japanese Linguistics
For advanced graduate students with specific research projects in Japanese linguistics. Consent of instructor is required before enrollment.
Terms: Win
| Units: 2-5
| Repeatable
3 times
(up to 12 units total)
JAPAN 389:
Seminar in Premodern Japanese Literature
This graduate seminar examines the major texts, genres, and conceptual developments in the field of premodern Japanese literary studies. It combines three approaches: 1) Reading seminar covering texts in the original Japanese in annotated print editions. 2) Review of current scholarly works in English and Japanese. 3) Methodology and bibliography workshop on digital and analog tools available to the researcher. On a rotating basis we will focus on the Ancient and Classical periods, the Medieval period, and the Early Modern period.
Terms: Spr
| Units: 2-5
| Repeatable
10 times
(up to 50 units total)
JAPAN 399:
Dissertation Research
For doctoral students in Japanese working on dissertations.
Terms: Aut, Win, Spr, Sum
| Units: 1-12
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
JAPAN 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
JAPANLNG 1:
First-Year Japanese Language, Culture, and Communication, First Quarter
First-year sequence enables students to converse, write, and read essays on topics such as personal history, experiences, familiar people. 72 kanji characters will be taught.
Terms: Aut, Win, Spr
| Units: 5
JAPANLNG 1A:
Accelerated First- Year Japanese, Part 1
Speaking, reading, writing, and listening. First-year sequence enables students to converse, write and read essays on topics such as personal history, experiences, familiar people. Completes first-year sequence in two rather than three quarters.
Terms: Sum
| Units: 5
JAPANLNG 2:
First-Year Japanese Language, Culture, and Communication, Second Quarter
Continuation of 1. First-year sequence enables students to converse, write, and read essays on topics such as personal history, experiences, familiar people. Students are expected to master 177 kanji characters by completing this course. Prerequisite: placement test, Japanlng 1.
Terms: Aut, Win, Spr
| Units: 5
JAPANLNG 3:
First-Year Japanese Language, Culture, and Communication, Third Quarter
Continuation of Japanlng 2. First-year sequence enables students to converse, write, and read essays on topics such as personal history, experiences, familiar people. Students are expected to master 300 kanji characters by completing the course. Fulfills University Foreign Language Requirement. Prerequisite: placement test, Japanlng 2. http://japanese.stanford.edu/.
Terms: Aut, Win, Spr
| Units: 5
| UG Reqs: Language
JAPANLNG 11C:
Intermediate Japanese Conversation, Third Quarter
Goal of the course is to converse in Japanese with more confidence. Develops oral proficiency through building solid basic sentence patterns and increasing vocabulary in order to gain ability to speak about greater variety of topics with more detail. Class activities include role play and mini skits for practical use of Japanese. Prerequisite: JAPANLNG 11B or consent of instructor.
Terms: Spr
| Units: 2
| Repeatable
2 times
(up to 4 units total)
JAPANLNG 21:
Second-Year Japanese Language, Culture, and Communication, First Quarter
Goal is to further develop and enhance spoken and written Japanese in order to handle advanced concepts such as comparison and contrast of two cultures, descriptions of incidents, and social issues. 800 kanji, 1,400 new words, and higher-level grammatical constructions. Readings include authentic materials such as newspaper articles, and essays. Prerequisite: Placement Test, JAPANLNG 3. See http://japanese.stanford.edu/
Terms: Aut
| Units: 5
JAPANLNG 22:
Second-Year Japanese Language, Culture, and Communication, Second Quarter
Continuation of JAPANLNG 21. Goal is to further develop and enhance spoken and written Japanese in order to handle advanced concepts such as comparison and contrast of two cultures, descriptions of incidents, and social issues. 800 kanji, 1,400 new words, and higher-level grammatical constructions. Readings include authentic materials such as newspaper articles, and essays. Prerequisite: Placement Test, JAPANLNG 21. See http://japanese.stanford.edu/?page_id=23.
Terms: Win
| Units: 5
JAPANLNG 23:
Second-Year Japanese Language, Culture, and Communication, Third Quarter
Goal is to further develop and enhance spoken and written Japanese in order to handle advanced concepts such as comparison and contrast of two cultures, descriptions of incidents, and social issues. 800 kanji, 1,400 new words, and higher-level grammatical constructions. Readings include authentic materials such as newspaper articles, and essays. Prerequisite: 22. http://japanese.stanford.edu/
Terms: Spr
| Units: 5
JAPANLNG 99:
Language Specials
Prerequisite: consent of instructor.n (Staff)
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
(up to 5 units total)
JAPANLNG 101:
Third-Year Japanese Language, Culture, and Communication, First Quarter
Goal is to express thoughts and opinions in paragraph length in spoken and written forms. Materials include current Japanese media and literature for native speakers of Japanese. Cultural and social topics related to Japan and its people. Prerequisite: Placement Tests, JAPANLNG 23. See http://japanese.stanford.edu/
Terms: Aut
| Units: 5
JAPANLNG 102:
Third-Year Japanese Language, Culture, and Communication, Second Quarter
Continuation of 101. Goal is to express thoughts and opinions in paragraph length in spoken and written forms. Materials include current Japanese media and literature for native speakers of Japanese. Cultural and social topics related to Japan and its people. Prerequisite: 101. See http://japanese.stanford.edu/
Terms: Win
| Units: 5
JAPANLNG 103:
Third-Year Japanese Language, Culture, and Communication, Third Quarter
Continuation of 102. Goal is to express thoughts and opinions in paragraph length in spoken and written forms. Materials include current Japanese media and literature for native speakers of Japanese. Cultural and social topics related to Japan and its people. Prerequisite: 102. See http://japanese.stanford.edu/
Terms: Spr
| Units: 5
JAPANLNG 111A:
Advanced Japanese Conversation, First Quarter
The J111 A,B,& C course sequence is designed for students who wish to advance their speaking skills of the Japanese language to the advanced level. Its goals are to help students gain proficiency and confidence in the use of Japanese and to prepare them for their lifelong study.This is a students-driven, students-centered course. The instructor will not teach. Instead she is there to facilitate interactions and help the students obtain their goals. Students are expected to come to class with their concrete goals as to what they want to do with their Japanese, and be ready to work hard in class to reach their goals.
Terms: Aut
| Units: 2
| Repeatable
2 times
(up to 4 units total)
JAPANLNG 111B:
Advanced Japanese Conversation, Second Quarter
(Formerly JAPANLNG 122.) Continuation of JAPANLNG 111A. The J111A, B, & C course sequence is designed for students who wish to advance their speaking skills of the Japanese language to the advanced level. Its goals are to help students gain proficiency and confidence in the use of Japanese and to prepare them for their lifelong study. nnThis is a "students-driven, students-centered" course. The instructor will not "teach." Instead she is there to facilitate interactions and "help the students obtain their goals." Students are expected to come to class with their concrete goals as to what they want to do with their Japanese, and be ready to work hard in class to reach their goals.
Terms: Win
| Units: 2
| Repeatable
2 times
(up to 4 units total)
JAPANLNG 111C:
Advanced Japanese Conversation, Third Quarter
(Formerly JAPANLNG 123.) Continuation of JAPANLNG 111B.The J111A, B, & C course sequence is designed for students who wish to advance their speaking skills of the Japanese language to the advanced level. Its goals are to help students gain proficiency and confidence in the use of Japanese and to prepare them for their life-long study. This is a "students-driven, students-centered" course. The instructor will not "teach." Instead she is there to facilitate interactions and "help the students obtain their goals." Students are expected to come to class with their concrete goals as to what they want to do with their Japanese, and be ready to work hard in class to reach their goals.
Terms: Spr
| Units: 2
| Repeatable
2 times
(up to 4 units total)
JAPANLNG 200:
Directed Reading
Prerequisite: 213 and consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
JAPANLNG 211:
Fourth-Year Japanese, First Quarter
Structure of Japanese, writings in different genres and styles, using such knowledge in writing, and expressing opinions on a variety of topics. Original writings, including fiction, essays, newspaper, and journal articles. Recommended taken in sequence. Prerequisite: JAPANLNG 103. See http://japanese.stanford.edu/?page_id=263.
Terms: Aut
| Units: 4
JAPANLNG 212:
Fourth-Year Japanese, Second Quarter
Continuation of JAPANLNG 211. Structure of Japanese, writings in different genres and styles, using such knowledge in writing, and expressing opinions on a variety of topics. Original writings, including fiction, essays, newspaper, and journal articles. Recommended taken in sequence. Prerequisite: JAPANLNG 211. See http://japanese.stanford.edu/?page_id=263.
Terms: Win
| Units: 4
JAPANLNG 213:
Fourth-Year Japanese, Third Quarter
Continuation of JAPANLNG 212. Structure of Japanese, writings in different genres and styles, using such knowledge in writing, and expressing opinions on a variety of topics. Original writings, including fiction, essays, newspaper, and journal articles. Recommended taken in sequence. Prerequisite: JAPANLNG 212. See http://japanese.stanford.edu/?page_id=263.
Terms: Spr
| Units: 4
JAPANLNG 394:
Graduate Studies in Japanese Conversation
Prerequisite: consent of instructor. (Staff)
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
JAPANLNG 395:
Graduate Studies in Japanese
Prerequisite: consent of instructor. (Staff)
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
JEWISHST 1:
Colloquium in Jewish Studies: Where Ideas Meet Identities
This 1-credit course is designed to supplement Jewish Studies courses at Stanford, providing students additional opportunities to discuss what they're learning and how it is shaping and challenging their ideas about Jewish identities. Geared toward students enrolled in (or who have previously been enrolled in) Jewish Studies courses, but open to any student interested in exploring how the academic study of Jews and Judaism can effect lived experiences of Jewishness. Includes lunch.
Terms: Win
| Units: 1
JEWISHST 4:
What Didn't Make the Bible (CLASSICS 9N, HISTORY 112C, RELIGST 4)
Over two billion people alive today consider the Bible to be sacred scripture. But how did the books that made it into the bible get there in the first place? Who decided what was to be part of the bible and what wasn't? How would history look differently if a given book didn't make the final cut and another one did? Hundreds of ancient Jewish and Christian texts are not included in the Bible. "What Didn't Make It in the Bible" focuses on these excluded writings. We will explore the Dead Sea Scrolls, Gnostic gospels, hear of a five-year-old Jesus throwing temper tantrums while killing (and later resurrecting) his classmates, peruse ancient romance novels, explore the adventures of fallen angels who sired giants (and taught humans about cosmetics), tour heaven and hell, encounter the garden of Eden story told from the perspective of the snake, and learn how the world will end. The course assumes no prior knowledge of Judaism, Christianity, the bible, or ancient history. It is designed for students who are part of faith traditions that consider the bible to be sacred, as well as those who are not. The only prerequisite is an interest in exploring books, groups, and ideas that eventually lost the battles of history and to keep asking the question "why." In critically examining these ancient narratives and the communities that wrote them, you will investigate how religions canonize a scriptural tradition, better appreciate the diversity of early Judaism and Christianity, understand the historical context of these religions, and explore the politics behind what did and did not make it into the bible.
Terms: Spr
| Units: 4
| UG Reqs: WAY-A-II, WAY-SI
JEWISHST 5:
Biblical Greek (CLASSICS 6G, RELIGST 171A)
This is a one term intensive class in Biblical Greek. After quickly learning the basics of the language, we will then dive right into readings from the New Testament and the Septuagint, which is the ancient Greek translation of the Hebrew Bible. No previous knowledge of Greek required. If demand is high for a second term, an additional quarter will be offered in the Spring.
Terms: Aut
| Units: 3-5
JEWISHST 12S:
Multiculturalism in the Middle Ages: Muslims, Christians, and Jews in Medieval Spain (HISTORY 12S)
Before the year 1492, Spain had been a dynamic and complex region of Muslim and Christian kingdoms populated by Christians, Muslims, and Jews for nearly 800 years. What political, economic, and military exchanges took place among peoples of the three faiths in medieval Spain? Did community leaders and governments attempt to regulate and prohibit fluid identity boundaries? How has 20th-century Spanish nationalism shaped our understanding of medieval Spain? How have 21st-century questions of multiculturalism impacted our view of medieval Spain? These are the kinds of questions that this course will explore through chronicles, poetry, letters, legal documents, art, and architecture.
Terms: Spr
| Units: 5
| UG Reqs: WAY-A-II, WAY-EDP
JEWISHST 14B:
The Crusades: A Global History (HISTORY 14B)
(HISTORY 14B is 3 units; HISTORY 114B is 5 units.) Questioning traditional western narratives of the crusades, this course studies Latin and Turkic invaders as rival barbarian formations, and explores the societies of western Afro-Eurasia and the Mediterranean in the centuries before western European global expansion. We approach the crusades as a "Christianized Viking raid," and investigate an array of Muslim, Christian, and Jewish sources. In so doing, we emphasize the diversity of perspectives within the Muslim, Christian, and Jewish communities: in the Muslim case, the tangle of Turkic, Arab, and Berber ethnicities; in the Jewish case, Hebrew, Arabic, and Turkic speakers ranging from the Iberian peninsula to India; in the Christian case, the fragmented Greek, Latin, and Arabic traditions. We explore how these barbarian invasions transformed the societies of western Afro-Eurasia, how ancient Greek knowledge in Islamic translation came to medieval Europe, and how a fragmenting Byzantine Empire gave way to the rise of the Ottoman Empire. However foreign, the interactions and encounters between these societies continue to reverberate today.
Terms: Spr
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
JEWISHST 85B:
Jews in the Contemporary World: The American Jewish Present & Past in Popular Culture, Film, & TV (CSRE 85B, HISTORY 85B, REES 85B)
(HISTORY 85B is 3 units; HISTORY 185B is 5 units.) Who are American Jews as depicted in popular media-- film, television, etc.-- since the Second World War? How are their religion, politics, mores, and practices represented and what ways, if at all, do such portraits reflect historical trends among Jews and society in general? What can be learned from film or tv about Jewish identity, notions of Jewish power and powerlessness, communal cohesiveness and assimilation, sexuality and the wages of intermarriage or race?
Terms: Spr
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
JEWISHST 86Q:
Blood and Money: The Origins of Antisemitism (HISTORY 86Q)
For over two millennia, Jews and Judaism have been the object of sustained anxieties, fears, and fantasies, which have in turn underpinned repeated outbreaks of violence and persecution. This course will explore the development and impact of antisemitism from Late Antiquity to the Enlightenment, including the emergence of the Blood libel, the association between Jews and moneylending, and the place of Judaism in Christian and Islamic theology. No prior background in history or Jewish studies is necessary. Prerequisite: PWR 1.
Terms: Win
| Units: 4-5
| UG Reqs: WAY-EDP, WAY-SI, Writing 2
JEWISHST 101A:
First-Year Hebrew, First Quarter (AMELANG 128A)
In the first-year program, students acquire essential Hebrew through abundant opportunities to interact in the language in meaningful ways. The students learn to function appropriately in the language in a variety of social and cultural contexts.
Terms: Aut
| Units: 5
JEWISHST 101B:
First-Year Hebrew, Second Quarter (AMELANG 128B)
Continuation of AMELANG 128A. Prerequisite: Placement Test, AMELANG 128A.
Terms: Win
| Units: 5
JEWISHST 101C:
First-Year Hebrew, Third Quarter (AMELANG 128C)
Continuation of AMELANG 128B. Prerequisite: Placement Test, AMELANG 128B. Fulfill the University Foreign Language Requirement.
Terms: Spr
| Units: 5
| UG Reqs: Language
JEWISHST 102A:
Second-Year Hebrew, First Quarter (AMELANG 129A)
Continuation of AMELANG 128C. Sequence integrating culture and language. Emphasis is on proficiency in oral and written discourse including presentational language and socio culturally appropriate discourse in formal and informal, academic, and professional contexts. Prerequisite: Placement Test, First Year Hebrew .
Terms: Aut
| Units: 4
| UG Reqs: Language
JEWISHST 102B:
Second-Year Hebrew, Second Quarter (AMELANG 129B)
Continuation of AMELANG 129A. Sequence integrating culture and language. Emphasis is on proficiency in oral and written discourse including presentational language and socio culturally appropriate discourse in formal and informal, academic, and professional contexts. Prerequisite: Placement Test, Hebrew 129A.
Terms: Win
| Units: 4
JEWISHST 102C:
Second-Year Hebrew, Third Quarter (AMELANG 129C)
Continuation of AMELANG 129B. Sequence integrating culture and language. Emphasis is on advanced proficiency in oral and written discourse including presentational language and socio culturally appropriate discourse in formal and informal, academic, and professional contexts. Prerequisite: placement Test, Hebrew129B.
Terms: Spr
| Units: 4
| UG Reqs: Language
JEWISHST 104:
Hebrew Forum (AMELANG 131A)
Intermediate and advanced level. Biweekly Hebrew discussion on contemporary issues with Israeli guest speakers. Vocabulary enhancement. Focus on exposure to academic Hebrew. May be repeat for credit up to 4 times
Terms: Win
| Units: 1-3
| Repeatable
4 times
(up to 12 units total)
JEWISHST 104A:
First-Year Yiddish, First Quarter (AMELANG 140A)
Reading, writing, and speaking.
Terms: Aut
| Units: 4
JEWISHST 104B:
First-Year Yiddish, Second Quarter (AMELANG 140B)
Continuation of AMELANG 140A. Prerequisite: AMELANG.
Terms: Win
| Units: 4
JEWISHST 104C:
First-Year Yiddish, Third Quarter (AMELANG 140C)
Continuation of AMELANG 140B. Prerequisite: AMELANG 140B. Fulfills the University Foreign Language Requirement.
Terms: Spr
| Units: 4
| UG Reqs: Language
JEWISHST 143:
Literature and Society in Africa and the Caribbean (AFRICAAM 133, AFRICAST 132, COMPLIT 133A, COMPLIT 233A, CSRE 133E, FRENCH 133)
This course explores cultural productions from the French-speaking world in the 20th and 21st centuries. We will examine foundational and contemporary works from Sub-Saharan Africa, the Maghreb, and the Caribbean while considering their engagement with the historical and political contexts in which they were produced. This course will also serve to improve students' speaking and writing skills in French while sharpening their knowledge of the linguistic and conceptual tools needed to conduct literary analysis. The diverse topics discussed will include national and cultural identity, race and class, gender and sexuality, orality and textuality, transnationalism and migration, colonialism and decolonization, history and memory, and the politics of language. Authors, filmmakers, and artists include Paulette Nardal, Aimé Césaire, Frantz Fanon, Maryse Condé, Djibril Tamsir Niane, Albert Memmi, Leila Sebbar, Dany Laferrière, Abdourahman Waberi, Fatou Kiné Diakité, Alexis Peskine, Mati Diop, and special guest, Léonora Miano. Taught in French. Students are encouraged to complete FRENLANG 124 or to successfully test above this level through the Language Center.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP
JEWISHST 145:
Masterpieces: Kafka (COMPLIT 114, GERMAN 150)
This class will address major works by Franz Kafka and consider Kafka as a modernist writer whose work reflects on modernity. We will also examine the role of Kafka's themes and poetics in the work of contemporary writers.
Terms: Aut
| Units: 3-5
JEWISHST 147B:
The Hebrew and Jewish Short Story (COMPLIT 127B)
Short stories from Israel, the US and Europe including works by Agnon, Kafka, Keret, Castel-Bloom, Kashua, Singer, Benjamin, Freud, biblical myths and more. The class will engage with questions related to the short story as a literary form and the history of the short story. Reading and discussion in English. Optional: special section with readings and discussions in Hebrew. Note: To be eligible for WAYS credit, you must take the course for a Letter Grade. In AY 2020-21, a 'CR' grade will satisfy the WAYS requirement.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-CE
JEWISHST 150:
Texts that Changed the World from the Ancient Middle East (COMPLIT 31, HUMCORE 111, RELIGST 150)
This course traces the story of the cradle of human civilization. We will begin with the earliest human stories, the Gilgamesh Epic and biblical literature, and follow the path of the development of law, religion, philosophy and literature in the ancient Mediterranean or Middle Eastern world, to the emergence of Jewish and Christian thinking. We will pose questions about how this past continues to inform our present: What stories, myths, and ideas remain foundational to us? How did the stories and myths shape civilizations and form larger communities? How did the earliest stories conceive of human life and the divine? What are the ideas about the order of nature, and the place of human life within that order? How is the relationship between the individual and society constituted? This course is part of the Humanities Core: https://humanitiescore.stanford.edu/
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-ER
JEWISHST 185B:
Jews in the Contemporary World: The American Jewish Present & Past in Popular Culture, Film, & TV (CSRE 185B, HISTORY 185B, REES 185B, SLAVIC 183)
(HISTORY 185B is 5 units; HISTORY 85B IS 3 units.) Who are American Jews as depicted in popular media -- film, television, etc. -- since the Second World War? How are their religion, politics, mores, and practices represented and what ways, if at all, do such portraits reflect historical trends among Jews and society in general? What can be learned from film or tv about Jewish identity, notions of Jewish power and powerlessness, communal cohesiveness and assimilation, sexuality and the wages of intermarriage or race?
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-EDP, WAY-SI
JEWISHST 199B:
Directed Reading in Yiddish, Second Quarter
For intermediate or advanced students. May be repeated for credit.
Terms: Win
| Units: 1-5
| Repeatable
for credit
JEWISHST 207:
Biography and History (AMSTUD 207B, HISTORY 207, HISTORY 308)
Designed along the lines of the PBS series, "In the Actor's Workshop," students will meet weekly with some of the leading literary biographers writing today. Included this spring will be "New Yorker" staff writer Judith Thurman -- whose biography of Isak Dinesen was made into the film "Out of Africa" -- as well as Shirley Jackson biographer Ruth Franklin, now at work on a book about Anne Frank. Professor Zipperstein will share with the class drafts of the biography of Philip Roth that he is now writing. Critics questioning the value of biography as an historical and literary tool will also be invited to meetings with the class.
Terms: Spr
| Units: 4-5
| UG Reqs: GER:DB-Hum
JEWISHST 215:
Understanding Jews (AMSTUD 215)
This discussion-based course will give students an opportunity to explore the constellation of religious, ethnic, national, cultural, artistic, spiritual, and political forces that shape Jewish life in the 21st century. Drawing on historical documents, classical texts, and contemporary events, this course will give students from any background an opportunity to ask hard questions, deepen their own understandings, and challenge their conceptions of what makes Jewish life 'Jewish.' No matter where you went for Sunday school - church, synagogue, the woods, or nowhere at all - this course is a chance to question what you know, and interrogate how you came to know what you know about Jews, Judaism, and Jewish culture.
Terms: Aut, Win
| Units: 1-2
JEWISHST 223:
Advanced Readings in Jewish Mysticism (RELIGST 223, RELIGST 323)
This seminar allows students and faculty to explore foundational concepts of Jewish mystical literature through immersion in primary sources. Together we will examine these texts from a wide range of philosophical, historical and theological perspectives, seeking to decode their historical importance and understand their contemporary significance. Ability to read sources in Hebrew is strongly recommended, and permission of the instructor is required. May be repeated for credit.
Terms: Aut
| Units: 3-5
| Repeatable
5 times
(up to 20 units total)
JEWISHST 226E:
The Holocaust: Insights from New Research (CSRE 226D, CSRE 326D, HISTORY 226D, HISTORY 326D, JEWISHST 326D)
Overview of the history of the Holocaust, the genocide of European Jews. Explores its causes, course, consequences, and memory. Addresses the events themselves, as well as the roles of perpetrators and bystanders, dilemmas faced by victims, collaboration of local populations, and the issue of rescue. Considers how the Holocaust was and is remembered and commemorated by victims and participants alike. Uses different kinds of sources: scholarly work, memoirs, diaries, film, and primary documents.
Terms: Win
| Units: 4-5
| UG Reqs: WAY-SI
JEWISHST 249A:
Levinas and Literature (COMPLIT 259A)
Focus is on major works by French phenomenologist Emmanuel Levinas (1906-1995) and their import for literary studies. Aim is to discuss and evaluate Levinas's (often latent) aesthetics through a close reading of his work in phenomenology, ethics, and Jewish philosophy. If poetry has come to seem barbaric (or at least useless) in a world so deeply shaped by genocide, forced migration, and climate change, Levinas offers a clear and deeply engaged path forward. If you love literature but still haven't figured out what on earth it might be good for, this course is for you. Readings and discussion in English.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II
JEWISHST 263:
Paul Celan: The Poetic Event (COMPLIT 263B, GERMAN 263, GERMAN 363)
Paul Celan (1920-1970) is one of the greatest poets of our time. Touching on philosophy, history, our relation to nature, and love, his poetry is a profound meditation on the modern human condition. This course will present some of Celan's best work and will discuss significant contributions to Celan scholarship. Readings include Heidegger, Gadamer, Nelly Sachs, Bachmann, Derrida, Szondi, and Anne Carson, among others.
Terms: Win
| Units: 3-5
JEWISHST 265:
Jewish Law: Introduction and Topics
This course will provide an overview of the field of Jewish Law and will seek to provide a few case studies of topics in Jewish Law. All the readings are in English and this course presupposes no background in Jewish Law. Jewish Law is the world's oldest complex legal systems with distinct and idiosyncratic approaches to family, commercial, ritual and many other areas of law. It also has developed an elaborate "conflicts of law" sub-literature focusing on when should Jewish Law apply and when should some other legal system apply, reflecting the long history of the Jewish community in the diaspora as a minority. In this course, we will consider how Jewish law approaches a number of specific topics and we will ponder as well the proper interaction between Jewish law and secular legal norms, Jewish Law and changes in technology, Jewish law and sovereignty, Jewish Law and Bioethics and Jewish law and Family. Other topics will be added as we all see fit. Students who are interested in making a presentation on an area of their choice are welcome to do so. The course will seek to include an optional supplementary "field trip" to see a rabbinical court in action in California. The Learning Outcomes provided by this court include the following: Students who take this course will: 1. Exhibit knowledge and understanding of key concepts in substantive law, procedural law, and legal thought in Jewish Law. 2. Demonstrate facility with legal analysis and reasoning in the Jewish Legal tradition and will demonstrate the ability to conduct legal research in Jewish Law. After the term begins, students accepted into the course can transfer, with consent of the instructor, from section (01) into section (02), which meets the R requirement. Elements used in grading: Attendance, Class Participation, Final Paper. Cross-listed with the Law School (LAW 5038).
Terms: Aut
| Units: 2
JEWISHST 281K:
Departures: Late Ottoman Displacements of Muslims, Christians, and Jews, 1853-1923
In the late nineteenth and early twentieth centuries, millions of people moved into and out of the Ottoman Empire, sometimes voluntarily and sometimes under extremely violent circumstances. More often than not, they moved in groups that were religiously defined. This course examines how these developments shaped the future of the modern Middle East, Balkans, and beyond. Questions include: How did migration and the idea of the nation shape each other? What does it mean to call a group or a migration "religious"? Why did certain types of diversity become a "problem," in the eyes of the state? What caused these population displacements? What can this topic teach us about today's mass migrations?
Terms: Aut
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
JEWISHST 282K:
Refugees and Migrants in the Middle East and Balkans: 18th Century to Present (HISTORY 282K)
This course studies one of the most pressing issues of our day--massive population displacements--from a historical perspective. Our focus will be the Ottoman Empire and its successor states, including Turkey, Greece, Bulgaria, Serbia, Bosnia and Herzegovina, Syria, Iraq, Lebanon, and Israel/Palestine. Questions include the following: When and why did certain ethno-religious groups begin to relocate en masse? To what extent were these departures caused by state policy? In what cases can we apply the term "ethnic cleansing"? How did the movement of people and the idea of the nation influence each other in the modern age?
Terms: Win
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
JEWISHST 282S:
The History of Genocide (HISTORY 202S, HISTORY 402D, JEWISHST 482D)
This course will explore the history, politics, and character of genocide from the beginning of world history to the present. It will also consider the ways that the international system has developed to prevent and punish genocide.
Terms: Aut
| Units: 4-5
JEWISHST 283A:
Modern Notions of 'The Holy' (COMPLIT 283A, COMPLIT 383A, GERMAN 283A, GERMAN 383A, RELIGST 283A, RELIGST 383A)
This course explores the question, "What may we call 'holy' in the modern era?" by focusing on key writers and thinkers, who in various ways, and in different times raised this question: Friedrich Hölderlin, Hermann Cohen, Franz Kafka, Martin Heidegger, Martin Buber, Franz Rosenzweig, Else Lasker-Schüler, Walter Benjamin, Ernst Bloch, Hannah Arendt, Margarete Susman, Nelly Sachs, Paul Celan, and Judith Butler.nnThis course will be synchronous-conducted, but will also use an innovative, Stanford-developed, on-line platform called Poetic Thinking. Poetic Thinking allows students to share both their scholarly and creative work with each other. Based on the newest technology and beautifully designed, it will greatly enhance their course experience.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
JEWISHST 283K:
Muslims, Christians, and Jews in the Eastern Mediterranean: From Ottoman to Modern Times (HISTORY 283K)
At a time when Europe was riven by sectarian war, the expanding Ottoman Empire came to rule over a religiously diverse population in what we now call the Balkans and Middle East. Focusing on the period 1323-1789, this course asks the following questions: Why was "difference" normal in the Ottoman Empire but not elsewhere? How did the Ottomans maintain relatively low levels of intercommunal violence during the early-modern period? How did Ottoman rule and intracommunal dynamics affect each other? How did perceptions of ethno-religious diversity vary among commentators and over time?
Terms: Spr
| Units: 5
JEWISHST 284C:
Genocide and Humanitarian Intervention (HISTORY 224C, HISTORY 324C, JEWISHST 384C, PEDS 224)
Open to medical students, graduate students, and undergraduate students. Traces the history of genocide in the 20th century and the question of humanitarian intervention to stop it, a topic that has been especially controversial since the end of the Cold War. The pre-1990s discussion begins with the Armenian genocide during the First World War and includes the Holocaust and Cambodia under the Khmer Rouge in the 1970s. Coverage of genocide and humanitarian intervention since the 1990s includes the wars in Bosnia, Rwanda, Kosovo, the Congo and Sudan.
Terms: Win
| Units: 3
| UG Reqs: WAY-SI
JEWISHST 287:
Hope in the Modern Age (COMPLIT 287, GERMAN 287)
Immanuel Kant famously considered "What may I hope?" to be the third and final question of philosophy. This course considers the thinkers, from Immanuel Kant to Judith Butler, who have attempted to answer this question from within the context of modernity. Has revolution replaced religion as the object of our hope? Has Enlightenment lived up to its promises? These topics and more will be discussed, with readings from thinkers including Hegel, Marx, Nietzsche, Benjamin, Adorno, and Arendt, alongside the literature of writers such as Kafka, Celan, Nelly Sachs, among others, and with particular focus on the question of hope within the German-Jewish tradition.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-SI
JEWISHST 299A:
Directed Reading in Yiddish, First Quarter
Directed Reading in Yiddish, First Quarter
Terms: Aut
| Units: 1-5
| Repeatable
1 times
(up to 5 units total)
JEWISHST 301:
Colloquium on Jews, Judaism, and Jewish Culture
An interdisciplinary graduate student colloquium for Stanford graduate students interested in Jewish Studies.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
JEWISHST 326D:
The Holocaust: Insights from New Research (CSRE 226D, CSRE 326D, HISTORY 226D, HISTORY 326D, JEWISHST 226E)
Overview of the history of the Holocaust, the genocide of European Jews. Explores its causes, course, consequences, and memory. Addresses the events themselves, as well as the roles of perpetrators and bystanders, dilemmas faced by victims, collaboration of local populations, and the issue of rescue. Considers how the Holocaust was and is remembered and commemorated by victims and participants alike. Uses different kinds of sources: scholarly work, memoirs, diaries, film, and primary documents.
Terms: Win
| Units: 4-5
JEWISHST 333:
Comparative Mysticism (RELIGST 233, RELIGST 333)
This graduate seminar will explore the mystical writings of the major religious traditions represented in our department: Judaism, Christianity, Islam, Buddhism and Hinduism. It will address major issues in the study of mysticism, exposing students to a wide variety of religious thinkers and literary traditions, while simultaneously interrogating the usefulness of the concept of "mysticism" as a framework in the study of religion. We will consider various paradigms of method (comparative, constructivist, essentialist), and examine the texts with an eye to historical and social context together with the intellectual traditions that they represent. Preserving the distinctiveness of each religious tradition, the class will be structured as a series of five units around these traditions, but our eyes will be continuously trained upon shared topics or themes, including: language; gender; notions of sainthood; scripture and exegesis; autobiography and writing; mysticism and philosophy; poetry and translation; mysticism and social formation; the interface of law, devotion, and spirit; science and mysticism; perceptions of inter-religious influence; mysticism and the modern/ post-modern world. Advanced reading knowledge of at least one language of primary-source scholarship in one of the above traditions is required.
Terms: Aut
| Units: 5
JEWISHST 384C:
Genocide and Humanitarian Intervention (HISTORY 224C, HISTORY 324C, JEWISHST 284C, PEDS 224)
Open to medical students, graduate students, and undergraduate students. Traces the history of genocide in the 20th century and the question of humanitarian intervention to stop it, a topic that has been especially controversial since the end of the Cold War. The pre-1990s discussion begins with the Armenian genocide during the First World War and includes the Holocaust and Cambodia under the Khmer Rouge in the 1970s. Coverage of genocide and humanitarian intervention since the 1990s includes the wars in Bosnia, Rwanda, Kosovo, the Congo and Sudan.
Terms: Win
| Units: 3
JEWISHST 385B:
Graduate Colloquium in Jewish History, 19th-20th Centuries (HISTORY 385B)
Instructor consent required.
Terms: Win
| Units: 4-5
JEWISHST 482D:
The History of Genocide (HISTORY 202S, HISTORY 402D, JEWISHST 282S)
This course will explore the history, politics, and character of genocide from the beginning of world history to the present. It will also consider the ways that the international system has developed to prevent and punish genocide.
Terms: Aut
| Units: 4-5
KOREA 24:
Humanities Core: How to be Modern in East Asia (CHINA 24, COMPLIT 44, HUMCORE 133, JAPAN 24)
Modern East Asia was almost continuously convulsed by war and revolution in the 19th and 20th centuries. But the everyday experience of modernity was structured more profoundly by the widening gulf between the country and the city, economically, politically, and culturally. This course examines literary and cinematic works from China and Japan that respond to and reflect on the city/country divide, framing it against issues of class, gender, national identity, and ethnicity. It also explores changing ideas about home/hometown, native soil, the folk, roots, migration, enlightenment, civilization, progress, modernization, nationalism, cosmopolitanism, and sustainability. All materials are in English. This course is part of the Humanities Core: https://humanitiescore.stanford.edu/
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II
KOREA 120:
Narratives of Modern and Contemporary Korea (COMPLIT 222, KOREA 220)
This introductory survey will examine the development of South and North Korean literature from the turn of the 20th century until the present. The course will be guided by historical and thematic inquiries as we explore literature in the colonial period, in the period of postwar industrialization, and contemporary literature from the last decade. We will supplement our readings with critical writing about Korea from the fields of cultural studies and the social sciences in order to broaden the terms of our engagement with our primary texts.
Terms: Win
| Units: 4-5
| UG Reqs: WAY-A-II
KOREA 152:
Modernization and Design - A South Korean Case Study (KOREA 252)
Design products are intimately intertwined with the lives of the people, who use them every day. Studying design is, thereby, studying the lives of the people and visual and material culture created by design. Korea saw immense changes in the twentieth century both politically and economically and design's role, as well as culture design creates, radically shifted with these changes. In this course, we trace the trajectory that "modern design" took since its arrival in Korea: how it served the purposes of the state and conglomerates, how it contributed to the emergence of creative industries, and most importantly, how it shaped the lives of the average Korean people in its every step of the way. The first trademarks, the first Hangul typefaces, the "Bulldozer" development of Seoul, construction of middle-class taste, designs for the 1998 Olympic Games, Korean conglomerate's design management strategies as well as "vernacular designs" will be examined.
Terms: Aut
| Units: 3-5
KOREA 153:
Olympic Spectacles: Tokyo, Seoul, Beijing, and Tokyo (KOREA 253)
The Olympics is the world's largest media spectacle watched by millions of people simultaneously. This course studies the summer Olympic games held in East Asia (Tokyo '64, Seoul '88, and Beijing '08) and the spectacles that the host nations created to celebrate their cultures and heritages as well as their newly gained power and status as modern nations. Nation building and branding, modernization and Westernization, Orientalism and self-Orientalization, urban development and gentrification will be studied among other themes. During the 2021 Tokyo Olympics (July 23 - August 3, 2021), we will watch and discuss the events in real time and compare them with the previous games including the 1940 Tokyo Olympics, which was canceled due to World War II.
Last offered: Summer 2021
| Units: 2-5
| UG Reqs: WAY-A-II, WAY-SI
KOREA 155:
Digital Media in East Asia (KOREA 255)
East Asia claims a unique place in the world of digital media. This seminar introduces students to digital media "with Asian characteristics" and surveys Chinese, Japanese, and South Korean digital cultures. We will examine topics such as techno-Orientalism, technological and political imagination in literature and film, coloniality and postcoloniality, surveillance and control, infrastructure and accessibility, manufacturing and labor, and more in the East Asian context.
Terms: Spr
| Units: 2-5
KOREA 190X:
North Korea in a Historical and Cultural Perspective (HISTORY 290, HISTORY 390, KOREA 290X)
North Korea has been dubbed secretive, its leaders unhinged, its people mindless dupes. Such descriptions are partly a result of the control that the DPRK exerts over texts and bodies that come through its borders. Filtered through foreign media, North Korea's people and places can seem to belong to another planet. However, students interested in North Korea can access the DPRK through a broad and growing range of sources including satellite imagery, archival documents, popular magazines, films, literature, art, tourism, and through interviews with former North Korean residents (defectors). When such sources are brought into conversation with scholarship about North Korea, they yield new insights into North Korea's history, politics, economy, and culture. This course will provide students with fresh perspectives on the DPRK and will give them tools to better contextualize its current position in the world. Lectures will be enriched with a roster of guest speakers.
Terms: Win
| Units: 4-5
| UG Reqs: WAY-A-II, WAY-SI
KOREA 198C:
Senior Research (Capstone Essay)
EALC students writing a Senior Capstone Essay who wish to conduct research with their adviser may enroll in this course for 1 unit, for 1 quarter.
Terms: Aut, Win, Spr
| Units: 1
KOREA 198H:
Senior Research (Honors Thesis)
EALC seniors or juniors pursuing honors research should sign up for this course under their faculty adviser for research credit.
Terms: Aut, Win, Spr
| Units: 2-5
| Repeatable
2 times
(up to 10 units total)
KOREA 200:
Directed Readings in Korean
Directed Reading in Korean Studies, requires instructor consent before enrolling.
Terms: Aut, Win, Spr, Sum
| Units: 1-12
| Repeatable
10 times
(up to 144 units total)
KOREA 220:
Narratives of Modern and Contemporary Korea (COMPLIT 222, KOREA 120)
This introductory survey will examine the development of South and North Korean literature from the turn of the 20th century until the present. The course will be guided by historical and thematic inquiries as we explore literature in the colonial period, in the period of postwar industrialization, and contemporary literature from the last decade. We will supplement our readings with critical writing about Korea from the fields of cultural studies and the social sciences in order to broaden the terms of our engagement with our primary texts.
Terms: Win
| Units: 4-5
KOREA 252:
Modernization and Design - A South Korean Case Study (KOREA 152)
Design products are intimately intertwined with the lives of the people, who use them every day. Studying design is, thereby, studying the lives of the people and visual and material culture created by design. Korea saw immense changes in the twentieth century both politically and economically and design's role, as well as culture design creates, radically shifted with these changes. In this course, we trace the trajectory that "modern design" took since its arrival in Korea: how it served the purposes of the state and conglomerates, how it contributed to the emergence of creative industries, and most importantly, how it shaped the lives of the average Korean people in its every step of the way. The first trademarks, the first Hangul typefaces, the "Bulldozer" development of Seoul, construction of middle-class taste, designs for the 1998 Olympic Games, Korean conglomerate's design management strategies as well as "vernacular designs" will be examined.
Terms: Aut
| Units: 3-5
KOREA 253:
Olympic Spectacles: Tokyo, Seoul, Beijing, and Tokyo (KOREA 153)
The Olympics is the world's largest media spectacle watched by millions of people simultaneously. This course studies the summer Olympic games held in East Asia (Tokyo '64, Seoul '88, and Beijing '08) and the spectacles that the host nations created to celebrate their cultures and heritages as well as their newly gained power and status as modern nations. Nation building and branding, modernization and Westernization, Orientalism and self-Orientalization, urban development and gentrification will be studied among other themes. During the 2021 Tokyo Olympics (July 23 - August 3, 2021), we will watch and discuss the events in real time and compare them with the previous games including the 1940 Tokyo Olympics, which was canceled due to World War II.
Last offered: Summer 2021
| Units: 2-5
KOREA 255:
Digital Media in East Asia (KOREA 155)
East Asia claims a unique place in the world of digital media. This seminar introduces students to digital media "with Asian characteristics" and surveys Chinese, Japanese, and South Korean digital cultures. We will examine topics such as techno-Orientalism, technological and political imagination in literature and film, coloniality and postcoloniality, surveillance and control, infrastructure and accessibility, manufacturing and labor, and more in the East Asian context.
Terms: Spr
| Units: 2-5
KOREA 290X:
North Korea in a Historical and Cultural Perspective (HISTORY 290, HISTORY 390, KOREA 190X)
North Korea has been dubbed secretive, its leaders unhinged, its people mindless dupes. Such descriptions are partly a result of the control that the DPRK exerts over texts and bodies that come through its borders. Filtered through foreign media, North Korea's people and places can seem to belong to another planet. However, students interested in North Korea can access the DPRK through a broad and growing range of sources including satellite imagery, archival documents, popular magazines, films, literature, art, tourism, and through interviews with former North Korean residents (defectors). When such sources are brought into conversation with scholarship about North Korea, they yield new insights into North Korea's history, politics, economy, and culture. This course will provide students with fresh perspectives on the DPRK and will give them tools to better contextualize its current position in the world. Lectures will be enriched with a roster of guest speakers.
Terms: Win
| Units: 4-5
KORLANG 1:
First-Year Korean, First Quarter
First quarter of three-quarter sequence. Emphasis is on the development of beginning proficiency in interpersonal, interpretive, and presentational spheres. Culturally appropriate conduct relevant to contexts such as greetings, gestures, and body language.
Terms: Aut
| Units: 5
KORLANG 1A:
Accelerated First-Year Korean, Part 1
KORLANG 1A and 2A complete the sequence in two rather than 3 quarters. Recommended for students with previous knowledge of Korean. Students acquire beginning proficiency in Korean at an accelerated pace through intensive speaking, reading, listening, and writing. Prerequisite: Placement test or consent of instructor.
Terms: Win
| Units: 5
KORLANG 2:
First-Year Korean, Second Quarter
Continuation of KORLANG1. Emphasis is on the development of beginning proficiency in interpersonal, interpretive, and presentational spheres. Culturally appropriate conduct relevant to contexts such as greetings, gestures, and body language. Prerequisite: Prerequisite: Placement Test, KORLANG 1.
Terms: Win
| Units: 5
KORLANG 2A:
Accelerated First-Year Korean, Part 2
Continuation of KORLANG 1A. Recommended for students with previous knowledge of Korean. Emphasis is on the further development of beginning proficiency through intensive speaking, reading, listening, and writing. Completion of KORLANG 2A fulfills the University Language Requirement. Prerequisite: Placement Test or KORLANG 1A.
Terms: Aut, Spr
| Units: 5
| UG Reqs: Language
KORLANG 3:
First-Year Korean, Third Quarter
Continuation of KORLANG2. Emphasis is on the development of beginning proficiency in interpersonal, interpretive, and presentational spheres. Culturally appropriate conduct relevant to contexts such as greetings, gestures, and body language. Completion of KORLANG 3 fulfills the University language requirement.Prerequisite: Placement test or KORLANG2.
Terms: Spr
| Units: 5
| UG Reqs: Language
KORLANG 21:
Second-Year Korean, First Quarter
Continuation of KORLANG 3 or KORLANG 2A. More complex sentences and grammatical patterns. Conversation in daily situations such as making a polite request or suggestion, reading simple texts, and Korean culture. Prerequisite: Placement Test, KORLANG 3.
Terms: Aut
| Units: 5
| UG Reqs: Language
KORLANG 22:
Second-Year Korean, Second Quarter
Continuation of KORLANG 21. More complex sentences and grammatical patterns. Conversation in daily situations such as making a polite request or suggestion, reading simple texts, and Korean culture. Prerequisite: Placement Test, KORLANG 21.
Terms: Win
| Units: 5
| UG Reqs: Language
KORLANG 23:
Second-Year Korean, Third Quarter
Continuation of KORLANG 22. More complex sentences and grammatical patterns. Conversation in daily situations such as making a polite request or suggestion, reading simple texts, and Korean culture. Prerequisite: Placement Test or KORLANG 22.
Terms: Spr
| Units: 5
| UG Reqs: Language
KORLANG 101:
Third-Year Korean, First Quarter
Continuation of KORLANG 23. Materials about Korean culture and society. Proficiency in interpersonal, interpretive, and presentational communication. Vocabulary, reading, and aural/oral skills. Prerequisite: Placement test, KORLANG 23, or KORLANG 22A..
Terms: Aut
| Units: 4
| UG Reqs: Language
KORLANG 102:
Third-Year Korean, Second Quarter
Continuation of KORLANG 101. Materials about Korean culture and society. Proficiency in interpersonal, interpretive, and presentational communication. Vocabulary, reading, and aural/oral skills. Prerequisite: Placement Test or KORLANG 101.
Terms: Win
| Units: 4
| UG Reqs: Language
KORLANG 103:
Third-Year Korean, Third Quarter
Continuation of KORLANG 102. Materials about Korean culture and society. Proficiency in interpersonal, interpretive, and presentational communication. Vocabulary, reading, and aural/oral skills. Prerequisite: Placement Test, or KORLANG 102.
Terms: Spr
| Units: 4
| UG Reqs: Language
KORLANG 200:
Directed Reading in Korean
Prerequisite: consent of instructor.n (Staff)
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
KORLANG 211:
Fourth-Year Korean, First Quarter
Continuation of 103. Advanced and intellectual speaking and writing skills. Vocabulary, discussion, and presentation based on readings on topics such as Korean culture, history, economy, politics, multimedia, newspaper articles, and magazines. Prerequisite: 103 or consent of instructor.
Terms: Aut
| Units: 4
KORLANG 212:
Fourth-Year Korean, Second Quarter
Continuation of 211. Advanced and intellectual speaking and writing skills. Vocabulary, discussion, and presentation based on readings on topics such as Korean culture, history, economy, politics, multimedia, newspaper articles, and magazines. Prerequisite: 103 or consent of instructor.
Terms: Win
| Units: 4
KORLANG 213:
Fourth-Year Korean,Third Quarter
Continuation of 212. Advanced and intellectual speaking and writing skills. Vocabulary, discussion, and presentation based on readings on topics such as Korean culture, history, economy, politics, multimedia, newspaper articles, and magazines. Prerequisite: 103 or consent of instructor.
Terms: Spr
| Units: 4
KORLANG 395:
Graduate Studies in Korean
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
LATINAM 177A:
Mapping Poverty, Colonialism and Nation Building in Latin America (LATINAM 277A)
This course is an introduction to the mapping of colonial and early independent Latin America, as a lens through which students may learn about the process of colonization, state building, and the legacies on those processes on poverty and underdevelopment today. Historical maps are analyzed both as GIS data sources, and as interpretative lenses through which we can glimpse the way human settlements and activity reveal social, political and economic dynamics whose legacies are still present today.
Terms: Aut
| Units: 3-5
LATINAM 197:
Directed Individual Research
For students engaged in interdisciplinary work that cannot be arranged by department. May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-10
| Repeatable
for credit
LATINAM 200:
Seminar on Contemporary Issues in Latin American Studies
Guest scholars present analyses of major Latin American themes. Restricted to students enrolled in the Latin American Studies MA program.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
LATINAM 207:
Spanish in Science/Science in Spanish (BIO 208, EARTHSYS 207)
For graduate and undergraduate students interested in the natural sciences and the Spanish language. Students will acquire the ability to communicate in Spanish using scientific language and will enhance their ability to read scientific literature written in Spanish. Emphasis on the development of science in Spanish-speaking countries or regions. Course is conducted in Spanish and intended for students pursuing degrees in the sciences, particularly disciplines such as ecology, environmental science, sustainability, resource management, anthropology, and archeology.
Terms: Spr
| Units: 2
| Repeatable
2 times
(up to 4 units total)
LATINAM 248:
Racial and Gender Inequalities in Latin America
This course explores the intersection between racial and gender inequalities in Latin America focusing on the historical pattern of racism, sexism and discrimination, and on the political and social changes that have enabled Afro-descendants and women to achieve social rights in some countries of the region such as Brazil, Colombia, Ecuador, and Uruguay. The first part of this course introduces the struggle of political movements taking into consideration the historical process of race and gender discrimination. It will address not only the history of blacks¿ and women's movements in the 20th century, but also racism and sexism as cultural and institutional elements that configure inequality in those countries. Socio-economic indicators, race and gender-based violence, and political participation will be analyzed. The second part of this course examines the most recent discourses about women and afro-descendant rights, and their political framework. It evaluates how they have changed public opinion, laws and the social, institutional and political environment of Latin America. Finally, this course discusses the ability of Afro-descendants and women movements to navigate in the current political climate and advance their rights.nCourse will be taught in Portuguese.
Terms: Spr
| Units: 3-5
LATINAM 277A:
Mapping Poverty, Colonialism and Nation Building in Latin America (LATINAM 177A)
This course is an introduction to the mapping of colonial and early independent Latin America, as a lens through which students may learn about the process of colonization, state building, and the legacies on those processes on poverty and underdevelopment today. Historical maps are analyzed both as GIS data sources, and as interpretative lenses through which we can glimpse the way human settlements and activity reveal social, political and economic dynamics whose legacies are still present today.
Terms: Aut
| Units: 3-5
LATINAM 299:
Independent Study or Directed Reading
Independent Study or Directed Reading for graduate students in Latin American Studies
Terms: Aut, Win, Spr
| Units: 1-10
LATINAM 301:
GRADUATE ARCHIVAL DIRECTED READING
Independent studies under the direction of a faculty member for which academic credit may properly be allowed. Research will require in-person access to archival materials in Hoover Institution, Stanford's Latin American Collections, and/or Branner or Ramsey Map Collections. For Latin American Studies M.A. students only.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
5 times
(up to 5 units total)
LATINAM 397:
Graduate Writing Seminar for Latin American Studies
The design of this seminar is to aid students in fulfilling their MA in Latin American Studies capstone research paper or thesis requirement.
Terms: Aut, Win
| Units: 1-2
LATINAM 398:
Master's Thesis
Restricted to students writing a master's thesis in Latin American Studies. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Asad, A. (PI);
Diaz, A. (PI);
Frank, Z. (PI);
Hoyos, H. (PI);
Jha, S. (PI);
Jimenez, T. (PI);
Klein, H. (PI);
Magaloni-Kerpel, B. (PI);
Moya, P. (PI);
Rosa, J. (PI);
Solano-Flores, G. (PI);
Wolfe, M. (PI);
Novy, J. (SI);
Trinkunas, H. (SI);
Diaz, A. (GP);
Hoyos, H. (GP);
Saenz-Ackermann, E. (GP)
LATINAM 801:
TGR Project
TGR Project for approved students in Latin American Studies.
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
91 times
LAW 201:
Civil Procedure I
This course is part of the required first-year JD curriculum. This course is a study of the process of civil litigation from the commencement of a lawsuit through final judgment under modern statutes and rules of court, with emphasis on the federal rules of civil procedure. May include class participation, written assignments, or other elements. Your instructor will advise you of the basis for grading.
Terms: Aut
| Units: 5
LAW 203:
Constitutional Law
This course is part of the required first-year JD curriculum. This course offers an introduction to American constitutional law. In addition to examining questions of interpretive method, the course focuses on the powers of the federal government and the allocation of decision making authority among government institutions, including both federalism and separation of powers. Class participation, attendance, written assignments, and final exam. This course is open to first-year Law School students only.
Terms: Win
| Units: 3
LAW 205:
Contracts
This course is part of the required first-year JD curriculum. It provides exposure to basic contract law. The course will identify the scope and purpose of the legal protection accorded to interests predicated on contract and will focus on problems of contract formation, interpretation, performance, and remedies for breach.
Terms: Aut
| Units: 5
LAW 207:
Criminal Law
This course is part of the required first-year JD curriculum. It examines the traditional general issues in the substantive criminal law, including the purposes of punishment and the appropriate limits on the use of the criminal sanction. It focuses predominantly on how criminal statutes are organized around objective offense elements (conduct, causation, and attendant circumstances) and mental states, and to a lesser degree on inchoate crimes, complicity, justification and excuse.
Terms: Win
| Units: 4
LAW 217:
Property
This course is part of the required first-year JD curriculum. It deals with possession and ownership of land and with the incidents thereof, including private and public restrictions on its use and development, nuisance, trespass, concurrent interests, landlord and tenant, and eminent domain. Attendance and final exam. Your instructor will advise you of other basis of grading. This course is open to first-year Law School students only.
Terms: Spr
| Units: 4
LAW 219:
Legal Research and Writing
Legal Research and Writing is a two-unit course taught as a simulation. Students work on a legal problem starting with an initial interview, and they conduct fact investigation and legal research related to that problem. Students receive rigorous training in reading and analyzing legal authority, and in using persuasive strategies--legal analysis, narrative, rhetoric, legal theory, and public policy--to frame and develop legal arguments. Students write predictive memos and persuasive briefs, and are introduced to the professional norms of ethics, timeliness, and courtesy. This course is part of the required first-year JD curriculum.
Terms: Aut
| Units: 2
LAW 223:
Torts
This course is part of the required first-year JD curriculum. It considers issues involved in determining whether the law should require a person to compensate for harm intentionally or unintentionally caused. These problems arise in situations as diverse as automobile collisions, operations of nuclear facilities, and consumption of defective food products. Among other considerations, the course explores various resolutions in terms of their social, economic, and political implications.
Terms: Aut
| Units: 5
LAW 224A:
Federal Litigation in a Global Context: Coursework
This course is part of the required first-year JD curriculum. It is an introductory course in the litigation process. Students represent the plaintiff or defendant in a simulated global torts case set in a federal district court that raises complex issues of federal civil procedure. Students plan litigation strategy, draft pleadings, conduct discovery, write short briefs, and orally argue major motions. While developing students' written and oral advocacy skills, the course also focuses on substantive issues of civil procedure and transnational lawyering. Elements used in grading: attendance, class participation, oral argument, assignments in preparation for written briefs (outlines, drafts, research and citation assignments), written briefs, and professionalism. This course is open to first-year Law School students only.
Terms: Win
| Units: 2
| Repeatable
2 times
(up to 4 units total)
Instructors: ;
Bakhshay, S. (PI);
Fagel, M. (PI);
Handler, N. (PI);
Hoffman, L. (PI);
Linsenmayer, R. (PI);
Mance, A. (PI);
Tashjian, R. (PI);
Thesing, A. (PI);
Valeska, T. (PI);
Wall, R. (PI)
LAW 224B:
Federal Litigation in a Global Context: Methods and Practice
This course is part of the required first-year JD curriculum. It is an introductory course in the litigation process. Students represent the plaintiff or defendant in a simulated global torts case set in a federal district court that raises complex issues of federal civil procedure. Students plan litigation strategy, draft pleadings, conduct discovery, write short briefs, and orally argue major motions. While developing students' written and oral advocacy skills, the course also focuses on substantive issues of civil procedure and transnational lawyering. Elements used in grading: attendance, class participation, oral argument, assignments in preparation for written briefs (outlines, drafts, research and citation assignments), written briefs, and professionalism. This course is open to first-year Law School students only.
Terms: Spr
| Units: 2
Instructors: ;
Bakhshay, S. (PI);
Fagel, M. (PI);
Handler, N. (PI);
Hoffman, L. (PI);
Linsenmayer, R. (PI);
Mance, A. (PI);
Tashjian, R. (PI);
Thesing, A. (PI);
Valeska, T. (PI);
Wall, R. (PI)
LAW 240D:
Discussion (1L): Criminal Legal Histories
This seminar will trace the roots of four critical aspects of the American criminal justice system: jury independence and the power of jurors to render verdicts according to conscience; plea bargaining and the marginalization of juries; penitentiaries and the displacement of other forms of punishment; and the criminalization of recreational drugs. Though modern criminal justice policy will inform our conversation, the readings will be historical with an emphasis on primary source documents. We will examine the forces driving legal evolution and the historian's tools in mapping those forces. The seminar will meet four times during the Fall quarter. Class meets 4:15-6:15pm, September 15, September 22, October 6, October 20.
Terms: Aut
| Units: 1
LAW 240J:
Discussion (1L): Religion, Identity and Law
This seminar will focus on the dynamic interplay between religious identity, community, and worldview, and the study, practice, and profession of law. As a defining force for so many across the globe, and in the norms through which human beings recognize their rights and arrange their affairs, religion has a unique and abiding impact on the work and life of aspiring and practicing lawyers -- for believers and nonbelievers alike. Whether as first-year law students or seasoned practitioners, the need to anticipate, appreciate, and reconcile religious perspectives is both a vital professional skill and an illuminating resource for self-understanding and mutual respect. The class will meet across three on-campus sessions and a closing offsite dinner, and will include a collaborative exploration of primary and secondary sources, as well as custom conversational frameworks. Topics will include religion and cross-cultural lawyering, religion and legal systems, the role of faith in judicial decision-making, and law as a vocation (with attendant self-care dynamics). Befitting the overarching goals of diversity and inclusion in the discussion series generally, and the central importance of particularized themes of bridge building, this seminar is warmly and equally open to students of any religious tradition and those of no religion at all. Elements used in grading: Full attendance, reading of assigned materials, and active participation. The seminar will meet four times during the Fall quarter. Class will meet 6:30-8:30pm, September 22, October 6, October 27, November 10
Terms: Aut
| Units: 1
LAW 240K:
Discussion (1L): Representations of Criminal Lawyers in Popular Culture Through the Lens of Bias
This discussion group will explore the portrayal of criminal lawyers in popular films and will engage in critical analysis of how misconceptions about the criminal justice system and biases against women, people of color and the poor are amplified on the big screen. Source materials will include numerous mass-market films juxtaposed against authoritative law review and other commentary to afford in-depth discussion. Elements used in grading: Full attendance, reading of assigned materials, and active participation. The seminar will meet four times during the Fall quarter. Class will meet 6:00-8:00pm, September 16, September 30, October 14, October 28.
Terms: Aut
| Units: 1
LAW 240M:
Discussion (1L): The Central Park Five Case
This discussion seminar will focus on racial factors in the criminal justice system, using the Central Park 5 case and the Netflix series "When They See Us" as the jumping off point for the discussion. Following each episode of the series, the seminar will discuss the investigation, the trial, incarceration and post incarceration experiences. Although there may be some readings, the primary material will be the Netflix series. I hope to have some additional help with the discussion by asking a few outside players to join the class. Participants could include George Gascon, the recently elected progressive District Attorney in Los Angeles who has been a leader in the investigation of racism in enforcement of the laws, and our alum Emily Galvin Almanza. Co-Founder and Executive Director, Partners for Justice, Mike Romano, who leads our Three Strikes Project, and one of the Three Strikers whose release was secured by Stanford's Three Strike Project. If they are available, these outside participants will join the discussion in order to be a resource and to provide color and insight into the topics being covered. Elements used in grading: Full attendance, reading of assigned materials, and active participation. The seminar will meet four times during the Fall quarter. Note: After an initial meeting on campus 4:30-6:30, this Seminar will hold three meetings at Prof. Mills' home in San Francisco. Mini-bus transportation will be provided, departing SLS at 4:30 and arriving back at SLS est. 8:30-9:00. Class will meet September 9, September 23, October 12, October 28.
Terms: Aut
| Units: 1
LAW 240Q:
Discussion (1L): Human Reproduction in the 21st Century: Legal and Ethical Issues
This group will discuss issues around human reproduction in the 20th and 21st centuries. We will talk about abortion and the problems of when life or rights begin, eugenics, embryo selection, and embryo editing (also known as "designer babies"). An underlying theme will be how "we" -- a culture, as a legal system, as legal systems -- decide what should and shouldn't be done. Elements used in grading: Full attendance, reading of assigned materials, and active participation. The seminar will meet four times during the Fall quarter. Class meets 7:00-9:00pm, September 21, October 12, October 26, November 9.
Terms: Aut
| Units: 1
LAW 240T:
Discussion (1L): Race and Technology
There is sometimes a tendency to describe technology as value neutral, as simply a tool that can be used for good or evil, particularly when questions of race and racial justice are involved. But the technologies we develop and deploy are shaped by historical prejudices, biases, and inequalities and thus are no less biased and racist than the underlying society in which they exist. In this discussion group, we will examine how racial and other biases are inherent in a wide range of technologies, including "risk assessment" algorithms for predictive policing or other decisions in the criminal justice system, facial recognition systems, surveillance tools, diagnostic algorithms for medical diagnosis and treatment decisions, "digital redlining" through housing ads, programs that determine entitlement to credit or public benefits and/or purport to detect fraud by recipients, algorithms used in recruiting and hiring, digital divide access gaps, and more. Building on these various case studies, we will seek to articulate a framework for recognizing both explicit and subtle anti-black and other biases in tech and understanding them in the broader context of racism and inequality in our society. Finally, we will discuss how these problems might be addressed, including by regulators, legislators, and courts as well as by significant changes in mindset and practical engagement by technology developers and educators. Elements used in grading: Full attendance, reading of assigned materials, and active participation. The seminar will meet four times during the Fall quarter. Class meets 4:30-6:30pm, September 23, October 7, October 21, November 4.
Terms: Aut
| Units: 1
LAW 240U:
Discussion (1L): Race, Civil Rights, and Human Rights
In this seminar, we will explore the evolution in the mid-twentieth century of the Civil Rights movement in the United States, at the same time that the international system for legal protection of human rights was also taking shape. Readings will discuss issues such as the relationship between civil and political rights and economic, social, and cultural rights; the relationship between anti-colonial movements and anti-racism; the context of the Cold War; the development of treaties such as the Convention on the Elimination of All Forms of Racial Discrimination; and U.S. attitudes of exceptionalism towards international legal regimes. Elements used in grading: Full attendance, reading of assigned materials, and active participation. The seminar will meet four times during the Fall quarter. Class will meet 6:45-8:45pm, September 14, October 5, October 19, November 2.
Terms: Aut
| Units: 1
LAW 241A:
Discussion (1L): Why is the USA Exceptional -- In Crime and Punishment?
It has long been a national controversy, and for many an international embarrassment, that the imprisonment rate in this country stands at the very top among nations -- currently just barely behind those of countries we would never want to be compared to and several multiples higher than those of other developed industrialized democracies. And for many years it has been almost a cliché that we also have an internationally anomalously high crime rate. The crime gap between us and our "peer nations" has narrowed in recent years but is still notable, at least for violent crime. In the seminar we will read an interdisciplinary set of explorations about whether there are things in "national DNA" that explain each of these phenomena and possibly both at once. The perspectives will include the political history of our roots in both revolution and slavery and the legacy of Reconstruction, and cultural/anthropological theories about the "frontier mentality," as well as such distinct factors as our anomalous rate of gun ownership. Along all these dimensions we will speculate on which way the causation runs between crime or punishment and these various correlates. But of course we will also look to the legal system, including our rights- and federalism-focused Constitution, as both cause and effect of our anomalies. While we will look at some more quantitively empirical perspectives, especially as they bear on recent changes in both crime and punishment rates, our main subject will be more of an "American Studies" approach to the overall stability of how we compare to other nations. Elements used in grading: Full attendance, reading of assigned materials, and active participation. The seminar will meet four times during the Fall quarter. The class will meet 6:00-8:00pm, September 16, September 30, October 14, October 28.
Terms: Aut
| Units: 1
LAW 241C:
Discussion (1L): Asian Americans Justice Struggles
Over the past eighteen months, coronavirus-related racism and anti-Asian hate violence have renewed perennial conversations about Asian American identity and advocacy in the United States. What does it mean to be Asian American? What is and has been the place of Asian Americans in broader social movements for racial justice? And what can the historical experiences of Asian Americans in resisting injustice teach us about Asian American activism, legal advocacy, and political struggles today? This seminar will explore these questions, among others, through reading and conversation around four key timeframes: 1) the Chinese Exclusion era of the late nineteenth century, which initiated decades of Asian immigrant exclusion but also spawned surprising legal resistance by early migrants; 2) the 1960s and 1970s, in which Asian America was created as a political project in tandem with Black and Third World liberation movements; 3) the post-9/11 period, where segments of the Asian American community confronted the recurrent framing of Asian Americans as security threats during the war on terror and beyond; and 4) the present moment, in which Asian Americans make and contest their place within multiracial movements addressing a host of pressing contemporary challenges. Throughout, this seminar will make visible the role and struggles of Asian Americans, broadly defined, in U.S. law, history, and social movements. Elements used in grading: Full attendance, reading of assigned materials, and active participation. The seminar will meet four times during the Fall quarter. Class meets 4:15-6:15pm, September 13, September 27, October 11, 4th session TBA.
Terms: Aut
| Units: 1
LAW 241D:
Discussion (1L): Corporate Dilemmas
The principle that corporate managers' sole duty is to maximize shareholders' financial value has never been entirely adhered to in practice and has been increasingly challenged in recent decades. While acknowledging the importance of shareholder value, commentators have argued that corporations should purposively benefit other stakeholders, including customers, employees, and the communities they affect. At the same time, there has been an upswing of investments aligned with investors' social interests, including public equity investments in companies with high environmental, social, and governance (ESG) ratings and private equity "impact investments" that arguably incur greater risks than pure market rate investments. Our discussion seminar will consider a variety of legal, ethical, and policy issues related to corporations' purposes and responsibilities, including when is it legally and ethically appropriate for corporate managers or institutional investors to compromise shareholder value in the pursuit of social, environmental and other non-pecuniary goals; corporate governance structures that reflect interests other than profit maximization; the power of investors to influence corporate behavior through affirmative investments, divestments and shareholder activism; and the power of various stakeholder groups to influence corporate behavior. Elements used in grading: Full attendance, reading of assigned materials, and active participation. The seminar will meet four times during the Fall quarter. Class meets 7:00-9:00pm, September 21, October 12, October 26, November 16.
Terms: Aut
| Units: 1
LAW 241E:
Discussion (1L): Crime and Punishment in American History
This discussion seminar will deal with the relationship between criminal justice and American society, at various points in American history. The emphasis will not be on doctrines of criminal law, or case-law in general, but on the living law, and the ways in which criminal justice arose out of and reflected social norms and the structure of society. Among the topics to be covered: First, a look at criminal justice in the early colonial period, asking what was distinctive about crime and punishment in the small communities of the 17th and 18th centuries. Second, the intimate connection between race and criminal justice, from slavery through the Jim Crow era. Third: corrections and law enforcement -- the penitentiary, police and detective squads, the reform wave in the late 19th century, and what all of these reveal about the nature of American criminality; and the public reaction to crime and punishment. We will also consider informal justice, including the vigilante movement in the American West. Lastly, we want to examine the rise and fall of victimless crime. A strong anti-vice movement in the late 19th century movement led to the Mann Act, red-light abatement, the criminalization of abortion, and controls over sexual behavior in general. The movement culminated in the "noble experiment" of national Prohibition. This was the rise: the fall was first, the end of Prohibition, then the decriminalization of most forms of victimless crimes in the later 20th century. There will be assigned readings in primary source materials. There will be assigned readings in primary source materials. Elements used in grading: Full attendance, reading of assigned materials, and active participation. The seminar will meet four times during the Fall quarter. The first meeting will occur after the first two weeks of regular classes. Exact meeting dates TBA by instructor. Meeting time: 4:15pm - 6:15pm.
Terms: Aut
| Units: 1
LAW 241F:
Discussion (1L): Ethical Lawyering: An Oxymoron?
National polls consistently rank lawyers as very low on the ethical/trustworthiness scale. For example, a recent Gallup Poll indicated that only 21% of respondents viewed lawyers as trustworthy, as compared to 77% who viewed physicians that way. In this seminar we will explore the roots of the view that lawyers often act unethically? Is this perception accurate? If so, why is that the case? Are there inherent aspects of (even ethical) lawyers' roles--particularly in adversarial contexts--that inevitably trigger public contempt? During each session, we will explore these and related questions through an in-depth study of a particular example of lawyers' behavior (and, at times, misbehavior). Elements used in grading: Full attendance, reading of assigned materials, and active participation. The seminar will meet four times during the Fall quarter. Class meets 5:30-7:30pm, September 20, October 4, October 18, November 1.
Terms: Aut
| Units: 1
LAW 241G:
Discussion (1L): Reflecting on Red Power: 50 Years After Alcatraz
This seminar will explore the legal, cultural, political, and racial complexities underlying the Red Power movement that resulted in the 19-month occupation of nearby Alcatraz Island 50 years ago from 1969-1971. Readings will include excerpts from the seminar work that defined the movement, Vine Deloria Jr.'s Custer Died for Your Sins, a documentary viewing on the occupation, and other interdisciplinary sources from history, political theory, and law. By examining this movement and the tensions it raised, we will explore broader questions of American identity formation, racial construction, social movements, violence, and the complex relationship between the construction of rights, assertions power, and the state. Elements used in grading: Full attendance, reading of assigned materials, and active participation. The seminar will meet four times during the Fall quarter. Class will meet 5:00-7:00pm, September 9, September 23, October 14, November 4.
Terms: Aut
| Units: 1
LAW 241H:
Discussion (1L): The Law, Politics and Technology of the 2020 Redistricting Process
This discussion group will examine the law governing the 2021 redistricting process. We will learn about the one person one vote rule, constitutional prohibitions on racial gerrymandering, the Voting Rights Act, and applicable state law. Students enrolled in this discussion group may also participate in the Stanford Public Interest Redistricting Project in which Stanford students will draw model congressional maps for a number of states. Elements used in grading: Full attendance, reading of assigned materials, and active participation. The seminar will meet four times during the Fall quarter. Class will meet 6:00-8:00pm, September 28, October 12, October 26, November 9.
Terms: Aut
| Units: 1
LAW 241I:
Discussion (1L): The Politics of Procedure
When you first encounter civil procedure in the fall quarter, it may seem dry and technical. With so much to learn so fast there isn't always time to talk about the political dimension of the rules. Simply put, the rules determine who gets access to court, for what types of claims, with what sorts of potential outcomes. In short, civil procedure rules have huge distributional consequences. Not surprisingly, then, the rule drafting process is dominated by interest group politics and in recent decades, key U.S. Supreme Court decisions on civil procedure have been shaped by the justices' ideological preferences. In this group we will read and discuss four topics that foreground the politics of procedure: 1. The rulemaking process. Who are the rule-makers? How are the rule-makers chosen, by whom? How does the rulemaking process work?; 2. The consequences of pleading standards and why they have become stricter over time; 3. The battles over discovery rules and why they matter; and 4. The politics of class action reform. Prior to each session, you will email me a 1-page reflections paper identifying the issues in the readings that you would like us to discuss. After the conclusion of the quarter, you will submit a 3-5 page paper reflecting on the political dimension of procedure with reference to the procedural issues we have discussed or others of your choosing. Elements used in grading: Full attendance, reading of assigned materials, and active participation. The seminar will meet four times during the Fall quarter. The class will meet 5:00-7:00pm, September 27, November 1, November 8. November 15.
Terms: Aut
| Units: 1
LAW 241J:
Discussion (1L): The State of Democratic Discourse
This group will be devoted to candid discussion about the current state of public discourse both nationally and in universities, focusing especially on misinformation and intimidation. We will use Jonathan Rauch's new book, The Constitution of Knowledge: A Defense of Truth ((Brookings 2021) as a springboard for discussion. The great strength of this book is that it addresses threats to democratic discourse from all sides of the political spectrum. We will talk about the role of social media, traditional media, politicians (including former President Trump), as well as law schools, students, and faculty. Elements used in grading: Full attendance, reading of assigned materials, and active participation. The seminar will meet four times during the Fall quarter. The class will meet 6:30-9:00pm, September 20, October 18, November 1, November 15.
Terms: Aut
| Units: 1
LAW 241K:
Discussion (1L): Governing Poverty
Decades of cuts to local government have wreaked havoc on communities left behind by the modern economy. Some of these discarded places are rural, others are urban. Some are conservative, some are progressive. Some are the most diverse communities in America, others are segregated. All are routinely trashed by outsiders for their poverty and their politics. Mostly, their governments are just broke. When a high-poverty city or county has run out of services to cut, properties to sell, bills to defer, and risky loans to take, what should its elected leaders do to ameliorate the harms of concentrated poverty? In this discussion group, students will engage readings, documentaries, and visual media about these topics. Each session, they will read one place-based chapter from Professor Anderson's forthcoming book, The Fight to Save the Town, which focuses on local networks of leaders and residents who are facing these challenges. Students will leave the course with a richer sense of the lived experience of poverty and its governance, as well as a broader picture of "law" that includes local administrative proceedings, municipal codes, civil and criminal law enforcement practices, elected public leadership, state and local taxation, and local budgets. Elements used in grading: Full attendance, reading of assigned materials, and active participation. The seminar will meet four times during the Fall quarter. Class meets 4:15-6:15pm, September 15, September 29, October 20, November 3.
Terms: Aut
| Units: 1
LAW 241L:
Discussion (1L): Conflict Management Design
What is conflict? When is it constructive or destructive? How is it prevented, managed and resolved? As lawyers, we commit to representing clients in an array of formal and informal processes, over discrete violations of law as well as long-ranging breaches of social norms, in local, state and international jurisdictions, in-person and on-line. In this seminar, we will examine different kinds of conflict and different kinds of processes, who designs those processes and who selects the specific process to use in a given instance. Examples include a corporate general counsel's management of customer, partner, or employee disputes; process options for Stanford students facing disputes with the University, faculty, or staff ; initiatives to address racial inequity and injustice through the California State Task Force to Study and Develop Reparation Proposals for African Americans, San Francisco's African American Reparations Advisory Committee, the San Francisco District Attorney's Office Truth Justice and Reconciliation Commission; and the role of technology as a source of disputes as well as means to facilitate resolution. You will be asked to write short comment papers on four case/background readings. Elements used in grading: Full attendance, reading of assigned materials, and active participation. The seminar will meet four times during the Fall quarter. Class meets 4:15-6:15pm, September 22, October 6, October 13, October 27.
Terms: Aut
| Units: 1
LAW 400:
Directed Research
Directed Research is an extraordinary opportunity for students beyond the first-year to research problems in any field of law. Directed research credit may not be awarded for work that duplicates the work of a course, clinic, or externship for which the student has registered. Directed research credit may be awarded for work that expands on work initially assigned in, or conceived during, a course, clinic, or externship, but only if the continued work represents a meaningful and substantial contribution to the already existing project, significantly beyond mere editing or polishing. If a student seeks to continue or expand on work that the student initiated previously (whether for a course, clinic, externship, or otherwise) a student must (1) share the initial work with the professor supervising the directed research, to the extent that work is non-privileged, and (2) obtain permission for the expansion from the instructor or supervisor who supervised the initial project. The final product must be embodied in a paper or other form of written work involving a substantial independent effort on the part of the student. A student must submit a detailed petition of at least 250 words, approved by the sponsoring faculty member, outlining his or her proposed project and demonstrating that the research is likely to result in a significant scholarly contribution. A student may petition for "Directed Research: Curricular Development" when the work involves assisting a Law School faculty member in developing concepts or materials for new and innovative law school courses. Both the supervising faculty member and the Associate Dean for Curriculum must approve petition for "Directed Research: Curricular Development." Students must meet with the instructor frequently for the purposes of report and guidance. Unit credit is by arrangement. Students whose projects warrant more than four units should consider a Senior Thesis or the Research Track (See SLS Student Handbook for requirements and limitations). With the approval of the instructor, successful completion of a directed research project of two units or more may satisfy the JD writing requirement to the extent of one research writing course (R course). See Directed Research under Curricular Options in the SLS Student Handbook for requirements and limitations. Directed Research petitions are available on the Law School Registrar's Office website (see Forms and Petitions). Elements used in grading: Paper and as agreed to by instructor.
Terms: Aut, Win, Spr
| Units: 1-4
| Repeatable
8 times
(up to 8 units total)
Instructors: ;
Ablavsky, G. (PI);
Anderson, M. (PI);
Bankman, J. (PI);
Banks, R. (PI);
Belt, R. (PI);
Brest, P. (PI);
Cuellar, M. (PI);
Engstrom, D. (PI);
Engstrom, N. (PI);
Ford, R. (PI);
Goldin, J. (PI);
Gould, W. (PI);
Greely, H. (PI);
Grundfest, J. (PI);
Honigsberg, C. (PI);
Klausner, M. (PI);
Koski, W. (PI);
Lemley, M. (PI);
Lindh, F. (PI);
MacCoun, R. (PI);
Malone, P. (PI);
Martinez, J. (PI);
McConnell, M. (PI);
Melamed, A. (PI);
Meyler, B. (PI);
Nyarko, J. (PI);
O'Connell, A. (PI);
O'Connell, J. (PI);
Ouellette, L. (PI);
Persily, N. (PI);
Reese, E. (PI);
Sanders, M. (PI);
Sassoubre, T. (PI);
Schacter, J. (PI);
Seiger, A. (PI);
Sinnar, S. (PI);
Sivas, D. (PI);
Sklansky, D. (PI);
Sonne, J. (PI);
Spaulding, N. (PI);
Srikantiah, J. (PI);
Sykes, A. (PI);
Thompson, B. (PI);
Triantis, G. (PI);
Wald, M. (PI);
Weiner, A. (PI);
Weisberg, R. (PI);
van Schewick, B. (PI);
Bauer, N. (GP);
Rios-Merwin, S. (GP)
LAW 403:
Senior Thesis
An opportunity for third-year students to engage in original research and to prepare a substantial written-work product on the scale of a law review article. The thesis topic should be chosen no later than two weeks after the beginning of the seventh term of law study and may be chosen during the sixth term. The topic is subject to the approval of the thesis supervisor, who may be any member of the Law School faculty under whose direction the student wishes to write the thesis and who is willing to assume the responsibility therefor. An oral defense of the thesis before members of the faculty, including the thesis supervisor, will be conducted late in the student's ninth academic term. Acceptance of the thesis for credit requires the approval of the thesis supervisor and one or more other members of the faculty who will be selected by the supervisor. Satisfactory completion of the senior thesis will satisfy graduation requirements to the extent of (a) 5 - 8 units of credit and (b) two research courses. The exact requirements for a senior thesis are in the discretion of the supervising faculty member. Special Instructions: Two Research credits are possible. Elements used in grading: Paper and as agreed to by instructor.
Terms: Aut, Win, Spr
| Units: 5-8
| Repeatable
3 times
(up to 8 units total)
LAW 406:
Research Track
The Research Track is for students who wish to carry out a research project of a scope larger than that contemplated for a Senior Thesis. Research Track projects are to be supervised by two or more professors, at least one of whom must be a member of the Law School faculty. At least one faculty member in addition to the supervisors must read the written product of the research, and the student must defend the written work orally before the readers. Students will be admitted to Research Track only if they have a demonstrated capability for substantial independent research, and propose a significant and well-formulated project at the time of application. Special Instructions: Two Research credits are possible. Elements used in grading: Paper and as agreed to by instructor.
Terms: Aut, Win, Spr
| Units: 9-12
| Repeatable
for credit
LAW 411:
Directed Professional Writing
Directed professional writing projects involve professional writing, such as motions, briefs, proposed legislation, and congressional testimony, undertaken with the assistance of --- and in collaboration with --- a faculty member. Directed professional writing credit is designed to allow a student, or a small group of students working together, to receive academic credit for their work tackling real-world problems. Only projects supervised by a member of the faculty (tenured, tenure-track, senior lecturer, or professor from practice) may qualify for Directed Professional Writing credit. It will not necessarily be appropriate to require each member of the team to write the number of pages that would be required for an individual directed research project earning the number of units that each team member will earn for the team project. The page length guidelines applicable to individual papers may be considered in determining the appropriate page length, but the faculty supervisor has discretion to make the final page-length determination. Students must meet with the instructor frequently for the purposes of report and guidance. Unit credit is by arrangement. A petition will not be approved for work assigned or performed in a course, clinic, or externship for which the student has or will receive credit. See Directed Professional Writing under Curricular Options in the SLS Student Handbook for requirements and limitations. Directed Professional Writing petitions are available on the Law School Registrar's Office website (see Forms and Petitions). Elements used in grading: As agreed to by instructor.
Terms: Aut, Win, Spr
| Units: 1-4
| Repeatable
8 times
(up to 8 units total)
LAW 802:
TGR: Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Ablavsky, G. (PI);
Banks, R. (PI);
Donohue, J. (PI);
Engstrom, D. (PI);
Fisher, G. (PI);
Greely, H. (PI);
Grundfest, J. (PI);
Hensler, D. (PI);
Honigsberg, C. (PI);
Kessler, A. (PI);
Klausner, M. (PI);
Lemley, M. (PI);
MacCoun, R. (PI);
McConnell, M. (PI);
Milhaupt, C. (PI);
Ouellette, L. (PI);
Rabin, R. (PI);
Weiner, A. (PI);
Sheeler, P. (GP);
Smith, G. (GP)
LAW 806Y:
Policy Practicum: Justice By Design: Eviction
Client: NAACP, https://naacp.org/. Three out of five people in civil cases have no lawyer, but are often navigating issues with profound legal importance to their lives. At the same time, the courts are trying to manage a massive volume of cases, with particularly large numbers of cases concerning housing and eviction. What are the new policies & services that can prevent evictions effectively, and promote housing stability? This policy practicum will partner students with the NAACP, which is developing new eviction prevention pilots. Students will work on designing and evaluating new eviction pilots, including on how to get more community education around housing law, housing navigators to support people through the court process, and collaborative housing court models to promote better outcomes. We will work with interviews, observations, data-gathering, and workshops to understand how eviction cases work and what outcomes result. Students will map out opportunities for pilots and plan for how they can be evaluated. This class is part of a multi-year partnership to redesign the civil justice system so that it works better for all litigants, especially those without a lawyer. Students will learn how to do design research, facilitate multi-stakeholder system redesign, and envision a government innovation process. Their work will directly feed into future classes, pilots, and studies into how to make housing court more efficient, accessible, and just. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments, Final Paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See Consent Application Form for instructions and submission deadline.
Terms: Aut, Win
| Units: 3
| Repeatable
3 times
(up to 9 units total)
LAW 807A:
Policy Practicum: Federal Indian Law: Yurok Legal Assistance
Client: Yurok Tribe. Students will assist the client, the Office of the Tribal Attorney of the Yurok Tribe (the largest federally recognized Native nation in California), by conducting legal research on a variety of possible topics, including possibly code writing, homeowners¿ policies, tribal water rights, data sovereignty, and anti-discrimination policy. The exact scope and nature of the research will be determined in consultation with the client. Students will produce policy memos based on their research to share with the client. Coursework or background in federal Indian law is helpful but not required. The project will involve the opportunity to present virtually to the office of the tribal attorney and possibly the tribal council. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments, Final Paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.
Terms: Aut
| Units: 2-3
LAW 807E:
Policy Practicum: Global Judicial Reforms
Client: National Assembly of Venezuela, Special Committee for the Defense of the Constitution. Venezuela is undergoing a profound political, humanitarian, and economic crisis. Although a dictatorship currently reigns, reformers have begun to plan for a brighter and more democratic future. Students enrolled in this policy lab will have a unique opportunity to help set the terms of a future Venezuelan democracy (and institutional reforms) via a report to be submitted to the Venezuelan National Assembly, the only remaining democratic institution in the country. The report will inform efforts to create a new Venezuelan judiciary. Specifically, students will spearhead completion of a report designed to explore reforms and improvements to judicial independence, judicial appointments, the workings of the judiciary, and the broader legal system. Students will interact with Venezuelan congressional representatives, human rights experts, and research other countries' experiences with judicial reform. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments, Final Paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See Consent Application Form for instructions and submission deadline.
Terms: Win
| Units: 2
| Repeatable
2 times
(up to 6 units total)
LAW 807G:
Policy Practicum: The Santa Clara County Litigation & Policy Partnership (SCCLPP)
This policy lab partners with the Office of the County Counsel for the County of Santa Clara. Santa Clara County Litigation and Policy Partnership (SCCLPP) students will work with the leadership and deputies of the office on both litigation and policy matters related to urgent local challenges. SCCLPP projects may include issues from a range of fields: environmental protection, consumer protection, criminal justice, land use law, the rights of immigrant residents, public health, and local finance. The SCCLPP is open only to Stanford Law Students (2L and 3L JD and Advanced Degree students). Students will be admitted by consent, with a preference for those with past coursework or experience in state or local government law, public interest lawyering, and public service generally. The seminar portion of the course meets six afternoons of the quarter (days TBD) from 4:15-6:15, one of which is for final presentations with SCCC attorneys and may, pandemic rules permitting, take place at the SCCC office. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.
Terms: Spr
| Units: 2-3
| Repeatable
4 times
(up to 12 units total)
LAW 807H:
Policy Practicum: Can Opening Up the Legal Services Market Increase Access to Justice?
The legal services market is in the middle of its most dramatic reexamination in decades. Several states --- among them California, Arizona, Utah, and Florida --- are considering or already implementing changes to their Rules of Professional Conduct in order to expand who can provide legal services and how. These reforms are designed to accelerate innovation in the delivery of legal services and, ultimately, increase access to justice, in part by allowing technology and people without JDs to play a greater role than they can today. As states consider these reforms, questions have come to the fore as to how potential changes may impact potential clients, existing clients, and providers of legal services. Significant questions include: Who are the nontraditional legal services providers most likely to seek to operate under the new rules? What are their delivery and business models? What kinds of consumers are they serving, and for what kinds of legal needs? What risks do they pose? With Utah and Arizona's reforms in place and new services providers entering those systems, we can start to answer these vital questions. Students will interview entrepreneurs, lawyers, and consumers to map the current and future provider landscape and will draft a report that offers guidance to the judges and policymakers who are shaping the future of access to justice. Likely clients for the lab include the Utah Supreme Court's Office of Legal Services Innovation and the Arizona Supreme Court. The lab's work will also inform the work of the State Bar of California's Closing the Justice Gap Working Group, on which two of the instructors serve as public appointed members. Students will emerge from the practicum with a richer understanding of the access to justice crisis in the United States and the range of legal, policy, and entrepreneurial interventions and opportunities that might address it. Students from a range of disciplines are welcome, including undergraduates interested in public policy. This is a one-quarter practicum. There may be a related practicum offered during spring quarter, but students do not need to commit to two quarters. Law students wishing to take the class for R credit will perform additional research or take on additional tasks. After the term begins, and with the consent of the instructor, students accepted into the course may transfer from section (01) into section (02), which meets the R requirement. Students who take the course for R credit may have the opportunity to attend a conference at Arizona State in February that focuses on these and other access-to-justice issues. Elements used in grading: Attendance, Performance, Written Assignments. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See Consent Application Form for instructions and submission deadline.
Terms: Win, Spr
| Units: 2-3
| Repeatable
2 times
(up to 6 units total)
LAW 807K:
Policy Practicum: The Outlaw Ocean 3.0
Illegal fishing has long plagued the world's oceans, undermining economic development, national security, food security, and human rights -- and nowhere is this more starkly evident than in the Pacific Ocean. From cans of tuna to shrimp cocktail, the legality of how this seafood is caught and processed is often uncertain. A recent World Resources Institute study estimates that half of illegal marine trading networks come from the Pacific, totaling between 3.7 and 7.2 million tons of fish stolen from fishermen and coastal nations. Of further critical concern is the role of forced labor within the industry. This policy lab confronts the global environmental, human rights and privacy challenges associated with the existing framework of international laws and policies. The research delves into international laws that apply to the high seas, illegal fishing and forced labor and slavery to locate leverage points and explore innovative solutions, including how new technologies might be developed and deployed. The research contributes to the agendas of two organizations that are leaders in addressing Illegal, Unreported, and Unregulated (IUU) fishing in supply chains (FishWise), and idenfifying leverage points to reduce forced labor and slavery in fishing activities (Rights Lab, University of Nottingham). Effective solutions to these problems required broad collaborations among nations, international seafood companies, nonprofit organizations, and universities. Students will have the opportunity to explore one of the following two topics. The Supply Chain Risk Tool (SCRT), co-led by FishWise, encompasses the development of a tool to enable companies to identify and address risk of IUU fishing activities in supply chains. The role of the students will be to design a user research plan, which could help to identify users, needs, and processes that the SCRT could support. A Port Resilience Framework to Address Forced Labor, co-led by colleagues from the Rights Lab at University of Nottingham, will be an effort to apply a resilience framework to address modern forms of slavery in port communities. Students will be able to apply resilience concepts to ports by identifying key systemic issues, legislative assets and problems, local institutions, and policies or practices. The Stanford Center for Ocean Solutions serves as the liaison to both policy clients stated above and will also connect students with partners such as large seafood companies, and human rights and environmental NGOs. Students will produce policy briefs that will contribute to a third installment in a comprehensive public report issued by the Stanford Center for Ocean Solutions. The practicum seeks law students as well as graduate and well-qualified undergraduate students in such programs as earth systems, computer science, public policy, business, sociology, and marine biology. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments, Final Paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the home
Terms: Aut
| Units: 2-3
LAW 807T:
Policy Practicum: Creating a National Census of Women Imprisoned for Murdering their Abusers
Client: Rachel Louise Snyder, author of "No Visible Bruises" (https://www.globalgrit.com/). The Stanford Criminal Justice Center at Stanford Law School is partnering with the award-winning journalist Rachel Louise Snyder on "The Regilla Project: Creating a National Census on Women Imprisoned for Killing their Abusers." The research studies the frequency with which women are imprisoned for killing their abusers. Spring 2022 research entails the following protocols: 1. Surveying women who are currently serving sentences at CCWF prison (in Chowchilla, CA) where relevant intimate partner violence was involved. 2. Analyzing and aggregating responses from returned surveys. 3. Researching how the cases of women currently incarcerated for murder and manslaughter were written about in the press, and whether intimate partner violence was included as a circumstance. 4. Undertaking qualitative research of formerly incarcerated survivors to document their reentry pathways, including challenges and successes. Collecting and making this data available will shed important light on the nature of the female correctional population, the largest growing segment of the U.S. prison population, and might guide policy discussions on charging, sentencing, prison programming, parole and reentry policies and decisions. The results may also inform laws regarding self-defense and other affirmative defenses, and strategies for addressing domestic violence. After the term begins, students accepted into the course can transfer from section (01) into section (02) which meets the R requirement, with consent of the instructor. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments, Final Paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.
Terms: Spr
| Units: 3
LAW 808B:
Policy Practicum: Systems Thinking for Law and Public Policy
Virtually every public policy has causes and consequences beyond those that are intended or immediately visible. This is true of criminal law policies that use algorithmic predictions of flight before trial; environmental policies involving greenhouse gas emissions and conventional pollutants; and social and health policies that address homelessness, institutional racism, and the distribution of Covid vaccines, to name just a few examples. The causes of the problems that these policies seek to address are complex. As a result, these policies often fail and sometimes have unintended adverse consequences. "Systems thinking" is a framework that describes the web of associations in which such policies reside, with the goals of understanding the multiple causes of problems and designing policies that lead to stable, positive changes. Understanding systems thinking and systems change is a core skill for policy makers. This course continues the work of a similar Policy Lab in spring 2021 in helping create an online course for use by future students that illustrates the main concepts of systems thinking (including stocks and flows, balancing and reinforcing loops, and systems archetypes) and systems change using real-world case studies. After several introductory classes devoted to learning these concepts and learning how to use the web-based systems mapping tool, Kumu, students will work on systems design projects for eventual inclusion in the online course. Grading is on the Mandatory P/R/F scale and takes into consideration attendance, participation, and collaboration; quality of the case studies and presentations. Although there is no bright line between two and three units, the number of units should reflect the amount of time you devote to the course. Relevant variables are: 1. The complexity of a case study and its attendant system diagrams, including how much research needs to go into developing it; 2. Whether, in addition to a case study, you develop a module dealing with a systems archetype. If you work with a partner, it's probably best if the two of you are taking the course for the same number of credits you are so that work is divided equitably. There are no prerequisites for enrollment in the Policy Lab, and students in any academic program with knowledge or strong interests in legal, environmental, social, and health policies are welcome. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments, and Final Paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.
Terms: Aut, Win
| Units: 2-3
LAW 808C:
Policy Practicum: Examining Mandatory Arbitration and NDAs for Gender Discrimination Claims
Client: Lift Our Voices, https://www.liftourvoices.org/. In recent years, a large fraction of U.S. employers--including many leading law firms -- have required their employees to sign contracts containing mandatory arbitration clauses and "non-disclosure agreements" (NDAs). Available research suggests that more than 60 million American workers are bound by these arbitration clauses, which require employees who have any type of legal claim arising out of their work or workplace to waive their right to trial and resolve their claims, on an individual basis, in private arbitration. Traditionally, arbitration takes place behind closed doors, and the details of the employee's claim (and employer's response), any evidence presented to the arbitrators, the proceedings themselves and the ultimate outcome are confidential. Moreover, employees who are offered monetary settlements to resolve their arbitration claims -- or lawsuits, for those who were not compelled to arbitrate under a contractual provision -- are typically required to sign NDAs as a condition of receiving compensation. As a result of arbitration and NDAs, information about wrong-doing in the workplace -- even egregious wrong-doing -- never becomes public, arguably diminishing the ability of the legal system to deter harmful behavior. Moreover, with claims resolved individually, in private, and settlements protected by NDAs, it is impossible to detect a pattern of wrongful behavior and to hold wrongdoers to account in the public square. These consequences seem particularly problematic in claims arising from gender discrimination, particularly sexual harassment. Secrecy also prevents us from discovering whether women of color or low-income women of all colors are particularly disadvantaged by mandatory arbitration and NDAs. The expanding use of mandatory arbitration and NDAs in employment claims has evoked considerable controversy and legislation has been introduced at both the national and state level to prohibit the inclusion of these clauses in employment contracts. However, the legislation has yet to move forward on the national level and whether state statutes will withstand challenge is currently unclear. Moreover, there is little systematic evidence of the consequences of mandatory arbitration and NDAs, leaving both supporters and opponents to rely on anecdotes. There is little hard information on the numbers of employees covered by arbitration contracts or how this varies by industry sector and employee gender, race, ethnicity or socio-economic characteristics. Importantly we do not know how the existence of these contracts affects men and women's willingness to bring their claims to their employers' attention or how claiming varies by race, ethnicity or employee status. Nor do we know how pursuing claims for gender discrimination, including sexual harassment, affects claimants' future career trajectories. The Client for this policy lab, Lift Our Voices, was co-founded by women's rights advocates and broadcast journalists Gretchen Carlson and Julie Roginsky. Ms. Carlson's sexual harassment suit against powerful former Fox News chairman and CEO Roger Ailes helped pave the way for the #metoo movement. Roginsky left Fox after settling a lawsuit for sexual harassment and discrimination against Fox News, its former co-president Bill Shine and Ailes. To learn more about Lift Our Voices, go to https://www.liftourvoices.org/ The goal of this practicum is to produce objective empirical evidence -- both quantitative and qualitative -- that can be used in Life Our Voices and others' advocacy activities regarding mandatory arbitration and NDAs, including advocacy -- if the data support this -- that argues in favor of restricting or precluding mandatory arbitration and NDAs in some or all circumstances. In Spring 2021 students in this practicum met with Gretchen Carlson and Julie Roginsky to identify the questions for which empirical evidence would be most useful for policy reform advocacy. Based on these discussions and their review of relevant commentary, the students decided to break up into two teams, each of which would design a research project. Project 1 will interview plaintiff and defense lawyers to develop a better understanding of the incentives for victims of sexual harassment and sexual assault to sign non-disclosure agreements. Project 2 will interview corporate legal counsel in corporations (and potentially law firms) that have abandoned mandatory pre-dispute arbitration contract clauses to develop a better understanding of why these companies and firms abandoned arbitration and what have been the outcomes for the organizations to date. At the end of the spring quarter, each team prepared a memorandum outlining the issues that their team focused on and reviewing the relevant case law and recent statutory reforms. In addition, each team prepared a data collection protocol including draft questionnaires and lists of potential interviewees. The data collection protocols were informed by informal discussions with SLS faculty who are knowledgeable about these issues as well as a few outside advisers. The goals of the fall quarter are to implement these research designs, collect and analyze data and prepare white papers to share with the clients. Early in the quarter, students will meet with Mss. Carlson and Roginski to discuss policy developments since the spring and may revise the spring quarter students' research designs in response. The Canvas page for the fall practicum includes the memoranda and other materials the students produced in the spring quarter. Students interested in registering for the fall practicum should review these materials, keeping in mind that they are free to elaborate on them if they wish and if new policy developments suggest this would is appropriate. If a sufficient number of students register for the practicum one or more related projects may be added to our agenda. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.
Terms: Aut
| Units: 2-3
LAW 808D:
Policy Practicum: Smoke
Clients: Various California legislative and executive branch decision makers. Wildfire smoke has emerged as one of the most pressing air pollution and public health threats in the Western United States. Last year, despite decades of progress in reducing air pollution from transport, industry, and electric power, wildfires caused the highest number of "spare the air" declarations ever called by local Air Quality Management Districts in California. Oregon, Washington and Colorado all suffered similar "airpocalypse" fire seasons. Recent model-based estimates of mortality from wildfire smoke-derived particulate matter suggest that between 1200 and 3000 seniors likely died from the fires this summer. Current law and regulation not only doesn't consider particulate matter derived from wildfire smoke to be a target for regulation, it also imposes burdensome permitting requirements on one of the most effective risk-mitigation strategies: prescribed fire. This course will build on student work from last spring, where students explored regulatory obstacles to an expansion of prescribed burning in California and began developing a simplified air quality health benefits model to estimate the potential public health and economic benefits of better fuels management. This fall, we will continue refining the air quality model and, on the regulatory side, we will investigate potential new policy approaches to streamlining the approval process for prescribed burning projects while protecting environmental values with a particular focus on new approaches to NEPA and CEQA compliance for prescribed fire and cultural burning. The course is intended for students interested in multi-disciplinary approaches to public policy problems. No background in either the Clean Air Act or wildfire policy is required. Students will engage in weekly lecture and discussion of wildfire smoke science and policy, including student presentations. Students will also meet additionally once per week with Professors Sivas and Wara in working sessions to discuss progress on team projects. Students will present the results of their research to California legislative and executive branch staff engaged in developing new approaches to wildfire policy. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments, Final Paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See Consent Application Form for instructions and submission deadline. This course is cross-listed with Environment and Resources (ENVRES 229A).
Terms: Aut, Win
| Units: 2-3
| Repeatable
2 times
(up to 6 units total)
LAW 808H:
Policy Practicum: Stanford Conflict Resolution Lab
Client: Stanford University Office of the Provost, https://provost.stanford.edu. From the increasingly tense dynamics of the classroom and workplace to those of social media, our values and relationships are constantly being challenged. The array of conflict resolution policies, practices, and systems on Stanford's campus support our community in reestablishing guiding principles and addressing instances of harm and intolerance. Such processes are an act of community caretaking as we build healthier environments for our students, staff, and faculty. While these processes are critical to the wellbeing of Stanford, the structure and decentralization of the University often makes it difficult for conflict resolution practitioners to effectively communicate across campus, guide community members to the appropriate process, identify where services are being replicated or missing, compare data, and share best practices. On the other hand, this type of decentralization and subsequent independence provides practitioners an opportunity to creatively design meaningful processes for those they serve. This policy lab seeks to evaluate the benefits and possibilities of increased partnership between Stanford's conflict resolution practitioners/processes. It takes into consideration the multiple policies, practices, and systems across Stanford's campus and explores the study and application of dispute system design, mediation, and community-based restorative justice and peacemaking. Over the course of the quarter, students will analyze related policy and theory as well as conduct interviews, focus groups, and surveys of relevant parties at Stanford and peer institutions. Students will be challenged to think critically about innovative pathways for conflict resolution in a complex environment with multiple groups of stakeholders whose day-to-day lives, education, and careers are influenced by these conflict resolution processes. Specifically, students will be separated into teams and asked to generate reports which answer the following questions: 1. Would greater unification across Stanford's conflict resolution policies, practices, and systems be useful in building more consistent and effective processes? How do these benefits weigh against those derived from our current, independent conflict resolution processes? 2. Should data on conflict resolution at Stanford be collected in a more uniform way across the university? If so, what information must be collected and how should relevant parties then share this data across campus? 3. How do the structure and data collection mechanisms of Stanford's conflict resolution processes compare to peer institutions? What lessons can we learn from these peer institutions and what would be useful to implement at Stanford? Stanford's Office of the Provost serves as the client for this policy lab. Students will frequently engage with conflict resolution practitioners across the University and at peer institutions to develop their final reports. These recommendations will be presented by students to the client at the end of the quarter and then considered by the Office of the Provost for future implementation at the University. This policy lab seeks law students and graduate and well-qualified undergraduate students in programs such as sociology, CSRE, political science, psychology, philosophy, and others. The lab seeks graduate students from the law, education, and business schools, and from Sociology and other fields that emphasize peace studies and/or conflict resolution. After the term begins, students accepted into the course can transfer, with consent of the instructor, from section (01) into section (02), which meets the R requirement Students enrolled in Section 01 will be graded H/P/R/F in Autumn Quater and MP/R/F in Spring Quarter. Students approved to take the course for R-credit will be graded H/P/R/F. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments, Final Paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.
Terms: Aut, Spr
| Units: 2-3
LAW 808I:
Policy Practicum: Draw Congress: Stanford Redistricting Project
Client: DrawCongress.org. The 2021-22 redistricting cycle will determine for the subsequent decade whether congressional and legislative elections will be free and fair or whether they will be inherently biased in favor of one party. With remaining ambiguity over federal partisan gerrymandering claims removed with the Supreme Court's decision in Rucho v. Common Cause (2019), parties in control of the redistricting process will seek now, as previously, to use their power to craft district lines to their advantage. Lawyers will continue to litigate claims based on race discrimination, malapportionment, and state constitutional grounds, and courts may be placed in the position of drawing districts themselves when parties cannot agree on a plan. However, we know from previous cycles that the most important time to affect the redistricting process is in the frenzied year when lines are being drawn. Groups dedicated to redistricting in the public interest must be mobilized now to ensure that congressional and legislative boundaries reflect concerns other than those held by the incumbents drawing the lines. The Stanford Public Interest Redistricting Project (or DrawCongress.Org) will perform a unique role in the 2021-2022 redistricting process. It will both influence the redistricting process in various states and serve as a benchmark against which incumbent-drawn plans can be judged by courts, the media, and the public at large. By creating and displaying a series of nonpartisan, legally defensible plans for all 435 U.S. House districts, the project will illustrate how communities can be represented and, unlike with incumbent-drawn plans, will justify decisions made among the various tradeoffs that inevitably confront line drawers. As with the 2011-2012 redistricting cycle when this project was housed at Columbia Law School, DrawCongress.Org will serve an educational and advocacy mission. This policy lab trains law students as the next generation of redistricting experts who will then draw a series of plans to be placed on a website. Each plan will be accompanied by a report, modeled on Professor Persily's reports when he serves as a Special Master for redistricting disputes, which will explain the considerations in drawing the particular plan, justify the decisions that are made, and explain why the plan complies with applicable law. Accompanying each plan will be a block equivalency file, which will allow courts, legislators, journalists, or any other interested party to recreate the plan should they wish to deploy it in "the real world." In addition, for the first time, the website will also welcome submissions from outside of Stanford if they comply with the requirements for each plan that is included. The experience with this project ten years ago demonstrated how much attention a well-planned, nonpartisan outside redistricting effort can attract. Plans drawn as part of this project were submitted to legislatures, mentioned by courts, and depicted in numerous publications. (See Adam Liptak's 2011 profile on the project at https://tinyurl.com/y8yon5u5) In drawing a nonpartisan map for all of Congress, this new effort will command attention from decision makers engaged in the 2021 redistricting process. Attendance, Performance, Class Participation, Written Assignments, Final Paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See Consent Application Form for instructions and submission deadline.
Terms: Aut, Win, Spr
| Units: 2-3
| Repeatable
3 times
(up to 9 units total)
LAW 808J:
Policy Practicum: Unlocking Technology to Promote Access to Justice
The U.S. legal system is in the grips of an access to justice (A2J) crisis. In roughly three-quarters of filed civil cases, one side lacks a lawyer and so must navigate the legal system alone, as a self-represented litigant. Unnecessary complexity and lack of access to tools that aid efficiency also reduce the effectiveness and availability of legal aid lawyers. The resulting access crisis is most pronounced in eviction cases, consumer debt cases, and family law and domestic violence cases, where self-represented litigants often square off against opponents with lawyers, from landlords to credit card and debt collection companies to better-resourced spouses and partners. The COVID-19 pandemic has both drawn attention to this calamity in our legal system and generated real momentum among major institutions and stakeholders in thinking about how to solve it. This policy lab will continue the work performed during the fall version of the practicum in designing and launching an ambitious, multi-jurisdictional effort to help self-represented litigants through technology. The project seeks to simplify and standardize electronic filing systems by creating scalable technology tools in areas such as evictions, collections, and domestic violence. Students in the fall practicum interviewed state supreme court justices, court technology specialists, and key A2J voices in numerous jurisdictions to understand the A2J landscape in each. The winter quarter lab will deepen these relationships and move forward with the design and launch of the pilot, culminating in a kick-off convening at Stanford that brings together stakeholders from each of the participating jurisdictions. As with the fall version, the practicum will be led by former Cisco General Counsel Mark Chandler, Professor David Freeman Engstrom, Co-Director of the Center on the Legal Profession, and Margaret Hagan, Director of the Stanford Legal Design Lab. Prior participation in the fall practicum is not a prerequisite. Technical expertise is welcome but not needed, and we hope to draw students from a variety of disciplines, including undergraduates. Law students wishing to undertake R credit will perform additional research or take on additional tasks analyzing the issues and results of the collective research. R credit is possible only by consent of the instructor. After the term begins, and with the consent of the instructor, students accepted into the course may transfer from section (01) into section (02), which meets the R requirement. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://registrar.law.stanford.edu/. See Consent Application Form for instructions and submission deadline.
Terms: Aut, Win
| Units: 2-3
LAW 808K:
Policy Practicum: Assessing the Neurological Effects of Solitary Confinement
This course combines intensive field research into the psychological and neurological effects of prolonged solitary confinement (including data collection from mental health questionnaires and structural magnetic resonance imaging scans) with doctrinal research into constitutional, statutory, and regulatory standards for solitary confinement to support client(s) involved in prison conditions litigation under 1983 (including the constraints imposed by the Prison Litigation Reform Act). Elements used in grading: Attendance, Performance, Class Participation, and Written Assignments.
Terms: Aut
| Units: 5
LAW 808L:
Policy Practicum: Human-Centered Computable Contracts
Consumers face insurance contracts and living with their fine print throughout their daily lives. Whether it's with healthcare, housing, or their cars, there are choices to be made about what insurance contract fits a person best, and how to actually make use of it when problems arise. Technology is bringing new opportunities to how consumers will interact with contracts, and this class will explore what is possible, what consumers might need and want, and what actually works in practice. In this jointly hosted project between CodeX and the Legal Design Lab, students will work on teams to interview consumers about their experiences with contracts, to test new interactive and computable contract models with them, and to propose best practices about how technology might improve consumer's ability to understand, use, and benefit from insurance contracts. The policy lab will contribute to regulators' understanding of what the near-future of consumer contracts might be, and how to take a human-centered, data-driven approach to consumer empowerment. Students will contribute new insights to good practices and products that better protect consumers by assessing, developing, and testing the advantages and limitations of legal technology. The project is open to graduate students and qualified undergraduates in law, business, computer science, product design, and communications. Elements used in grading: Attendance, Performance, Class Participation and Written Assignments. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See Consent Application Form for instructions and submission deadline.
Terms: Win
| Units: 2-3
LAW 808M:
Policy Practicum: Afghan Humanitarian Crisis: Policy & Legal Pathways to Resettle High-Risk Afghans
Client: American University of Afghanistan (AUAF). The fall of the Afghan government to the Taliban in August 2021 has created an urgent crisis for millions of Afghans. Those at particularly high risk of Taliban attacks and reprisals include women and girls, ethnic and religious minority groups, human rights advocates, journalists, and individuals who worked with or on behalf of the United States during the 20-year war in Afghanistan. The U.S. government was able to evacuate some of these individuals and their families, but hundreds of thousands more remain in Afghanistan, and many are seeking any opportunity for safe passage out of the country. They include thousands of staff members, former students, and other affiliates of the American University of Afghanistan (AUAF), a U.S.-funded institution in Kabul that has provided educational opportunities to thousands of graduates. The U.S. government has pledged to continue to support vulnerable Afghans who want to leave the country, but the situation remains highly uncertain. Afghans are eligible for humanitarian parole, a temporary status that could allow them to come to the United States. However, few Afghans have been granted this status. Other avenues for legal immigration, such as the Special Immigrant Visa (SIV) process, have also faced substantial delays. The U.S. government will need to look for new and creative policy solutions to address the ongoing refugee crisis in Afghanistan. Students in this policy lab will advise AUAF in its efforts to pursue legal and policy options to support its students, alumni, staff, and affiliated families who are seeking to evacuate the country. Student researchers will track bottlenecks and other challenges in processing humanitarian parole, visas, asylum, and refugee applications. Research includes understanding the roles of U.S. government agencies, tracking updates to U.S. government policy regarding Afghan refugees, and proposing avenues for additional legal and policy advocacy that could help Afghans seeking to come to the United States. Students will gain experience with laws and policies related to immigration and refugees and leverage their research to improve the U.S. government's overall policy approach to the refugee crisis in Afghanistan. This experience will culminate in a policy brief and presentation for AUAF (Winter) and in a full report for U.S. policymakers (Spring) about potential policy and legal pathways to resettle Afghan refugees in the United States. This policy lab welcomes all students with a strong interest in immigrant and refugee rights. A background in law, public policy, political science, Central Asian studies, or human rights would be useful, but is not necessary. Dari, Pashto, or Farsi language capabilities are a bonus, but are also not necessary. We are also looking for students with experience in design thinking for social innovations. Students from the School of Law, Department of Political Science, Public Policy Program, Program in International Relations, Freeman Spogli Institute, Design School, Middle Eastern Language Program, are encouraged to apply. After the term begins, and with the consent of the instructor, students accepted into the course may transfer from section 01 (2 units) into section 02 (3 units), which meets the R requirement. Elements used in grading: Attendance, Performance, Class Participation and Written Assignments. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See Consent Application Form for instructions and submission deadline.
Terms: Win, Spr
| Units: 2-3
| Repeatable
2 times
(up to 6 units total)
LAW 808N:
Policy Practicum: Creating an Impact Framework for Stanford's School of Climate and Sustainability
Clients: Stanford Dean Kathryn "Kam" Moler and Vice Dean Stephan Graham, respectively transition dean and vice dean of the new School. The mission of Stanford University's new School of Climate and Sustainability is to "create a future where humans and nature thrive in concert and in perpetuity." The School intends to pursue this mission through three pathways: 1. Advancing knowledge critical to sustaining life on Earth and to ensuring the benefits of a healthy planet extend to all people. 2. Preparing students as future sustainability leaders through rigorous, engaged education and research. 3. Engaging with partners to generate and scale local, national, and global solutions to the defining challenge for humanity. This Policy Lab practicum will examine how the School can marshal its resources most effectively to advance knowledge through research, prepare students for leadership roles, and engage with partners to scale these core functions. With respect to the advancement of knowledge, we will seek to understand how research aimed at improving sustainability in several areas (e.g., climate change, agriculture) can be supported and disseminated to educate and influence decisions and behaviors of policy makers, businesses, nonprofit organizations, and citizens, while remaining impartial and balanced throughout the process. Without limiting ourselves to these areas, we will look at examples where research has and has not influenced decision making, with an eye to understanding conducive pathways and barriers. To use a recent example, suppose that a researcher wishes to influence policy makers', builders', or homeowners' decisions to install residential gas stoves because of the climate and health problems caused by their methane emissions: What are the roles of publication in peer-reviewed journals, publication in popular media, public lectures, and legislative testimony on the pathway from research to decision making? In addition to online research, we will interview faculty at Stanford and elsewhere. With respect to education, we will ask what mixture of theoretical knowledge and practical skills will best prepare graduates for positions where they will lead sustainability efforts in government, business, and the nonprofit sector. We have much to learn from Stanford's Sustainability Science and Practice (SUST) program and similar programs at other universities. At the same time as we identify pathways, or "theories of change," for achieving the new School's objectives, we will identify indicators of progress along the way. Referring to the example of methane emissions from residential stoves, if reaching an intended audience requires publicizing the findings in popular media, relevant indicators would be the size and influence of the audience being reached. Given the multitude and fluidity of variables that contribute to outcomes, we will use what's been termed "contribution analysis" rather than statistical evaluation techniques to assess the impact of particular efforts. Based on our proposed frameworks for the School's research and teaching, we will ask how engagement with external partners can contribute to its mission. The Policy Lab's deliverable with respect to research will be a generalized framework that will enable researchers to chart a path from developing and testing hypotheses to disseminating their findings and influencing decision makers to act on them. The framework will also enable researchers to assess their progress along the path. The deliverable with respect to teaching will be the identification of analogies in the preparation and certification of professionals in medicine, law, and other fields, with the aim of assisting the new School in improving its preparation of students as sustainability leaders. The course is limited to 12 students from across the University. While there are no prerequisites, we hope to include students with backgrounds in sustainability and social metrics. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See Consent Application Form for instructions and submission deadline.
Terms: Spr
| Units: 3
LAW 808O:
Policy Practicum: San Francisco Human Rights Commission Reparations Project
Client: San Francisco Human Rights Commission Reparations Committee, https://sf-hrc.org/. The San Francisco Human Rights Commission Reparations Committee (HRCRC) has been tasked by the San Francisco Board of Supervisors to propose policies to repair enduring historical harms to San Francisco's Black community. HRCRC has asked the Stanford Law Gould Center for Conflict Resolution to develop a Policy Lab practicum to assist with: I. A Report on the History of Black Disenfranchisement in San Francisco (Report). The Report will study the key policies and laws that resulted in relevant racial disparities and their wider historical and social context, and hew to the priorities of the HRCRC. At the outset, the Stanford team will conduct interviews of the HRCRC committee members, staff, and relevant stakeholders in order to better assess then goals of the report and the scope of research. II. Student Support to HRCRC Subcommittees. The HRCRC is also comprised of four subcommittees: economic empowerment, education, health, and policy. These committees are actively researching the issues within their ambit and devising potential policy recommendations. Practicum students will be assigned to a subcommittee with the responsibility to attend each subcommittee meeting, record minutes of these meetings, and otherwise support subcommittee leadership and staff as agreed upon with Stanford faculty. These students will additionally serve as an important conduit to the Stanford team, ensuring that its own research efforts are tailored to the needs at the subcommittee level. Depending on student interest and capacity, the practicum may also develop: III. A Design for a Community-Led Oral History to Capture Perspectives from Past to Present. The oral history will capture the lived experiences of San Francisco's Black community. This goes beyond what may already be in the historical literature and extends to oral narratives from those who lived through important chapters in San Francisco's history. These will include elders whose personal stories reach back through much of the last century and include significant events that followed World War II, the Civil Rights Movement, Prop 13 etc., as well as significant current events. Their perspective is especially important in connecting the past with the recent present and providing a roadmap to achieving the HRCRC's goal of narrative change (not just policy change). The project invites applications (both graduate and undergraduate) from the Law School, the Stanford Center for Racial Justice, CCSRE, Sociology, Human Rights, the Documentary Program in the Department of Art, the dSchool, and SPARQ. After the term begins, students accepted into the course can transfer, with consent of the instructor, from section 01 (MP/R/F) into section 02 (H/P/R/F), which meets the R requirement. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See Consent Application Form for instructions and submission deadline.
Terms: Spr
| Units: 2
LAW 808P:
Policy Practicum: Suing to Stop Climate Change: Case Studies in International Climate Litigation
Client or Policy Partner: Rand Corporation. Over the past 10 years, climate change litigation has exploded globally. While there is some disagreement about what litigation should be understood as arising from or directed at "climate change," the category encompasses large numbers of lawsuits challenging permitting of new fossil fuel projects, claims by indigenous communities and others about contemporary effects of climate change on their health and livelihoods, and claims on behalf of children about the future effects of climate change on their lives. Increasingly, plaintiffs claim government failures to address climate change constitute violations of international human rights. About three-quarters of identified cases have been brought in the United States, but a growing fraction have been litigated in other jurisdictions, including the global south. Claims have been brought against both governments and private corporations, seeking injunctive relief and damages. Although much of this litigation is ongoing and plaintiffs have failed to prevail in many, there have also been high profile successes in which courts held governments or corporations liable and ordered them to adopt policies to achieve greater reductions in global warming. The RAND Institute for Civil Justice and the Feinberg Center for Catastrophic Risk at RAND are considering developing a new research agenda focusing on climate change litigation. To assist in their planning, this Practicum proposes to conduct a series of case studies of recent climate change lawsuits focusing on the procedural strategies that parties are using to achieve their goals, and with what success. Who are the plaintiffs that are bringing these suits? Are their efforts coordinated internationally? Who are the lawyers representing the claimants? Who is funding the litigation? What jurisdictions and tribunals, domestic and international, have proved most attractive from the plaintiffs' perspective? What is the nature and extent of corporate, insurers' and reinsurers' liability? What real world impact are these lawsuits having on the environment? At the beginning of the quarter, the students will meet via zoom with principals from the two RAND centers that are the clients for this project to discuss their goals for the project. After refining the overall plan for the case study research, each student will select a case to research. Students will meet from time to time with Prof. Hensler and the Teaching Assistant for the practicum to discuss progress and share findings. As part of their research, students may also have the ability to speak with local scholars or attorneys involved in climate litigation in relevant international jurisdictions. At the end of the quarter, students will collaborate on a white paper summarizing the findings of the case studies, to be shared with RAND. Some or all students will then travel to RAND in Santa Monica, CA to share and discuss their findings with RAND researchers. There is potential for these case studies to eventually be shared publicly. Law and graduate students with coursework, research, or practical experience related to environmental law and policy, global litigation, advanced civil procedure, or comparative law preferred. Students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See Consent Application Form for instructions and submission deadline.
Terms: Spr
| Units: 2-3
LAW 808Q:
Policy Practicum: Restoring Net Neutrality
In 2017, the FCC eliminated all net neutrality protections and renounced its authority over broadband. That stunning reversal of two decades of FCC policy set off a public firestorm, prompted states, including California, to step in with their own protections, and led to protracted legal battles. Now a new FCC is set to revisit net neutrality with the goal of restoring open internet protections at the federal level. Two of the current four commissioners have said restoring net neutrality is a high priority. Gigi Sohn, a long-time supporter of net neutrality, is the nominee for the fifth seat, and the Senate looks poised to approve her appointment soon. That means a unique window is about to open. Historically, the FCC has given deep consideration to input from citizens, companies, interest groups, and public policy experts. This policy lab gives students the opportunity to participate in this process, and be trained to become the next generation of net neutrality and telecommunications law experts. Students will have an opportunity to make a lasting mark on real public policy. The FCC's choices are crucial to issues like platform dominance, digital equity, and the digital divide. Students in this policy lab will work alongside Stanford Law Professor Barbara van Schewick, widely considered to be the world's foremost expert on net neutrality. Her work has shaped net neutrality policies around the world, including the FCC's 2015 net neutrality protections and California's 2018 net neutrality law. Students will do research and produce materials related to the upcoming FCC net neutrality proceeding. Documents include white papers, explainer documents, FCC submissions, and more. A background in net neutrality or telecom law is helpful, but not required. We hope to draw students from a variety of disciplines, including computer science, economics, statistics, public policy, and journalism. Law students wishing to undertake R credit will perform additional research or take on additional tasks analyzing the issues and results of the collective research. R credit is possible only by consent of the instructor. After the term begins, and with the consent of the instructor, students accepted into the course may transfer from section (01) into section (02), which meets the R requirement. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://registrar.law.stanford.edu/. See Consent Application Form for instructions and submission deadline. Students will be admitted on a rolling basis. We will start reviewing applications on Monday, March 21.
Terms: Spr
| Units: 2-3
LAW 881:
Externship Companion Seminar
The practice of public interest law -- whether in the criminal or civil context, or a government or non-profit setting -- requires an attorney to consider a host of issues distinct from one in private practice. How should decisions be made about priorities with limited resources? Where an organization has a broad social justice mission, where does litigation on behalf of individual clients or a group of clients fit in? Prior to initiating litigation or advancing a defense, what quantum of evidence should an attorney require? What role, if any, should an attorney's personal beliefs play in a course of representation? Through directed supervision of their externships, as well as participation in weekly seminars, students will evaluate such questions in the context of their practical experience. Students are required to write weekly reflection papers of 2 to 3 pages. Elements used in grading: Attendance, class participation, weekly reflection papers and final reflection paper.
Terms: Aut, Win, Spr
| Units: 2
LAW 882:
Externship, Civil Law
Following approval of a student's application, the Civil Standard Externship Program (SEP) allows second and third year students to obtain academic credit for externing with select non-profit public interest, public policy, and government agencies for one quarter. The Civil SEP allows students to (a) gain experience in a field where a clinical course is not offered, or (b) pursue advanced work in an area of prior clinical practice. Students may extern for 20, 24, 30, or 34 hours per week. For a complete description of the Civil SEP, students should read the Externship Handbook, which is available from the Levin Center for Public Service and Public Interest Law or online at: http://www.law.stanford.edu/organizations/programs-and-centers/john-and-terry-levin-center-for-public-service-and-public-interest-law/externship-program-0 . Students wishing to enroll in an externship must meet various requirements that are set out in the Handbook. Students participating in the Civil SEP must also concurrently enroll in the Externship Companion Seminar (Law 881). An externship that otherwise meets the criteria for obtaining EL credit will be approved for EL credit when the field placement provides specialized experience complementary to a student's intended career path and comparable benefits cannot be obtained through other EL coursework at Stanford. Grading Elements used: Full participation and attendance, satisfactory evaluation by field placement supervisor, weekly reflection papers of two to three pages. .
Terms: Aut, Win, Spr
| Units: 5-12
LAW 883:
Externship, Criminal Law
Following approval of a student's application, the Criminal Standard Externship Program (SEP) allows second and third year students to work for credit in criminal prosecutors' and defenders' offices for one quarter. Students may extern for 20, 24, 30, or 34 hours per week. For a complete description of the Criminal SEP, students should read the Externship Handbook, which is available from the Levin Center for Public Service and Public Interest Law or online at: http://www.law.stanford.edu/organizations/programs-and-centers/john-and-terry-levin-center-for-public-service-and-public-interest-law/externship-program-0 . Students wishing to enroll in an externship must meet various requirements that are set out in the Handbook. Students participating in the Criminal SEP must also concurrently enroll in the Externship Companion Seminar. An externship that otherwise meets the criteria for obtaining EL credit will be approved for EL credit when the field placement provides specialized experience complementary to a student's intended career path and comparable benefits cannot be obtained through other EL coursework at Stanford. Grading Elements used: Full participation and attendance, satisfactory evaluation by field placement supervisor, weekly reflection papers of two to three pages.
Terms: Aut, Win, Spr
| Units: 5-12
LAW 884:
Externship, Special Circumstances
Following approval of a student's application, the Special Circumstances Externship Program (SCEP) allows second and third year students to work for credit for one quarter in non-profit public interest, public policy, and government agencies outside of the Bay Area. Standards for approval of a SCEP placement are similar to those for Directed Research proposals, although they are higher. Because there is a preference for local civil and criminal SEP placements (see Law 882 and Law 883), your SCEP proposal must explain (a) how it meets the goals of the externship program; and (b) why a similar project cannot be accomplished in one of the placements offered in the Bay Area. SCEP placements outside the Bay Area must be full-time. Students wishing to undertake a SCEP placement obtain the supervision of a faculty member who will oversee their externship and an accompanying tutorial. For a full description of the SCEP, students should read the Externship Handbook, which is available from the Levin Center for Public Service and Public Interest Law or online at: http://www.law.stanford.edu/organizations/programs-and-centers/john-and-terry-levin-center-for-public-service-and-public-interest-law/externship-program-0. Students wishing to enroll in an externship must meet the various requirements that are set out in the Handbook. An externship that otherwise meets the criteria for obtaining EL credit will be approved for EL credit when the field placement provides specialized experience complementary to a student's intended career path and comparable benefits cannot be obtained through other EL coursework at Stanford. Grading Elements used: Full participation and attendance, satisfactory evaluation by field placement supervisor, weekly reflection papers of three to five pages, and a final reflection paper of a length to be determined by your faculty supervisor.
Terms: Aut, Win, Spr
| Units: 12
LAW 902:
Advanced Community Law Clinic
The Advanced Community Law Clinic offers law students who already have some significant civil clinical experience the opportunity to work under supervision on more advanced projects and cases being handled by the Stanford Community Law Clinic, including litigation and other matters. Advanced Clinic students will also work with Clinical Supervising Attorneys to provide direction and guidance to those enrolled in the Community Law Clinic for the first time, in areas in which Advanced Clinic students have already acquired some expertise. In addition, Advanced Clinic students may function as team leaders on larger projects in which the Clinic is engaged. Advanced students may arrange with the instructor to receive between two and seven units. No student may receive more than 27 overall clinical credits, however, during the course of the student's law school career. Special Instructions: Completion of the Community Law Clinic (Law 902A,B,C) or its equivalent is a prerequisite for the advanced clinic. Elements used in grading: Participation, reflective paper and project.
Terms: Aut, Win, Spr
| Units: 2-7
| Repeatable
7 times
(up to 15 units total)
LAW 902A:
Community Law Clinic: Clinical Practice
The CLC is the closest thing to a general legal services office among Stanford's clinical offerings. Based in East Palo Alto, the CLC provides students with the opportunity to provide direct legal services to low-income residents, while thinking critically about the role of lawyers and lawyering in addressing the problems of America's so-called "working poor." The Clinic's practice is in four areas: (1) housing (eviction defense and Section 8 termination); (2) wage and hour and related workers' rights; (3) social security and disability benefits; and (4) criminal record expungement. Each student handles his or her own caseload, which is comprised of cases matters in all of the practice areas. The practice areas are selected and designed to lie at the intersection where the community's unmet legal needs and students' learning needs correspond. The clinic's docket is fundamentally a trial docket. Students have first-chair responsibility for their cases, and perform all of the lawyering tasks necessary to advance their clients' interests, including interviewing, counseling, negotiation, fact investigation, legal research, and representation in the court and agency settings that hear the clients' cases. Skills emphasized include those trial lawyering skills, as well as time management and developing client-centered lawyering practices. Students may also have the chance to participate in outreach or policy-level projects, such as representing the clinic on a state or regional committee on a substantive issue, doing community education workshops at sites around the Peninsula, and/or legislative research and advocacy. In the clinic seminar and in regular supervision, students are encouraged to interrogate the effectiveness of the legal system at delivering "justice" for their clients and to explore creative ways that legal knowledge can be deployed to attack the social problems attendant to low wages, substandard and unstable housing, and other features of low-income life in Silicon Valley. Special Instructions: General Structure of Clinical Courses -- The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Clinical case/project work, seminar preparation and participation, attendance, reflection papers and project.
Terms: Win, Spr
| Units: 4
| Repeatable
2 times
(up to 8 units total)
LAW 902B:
Community Law Clinic: Clinical Methods
The CLC is the closest thing to a general legal services office among Stanford's clinical offerings. Based in East Palo Alto, the CLC provides students with the opportunity to provide direct legal services to low-income residents, while thinking critically about the role of lawyers and lawyering in addressing the problems of America's so-called "working poor." The Clinic's practice is in four areas: (1) housing (eviction defense and Section 8 termination); (2) wage and hour and related workers' rights; (3) social security and disability benefits; and (4) criminal record expungement. Each student handles his or her own caseload, which is comprised of cases matters in all of the practice areas. The practice areas are selected and designed to lie at the intersection where the community's unmet legal needs and students' learning needs correspond. The clinic's docket is fundamentally a trial docket. Students have first-chair responsibility for their cases, and perform all of the lawyering tasks necessary to advance their clients' interests, including interviewing, counseling, negotiation, fact investigation, legal research, and representation in the court and agency settings that hear the clients' cases. Skills emphasized include those trial lawyering skills, as well as time management and developing client-centered lawyering practices. Students may also have the chance to participate in outreach or policy-level projects, such as representing the clinic on a state or regional committee on a substantive issue, doing community education workshops at sites around the Peninsula, and/or legislative research and advocacy. In the clinic seminar and in regular supervision, students are encouraged to interrogate the effectiveness of the legal system at delivering "justice" for their clients and to explore creative ways that legal knowledge can be deployed to attack the social problems attendant to low wages, substandard and unstable housing, and other features of low-income life in Silicon Valley. Special Instructions: General Structure of Clinical Courses -- The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Clinical case/project work, seminar preparation and participation, attendance, reflection papers and project.
Terms: Win, Spr
| Units: 4
| Repeatable
2 times
(up to 8 units total)
LAW 902C:
Community Law Clinic: Clinical Coursework
The CLC is the closest thing to a general legal services office among Stanford's clinical offerings. Based in East Palo Alto, the CLC provides students with the opportunity to provide direct legal services to low-income residents, while thinking critically about the role of lawyers and lawyering in addressing the problems of America's so-called "working poor." The Clinic's practice is in four areas: (1) housing (eviction defense and Section 8 termination); (2) wage and hour and related workers' rights; (3) social security and disability benefits; and (4) criminal record expungement. Each student handles his or her own caseload, which is comprised of cases matters in all of the practice areas. The practice areas are selected and designed to lie at the intersection where the community's unmet legal needs and students' learning needs correspond. The clinic's docket is fundamentally a trial docket. Students have first-chair responsibility for their cases, and perform all of the lawyering tasks necessary to advance their clients' interests, including interviewing, counseling, negotiation, fact investigation, legal research, and representation in the court and agency settings that hear the clients' cases. Skills emphasized include those trial lawyering skills, as well as time management and developing client-centered lawyering practices. Students may also have the chance to participate in outreach or policy-level projects, such as representing the clinic on a state or regional committee on a substantive issue, doing community education workshops at sites around the Peninsula, and/or legislative research and advocacy. In the clinic seminar and in regular supervision, students are encouraged to interrogate the effectiveness of the legal system at delivering "justice" for their clients and to explore creative ways that legal knowledge can be deployed to attack the social problems attendant to low wages, substandard and unstable housing, and other features of low-income life in Silicon Valley. Special Instructions: General Structure of Clinical Courses -- The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Clinical case/project work, seminar preparation and participation, attendance, reflection papers and project.
Terms: Win, Spr
| Units: 4
| Repeatable
2 times
(up to 8 units total)
LAW 904:
Advanced Criminal Defense Clinic
Advanced clinic allows students who have taken the Criminal Defense Clinic to continue working on cases. Participation in case rounds is required. Advanced clinic may be taken for 2-7 units. Students may not enroll in any clinic (basic or advanced) which would result in them earning more than 27 clinical units during their law school career. Students must have taken Criminal Defense Clinic (Law 904A,B,C). Elements used in grading: Class participation, attendance, written assignments and case work. Instructor permission required.
Terms: Aut, Win, Spr
| Units: 2-7
| Repeatable
7 times
(up to 15 units total)
LAW 904A:
Criminal Defense Clinic: Clinical Practice
Students in the Criminal Defense Clinic become immersed in the world of indigent defense. Each student represents members of our community accused of crimes in the courts of Santa Clara and San Mateo Counties. Our state misdemeanor cases encompass a wide range of charges, such as drug use and possession, resisting arrest, and theft. Other state case assignments include working for people's pretrial release. Some quarters, our docket also includes federal cases in the Northern District of California. Clinic students are their clients' primary legal representatives in and out of court. Under close faculty supervision, students undertake investigation, interview witnesses, engage in plea negotiations, draft motions, conduct evidentiary hearings, and make other court appearances. Persuasive writing with rigorous faculty edits is a major component of the clinic. The Criminal Defense Clinic is an intensive, fast-paced, and demanding program of education and practical skills, taught through introductory training and ongoing workshops and skills practicums. The Clinic also addresses broader systemic issues such as implicit bias, immigration consequences, economic disparities, and addiction. The goal of the Clinic is to train students how to conduct a criminal case while engaging in thoughtful reflection and providing holistic representation. The Clinic's broader goal is to provide lawyering skills and habits of mind transferrable to any student's chosen field of practice. While the work is often challenging and sometimes heartbreaking, it offers students a unique opportunity to put their skills, intellect, and compassion to use by serving people in a moment of great need. The emotional challenges of the Clinic's work are addressed through an integrated self-care curriculum. Special Instructions: General Structure of Clinical Courses - - The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office or other locations as directed during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) that would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Class participation, attendance, written assignments, case work including written or oral advocacy, and professionalism.
Terms: Aut, Spr
| Units: 4
LAW 904B:
Criminal Defense Clinic: Clinical Methods
Students in the Criminal Defense Clinic become immersed in the world of indigent defense. Each student represents members of our community accused of crimes in the courts of Santa Clara and San Mateo Counties. Our state misdemeanor cases encompass a wide range of charges, such as drug use and possession, resisting arrest, and theft. Other state case assignments include working for people's pretrial release. Some quarters, our docket also includes federal cases in the Northern District of California. Clinic students are their clients' primary legal representatives in and out of court. Under close faculty supervision, students undertake investigation, interview witnesses, engage in plea negotiations, draft motions, conduct evidentiary hearings, and make other court appearances. Persuasive writing with rigorous faculty edits is a major component of the clinic. The Criminal Defense Clinic is an intensive, fast-paced, and demanding program of education and practical skills, taught through introductory training and ongoing workshops and skills practicums. The Clinic also addresses broader systemic issues such as implicit bias, immigration consequences, economic disparities, and addiction. The goal of the Clinic is to train students how to conduct a criminal case while engaging in thoughtful reflection and providing holistic representation. The Clinic's broader goal is to provide lawyering skills and habits of mind transferrable to any student's chosen field of practice. While the work is often challenging and sometimes heartbreaking, it offers students a unique opportunity to put their skills, intellect, and compassion to use by serving people in a moment of great need. The emotional challenges of the Clinic's work are addressed through an integrated self-care curriculum. Special Instructions: General Structure of Clinical Courses - - The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office or other locations as directed during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) that would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Class participation, attendance, written assignments, case work including written or oral advocacy, and professionalism.
Terms: Aut, Spr
| Units: 4
LAW 904C:
Criminal Defense Clinic: Clinical Coursework
Students in the Criminal Defense Clinic become immersed in the world of indigent defense. Each student represents members of our community accused of crimes in the courts of Santa Clara and San Mateo Counties. Our state misdemeanor cases encompass a wide range of charges, such as drug use and possession, resisting arrest, and theft. Other state case assignments include working for people's pretrial release. Some quarters, our docket also includes federal cases in the Northern District of California. Clinic students are their clients' primary legal representatives in and out of court. Under close faculty supervision, students undertake investigation, interview witnesses, engage in plea negotiations, draft motions, conduct evidentiary hearings, and make other court appearances. Persuasive writing with rigorous faculty edits is a major component of the clinic. The Criminal Defense Clinic is an intensive, fast-paced, and demanding program of education and practical skills, taught through introductory training and ongoing workshops and skills practicums. The Clinic also addresses broader systemic issues such as implicit bias, immigration consequences, economic disparities, and addiction. The goal of the Clinic is to train students how to conduct a criminal case while engaging in thoughtful reflection and providing holistic representation. The Clinic's broader goal is to provide lawyering skills and habits of mind transferrable to any student's chosen field of practice. While the work is often challenging and sometimes heartbreaking, it offers students a unique opportunity to put their skills, intellect, and compassion to use by serving people in a moment of great need. The emotional challenges of the Clinic's work are addressed through an integrated self-care curriculum. Special Instructions: General Structure of Clinical Courses - - The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office or other locations as directed during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) that would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Class participation, attendance, written assignments, case work including written or oral advocacy, and professionalism.
Terms: Aut, Spr
| Units: 4
LAW 906A:
Criminal Prosecution Clinic: Clinical Practice
The six students enrolled in the Criminal Prosecution Clinic advocate before the San Jose Superior Court under the guidance of Santa Clara County prosecutors. Students formulate case strategy, identify and interview witnesses, and conduct evidentiary motions, preliminary hearings, and occasional nonjury trials. The cases concern thefts, burglaries, assaults, weapons possession, drunk driving, drug distribution, and a range of other crimes. Students offer testimony by police officers, crime victims, and other witnesses and cross-examine defense witnesses, including those defendants who take the stand. Clinic students spend at least four full days a week -- Mondays, Tuesdays, Thursdays, and Fridays -- at the D.A.'s office or in court. There generally will be two class sessions each week: a three- or four-hour on-campus class on Wednesday mornings and a Tuesday lunch seminar at the D.A.'s office. Toward the beginning of our term, classes focus on skills training, including direct and cross-examination, admission of physical evidence, making and answering objections, and argument. Toward the end of the term, our classroom focus shifts to an examination and critique of the local mechanisms of criminal justice. Topics include the impact of race, gender, and class on the quality of justice; the institutional strengths and weaknesses of the actors in the system; prison conditions and prison reform; and the ethical issues that confront prosecutors and defense lawyers. Students typically tour the Santa Clara County crime lab, Solano State Prison, FCI-Dublin (a federal women's prison), and the Chaderjian Youth Correctional Facility in Stockton and have the option to spend an evening on a police ride-along. Students must submit regular written reflections on their experiences in and observations of the local justice system. Their assigned cases often will demand written court filings. During most weeks students will meet one-on-one with the faculty supervisor. Evidence is a prerequisite. Courses in criminal procedure (investigation) and trial advocacy are strongly encouraged. Students will be awarded three separate grades, each reflecting four credits, for clinical practice, clinical methods, and clinical coursework. Elements used in grading include class attendance and participation, writing assignments, case preparation, and courtroom presentations and advocacy. Class attendance is mandatory. Grading is on the H/P system. Special Instructions: General Structure of Clinical Courses: All of the Law School's clinical courses, other than advanced clinics, are offered fulltime for twelve credits. This format allows students to immerse themselves in the professional experience without having to balance clinical projects with other classes, exams, and papers. Students enrolled in a clinic may not enroll in any other class, seminar, directed research, or other credit-yielding activity within the Law School or University during their clinical quarter. Nor are they allowed to serve as teaching assistants expected to attend a daytime class regularly. There is a limited exception for joint-degree students who are required to take specific courses each quarter and who would be foreclosed from taking a clinic unless allowed to co-register. These exceptions are approved case by case. The clinical quarter begins on the first day of classes and runs through the final day of exam period. Students should not plan personal travel during the Monday-to-Friday workweek without permission from onsite and faculty supervisors. Students are expected to be available by email or cellphone during workday hours Monday through Friday and are expected to devote at least thirty-five hours per week to various facets of this work. In some weeks casework may demand much longer hours. Enrollment in a clinic is binding: Once a student has applied to and been selected by a clinic, the student may not drop the course except in rare cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (fulltime or advanced) that would result in their earning more than twenty-seven clinical credits during their law school careers. For more general information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website.
Terms: Win
| Units: 4
| Repeatable
2 times
(up to 8 units total)
LAW 906B:
Criminal Prosecution Clinic: Clinical Methods
The six students enrolled in the Criminal Prosecution Clinic advocate before the San Jose Superior Court under the guidance of Santa Clara County prosecutors. Students formulate case strategy, identify and interview witnesses, and conduct evidentiary motions, preliminary hearings, and occasional nonjury trials. The cases concern thefts, burglaries, assaults, weapons possession, drunk driving, drug distribution, and a range of other crimes. Students offer testimony by police officers, crime victims, and other witnesses and cross-examine defense witnesses, including those defendants who take the stand. Clinic students spend at least four full days a week -- Mondays, Tuesdays, Thursdays, and Fridays -- at the D.A.'s office or in court. There generally will be two class sessions each week: a three- or four-hour on-campus class on Wednesday mornings and a Tuesday lunch seminar at the D.A.'s office. Toward the beginning of our term, classes focus on skills training, including direct and cross-examination, admission of physical evidence, making and answering objections, and argument. Toward the end of the term, our classroom focus shifts to an examination and critique of the local mechanisms of criminal justice. Topics include the impact of race, gender, and class on the quality of justice; the institutional strengths and weaknesses of the actors in the system; prison conditions and prison reform; and the ethical issues that confront prosecutors and defense lawyers. Students typically tour the Santa Clara County crime lab, Solano State Prison, FCI-Dublin (a federal women's prison), and the Chaderjian Youth Correctional Facility in Stockton and have the option to spend an evening on a police ride-along. Students must submit regular written reflections on their experiences in and observations of the local justice system. Their assigned cases often will demand written court filings. During most weeks students will meet one-on-one with the faculty supervisor. Evidence is a prerequisite. Courses in criminal procedure (investigation) and trial advocacy are strongly encouraged. Students will be awarded three separate grades, each reflecting four credits, for clinical practice, clinical methods, and clinical coursework. Elements used in grading include class attendance and participation, writing assignments, case preparation, and courtroom presentations and advocacy. Class attendance is mandatory. Grading is on the H/P system. Special Instructions: General Structure of Clinical Courses: All of the Law School's clinical courses, other than advanced clinics, are offered fulltime for twelve credits. This format allows students to immerse themselves in the professional experience without having to balance clinical projects with other classes, exams, and papers. Students enrolled in a clinic may not enroll in any other class, seminar, directed research, or other credit-yielding activity within the Law School or University during their clinical quarter. Nor are they allowed to serve as teaching assistants expected to attend a daytime class regularly. There is a limited exception for joint-degree students who are required to take specific courses each quarter and who would be foreclosed from taking a clinic unless allowed to co-register. These exceptions are approved case by case. The clinical quarter begins on the first day of classes and runs through the final day of exam period. Students should not plan personal travel during the Monday-to-Friday workweek without permission from onsite and faculty supervisors. Students are expected to be available by email or cellphone during workday hours Monday through Friday and are expected to devote at least thirty-five hours per week to various facets of this work. In some weeks casework may demand much longer hours. Enrollment in a clinic is binding: Once a student has applied to and been selected by a clinic, the student may not drop the course except in rare cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (fulltime or advanced) that would result in their earning more than twenty-seven clinical credits during their law school careers. For more general information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website.
Terms: Win
| Units: 4
| Repeatable
2 times
(up to 8 units total)
LAW 906C:
Criminal Prosecution Clinic: Clinical Coursework
The six students enrolled in the Criminal Prosecution Clinic advocate before the San Jose Superior Court under the guidance of Santa Clara County prosecutors. Students formulate case strategy, identify and interview witnesses, and conduct evidentiary motions, preliminary hearings, and occasional nonjury trials. The cases concern thefts, burglaries, assaults, weapons possession, drunk driving, drug distribution, and a range of other crimes. Students offer testimony by police officers, crime victims, and other witnesses and cross-examine defense witnesses, including those defendants who take the stand. Clinic students spend at least four full days a week -- Mondays, Tuesdays, Thursdays, and Fridays -- at the D.A.'s office or in court. There generally will be two class sessions each week: a three- or four-hour on-campus class on Wednesday mornings and a Tuesday lunch seminar at the D.A.'s office. Toward the beginning of our term, classes focus on skills training, including direct and cross-examination, admission of physical evidence, making and answering objections, and argument. Toward the end of the term, our classroom focus shifts to an examination and critique of the local mechanisms of criminal justice. Topics include the impact of race, gender, and class on the quality of justice; the institutional strengths and weaknesses of the actors in the system; prison conditions and prison reform; and the ethical issues that confront prosecutors and defense lawyers. Students typically tour the Santa Clara County crime lab, Solano State Prison, FCI-Dublin (a federal women's prison), and the Chaderjian Youth Correctional Facility in Stockton and have the option to spend an evening on a police ride-along. Students must submit regular written reflections on their experiences in and observations of the local justice system. Their assigned cases often will demand written court filings. During most weeks students will meet one-on-one with the faculty supervisor. Evidence is a prerequisite. Courses in criminal procedure (investigation) and trial advocacy are strongly encouraged. Students will be awarded three separate grades, each reflecting four credits, for clinical practice, clinical methods, and clinical coursework. Elements used in grading include class attendance and participation, writing assignments, case preparation, and courtroom presentations and advocacy. Class attendance is mandatory. Grading is on the H/P system. Special Instructions: General Structure of Clinical Courses: All of the Law School's clinical courses, other than advanced clinics, are offered fulltime for twelve credits. This format allows students to immerse themselves in the professional experience without having to balance clinical projects with other classes, exams, and papers. Students enrolled in a clinic may not enroll in any other class, seminar, directed research, or other credit-yielding activity within the Law School or University during their clinical quarter. Nor are they allowed to serve as teaching assistants expected to attend a daytime class regularly. There is a limited exception for joint-degree students who are required to take specific courses each quarter and who would be foreclosed from taking a clinic unless allowed to co-register. These exceptions are approved case by case. The clinical quarter begins on the first day of classes and runs through the final day of exam period. Students should not plan personal travel during the Monday-to-Friday workweek without permission from onsite and faculty supervisors. Students are expected to be available by email or cellphone during workday hours Monday through Friday and are expected to devote at least thirty-five hours per week to various facets of this work. In some weeks casework may demand much longer hours. Enrollment in a clinic is binding: Once a student has applied to and been selected by a clinic, the student may not drop the course except in rare cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (fulltime or advanced) that would result in their earning more than twenty-seven clinical credits during their law school careers. For more general information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website.
Terms: Win
| Units: 4
| Repeatable
2 times
(up to 8 units total)
LAW 908:
Advanced Environmental Law Clinic
The Advanced Environmental Law Clinic provides students who have already taken the Environmental Law Clinic the opportunity to continue intense individual project work. Advanced students often work on matters they worked on as full-time students, but they also have the chance to work on new matters and develop new skills. Advanced students work closely with supervising faculty on their designated projects and are expected to take increasing responsibility for managing their work and representing clients. In addition, advanced students often serve as mentors to less experienced full-time students and thereby receive training in basic team building and supervision. Advanced students may arrange to receive between two and seven units. No student may receive more than 27 total clinical units during the course of the student's law school career. Elements used in grading: TBA.
Terms: Aut, Win, Spr
| Units: 2-7
| Repeatable
7 times
(up to 15 units total)
LAW 908A:
Environmental Law Clinic: Clinical Practice
Students enrolled in the Clinic provide legal assistance to national, regional and grassroots non-profit organizations on a variety of environmental issues, with a focus on complex natural resource conservation and biodiversity matters at the interface of law, science and policy. Working under the direct supervision of practicing environmental attorneys, Clinic students help screen new matters and potential clients; formulate strategies; research and develop factual and legal issues; and prosecute administrative and litigation proceedings. During the term, students may meet with clients, opposing counsel or agency decision-makers; review and prepare administrative records; develop expert testimony; draft comment letters, petitions, pleading or briefs; and/or attend and present arguments in administrative and court hearings. In regular one-on-one meetings with supervising faculty, there is a heavy emphasis on learning how to write persuasively and present oral arguments. Indeed, in any given quarter, our students typically prepare a mix of state and federal, and trial and appellate, court pleadings, and because all of our hearings during the academic year are conducted by students, many students also have the opportunity to present oral argument in front of one or more judges. In addition, students participate in a regular seminar where we examine strategic, ethical and substantive issues arising out of the Clinic's work. The Clinic is a particularly good place to learn how to conduct effective legal research, marshal facts in support of legal arguments, and, above all, write well. We practice at all levels of state and federal court and before many local, state and federal administrative agencies. Our work involves extensive motions practice and brief writing, and often involves administrative petitions and policy papers. Our work is inherently cross-disciplinary. No prior environmental experience or background is necessary, but an interest in learning about environmental and natural resources law is important. Special Instructions: General Structure of Clinical Courses - - The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Attendance and participation in class, professionalism, timeliness, initiative, and follow-through on project work and other class requirements.
Terms: Aut, Win
| Units: 4
LAW 908B:
Environmental Law Clinic: Clinical Methods
Students enrolled in the Clinic provide legal assistance to national, regional and grassroots non-profit organizations on a variety of environmental issues, with a focus on complex natural resource conservation and biodiversity matters at the interface of law, science and policy. Working under the direct supervision of practicing environmental attorneys, Clinic students help screen new matters and potential clients; formulate strategies; research and develop factual and legal issues; and prosecute administrative and litigation proceedings. During the term, students may meet with clients, opposing counsel or agency decision-makers; review and prepare administrative records; develop expert testimony; draft comment letters, petitions, pleading or briefs; and/or attend and present arguments in administrative and court hearings. In regular one-on-one meetings with supervising faculty, there is a heavy emphasis on learning how to write persuasively and present oral arguments. Indeed, in any given quarter, our students typically prepare a mix of state and federal, and trial and appellate, court pleadings, and because all of our hearings during the academic year are conducted by students, many students also have the opportunity to present oral argument in front of one or more judges. In addition, students participate in a regular seminar where we examine strategic, ethical and substantive issues arising out of the Clinic's work. The Clinic is a particularly good place to learn how to conduct effective legal research, marshal facts in support of legal arguments, and, above all, write well. We practice at all levels of state and federal court and before many local, state and federal administrative agencies. Our work involves extensive motions practice and brief writing, and often involves administrative petitions and policy papers. Our work is inherently cross-disciplinary. No prior environmental experience or background is necessary, but an interest in learning about environmental and natural resources law is important. Special Instructions: General Structure of Clinical Courses - - The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Attendance and participation in class, professionalism, timeliness, initiative, and follow-through on project work and other class requirements.
Terms: Aut, Win
| Units: 4
LAW 908C:
Environmental Law Clinic: Clinical Coursework
Students enrolled in the Clinic provide legal assistance to national, regional and grassroots non-profit organizations on a variety of environmental issues, with a focus on complex natural resource conservation and biodiversity matters at the interface of law, science and policy. Working under the direct supervision of practicing environmental attorneys, Clinic students help screen new matters and potential clients; formulate strategies; research and develop factual and legal issues; and prosecute administrative and litigation proceedings. During the term, students may meet with clients, opposing counsel or agency decision-makers; review and prepare administrative records; develop expert testimony; draft comment letters, petitions, pleading or briefs; and/or attend and present arguments in administrative and court hearings. In regular one-on-one meetings with supervising faculty, there is a heavy emphasis on learning how to write persuasively and present oral arguments. Indeed, in any given quarter, our students typically prepare a mix of state and federal, and trial and appellate, court pleadings, and because all of our hearings during the academic year are conducted by students, many students also have the opportunity to present oral argument in front of one or more judges. In addition, students participate in a regular seminar where we examine strategic, ethical and substantive issues arising out of the Clinic's work. The Clinic is a particularly good place to learn how to conduct effective legal research, marshal facts in support of legal arguments, and, above all, write well. We practice at all levels of state and federal court and before many local, state and federal administrative agencies. Our work involves extensive motions practice and brief writing, and often involves administrative petitions and policy papers. Our work is inherently cross-disciplinary. No prior environmental experience or background is necessary, but an interest in learning about environmental and natural resources law is important. Special Instructions: General Structure of Clinical Courses - - The Law School's clinical courses are offered on a full-time basis for 12 credits. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four credits. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical credits during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Attendance and participation in class, professionalism, timeliness, initiative, and follow-through on project work and other class requirements.
Terms: Aut, Win
| Units: 4
LAW 910:
Advanced Immigrants' Rights Clinic
The Immigrants' Rights Advanced Clinic offers the opportunity for students who have already successfully completed the Immigrants' Rights Clinic to pursue: a specific immigrants' rights advocacy project; advanced individual client representation; and/or working with the clinic director to provide direction/guidance to those enrolled in the Clinic for the first time. All advanced Clinic projects will be jointly designed by the director and the advanced student. Advanced students providing guidance/direction to first-time students will receive additional training on providing supervision. Special instructions: Advanced students are expected to attend the case-rounds portion of the weekly seminar, and to participate as needed in the lecture/discussion portion of the seminar. Advanced students may arrange with the instructor to receive between two and seven units. No student may receive more than 27 overall clinical units, however, during the course of the student's law school career. Elements used in grading: Attendance and participation in class, project work, writing assignments, and case preparation.
Terms: Aut, Win, Spr
| Units: 2-7
| Repeatable
7 times
(up to 15 units total)
LAW 910A:
Immigrants' Rights Clinic: Clinical Practice
The Immigrants' Rights Clinic offers students the opportunity to represent immigrants before the San Francisco Immigration Court, the Board of Immigration Appeals, the federal district courts and the Ninth Circuit Court of Appeals. Students in the clinic conduct mini-trials in immigration court, write motions and appellate briefs, interview clients and witnesses, investigate facts, develop case strategy, and argue cases. The Clinic represents immigrants with past criminal convictions, asylum seekers, and survivors of domestic violence. All clinic students also work on a variety of impact litigation and advocacy projects to address federal government immigration enforcement practices at the national and local levels, including impact litigation to challenge prolonged immigration detention, local and state advocacy to limit enforcement activity by police, the creation of model pleadings and know your rights materials for immigrant detainees, and advocacy with the federal agencies that regulate immigration. No prior substantive experience or background in immigration or immigrants' rights work is necessary. Special Instructions: General Structure of Clinical Courses - - The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Attendance and participation in class, case and project work and writing assignments. There are no prerequisites.
Terms: Aut, Win, Spr
| Units: 4
LAW 910B:
Immigrants' Rights Clinic: Clinical Methods
The Immigrants' Rights Clinic offers students the opportunity to represent immigrants before the San Francisco Immigration Court, the Board of Immigration Appeals, the federal district courts and the Ninth Circuit Court of Appeals. Students in the clinic conduct mini-trials in immigration court, write motions and appellate briefs, interview clients and witnesses, investigate facts, develop case strategy, and argue cases. The Clinic represents immigrants with past criminal convictions, asylum seekers, and survivors of domestic violence. All clinic students also work on a variety of impact litigation and advocacy projects to address federal government immigration enforcement practices at the national and local levels, including impact litigation to challenge prolonged immigration detention, local and state advocacy to limit enforcement activity by police, the creation of model pleadings and know your rights materials for immigrant detainees, and advocacy with the federal agencies that regulate immigration. No prior substantive experience or background in immigration or immigrants' rights work is necessary. Special Instructions: General Structure of Clinical Courses - - The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Attendance and participation in class, case and project work and writing assignments. There are no prerequisites.
Terms: Aut, Win, Spr
| Units: 4
LAW 910C:
Immigrants' Rights Clinic: Clinical Coursework
The Immigrants' Rights Clinic offers students the opportunity to represent immigrants before the San Francisco Immigration Court, the Board of Immigration Appeals, the federal district courts and the Ninth Circuit Court of Appeals. Students in the clinic conduct mini-trials in immigration court, write motions and appellate briefs, interview clients and witnesses, investigate facts, develop case strategy, and argue cases. The Clinic represents immigrants with past criminal convictions, asylum seekers, and survivors of domestic violence. All clinic students also work on a variety of impact litigation and advocacy projects to address federal government immigration enforcement practices at the national and local levels, including impact litigation to challenge prolonged immigration detention, local and state advocacy to limit enforcement activity by police, the creation of model pleadings and know your rights materials for immigrant detainees, and advocacy with the federal agencies that regulate immigration. No prior substantive experience or background in immigration or immigrants' rights work is necessary. Special Instructions: General Structure of Clinical Courses - - The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Attendance and participation in class, case and project work and writing assignments. There are no prerequisites.
Terms: Aut, Win, Spr
| Units: 4
LAW 914:
Advanced Juelsgaard Intellectual Property and Innovation Clinic
Advanced clinic allows students who have taken the Advanced Juelsgaard Intellectual Property and Innovation Clinic to continue working on cases. Advanced clinic may be taken for 2-7 units. Students may not enroll in any clinic (basic or advanced) which would result in them earning more than 27 clinical units during their law school career. Elements used in grading: TBA.
Terms: Aut, Win, Spr
| Units: 2-7
| Repeatable
7 times
(up to 15 units total)
LAW 914A:
Juelsgaard Intellectual Property and Innovation Clinic: Clinical Practice
The Juelsgaard Intellectual Property and Innovation Clinic provides students the opportunity to understand and advocate for sound innovation policies. Students in the clinic will help shape the course and outcome of significant legal and policy debates before courts, legislators, regulatory bodies, and other policy makers. Our work focuses on the relationship between law, regulation and innovation in areas ranging from biotechnology to information technology, pharmaceuticals, clean technology, and the creation and distribution of information. Students will represent a variety of NGOs and non-profit entities and, in certain cases, groups or associations of innovators, entrepreneurs, technology users or consumers, economists, technologists, legal academics, and the like, and occasionally individual inventors, start-ups, journalists, or researchers. Students will address their client's complex issues through tools that may include amicus briefs; comments or testimony in rulemaking and regulatory proceedings (i.e., DMCA exemption requests, comments to OSTP on issues such as open access, privacy or open data, comments to the FTC as part of IP and innovation hearings and reports, comments to the PTO or FDA, etc.); comments or testimony on proposed legislation; and whitepapers or other "best practices" documents to encourage sensible and balanced legal approaches to innovation and creativity. Our policy advocacy will often involve intertwined factual, technological, business, economic, political and public relations considerations along with the substantive legal issues. Students in the clinic may be called upon to collaborate with technologists, researchers, doctors, economists, social scientists, industry experts, and others to develop and articulate the appropriate policy advocacy for their clients. The clinic seminar will focus on student-led workshops regarding client projects, and on engaging with current thinking around innovation, innovation economics and the impact of IP, antitrust, and other law and regulation on innovation. We will explore the process of policy advocacy, including various policy levers, the types of tools available to advocates and the strategies and tactics that may be employed, and will consider and critique a variety of case studies of previous advocacy, situating them in the larger context in which these efforts occurred. Students will critically examine the role of lawyers advocating for the public interest and for sound and sensible innovation policy outcomes and bring those lessons to bear on their own clinic work. A background in technology may be useful in some cases but is not necessary to a successful experience in the clinic. - - Special Instructions: General Structure of Clinical Courses - - The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Attendance, preparation for and participation in clinic seminar; reflection papers; and clinical case and project work including specific elements of methodical analysis, critical thinking, close reading, efficient writing, effective collaboration, and strategy development, applicable across client and seminar work.
Terms: Win, Spr
| Units: 4
LAW 914B:
Juelsgaard Intellectual Property and Innovation Clinic: Clinical Methods
The Juelsgaard Intellectual Property and Innovation Clinic provides students the opportunity to understand and advocate for sound innovation policies. Students in the clinic will help shape the course and outcome of significant legal and policy debates before courts, legislators, regulatory bodies, and other policy makers. Our work focuses on the relationship between law, regulation and innovation in areas ranging from biotechnology to information technology, pharmaceuticals, clean technology, and the creation and distribution of information. Students will represent a variety of NGOs and non-profit entities and, in certain cases, groups or associations of innovators, entrepreneurs, technology users or consumers, economists, technologists, legal academics, and the like, and occasionally individual inventors, start-ups, journalists, or researchers. Students will address their client's complex issues through tools that may include amicus briefs; comments or testimony in rulemaking and regulatory proceedings (i.e., DMCA exemption requests, comments to OSTP on issues such as open access, privacy or open data, comments to the FTC as part of IP and innovation hearings and reports, comments to the PTO or FDA, etc.); comments or testimony on proposed legislation; and whitepapers or other "best practices" documents to encourage sensible and balanced legal approaches to innovation and creativity. Our policy advocacy will often involve intertwined factual, technological, business, economic, political and public relations considerations along with the substantive legal issues. Students in the clinic may be called upon to collaborate with technologists, researchers, doctors, economists, social scientists, industry experts, and others to develop and articulate the appropriate policy advocacy for their clients. The clinic seminar will focus on student-led workshops regarding client projects, and on engaging with current thinking around innovation, innovation economics and the impact of IP, antitrust, and other law and regulation on innovation. We will explore the process of policy advocacy, including various policy levers, the types of tools available to advocates and the strategies and tactics that may be employed, and will consider and critique a variety of case studies of previous advocacy, situating them in the larger context in which these efforts occurred. Students will critically examine the role of lawyers advocating for the public interest and for sound and sensible innovation policy outcomes and bring those lessons to bear on their own clinic work. A background in technology may be useful in some cases but is not necessary to a successful experience in the clinic. - - Special Instructions: General Structure of Clinical Courses - - The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Attendance, preparation for and participation in clinic seminar; reflection papers; and clinical case and project work including specific elements of methodical analysis, critical thinking, close reading, efficient writing, effective collaboration, and strategy development, applicable across client and seminar work.
Terms: Win, Spr
| Units: 4
LAW 914C:
Juelsgaard Intellectual Property and Innovation Clinic: Clinical Coursework
The Juelsgaard Intellectual Property and Innovation Clinic provides students the opportunity to understand and advocate for sound innovation policies. Students in the clinic will help shape the course and outcome of significant legal and policy debates before courts, legislators, regulatory bodies, and other policy makers. Our work focuses on the relationship between law, regulation and innovation in areas ranging from biotechnology to information technology, pharmaceuticals, clean technology, and the creation and distribution of information. Students will represent a variety of NGOs and non-profit entities and, in certain cases, groups or associations of innovators, entrepreneurs, technology users or consumers, economists, technologists, legal academics, and the like, and occasionally individual inventors, start-ups, journalists, or researchers. Students will address their client's complex issues through tools that may include amicus briefs; comments or testimony in rulemaking and regulatory proceedings (i.e., DMCA exemption requests, comments to OSTP on issues such as open access, privacy or open data, comments to the FTC as part of IP and innovation hearings and reports, comments to the PTO or FDA, etc.); comments or testimony on proposed legislation; and whitepapers or other "best practices" documents to encourage sensible and balanced legal approaches to innovation and creativity. Our policy advocacy will often involve intertwined factual, technological, business, economic, political and public relations considerations along with the substantive legal issues. Students in the clinic may be called upon to collaborate with technologists, researchers, doctors, economists, social scientists, industry experts, and others to develop and articulate the appropriate policy advocacy for their clients. The clinic seminar will focus on student-led workshops regarding client projects, and on engaging with current thinking around innovation, innovation economics and the impact of IP, antitrust, and other law and regulation on innovation. We will explore the process of policy advocacy, including various policy levers, the types of tools available to advocates and the strategies and tactics that may be employed, and will consider and critique a variety of case studies of previous advocacy, situating them in the larger context in which these efforts occurred. Students will critically examine the role of lawyers advocating for the public interest and for sound and sensible innovation policy outcomes and bring those lessons to bear on their own clinic work. A background in technology may be useful in some cases but is not necessary to a successful experience in the clinic. - - Special Instructions: General Structure of Clinical Courses - - The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Attendance, preparation for and participation in clinic seminar; reflection papers; and clinical case and project work including specific elements of methodical analysis, critical thinking, close reading, efficient writing, effective collaboration, and strategy development, applicable across client and seminar work.
Terms: Win, Spr
| Units: 4
LAW 916:
Advanced Organizations and Transactions Clinic
Advanced clinic allows students who have taken the Organizations & Transactions Clinic to work on ongoing projects. Advanced students may arrange with the instructor to receive between two and seven units. No student may receive more than 27 overall clinical credits, however, during the course of the student's law school career. Students must have taken Organizations & Transactions Clinic (Law 272). Elements used in grading: Written assignments and client interactions.
Terms: Aut, Win, Spr
| Units: 2-7
| Repeatable
7 times
(up to 15 units total)
LAW 916A:
Organizations and Transactions Clinic: Clinical Practice
The O&T Clinic is Stanford's only corporate experiential course involving representation of real clients. We're designed for both students interested in M&A, capital markets, emerging company, tech transactions or other corporate work, and those wanting to explore a non-litigation, advisory-oriented practice. Prior experience in business or corporate law is welcome but certainly not necessary. Students represent multiple clients during the term. Our clients are all established nonprofit corporations. Most generate annual revenues in the range of $1 - $100 million, and some are larger. These clients have boards of directors, run complex programs, own brands and other intellectual property, and engage in a range of transactions, yet are small enough that our contact is almost always the CEO, CFO, general counsel, or other senior executive. O&T client engagements provide students with opportunities to assess facts; develop advice; read and write contracts, corporate governance materials, emails and other client communications; lead meetings and calls with clients; collaborate with colleagues; and manage projects. Our practice is document-intensive and service-oriented; we focus on clear communication and crisp execution. The course includes a class that generally meets twice a week. Class meetings center on student-led workshops regarding client projects and on orientation to corporate practice, including discussion of core commercial relationships such as acquisition, credit, and licensing, and practice skills such as transaction planning and management. Guests often join us; those are occasions for informal conversations with general counsels and law firm partners. Information about prior projects is available from the instructors and on the SLS website. Special Instructions: General Structure of Clinical Courses - - The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: The syllabus includes specific expectations and criteria relating to methodical analysis, close reading, efficient writing, effective collaboration, and crisp execution, applicable across client and seminar work.
Terms: Aut, Spr
| Units: 4
LAW 916B:
Organizations and Transactions Clinic: Clinical Methods
The O&T Clinic is Stanford's only corporate experiential course involving representation of real clients. We're designed for both students interested in M&A, capital markets, emerging company, tech transactions or other corporate work, and those wanting to explore a non-litigation, advisory-oriented practice. Prior experience in business or corporate law is welcome but certainly not necessary. Students represent multiple clients during the term. Our clients are all established nonprofit corporations. Most generate annual revenues in the range of $1 - $100 million, and some are larger. These clients have boards of directors, run complex programs, own brands and other intellectual property, and engage in a range of transactions, yet are small enough that our contact is almost always the CEO, CFO, general counsel, or other senior executive. O&T client engagements provide students with opportunities to assess facts; develop advice; read and write contracts, corporate governance materials, emails and other client communications; lead meetings and calls with clients; collaborate with colleagues; and manage projects. Our practice is document-intensive and service-oriented; we focus on clear communication and crisp execution. The course includes a class that generally meets twice a week. Class meetings center on student-led workshops regarding client projects and on orientation to corporate practice, including discussion of core commercial relationships such as acquisition, credit, and licensing, and practice skills such as transaction planning and management. Guests often join us; those are occasions for informal conversations with general counsels and law firm partners. Information about prior projects is available from the instructors and on the SLS website. Special Instructions: General Structure of Clinical Courses - - The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: The syllabus includes specific expectations and criteria relating to methodical analysis, close reading, efficient writing, effective collaboration, and crisp execution, applicable across client and seminar work.
Terms: Aut, Spr
| Units: 4
LAW 916C:
Organizations and Transactions Clinic: Clinical Coursework
The O&T Clinic is Stanford's only corporate experiential course involving representation of real clients. We're designed for both students interested in M&A, capital markets, emerging company, tech transactions or other corporate work, and those wanting to explore a non-litigation, advisory-oriented practice. Prior experience in business or corporate law is welcome but certainly not necessary. Students represent multiple clients during the term. Our clients are all established nonprofit corporations. Most generate annual revenues in the range of $1 - $100 million, and some are larger. These clients have boards of directors, run complex programs, own brands and other intellectual property, and engage in a range of transactions, yet are small enough that our contact is almost always the CEO, CFO, general counsel, or other senior executive. O&T client engagements provide students with opportunities to assess facts; develop advice; read and write contracts, corporate governance materials, emails and other client communications; lead meetings and calls with clients; collaborate with colleagues; and manage projects. Our practice is document-intensive and service-oriented; we focus on clear communication and crisp execution. The course includes a class that generally meets twice a week. Class meetings center on student-led workshops regarding client projects and on orientation to corporate practice, including discussion of core commercial relationships such as acquisition, credit, and licensing, and practice skills such as transaction planning and management. Guests often join us; those are occasions for informal conversations with general counsels and law firm partners. Information about prior projects is available from the instructors and on the SLS website. Special Instructions: General Structure of Clinical Courses - - The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: The syllabus includes specific expectations and criteria relating to methodical analysis, close reading, efficient writing, effective collaboration, and crisp execution, applicable across client and seminar work.
Terms: Aut, Spr
| Units: 4
LAW 918:
Advanced Religious Liberty Clinic
Advanced clinic allows students who have taken the Religious Liberty Clinic to continue working on cases. Participation in rounds is required. Advanced clinic may be taken for 2-7 units; general rule of thumb is 4 hours of work per week per unit. Students may not enroll in any clinic (basic or advanced) which would result in earning more than 27 clinical units during their law school enrollment. Elements used in grading: Class participation, written assignments, and case work. Students must have taken Religious Liberty Clinic.
Terms: Aut, Win, Spr
| Units: 2-7
| Repeatable
7 times
(up to 15 units total)
LAW 918A:
Religious Liberty Clinic: Practice
The Religious Liberty Clinic is the leading clinic of its kind in the country. The landmark program offers participating students a full-time, first-chair experience representing a diverse group of clients in legal disputes arising from a wide range of beliefs, practices, and circumstances. Students learn in class and engage through reflective and supervised practice the laws, norms, and limits affecting the exercise of religious freedom in a pluralistic society. Students are expected to counsel individual or institutional clients and litigate on their behalf with excellence, professionalism, and maturity. In clinic, students typically handle an accommodation project - e.g., represent a prisoner, student, or employee facing obstacles in the exercise of faith - as well as a longer-term litigation or development matter - e.g., represent a small church, synagogue, or mosque with zoning issues, or an individual challenging state preferences for particular beliefs. Opportunities to draft amicus briefs also arise. The clinic involves agency, trial, and appellate practice - though time constraints may not permit each student to work in all areas - under the empowering supervision of faculty and staff. Students work in assigned case teams but are also encouraged to help develop new clients and matters. Special Instructions: General Structure of Clinical Courses - - The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Clinical case/project work, clinical performance, seminar preparation and participation.
Terms: Win, Spr
| Units: 4
| Repeatable
2 times
(up to 8 units total)
LAW 918B:
Religious Liberty Clinic: Clinical Methods
The Religious Liberty Clinic is the leading clinic of its kind in the country. The landmark program offers participating students a full-time, first-chair experience representing a diverse group of clients in legal disputes arising from a wide range of beliefs, practices, and circumstances. Students learn in class and engage through reflective and supervised practice the laws, norms, and limits affecting the exercise of religious freedom in a pluralistic society. Students are expected to counsel individual or institutional clients and litigate on their behalf with excellence, professionalism, and maturity. In clinic, students typically handle an accommodation project - e.g., represent a prisoner, student, or employee facing obstacles in the exercise of faith - as well as a longer-term litigation or development matter - e.g., represent a small church, synagogue, or mosque with zoning issues, or an individual challenging state preferences for particular beliefs. Opportunities to draft amicus briefs also arise. The clinic involves agency, trial, and appellate practice - though time constraints may not permit each student to work in all areas - under the empowering supervision of faculty and staff. Students work in assigned case teams but are also encouraged to help develop new clients and matters. Special Instructions: General Structure of Clinical Courses - - The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Clinical case/project work, clinical performance, seminar preparation and participation.
Terms: Win, Spr
| Units: 4
| Repeatable
2 times
(up to 8 units total)
LAW 918C:
Religious Liberty Clinic: Clinical Coursework
The Religious Liberty Clinic is the leading clinic of its kind in the country. The landmark program offers participating students a full-time, first-chair experience representing a diverse group of clients in legal disputes arising from a wide range of beliefs, practices, and circumstances. Students learn in class and engage through reflective and supervised practice the laws, norms, and limits affecting the exercise of religious freedom in a pluralistic society. Students are expected to counsel individual or institutional clients and litigate on their behalf with excellence, professionalism, and maturity. In clinic, students typically handle an accommodation project - e.g., represent a prisoner, student, or employee facing obstacles in the exercise of faith - as well as a longer-term litigation or development matter - e.g., represent a small church, synagogue, or mosque with zoning issues, or an individual challenging state preferences for particular beliefs. Opportunities to draft amicus briefs also arise. The clinic involves agency, trial, and appellate practice - though time constraints may not permit each student to work in all areas - under the empowering supervision of faculty and staff. Students work in assigned case teams but are also encouraged to help develop new clients and matters. Special Instructions: General Structure of Clinical Courses - - The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Clinical case/project work, clinical performance, seminar preparation and participation.
Terms: Win, Spr
| Units: 4
| Repeatable
2 times
(up to 8 units total)
LAW 920:
Advanced Supreme Court Litigation Clinic
The Advanced Supreme Court Litigation Clinic provides an opportunity for students who have already successfully completed the Supreme Court Litigation Clinic to continue their work in the Clinic. Work includes research and drafting petitions for certiorari and oppositions, merits briefs, and amicus briefs, compiling joint appendices, and preparing advocates for oral argument, as well as commenting on drafts of briefs being filed by lawyers in other cases. Advanced students will also continue to participate in the Clinic's discussion of cases during case rounds. For a more elaborate description of the clinic's content, see the course description for Course Number 436-0-01. Special instructions: Admission is by consent of instructor. Advanced students may arrange with the instructor to receive between two and seven units. No student may receive more than 27 overall clinical units, however, during the course of the student's law school career. Students have the option to receive R credit upon instructor approval. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Elements used in grading: Projects and participation.
Terms: Aut, Win, Spr
| Units: 2-7
| Repeatable
7 times
(up to 15 units total)
LAW 920A:
Supreme Court Litigation Clinic: Clinical Practice
The Supreme Court Litigation Clinic will expose students to the joys and frustrations of litigation before the Supreme Court of the United States. The bulk of the clinic will be run as a small law firm working on live cases before the Court. Students will participate in drafting petitions for certiorari and oppositions, merits briefs, and amicus briefs, compiling joint appendices, and preparing advocates for oral argument, as well as commenting (the technical term is "kibbitzing") on drafts of briefs being filed by lawyers in other cases. The precise nature of the cases will depend on the Court's docket, but in recent Terms, the clinic's cases have involved federal criminal law and procedure, habeas corpus, constitutional and statutory antidiscrimination and employment law, bankruptcy law, and the First Amendment. Our aim is to involve students as fully as possible in this type of litigation. The Clinic begins with an intensive introduction to the distinctive nature of Supreme Court practice, including the key differences between merits arguments and the certiorari process, the role of amicus briefs, and the Supreme Court Rules. After that, seminar meetings will be devoted primarily to collaborative work on the cases the clinic is handling. While students will be primarily responsible for working in teams on one case at a time, they will also be expected to acquire familiarity with the issues raised in other students' cases and will both edit each others' substantive work and assist each other and the instructors with the technical production work attendant on filing briefs with the Supreme Court. The course will involve substantial amounts of legal research. The Supreme Court operates on a tight, and unyielding deadline, and students must be prepared both to complete their own work in a timely fashion and to assist one another and the instructors on other cases. The instructors will not ask students to do any kind of "grunt work" that they themselves will not also be handling, but grunt work there will be: proofreading, cite-checking, dealing with the joint appendix, and the like. The nature of the work product means that while students will average thirty hours per week on their case-related work, that work will surely be distributed unevenly across the quarter. Unlike most other courts, the Supreme Court has no student practice rules. Thus, students will not be able to argue cases before the Court. But they will participate in moot courts on their cases, as both advocates and Justices. Each student will also have the opportunity to travel to Washington to see the Court in session, preferably with respect to a case on which the student has worked. Ideally students will already have experience with persuasive doctrinal writing, through a course like Federal Pretrial Litigation or through intensive supervision during their summer jobs or other clinics. Admission to the Clinic is by consent of the instructors. Students will need to submit a writing sample that reflects their facility with doctrinal legal arguments and the name of at least one reference who can comment on their legal analytic ability. - - Special instructions: General Structure of Clinical Courses - - The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Written work, editing of other student's written work, attendance, class and moot court participation.
Terms: Aut
| Units: 4
LAW 920B:
Supreme Court Litigation Clinic: Clinical Methods
The Supreme Court Litigation Clinic will expose students to the joys and frustrations of litigation before the Supreme Court of the United States. The bulk of the clinic will be run as a small law firm working on live cases before the Court. Students will participate in drafting petitions for certiorari and oppositions, merits briefs, and amicus briefs, compiling joint appendices, and preparing advocates for oral argument, as well as commenting (the technical term is "kibbitzing") on drafts of briefs being filed by lawyers in other cases. The precise nature of the cases will depend on the Court's docket, but in recent Terms, the clinic's cases have involved federal criminal law and procedure, habeas corpus, constitutional and statutory antidiscrimination and employment law, bankruptcy law, and the First Amendment. Our aim is to involve students as fully as possible in this type of litigation. The Clinic begins with an intensive introduction to the distinctive nature of Supreme Court practice, including the key differences between merits arguments and the certiorari process, the role of amicus briefs, and the Supreme Court Rules. After that, seminar meetings will be devoted primarily to collaborative work on the cases the clinic is handling. While students will be primarily responsible for working in teams on one case at a time, they will also be expected to acquire familiarity with the issues raised in other students' cases and will both edit each others' substantive work and assist each other and the instructors with the technical production work attendant on filing briefs with the Supreme Court. The course will involve substantial amounts of legal research. The Supreme Court operates on a tight, and unyielding deadline, and students must be prepared both to complete their own work in a timely fashion and to assist one another and the instructors on other cases. The instructors will not ask students to do any kind of "grunt work" that they themselves will not also be handling, but grunt work there will be: proofreading, cite-checking, dealing with the joint appendix, and the like. The nature of the work product means that while students will average thirty hours per week on their case-related work, that work will surely be distributed unevenly across the quarter. Unlike most other courts, the Supreme Court has no student practice rules. Thus, students will not be able to argue cases before the Court. But they will participate in moot courts on their cases, as both advocates and Justices. Each student will also have the opportunity to travel to Washington to see the Court in session, preferably with respect to a case on which the student has worked. Ideally students will already have experience with persuasive doctrinal writing, through a course like Federal Pretrial Litigation or through intensive supervision during their summer jobs or other clinics. Admission to the Clinic is by consent of the instructors. Students will need to submit a writing sample that reflects their facility with doctrinal legal arguments and the name of at least one reference who can comment on their legal analytic ability. - - Special instructions: General Structure of Clinical Courses - - The Law School's clinical courses are offered on a full-time basis for 12 credits. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four credits. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical credits during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Written work, editing of other student's written work, attendance, class and moot court participation.
Terms: Aut
| Units: 4
LAW 920C:
Supreme Court Litigation Clinic: Clinical Coursework
The Supreme Court Litigation Clinic will expose students to the joys and frustrations of litigation before the Supreme Court of the United States. The bulk of the clinic will be run as a small law firm working on live cases before the Court. Students will participate in drafting petitions for certiorari and oppositions, merits briefs, and amicus briefs, compiling joint appendices, and preparing advocates for oral argument, as well as commenting (the technical term is "kibbitzing") on drafts of briefs being filed by lawyers in other cases. The precise nature of the cases will depend on the Court's docket, but in recent Terms, the clinic's cases have involved federal criminal law and procedure, habeas corpus, constitutional and statutory antidiscrimination and employment law, bankruptcy law, and the First Amendment. Our aim is to involve students as fully as possible in this type of litigation. The Clinic begins with an intensive introduction to the distinctive nature of Supreme Court practice, including the key differences between merits arguments and the certiorari process, the role of amicus briefs, and the Supreme Court Rules. After that, seminar meetings will be devoted primarily to collaborative work on the cases the clinic is handling. While students will be primarily responsible for working in teams on one case at a time, they will also be expected to acquire familiarity with the issues raised in other students' cases and will both edit each others' substantive work and assist each other and the instructors with the technical production work attendant on filing briefs with the Supreme Court. The course will involve substantial amounts of legal research. The Supreme Court operates on a tight, and unyielding deadline, and students must be prepared both to complete their own work in a timely fashion and to assist one another and the instructors on other cases. The instructors will not ask students to do any kind of "grunt work" that they themselves will not also be handling, but grunt work there will be: proofreading, cite-checking, dealing with the joint appendix, and the like. The nature of the work product means that while students will average thirty hours per week on their case-related work, that work will surely be distributed unevenly across the quarter. Unlike most other courts, the Supreme Court has no student practice rules. Thus, students will not be able to argue cases before the Court. But they will participate in moot courts on their cases, as both advocates and Justices. Each student will also have the opportunity to travel to Washington to see the Court in session, preferably with respect to a case on which the student has worked. Ideally students will already have experience with persuasive doctrinal writing, through a course like Federal Pretrial Litigation or through intensive supervision during their summer jobs or other clinics. Admission to the Clinic is by consent of the instructors. Students will need to submit a writing sample that reflects their facility with doctrinal legal arguments and the name of at least one reference who can comment on their legal analytic ability. - - Special instructions: General Structure of Clinical Courses - - The Law School's clinical courses are offered on a full-time basis for 12 credits. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four credits. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical credits during their law school career. The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. Elements used in grading: Written work, editing of other student's written work, attendance, class and moot court participation.
Terms: Aut
| Units: 4
LAW 922:
Advanced Youth and Education Advocacy Clinic
The Youth and Education Advocacy Advanced Clinic provides an opportunity for students who have already successfully completed the Education Advocacy Clinic to continue their advocacy work in the Clinic and/or to pursue a discrete project related to educational equity advocacy. Examples of projects include strategic policy research and management consulting for public education institutions on specific topics (e.g., accountability programs, community outreach and engagement, school climate); investigation and preparation for impact litigation; and community education and outreach on a specific education-related issue. All projects will be jointly designed by the instructor and the advanced student. Advanced students will also continue to participate in the Clinic's discussion of cases during case rounds. Special instructions: Admission is by consent of instructor. Advanced students may arrange with the instructor to receive between two and seven units. No student may receive more than 27 overall clinical units, however, during the course of the student's law school career. Elements used in grading: Projects and class participation.
Terms: Aut, Win, Spr
| Units: 2-7
| Repeatable
7 times
(up to 15 units total)
LAW 922A:
Youth and Education Law Project: Clinical Practice
The Youth and Education Advocacy Clinic offers students the opportunity to participate in a wide variety of educational rights and reform work, including direct representation of youth and families in special education and school discipline matters, community outreach and education, school reform litigation, and/or strategic policy research and consulting. All students will have an opportunity to represent elementary and high school students with disabilities in special education proceedings, to represent students in school discipline proceedings, or to work with coalitions and/or other education-sector agencies to advance equity-minded educational policies and school reform. Students working on special education matters will have the opportunity to handle all aspects of their clients' cases. Students working in this area will interview and counsel clients, investigate and develop facts, work with medical and mental health professionals and experts, conduct legal and educational research, create case plans, and represent clients at individual education program (IEP) team meetings, mediation or special education due process hearings. This work will offer students a chance to study the relationship between individual special education advocacy and system-wide reform efforts such as impact litigation. Students working on school discipline matters will interview and counsel clients, investigate and develop facts, interview witnesses, conduct legal and educational research, create case plan, and represent clients at school discipline hearings such as expulsion hearings. Such hearings provide the opportunity to present oral and written argument, examine witnesses, and present evidence before a hearing officer. If appropriate and necessary, such proceedings also present the opportunity to represent students on appeal before the school district board of trustees or the county board of education. Students may also have the opportunity to participate in complex school reform litigation, including the monitoring and enforcement of a consent decree and corrective action plan in an ongoing special education lawsuit or appellate and trial work in a pathbreaking educational rights case on behalf of Native American students. Finally, students who are interested in strategic policy research and management consulting on behalf of public education institutional clients (school districts, charter schools, state education agencies) will have the opportunity to participate in the multi-disciplinary collaborations with non-profit clients. The education clinic includes a one-week intensive training program held at the beginning of the quarter, weekly seminars that focus on legal skills and issues in law and education policy, regular case review, and a many opportunities for feedback and reflection with the instructors. Admission is by consent of instructor. Special Instructions: General Structure of Clinical Courses -- The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. -- Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. -- Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. -- The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. -- Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. --The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. -- For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. -- Cross listed with the School of Education. -- Elements used in grading: Projects and class participation. (Cross-listed with EDUCATION 334 A,B,C).
Terms: Win, Spr
| Units: 4
| Repeatable
2 times
(up to 8 units total)
LAW 922B:
Youth and Education Law Project: Clinical Methods
The Youth and Education Advocacy Clinic offers students the opportunity to participate in a wide variety of educational rights and reform work, including direct representation of youth and families in special education and school discipline matters, community outreach and education, school reform litigation, and/or strategic policy research and consulting. All students will have an opportunity to represent elementary and high school students with disabilities in special education proceedings, to represent students in school discipline proceedings, or to work with coalitions and/or other education-sector agencies to advance equity-minded educational policies and school reform. Students working on special education matters will have the opportunity to handle all aspects of their clients' cases. Students working in this area will interview and counsel clients, investigate and develop facts, work with medical and mental health professionals and experts, conduct legal and educational research, create case plans, and represent clients at individual education program (IEP) team meetings, mediation or special education due process hearings. This work will offer students a chance to study the relationship between individual special education advocacy and system-wide reform efforts such as impact litigation. Students working on school discipline matters will interview and counsel clients, investigate and develop facts, interview witnesses, conduct legal and educational research, create case plan, and represent clients at school discipline hearings such as expulsion hearings. Such hearings provide the opportunity to present oral and written argument, examine witnesses, and present evidence before a hearing officer. If appropriate and necessary, such proceedings also present the opportunity to represent students on appeal before the school district board of trustees or the county board of education. Students may also have the opportunity to participate in complex school reform litigation, including the monitoring and enforcement of a consent decree and corrective action plan in an ongoing special education lawsuit or appellate and trial work in a pathbreaking educational rights case on behalf of Native American students. Finally, students who are interested in strategic policy research and management consulting on behalf of public education institutional clients (school districts, charter schools, state education agencies) will have the opportunity to participate in the multi-disciplinary collaborations with non-profit clients. The education clinic includes a one-week intensive training program held at the beginning of the quarter, weekly seminars that focus on legal skills and issues in law and education policy, regular case review, and a many opportunities for feedback and reflection with the instructors. Admission is by consent of instructor. Special Instructions: General Structure of Clinical Courses -- The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. -- Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. -- Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. -- The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. -- Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. --The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. -- For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. -- Cross listed with the School of Education. -- Elements used in grading: Projects and class participation. (Cross-listed with EDUCATION 334 A,B,C).
Terms: Win, Spr
| Units: 4
| Repeatable
2 times
(up to 8 units total)
LAW 922C:
Youth and Education Law Project: Clinical Coursework
The Youth and Education Advocacy Clinic offers students the opportunity to participate in a wide variety of educational rights and reform work, including direct representation of youth and families in special education and school discipline matters, community outreach and education, school reform litigation, and/or strategic policy research and consulting. All students will have an opportunity to represent elementary and high school students with disabilities in special education proceedings, to represent students in school discipline proceedings, or to work with coalitions and/or other education-sector agencies to advance equity-minded educational policies and school reform. Students working on special education matters will have the opportunity to handle all aspects of their clients' cases. Students working in this area will interview and counsel clients, investigate and develop facts, work with medical and mental health professionals and experts, conduct legal and educational research, create case plans, and represent clients at individual education program (IEP) team meetings, mediation or special education due process hearings. This work will offer students a chance to study the relationship between individual special education advocacy and system-wide reform efforts such as impact litigation. Students working on school discipline matters will interview and counsel clients, investigate and develop facts, interview witnesses, conduct legal and educational research, create case plan, and represent clients at school discipline hearings such as expulsion hearings. Such hearings provide the opportunity to present oral and written argument, examine witnesses, and present evidence before a hearing officer. If appropriate and necessary, such proceedings also present the opportunity to represent students on appeal before the school district board of trustees or the county board of education. Students may also have the opportunity to participate in complex school reform litigation, including the monitoring and enforcement of a consent decree and corrective action plan in an ongoing special education lawsuit or appellate and trial work in a pathbreaking educational rights case on behalf of Native American students. Finally, students who are interested in strategic policy research and management consulting on behalf of public education institutional clients (school districts, charter schools, state education agencies) will have the opportunity to participate in the multi-disciplinary collaborations with non-profit clients. The education clinic includes a one-week intensive training program held at the beginning of the quarter, weekly seminars that focus on legal skills and issues in law and education policy, regular case review, and a many opportunities for feedback and reflection with the instructors. Admission is by consent of instructor. Special Instructions: General Structure of Clinical Courses -- The Law School's clinical courses are offered on a full-time basis for 12 units. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers. -- Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis. -- Clinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor. -- The work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond "normal business hours." Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend a few inter-clinic group sessions. Students will be awarded three separate grades for their clinical quarter, each reflecting four units. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is pursuant to the H/P system. -- Enrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical units during their law school career. --The rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses. -- For more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website. -- Cross listed with the School of Education. -- Elements used in grading: Projects and class participation. (Cross-listed with EDUCATION 334 A,B,C).
Terms: Win, Spr
| Units: 4
| Repeatable
2 times
(up to 8 units total)
LAW 1001:
Antitrust
Antitrust law sets the ground rules for competition. This class provides an introduction to federal antitrust law. We will examine cartels and competitor collaborations, monopolization, vertical restraints and horizontal mergers. The class prepares you to apply antitrust law in practice. Who should take this class: If you are interested in clerking, working at the Department of Justice, the Federal Trade Commission, or state antitrust agencies, law firms, public interest groups, or in Congress; business law; reining in the market power of large Internet companies; or simply curious about antitrust law, this class is for you. There are no prerequisites for this course. No economic background is required. The course is open to GSB students and graduate students in the Economics Department. To apply for this course, non-Law students must complete a Non-Law Student Add Request Form available on the SLS Registrar's Office website (see Non-Law Students). Elements used in grading: Class participation, attendance and final exam.
Terms: Spr
| Units: 4
LAW 1002:
Advanced Antitrust: Hot Topics
There is more focus today on antitrust enforcement and competition policy than at any point in recent memory. This two-credit advanced antitrust seminar, taught by Obama's Assistant Attorney General for Antitrust (2013-16), examines topics that have the current attention of the courts, enforcers, academicians, elected officials and the public: Is the consumer welfare standard the right measure for determining injury to consumers and competition in a 21st Century economy? Is the Chicago School preference for erring on the side of underenforcement justified? Did the Supreme Court in American Express get it right in analyzing anticompetitive effects in two-sided platforms? Are the current allegations of monopoly maintenance by Google, Facebook, Amazon and Apple meritorious or simply an effort by others to punish success? Does current merger law adequately address the competitive consequences of acquisitions of nascent competitors by dominant firms and the risks associated with vertical acquisitions by dominant firms? How should the courts balance the rights of holders of standard essential patents against those of implementors? Which of the antitrust reforms being debated in Congress make sense? Expect guest appearances from one or more practitioners knowledgeable about these issues. This course is open to anyone who has taken Antitrust Law 1001 and to others with permission of the instructor. Enrollment is limited to 16 students. Elements used in grading: class participation, including helping lead one of the discussion topics, and a 10-15 page paper picking an issue discussed in the seminar and arguing a side. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See Consent Application Form for instructions and submission deadline.
Terms: Win
| Units: 2
LAW 1003:
Bankruptcy
This course concerns the law and finance of corporate bankruptcy with an emphasis on reorganization. The course reviews the fundamentals of debt contracting, including the role of events of default, debt priority, and security interests. The course examines various aspects of the bankruptcy process: including the automatic stay, the avoidance of prebankruptcy transactions (e.g. fraudulent conveyances and preferences), the treatment of executory contracts, the debtor's governance structure during bankruptcy, the financing of operations and investments in bankruptcy, sales of assets during bankruptcy, and the process of negotiating, voting, and ultimately confirming a plan of reorganization. Any student may write a paper in lieu of the final exam with consent of instructor. After the term begins, students accepted into the course can transfer from section 01 (final exam) into section 02 (final paper), with consent of the instructor. Elements use in grading: Class participation; and exam or paper.
Terms: Aut
| Units: 3
LAW 1007:
Contracts: American Law
This course will provide advanced-degree students with coverage of Contracts law comparable to the fall course offered for first-year JD students. The course will identify the scope and purpose of the legal protection accorded to interests created by voluntary undertakings. We will focus on problems of contract formation, enforceability, interpretation, performance and excuses for non-performance, and remedies for breach. The course will cover both the U.S. common law of contracts and the basics of UCC Article 2 (sales of goods). Not open to JD students. Open only to students in the SLS Advanced Degree Programs. Elements used in grading: Class Participation, Attendance, Final Exam.
Terms: Win
| Units: 4
LAW 1010:
Corporate Income Taxation
This course will cover the basic principles and rules regarding the taxation of domestic corporations. Prerequisite: LAW 1029 Taxation 1. Students must contact the instructor if they wish to have the prerequisite substituted or waived. Elements used in grading: attendance, class participation and final exam.
Terms: Spr
| Units: 3
LAW 1012:
Corporate Reorganization
This course examines the reorganization of a financially distressed company under Chapter 11 of the Bankruptcy Code. We will examine reorganization through several stages of a business turnaround and restructuring (such as an out-of-court workout, a Chapter 11 filing, selected Chapter 11 operating issues, and the Chapter 11 plan of reorganization). We will also consider a few controversial issues that test the boundaries of bankruptcy law. For example, can an asset sale be structured as a disguised reorganization plan that dispenses with certain procedural and substantive Chapter 11 plan requirements? Can a Chapter 11 plan provide for a non-consensual release of a claim held by one third party against another third party? Along the way we will touch on issues that often arise in a reorganization setting such as valuation, leveraged buyouts, debt instruments, distressed debt investing, and third-party releases. We will also follow current developments in actual Chapter 11 cases, primarily through reports in the media. Elements used in grading: class participation and final exam.
Terms: Spr
| Units: 3
LAW 1013:
Corporations
This course is an introduction to the basic legal rules and principles governing the relations among managers, investors, and (to a lesser extent) creditors in the business enterprise. The course is the foundation for advanced business courses. We focus on problems that arise because a firm's managers and owners have conflicting interests. We examine the costs associated with this conflict and how markets, legal rules, and contracts address them. Elements used in grading: Class participation, attendance, written assignments, midterm, final exam.
Terms: Win
| Units: 4
LAW 1013:
Corporations
This course is an introduction to the basic legal rules and principles governing the relations between managers, investors, and creditors in the business enterprise. The course is the foundation for advanced business law courses. We focus on problems that arise because a firm's managers and owners have conflicting interests. We examine the costs associated with this conflict and how markets, legal standards (particularly judicially developed fiduciary duties) and contracts might reduce them. We also examine the way in which federal securities law complements state-level corporate law in the governance of public corporations. Topical areas of coverage include shareholder activism, mergers and acquisitions, and insider trading. Elements used in grading: Attendance, Class Participation, Exam.
Terms: Aut
| Units: 4
LAW 1013:
Corporations
This course is an introduction to the basic legal rules and principles governing the relations between managers, investors, and (to a lesser extent) creditors in the corporation. The course is the foundation for advanced business law courses. We focus on problems that arise because a firm's managers and owners have conflicting interests. We examine the costs associated with this conflict and how markets, legal standards (particularly judicially developed fiduciary duties) and contracts might reduce them. We also examine the way in which federal securities law complements state-level corporate law in the governance of public corporations. Topical areas of coverage include shareholder activism, mergers and acquisitions, insider trading, and venture capital. Elements used in grading: Attendance, Class Participation, Exam.
Terms: Spr
| Units: 4
LAW 1016:
Deals I
This course applies economic concepts to the practice of structuring business transactions. The course extends over two quarters. In the Winter quarter it will meet three hours per week. In the Spring quarter, it will meet ONLY FOR FIVE WEEKS for four hours per week--for 2 units of course credit. During those five weeks, it will meet on Tuesday and Thursday. Exactly which five weeks the course will meet will be announced during the Winter quarter. Students enrolled in the course must take both quarters. All of the first quarter will be spent in a traditional classroom setting but with untraditional materials. Most of the materials consist of case studies of business transactions (and no case law). We will use those case studies to analyze the economics underlying a wide range of business transactions and the contractual terms and structures used to respond to underlying economic challenges. During the second quarter, we will explore deals in greater detail by studying five complex transactions in full. For this part of the course, students will be divided into groups and will be assigned one of the five deals. Each group will give a presentation of its deal to the class, and in the following class, a lawyer or other participant in the deal will come to class to present the deal based on his or her experience. We study five new deals each year. Deals we have studied over the years have included movie financings, biotech alliances, venture capital financings, cross-border joint ventures, private equity investments, corporate reorganizations, and more. Special Instructions: Students enrolled in the course must take both quarters. Students who have not taken the course in the Winter cannot register for it in the Spring, and those who took it in the Winter must register for it in the Spring. There is no exam in Winter Term. An In-School exam will be given at the conclusion of the course in the Spring Term. Grades will be given at the end of the second quarter and will be applied to both quarters. I use the consent form two reasons: (a) to ensure diversity across 2L, 3L and advanced degree students; and (b) simply to learn more about those of you with whom I will be working in the course. There is no background required for the course. Elements used in grading: Attendance, class participation, class presentation, written assignments, group paper (first and second draft), and exam. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See Consent Application Form for instructions and submission deadline.
Terms: Win
| Units: 3
LAW 1017:
Deals II
This course is the continuation of Deals I. In order to register for this course you must have taken Deals I; and if you took Deals I, you must register for Deals II. Deals I and II apply economic concepts to the practice of structuring contracts. Deals I and II are in effect a single course that extends over two quarters. Deals I will meet four hours per week. Deals II will meet ONLY FOR FIVE WEEKS for four hours per week--for 2 units of course credit. Exactly which five weeks the course will meet will be announced during Deals I. Students enrolled in the course must take both quarters. All of Deals I will be spent in a traditional classroom setting but with untraditional materials. Most of the materials consist of case studies of business transactions (and no case law). We will use those case studies to analyze the economics underlying a wide range of business transactions and the contractual terms and structures use to respond to underlying economic challenges. In Deals II, we will explore deals in greater detail by studying five complex transactions in full. For this part of the course, students will be divided into groups and will be assigned one of the five deals. Each group will give a presentation of its deal to the class, and in the following class, a lawyer or other participant in the deal will come to class to present the deal based on his or her experience. We study five new deals each year. Deals that we have studied over the years have included movie financings, biotech alliances, venture capital financings, cross-border joint ventures, private equity investments, corporate reorganizations, and more. Special Instructions: Students enrolled in the course must take both quarters. Students who have not taken Deals I cannot register for Deals II, and those who took Deals I must register for Deals II. No exam at the end of Deals I. A final exam will be given at the conclusion of Deals II. Grades will be given at the end of Deals II and will be applied to both quarters. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. I use the consent form two reasons: (a) to ensure diversity across 2L, 3L advanced degree, and non-law school students; and (b) simply to learn more about those of you with whom I will be working in the course. There is no background required for the course. See Consent Application Form for submission deadline. I use the consent form to ensure diversity of experience and non-experience and diversity across classes. There is no background required for the course. Elements used in grading: Attendance, class participation, class presentation, written assignments, group paper, and exam.
Terms: Spr
| Units: 2
LAW 1018:
Derivatives
The course will examine the legal, regulatory, trading and risk management aspects of the $600 trillion notional over-the-counter and cleared derivatives markets. Derivatives have historically not been well-understood by regulators or the public and have been blamed for causing or contributing to the economic crisis. This course will offer students the opportunity to understand how various derivative products are designed, traded and risk-managed and what role regulators play in the derivatives industry. In addition, students will focus on understanding key legal contracts that underpin the global derivatives industry, in particular focusing on the ISDA© Master Agreement and Credit Support Annex, as well as documentation supporting credit derivatives and other common derivative types. Students will also consider the shifting regulatory landscape for financial institutions and hedge funds as it relates to the way in which these products are traded, with rates and credit products migrating to clearinghouses. The course will conclude with an examination of the economic crisis that erupted with Lehman Brothers' bankruptcy in September 2008 and the consequent policy reactions to that event from a derivatives and bankruptcy perspective. Elements used in grading: attendance, written homework assignments and a final exam.
Terms: Aut
| Units: 2
LAW 1021:
Estate Planning
This class will cover the basics of the gift and estate tax system and estate planning principles. With these fundamentals, the course will then examine basic and advanced estate planning and wealth transfer techniques, including wills, various types of trusts, titling property, gifts during lifetime, charitable vehicles, handling closely held businesses and valuation matters--with an emphasis on how to use these tools in planning an estate to meet the objectives of a couple or individual. Probate of an estate, administration of trusts, durable power of attorneys, conservatorships, and planning for other life situations will be explored. Elements used in grading: Class participation (is a small factor and only in the positive direction) and final open book exam. This course is open to GSB and other graduate students with consent of the instructor.
Terms: Win
| Units: 3
LAW 1022:
International Tax
This course examines the United States federal income taxation of international operations and transactions, including international joint ventures and M&A transactions. Traditional issues such as income source, foreign tax credits, Subpart F, and international transfer pricing rules will be addressed. Congress recently enacted fundamental reform of US international tax rules; important new provisions in this area, including the "GILTI" rules, will also be covered. Elements used in grading: Final Exam.
Terms: Spr
| Units: 2
LAW 1027:
Securities Regulation
This course provides an overview of the regulation of securities offerings and trading under the Securities Act of 1933 and the Securities Exchange Act of 1934. The course explores the elaborate disclosure obligations that this country imposes on the distribution and trading of investment securities as well as the role of the Securities Exchange Commission and private plaintiffs in shaping and enforcing these disclosure obligations. Topics to be covered include: public offerings of securities and the registration process under the Securities Act of 1933, exemptions from these registration requirements and the role of exemptions in the financing of private and public firms, and the disclosure obligations of publicly-traded issuers. The course will also examine the role of anti-fraud rules in the issuance and trading of securities as well as liability for insider trading. Elements used in grading: Attendance, Class Participation, Final Exam.
Terms: Spr
| Units: 4
LAW 1029:
Taxation I
This course provides an overview of the federal income tax. Elements used in grading: class participation and final exam (self-scheduled).
Terms: Spr
| Units: 4
LAW 1029:
Taxation I
This course provides an overview of the federal income tax. Elements used in grading: Class participation and final exam. Special Instructions: Students enrolled in Taxation I LAW 1029 have the option to concurrently enroll in Race, Class and Tax LAW 1059 for one unit (MP/R,/F) with instructor consent. Race and Tax Policy will provide an additional focus on race.
Terms: Aut
| Units: 4
LAW 1033:
Trusts and Estates
This course will cover the following topics: intestacy; will execution and revocation; will provisions and interpretations; restrictions on the right to devise; probate; creation, amendment and termination of trusts; revocable and irrevocable trusts; trust provisions; charitable trusts; trust administration; and durable powers of attorneys, advanced health care directives and conservatorships. Elements used in grading: Final exam: open book, essay).
Terms: Aut
| Units: 2
LAW 1034:
Real Estate Transactions
Real Estate Transactions and Commercial Development examines the structuring, negotiation and documentation of commercial real estate transactions. Working both individually and in groups, students will learn the requisite skills for drafting and negotiating leases, letters of intent, sale contracts and related financing documents. As time permits, development-related matters will be explored, including the legal aspects of site acquisition, design and construction. Classes will be a mixture of lectures, interactive discussions, and several mock negotiations. Elements used in grading: Class attendance, individual and group project participation, quizzes and written assignments. No final exam.
Terms: Aut
| Units: 3
LAW 1035:
Mergers and Acquisitions in the Technology Sector and Beyond
This course is a comprehensive introduction to the law and practice of mergers and acquisitions with a special focus on technology mergers and acquisitions. The technology sector continues to be one of the most active areas for the practice of mergers and acquisitions in the U.S. and around the world, ranging from small acquisitions of start-ups to some of the largest, most high-profile and complex transactions each year. This course is intended to provide students with a practical overview of M&A transactions and, although the course will have a special focus on key issues and complexities associated with transactions in the technology sector, the principles and practices discussed will be broadly applicable to M&A generally. The course includes the study of several case studies of actual transactions, and will also include guest speakers involved in relevant transactions. Students at all levels of interest and experience are welcome, from students who have little familiarity with the practice of M&A and are interested in learning more, to students who are committed to pursuing a long-term legal or business career in M&A (whether in the technology sector or otherwise). Prerequisite: Corporations, except on petition to the instructors based on prior coursework or special experience. Elements used in grading: Attendance, Class Participation, Exam. Casebook: We will be using a casebook: Mergers and Acquisitions Law, Theory, and Practice by Claire Hill, Brian JM Quinn and Steven Davidoff Solomon (2nd Ed; West Academic Publishing 2019).
Terms: Spr
| Units: 3
LAW 1036:
Introduction to Finance
This course is a basic introduction to the principles of finance. It will prepare you for the 3-credit version (Corporate Finance 1009) and introduce you to principles of valuation that are useful in everything from family law to settlement negotiations over civil disputes. The course provides a framework for answering the basic question: how much is this firm (or project) worth? We will cover topics such as: earnings, cash flows, income statements, interest rates, time value of money, risk and return and the cost of capital. No prior knowledge of finance or fancy math skills will be assumed. The course will consist primarily of on-line modules and problem sets that you will complete on your own and in small groups. We will have "live" class sessions to discuss the application of these principles in a legal setting and to hear from lawyers, investors and policy makers how finance has been useful in their careers. There will be weekly problem sets and you will get experience with building a simple excel spreadsheet that will help you estimate the value of a potential new project. There is a final project where you are asked to value a company and present your teams' findings to the class. On-line component. Elements used in grading: Written Assignments, Final Project. Participation.
Terms: Spr
| Units: 2
LAW 1040:
Venture Capital
This course examines the venture capital (VC) ecosystem from both a theoretical and a practical perspective. The course traces the start-up process from initial formation of a new venture through angel investments and institutional venture capital financing rounds, and potential exits through acquisition or initial public offering. The class will analyze each step in the process from the perspective of the company, the founders and employees, the investors, and counsel for the various parties, and their respective fiduciary and ethical duties. It also will consider the incentives and control structures deployed at each step of the process, with a focus on both the underlying economic and financial theory, as well as on pragmatic considerations in structuring the transactions. Students will learn the VC business model, what distinguishes it from other investment models and how that impacts entrepreneurs and innovation. We will also discuss the gender and racial diversity of startups and the venture capital firms. Some class sessions will include guest speakers with experience in venture capital or entrepreneurship. We will strive to make the classes highly interactive. There will be required readings for each session that include a range of materials from VC practitioners' blog posts to model deal documents, applicable statutes and substantive case law. We will also review a full set of typical venture capital deal documents, drafting considerations, relevant statutory and case law, essential valuation concepts and basic tax considerations. Simple spreadsheet exercises will be included to illustrate financial impacts of different deal terms, but no prior experience in creating spreadsheets is required. Students will be expected to contribute to class discussions, participate in teams in a term sheet negotiation exercise and complete a take-home, open book final examination. The course is open to Graduate School of Business and other non-law students with permission of the instructors.
Terms: Spr
| Units: 3
LAW 1043:
Blockchain and Cryptocurrencies: Law, Economics, Business and Policy
Blockchain and cryptocurrency technologies have spawned an extensive and rapidly growing set of businesses along with a corresponding rapidly expanding need for lawyers and regulators with the required expertise. This course provides core background for legal, policy, or business work in the field by nurturing three areas of understanding: (1) the technologies themselves; (2) the scope and nature of business applications; and (3) the pertinent legal and regulatory structures with particular emphasis on securities regulation aspects. Elements used in grading: Exam.
Terms: Spr
| Units: 4
LAW 1045:
Prediction and Complexity in Corporate and Securities Litigation
Success as an attorney and businessperson depends on the ability to predict outcomes in complex situations. Law school courses generally do not develop this skill set. The traditional "case method" asks us to understand how and why cases have been decided. I contrast, this course's "prediction method" challenges students to understand how and why cases yet to be decided will be resolved. The course addresses the academic literature related to prediction, and uses a series of case studies related to undecided cases currently on the US Supreme Court docket to develop student skills as predictors and analysts of complex litigation and transactional situations. This course is open only to students who have already taken and successfully completed a course on Corporate Law or Securities Regulation. Elements used in grading: Attendance, Class Participation, and Final Exam. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline. This class will not be offered in 2020-2021.
Last offered: Winter 2021
| Units: 3
LAW 1047:
Business, Social Responsibility, and Human Rights
Large corporations now routinely spend millions of dollars to protect human rights and the environment. Shell Nigeria builds hospitals and schools in the Niger Delta. Nike employs hundreds of inspectors to improve conditions for the factory workers who produce its shoes across Asia and Latin America. Technology companies such as Facebook have scrambled to fend off the threat of new regulation since the Cambridge Analytica revelations. Other examples abound, across industries and around the globe. "Don't be evil" (Google's former motto) may be one motivation for these companies, but something more mundane is also at work: many companies believe they will do well, financially, if they do good, ethically. This course examines questions that lawyers in large law firms, corporations, NGOs, and government agencies regularly confront: --How does business activity affect human rights and other "social" goods (such as the environment and community cohesion)? --What factors, internal and external to companies, shape corporate decisions that have human rights/social impacts? When does it serve a company's interest to take costly action to address human rights, labor, and environmental concerns? -- What tactics have activists used to shift public opinion, media frames, and the law, and thereby change companies' incentives? We will learn through seminar-style discussion, lectures, role play, and small group exercises. Several guest speakers with experience in business, advocacy, or in between will provide insights from their experiences on the ground. Special Instructions: Students have the option to write a long research paper in lieu of the final exam with consent of instructor. After the term begins, students enrolled in the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Elements used in grading: Class Participation, Written Assignments; Final Exam or Final Paper. Cross-listed with International Policy (INTLPOL 358).
Terms: Spr
| Units: 3
LAW 1049:
Corporate Governance
This seminar will focus on key topics in corporate governance. We will cover a range of legal and economic issues, including the following topics: hedge fund activism, gatekeeper liability, executive compensation, proxy advisory services, environmental, social, and governance ("ESG") investing, and independent directors. Each of these issues will be introduced by readings and presentations, but the classes will rely on student discussion and critical evaluation of the papers and positions we examine. Many classes will have guest speakers who are experts in the respective area. Students will have the opportunity to write reaction papers that critically analyze the required readings, and to analyze other corporate governance issues of their choice by working in groups. Elements used in grading: Evaluation will be based on reaction papers, class participation, and performance in the group project and presentation.
Terms: Win
| Units: 2
LAW 1060:
Global Business Law and Policy: Europe
This seminar prepares students for the field study portion of the Global Quarter and is only open to students participating in the Global Quarter. Through a mix of guest lectures and class discussions, the seminar will explore subjects to be addressed in our visits with lawyers, regulators and foreign students in Switzerland, the UK, and Germany. Topics will include corporate ESG (Environment, Social and Governance) issues, human rights considerations in global business, startup ecosystems, and the regulation of fintech. Elements used in grading: Attendance, Class Participation, Written Assignments.
Terms: Spr
| Units: 1
LAW 1061:
Global Business Law - Europe: Field Study
This course is the field study portion of the Global Quarter. The field study is comprised of a three-week itinerary of office visits, simulated negotiations and counseling sessions, and seminars in Geneva, London, Oxford, Berlin and Frankfurt. Participation in the field study qualifies for Pathway B treatment of the Experiential Learning requirement. Elements used in grading: Attendance, Class Participation, Written Assignments, Final Paper.
Terms: Spr
| Units: 5
LAW 1065:
Partnership Tax (Reading Group)
This course will acquaint you with the basic rules and structure of partnership tax. Elements used in grading: Attendance, Class Participation. Class will meet Tuesday, 4:15PM to 6:15PM. Precise meeting dates TBA by instructor. This class is not open to JD-1Ls.
Terms: Aut
| Units: 1
LAW 1068:
Corporate Purpose: Beyond Shareholder Value
The neoliberal orthodoxy that corporate managers' sole duty is to maximize shareholders' financial value has never been entirely adhered to in practice and has been increasingly challenged in recent decades. While acknowledging the importance of shareholder value, commentators have argued that corporations should purposively benefit other stakeholders, including customers, employees, and the communities they affect. At the same time, there has been an upswing of investments aligned with investors' social interests, including public equity investments in companies with high environmental, social, and governance (ESG) ratings and private equity "impact investments" that typically incur greater risks than pure market rate investments. This course will consider a variety of legal, ethical, and policy issues related to corporations' purposes and responsibilities, including: the meanings and measures of corporate social responsibility (CSR) and ESG criteria; disclosure of a company's environmental and social harms or risks; when is it legally and ethically appropriate for corporate managers or institutional investors to compromise shareholder value in the pursuit of social, environmental and other nonpecuniary goals; constituency statutes and benefit corporations that reflect interests other than profit maximization; the power of investors to influence corporate behavior through affirmative investments, divestments and shareholder activism; the power of various stakeholder groups to influence corporate behavior; proposals for broadening the purpose of corporations; barriers to these various practices and proposals; and whether they can be accommodated within neoliberal ideology or require a new framework. You may write a series of short commentaries on four of the sessions. Students electing this option will be graded on a Mandatory Pass/Restricted Credit/Fail basis and receive 2 units of credit. Alternatively, you may write a single empirical research paper on a topic of your choice. This will satisfy the Law School's Research requirement. These papers will be graded on an Honors/Pass/Restricted Credit/Fail basis. Students taking the seminar for R credit can take the seminar for either 2 or 3 units of credit (section 02), depending on the project and paper length. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. This class is limited to 20 students, with an effort made to have students from SLS (15 students by lottery) and 5 GSB students by instructor consent. Elements used in grading: attendance, class participation; written assignments or research paper.
Terms: Win
| Units: 2-3
LAW 1071:
Exemptions from the Securities Act
This course examines in detail the operation of the exemptions from the Securities Act of 1933, with particular emphasis on the operation of these exemptions in the context of venture capital practice. Thus, the focus is on the private placement exemption, exemptions used to place incentive equity with employees, the potential for equity-sharing in the gig economy, resale exemptions used by founders and employees to obtain pre-IPO liquidity, Rule 144, and the evolution of private resale markets. Special Enrollment Instructions: The course is open to students who have completed the Winter 2021 Securities Regulation (Law 1027) course. Interested students may enroll directly in Axess. Students that have not completed Law 1027 in Winter 2021 must email Professor Grundfest at grundfest@stanford.edu for consent prior to enrolling in the course in Axess. Students that enroll in Axess without instructor consent will be asked to drop the course. Elements used in grading: Attendance, Participation, Extended Take-Home Exam.
Last offered: Spring 2021
| Units: 1
LAW 1072:
Advanced Contracts: Commercial Transactions
Although definitions of commercial transactions vary, they generally concern a business enterprise's relationships with its customers, suppliers and creditors (typically, not with its investors or employees, and not relating to real property). This course surveys legal and economic issues in contracts for the provision of goods, services and information; franchises and distributorships; commercial credit (including the use of collateral, sureties and guarantees). Elements used in grading: Class Participation, Final Exam.
Terms: Spr
| Units: 2
LAW 1073:
Land and Real Property Taxation
This course examines legal, economic, and policy aspects of land and real property taxation. These taxation methods are a principal source for local government finance in many countries and have substantial economic impact. We will examine real property taxation methodologies across the world, creating an appreciation for the scope and typology of legal arrangements. We then will examine economic, business, and policy implications. Topics include, among others, the impact of the tax on land use and property values, tax incidence, choice of rates, inter-jurisdictional tax competition, the impact on state and local finance, collection and enforcement, the politics surrounding the tax, and technical issues such as property valuation and computer assisted mass appraisal. We will devote a significant amount of time in the course to land taxation, taxes that apply only to land values and not to the value of structures. This method has huge promise and has been implemented in some locales across the world but is much less widely applied than the conventional property tax that applies to total value, structures as well as land. The course should be of interest to students contemplating careers involving real estate legal practice, real estate business, or public policy. Elements used in grading: Exam.
Terms: Spr
| Units: 2
LAW 2001:
Criminal Procedure: Adjudication
The Law School offers two survey courses dealing with constitutional criminal procedure. "Criminal Investigation" will consider questions that arise under the fourth, fifth, and sixth amendments regarding investigations, interrogations, and charging decisions. This course, "Criminal Adjudication," will look at the way the judicial system handles criminal cases. Topics will include the right to counsel (and the concomitant right to "effective assistance" of counsel), prosecutorial discretion and plea bargaining, joinder and severance, discovery, the right to jury trial, double jeopardy, sentencing, and appellate review. Students may take both Criminal Investigation and Criminal Adjudication. (There is, of course, no requirement to do so.) Elements used in grading: Attendance, participation and final exam. Small grade adjustments will be made for exceptional class participation.
Terms: Spr
| Units: 4
LAW 2002:
Criminal Procedure: Investigation
The law school offers two survey courses dealing with constitutional criminal procedure. "Criminal Adjudication" covers the formal pretrial and trial processes, including the right of counsel, prosecutorial charging criteria, grand juries, bail, speedy trial, discovery, plea bargaining, trial by jury, and double jeopardy. This course, "Criminal Investigation," covers police investigation in the form of searches and seizures, interrogations, lineups, and undercover operations, and hence examines the Fourth and Fifth (and, to a limited extent, the Sixth) Amendment rules regulating the police in these endeavors. It also incorporates some of the federal laws governing electronic communications and privacy. Students may take both Criminal Investigation and Criminal Adjudication. (There is, of course, no requirement to do so.) Elements used in grading: Final exam (open book), plus small adjustments for exceptional class participation.
Terms: Aut
| Units: 4
LAW 2008:
Three Strikes Project: Criminal Justice Reform & Individual Representation
This seminar offers an opportunity to study mass incarceration and criminal law reform in real time while getting hands-on experience in active litigation in state and federal courts on behalf of Three Strikes Project clients serving life sentences for nonviolent crimes. In many ways, the era of mass incarceration began in California with the enactment of the "Three Strikes and You're Out" sentencing law in 1994. Today, California leads political and policy trends in the opposite direction with a number of critical reforms to the state's criminal legal system. Some of the momentum shift began with students in the Three Strikes Project, who have helped overturn a record number of life sentences and contributed to critical reforms to California sentencing law. In this course students read and analyze a variety of cases and articles, examining the evolution of incarceration and sentencing policies in California and across the country. Students also assist with live post-conviction litigation on behalf of clients in trial and appellate courts across the country. Students also have the opportunity to contribute to ongoing research, public policy reform. The class focuses largely on the Three Strikes law as a case study in the history, politics, constitutional doctrine, and reform of criminal law policy. The Project has been intimately involved in the movement to reduce incarceration in California and throughout the country, partnering with the NAACP Legal Defense Fund and Obama administration on different projects including direct legislative reform, impact litigation, executive clemency, and prisoner reentry. Students enrolled in the seminar quickly become involved in all aspects of the Project's work, including assistance with different stages of ongoing litigation. Students will visit a Project client in prison, conduct factual investigations, and draft petitions on our clients' behalf. The Project is an active, fast-paced organization that depends on the hard work and contributions of law students enrolled in this seminar. This seminar offers the opportunity to both study the theory behind the law and to hone practical litigation and advocacy skills in and out of the courtroom. The seminar will meet for 3 hours per week, including 1 hour small group meetings with Project director Michael Romano. CONSENT APPLICATION: Interested students must apply to enroll in the seminar by sending a one-page statement of interest and resume by email with the subject line "application" to Michael Romano (mromano@stanford.edu). Applications will be considered on a rolling basis. Elements used in grading: Class Participation, Attendance, Written Assignments.
Terms: Aut, Spr
| Units: 3
LAW 2009:
White Collar Crime
This course explores the law of economic and political crimes associated with the rubric "white collar crime." The class is divided thematically between mens rea issues and substantive issues. Among the substantive areas which are covered are: obstruction of justice, perjury, bribery and gratuities, mail and wire fraud, securities fraud, and money laundering. We will study specific federal statutes in considerable detail, while also speculating about the jurisprudence underlying these crimes, and related issues of prosecutorial discretion and attorney ethics. Special instructions: Students may write a paper in lieu of the final exam for Research credit. Also, classroom participation may be taken into account to some very small degree. After the term begins, students accepted into the course can transfer from section (01) into section (02) which meets the R requirement, with consent of the instructor. Elements used in grading: Class participation and final exam or paper.
Terms: Spr
| Units: 3
LAW 2020:
History of Criminal Justice
This seminar will deal with the history of criminal justice in the United States, since the colonial period. The emphasis will not be on doctrines of criminal law, or (for the most part) on reported case law; but rather on the relationship between the working criminal justice system and American society. Indeed, throughout our history, there has been a huge gulf between the formal law and the way the system actually operated. At all points, the criminal justice system has responded to social, economic, political and cultural factors; and it is these that the course will focus on. The students will read a number of original sources that bear on the relationship between law and society, including sources on the rise of the penitentiary, the death penalty, the development of correctional methods, such as parole and indeterminate sentences; also race and gender relations and their influence on criminal justice. The course will also look at the rise and fall of laws controlling moral and sexual behavior. Students will be expected to write brief reflection papers (roughly two pages) before each of the sessions in which readings will be discussed. The reflection papers should not be mere summaries of the readings, rather, students will explain how the readings bore on the general theme or themes of the course; and the student's reaction to the writer's point of view. Each student will also be asked to develop a topic, carry out research, and write a paper on one or more aspects of the history of criminal justice. Papers can either be synthetic (a review of the literature on some aspect of the history of criminal justice) or embody original research, using such material as court files, older treatises, and newspaper and periodical literature. After the term begins, students accepted into the course can transfer, with consent of the instructor, from section (01) into section (02), which meets the R requirement. Automatic grading penalty waived for writers. Elements used in grading: The grade in the seminar will be based on the paper, and (to a degree) also on class participation, including the reflection papers and an extended take-home exam or an independent research paper.
Terms: Win
| Units: 2
LAW 2023:
Law, Order & Algorithms
Human decision making is increasingly being displaced by predictive algorithms. Judges sentence defendants based on statistical risk scores; regulators take enforcement actions based on predicted violations; advertisers target materials based on demographic attributes; and employers evaluate applicants and employees based on machine-learned models. One concern with the rise of such algorithmic decision making is that it may replicate or exacerbate human bias. This course surveys the legal and ethical principles for assessing the equity of algorithms, describes statistical techniques for designing fair systems, and considers how anti-discrimination law and the design of algorithms may need to evolve to account for machine bias. Concepts will be developed in part through guided in-class coding exercises. Admission is by consent of instructor and is limited to 20 students. CONSENT APPLICATION: To enroll in the class, please complete the course application by March 15, 2021 available at: https://5harad.com/mse330/. Elements used in grading: Grading is based on response papers, class participation, and a final project. Cross-listed with Comparative Studies in Race & Ethnicity (CSRE 230), Management Science & Engineering (MS&E 330), Sociology (SOC 279).
Last offered: Spring 2021
| Units: 3
LAW 2028:
Criminal Justice and the Crisis of American Democracy
How is the crisis of American criminal justice connected with the crisis in American democracy? How can policing, prosecution, and punishment best be reformed in an era of polarization? What does the rise of exclusionary forms of populism mean for criminal law and criminal procedure? This seminar will address the opportunities for, and obstacles to, rethinking criminal justice in the current political moment. Topics of discussion may include police reform and police defunding, progressive prosecution, holistic defense, juries, clemency, and balancing expertise, professionalism, and popular participation in criminal justice. Students may elect to write a substantial research paper or a series of short response papers. Students taking the course for R credit can take the course for either 2 or 3 units, depending on the paper length. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Elements used in grading: attendance, class participation, response papers or final paper.
Terms: Win
| Units: 2-3
LAW 2401:
Advanced Civil Procedure
This course will address significant areas of procedural law and design that go beyond the first-year civil procedure course, with special attention to the relevance of procedural choices to civil rights and public law litigation. Contemporary litigation frequently involves multiple related actions, multiple parties, and multiple claims that may interact in complex ways, and often aspires to reform institutions in addition to seeking remedies for discrete past harms. This course introduces procedural doctrine, theory, and practice related to complex and/or public law litigation, including such topics as the joinder of claims and parties, claim and issue preclusion, class action law, multidistrict litigation, mandatory arbitration, and nationwide injunctions. The course should be of particular interest to aspiring litigators (in any substantive area) and social justice lawyers (litigators or otherwise), and complements other curricular offerings in complex and constitutional litigation. Elements used in grading: Class participation, Exam.
Terms: Spr
| Units: 3
LAW 2402:
Evidence
This course examines the law of proof, with special attention to the Federal Rules of Evidence, constitutional restrictions on proving facts in criminal cases, and selected provisions of the California Evidence Code that diverge significantly from federal law. Topics include relevance, unfair prejudice, hearsay, confrontation, character evidence, impeachment, and expert witnesses. The instructor may override waitlist priority to accept a limited number of JD students in special circumstances. Elements used in grading: Final Exam.
Terms: Spr
| Units: 4
LAW 2402:
Evidence
Evidence rules constrain proof at criminal and civil trials. We will study the Federal Rules of Evidence, related case law, and those constitutional concepts that limit proof at criminal trials. Topics include relevance, unfair prejudice, character evidence, impeachment, the rape shield law, hearsay, the Confrontation and Compulsory Process Clauses, and expert testimony. Please note that the California Bar Examiners have posted this announcement: "Applicants should be prepared to answer questions that have issues concerning the Federal Rules of Evidence and the California Evidence Code. Applicants should be prepared to compare and contrast the differences between the Federal Rules and the California Evidence Code, especially where the California rules of evidence have no specific counterparts in the Federal Rules." This evidence course covers only the Federal Rules of Evidence and does not address the California Evidence Code. Though similar principles govern the Federal Rules and California Code, the two sets of rules are not identical. Students preparing for the California Bar Exam will have to learn some new material. Elements used in grading: Final exam (one-half essay and one-half multiple choice).
Terms: Win
| Units: 5
LAW 2403:
Federal Courts
This course addresses the role of the federal courts in the American system of federalism and separation of powers, as well as their role in the development of substantive federal law and constitutional rights. These roles are defined by both constitutional and statutory directives and limitations. Many of them implicate central themes of judicial supremacy and judicial review. The subjects likely to be covered include congressional control of the jurisdiction of the Supreme Court of the United States, lower federal courts, and state courts; the justiciability doctrines of standing, ripeness, and mootness; the nature of constitutional and statutory federal question jurisdiction; federal common law and implied causes of action; sovereign immunity; the abstention doctrines; and habeas corpus. The course is strongly recommended for students interested in pursuing a judicial clerkship and/or a career in litigation. Elements used in grading: Class attendance, class participation, one-day take home exam.
Terms: Spr
| Units: 4
LAW 2403:
Federal Courts
This course addresses the role of the federal courts in the American system of federalism and separation of powers, as well as their role in the development of substantive federal law and constitutional rights. A central premise of the course is that the institutional, political, and constitutional features of federal court litigation cannot be understood without engaging the historical context, especially the social, political, and legal movements, in response to which the federal courts have developed. Thus while many of the traditional aspects of federal court jurisprudence will be covered (e.g., federal common law including implied rights of action, justiciability doctrines and other doctrines of restraint, congressional power to limit the jurisdiction of the federal courts and to create "legislative courts" outside of Article III, Supreme Court review of judgments, state sovereign immunity, litigating against the government, and federal habeas corpus), doctrine will be placed alongside interdisciplinary readings on social, political, and theoretical accounts that reveal how the courts and ordinary Americans have come to understand the distinctive role of the federal courts, as well as claims for expansion or contraction of their powers. The course is strongly recommended for students interested in pursuing a career in litigation and/or judicial clerkships in the federal courts. Special Instructions: In Winter 2022 the Federal Courts class will be conducted as a tutorial. This means that required class participation will include (a) weekly pre-recorded lectures introducing assigned materials, and (b) weekly small group tutorial sessions. The small group tutorial sessions will be conducted with groups of approximately 4-6 students who will work directly with Professor Spaulding every week as a pod. Some tutorial groups will have their sessions during the regularly scheduled hours of the course, but most groups will meet in sessions will take place during other mutually convenient time slots each week. Online scheduling software will be used to generate tutorial session schedules for the quarter. Enrolled students will be asked to identify their scheduling availability before the term begins. Tutorial sessions will run approximately one hour each week and will be led by Professor Spaulding in person if health regulations permit. The goal of the tutorial format is to create an engaging, interactive, and intellectually rigorous setting for discussion of the course materials and themes after students have listened to the introductory lecture each week. Teaching assistants will hold office hours each week as well. Elements used in grading: Grading will be based on attendance, participation, short papers, and a take home final exam. Interested students should fill out a consent form indicating commitment to the tutorial format. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See Consent Application Form for instructions and submission deadline.
Terms: Win
| Units: 4
LAW 2404:
Global Litigation
German owned VW admits that it included a "defeat device" in the software for its diesel cars so they could fraudulently pass US environmental tests, and is sued by thousands of US consumers in state and federal courts in the US. Very quickly, the cases are consolidated in the federal court in Northern California. Meanwhile, special purpose foundations are established in the Netherlands to seek a settlement with VW on behalf of European consumers under the Dutch collective settlement act, and a securities lawsuit on behalf of investors whose share values have dropped dramatically is filed in Germany, using that country's special group litigation procedure. The Dutch foundations may be coordinating their actions with US lawyers, the shareholders in Germany are represented by the local partners of a leading US-based litigation boutique, and the shareholder suit is funded by a UK-based international litigation financing firm. In 2019, a jury in E.D. Va. delivers a verdict holding a former Somali army commander now living in the U.S. liable under the Torture Victim Protection Act for compensatory and punitive damages to a Somali citizen he injured 30 years ago. The plaintiff is represented by the Center for Justice & Accountability in San Francisco and DLA Piper lawyers serving pro bono; the witnesses include public and private actors from different countries. In 2011, US-based Apple sues Korea-based Samsung for patent infringement in N.D. CA and Samsung counter-sues in Korea, Japan and Germany. A year later more than 50 lawsuits are ongoing in more than 10 countries. Two years later the companies agree to drop their litigation outside the US and focus their resources on their US litigation battle. Apple wins a big judgment in the federal court in San Jose but Samsung appeals all the way up to the U.S. Supreme Court. SCOTUS rejects the appeal and remands and in Spring 2018 the case is on the calendar for the third time in San Jose. Philip Morris' Hong Kong subsidiary files a claim in an international arbitration tribunal charging that Australia's public health protection statute regarding tobacco marketing violates Australia's bi-lateral investment treaty with Hong Kong. The arbitration claim is filed after the parent company unsuccessfully challenged Australia's statute before the High Court. In December 2015 the arbitration tribunal rules that it does not have jurisdiction over Philip Morris' claim effectively dismissing it. But controversy over Philip Morris' and other multi-national corporations' attempts to use investment arbitration to challenge diverse health, safety and environmental protection regulations derails international trade negotiations and leads to efforts to establish an international court for investment disputes. These high-profile cases illustrate an important aspect of complex litigation: across many different substantive domains, in court and ADR proceedings, disputes that used to be contained within national borders are now trans-national. This seminar will consider the doctrinal, procedural and practical challenges that arise when litigation goes global. We will consider the high profile cases in which these issues have played out in recent years and hear from some of the lawyers (in-person or via zoom) who are creating a new virtual international court system for the resolution of global disputes. The goal of the seminar is to develop an understanding of how the global dimension of high-stakes complex disputes shapes parties' and lawyers' strategies and judges' decisions. The seminar will meet 3 times a week. A small number of seminar sessions will be conducted via zoom in collaboration with law faculty and students in Canada, the Netherlands and Germany, three countries that have adopted procedures for dealing with large-scale civil litigation in distinctive fashions. Special Instructions: Students on the waitlist for the course will be admitted if spots are available on the basis of priority and degree program. Elements used in grading: Class participation and course paper.
Terms: Aut
| Units: 4
LAW 2407:
Arbitration: Law, Practice & Politics
Arbitration, once narrowly defined as a party-selected method for resolving contract-based disputes arising out of commercial transactions, is now ubiquitous. In the U.S. in addition to resolving run-of the-mill commercial disputes, arbitration may be used to resolve claims invoking anti-trust, securities, and civil rights law, and consumers, employees, patients and other individual claimants may be held to arbitration provisions included in form contracts drafted by corporations that the individuals overlooked or barely understood. Businesses too may find themselves held to an arbitration clause hastily chosen by a transactional lawyer who didn't understand what she was committing her client to. Economic globalization has created increased demand for international commercial arbitration, which offers binding resolution of trans-national business disputes, enforceable in virtually every court in the world. The increased frequency of complex high-value international transactions involving key industries -- e.g. energy and telecommunications -- has led to an increasing fraction of transnational business disputes with a significant public policy dimension. Moreover, the desires of countries with less developed economies to attract foreign direct investment has led to the creation of a specialized form of arbitration for disputes between private investors and states. Often bundled with other forms of alternative dispute resolution ("ADR") such as mediation, arbitration is actually a rule-defined adjudicative procedure, in which parties submit their disputes to privately-chosen and privately-paid decision-makers who deliver binding (and usually unappealable) outcomes, often in closed proceedings. The law that governs arbitration is a mix of domestic statutes (e.g., in the U.S., the Federal Arbitration Act) and international conventions (e.g., the New York Convention on the Recognition and Enforcement of Foreign Arbitral Awards, the Convention on the Settlement of Investment Disputes between States and Nationals of Other States ("ICSID")) that have been entered into by a large majority of countries. Today, arbitration offers a challenging and lucrative practice area to lawyers representing corporations in multiple industries, in domestic and international contexts, and to lawyers serving as arbitrators, who often command high hourly rates. Understanding the differences and similarities among arbitration law and practice in multiple domains and the intersection of public and private law is valuable to lawyers who specialize in arbitration. This seminar is intended for students who wish to develop this capacity as well as for students who want to understand better how to draft business contracts that will protect their clients should they find themselves subject to arbitration. Although arbitration is well-accepted around the world, certain applications of arbitration have become increasingly controversial. In the U.S. the requirement that employees agree to arbitrate sexual harassment claims as a condition of employment has led to boycotts against "big law" firms. Requirements to arbitrate disputes between private investors and national governments have knocked high-profile multi-lateral trade negotiations off-track. Some business decision-makers are turning away from arbitration for "ordinary" commercial disputes, arguing that it has become as expensive and time-consuming as court adjudication, without the protections of the latter. In this course we will consider separately and together, the statutes that provide the legal framework for arbitration, the specific rules that govern different types of arbitration, the ongoing controversies evoked by some of these rules and their application, and the reforms that have been proposed in response to these controversies. We will read and discuss U.S. case law, international arbitration decisions, academic commentary and empirical analyses of arbitration use and consequences, and hear from leading arbitration practitioners. Students will select aspects of arbitration law or practice or the controversies that surround it and write research papers on their topic of interest. Elements used in grading: Attendance, Class Participation, Final Paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See Consent Application Form for instructions and submission deadline.
Terms: Win
| Units: 3
LAW 2410:
Comparative Evidence Law
Sponsored by Professors George Fisher and David Sklansky, this one-credit, one-month seminar is the creation of its two primary instructors, Professors Joan Picó i Junoy and Juan Antonio Andino López, both of the Universitat Pompeu Fabra. Professors Picó and Andino aim to enable students to compare the evidence principles of the common law, as practiced in the U.S. and U.K. and some British Commonwealth Countries, with the civil law evidence principles embraced in France, Germany, Italy, and Spain. The course will benefit students who someday may take part in transnational litigation or business transactions or will engage in cross-cultural research. After a brief historical review of the development of these two procedural traditions, our focus will shift to an overview of civil law evidentiary principles with emphasis on the roles of the judge and parties in preparing the evidence. Then we take up a comparison of rules governing character evidence, witness competency, hearsay, and scientific evidence, as well as evidentiary privileges and standards and burdens of proof. Elements used in grading: Attendance, Class Participation, Final Paper. Class meets Tuesdays, 6:30PM - 8:30PM, April 5, 12, 19 (6:30PM - 9:30PM), and 26.
Terms: Spr
| Units: 1
LAW 2503:
Energy Law
All modern industrial economies, including that in the U.S., require massive energy infrastructure and a coherent legal framework to ensure that energy services are provided to consumers of all types in a manner that is safe, reliable and affordable. Because of climate change, it is also increasingly clear that our energy sources must be sustainable. The focus of this course is on the electricity and natural gas industries, which operate in the U.S. under a comprehensive legal and regulatory framework involving extensive interplay between federal and state authorities. This course provides a strong grounding in the governing legal principles. It draws upon case-law, primarily decisions by the U.S. Supreme Court, to bring these principles into focus. We will examine the respective roles of regulation and market forces in this field. Students who complete the class will gain a historical understanding of how economic regulation of the energy industry has evolved since its origins in the late 19th and early 20th Centuries, a durable conceptual understanding of current energy law and policy debates, and a practical grasp of the legal and regulatory framework for the energy industry in the US. Non-law students interested in energy issues are welcomed and encouraged to take this course, as an understanding of the legal framework is essential to careers in the energy sector. Elements used in grading: class participation, in-class group presentations, and a one-day, take-home, open-book final exam.
Terms: Aut, Spr
| Units: 3
LAW 2504:
Environmental Law and Policy
Environmental law is critically important and endlessly fascinating. In this course, we will look at the major statutes and policies used, at both the federal and state levels, to protect humans and the environment against exposure to harmful substances, including the Clean Air Act, Clean Water Act, Superfund, and the Resource Conservation & Recovery Act. We also will discuss the National Environmental Policy Act, which covers and extends beyond pollution control, and several class units will discuss climate change. The class will look not only at the substance of these laws and policies, but also at enforcement challenges, alternative legal mechanisms for advancing environmental policies, the role of market mechanisms in addressing environmental problems, and constitutional restrictions on environmental regulation. As part of the class, students will engage in a series of situational case studies designed to provide a better sense of the real-world issues faced by environmental lawyers and to teach students the skills and tactics needed to solve those issues. Elements used in grading: Attendance, Class Participation, Exam.
Terms: Spr
| Units: 3
LAW 2505:
Land Use Law
This course focuses on the pragmatic (more than theoretical) aspects of contemporary land use law and policy, including: the tools and historical/legal foundation of modern land use law; zoning and General Plans; the process of land development; vested property rights and development agreements; environmental review; environmental justice; growth control, sprawl, housing density, and affordable housing; constitutional challenges to land use regulation; redevelopment; historic preservation; direct democracy over land use; and global warming and climate action plans. We explore how land use decisions affect environmental quality and how land use decision-making addresses environmental impacts and distribution of resources. Special Instructions: Student participation is essential. Roughly four-fifths of the class time will involve a combination of lecture and classroom discussion. The remaining time will engage students in case studies based on actual land use issues and disputes. This class is limited to 20 students selected by consent. Elements used in grading: attendance, class participation, two short writing assignments, an oral presentation, and a final exam. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.
Terms: Aut
| Units: 3
LAW 2508:
The Business of Water
The Business of Water (2508): One of the fastest growing global economic sectors is water, and private water companies are playing an increasingly important role around the world in water management. This growing private involvement has sometimes clashed with the inherently public nature of water and generated controversies. In many cases, private companies have made important contributions to meeting water needs (e.g., in the development of new technologies and expanding water supplies). In other cases, however, the involvement of private companies has proven contentious (e.g., when private companies have taken over public water supply systems in developing countries such as Bolivia). This course will look at established or emerging water businesses and the legal, economic, and social issues that they generate. These businesses include investor-owned water utilities, water technology companies (e.g., companies investing in new desalination or water recycling technologies), water-right funds (who directly buy and sell water rights), social impact funds, innovative agricultural operations, infrastructure companies, and financial investors. The class will begin with two introductory classes. After that, each week will focus on a different business or sector. Company executives will attend these class session and discuss their business with the class. In most classes, we will examine (1) the viability and efficacy of the company's business plan, (2) the legal and/or social issues arising from the business' work, and (3) how the business might contribute to improved water management and policy. Each student will be expected to write (1) two short reflection papers during the course of the quarter on businesses that present to the class, and (2) a 10- to15-page paper at the conclusion on the class on a water company of the student's choice (including a potential company that the student might propose creating), a water sector, or a policy initiative that can improve the role that business plays in improving water management (either in a particular sector or more generally). Elements used in grading: Attendance, Class Participation, Written Assignments, Final Paper. Cross-listed with Civil & Environmental Engineering (CEE 273B).
Terms: Win
| Units: 2
LAW 2513:
Climate: Politics, Finance, and Infrastructure
While climate change is often considered an 'environmental problem', the risks and opportunities embedded in a changing climate go well beyond the natural environment. This course reframes climate as a macroeconomic challenge, one in which multilateral politics, global investment, and distribution of impacts must be understood and reconsidered. Based on readings and guest speakers, this interdisciplinary course traces the arc of climate past, present and future on the pillars of politics, finance, and infrastructure (both physical and institutional). Grounded in the latest climate science and the history of global climate negotiations, the bulk of the course investigates innovations at the intersection of finance, law and policy, with particular emphasis on risk management, legal liability, corporations, climate justice and resilience. The final sessions look to the future and consider how the next generation of leaders might solve the greatest challenge of our time. Elements used in grading: Students may take the course for 2 units (section 1) or 3 units (section 2). Section 1 and 2 students will receive grades for attendance, in class participation and guest-speaker questions. Section 1 students will complete a group presentation on the design of a financial, business, legal or policy intervention with the potential to reduce emissions on a large scale. Section 2 students will be required to write an individual research paper meeting the Law School's R paper requirements. This class is limited to 30 students, with an effort made to have students from SLS (15 students will be selected by lottery) and 15 non-law students by consent of instructor. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor.
Terms: Win
| Units: 2-3
LAW 2515:
Environmental Justice
This course will introduce environmental justice as a social movement, including its central substantive concerns (the needs of humans in the built environment rather than the need to protect the environment from humans) and its methods (community-based political organizing rather than professionalized judicial or legislative action). The bulk of the course will then pursue a broader conception of environmental justice today by using social science research, theory, and case studies to investigate the civil rights and poverty aspects of environmental safety and natural resources. The course will include units on: (1) toxic exposure and public health disparities stemming from the disproportionate siting of locally-unwanted land uses in poor neighborhoods of color; (2) access to natural resources and basic public services, including clean water, wastewater disposal, and open space; (3) tools in environmental justice advocacy (including community-based lawyering, Title VI of the Civil Rights Act of 1964, the Fair Housing Act, common law nuisance actions, and transactional lawyering); (4) environmental justice issues in Indian Country, and (5) environmental justice issues in climate change policy. Much of the course material, including student presentations, will be grounded in the experiences and advocacy histories of specific communities, both urban and rural, across the country. This class is limited to 25 students, with an effort made to have students from SLS (20 students will be selected by lottery) and 5 non-law students by consent of instructor. Special Instructions: Students on the waitlist for the course will be admitted if spots are available on the basis of priority and degree program. Course requirements will include class participation, in-class presentation, and either response papers (section 01) or a long research paper for R credit (section 02). A maximum of 10 students will be permitted to write the long research paper with instructor consent. After the term begins, students enrolled in the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Elements used in grading: Class participation, in-class presentation; response papers or a final research paper.
Terms: Spr
| Units: 3
LAW 2519:
Water Law
This course will study how society allocates and protects its most crucial natural resource -- water. The emphasis will be on current legal and policy debates, although we will also examine the history of water development and politics. The course will focus on United States law and policy, but insights from the course are applicable to water regimes throughout the world, and we will occasionally look at law and policy elsewhere in the world for comparison. Among the many issues that we will consider are: how to allocate water during periods of scarcity (particularly as climate change leads to more extremes); alternative means of responding to the world's growing demands for water (including active conservation); the appropriate role for the market and private companies in meeting society's water needs; protection of threatened groundwater resources; environmental limits on water development (including the U.S. Endangered Species Act and the "public trust" doctrine); constitutional issues in water governance; the human right to water; Native American water rights; protection of water quality; challenges to the substantive reform of existing water law; and interstate and international disputes over water. Students will be expected to participate actively in classroom discussions. Elements Used in Grading: Class participation, attendance and final exam.
Terms: Win
| Units: 3
LAW 2520:
Climate Law and Policy
This course, open to both law and graduate students, offers a survey of historical and current efforts to address climate change in the United States. We will examine legal mechanisms to reduce greenhouse gas pollution at the federal, state, and local level, as well as the interplay between the legislative, executive, and judicial branches in shaping those mechanisms. The course will also cover efforts to address the emerging impacts of a changing climate. Students will read primary legal documents--including statutes, regulations, and judicial decisions--in order to evaluate the forces and institutions shaping American climate policy. Additional perspectives from climate science, economics, and political science will provide context as students analyze the evolution of climate law and policy. Grades will reflect class participation, two short papers, and a take-home exam.
Terms: Win
| Units: 3
LAW 2524:
Environmental Justice Workshop
This workshop will provide students with the opportunity to hear from faculty at other law schools who are at the cutting edge of research in the area of environmental justice. Although it is open to all students, the seminar is designed especially for those with an interest in the field who wish to stay abreast of current issues, work, and ideas. Each class will involve a legal expert presenting a scholarly article that is a work-in-progress, giving the students an opportunity to comment on and shape the piece. This class will meet for six sessions on Thursday afternoons from 4:15 to 5:45 during the fall quarter. It will be a 1-unit Mandatory Pass (MP) class. Elements used in grading include attendance and participation, preparation of written questions for the speakers, and short reflection papers.
Terms: Aut
| Units: 1
LAW 2525:
Public Lands
The federal government owns and manages 28% of all land in the United States, and 48% in California, the third-highest percentage in the nation. How the federal government manages public lands therefore has profound implications for countless constituencies and users, affecting everything from recreation to conservation to more intensive uses such as mining, timber production, and cattle grazing. This seminar will explore the history, operation, power, and limits of America's federal public-land laws. We will focus on four specific types of public lands--national forests, BLM lands, national parks, and wildlife refuges, learning about the governing laws of each and using modern-day controversies to examine how those laws work in practice and whether (and how) they need changing. We will also devote attention to the historic and present-day exclusion of (and injustices toward) Indigenous peoples and tribes in our public-lands system and opportunities for repair and inclusion moving forward. Readings and discussion, which together will form the backbone of this small seminar, will range from case law to policy papers to pleadings in litigated cases, and throughout the seminar students will complete short assignments tied to the subjects we cover. This course complements, but does not cover, the material in Natural Resources Law and Policy (Law 2506) or Federal Indian Law (Law 7030). Elements used in grading: Class attendance and participation, short assignments, and final take-home exam (open book).
Terms: Spr
| Units: 3
LAW 3001:
Health Law: Finance and Insurance
This course provides the legal, institutional, and economic background necessary to understand the financing and production of health services in the U.S. We will discuss the Affordable Care Act , health insurance (Medicare and Medicaid, employer-sponsored insurance, the uninsured), the approval process and IP protection for pharmaceuticals, and antitrust policy. We may discuss obesity and wellness, regulation of fraud and abuse, and medical malpractice. The syllabus for this course can be found at https://syllabus.stanford.edu. Elements used in grading: Participation, attendance, and final exam. Cross-listed with Graduate School of Business (MGTECON 331) & Health Research & Policy (HRP 391).
Terms: Win
| Units: 3
LAW 3004:
Law and Biosciences: Genetics
This seminar will focus on ethical, legal, and social issues arising from advances in our knowledge of human genetics. These will drawn from topics such as forensic uses of genetics, genetic testing, widespread whole genome sequencing, genome editing, genome synthesis, the consequences of genetics for human reproduction, and the ethics of genomic biobanks for research, among other things. Students are required to write a research paper for this course. Special Instructions: The class is open to all law students and graduate or professional students from other parts of the University. A few undergraduates may be admitted with consent of the instructor. Substantial class attendance is required; in addition, the quality of class participation will play a small role in grading. Students will be required to submit an independent research paper. Students can take the course for either 2 or 3 units, depending on paper length. Elements used in grading: Class participation, attendance and final paper. Cross-listed with Health Research & Policy (HRP 221).
Terms: Win
| Units: 2-3
LAW 3005:
Law and Biosciences Workshop
This workshop seminar will provide students with the opportunity to examine and critique cutting-edge research and work in the field of law and the biosciences presented by different speakers from Stanford and elsewhere. Although it is open to all students, the seminar is designed especially for those with an interest in the field who wish to stay abreast of current issues, work, and ideas. In each class, an academic expert, policy maker, or practitioner will present his or her current research or work and engage in a robust discussion. This class is worth one unit. It will meet five times for 1 hour, 50 minutes per session; students will need to attend at all five sessions and, for each session attended, write a reflection piece of roughly three double-spaced pages, due just before the speaker's presentation. The class is open to first-year Law School students in Winter Quarter. Elements used in grading: Class participation, attendance, and written assignments.
Terms: Win, Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
LAW 3010:
Mental Health Law
This class will explore timely issues surrounding mental health law. Representative topics include civil commitment proceedings; forced outpatient treatment and hospitalization; mental health in the criminal justice system; guardianship/conservatorship and its alternatives; mental health courts; the Americans with Disabilities Act; the Individuals with Disabilities Education Act (IDEA); and neurodiversity. A variety of stakeholders---clinicians, attorneys, individuals with mental illness or developmental disabilities, and family members---will join us as guest speakers to reflect on the strengths and weaknesses of the current system and to discuss possible reforms. The course will be graded on an MP/R/F basis. Elements used in grading: Class Participation, Written Assignments.
Terms: Win
| Units: 2
LAW 3011:
Law and Economics of Biomedical Innovation
Why don't we have an HIV vaccine, or a cure for Alzheimer's disease? Why weren't we better prepared for a pandemic? A variety of evidence suggests market incentives -- such as provided by policies ranging from patent law to public health insurance -- are a critical determinant of which potential technologies successfully make the transition from the lab to the market. This course articulates the key market failures justifying government intervention in biomedical innovation markets, reviews theory and evidence on the legal instruments governments use to intervene in these markets, and considers leading proposals for legal reform. We close by discussing links between biomedical innovation and inequality. No prerequisites. Elements used in grading: class participation, attendance, and short writing assignments. Cross-listed with ECON 48.
Terms: Win
| Units: 3
LAW 3254:
How to Ask a Question
Asking questions is at the core of the role of an attorney. Whether it is interrogating a witness in a deposition, or conducting a direct or cross examination at trial, knowing how to ask a question is an essential lawyering skill. We'll explore textual materials and real life case examples in transcripts, videotape, and cinema to determine the principals and best practices for questioning. We'll learn how to prepare for questioning, how to focus, narrow, and broaden an examination, how to obtain key admissions, how to deal with a difficult opponent, when to stop asking, and how to use what's been obtained in court or otherwise to win for your clients. This course will give you the skills and tools needed for the critical roles of questioning, which has broad applicability for trial lawyers and non trial lawyers alike. Shanin Specter is a founding partner of Kline & Specter, P.C., in Philadelphia, concentrating in catastrophic injury litigation. He has obtained more than 200 settlements or verdicts in excess of $1 million and is a member of the Inner Circle of Advocates, whose membership is limited to the top 100 plaintiffs' attorneys in the United States. Elements used in grading: assessment of two brief reaction papers, as well as classwork; class attendance is required. Class meets 4:15pm to 7:15pm, Tuesday, January 11, 25, and February 1.
Terms: Win
| Units: 1
LAW 3502:
Art and the Law
This course covers the legal, public policy, and ethical issues that concern artists, art dealers, auction houses, museums, collectors, and others who comprise the world of visual art. Our focus will be on artists' rights (including copyright, resale royalties, moral rights, and freedom of expression issues), how the markets in art function (such as the artist-dealer relationship, auction rules, and issues faced by collectors), and the legal and ethical rules governing the collection, donation, and display of visual art, particularly for museums and their donors. The course focuses on certain recurrent themes: How do statutes and courts define (or attempt to define) art, and how is art defined differently for different legal purposes? How does the special character of art justify or require different treatment under the law from that accorded other tangible personal property, and how does (and should) the expressive nature of art affect the way it is owned, protected, regulated, or funded? We anticipate having two or three visitors to the class during the quarter, such as a gallery owner, auctioneer, and museum director. In addition, we will also have the students participate in at least one or two interactive negotiation simulation exercises inspired by real situations and controversies in the art world. Graduate students from other departments and schools are welcome to take this course with the permission of the instructors. Elements used in grading: Class participation, attendance, final exam.
Terms: Aut
| Units: 2
LAW 3505:
Law and Culture in American Fiction
How do we identify an owner? What does a citizen look like? Whose privacy requires protection? The stories we tell about the experience of being Americans bolster and undermine particular legal arguments and conclusions. In the nineteenth century and well into the twentieth, novels were an important source of these narratives. And over the last century movies, television and other forms of visual storytelling have recycled these stock narratives countless times. In this interdisciplinary seminar, a novel or story is paired with a contemporary legal text (and often historical material for context) each week. These pairings track the maintenance of personal identity, community stability, and even linguistic meaning across shifting legal constructions of citizenship, race, gender, and class; changes in the law of property, contract, and privacy; and other legal and extralegal deployments of the (violent) authority of the state. The writers whose work we will consider include James Fenimore Cooper, Herman Melville, Henry James, William Faulkner, Nella Larsen, John Okada, Katherine Anne Porter and Sherman Alexie. (These authors are known for great writing and cultural influence, but also, in some cases, overt racism and personal misconduct.) Reading and writing with an increased awareness of the background narratives implicit in our legal arguments is among the goals of the course. Elements used in grading: Class participation, attendance, and written assignments. Automatic grading penalty waived for writers. For Research "R" credit, students may petition to complete one long paper based on independent research with consent of the instructor.
Terms: Aut
| Units: 3
LAW 3507:
Law and the Rhetorical Tradition
The conventions of legal writing and reasoning taught in law school derive from a long tradition of argument and persuasion. This interdisciplinary seminar locates legal conventions in that broader intellectual history, starting with Aristotle and tracing (some of) the ruptures and continuities that have shaped our particular practices. The way we argue matters. The form we give our statements determines not just whether but whom they will persuade. So we will develop a tool kit for identifying the available means of persuasion, crafting sentences and paragraphs that suit the ideas they contain, voicing those ideas with an eye to audience and purpose as well as authority; noticing the way the language we choose implies a social world in which the argument unfolds. The goal is to become both more effective and more conscious in our deployment of those conventions -- as readers, speakers and writers. Elements used in grading: Class participation, attendance, revision and writing assignments. Automatic grading penalty waived for writers. Special Instructions: This course can satisfy the Research "R" requirement. The instructor and the student must agree whether the student will receive "R" credit. For "R" credit, the paper is substantial and is based on independent research. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor.
Terms: Win
| Units: 3
LAW 3508:
Law and Visual Culture
When we represent our experience today, we do so as much through images as language. When we seek to persuade, we offer photographs, charts, videos. When we witness misconduct, we pull out our smartphones. And as images saturate our cultural discourse, they are increasingly part of legal practice. But the power of an image often lies in its apparent simplicity: we know it when we see it. How much of what we see, though, is produced by the biases and expectations -- the habits of viewing -- that we bring to the encounter? What is left out when an infographic distills information for us? Lawyers and judges have historically tended to treat certain kinds of images as unmediated representations of reality, even though neuroscience, empirical research, and cultural theory all refute this so-called reality effect. Such naïve realism maps on to an ideal of definitive proof embedded in the adversary system. And it haunts our efforts to adapt legal practice to visual persuasion in ways that are consistent with our rule of law values, even as Covid has quickly normalized video trials and social media increasingly serves as the court of public opinion. This interdisciplinary seminar tracks the legal reception of modern visual representation from confusion about the admissibility of photographs in the late 19th century (is it like a drawing? is it like eyewitness testimony?) to the debate about cameras in the courtroom in the late 20th century (do judges and jurors decide differently when the proceedings are televised?) to the frequent and strategic deployment of visual media in pretrial and litigation practice today. We will also consider the roles of visual persuasion in areas of doctrine (like privacy, qualified immunity, and freedom of speech) as well as applications in practice (like contracts and client communications). Throughout the quarter, we will attend to the ways American visual culture has resisted and reinforced systemic racism and inequality. Special Instructions: This course can satisfy the Research "R" requirement. The instructor and the student must agree whether the student will receive "R" credit. For "R" credit, the paper is substantial and is based on independent research. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Elements Used in Grading: Class Participation. Attendance, Written Assignments, Final Paper. Automatic grading penalty waived for writers.
Terms: Win
| Units: 3
LAW 3510:
Psychological Development: Myth, Law, and Practice
Collective myths from a variety of traditions and cultures capture enduring psychological truths about human choices and the human condition. Lawyers at various stages in their careers have their own personal myths, sometimes conscious and sometimes not. These personal myths embody key tendencies that determine or heavily influence each lawyer's personal and professional path. This course uses some salient collective myths as well as modern psychological material to create a powerful backdrop for self-examination and self-development. It offers a space and time for each student to consider his or her own personal and professional direction through the course materials, class interactions, and a series of reflection papers. The course benefits from the collaboration of Ron Tyler, Director of the Criminal Defense Clinic, who will conduct a session focusing on mindfulness practices. Elements used in grading: A series of reflection papers totaling at least 18-pages.
Terms: Win, Spr
| Units: 2
LAW 3511:
Writing Workshop: Law and Creativity
Practicing law is very much a creative enterprise. Effective advocates and counselors provide innovative and thoughtful solutions to complex problems. But there often isn't enough attention devoted in law school either to thinking creatively or to reflecting in a creative way on the issues students confront inside and outside the classroom. This course will respond to this gap by building a bridge between law and the arts, with the goal of helping students hone their ability to think creatively and use disciplined imagination. Law & Creativity will meet twice a week and have dual components designed to inform one another. The first session will be structured as a seminar in which students gather to examine and discuss creative treatments of legal and professional issues in a variety of media (including film, fiction, and nonfiction). The second session will follow the creative-writing workshop model in which students submit their own fiction and creative nonfiction pieces for group discussion. Through the workshop process, students will develop the skills necessary to constructively critique and workshop one another's work, and learn a variety of techniques for improving their own creative writing. Elements used in grading: Class attendance, participation and final paper.
Terms: Spr
| Units: 3
LAW 3518:
Law and Psychology
This course will examine the implications of psychological theory and research for normative legal theory and for contemporary legal policies, procedures, and practices. The course will draw on contemporary cognitive, social, and clinical psychology to address the concepts of intent, responsibility, deterrence, retribution, morality, and procedural and distributive justice. We will examine evidence law (e.g. eyewitness testimony, polygraphy, expert testimony, psychiatric diagnosis and prediction), procedure (e.g., trial conduct, jury selection, settlement negotiations, alternative dispute resolution), and various topics in criminal law, torts, contracts, property, discrimination, family law, and other areas. We will compare "rational actor" and psychological perspectives on decision making by juries, judges, attorneys, and litigants. Special Instructions: After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Elements used in grading: Series of shorter papers or final independent research paper totaling 28 pages.
Terms: Spr
| Units: 3
LAW 4005:
Introduction to Intellectual Property
This is an overview course covering the basics of intellectual property law -- trade secrets, patents, copyrights, and trademarks. This course is designed both for those who are interested in pursuing IP as a career, and those who are looking only for a basic knowledge of the subject. There are no prerequisites, and a scientific background is not required. Elements used in grading: Class participation, attendance, and final exam.
Terms: Aut
| Units: 4
LAW 4005:
Introduction to Intellectual Property
This is an overview course covering the basics of intellectual property law -- trade secrets, patents, copyrights, and trademarks. This course is designed both for those who are interested in pursuing IP as a career, and those who are looking only for a basic knowledge of the subject. There are no prerequisites, and a scientific background is not required. Elements used in grading: Class participation and final exam.
Terms: Spr
| Units: 4
LAW 4006:
Intellectual Property and Antitrust Law
This is an advanced seminar focusing on antitrust law as it applies to the creation, licensing, and exercise of intellectual property rights. At least one IP or antitrust class is a prerequisite, and ideally both. Elements used in grading: Grades will be based on class participation and short reflection papers (2 units) or a long research paper (3 units) with consent of the instructor. Research papers will be due before the Law School deadline. Draft papers will be due in time for student presentations. After the term begins, students accepted into the course can transfer from section 01 into section 02 (research paper) which meets the R requirement, with consent of the instructor. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See Consent Application Form for instructions and submission deadline.
Terms: Win
| Units: 2-3
LAW 4007:
Intellectual Property: Copyright
Copyright law is the engine that drives not only such traditional entertainment and information industries as music, book publishing, news and motion pictures, but also software, video games and other digital products. This course examines in depth all aspects of copyright law and practice, as well as the business and policy challenges and opportunities that the Internet and other new technologies present for the exploitation of copyrighted works. There are no prerequisites for this class. Elements used in grading: Final Exam (open book). A detailed description of how the class will be conducted, including reading assignments and modes of student participation, appears in the course syllabus on Canvas.
Terms: Aut
| Units: 3
LAW 4010:
Intellectual Property: Patents
This intermediate-level patent law course builds on material covered in Introduction to Intellectual Property (which is recommended but not required). Students will gain a thorough grounding in patent doctrine (including patentability, infringement, and remedies), training in elements of patent practice, and tools for conducting further research. We will also emphasize policy analysis of the patent system, including the effect of patent doctrine on innovation and inequality. The course is designed to be useful both for non-patent-specialists and for those planning a career in the field. No technical background is required. Elements used in grading: Class participation, attendance, and final exam.
Terms: Spr
| Units: 3
LAW 4011:
Intellectual Property: The Business & Law of Technology & Patent Licensing
If you practice in any technology-related area (whether transactions, corporate, IP management or litigation), you will encounter licensing, as it is the principal means by which technology and patent rights are disseminated, exploited and commercialized. It is fundamental to Silicon Valley and beyond, including in software, mobile, consumer devices, autonomous cars, semiconductors and pharmaceuticals. This is a practice-oriented course covering the fundamentals of licensing technology and patents, including business considerations, drafting, negotiations and strategic considerations. We will also consider the role of licensing in mergers and acquisitions, litigation and antitrust contexts. The course is structured based on a real-world hypothetical involving entrepreneurs who spin out university-developed inventions into startup companies and then seek to commercialize the technology and patents to leading companies in a specified technology industry (such as smartphones, autonomous cars, "internet of things" or the like). We will also have a guest lecturer from a major technology company with significant licensing dimensions (which in the past have included Google, Facebook, Waymo, and Qualcomm). Elements used in grading: Class Participation, Final Exam. Course Prerequisite: Intro to IP (Law 4005) or equivalent, or consent of instructor.
Terms: Aut
| Units: 3
LAW 4012:
Intellectual Property: Trademarks
This course will consider the protection and enforcement of trademarks and related state rights in brands and names, including the right of publicity. There is no prerequisite, though some students will have taken Introduction to Intellectual Property. Elements used in grading: Class Participation, Exam (Open-book one-day take-home).
Terms: Aut
| Units: 3
LAW 4015:
Modern Surveillance Law
This seminar provides an in depth look at modern government surveillance law, policies and practices. It is taught by Richard Salgado, director of law enforcement and information security at Google and a former prosecutor at the U.S. Department of Justice's Computer Crime and Intellectual Property Section, and Todd Hinnen, a partner at Perkins Coie and a former head of U.S. Department of Justice's National Security Division. The course will cover the technology, law and policy of government surveillance of the Internet and other communications technologies. We will focus on U.S. government surveillance for national security, criminal law enforcement and public safety purposes, and its relationship with other jurisdictions. Technologies and practices covered will include wiretapping, stored data collection and mining, location tracking and developing eavesdropping techniques. Legal regimes will include the Fourth Amendment, the Foreign Intelligence Surveillance Act, the USA Freedom Act, USA Patriot Act, the Electronic Communications Privacy Act, the CLOUD Act and CALEA among others. Elements used in grading: Two papers, timely submission of topics and outlines, and class participation.
Terms: Aut
| Units: 2
LAW 4016:
Patent Litigation Workshop
This course simulates the strategy and pretrial preparation of a patent lawsuit. The course materials include information typical to a patent lawsuit: a patent, file history, prior art, and information regarding the accused product. Students will represent either the patentee or the accused infringer. Students will draft claim construction charts, infringement charts, take and defend depositions, and brief and argue claim construction and motions for summary judgment of infringement and invalidity. Some knowledge of patent law is presumed. Special Instructions: IP: Patents (Law 4010) is a prerequisite for this course, but can be taken coterminously. Students must attend the first class session (or contact the instructor) or they will be dropped from the class or waitlist. Elements used in grading: Attendance, participation, writing assignments, exercises and oral arguments.
Terms: Aut
| Units: 3
LAW 4017:
Advanced Torts: Defamation, Privacy, and Emotional Distress
This course will examine the theoretical foundations and common law development of the range of tort remedies designed to afford protection to the interests in personality. Defamation, the right of privacy, and claims of emotional distress and harassment will receive particular attention, along with the constitutional defenses to these claims, based on the First Amendment, and recent issues novel to the internet era. Elements used in grading: Final Exam.
Terms: Aut
| Units: 3
LAW 4018:
Intellectual Property: International and Comparative Copyright
Copyright today is global, and copyright counselling, litigation and licensing increasingly require a general understanding of foreign copyright law and of the international copyright system. This course will focus on the exploitation of US-based music, film, literature, software and other copyrighted works in foreign markets, and of foreign works in US markets, through licensing, litigation, or both. The course will survey the principal legal systems and international treaty arrangements for the protection of copyrighted works as well as the procedural questions that lie at the threshold of protection. There are no prerequisites for the class. Elements used in grading: class participation and two problem sets, one mid-course and the other at the end of the course.
Terms: Win
| Units: 2
LAW 4025:
Intellectual Property: Trade Secrets
Trade secret protection has become one of the most important issues in intellectual property today. Technology becomes more important to industry every day, but information can be downloaded and shared more easily than ever before. The law has to strike a balance between encouraging and protecting commercial investment in research, and preserving an individual's right to change employment or to compete directly against a former employer. In addition to examining the law and the theory of trade secret protection, we will emphasize the practical aspects of protecting information as a trade secret. We will discuss the challenges and issues involved in litigating trade secret cases, creating corporate programs to protect trade secrets, and the increasingly important subject of protecting trade secrets internationally. We will feature several guest speakers, including individuals from the FBI, the Department of Justice, the judiciary, in-house counsel, and a forensic discovery specialist, each of whom will address trade secret law and practice from their own unique perspective. We will highlight topics of current interest, such as non-competition agreements, trade secrets and the Internet, and cybercrime, and will discuss in detail some of the most prominent trade secret cases of the past several years. The class will be of interest to students who expect to practice intellectual property law as well as to students who expect to be involved in corporate transactions and labor law. Elements used in grading: Class participation and final exam.
Terms: Spr
| Units: 3
LAW 4043:
The Social & Economic Impact of Artificial Intelligence
Recent advances in computing may place us at the threshold of a unique turning point in human history. Soon we are likely to entrust management of our environment, economy, security, infrastructure, food production, healthcare, and to a large degree even our personal activities, to artificially intelligent computer systems. The prospect of "turning over the keys" to increasingly autonomous systems raises many complex and troubling questions. How will society respond as versatile robots and machine-learning systems displace an ever-expanding spectrum of blue- and white-collar workers? Will the benefits of this technological revolution be broadly distributed or accrue to a lucky few? How can we ensure that these systems are free of algorithmic bias and respect human ethical principles? What role will they play in our system of justice and the practice of law? How will they be used or abused in democratic societies and autocratic regimes? Will they alter the geopolitical balance of power, and change the nature of warfare? The goal of CS22a is to equip students with the intellectual tools, ethical foundation, and psychological framework to successfully navigate the coming age of intelligent machines. Elements used in grading: Attendance. Cross-listed with Computer Science (CS 22A) and International Policy (INTLPOL 200).
Terms: Win
| Units: 1
LAW 4046:
Data: Privacy, Property and Security
The collection, use and marketing of personal data are ubiquitous in the digital age. This seminar will explore the diverse legal regimes regulating personal data--including privacy, property and security--and the imperfect nature of their protections. Legal rules are rapidly evolving to address, if not resolve, the inevitable conflicts between privacy, property and security in relation to personal data. Laws have been enacted and new ones are under consideration at the national, state and even municipal levels, as well as around the world. Norms are emerging to guide these conflicts in the operation of business. Technology is evolving that can facilitate the protection, or accelerate the exploitation, of personal data. At the heart of all these developments is the question, who owns and controls personal data in the digital age. The same piece of data may in different hands raise different expectations. As an example, A may have a privacy expectation that her purchase from an online marketplace is no one's business but her own. B, the app that served as intermediary between the buyer and seller, may have a property or contract expectation that it owns the metadata and other information about A's buying habits. C, a government agency, may have a security interest in collecting or unearthing the details of A's purchase of particular items. This same triad of interests is implicated across a wide variety of highly sensitive personal data, such as location information, facial recognition and medical results. This seminar will explore these data rules, norms, technologies and conflicts through three sessions of lecture and interactive exercises addressed to privacy, property and security, respectively; four sessions devoted to presentations from leading representatives of consumer, corporate and government interests, with questioning by students in the class; and two sessions devoted to discussion of student answers to problem sets, focusing on an exploration of the privacy-property-security conflict and on forward-looking solutions to the protection of personal data. Elements used in grading: Attendance, class participation, research papers. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See Consent Application Form for instructions and submission deadline. Cross-listed with International Policy (INTLPOL 362).
Terms: Win
| Units: 3
LAW 4051:
Foundations of Internet Speech Platform Regulation
Internet platforms like Google and Facebook play an enormous role in our online speech and information environment today. This class will review the laws that shape platforms' decisions about online content, with a primary focus on intermediary liability laws like the Digital Millennium Copyright Act (DMCA), Communications Decency Act Section 230 (CDA 230), and the EU's eCommerce Directive. The majority of course material will be from the U.S., but some will explore international models and in particular laws in the European Union. Some classes will explore the impact of related areas of law, including privacy law, and some will go beyond current legal models to explore forward-looking legislative and policy proposals. Important themes of the class include Constitutional and human rights constraints on intermediary liability laws; legal limits (or lack thereof) on platforms' enforcement of privatized speech rules under their Community Guidelines or Terms of Service; global enforcement of national laws requiring platforms to remove content; and tensions between the goals of intermediary liability law and those of privacy, competition, and other legal frameworks. Students will be encouraged to think pragmatically about the legal, operational, and product design choices platforms may make in response to particular laws, drawing on the instructor's experience handling such questions as Associate General Counsel at Google. Students will be responsible for (1) posting six reading response comments or questions to a class discussion board (these are due before class meets on six class days of your choice, they can be very brief and informal); (2) participating in class discussion, potentially including discussion of points raised in your written questions; and (3) completing a final examination. The course is open to law students and students in the Masters in International Policy (MIP) program. Thirty-five students will be admitted, with an effort made to have 25 students from the law school admitted by lottery (LAW 4051) and 10 from MIP admitted by instructor consent. MIP students may apply for consent to enroll in LAW.4051 by submitting a Non-Law Student Add Request Form available at https://law.stanford.edu/education/courses/non-law-students/ by September 10, 2021. Non-Law Student Add Request Forms received after the deadline will be reviewed on a rolling basis until the class is full. The class meeting and examination dates will follow the law school calendar, available at https://www-cdn.law.stanford.edu/wp-content/uploads/2021/02/2021-22-academic-calendar-FINAL.pdf. In admitting law students from the waitlist the instructor may prioritize based on students' degree programs. Three students may write a paper for R-credit in lieu of the final exam with consent of the instructor. After the term begins, students accepted into the course can transfer from the exam section (01) into paper section (02), with consent of the instructor. Elements used in grading: Attendance, class participation, written assignments, final exam.
Terms: Aut
| Units: 3
LAW 4052:
Governing Artificial Intelligence: Law, Policy, and Institutions
Even just a generation ago, interest in "artificial intelligence" (AI) was largely confined to academic computer science, philosophy, engineering, and science fiction. Today the term is understood to encompass not only long-term efforts to simulate the general intelligence associated with humans, but also fast-evolving technologies (such as elaborate neural networks leveraging vast amounts of data) with the potential to reshape finance, transportation, health care, national security, advertising and social media, and other fields. Taught by a sitting judge, a former EU Parliament member, and a law professor, and conceived to serve students with interest in law, business, public policy, design, and ethics, this interactive course surveys current and emerging legal and governance problems related to humanity's relationship to artificially-constructed intelligence. To deepen students' understanding of legal and governance problems in this area, the course explores definitions and foundational concepts associated with AI, likely pathways of AI's evolution, different types of law and policy concerns raised by existing and future versions of AI, and the distinctive domestic and international political economies of AI governance. We will consider discrete settings where regulation of AI is emerging as a challenge or topic of interest, among them: autonomous vehicles, autonomous weapons, labor market decisions, AI in social media/communications platforms, judicial and governmental decision-making, and systemic AI safety problems; the growing body of legal doctrines and policies relevant to the development and control of AI such as the European Union's General Data Protection Regulation and the California Consumer Privacy Act; the connection between governance of manufactured intelligence and related bodies of law, such as administrative law, torts, constitutional principles, civil rights, criminal justice, and international law; and new legal and governance arrangements that could affect the development and use of AI. We will also cover topics associated with the design and development of AI as they relate to law and governance, such as measuring algorithmic bias and explainability of AI models. Cross-cutting themes will include: how law and policy affect the way important societal decisions are justified; the balance of power and responsibility between humans and machines in different settings; the incorporation of multiple values into AI decision-making frameworks; the interplay of norms and formal law; technical complexities that may arise as society scales deployment of AI systems; AI's implications for transnational law and governance and geopolitics; and similarities and differences to other domains of human activity raising regulatory trade-offs and affected by technological change. Note: The course is designed both for students who want a survey of the field and lack any technical knowledge, as well as students who want to gain tools and ideas to deepen their existing interest or technical background in the topic. Students with longer-term interest in or experience with the subject are welcome to do a more technically-oriented paper or project in connection with this class. But technical knowledge or familiarity with AI is not a prerequisite, as various optional class sessions and readings as well as certain in-class material will help provide necessary background. Requirements: The course involves a mix of lectures, practical exercises, and student-led discussion and presentations. Elements used in grading: Requirements include attendance, participation in a student-led group presentation and a group-based practical exercise, two short 3-5 pp. response papers, and either an exam or research paper. After the term begins, students accepted into the course can transfer, with consent of the instructor, from section (01) into section (02), which meets the R requirement. CONSENT APPLICATION: We will try to accommodate as many people as possible with interest in the course. But to facilitate planning and confirm your level of interest, please fill out an application available at https://docs.google.com/forms/d/e/1FAIpQLSfwRxaM1omTsJmK9k0gksdS5jBPRz-YCuYhRUpDlVXXglDHjg/viewform by March 12, 2021. Applications received after the deadline will be considered on a rolling basis if space is available. The application is also available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). Cross-listed with International Policy (INTLPOL 364).
Last offered: Spring 2021
| Units: 3
LAW 4053:
Confronting Misinformation Online: Law and Policy
This course will examine contemporary challenges and trade-offs for tech law and policy decision-making presented by false information online. Topics will include policy and regulatory responses to election misinformation; medical misinformation; the spread of misinformation in armed conflict and situations of widespread human rights violations; and conspiracy theories and rumors in the areas of science, climate, religion, and politics. Along with the faculty, guest speakers from academia and industry thought leaders will present on these topics, followed by a discussion. In addition, students will analyze real-world dilemmas confronting policymakers through practical case studies and will assume the role of a policymaker as part of each class. Finally, this course will explore regulatory, policy, technological, and other solutions to enhance the integrity of the online information ecosystem and address the growing problem of false information online. Special Instructions: Up to five Law students, with the consent of the instructors, will have the option to write an independent research paper for Law School Research (R) credit. For students in this section (02), the research paper will replace the Final Policy Memo. All other elements used in grading will apply. Students taking the course for R credit can take the course for either 2 or 3 units, depending on the paper length. Elements used in grading: Attendance, Class Participation, Written Assignments; Final Policy Memo or Final Research Paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See Consent Application Form for instructions and submission deadline. Cross-listed with International Policy (INTLPOL 363).
Terms: Win
| Units: 2-3
LAW 4055:
In House Product and Technology Counsel
This course provides a rigorous, hands-on, practical overview of the essential skills you'll need in today's practice of global technology and commercial transactions as in-house counsel. Students will learn key terms in commercial, IP and technology transactions, the art of collaborative negotiations with opposing counsel, and the development of interpersonal soft skills to successfully advise and counsel internal stakeholders in product-focused technology companies. Students will learn to draft, review and negotiate agreements such as (1) NDAs; (2) Product, Hardware and Manufacturing Supply Agreements; (3) Engineering Services, Design and Development Agreements; (4) Software License Agreements; and (5) Joint Development Agreements. Additionally, students will consider issues that arise during the contract lifecycle, handling business disputes, transactional ethics, dealing with stress & deal fatigue. This course is different from the typical law one examining law firm practice because it is focused on a product and high technology practice, with a heavy emphasis on product development, identifying and understanding supply chain risks, and working effectively to advise and counsel engineers in an in-house technology environment. The objective of this course is to equip students with the tools and skills you'll need to step successfully into legal positions from start-ups to top technology companies after law school. This course is suitable for all students interested in working in a technology, product, business or corporate environment. In this course, students approach law from an applied, negotiated, transactional perspective, with an emphasis on the lawyer's role in shaping complex commercial and IP technology transactions in today's technology-focused business environment. We will also have a guest lecturers and panel discussions from key bay area technology companies (which in the past have included Tesla, Google, Apple, and Intel). Prerequisites: Intellectual Property is recommended but not required. No technical background is required. Elements used in grading: attendance, thorough preparation and participation in all negotiations, participation in debriefings through meaningful discussions, and final work product (e.g. execution-ready agreements).
Terms: Aut
| Units: 3
LAW 4056:
Net Neutrality and Broadband Deployment
An open and affordable internet is critical to our economy, democracy, and our country's promise of equal opportunity. After the pandemic, everyone agrees on that. How we get there is the hard part. That's what the debates over net neutrality and broadband deployment are all about. This class will examine the policy issues, legal frameworks, and key court decisions that shape these two crucial debates. At its heart, net neutrality is the idea that we, the people who use the Internet, should be able to decide what we do online. We get to choose what sites to visit, what apps to use, and what videos to watch. Companies like Comcast, Verizon, and AT&T that we pay to get online don't get to influence our choices. The policy and legal fights over net neutrality have been going on for nearly two decades, both in the U.S. and internationally. In 2015, the debate captured U.S. public attention, leading to strong FCC protections and oversight. But in 2017, the FCC eliminated all protections. That set off fights in Congress, the courts, and the states. The FCC is now widely expected to restore net neutrality protections, and there's a strong chance that will happen during Winter quarter (which would be awesome timing). Through lectures, class discussions, and guest speakers, the class will introduce students to the key questions underlying the net neutrality debate so that they can become informed participants. Do we need net neutrality rules, and, if yes, what should they be? What are the options for addressing net neutrality at the FCC, in Congress, and by states? How do court decisions constrain states and the FCC? The pandemic also brought us images of students trying to do their homework from parking lots outside fast food restaurants, and stories of kids unable to participate in online learning for lack of connection. Congress allocated tens of billions in 2020 to spur new network deployment and is likely to add tens of billions more this year. That raises thorny policy questions. What's holding back deployment? Who should get funding: incumbents, co-ops, small operators, municipalities? What kind of networks should be funded? How do we take into account equity issues like digital redlining, geography, and affordability? How does the law constrain these choices? Who should take this class: Anyone who uses the internet. Those interested in internet and technology law, net neutrality, communications law, and appellate litigation. Those looking to clerk in the D.C. Circuit. There are no prerequisites for this class. The class is open to first year law students and graduate students from other schools. To apply for this course, non-law students must complete a Non-Law Student Add Request Form available on the SLS Registrar's Office website (see Non-Law Students). Elements used in grading: Class participation, written assignments, final exam.
Terms: Win
| Units: 3
LAW 4057:
Antitrust and the Challenges of Competition in Digital Markets
These are unprecedented times for antitrust concerns about the market power and conduct of big technology companies, in particular Facebook, Google, Amazon, and Apple. The companies face an onslaught of regulatory and judicial scrutiny around the world. In the United States, the Department of Justice, Federal Trade Commission, and state attorneys general are all investigating possible anticompetitive practices and/or have filed major antitrust lawsuits. Congress is pursuing multiple investigations, and the House Judiciary Committee released an extensive report last October detailing harms resulting from the alleged dominance of "online platforms." At least six bills have been introduced in Congress to expand or clarify the application of antitrust laws to "Big Tech," and vocal advocates for antitrust scrutiny of Big Tech now occupy important positions in the DOJ, the FTC, and the White House. Elsewhere in the world, the European Commission is investigating and has filed charges, and China's State Administration for Market Regulation has increased its focus on these issues. At the heart of these issues is the impact major tech platforms have on competition, competitors, the economy, our democracy, and on billions of consumers/users. Core to the consideration and resolution of these issues is the question of what role antitrust and competition law should play in addressing those impacts and whether current antitrust theory and enforcement practices are adequate for that role in the US and around the world. This seminar will closely study the development of antitrust and competition law in the United States and Europe and its application to today's digital markets. After an overview of the fundamental laws and theories underlying antitrust law, we will briefly review the evolution of antitrust theory and enforcement over the last 40 years, from the Chicago School to current calls for a "neo-Brandeisian" reinvigoration of antitrust, and the significance of that evolution for how we answer today's most-pressing competition questions. We will consider the unique challenges faced by antitrust analysis in the technology sector through case studies of landmark enforcement actions brought against IBM, Microsoft, Intel, and others. The heart of the seminar will be a close examination and assessment of the antitrust allegations raised in the present wave of investigations and lawsuits. Our analysis will include how antitrust in these contexts should properly evaluate relevant markets involving complex platform businesses, how it should assess market power, whether various acts by large tech companies are anticompetitive/predatory or have countervailing procompetitive justifications, how we should determine the nature and scope of any resulting anticompetitive harm, and what remedies might be appropriate and effective in the event violations of antitrust law have occurred. We will conclude with an analysis of whether there are currently gaps in existing antitrust law and/or theory and what if any changes are needed to better serve the underlying purposes of antitrust (as well as what those purposes are and should be). We will evaluate a variety of pending and potential recommendations for transforming antitrust to more fully address some of the complex issues raised by online platforms and digital markets. Readings will include judicial opinions, litigation documents and evidence, congressional testimony and reports, and legal and economic scholarship. Guests with significant relevant expertise will join several of the classes. The seminar does not require an antitrust background, just an interest in gaining a deeper understanding of how antitrust and competition operate in the unique context of online digital markets. Grading will be based on a series of written reflections, class participation, and a final paper or equivalent written product. Enrollment is limited to 16 students, with consent of the instructors. Students interested in this seminar should submit a consent form with a resume and statement of interest and relevant background to be reviewed by Professors Malone and Rubin.
Terms: Aut
| Units: 3
LAW 5005:
European Union Law
The U.S. and the European Union (which comprises 27 European states and 450 million people) have the largest bilateral trade relationship in the world. Over 50% of the world's GDP is generated on the Transatlantic Marketplace. U.S. companies rely on the EU market for more than half of their global foreign profits, and U.S. investment in the EU is currently three times greater than U.S. investment in the whole of Asia. In recent years, this has tremendously heightened the need for a sound understanding of the legal system of the EU, especially for business and technology lawyers. Responding to this need, this course will, first, examine the internationally unique legal system of the EU as such, as it is applicable to any field of substantive and procedural EU law. Thus, we will look at the legal nature and the different sources of EU law and its relationship with the national law of the EU Member States, including European human rights and fundamental rights protection standards. We will cover the relevant EU law enforcement actions including state liability issues for breach of EU law as well as the jurisdiction of both European Courts and relevant remedies in national courts. Secondly, we will explore the legal framework governing business activities in the EU, from the perspective of a business entity as an internationally operating actor in a European business environment. In this context, we will focus on the most essential fields of EU business law, i.e. (a) the four fundamental economic freedoms of the European Internal Market for goods, services, capital, and persons (enterprises, workforce, immigration), including the legal and economic implications of Brexit, (b) EU competition (antitrust) law, and (c) the new digital European Internal Market and EU data protection and privacy laws. Special attention will be given to the question how companies established outside the EU can efficiently use EU business law to pursue their interests in the EU. Additional study and research opportunities for students in EU law, building on this course, can be found on the SLS EU Law Initiatives website (https://law.stanford.edu/transatlantic-technology-law-forum/european-union-law-initiatives/). Special Instructions: After the term begins, students accepted into the course can transfer, with consent of the instructor, from section (01) into section (02), which meets the R requirement. Grades for students enrolled in section (01) will be based on writing assignments. Students taking the course for R credit can take the course for either 2 or 3 units, depending on the paper length. Elements used in grading: Writing assignments or research paper.
Terms: Win
| Units: 2-3
LAW 5006:
International Business Transactions, Regulation and Litigation
What legal problems arise when firms go global? Lawyers are increasingly asked to advise clients with global operations and to respond to multiple and sometimes inconsistent national laws. Through a series of case studies, we put you in the driver's seat and ask you to consider the challenges of doing business around the world. How should Twitter react to free speech limitations in Turkey? How should Facebook respond when governments around the world regulate its use and collection of data? What are the consequences for a US retailer if it expands in Europe? What rights and protections must it grant its employees? How should Nike weigh the legal risk from factory fires in Bangladesh? How should investors in China (or Ethiopia or North Korea) deal with the reality that they will lack basic legal protections that are common elsewhere? We examine how multinational firms respond to variation in national laws and what tools they have at their disposal when considering deals, disputes, and regulation. Elements used in grading: a short paper, class participation, and written assignments. This class is open to ALL students (except 1Ls). It is not limited to students enrolled in the Global Quarter.
Terms: Spr
| Units: 3
LAW 5007:
International Business Negotiation
This course is structured around a quarter-long, simulated negotiation exercise which provides an in-depth study of the structuring and negotiating of an international business transaction. This class will be taught in counterpart with a class at Berkeley Law School. Students in this class will represent a U.S. pharmaceutical company, and the students in the class at Berkeley will represent an African agricultural production company. The two companies are interested in working together to exploit a new technology developed by the pharmaceutical company that uses the cassava produced by the African agricultural production company. The form of their collaboration could be a joint venture, a licensing agreement or a long term supply contract. The negotiations between the two classes will take place through written exchanges and through real-time negotiation which will be conducted both in-person and via videoconferences. The purpose of the course is to provide students with an opportunity (i) to experience the sequential development of a business transaction over an extended negotiation, (ii) to study the business and legal issues and strategies that impact the negotiation, (iii) to gain insight into the dynamics of negotiating and structuring international business transactions, (iv) to learn about the role that lawyers and law play in these negotiations, (v) to give students experience in drafting communications, and (vi) to provide negotiating experience in a context that replicates actual legal practice with an unfamiliar opposing party (here, the students at Berkeley). Students will also learn about the legal and business issues that may arise in joint ventures, supply agreements and licensing agreements. The thrust of this course is class participation and active involvement in the negotiations process. Students are expected to spend time outside of class, working in teams, to prepare the written exchanges, to prepare for the live negotiations (as well as online negotiations in a world where these will be increasingly the norm), and to prepare for class discussions. Class discussions will focus on the strategy for, and progress of, the negotiations; collective evaluation of the class's preparation for, and performance in, the negotiations; and the substantive legal, business and policy matters that impact on the negotiations. In addition to the regular Monday class, classes will meet for the live negotiations on four Saturday mornings at 10:30 AM (10/9, 10/16, 10/30 and 11/13) in the San Francisco office of DLA Piper (555 Mission Street; close to Montgomery St. BART station), and one Thursday evening (via Zoom) at 7:00 PM-10:00 PM (10/21). The four Saturday classes will end at 1:30 PM, except for 11/13 which will end at 2:30 PM. Due to the Thursday and Saturday classes, this class will conclude on November 15. Admission to this class is by consent of instructor. The maximum class size is 21, which will include students from GSB or other departments. Attention Waitlist Students: Students on the waitlist for the course will be admitted if spots are available on the basis of their position on the waitlist and degree of study; all waitlist students are encouraged to attend the first class and will be notified as spaces become available. Attention Non-Law Students: You must complete and submit both a consent form and a Non-Law Student Course Add Request Form to the Law School Registrar's Office (Room 100). See Stanford Non-Law Student Course Registration on the SLS Registrar's Office website. Prerequisites: A course in basic negotiations (e.g., Law 7821) or comparable prior experience is recommended. Elements used in grading: Class participation, written assignments and final paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.
Terms: Aut
| Units: 3
LAW 5008:
International Commercial Arbitration
This course provides a rigorous introduction to the law, theory and practice of international commercial arbitration. International commercial arbitration which has become the default means of settling international disputes and with clients increasingly involved in international business transactions and cross-border activity, is a rapidly growing practice area in law firms of every size. The practice is peripatetic, with many international arbitration lawyers basing themselves in law firms in New York, Washington D.C., Paris, Hong Kong, Singapore, and other major world commercial centers. The course will deal with the internationalist elements of the subject matter, but also examine international commercial arbitration from an American perspective. Students can expect to review both foreign and US commentaries, statutes and case law. The course will comprise of five main topics: (1) an introduction to the field of international commercial arbitration; (2) the agreement to arbitrate; (3) the arbitrators; (4) the arbitration process; and (5) the arbitral award. The intent is to provide a strong academic understanding of the various theories and principles, but with a strong practical bent. Elements used in grading: Attendance, Class Participation, Final Exam.
Terms: Spr
| Units: 3
LAW 5010:
International Human Rights
This course offers an introduction to the theory and practice of human rights. We will examine major sources of international human rights law---including treaties, customary international law, and national law---as well as the institutions in which human rights are contested, adjudicated, and enforced. Key situses of human rights activity include multilateral organizations, like the United Nations Security Council and Human Rights Council; international, regional, and national courts and tribunals; and quasi-judicial treaty bodies, like the U.N. Committee Against Torture. This degree of jurisdictional redundancy offers an opportunity to explore questions of institutional design and interaction as well as processes of normative diffusion. The course will also consider the role of non-state actors---including non-governmental organizations, corporations, terrorist organizations, and ordinary individuals---in promoting and violating human rights. In addition to this survey of the human rights ecosystem, the course will engage some of the fundamental theoretical debates underlying the international human rights project with a focus on perennial questions of legitimacy, justiciability, compliance, and efficacy. Finally, we will explore a range of threats and challenges to the promotion of human rights---both perennial and novel---including economic under-development, terrorism, national security over-reach, patriarchy, and racism. We will read case law originating from all over the world, including the United States. Special Instructions: A limited number of students have the option to write a long research paper in lieu of the final exam with consent of instructor. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Elements used in grading: Class participation; exam or final long research paper. Cross-listed with Human Rights (HUMRTS 117) and International Policy (INTLPOL 355).
Terms: Win
| Units: 3
LAW 5011:
International Investment Law
The past few decades have seen a dramatic increase in the number of bilateral investment treaties and other treaties with investment-related provisions, followed by a sharp rise in the number of disputes between private investors and sovereign states pursuant to investor-state dispute settlement (ISDS) provisions. This course will cover four broad areas: (I) the historical and policy origins of international investment law; (II) the substantive obligations and standards governing the investor-state relationship; (III) the investor-state arbitration process; and (IV) current controversies over the legitimacy and desirability of ISDS. The course uses materials from international investment treaty texts, case law, and commentaries to enable students to evaluate and apply legal doctrine to future situations. Students will produce a variety of writing assignments such as case commentaries and short "briefs." After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Elements used in grading: Class participation, attendance and paper(s).
Terms: Win
| Units: 2-3
LAW 5013:
International Law
This course provides a general introduction to international law and its role in today's complex and interdependent world. We will begin by considering foundational questions about the nature of international law, such as: the origins of international law in the sovereign equality of states; the sources of international law (including treaties and customary international law); the subjects of international law; principles of state responsibility; the bases upon which states may exercise jurisdiction; and the global governance challenges arising from the absence of assured mechanisms for the interpretation or enforcement of international law. We will then examine the incorporation and operation of international law in the U.S. legal system. In the second half of the course, we will look at a series of contemporary international law topics and issues, including international dispute resolution, international human rights law, the law governing coercion and the use of armed force, the law of armed conflict, international environmental law, and international criminal law. Throughout, we will consider current issues and problems arising in the international arena, as well as whether and to what extent international law affects the behavior of states. This course provides a general grounding in public international law and a foundation for more advanced or specialized international law courses. Elements used in grading: Class participation, optional paper, and final exam. Cross-listed with International Policy (INTLPOL 350).
Terms: Spr
| Units: 4
LAW 5014:
International Trade Law
This course will survey the law and policy of modern international trade agreements, with an emphasis on the treaty network of the World Trade Organization (WTO) and other important multilateral arrangements, as well as U.S. laws governing "unfair trade practices" such as subsidization and dumping. Topics will include the political economy of the treaty framework, the relationship between international and domestic law, bilateralism versus multilateralism, the current crisis in the WTO dispute resolution system and its origins, and the tensions between international trade law and domestic regulation. Issues of particular current interest will also be addressed, including the current trade row with China, and the imposition of tariffs on national security grounds, and Buy American policies. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Elements used in grading: Class participation, attendance and final exam or research paper.
Terms: Win
| Units: 3
LAW 5023:
The Rule of Law - The Foundation of Functional Communities
We will seek to determine a useful meaning of the notion of the rule of law, to identify a credible measurement of adherence, and to explore the importance of the rule of law in terms of economic, socio-political and human development. We will focus on accountable government and private actors; just laws; open processes for the enactment, administration and enforcement of laws and impartial dispute resolution. Readings will include the works of philosophers, political theorists and jurists from the 17th to the 21st century as well as contemporary scholars. This seminar will feature experts in the field as guest lectures and requires three reaction papers from all participants. Elements used in grading: Class participation and reaction papers.
Terms: Aut
| Units: 2
LAW 5025:
Global Poverty and the Law
With more than a billion people living on less than $2 a day, global poverty is one of the biggest challenges currently facing humanity. Even though those who suffer the most are located in the developing world, many of the policies, economic opportunities, and legal actions that offer the biggest potential for global poverty alleviation are made in the United States. This course will provide an introduction to the study of global poverty. What causes poverty? Why have some parts of the developing world done better at alleviating poverty than others? Can the world ever be free of poverty, as the World Bank's official motto suggests? How is the COVID pandemic affecting global poverty, and how should policymakers think about any potential tradeoffs? More generally, what can aspiring lawyers do to improve the condition of the world's impoverished? These are some of the questions this course is designed to address. This course is intended especially for future lawyers and policymakers who seek a deeper understanding of the developing world. After a brief overview that will familiarize students with the major concepts and empirical debates in poverty and development studies, we will examine a variety of 'causes' of poverty, from poor governance to lack of economic opportunity to the role of society. Since this course is just as much about what can be done, we shall also consider applied approaches to poverty alleviation. These types of interventions include political/legal reforms such as anti-corruption initiatives, 'rule of law' interventions, right to information programs, privatization, and community-driven development models; economic solutions such as cash transfers and microfinance; and technological approaches such as new methods for measuring policy impact and the application of new technologies for state identification and distribution programs. In addition to more typical scholarly readings, students will review poverty alleviation policy proposals and contracts made by various stakeholders (academics, NGOs, states, international bodies, etc.). Grading is based on participation, a presentation of research or a proposal, and, in consultation with the professor, a research paper. The research paper may be a group project (Section 01) graded MP/R/F or an individual in-depth research proposal either of which could be the basis for future field research (Section 02) graded H/P/R/F. Students approved for Section 01 or Section 02 may receive R credit. Automatic grading penalty waived for research paper. Cross-listed with International Policy Studies (INTLPOL 281).
Terms: Win
| Units: 3
LAW 5042:
Comparative Law and Society
This is a course about the relationship between law and the larger society--but with readings drawn almost entirely from studies carried out in countries other than the United States. The course will look, for examples, at readings from Chile, China, England, Germany, Israel, Japan, Jordan, Russia, Taiwan, Thailand, and Venezuela. Introduction: The aim of the seminar is to introduce students to studies of the relationship between law and society, but with an international and comparative perspective. The readings use a broad range of methods and techniques, to explore how legal rules, processes and institutions are framed by, and influence, the social context. Paying attention to the social context opens the door to a richer understanding of the law, a better explanation of what makes it work (or not work) and how it changes over time. Traditionally the field called comparative law has concentrated heavily on differences between common law and civil law; and at principles and doctrines and formal rules. But in the real world we know that systems can behave every differently even if they share formal rules and institutions. Consider, for example, Canada and Jamaica, both common law countries; or Japan, Haiti and Spain --all civil law countries. In many ways, the world today is a global village. Lawyers, too, often work across borders. It is the theory of the course that we can learn a lot about law and legal institutions, if we look at experiences in different countries: plea bargaining in England; how victims of motorcycle accidents in Changmai, Thailand, deal with tort law; how the black market for used cars functioned in the former East Germany; the controversy over honor killings in Jordan; disputes over the sale of tunas in Tokyo's fish market; informal lending markets in Taiwan. The aim is a more general understanding of how legal systems work, how structure and culture interact; and the role of lawyers, judges, courts, and institutions in different societies. There are lessons to be learned about American society as well. Methodology and evaluation: The discussions in the classes will focus on a selection of readings from Law in Many Societies --a reader edited by Lawrence Friedman, Rogelio Pérez-Perdomo and Manuel Gómez (Stanford University Press, 2011). Other readings are contained in a package available to students in the class. Some of the readings are classics in the field. Others raise contemporary problems. The course is a traditional seminar, in the sense that everyone in the seminar will be encouraged to speak, and to contribute to general discussion. For each class, each student must write a short essay, reflecting on the readings (two or so pages at most or about 500 words). These should be sent to both professors (lmf@stanford.edu & rperez3@law.stanford.edu) and to fellow students, by email, not later than 24 hours before the class. These reflection papers allow participants to tell us what aspects of the readings they found significant, and what they found right or wrong about the readings. No footnotes or research are expected, and are, in fact, discouraged. The reflection papers are required; but they are not graded. After the term begins, students accepted into the course can transfer, with consent of the instructor, from section (01) into section (02), which meets the R requirement. Automatic grading penalty waived for writers. Elements used in grading: The course grade will reflect class participation, and an extended take-home exam or a research paper at the end of the quarter.
Terms: Aut
| Units: 2
LAW 5103:
State-Building and the Rule of Law Seminar
The State-Building and the Rule of Law Seminar is centrally concerned with bridging theory and practice. The seminar introduces the key theories relevant to state-building generally, and strengthening the rule of law in particular. This course explores the multidisciplinary nature of development -- through readings, lectures, guest lectures, case studies, and seminar discussions --- and weighs how lawyers fit in and contribute to the process. The set of developing countries considered within the scope of this workshop is broad. It includes, among others, states engaged in post-conflict reconstruction, e.g., Cambodia, Timor Leste, Rwanda, Iraq, Sierra Leone; states still in conflict, e.g., Afghanistan, Somalia; the poorest states of the world that may not fall neatly into the categories of conflict or post-conflict, e.g., Nepal, Haiti; least developed states that are not marked by high levels of violent conflict at all, e.g., Bhutan; and more developed states at critical stages of transition, e.g., Tunisia, Georgia, Ukraine, Hungary. The course is updated to include current events affecting state-building processes, including COVID, the regression of the rule of law, and the emergence of China. Elements used in grading: Grading is based on participation, a presentation of research or a proposal, and, in consultation with the instructors, a research paper. The research paper may be a group project (Section 01) graded MP/R/F or an individual in-depth research paper or proposal, either of which could be the basis for future field research (Section 02) graded H/P/R/F. Students approved for Section 01 or Section 02 may receive EL credit or R credit. Automatic grading penalty waived for submission of the final work products. Cross-listed with International Policy (INTLPOL 352).
Terms: Spr
| Units: 3
LAW 5105:
Fundamentals of International Criminal Law and Justice
Learn the history and development of international criminal law from World War I through World War II to the Cold War. Study the substantive contents of the discipline: specifically genocide, crimes against humanity, war crimes and the crime of aggression. Explore key jurisprudence of the International Criminal Court (ICC) and of the earlier United Nations' ad hoc international criminal tribunals for Rwanda and for the former Yugoslavia, as well as of the UN-backed special court for Sierra Leone. Review the political challenges that the ICC has faced in the bid to carry out its mandate. At the end of the course, students should be equipped with sufficient familiarity with international criminal law and justice, such as would enable them to work as interns or staff of relevant institutions and organisations, and to conduct deeper research and studies in the area as needed. Elements used in grading: Attendance and paper. This class will meet from 6:30pm to 8:30pm, Tuesday, Thursday (January 18, 20) and Monday, Tuesday, Thursday (January 24, 25, 27).
Terms: Win
| Units: 1
LAW 5201:
Foreign Legal Study: Bucerius Law School
This course is for J.D. students who have been approved by the Law School to study at one of the following schools: Bucerius Law School (BLS) -- Hamburg, Germany, Hebrew University of Jerusalem (HU) -- Jerusalem, Israel, Institut d'Études Politiques de Paris (Sciences Po) -- Paris, France, National University of Singapore (NUS) -- Singapore, Peking University Law School (PKU) -- Beijing, China, University of Vienna -- Vienna, Austria, and Waseda University Law School (WLS) -- Tokyo, Japan. See Foreign Legal Study Program at https://law.stanford.edu/education/only-at-sls/global-initiative/foreign-legal-studies-program/ for study abroad opportunities each academic year and for application deadlines. Elements used in grading: Satisfactory evaluation of course work at the exchange institution.
Terms: Aut
| Units: 9-14
LAW 5204:
Foreign Legal Study: Hebrew University of Jerusalem
This course is for J.D. students who have been approved by the Law School to study at one of the following schools: Bucerius Law School (BLS) -- Hamburg, Germany, Hebrew University of Jerusalem (HU) -- Jerusalem, Israel, Institut d'Études Politiques de Paris (Sciences Po) -- Paris, France, National University of Singapore (NUS) -- Singapore, Peking University Law School (PKU) -- Beijing, China, University of Vienna -- Vienna, Austria, and Waseda University Law School (WLS) -- Tokyo, Japan. See Foreign Legal Study Program at https://law.stanford.edu/education/only-at-sls/global-initiative/foreign-legal-studies-program/ for study abroad opportunities each academic year and for application deadlines. Elements used in grading: Satisfactory evaluation of course work at the exchange institution.
Terms: Aut
| Units: 9-14
LAW 5207:
Foreign Legal Study: Institut d'Etudes Politiques de Paris
This course is for J.D. students who have been approved by the Law School to study at one of the following schools: Bucerius Law School (BLS) -- Hamburg, Germany, Hebrew University of Jerusalem (HU) -- Jerusalem, Israel, Institut d'Études Politiques de Paris (Sciences Po) -- Paris, France, National University of Singapore (NUS) -- Singapore, Peking University Law School (PKU) -- Beijing, China, University of Vienna -- Vienna, Austria, and Waseda University Law School (WLS) -- Tokyo, Japan. See Foreign Legal Study Program at https://law.stanford.edu/education/only-at-sls/global-initiative/foreign-legal-studies-program/ for study abroad opportunities each academic year and for application deadlines. Elements used in grading: Satisfactory evaluation of course work at the exchange institution.
Terms: Aut
| Units: 9-14
LAW 5210:
Foreign Legal Study: National University of Singapore
This course is for J.D. students who have been approved by the Law School to study at one of the following schools: Bucerius Law School (BLS) -- Hamburg, Germany, Hebrew University of Jerusalem (HU) -- Jerusalem, Israel, Institut d'Études Politiques de Paris (Sciences Po) -- Paris, France, National University of Singapore (NUS) -- Singapore, Peking University Law School (PKU) -- Beijing, China, University of Vienna -- Vienna, Austria, and Waseda University Law School (WLS) -- Tokyo, Japan. See Foreign Legal Study Program at https://law.stanford.edu/education/only-at-sls/global-initiative/foreign-legal-studies-program/ for study abroad opportunities each academic year and for application deadlines. Elements used in grading: Satisfactory evaluation of course work at the exchange institution.
Terms: Aut
| Units: 9-14
LAW 5213:
Foreign Legal Study: Peking University Law School
This course is for J.D. students who have been approved by the Law School to study at one of the following schools: Bucerius Law School (BLS) -- Hamburg, Germany, Hebrew University of Jerusalem (HU) -- Jerusalem, Israel, Institut d'Études Politiques de Paris (Sciences Po) -- Paris, France, National University of Singapore (NUS) -- Singapore, Peking University Law School (PKU) -- Beijing, China, University of Vienna -- Vienna, Austria, and Waseda University Law School (WLS) -- Tokyo, Japan. See Foreign Legal Study Program at https://law.stanford.edu/education/only-at-sls/global-initiative/foreign-legal-studies-program/ for study abroad opportunities each academic year and for application deadlines. Elements used in grading: Satisfactory evaluation of course work at the exchange institution.
Terms: Aut
| Units: 9-14
LAW 5216:
Foreign Legal Study: Waseda University
This course is for J.D. students who have been approved by the Law School to study at one of the following schools: Bucerius Law School (BLS) -- Hamburg, Germany, Hebrew University of Jerusalem (HU) -- Jerusalem, Israel, Institut d'Études Politiques de Paris (Sciences Po) -- Paris, France, National University of Singapore (NUS) -- Singapore, Peking University Law School (PKU) -- Beijing, China, University of Vienna -- Vienna, Austria, and Waseda University Law School (WLS) -- Tokyo, Japan. See Foreign Legal Study Program at https://law.stanford.edu/education/only-at-sls/global-initiative/foreign-legal-studies-program/ for study abroad opportunities each academic year and for application deadlines. Elements used in grading: Satisfactory evaluation of course work at the exchange institution.
Terms: Aut
| Units: 9-14
LAW 5219:
Foreign Legal Study: University of Vienna
This course is for J.D. students who have been approved by the Law School to study at one of the following schools: Bucerius Law School (BLS) -- Hamburg, Germany, Hebrew University of Jerusalem (HU) -- Jerusalem, Israel, Institut d'Études Politiques de Paris (Sciences Po) -- Paris, France, National University of Singapore (NUS) -- Singapore, Peking University Law School (PKU) -- Beijing, China, University of Vienna -- Vienna, Austria, and Waseda University Law School (WLS) -- Tokyo, Japan. See Foreign Legal Study Program at https://law.stanford.edu/education/only-at-sls/global-initiative/foreign-legal-studies-program/ for study abroad opportunities each academic year and for application deadlines. Elements used in grading: Satisfactory evaluation of course work at the exchange institution.
Terms: Aut
| Units: 9-14
LAW 5801:
Legal Studies Workshop
The Legal Studies Workshop is designed to support students working on a piece of legal scholarship with an eye to publication. The workshop will meet four times a quarter, and will be offered in most quarters. Students may sign up for as many quarters they wish, and will receive one credit for each quarter they are enrolled. The bulk of time each session will be devoted to presentations of one or two student works-in-progress. Every student is expected to present her/his own work at least once over the quarters she/he is enrolled in the Workshop, and to provide constructive oral feedback on others' work. We will set aside some time during the quarter for informal discussion of research ideas that are in a very early stage. We welcome students who are just starting to explore their interest in an academic career; if you have any questions about whether the course is suitable for you, please contact Prof. Barbara Fried (bfried@stanford.edu) and Prof. Bernadette Meyler (bmeyler@law.stanford.edu). Attendance is mandatory, absent extenuating circumstances. There are no written requirements for the course, and no requirement that the work presented be original to the Workshop. Students may wish to use the Workshop as an opportunity to expand on seminar papers or pursue independent research projects for which they are getting separate credit through one of the research tracks (e.g., directed research, dissertation). Whether students are working on a new project or revising an old, the expectation is that students will develop their topics independently of the course. Students who would like to participate in the Workshop but feel they need help in developing a workable research topic should consult faculty members ahead of time. Elements used in grading: Class participation and attendance. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See Consent Application Form for instructions and submission deadline.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
6 times
(up to 6 units total)
LAW 6001:
Legal Ethics
A survey of the major legal and ethical issues presented in the practice of law. We will examine the concept of the lawyer endorsed by the rules of professional responsibility, the principal-agent relationship, and common law doctrines governing law practice in both civil and criminal settings. We will also assess the tensions between this concept of the lawyer and the personal, political, and economic constraints of law practice. To this end, emphasis will be given not only to the law of lawyering but to the history and sociology of the American legal profession, theories of role morality and professional identity, the sources of cognitive bias that affect perception and judgment, and techniques for navigating ethical dilemmas. Elements used in grading: Attendance, class participation, in-class exercises, short papers and final exam.
Terms: Aut
| Units: 3
LAW 6003:
The American Legal Profession
This course will deal with selected aspects of the history, organization, economics, ethics, and possible futures of the legal profession in the United States. Likely topics will include, in addition to the ABA's Model Rules of Professional Conduct: demographic changes in the profession, the evolution of law firms, bar associations, and law schools from the early twentieth century to the present; the development of corporate law, personal injury, mass torts, prosecutorial and criminal defense practices, and the "public-interest" bar; the dominant professional ethic of adversary-advocacy, and its critics; the regulation of lawyers; the economics of the market for legal services; the organization and culture of law firm practice; the role of the role of the lawyer as counselor; and the export of American lawyering models abroad. 8-hour self-scheduled take-home examination, with option of writing a research paper. Special Instructions: Students have the option to write a long research paper in lieu of the final exam with consent of instructor. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Elements used in grading: Class participation, attendance, final paper or final exam.
Terms: Spr
| Units: 3
LAW 6004:
Legal Ethics: The Plaintiffs' Lawyer
This course uses a study of plaintiffs' lawyers as a vehicle to explore many of the most controversial and important issues at the intersection of tort law, civil procedure, and legal ethics. Specifically, in this course, we will study who personal injury lawyers are, how they find clients, how they fund litigation, and how they usher complex cases to conclusion. In so doing, we will address: the role and regulation of lawyers; the use and abuse of the contingency fee; the legality and normative consequences of solicitation and attorney advertising; the propriety of secret settlements, NDAs, and expansive protective orders; the rise and impact of "alternative litigation finance"; and the vexing issues posed by class actions, aggregate actions, consolidated actions, and multidistrict litigations (MDLs). The final segment of the course will involve a series of case studies, where students will test their knowledge of the Model Rules of Professional Conduct and have the opportunity to see the course's themes echoed and expressed in recent real-world controversies. Importantly, though the course is nominally focused on "the plaintiffs' lawyer," it does not just equip students to practice on one side of the "v." Rather, through our grounded and contextualized study of legal ethics, advanced civil procedure, the legal profession, and contemporary legal practice, students will acquire tools to litigate cases of all stripes and for both sides. Elements used in grading: Class participation, attendance, and reflection papers.
Terms: Win
| Units: 3
LAW 6016:
Reforming the Profession: Opportunities and Challenges Facing Tomorrow's Lawyers
Today's law students are tomorrow's lawyers, and tomorrow's lawyers face a set of fundamental challenges that are likely to reshape the profession in the years ahead. Clients are increasingly dissatisfied with large law firms, and many other people in need of services--like individuals of modest means and small businesses--are unable to access legal assistance altogether. At the same time, government and public interest lawyers continue to be asked to do more with less. These challenges existed in 2019, but the last few years have sharpened them. In particular, the Covid-19 crisis has forced a change in the way lawyers work, with greater use of technology, and the resurgence of the #BlackLivesMatter movement following the death of George Floyd highlights the lack of diversity in the profession. These developments add to existing pressures facing lawyers. Leaders in law are just beginning to grapple with these challenges, and they're looking for help from the next generation. This course is designed for students who want to start their legal careers with a leg up on what success as a lawyer will look like in 5-10 years and beyond, and students who want to make positive change in the profession. The specific topics covered will include: challenges to the law-firm model; the growth of in-house counsel; professional development and well-being as a lawyer; how technology is changing the practice of law; new models for delivering legal services; and the challenges of diversity and inclusion in the profession. The course is a mix of full-class discussion with the instructors and guest speakers from practice, small-group discussion of case studies, and work on projects. A significant part of most classes will involve case studies where students will put themselves in the role of lawyers, and talk through options for dealing with the issues presented. The instructors and guest speakers will introduce context about the challenges, and then engage students in thinking about possible paths forward. Elements used in grading: The requirements will include attendance and participation, and either a final memo and presentation (section 01) or a research paper (section 02). Memo writers will have to write a few short responses to the case studies as well. There is no exam. A maximum of 10 students will be permitted to write the research paper for R credit. All students interested in R credit should pre-register by lottery for Law 6016-0-02. Students who do not receive a spot in section 02 may enroll in section 01.
Terms: Win
| Units: 3
LAW 7001:
Administrative Law
Federal agencies make an astounding number of policy decisions, engaging in more lawmaking and adjudication than Congress and the federal courts, respectively. These policy decisions range from the seemingly trivial, such as how many cherries are needed for frozen cherry pie, to matters of life-and-death importance, such as how to limit emissions of sulfur dioxide, nitrogen oxides, and mercury. These agencies also range in age, organization, and duties. There is the postal service, which was created almost 230 years ago, and changed about five decades ago from a cabinet-level department to a government corporation, with current calls to privatize it. On the newer side, there is the Consumer Financial Protection Bureau, which was established in 2011 to protect consumers in the financial arena; its leadership and funding elements produced constitutional challenges that recently resulted in the Supreme Court invalidating its leadership structure. In this quarter of Administrative Law, we will consider the creation and control of the modern administrative state. Topics will include the structure of administrative agencies and their place in a governing scheme of separated but overlapping powers, delegation of authority to agencies, types and requirements of agency decisionmaking, availability and scope of judicial review of agency action (and inaction), and other forms of agency oversight. We will apply concepts through many recent examples. A variety of policy areas will be considered, including (among others) the COVID-19 pandemic, national security, financial regulation, health care, the environment, food and drugs, and telecommunications. Elements used in grading: Attendance, Class Participation, Written Assignments, Exam. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline. This course will be capped at 60 students, randomly selected. The waitlist will give priority to clinic students needing Administrative Law in the winter quarter and third year students who cannot take the class in the winter quarter.
Terms: Aut
| Units: 4
LAW 7001:
Administrative Law
Law made by administrative agencies dominates the modern legal system and modern legal practice. This course examines the legal and practical foundations of the modern administrative state. Topics include rationales for delegation to administrative agencies; the legal framework (both constitutional and statutory) that governs agency decision-making; the proper role of agencies in interpreting statutory and regulatory law; and judicial review of agency action. The course will cover these topics through a combination of cases and examples drawn primarily from separation of powers doctrine; the constitutional law of due process; health, safety, and environmental policy; criminal justice; national security law; and agency use of new algorithmic governance tools. The central theme of the course is how administrative law balances "rule of law" values (procedural regularity, substantive limits on arbitrary action) against the often competing values of political accountability, democratic participation, and effective administrative governance. Elements used in grading: Class participation, attendance and final exam.
Terms: Win
| Units: 4
LAW 7008:
American Constitutional History
This course addresses U.S. constitutional history from the post-Civil War Reconstruction period through the mid-20th century. Because of the breadth of the subject matter, the view will necessarily be partial. In particular we will take as our focus the way the Constitution has provided a point of political mobilization for social movements challenging economic and social inequality. Topics covered include: Civil War Reconstruction and restoration; the rise of corporate capitalism and efforts to constrain it; Progressive Era regulation; the New Deal challenge to federalism and the anti-New Deal backlash; government spending; WWII and the Japanese Internment; the Civil Rights Era, and the War on Poverty. Readings will include both legal and historical materials with a focus on the relationship between law and society. Elements used in grading: Class Participation, Attendance, Written Assignments, Final Paper. Paper extensions will be granted with instructor permission. No automatic grading penalty for late papers. Cross-listed with American Studies (AMSTUD 155) and History (HISTORY 155).
Terms: Aut
| Units: 3
LAW 7010A:
Constitutional Law: The Fourteenth Amendment
This is a course about the history, theory, and doctrine of the Fourteenth Amendment, with special attention paid to the Equal Protection and Due Process clauses. It explores many constitutional dimensions of inequality with a focus on controversies implicating race, gender, sexual orientation, and gender identity. It also addresses disputes about contested liberties, including debates about abortion, sexuality, and marriage. Overarching issues will include competing approaches to interpreting the Fourteenth Amendment and core questions about federalism and the role of courts and Congress in enforcing constitutional rights. Class format will be a combination of lecture, on-call panels, and open discussion. Grading will be based on an exam and class participation.
Terms: Spr
| Units: 3
LAW 7010B:
Constitutional Law: The Fourteenth Amendment
This is a course about the history, theory and doctrine of the Fourteenth Amendment, with special attention paid to the Equal Protection and Due Process clauses. It explores many constitutional dimensions of inequality with a focus on controversies implicating race, gender, sexual orientation, and gender identity. It also addresses disputes about contested liberties, including debates about abortion, sexuality and marriage. Overarching issues will include competing approaches to interpreting the Fourteenth Amendment and core questions about the role of courts in a democracy. Class discussion will be supplemented with exercises of various sorts. Elements used in grading: Exam and class participation.
Terms: Spr
| Units: 3
LAW 7012:
Constitutional Law: Speech and Religion
This is a course about the freedoms of speech, press, religion, association, and assembly under the First Amendment. Two- thirds of the course will be about freedoms of speech, press, and assembly. We will examine historical context, doctrinal development, and current caselaw. We will ask why government regulates speech (to prevent harms? to protect sensibilities? to redistribute power? to advance the interests and ideas of the politically powerful?), how government regulates speech (by aiming at messages? by aiming at markets? by aiming at when and where speech takes place? by conditioning subsidies?), and what justifications are ever sufficient for limiting speech. We will include consideration of the institutional press and new technologies including the Internet, as well as the rights of private organizations to determine their membership and organization. About a third of the course will be about religion. We will ask how the twin constraints of the Free Exercise and Establishment Clauses relate, looking especially at notions of neutrality, voluntarism, separation, and accommodation. Readings will be provided digitally, no casebook required. Elements used in grading: Class participation, Exam.
Terms: Win
| Units: 4
LAW 7013:
Gender, Law, and Public Policy
This is a course focusing on gender justice with a primary and intersectional emphasis on law, legal advocacy, and related public policies. Topics will include: constitutional equal protection standards; employment; family; the judiciary and legal profession; reproductive justice; sexual harassment; feminist legal theory; and global human rights. Materials will include cases, commentary, problems, and media portrayals. Special Instructions: Course requirements will include consistent class attendance and participation; weekly short reflection papers on the assigned readings; and a short final research paper. Students will engage in teamwork during the course to deepen understanding of the assigned materials. There will be no final examination. Open to students from other schools with the consent of the instructor. To apply for this course, non-Law students must complete a Non-Law Student Course Add Request Form available on the SLS Registrar's Office website (see Registration for Non-Law Students). Elements used in grading: Class participation; attendance, reflection papers, and final paper.
Terms: Spr
| Units: 3
LAW 7016:
Critical Race Theory
This course will cover the most important writing in critical race theory as it relates to law and jurisprudence. We will review the relationship between skeptical jurisprudence as developed in legal realism and Critical Legal Studies to the struggle for racial justice and the ambivalent relationship of civil rights lawyers to mainstream legal strategies for social change. We will review the critique of rights, the use of narrative in legal scholarship and the emergence of the critique of "intersectionality" as a challenge to conventional racial politics. Special Instructions: Grades will be based on attendance, class participation and (1) short reflection essays on the readings and a short research paper or (2) a long research paper with consent of the instructor. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Elements used in grading: Attendance, class participation, written assignments, final paper.
Terms: Spr
| Units: 3
LAW 7017:
Creation of the Constitution
The course begins with readings setting forth the intellectual and experiential background of the framing, including common law and natural rights theory, republicanism, economic & political scientific ideas, and colonial and post-Independence experience. We then study large parts of the debates at the Constitutional Convention, primarily using Madison's Notes. Major topics are the principle of representation, the extent and enumeration of national powers, the construction of the executive and judicial branches, and slavery. Next come the ratification debates, including readings from antifederalist writers, The Federalist, and speeches in ratification conventions. We conclude with the addition of the Bill of Rights. Classes consist of a combination of lecture and extensive participation by students. Elements used in grading: Class participation, final exam, supplemented by short take-home essay. Cross-listed with History (HISTORY 153).
Terms: Spr
| Units: 4
LAW 7018:
Disability Law
This is a survey course of disability rights law, with an emphasis on federal and state statutes and case law. Areas of concentration include employment, government services, public accommodations, education, housing, mental health treatment and involuntary commitment, and personal autonomy. We will review such statutes as the Americans with Disabilities Act (ADA), Rehabilitation Act (Sec. 504), Individuals with Disabilities Education Act (IDEA), and the Fair Housing Act Amendments. The course examines disability from a civil and human rights perspective. Elements used in grading: Grades will be based on class participation (50%), and either response papers (50%) - Section 01 or a long independent research paper (50%) - Section 02. The student must consult with the instructor on the paper's topic, scope and format. After the term begins, students accepted into the course can transfer from Section 01 into Section 02, which meets the R requirement, with consent of the instructor. Automatic grading penalty waived for submission of research paper. Non-law students may enroll with instructor consent. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.
Terms: Spr
| Units: 3
LAW 7025:
Employment Law
Workplace issues have become one of the fastest-growing areas of state and federal law. Employment-related lawsuits filed in federal court have tripled in volume in the past decade, and now account for a tenth of all civil cases. Many state courts have experienced a similar burgeoning of their employment law caseloads. This course examines this diverse, rewarding, and rapidly evolving area of legal practice by considering the diverse array of laws and institutions that regulate the employment relationship. The focus of the course is on laws that affect employees in non-unionized settings, such as protections against dismissal without cause, wage and hour restrictions, workplace privacy, covenants not to compete, the Family and Medical Leave Act, and mandatory arbitration of employment disputes. The course does not cover either Employment Discrimination or Labor Law, both of which are offered as separate courses. Special Instructions: Regular, punctual attendance is required. If you expect (or are unexpectedly forced) to miss more than two classes, please consult with the instructor as soon as possible, as exceptions will be considered on a case-by-case basis. Early Add/Drop Deadline: Add/Drop decisions must be made the first week of class. Exceptions are at the instructor's discretion and will be considered on a case-by-case basis. Elements used in grading: Final Exam.
Terms: Spr
| Units: 3
LAW 7026:
Immigration Law
This survey course provides a foundation in the constitutional principles governing the regulation and rights of noncitizens, the immigration statutes and regulations that govern the admission and removal of noncitizens, and citizenship acquisition. As relevant, the course will explore contemporary issues related to immigrants' rights and immigration reform, including the areas of border enforcement and asylum rights, immigration detention, the intersection of criminal and immigration law, state and local regulation of immigrants, and constitutional limits on 'alienage' discrimination. Guest speakers may be invited for some topics. No prior course or background in immigration law is expected. Elements used in grading: Class participation and attendance (10%), final exam (90%).
Terms: Aut
| Units: 3
LAW 7030:
Federal Indian Law
This course will provide an overview of the field of federal Indian law. It will consider the origins and scope of tribal sovereignty as recognized under federal law, as well as current federal law on tribal criminal and civil jurisdiction. It will also explore the division of authority between tribal, federal, and state governments; federal statutory schemes governing Natives and Native nations; and constitutional issues affecting Natives. Additional current legal issues which may be covered based on class selection include Native land claims, gaming, family law, religious and cultural rights, and natural resources. Elements used in grading: Class Participation, Final Exam.
Terms: Aut
| Units: 3
LAW 7032:
Public Interest Law and Practice
This course will examine the history, theoretical frameworks, strategies used by, and political position of public interest law practice and attorneys in the United States. We will consider the role of lawyers and the legal system in advancing social change; different career paths of public interest lawyers; ethical issues related to working as a public interest lawyer; the personal impacts of this type of career choice; and tactics deployed by lawyers in differing settings, from issue-based non-profits to government agencies, and private public interest law firms or legal services groups. Readings will include law review articles, legal pleadings and case studies that allow analysis and exploration of the tensions and challenges that exist within the legal system for public interest practitioners. Guest speakers will include leaders from the field. Students will also be exposed to practical skills outside of litigation that social change lawyers should understand. Students will be asked to produce several short papers throughout the quarter. Elements used in grading: Attendance, class participation, written assignments.
Terms: Win
| Units: 3
LAW 7033:
Race, Identity, and National Security
This course explores theoretical, historical, and legal policy questions at the intersection of race, group identity, and national security. Recent political events have thrust the relationship between race, religion, nationality, immigration status, and national security into the limelight, although the questions themselves are not new. How do national security threats affect the formation of racial identity within the United States, and how does race affect our understanding of national security? What is the proper role of courts in addressing challenges to national security policy affecting minority communities? This seminar aspires to understand contemporary policy questions in light of a broader theoretical, historical, and legal context. Class attendance and robust participation in discussion is required. There are two options for assignments in this course. You can either write 4 response papers throughout the course, or a single 18-20 page research paper related broadly to the themes of the course (for R credit). Those who choose the research paper option will be expected to discuss and submit an outline of their research paper while the course is in session and to submit the final paper in accordance with standard law school requirements. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Elements used in grading: Attendance, Class Participation, Response Papers or Research Paper.
Terms: Spr
| Units: 2
LAW 7041:
Statutory Interpretation
Modern American law is made largely through statutes and agency regulations, and lawyers therefore need to understand how judges interpret them. This course examines how judges should, and do, approach that task. Topics include (1) the foundational theories of statutory interpretation (intentionalism, purposivism, and textualism); (2) how judges handle mismatches between a statute's text and its spirit; (3) specialized meanings (including scientific and technical meanings, legal terms of art, and colloquial usage); (4) legislative history; (5) linguistic and substantive canons of construction; and (6) when judges defer to agency interpretations of federal statutes. Throughout the course, we will also examine how constitutional structure--specifically, the relationship among the legislative, executive, and judicial branches--affects statutory interpretation. Grades will be based on attendance, class participation, and a final exam.
Terms: Spr
| Units: 3
LAW 7048:
Legislation
Course description: TBA
Terms: Spr
| Units: 3
LAW 7051:
Local Government Law
This course will examine the source, scope and limits of local government power. It will consider the relationship of local governments to state and federal government and of the relationship of local governments to the individuals and communities within and around them. Specific themes will include the potential of local governments to be responsive democratic communities, the potential of local governments to become isolated or exclusive enclaves, and the effect of local governments on the metropolitan political economy. The course will examine state and federal doctrine that affects local government, political/ social theory and urban planning/ development literature. Students may write papers in lieu of the final exam. Upon instructor consent, students interested in writing should enroll in Law 427-0-02. Students who do not receive a spot in section 02 may enroll in section 01. Elements used in grading: Exam or paper and class participation
Terms: Win
| Units: 3
LAW 7059:
Labor Law
This course is a survey of the law of labor relations; it is designed to provide the student with an acquaintance with the more important problems of labor law but not with a comprehensive coverage of the entire field. In particular, the course will focus upon the historical development of labor law, problems relating to union organization, recognition, and the duty to bargain collectively. The course will also examine some aspects of arbitration and the law relating to the enforcement of collective bargaining as well as non-union arbitration. The course will include some discussion of the relationship between law and politics in administrative agencies. Elements used in grading: Final Exam.
Terms: Win
| Units: 3
LAW 7063:
Youth Law and Policy
This course examines current issues in youth law and policy with a focus on the potential and collateral effects of law on certain subpopulations of vulnerable youth. Substantively, the course focuses on case law and statutes in delinquency, dependency, education, public benefits, and health access with an attention to cross-section themes of poverty, economic justice, race, and youth voice. By the end of the course, students will have developed a better understanding of how litigation, legislation, and policy in youth law come about through examining recent developments in the field and the tools advocates have used to enact change. Any student may write a paper in lieu of the final exam with consent of instructor. After the term begins, students accepted into the course can transfer from the exam section (01) into paper section (02), with consent of the instructor. Elements used in grading: Class Participation, Attendance, Written Assignments; Exam or Final Paper.
Terms: Aut
| Units: 2
LAW 7065:
One in Five: The Law, Politics, and Policy of Campus Sexual Assault
TRIGGER WARNING: Over the past decade the issue of campus sexual assault and harassment has exploded into the public discourse. Multiple studies have reinforced the finding that between 20-25% of college women (and a similar proportion of students identifying as transgender and gender-nonconforming, as well as approximately 10% of male students) experience sexual assault carried out through force or while the victim was incapacitated during their time in college. Fraternities have been found to be associated with an increased risk of female sexual assault on campus. Vulnerable students and those from marginalized groups are often found to be at increased risk. This is also a significant problem in k12 education. Sexual harassment rates are even higher. Survivors have come forward across the country with harrowing stories of assault followed by what they describe as an insensitive or indifferent response from college administrators. These survivors have launched one of the most successful, and surprising, social movements in recent memory. As a result, the federal government under President Obama stepped up its civil rights enforcement in this area, with over 300 colleges and universities under investigation for allegedly mishandling student sexual assault complaints as of the end of that administration. At the same time, the Obama administration's heightened response led to a series of high-profile lawsuits by accused students who assert that they were falsely accused or subjected to mishandled investigations that lacked sufficient due process protections. The one thing that survivors and accused students appear to agree on is that colleges are not handling these matters appropriately and appeared to be more concerned with protection the institutional brand than with stopping rape or protecting student rights. Colleges have meanwhile complained of being whipsawed between survivors, accused students, interest groups, and enforcement authorities. In an about-face that many found shocking, the Trump Administration rescinded all of the Obama-era guidance on the subject of sexual harassment and has promulgated new proposed regulations that would offer significantly greater protection to accused students and to institutions and commensurately less protection to survivors. An increasingly partisan Congress has been unable to pass legislation addressing the issue. It is unclear whether or to what extent the incoming Biden Administration will move to withdraw or amend the DeVos regulations. Meanwhile in schools have moved toward adopting an uneven patchwork of policies in which some schools cover conduct (for example, off campus conduct) that DeVos excluded from the purview of Title IX under the ambit of "supplemental" conduct policies and procedures setting up policy confusion and inequalities for students of different schools. This course focuses on the legal, policy, and political issues surrounding sexual assault and harassment on college campuses. Each week we will read, dissect, compare and critique a set of readings that include social science, history, literature, legal, policy, journalism, and narrative explorations of the topic of campus sexual assault. We will explore the history of gender-based violence and the efforts to implement legal protections for survivors in the educational context. We will also study the basic legal frameworks governing campus assault, focusing on the relevant federal laws such as Title IX and the Clery Act. We will critically explore the ways that responses to this violence have varied by the race, class, gender identity, sexual orientation, and other characteristics of parties and institutions. We will hear from guest speakers who are actively involved in shaping policy and advocating in this area, including lawyers, activists, journalists, and policymakers. This year we will also host special guest speaker Chanel Miller, author of the bestselling memoir Know My Name. The subject matter of this course is sensitive, and students are expected to treat the material with maturity. Much of the reading and subject matter may be upsetting and/or triggering for students who identify as survivors. There is no therapeutic component for this course, although supportive campus resources and Title IX staff are available for those who need them. Elements used in grading: Grades will be based on class attendance, class participation, and either several short reflection papers and a class presentation (section 01) or an independent research paper or project and class presentation (section 02). After the term begins, students accepted into the course can transfer from section 01 into section 02, which meets the R requirement, with consent of the instructor. Enrollment is by INSTRUCTOR PERMISSION. Access the consent form here https://law.stanford.edu/wp-content/uploads/2021/10/21-22-Win-One-in-Five-LAW-7065-FEMGEN-143-SOC-188-SOC-288-Michele-Landis-Dauber-Emma-Tsurkov-Consent-Form.docx or email etsurkov@stanford.edu to request a form via email. Applications will be reviewed on a rolling basis until the class is full. Demand for the class is high and participation is capped at 18. The class usually fills quickly, so make sure to apply early. Cross-listed with Feminist, Gender and Sexuality Studies ( FEMGEN 143) and Sociology ( SOC 188/288). This course is being taught remotely over Zoom.
Terms: Win
| Units: 3-4
LAW 7071:
Philanthropy and Civil Society
Associated with the Center for Philanthropy and Civil Society (PACS). Year-long workshop for doctoral students and advanced undergraduates writing senior theses on the nature of civil society or philanthropy. Focus is on pursuit of progressive research and writing contributing to the current scholarly knowledge of the nonprofit sector and philanthropy. Accomplished in a large part through peer review. Readings include recent scholarship in aforementioned fields. May be repeated for credit for a maximum of 3 units. Cross-listed with Education (EDUC 374), Political Science (POLISCI 334) and Sociology (SOC 374).
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
LAW 7076:
Race, Disadvantage, and Elite Education: The Allocation of Opportunity
In recent years, selective universities have become more academically selective than ever. During the past half century their applicant pools have grown considerably--now including women, minorities, immigrants, and international students--while the sizes of their student bodies remain virtually unchanged. The broader social and economic context has shifted as well. With globalization, the advance of technology and the resulting labor market shifts, advanced education is seen as more important than ever to getting ahead. Yet, even as elite universities seem central to Americans' hopes and dream, they have also come under attack, viewed as disconnected from, and alien to, "regular Americans." This course will engage these developments through considering a pivotal question: How do and should elite educational institutions choose among the many applicants vying for admission? Two principles loom large in the ethos of selective college admissions: diversity and merit. Throughout the course, we will take a critical stance toward these claims. For example, how much does and should merit shape admissions decisions? What are the rationales for using prior grades and test scores to assess applicants? Similarly, what are the costs and benefit of the diversity rationale? Should schools take account of race, socioeconomic class, or neither? Course readings will include judicial opinions and legal commentary, social science evidence and cultural criticism. After the term begins, and with the consent of the instructor, students accepted into the course may transfer from section 01 (2 units) into section 02 (3 units), which meets the R requirement. Elements used in grading: Attendance, Class Participation, Written Assignments, Final Paper. Cross-listed with Education (EDUC 476).
Terms: Win
| Units: 2-3
LAW 7081:
Family Law II: Parent-Child Relationships
This course will examine the legal regulation of the parent-child relationship. The law used to be much simpler than it is today. The law treated marriage as the near exclusive setting for the rearing of children, defining the woman who gave birth to the child was the mother, and the man to whom she was married as the father. In recent decades, that simple legal principle has collapsed under the weight of social and technological change. The central social change is the reconfiguration of marriage and the multiplicity of settings in which children are raised. The advent of same sex marriage and same sex couples undermine longstanding assumptions about the legal definition of parent. And the fact that 4 in every 10 children are born to unmarried couples, and that nearly half of all married couples will divorce (often with either or both partners remarrying) introduce a dizzying array of possible family configurations. Advances in genetic testing complicate matters further, by allowing biological parents to be identified with near certainty. Thus, there is less reason to treat a woman's husband as her child's father. Many couples use reproductive technologies involving the donation of sperm, the donation of eggs or even the use of a surrogate mother to gestate the child. The use of such technologies can result in many adults having some form of tie to the child, a situation that has prompted some jurisdictions to recognize the possibilities of more than 2 parents! In sum, nonmarital, nonbiological, and same-sex parenting have become central, rather than peripheral features of the familial landscape. These changes highlight provocative and fundamental inquiries: What, exactly, does, and should, make one a parent in the view of the law? And how should the state allocate rights and responsibilities, related to custody, financial support and visitation, as families fracture and reconfigure? Elements used in grading: Participation, Exam.
Terms: Spr
| Units: 3
LAW 7084:
The First Amendment: Freedom of Speech and Press
Introduction to the constitutional protections for freedom of speech, press, and expressive association. All the major Supreme Court cases dealing with issues such as incitement, libel, hate speech, obscenity, commercial speech, and campaign finance. There are no prerequisites, but a basic understanding of American government would be useful. This course is crosslisted in the university and undergraduates are eligible to take it. Elements used in grading: Law students will be evaluated based on class participation and a final exam. Non-law students will be evaluated on class participation, a midterm and final exam, and nonlaw students will participate in a moot court on a hypothetical case. Non-law students will also have an additional one hour discussion section each week led by a teaching assistant. Cross-listed with Communication (COMM 151, COMM 251), Ethics in Society (ETHICSOC 151), and Political Science (POLISCI 125P).
Terms: Spr
| Units: 3
LAW 7086:
Transitional Justice
The political, social, and legal problems confronting societies after periods of mass human rights violations or war have attracted increasing attention from policymakers and scholars in the last three decades. This course will examine the legacies of atrocities and the institutions and processes that governments and citizens most often use to address them, comparing approaches from across the globe. South Africa's Truth and Reconciliation Commission; the prosecution of Chile's former dictator, Augusto Pinochet; Argentina's reparations to victims of its military regime; and the International Criminal Court are among the best-known policy responses to those problems. In addition, non-legal interventions---such as the Berlin Holocaust Memorial and Nelson Mandela's many symbolic gestures toward reconciliation with white South Africans---may have important social and political effects. In addition to initiatives at the national and international levels, we will devote some attention to transitional justice at the local level. A recurring theme throughout the course will be the connections between atrocities and transitional justice measures intended to address them, on the one hand, and economic justice and development, on the other. Special Instructions: Students have the option to write a long research paper in lieu of the final exam with consent of instructor. After the term begins, students enrolled in the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Elements used in grading: Class Participation, Written Assignments; Final Exam or Final Paper. Cross-listed with International Policy (INTLPOL 357).
Terms: Win
| Units: 3
LAW 7089:
Originalism and the American Constitution: History and Interpretation
Except for the Bible no text has been the subject of as much modern interpretive scrutiny as the United States Constitution. This course explores both the historical dimensions of its creation as well as the meaning such knowledge should bring to bear on its subsequent interpretation. In light of the modern obsession with the document's "original meaning," this course will explore the intersections of history, law, and textual meaning to probe what an "original" interpretation of the Constitution looks like. Elements used in grading: Class Participation, Response Papers, Research Paper. Cross-listed with History (HISTORY 252/352).
Terms: Aut
| Units: 3
LAW 7094:
Tribal Law
This course is about tribal law: The diverse body of law that the 574 American Indian tribal governments within the United States make to govern their citizens, their territories, and--to a limited extent--non-Indians. We will explore the many questions contemporary tribal governments navigate as they engage in everything from rewriting their constitutions to developing infrastructure and rules for local garbage collection. The course begins with a foundations unit focused on tribal government structure and tribal courts. The remainder of the course is a survey of tribal law topics selected by the students from among structural constitutional law, discrimination, fundamental rights, tribal membership, elections, the environment, contract disputes, taxes, gaming, family, crime, and procedure. Each chosen topic will be paired with readings as well as presentations from classmates on their research into a chosen topic in that topic area. Elements used in grading: Participation, In-Class Oral Presentation, Short Written Assignments, Final Paper. Prerequisites: Federal Indian Law - strongly encouraged.
Terms: Spr
| Units: 2-3
LAW 7102:
Regulation, Evaluation, and Governance Lab: Practicum
The Regulation, Evaluation, and Governance Lab (RegLab) partners with government agencies to envision how data science can improve administrative governance. Students enrolled in this practicum will be working on projects related to the core mission of the RegLab, using the tools of data science to improve law and governance. The course is open to law and non-law students, with consent of the instructor. Law students may take the course for 1 to 4 units and non-law students may take the course for 1 to 5 units. Students may elect the Honors/Pass/R/F or Mandatory Pass/R/F grading basis. Course units and grade basis must be approved by the instructor and selected when students enroll in the course in Axess. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments, Final Paper. Consent Application: Interested students may apply to enroll in the course by sending a statement of interest to Daniel Ho at dho@law.stanford.edu. Applications will be considered on a rolling basis.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
3 times
(up to 9 units total)
LAW 7106:
Judging in the 21st Century
Since your first week of law school, you have been reading legal opinions written by judges. Who were those judges and did their identities affect their views? From a judge's perspective, what makes a case hard or easy? Did the process by which the judge was selected--or could be removed from office--influence her or his decision? How do judges make choices about the larger legal ecosystem in which you will practice law? After all, judges determine many aspects of the legal environment in which lawyers operate, from whether you can livestream a court hearing from your phone to whether you will take the bar exam in person or online. Taught by a Justice on a California Court of Appeal, this seminar explores judicial decision making about cases and the court system from a variety of perspectives. It draws from accounts by social scientists, lawyers, and judges themselves, analyzing what judges do and critiquing how they do it. The seminar examines systems of judicial selection, evaluation, and removal in both the federal and state court systems and their potential effects on judicial decision making. We will take up questions such as whether the identity of judges matters to their decisions, how heuristics or implicit biases might influence outcomes, how communities try to choose "good" judges and what they do when those choices go wrong, evaluate efforts to diversify the bench, and consider what lessons might be learned from the experiences of various states in evaluating and electing judges. One theme of the seminar involves the interaction of judges with litigants, the public, and other government actors--on twenty-first-century terms. We will ask how courts should manage questions related to transparency, privacy, access to justice, and technology. We will think about how judges might choose or be compelled to rely on emerging automation technologies, whether simple algorithms or advanced machine learning. We also will consider the extent to which judges do and should take into account the views of executive officials, legislators, nongovernmental organizations, and members of the general public when deciding cases and structuring the legal system. In addition, we will look at ethics rules governing what judges can learn and what they can say. For example, can or should a judge run an experiment that tests a litigant's factual assertion, or, in her free time, write an online product review, lead a religious group, or participate in a commission to improve state government? The seminar will pursue these questions from both theoretical and practical perspectives. Sitting judges from a variety of courts will share their insights with seminar participants. Students will write a research paper on a relevant topic of their choice, and will be encouraged to think critically about how judges make decisions and how courts can be improved in realistic ways. We will think together about how judges and courts can best deliver justice in a changing, contested, unequal, and increasingly complex world. Elements used in grading: Attendance, Class Participation, Written Assignments, Research Paper.
Terms: Aut
| Units: 2
LAW 7107:
Executive Power Under the Constitution
This new course will address the full range of issues involving executive power under the U.S. Constitution, including the process of election (Electoral College; voting disputes, the Electoral Count Act), impeachment, foreign affairs (including control of foreign relations, command of the military, and control over national security, surveillance, and the like), authority of the President over executive agencies (including the power of removal and the duty to enforce the law), prosecution, pardon power, congressional oversight and executive privilege, executive statutory and constitutional interpretation, the budget process, litigation against the executive, and the role of the Office of Legal Counsel. The course will begin with an overview of the development of Article II at the Constitutional Convention, based in part on the instructor's recent book, THE PRESIDENT WHO WOULD NOT BE KING (Princeton Univ. Press 2020). Each topic will include historical context, relevant Supreme Court and lower court opinions, legal materials and commentary from outside the courts, and discussion of recent controversies. Class will be a combination of lecture and class discussion. The latter will be partly free-form, partly based on targeted questions from the instructor, and partly based on mini-debates. For grading, students will have the option of an open-book take-home exam and a 30-35 page research paper on a topic pre-approved by the instructor. Elements used in grading: Attendance, Class Participation, Exam or Final Paper. Cross-listed with Political Science (POLISCI 326).
Terms: Spr
| Units: 2
LAW 7108:
State Constitutional Law
Most consideration of constitutional law in law school focuses exclusively on the federal constitution. This course will focus on the neglected, but vibrant and important body of state constitutional law. We will consider both big-picture questions and many specific areas of law. For example, we will explore a central normative debate about whether state courts interpreting their own state's constitution should follow the approaches to cognate provisions in the federal constitution embraced by the Supreme Court. We will also consider questions about the role of elected judges in constitutional interpretation, and about the processes through which state constitutions are amended. Specific issues we will study include educational equality and school funding; marriage; reproductive rights; redistricting and other aspects of election law; and criminal procedure, among others. Students will participate in some in-class exercises during the quarter. I expect to host guest speakers with expertise in the area. The grade will be based on the final exam (format TBD), along with participation.
Terms: Aut
| Units: 3
LAW 7109:
Foreign Affairs and the Constitution
This course will cover the constitutional and statutory doctrines at the core of U.S. foreign affairs. Topics will include the distribution of foreign affairs powers among the three branches of the federal government; cooperative and uncooperative federalism; the scope of the treaty power and the role of the Senate; the power of the President to make executive agreements and their status as law in the United States; domestic laws that govern the use of armed force by the United States; and the application of the Constitution outside of U.S. territory and to non-citizens. The course will also consider the special role of the courts in applying international law and in developing doctrines such as the "Act-of-State" and political question doctrines. Current debates in foreign relations law, such as targeted killing abroad, electronic surveillance, and covert action, may be included. Special instructions: Students may write a paper in lieu of the final exam for Research credit. After the term begins, students accepted into the course can transfer from section 01 (exam) into section 02 (paper) which meets the R requirement, with consent of the instructor. Elements used in grading: Attendance, class participation, final exam or final research paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See Consent Application Form for instructions and submission deadline.
Terms: Win
| Units: 2
LAW 7110:
Record-Pressed Revolution: Black Auditory Advocacy and the Late Civil Rights Movement
The movement had all but ended--Malcolm and Martin twin Moseses toward the new decade's Canaan, their people at once led to and lost in Equal Right's promised land. Two Kennedys and administrations sat lost to the threshold too. Tribute to the 60s--many hands made the law's lords work. "The Revolution"--now sponsored by Black Power, deep base, and less faith--was underway, and everywhere. It would not, though, be brought to you/ by Xerox in four parts without commercial interruptions' or show you pictures of Nixon blowing a bugle. Gil told us. The old revolution was dead, long live the Revolution. Much has been written on the turn charted in Scott-Heron's Black Power anthem, expressing the sentiments of a community left to grapple with the consequences of a "rights" mission seen as, but by no means actually, accomplished. The fight for Civil Rights--at least of the sort a government could give--had ended, in no small part thanks to death, disillusionment, and a right-wing government elected by equality's opponents to trim its imagined excesses. Expressed amidst the violence and propaganda of America's smoldering wars (in Vietnam, on dissent, and on dissenters), Scott-Heron's critique of televised politics reads as a response, in part, to the power asymmetries inscribed in the form, as well as the content, of broadcast images. The Revolution would not be televised, because in truth it could not be. It could, though, be reproduced via other means: through sound. Pressed, packaged, and delivered (cheap!) to a living room near you, thanks to Phillips, RCA Victor, media mail postage (which is to say Uncle Sam), and countless others. No less baggage, just different. The Revolution could not be televised, but it could be played for audiences at home. That Revolution--the type pressed in wax along with ink--is the focus of this course. In this study, the Revolution will be considered, listened to, and, if successful, "will be no rerun,[it] will be live." Course Focus: In taking up the media and mechanisms of advocacy animating the Black Power spirit Scott-Heron captures, this course turns our attention backward, revisiting the American moment out of which Scott-Heron's contemporary was born. Keeping the Black Power Movement back-of-mind, this course focuses its attention on the late American Civil Rights era (1963-1969), re-examining Rights Advocacy in this moment through the prism of socio-cultural, rather than institutional, legal and (small c) constitutional change. Reading popular media as a flattened space for socio-legal argumentation, this course traces how a culture moves through and with a populace to reshape conceptions of justice and legality. In doing so, we approach popular media as a critical interlocutor with traditionally privileged socio-legal discourses. Putting the two in conversation, this course aims to rebalance examinations of Black Rights discourse, de-centering rhetorical and legal rights advocacy in examining the rights claims advanced in the period. In doing so, we hope to better understand the mechanisms of socio-legal change, as well as the late Rights Era's relationship to its Black Power permutation. Elements used in grading: Grading will consist of [75%] class participation (attending and contributing to discussion, participating in syllabus creation, etc.) as well as a [25%] collaborative final project whose format is to be decided among course participants. In offering syllabus entries, participants are welcome (and encouraged) to discuss their selections with members of the course before finalizing submissions.
Terms: Aut
| Units: 2
LAW 7111:
Lawyering for Change: A Case Study in Efforts to Abolish the Death Penalty
Over the past fifty years, there have been dramatic ebbs and flows in support for, and application of, the death penalty in the United States. Lawyers have played key roles in these shifts--through their in-court work and through other forms of organizing and advocacy. We will begin the seminar by examining the law and politics regarding the Supreme Court's invalidation of all death penalty statutes in 1972, and the central roles lawyers played in that result. We will then turn to states' successful efforts (advanced by lawyers) to secure judicial approval of revised capital-punishment systems in 1976. For the 20 years that followed, support for capital punishment continued to grow, and no state had come close to abolishing the death penalty. Over the past 15 years, by contrast, ten states have abolished capital punishment, and three other states have in place moratoria on executions. The number of death sentences imposed nationally, which reached 315 in 1996, has been 18 for each of the past two years. This seminar endeavors to understand the rise and fall of the death penalty by way of an extended case study of the State of Illinois--a particularly interesting jurisdiction because of the dramatic events leading to abolition and the rapid pace of change: in an eight-year period, it went from a death row of 171 to outright abolition of the death penalty. We will focus especially on the roles that lawyers played in bringing about this transformation, both in their service on individual cases and also as advocates in the service of a movement. The aim of the seminar is to invite a broad, yet critical understanding of the ways in which lawyers have been and can be instruments of social change--lessons that resonate well beyond the field of capital punishment. Students may elect to write a substantial research paper (on a topic to be decided upon after consultation with the instructor) or a series of short response papers. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor.
Terms: Spr
| Units: 2
LAW 7502:
Economic Analysis of Law
This course will provide a broad overview of the scholarly field known as "law and economics." The focus will be on how legal rules and institutions can correct market failures. We will discuss the economic function of contracts and, when contracts fail or are not feasible, the role of legal remedies to resolve disputes. We will also discuss at some length the choice between encouraging private parties to initiate legal actions to correct externalities and governmental actors, such as regulatory authorities. Extensive attention will be given to the economics of litigation, and to how private incentives to bring lawsuits differ from the social value of litigation. The economic motive to commit crimes, and the optimal governmental response to crime, will be studied in depth. Specific topics within the preceding broad themes include: the Coase Theorem; the tradeoff between the certainty and severity of punishment; the choice between ex ante and ex post sanctions; negligence versus strict liability; property rules; remedies for breach of contract; and the American rule versus the English rule for allocating litigation costs. There is no formal economics prerequisite to take this course, though some prior training in economics will be helpful. Elements used in grading: Final exam (open-book) plus three short take-home problems during the quarter. Cross-listed with Public Policy (PUBLPOL 302B). (For students interested in a shorter introduction to economic analysis of law, see Law 7503, "Introduction to Law and Economics," which is a one-unit course also offered during the winter quarter that is graded on a mandatory pass-fail basis.)
Terms: Win
| Units: 3
LAW 7503:
Introduction to Law and Economics
This course will introduce students to the "law and economics" way of thinking about the legal system. It is designed primarily for students who have little or no prior training in economics and who are unlikely to take more advanced courses in the field (such as the 3 unit Law 7502, "Economic Analysis of Law"). This class will meet for six 1.5 hour sessions during the first part of the quarter. We will focus on the core bodies of law taught to first-year law students: tort law, contract law, property law, criminal law, and civil procedure. For each of these bodies of law, the economic approach will be described in non-technical terms and then this approach will be used to examine a key case or key issue within that body of law. First-year law students are especially welcome in this course. There are no prerequisites to take this course. Elements used in grading: Two short take-home exercises (graded on a mandatory pass-fail basis).
Terms: Win
| Units: 1
LAW 7505:
Law and Economics of the Death Penalty Seminar
This seminar will examine the legal and policy aspects of a capital punishment regime, with a focus on three primary issues: 1) the Supreme Court's forty-year effort to define what cases can permissibly receive the death penalty and the procedures under which it must be imposed; 2) the arguments for and against the death penalty, with a major focus on whether the death penalty deters, is administered in a racially biased way, or is otherwise implemented in an arbitrary and capricious manner; and 3) what the U.S. and international status of the death penalty is today and what the prospects are for the future in the wake of Justice Breyer's invitation in June 2015 to the Court to rule on the constitutionality of capital punishment in light of the existing empirical evidence. The principle text in the class will be Steiker and Steiker, Courting Death: The Supreme Court and Capital Punishment. Although the readings on deterrence and racial discrimination will entail some substantial statistical analysis, a background in statistics, though helpful, will not be required. Special Instructions: After the term begins, students can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Students taking the course for R credit can take the course for either 2 or 3 units, depending on the paper length. Elements used in grading seminar: attendance, class participation, short response papers, and final paper or approved research with the professor.
Terms: Aut
| Units: 2-3
LAW 7506:
Law and Economics Seminar I
This seminar will examine current research by lawyers and economists on a variety of topics in law and economics. Several sessions of the seminar will consist of an invited speaker, usually from another university, who will discuss his or her current research. Representative of these sessions have been discussions of compensation for government regulations and takings, liability rules for controlling accidents, the definition of markets in antitrust analysis, the role of the government as a controlling shareholder, and optimal drug patent length. Special Instructions: You may write a series of short commentaries on the guest speakers' papers, of which there will be four. Students electing this option will be graded on a Mandatory Pass/Restricted Credit/Fail basis and receive 2 units of credit. Alternatively, you may write a single research paper on a law and economics topic of your choice. This will satisfy the Law School's Research requirement. These papers will be graded on an Honors/Pass/Restricted Credit/Fail basis. (You may write a single longer paper for two quarters if you enroll in the Seminar in the Winter as well.) Students taking the seminar for R credit can take the seminar for either 2 or 3 units of credit, depending on the paper length. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. There is no formal economics prerequisite to take this seminar, though students doing the longer research papers typically have some prior training in economics. Students may take both Law and Economics Seminar I and Law and Economics Seminar II in either order (neither is a prerequisite for the other). This seminar is cross-listed with the Economics Department (same as Econ 354). Elements used in grading: Four commentaries or one research paper. Special note: Professor Polinsky will be the principal instructor, with Professor Donohue participating mainly when there are guest speakers. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.
Terms: Aut
| Units: 2-3
LAW 7507:
Law and Economics Seminar II
This seminar will examine current research by lawyers and economists on a variety of topics in law and economics. Several sessions of the seminar will consist of an invited speaker, usually from another university, who will discuss his or her current research. Representative of these sessions have been discussions of compensation for government regulations and takings, liability rules for controlling accidents, the definition of markets in antitrust analysis, the role of the government as a controlling shareholder, and optimal drug patent length. Special Instructions: You may write a series of short commentaries on the guest speakers' papers, of which there will be four. Students electing this option will be graded on a Mandatory Pass/Restricted Credit/Fail basis and receive 2 units of credit. Alternatively, you may write a single research paper on a law and economics topic of your choice. This will satisfy the Law School's Research requirement. These papers will be graded on an Honors/Pass/Restricted Credit/Fail basis. (You may write a single longer paper for two quarters if you enroll in the Seminar in the Autumn as well.) Students taking the seminar for R credit can take the seminar for either 2 or 3 units of credit, depending on the paper length. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. There is no formal economics prerequisite to take this seminar, though students doing the longer research papers typically have some prior training in economics. Students may take both Law and Economics Seminar I and Law and Economics Seminar II in either order (neither is a prerequisite for the other). Elements used in grading: Four commentaries or one research paper. Cross-listed with Economics (ECON 354). CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See Consent Application Form for instructions and submission deadline.
Terms: Win
| Units: 2-3
LAW 7508:
Problem Solving and Decision Making for Public Policy and Social Change
Stanford graduates will play important roles in solving many of today's and tomorrow's major societal problems--in areas such as education, health, energy, and domestic and global poverty--that call for actions by nonprofit, business, and hybrid organizations as well as governments. This course teaches skills and bodies of knowledge relevant to these roles, covering topics such as designing, implementing, scaling, and evaluating social strategies; systems thinking; decision making under risk; psychological biases that adversely affect people's decisions; methods for influencing behavior; and pay-for-success programs. The large majority of the course will be devoted to students' working in teams to apply these concepts and tools to an actual problem, with teams choosing whatever problem interests them. The course may be of interest to students in Law and Policy Lab practicums who wish to broaden their policy analysis skills. Law School holds classes on February 21, Presidents' Day.
Terms: Win
| Units: 3
LAW 7510:
Empirical Legal Studies: Research Design
Empirical legal studies have become trendy in the U.S. and are now spreading to law faculties in other countries as well. The popular image of an empirical study is that it involves sophisticated statistical analysis of quantitative data. Often the author of the study starts with a handy dataset and then tries to figure out what question he or she can answer using those data. Useful empirical studies of law and other topics don't start this way. Instead the researcher has a question, derived from theoretical literature or policy debate (or both) and faces the challenge of deciding what types of empirical data, collected and analyzed in what fashion, will best answer that question. The possibilities range from "big data" analyses of hundreds or thousands of documents, tweets or something similar to lengthy, intensive interviews with a few well-placed officials or informants, with just about any other way one might collect factual data -- e.g. online surveys, courtroom observations -- in between. What all of these approaches have in common is not that they involve numeric data but that they attempt to arrive at as objective a view of social, economic, or political reality as is possible. Learning how to design and conduct a survey or how to estimate a regression model or apply AI to vast numbers of texts is (relatively speaking) easy. There are lots of courses at Stanford that you can take on these methods. Learning what approaches are most appropriate to answer the research questions you are interested in is much harder. This seminar is directed at helping you think through the design of an empirical research project -- whether quantitative, qualitative or both -- from identifying researchable questions to collecting and analyzing data to presenting your results to academic or policy audiences. You will start with a broad question (or several questions) of interest to you, based on your previous experience, other studies or reading. By the end of the seminar you will have identified questions you can investigate empirically (perhaps in addition to theoretically) and figured out what research approach(es) will work best for you. The product of the seminar will be a preliminary research proposal, whether for your master's thesis this year or some other purpose in the future. Although plans for the fall quarter are still somewhat in flux, I expect to teach this seminar online with the assistance of the SPILS teaching fellow. I hope it will be possible to meet in person at the beginning of the quarter for a few introductory sessions to begin to get to know each other. In any event, I will be available throughout the quarter for one-on-one zoom sessions to discuss your research. Special Instructions: JD students can take the class with consent of the instructor. After the term begins, JD students accepted into the course can transfer from section (01) into section (02), which can potentially satisfy the R requirement, with consent of the instructor. Consent Application for JD students: To apply for this course, JD students must e-mail the instructors for permission to enroll. This course is REQUIRED for all SPILS fellows and BY CONSENT for all other students. Interested students should email the instructors for consent to enroll. Elements used in grading: Class participation, attendance, written assignments and final paper.
Terms: Aut
| Units: 3-4
LAW 7511:
Sociology of Law
This course explores major issues and debates in the sociology of law. Topics include historical perspectives on the origins of law; rationality and legal sanctions; normative decision making and morality; cognitive decision making; crime and deviance, with particular attention to the problem of mass incarceration; the "law in action" versus the "law on the books;" organizational responses to law, particularly in the context of sexual harassment and discrimination in education and employment; the roles of lawyers, judges, and juries; and law and social change with particular emphasis on the American civil rights movement. Special Instructions: Students are expected to attend a weekly TA-led discussion section in addition to lecture. Sections will be scheduled after the start of term at times when all students can attend. Paper requirements are flexible. Cross listed with the Sociology Department (Soc 136/236). See "Special Instructions" in course description above. Elements Used in Grading: Class participation, paper proposal, three short papers and a final paper (see syllabus for details).
Terms: Aut
| Units: 3-4
LAW 7512:
Statistical Inference in Law
Drawing inferences from quantitative data lies at the heart of many legal and policy decisions. This course provides the tools, concepts, and framework for lawyers to become sophisticated consumers of quantitative evidence and social science. The course will begin with an overview of basic statistical concepts that will bring everyone to the point where they can read and evaluate empirical studies. We will then focus on a number of empirical debates -- for example, does the death penalty deter murder, do concealed handgun laws influence crime -- as a springboard to teach the logic and terminology of statistical/econometric evaluation of law and policy (regression, statistical significance, identification). No background, beyond high school algebra, is assumed. Anyone who 1) will work in litigation (whether corporate, securities, antitrust, employment discrimination, environmental law) or in public policy, 2) wants to be a better citizen or 3) wants to understand the challenges of establishing causal relationships, and who doesn't already have a strong understanding of statistics will find this course useful. Elements Used in Grading: Attendance, written and oral assignments, response papers, and a final project. To avoid math phobias and fears about ringers from the econ or stats departments, the course is graded as a mandatory pass-fail course.
Terms: Win
| Units: 3
LAW 7801:
Leadership and Influence Skills for Lawyers
You want to do important, meaningful, and impactful work. You've got the legal skills and the intellectual firepower, but leaders in law and business are looking for more than that from their trusted advisors. They want attorneys who not only excel at issue spotting, but also strategic problem solving, communication and the ability to deal with ambiguity and complexity. Research demonstrates that these skills can be learned and strengthened. Using neuroscience techniques to optimize adult learning, students will develop skills in strategic decision making, influence techniques, motivating others to work toward shared goals and adapting communication styles for clients and colleagues. This is a hands-on class, with a focus on classroom exercises and short reflection papers, designed to help students use their past and current experiences to identify areas for development and create new habits for success. Special Instructions: Students on the waitlist for the course will be admitted if spots are available on the basis of priority and degree program. Elements used in grading: Class participation and attendance, course exercises and written assignments.
Terms: Win
| Units: 2
LAW 7802:
Accounting
This course covers basic accounting principles with a particular focus on recent changes in accounting standards, such as changes to revenue recognition principles, that are likely to create difficulties for companies in the coming years. Please note that this class differs from a typical introductory accounting class as it is more law-based. Class time will be allocated to a combination of short lectures, group work, and discussions of the assigned readings. Evaluation will be based on problem sets assigned throughout the quarter. This class is suitable for students who plan to work in transactional law or in litigation. Elements used in grading: Written Assignments.
Terms: Win
| Units: 3
LAW 7806:
Redesigning Dispute Systems
Lawyers are often called upon to apply their creative skills to help design systems (comprised of one or more processes) for preventing, managing, and resolving conflicts. Examples span many domains: 1. what combination of international and domestic processes would facilitate cross-border e-commerce and protect consumers? Who should decide--consumer protection agencies? Merchants? Consumers? 2. a corporate general counsel and the director of human resources are tasked by senior management with proposing ways to decrease the number of employee disputes and reduce turnover; 3. in the era of the COVID pandemic, courts have been called upon to continue service to the public using online resources, yet maintain due process and just outcomes; 4. San Francisco District Attorney Chesa Boudin is joining district attorneys in Boston and Philadelphia on a pilot effort patterned after South Africa's post-apartheid truth and reconciliation commission to confront racism in the criminal justice system. In each example, a lawyer, businessperson, nonprofit manager, or public official (working alone or with others) must address not just a single dispute but a stream of disputes over time. Lawyers often lead the design, redesign and implementation of these conflict resolution systems. Increasingly these systems utilize technology to improve efficiency, accessibility, and transparency for disputants. In this class we will apply an analytic framework (including stakeholder assessment and conflict resolution process options) to a series of case studies and use simulations to understand different kinds of dispute systems. We will also examine the growing use of online dispute resolution (ODR), the new challenges it poses to neutrals and system designers, and evolving best practices for the use of technology in dispute system design. Special Instructions: Grades will be based on class participation and Option 1 (section 01) a series of weekly short written assignments plus a 10-page case study; or Option 2 (section 02) weekly short written assignments plus a 26-page research paper involving independent research. Students electing option 2 (section 02) will be graded on the H/P/R/F system and will receive Research (R) credit. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Negotiation Seminar (LAW 7821) is preferred but not required. Elements used in grading: Class participation, attendance, written assignments, and final paper. Attendance at the first class is mandatory.
Terms: Aut
| Units: 3
LAW 7807:
Facilitation for Attorneys
Most lawyers and other professionals spend a significant amount of time in meetings and working in teams or groups for a variety of purposes, and many report that this can be a frustrating experience. As the practice of law becomes more complex, it includes more and more situations where groups of people need to work together planning complex legal strategies, developing firm policies, working with corporations or other multi-person clients, or participating in shareholder meetings, public commissions and councils, corporate and non-profit board of directors meetings. Group functionality and outcomes can be significantly improved by any group member who has the awareness and skills of a facilitator, whether or not that person is formally designated as the facilitator. The interactive class methodology will combine discussion with many exercises and roleplays, putting facilitation tools into practice every step of the way. We will examine group dynamics and learn skills used by professional facilitators to prevent common problems and elicit the best work of a group. We will explore how to prepare effectively with clear goals, collaborative problem definition, inclusive process design and a well-structured agenda. We will also discuss and practice core meeting management skills such as how to balance voice and participation, build consensus, inspire creativity and promote principled evaluation and decision-making. Finally, we will identify and apply communication skills that keep group sessions productive, and tools to manage difficult moments and problem behaviors. Class Schedule dates: This class will meet Friday, Oct 1: 4-9pm, Saturday, Oct 2: 9a-6p, and Sunday, Oct 10: 9a-5p. Elements used in grading: Class attendance, participation and final paper.
Terms: Aut
| Units: 2
LAW 7808:
Foreign and International Legal Research
This course will introduce students to concepts and skills used in international and foreign law research. Students will learn to construct successful research strategies for questions of foreign law, public international law, and private international law. Both primary and secondary authority will be covered in various formats. Students will understand how different legal systems and cultures influence the use and assessment of legal resources. The course will also equip students to critically evaluate current and future research tools. No pre-requisites or foreign language ability required. Advanced degree and non-law students are welcome to enroll in the course. Learning Outcomes -- *Identify primary and secondary sources of materials on international law and foreign legal systems. *Develop effective research strategies using online and print resources. *Critically evaluate research tools for international and foreign legal research. *Appreciate cultural and historical influences on the development of legal systems and their relevance to legal research. *Understand the role of language and translation tools in researching foreign and international law. Elements used in grading: Weekly assignments and class attendance.
Terms: Win
| Units: 2
LAW 7809:
Advanced Legal Research: Litigation
This course aims to prepare law students for research in litigation practice and judicial clerkships. More broadly, the primary goal is to enable students, now and later in their professional lives, to map out a coherent plan of action when asked to research a topic previously unfamiliar to them. Students should acquire a solid knowledge of research tools and a frame of reference that enables them to function independently and competently in the complex world of legal information. Students will accomplish the following learning objectives: 1) formulate rational and efficient research strategies incorporating relevant sources of legal information; 2) find and effectively use primary and secondary legal sources in any format; and 3) increase critical skills in assessing and the variety of information resources relevant to the practice of law. Learning legal research requires a hands-on approach, so students will complete in-class exercises and homework assignments -- all of which contribute to grading. There will not be a final exam. This course is open to Stanford graduate students with permission from the instructor.
Terms: Spr
| Units: 3
LAW 7815A:
Advanced Legal Writing: Business Transactions
This course offers comprehensive preparation for the practice of the transactional lawyer. Students will learn foundational tools to write clear, effective, plain language business contracts and analyze other transactional writings used to manage and document complex business transactions. The course provides a selective mix of interactive live and recorded lectures, and a wide range of realistic drafting and research exercises. These exercises help students sharpen their analysis, research, drafting, and editing skills, and develop sensitivity to the expectations of attorneys and clients with whom they will be working. Students will learn to interpret provisions in a variety of business agreements. Issues related to ethics in a transactional practice will also be addressed. The course should appeal especially to students interested in working for a law firm and practicing transactional law (be it corporate, venture, debt, intellectual property, mergers and acquisitions, entertainment, real estate, etc.). It will also appeal to those interested in business litigation, or those curious about the work of transactional lawyers. SPECIAL INSTRUCTIONS: Students on the waitlist for the course will be admitted if spots are available on the basis of priority and degree program. Early drop deadline: Students may not drop this course after the first week of class. Corporations (Law 1013) is a prerequisite for all but for LLM students in the CGP program only (not other LLM programs). Elements used in grading: Class participation, attendance, written assignments, and final paper. Please consult the syllabus for paper and assignment deadlines. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See Consent Application Form for instructions and submission deadline.
Terms: Aut, Win, Spr
| Units: 3
LAW 7815B:
Advanced Legal Writing: Business Transactions
This course offers comprehensive preparation for the practice of the transactional lawyer. Students will learn foundational tools to write clear, effective, plain language business contracts and analyze other transactional writings used to manage and document complex business transactions. The course provides a selective mix of interactive live and recorded lectures, and a wide range of realistic drafting and research exercises. These exercises help students sharpen their analysis, research, drafting, and editing skills, and develop sensitivity to the expectations of attorneys and clients with whom they will be working. Students will learn to interpret provisions in a variety of business agreements. Issues related to ethics in a transactional practice will also be addressed. The course should appeal especially to students interested in working for a law firm and practicing transactional law (be it corporate, venture, debt, intellectual property, mergers and acquisitions, entertainment, real estate, etc.). It will also appeal to those interested in business litigation, or those curious about the work of transactional lawyers. SPECIAL INSTRUCTIONS: Students on the waitlist for the course will be admitted if spots are available on the basis of priority and degree program. Early drop deadline: Students may not drop this course after the first week of class. Corporations (Law 1013) is a prerequisite for all but for LLM students in the CGP program only (not other LLM programs). Elements used in grading: Class participation, attendance, written assignments, and final paper. Please consult the syllabus for paper and assignment deadlines.
Terms: Aut
| Units: 3
LAW 7816:
Advanced Legal Writing: Litigation
Building on the skills developed in Federal Litigation, this course will give students additional practice with legal analysis, argument structure, and writing in the pre-trial context. Students will draft a predictive office memo, an e-mail memo, and memorandum in support of a motion for summary judgment. Students also will complete short writing exercises in class to practice skills such as omitting surplus words, preferring active voice, using concrete words, punctuating carefully, etc. The goals of this class are to help students organize facts and legal rules and analysis in a succinct and logical way, to deepen their understanding of legal reasoning and writing, and to hone their advocacy skills. The course should appeal to students interested in litigation practice and those wishing to strengthen their writing. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline. Elements used in grading: Written work, class participation, and attendance
Terms: Spr
| Units: 3
LAW 7819:
Mediation
As law is practiced today, attorneys are far more likely to participate in multiple mediations than trial. Mediation has become the preferred approach to conflict resolution in most states and many parts of the world. With the assistance of a mediator, parties can reach agreements at any stage in a dispute, in some cases avoiding litigation altogether, in other cases agreeing just before trial or when the case is on appeal. The course goals are to understand the nature of conflict and principles of conflict management, to develop the oral and written communication skills essential to effective mediation, to evaluate various mediation models and mediator styles, to practice all of the phases of a mediation and appropriate use of caucus, to consider the policy and ethical implications of the expanding use of mediation, and to develop the skills necessary to represent clients in mediation. The class methodology is highly experiential, with more than half of the class consisting of practice from the perspective of client, advocate and mediator. The course also includes readings and discussions, brief interactive lectures, demonstrations and videotaped sessions. Each student receives individual feedback from an experienced Bay Area mediator and develops skills that will be useful in client development, interviewing, counseling, fact development and legal analysis, negotiation and a variety of contexts beyond mediation. You are encouraged to apply if you have taken (or are concurrently taking) the basic negotiation class or its equivalent in studies or experience. Elements used in grading: Class participation, attendance at all classes, and assignments. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.
Terms: Spr
| Units: 3
LAW 7820:
Moot Court
The major moot court activity at Stanford Law School is the Marion Rice Kirkwood Memorial Competition, which takes place each year during Autumn and Winter terms. Autumn term will be dedicated to brief writing and completion of the written portion of the Competition; the oral argument portion of the Competition will be conducted during the first four to five weeks of Winter term. Students on externship and in clinics may enroll, if permitted by their respective programs. In Autumn term there are only a few class meetings, including a guest lecture on ethics, which can be recorded. In addition, there are individually scheduled conferences. In Winter term, there are optional class meetings and practice arguments. Participation in the oral argument competition is mandatory, which includes attendance at the semifinal and final arguments. The preliminary rounds are held in the evening; the semifinal and final rounds are in the late afternoon. Prior to the Competition itself, materials and lectures are provided on research, brief writing, and oral advocacy techniques. Registration for the Kirkwood Competition is by team. Each team is required to submit an appellate brief of substantial length and quality and to complete at least two oral arguments, one on each side of an actual case. The first draft of the brief is reviewed and critiqued by the course instructors. The course instructors and the Moot Court Board Presidents score the final draft of the brief. The course also offers digital recording and critiques of practice oral arguments. Panels of judges and local attorneys serve as judges who score the oral argument portion of the Competition. Teams are selected for the quarterfinal, semifinal, and final round of the Competition based on their brief and oral advocacy scores. The final round of the Competition is held before a panel of distinguished judges, and the entire Law School community is invited to attend. Special Instructions: In order to maintain academic standards, enrollment in the Kirkwood Competition is limited to 20 two-person teams. This limit will be strictly enforced. Registration forms will be distributed Spring term. If the program is oversubscribed, a lottery will be held to determine participating teams and to establish a waiting list. The final drop deadline for the course will be on Thursday of the first week of classes. Enrollment in both Autumn (2 units) and Winter (1 unit) terms is required. The final grade for both Autumn and Winter terms and the Professional Skills credit will be awarded upon the completion of the course requirements. Registration and Consent Instructions: Instructions on how to register for the Moot Court competition are sent out to students each year in Spring term for the coming academic year. The registration process is separate from the regular class registration process. Early application and drop deadlines. Elements used in grading: Satisfactory completion of appellate brief and oral arguments.
Terms: Aut
| Units: 2
LAW 7820:
Moot Court
The major moot court activity at Stanford Law School is the Marion Rice Kirkwood Memorial Competition, which takes place each year during Autumn and Winter terms. Autumn term will be dedicated to brief writing and completion of the written portion of the Competition; the oral argument portion of the Competition will be conducted during the first four to five weeks of Winter term. Students on externship and in clinics may enroll, if permitted by their respective programs. In Autumn term there are only a few class meetings, including a guest lecture on ethics, which can be recorded. In addition, there are individually scheduled conferences. In Winter term, there are optional class meetings and practice arguments. Participation in the oral argument competition is mandatory, which includes attendance at the semifinal and final arguments. The preliminary rounds are held in the evening; the semifinal and final rounds are in the late afternoon. Prior to the Competition itself, materials and lectures are provided on research, brief writing, and oral advocacy techniques. Registration for the Kirkwood Competition is by team. Each team is required to submit an appellate brief of substantial length and quality and to complete at least two oral arguments, one on each side of an actual case. The first draft of the brief is reviewed and critiqued by the course instructors. The course instructors and the Moot Court Board Presidents score the final draft of the brief. The course also offers digital recording and critiques of practice oral arguments. Panels of judges and local attorneys serve as judges who score the oral argument portion of the Competition. Teams are selected for the quarterfinal, semifinal, and final round of the Competition based on their brief and oral advocacy scores. The final round of the Competition is held before a panel of distinguished judges, and the entire Law School community is invited to attend. Special Instructions: In order to maintain academic standards, enrollment in the Kirkwood Competition is limited to 20 two-person teams. This limit will be strictly enforced. Registration forms will be distributed Spring term. If the program is oversubscribed, a lottery will be held to determine participating teams and to establish a waiting list. The final drop deadline for the course will be on Thursday of the first week of classes. Enrollment in both Autumn (2 units) and Winter (1 unit) terms is required. The final grade for both Autumn and Winter terms and the Professional Skills credit will be awarded upon the completion of the course requirements. Registration and Consent Instructions: Instructions on how to register for the Moot Court competition are sent out to students each year in Spring term for the coming academic year. The registration process is separate from the regular class registration process. Early application and drop deadlines. Elements used in grading: Satisfactory completion of appellate brief and oral arguments.
Terms: Win
| Units: 1
LAW 7821:
Negotiation
As a lawyer, you will probably negotiate more than you do anything else. You will negotiate not just over cases, but any time that you need something that you cannot get alone. You will negotiate with your boss, your clients, your paralegal, and all of their counterparts (plus the lawyers) on the other side. You will negotiate with "the system" whether it is the court, the government, the structure of society, or the law. You will also continue to negotiate with your family, your friends, and yourself. This course is designed to: (1) develop your understanding of negotiation, and your awareness of yourself as a negotiator; (2) give you some tools and concepts for analyzing and preparing for negotiations; (3) enhance your negotiating skills through frequent role plays, reflection, and feedback; and (4) teach you how to keep learning from your own negotiation experience. In addition to negotiation skills and theory (including interviewing, counseling, negotiation, fact analysis, legal analysis, and collaboration), you will be introduced to issues of representation, ethics, and the place of negotiation in our legal system. The Negotiation Seminar is an intense, interactive course. We will require weekly preparation of readings, simulations, and written assignments. Basically, you will learn by reading about specific research and doing simulated negotiations -- figuring out with the rest of the class what works and what does not, writing about what you're learning, and trying again. Because participation in the simulations is central to the course, attendance at all classes is required. Since we will begin our simulation exercises on the first day of class, all students who are interested in taking the course (whether enrolled or on the wait-list) need to be present for the first class. (Students who are not present will be dropped from the class or waiting list unless they have made previous arrangements with the instructor.) Add-drop decisions need to be resolved at the first class. Elements used in grading: Class participation, attendance and written assignments.
Terms: Aut, Win, Spr
| Units: 3
LAW 7822:
Negotiation on the Ground: Discussions at the Intersection of Theory and Practice
We can read any number of books about negotiation, but how do the concepts and principles play out in the real world? This dinner colloquium will meet with distinguished negotiators working in a variety of fields to reflect on and draw lessons from their deep and diverse experience. Guests for the last class spoke on: studio and talent perspectives in entertainment negotiations; working relationship between inside and outside transactional counsel in technology M&A; prosecution and defense perspectives on negotiating in the criminal justice system; and public policy negotiation on gun law issues. For each session, students will read a background piece on issues in the selected area of legal practice and submit a discussion question to facilitate a discussion with the guests on client counseling, factual and legal analysis, negotiation and conflict resolution options, and collaboration. Pre-Requisite: Negotiation Seminar or substantial equivalent. Schedule: There will be an organizing class on March 28, 5:30-6p, plus four presentation/dinner discussion sessions from 5:30-8:00pm on April 18, April 25, May 9 and May 23. Elements used in grading: Class participation, assignments and attendance
Terms: Spr
| Units: 1
LAW 7823:
Advanced Negotiation: International
This hands-on, advanced seminar is designed to teach students how to prepare for, participate in, and critically evaluate complex multiparty negotiations in the public international field. Through experience-based learning, simulations, guest speakers and case studies the course will expose students to various types of international conflict resolution processes, including natural resource management and extractive industries, human rights protection, ceasefire negotiations, and peace agreements. Students will strengthen their written and oral skills, counseling, factual and legal analysis. Special attention will be paid to the role of mediators and facilitators in such processes. Prerequisites: Negotiation Seminar, its academic equivalent, or experience in the field. Students who have not fulfilled these prerequisites may still be admitted to the class, but required to attend a bootcamp in basic negotiation theory and methods on Saturday, April 2nd. Please describe prior negotiations coursework and experience on your Consent Form. SPILS students are especially encouraged to enroll. This course is also open to cross-registration by graduate students in a variety of departments and programs including International Policy Studies. Grading Criteria: The seminar requires that students attend all classes, do the assigned reading, prepare for and actively participate in class and simulations, and write a series of short assignments. CONSENT APPLICATION: To apply for this course, students must complete and submit the Consent Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms).
Terms: Spr
| Units: 3
LAW 7824:
Advanced Negotiation: Environmental Policy
Advanced negotiation courses are designed to take students beyond the two-party, lawyer-client negotiations that were the focus of the Negotiation Seminar, to examine many facets of negotiation complexity, both in terms of the participants and topics. This section of Advanced Negotiation will focus on two-party and multi-party environmental policy negotiations, working in teams, group decision-making, coalition management, and negotiating on behalf of organizations to solve complex problems in environmental policy. The goals of the class are twofold, for students (1) to acquire an added theoretical base beyond what was covered in the Negotiation Seminar through which to analyze (in terms of law and facts), prepare for, participate in and facilitate more complex, multiparty negotiations, and (2) to expand skills through deeper examination of various actual negotiation cases and complex simulations, including ethical responsibilities to the client and the public, opportunities for leadership, and collaboration. Special Instructions: Attendance at and participation in the simulations is required. Passing is dependent upon active preparation and participation, submission of four assigned short reflection papers, and completion of a student-selected case analysis (a completed or ongoing environmental policy dialogue). Prerequisite: Negotiation Seminar (Law 7821) or its substantial equivalent. Advanced degree students (and graduate students in other departments and programs) are encouraged to enroll. The course is designed for students who have already taken a basic negotiation seminar, but students who have not taken Negotiation may still be admitted if they attend an intensive bootcamp in basic negotiation theory and methods the first Saturday of winter quarter, January 8. Elements used in grading: Class participation and engagement, including simulations; attendance; preparation for and contributions to discussion; four short written assignments; and a 10 page case analysis.
Terms: Win
| Units: 3
LAW 7825:
Advanced Negotiation: Transactions
Advanced Negotiation takes students beyond the two-party, lawyer-client negotiations that were the focus of the Negotiation Seminar. This course, Advanced Negotiation: Transactions, places the student in more difficult and more nuanced transactional simulations, working as individuals, lawyer-client pairs, and teams to negotiate on behalf of business entities, governments, unions and NGOs. Simulations may include critical-path supply agreements, vendor/collaborator contracts, cross-cultural joint ventures, airline reorganization, founder/VC deals, big pharma arbitration resolution and multi-party private sector/government negotiations. The goals of the class include developing a designer's mindset for strategic preparation and client counseling on both facts and law, and tactical adjustments to changing scenarios; ethical responsibilities; deeper analysis and work on the persuasive elements (oral and written) of negotiation; coalition formation and management; improved tactical skills, methods of questioning, response control and, ultimately, improved confidence and competence. Special Instructions: Attendance at and participation in all simulations and debriefing sessions is required. Passing is dependent upon this active participation, and a series of short papers and/or in-class presentations. Prerequisite: Negotiation Seminar or its substantial equivalent, as assessed by the instructor. This class is limited to 20 students, 16 from SLS selected by lottery, with an effort to have 4 non-law students by consent of instructor. Elements used in grading: attendance, participation in both the negotiations and the debriefings, thorough and meaningful preparation, and all other assigned work.
Terms: Spr
| Units: 3
LAW 7826:
Oral Argument Workshop
Building on the skills developed in Federal Litigation, this simulation course will give students the unique opportunity to argue and judge pretrial motions from actual federal court cases. The instructor will provide the written briefs, and each week half the class will argue and half the class will judge a motion. Preparation will require reading the cases cited in the briefs and coming to class ready either to present an argument (attorneys) or interrogate counsel (judges). Students will critique each other both orally and in writing, and the instructor will provide oral critiques of all arguments. The goals of this class are: to train students to argue in court; to provide them with a chance to polish their public speaking skills and practice thinking on their feet; to prepare students to engage in challenging dialogue with both colleagues and future clients; and to improve self-confidence. Thus, while the context of the course is litigation, the objectives are much broader than the mastery of litigation technique. This course is not open to first year Law School students. Priority will be given to those students who commit to taking the class if given consent to enroll. Please indicate your commitment on the consent form. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline. Elements used in grading: Class attendance, participation, and preparation.
Terms: Spr
| Units: 2
LAW 7827:
Advanced Legal Writing for American Practice
This course orients advanced degree students to a range of legal writing genres used by lawyers in practice in American law offices and before American courts. At the core of these genres are the techniques of legal research, objective and persuasive legal writing, and related legal analysis in a litigation context. The course presents students with realistic legal writing scenarios that they address in and out of class. Students perform legal research and analysis as they complete assignments designed to incorporate methods that American lawyers use to analyze typical legal problems while advocating on behalf of a hypothetical client in a litigation matter. This class is limited to Advanced Degree Students. Elements used in grading: Class Participation, Attendance, Written Assignments.
Terms: Win
| Units: 3
LAW 7828:
Trial Advocacy Workshop
This lawyering skills course gives students an orientation to and constant practice in most basic pretrial and trial advocacy skills areas. Topics include: taking and defending depositions, trial evidence, including admission of trial exhibits in evidence and use of prior witness statements to refresh and impeach a witness, jury selection and voir dire, opening statements, direct and cross-examination of witnesses, and closing arguments. Students will try a full jury case through to verdict with use of jurors and usually before a real judge in the courthouse in Palo Alto at the end of the course. Students will also have a chance to watch the jurors deliberate and talk with them after their verdict. The course takes place during eight weeks of the Autumn Quarter with two classes (one lecture and one workshop) per week on most weeks from 4:15-9:00 PM, plus the final weekend of jury trials, Saturday and Sunday November 13 and 14. Each day's ending time will vary; most sessions will end before 9:00 PM. For details, please refer to the 2021 Trial Advocacy Workshop Schedule at https://bit.ly/TrialAd21. The format for each topic begins with a lecture/discussion featuring video vignettes of various techniques and a live demonstration by an expert trial lawyer. Following the discussion portion of each topic are small group sessions during which each student practices the skills involved. Constructive feedback is given after each exercise by two of our faculty of very experienced Bay Area litigators and judges. Most exercises are also videoed for further one-on-one critique by another faculty member. The central philosophy of the workshop is that skills are best acquired in an experiential manner by seeing and doing. Frequent short, well-defined exercises followed by immediate constructive feedback in a non-competitive, non-threatening atmosphere provide the core of the program. The workshop directors are Tim Hallahan, Judge Sallie Kim and Sara Peters. Tim has taught similar programs at Harvard Law School, the University of San Francisco School of Law, Berkeley Law, the California Continuing Education of the Bar, and in private and public interest law firms around the country. Sallie is a United States Magistrate Judge in San Francisco and was a partner in a civil litigation firm and also previously taught a class at SLS and served as Associate Dean for Student Affairs. Sara is a trial attorney for a personal injury law firm in San Francisco. She graduated from Stanford Law School in 2008 and coaches the Stanford Law School mock trial team. Special Instructions: If you haven't taken Evidence, you must contact Tim Hallahan before the course begins for some brief pre-course reading assignments. There are no papers or tests, but attendance at every session is required. Since we will begin our trial advocacy exercises on the first day of class, all students who are interested in taking the course (whether enrolled or on the wait-list) need to be present for the first class. (Students who are not present will be dropped from the class or waiting list unless they have made previous arrangements with the professor.) Add-drop decisions need to be resolved at the first class; no drops will be permitted thereafter. Exceptions to this rule will be made by petition only. Mandatory attendance. Elements used in grading: Attendance and in-class assignments. In addition, the Trial Advocacy Workshop is approved to offer Experiential Learning (EL) Credit. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.
Terms: Aut
| Units: 5
LAW 7830:
Topics in American Legal Practice
(Formerly Law 733) This course is designed to introduce international students to American legal practice. To do this, the course begins in the spring quarter by working with students to look ahead to their summer experience and begin to identify ways in which the culture or norms of the practice setting might be distinctive, or otherwise differ from the legal, political, or workplace culture of their home country. Then in the fall quarter, students are asked to write a 10-page paper, situated in the relevant literature(s), that uses the summer experience to examine one such set of issues. Elements used in grading: Final Paper.
Terms: Win, Spr
| Units: 1
| Repeatable
6 times
(up to 6 units total)
LAW 7831:
Transition to Practice: Selected Topics
This course is designed to explore issues of professional identity for students transitioning into the legal profession. It will begin in the spring quarter and continue into the fall quarter, and will require the writing of a paper. Elements used in grading: Final Paper.
Terms: Spr
| Units: 1
| Repeatable
6 times
(up to 6 units total)
LAW 7833:
Spanish for Lawyers
The Spanish for Lawyers course offers students the opportunity to enhance existing Spanish communication skills in legal practice. The goal of the class is to offer students an opportunity to practice their Spanish in a simulated legal setting and to learn cultural humility and trauma-informed interviewing skills. The course will introduce Spanish legal terminology in areas such as immigration, criminal law, employment law, housing law, family law, and corporate law. With an emphasis on speaking and listening comprehension through in-class partner activities and dialogue, the class will teach students how to interact with clients who possess limited English proficiency. Students will also be given homework assignments, including grammar exercises, to help master the Spanish language. Class instruction will take place predominantly in the Spanish language. The course is designed to be beneficial for students with varying levels of Spanish language ability, up to and including students who are native speakers of Spanish. The level of difficulty of the course presupposes that students have an intermediate level of Spanish, which includes an understanding of the essentials of Spanish grammar and ability to engage in intermediate conversation. Elements used in grading are attendance, class participation, and written assignments.
Terms: Spr
| Units: 2
LAW 7836:
Advanced Legal Writing: Appellate Litigation
This course will bring the Lecturer's decades of experience in high-stakes legal writing to bear on the drafting of appellate briefs: what's good, what's bad; what works, what doesn't; and how to get from here (your frustratingly blank computer screen) to there (a finished brief that assists, persuades, and impresses appellate judges). Through a combination of lectures, discussion, selected readings, and writing exercises (both individual and collaborative), we will cover most of the key topics in appellate writing. Throughout the course, the emphasis will be on centering the reader's cognitive experience from moment to moment in time--not merely what conclusion the reader will draw when they reach the end of your brief, but how they will react to every word in every sentence along the way. You will learn how to make every moment of that experience as rewarding and informative--and even captivating--as it can possibly be. You will also learn how to avoid the mistakes that make reading most legal briefs so frustrating, boring, and exhausting. Although we will discuss the peculiarities of appellate brief-writing in detail, what you learn in this course will help you write any brief to any court. During the final lecture, concerning Supreme Court briefing, we will have a guest lecturer with extensive Supreme Court experience. Last year, for example, we met with former Principal Deputy Solicitor General Ian Gershengorn. The course occurs in two phases. The classroom phase. From September 20 to November 19, 2021, the course will proceed as a lecture course with readings and in- and out-of-class exercises. Lots of time will be set aside for Q&A. During this phase, you'll also write and receive detailed feedback from me on some components of an appellate brief. The writing phase. From November 20, 2021 to roughly January 18, 2022, you'll be completing the brief that you began during the first phase. During the brief-writing process, you'll be getting detailed written feedback from me. This feedback will be like what you would get if you were an associate in a law firm writing for a senior partner--except better, because I'll put more time and effort into it. You'll get detailed redlines and comments from me that sensitize you to the reader's cognitive experience from moment to moment as they read what you wrote, in addition to helping you sharpen your substantive arguments. You'll also attend a one-hour one-on-one session with me to discuss any questions that you may have about the assignments, appellate writing generally, your legal career, or anything else that you'd like to talk about. Elements used in grading: Attendance, Class Participation, Written Assignments.
Terms: Aut
| Units: 3
LAW 7837:
Advanced Legal Writing: Public Interest Litigation
Public-interest litigation is often an uphill battle. Lawyers and clients representing public interests have difficulty prevailing even when their fact patterns are sympathetic, often because the law is either undeveloped or unsupportive. Yet when public-interest litigation does succeed it can change the legal landscape and galvanize social movements. This class will focus on the research and writing skills necessary to litigate public-interest lawsuits. The class will employ briefs from important public-interest cases and other readings to unpack the rhetorical and analytical tools needed to persuade judges across the ideological spectrum. Students will also learn how to conduct advanced legal research; develop tools for constitutional, statutory, and case law interpretation; and hone their ability to be clear and creative. Students will practice the skills they learn by preparing multiple drafts of two pleadings in a single case, and will receive detailed feedback on their writing from the instructor and their peers. Grading will be based on a Mandatory P/R/F system, taking into account writing as well as class participation. SPECIAL INSTRUCTIONS: Students on the waitlist for the course will be admitted if spots are available on the basis of priority. Early drop deadline: Students may not drop this course after first week of class. Elements used in grading: Attendance, Class Participation, Written Assignments.
Terms: Spr
| Units: 3
LAW 7838:
History of Civil Rights Law
This is a seminar that uses U.S. history to examine canonical civil rights law. We will investigate the historical context behind the enactment of particular laws and judicial decisions. We will also discuss the meaning and implications of the term "civil rights law." Readings will include cases, law review articles, primary sources, and history articles. The seminar will focus upon African-American legal history. 14th Amendment is not a prerequisite for the seminar. Requirements for the course include regular class participation and, at the students' election, either response papers or a historiographical essay. Students may also elect to complete a research paper with the instructor's approval, in which case they will receive 3 units and "R" credit. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Automatic grading penalty waived for submission of research paper. This class is limited to 16 students, with an effort made to have students from SLS (10 students) and 6 non-law students by consent of instructor. Elements used in grading: Attendance, Class Participation, Written Assignments, Final Paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline. Cross-listed with History (HISTORY 361D).
Terms: Spr
| Units: 2-3
LAW 7846:
Elements of Policy Analysis
This one-credit course supports students undertaking public policy analysis projects in the Policy Lab and in other policy-based courses. The course helps students gain facility with basic policy methods and approaches common to Policy Lab practicums. The core session of the course consists of six hours of classroom instruction on a (typically the Saturday at the end of the first week of classes). The morning session emphasizes thinking like a policy analyst (as distinguished from an advocate or lawyer), scoping policy problems, promoting and assessing evidence quality, and making valid (and avoiding invalid) inferences. Students apply learning in a team-based simulation exercise on a topical policy issue. The afternoon session introduces strategies for social change, including designing and evaluating programs that improve individual lives. The immersive exercise typically focuses on developing and evaluating a program to reduce childhood obesity. The course then offers a series of short workshops: (1) interviewing policy clients and other stakeholders (especially where ethnic and cultural differences may be salient), (2) policy research tools and strategies, (3) design thinking for law and policy, (4) systems thinking, (5) resources and methods for cultural competencies, and (6) policy writing. Students should attend at least three of the six workshops to receive credit for the course. With guidance from their faculty instructors, students may then draw on the skills developed in this introductory seminar to analyze a public policy problem, develop potential strategies to address it, weigh the pros and cons of strategy options, and produce a final product that may offer options or recommendations to a policy client, suggestions for implementing such recommendations, and techniques to assess the effectiveness of implementation. Note that the students who enroll in a Law and Policy Lab practicum for the first time are asked to participate in the full-day methods bootcamp whether or not they undertake Elements of Policy Analysis for course credit. Attention Non-Law Students: See Non-Law Student Add Request Form at https://law.stanford.edu/education/courses/non-law-students/ to enroll in this class. Elements used in grading: Attendance, Class Participation.
Terms: Aut, Win, Spr
| Units: 1
LAW 7849:
Mediation Boot Camp
Mediation skills are invaluable to success in everything from negotiating commercial transactions to family interactions. Lawyers mediate most litigated cases, even those never filed in court. Do you want to be in the majority of people who constantly mediate, but never take a single mediation course? This course is a quick immersion in mediation advocacy, and mediation. It is intended for those who want to avoid being entirely unprepared for an essential part of legal practice and life. It is also intended for those who want to take a first step to see if mediation interests them. The two days of class will be an interactive exploration of the strategies, tactics and theories of mediation, and mediation advocacy. Class will include: 1) a concise overview of mediation approaches and theories, 2) skills exercises, 3) multiple mediation role plays, and 4) individualized video review. Together these will allow students to think about, practice, and experiment with, the most effective approaches to mediation advocacy and mediation. The course will be taught by Michael E. Dickstein, a full-time mediator of complex cases across the U.S. and Canada for more than twenty years, and a former partner in a leading law firm. Elements used in grading: Attendance, Class Participation, and Video Review. In Winter Quarter, this class will meet Friday February 25, 3:00PM-7:30PM and Saturday February 26, 9:30AM-5:30 PM. This class is limited to 12 students. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See Consent Application Form for instructions and submission deadline.
Terms: Win
| Units: 1
LAW 7850:
Advanced Legal Writing: High-Tech Transactions
This is a practice-based, skills-building class requiring students to draft, edit, and negotiate a complex technology agreement. Using a biotechnology case as context, the curriculum is designed to translate contract principles and doctrine (to which students have been exposed,) into real-world practice. Students will acquire the foundational tools necessary to write clear, effective, plain-language provisions into agreements that memorialize a bargain between parties based on realistic situations. Exercises include simulations in which students will draft, edit, and negotiate sections of agreements. Students will also be expected to show an understanding of what it means to develop, foster, and sustain client trust, advocate in a client's best interests, as well as effectively and ethically engage with a counter-party's counsel. Students will function as senior associates in a law firm, or as in-house counsel tasked with managing licensing and commercial transactions for a technology developer. A focus will be placed on understanding client's needs versus wants, as well as modes of supporting clients to achieve their goals while identifying, counseling, and mitigating legal risk. Exercises are designed to help students improve their critical thinking, due diligence, analysis, drafting, and editing skills, which deepens an understanding as to the expectations of attorneys and clients with whom they will be working and supporting respectively. Grades will be based heavily on class participation, skills built in simulated negotiations, as well as drafting exercises weighted by level of complexity. Students may elect credit for either experiential learning (EL) or professional writing (PW) for this course. Prerequisite: Completed an Introductory level Intellectual Property class (LAW 4005). Waivers of the requirements will be offered on a case-by-case basis.
Terms: Win, Spr
| Units: 3
LAW 7851:
Introduction to Legal Research
This course will introduce law students to the sources and methods used in legal research. Students will (1) gain familiarity with core primary and secondary U.S. legal information sources, how this material is used, organized, published, indexed, and kept current, and how to efficiently find and use these sources; (2) build foundational research skills that can be used to approach legal research questions in any area of law; and (3) develop basic strategies to effectively use both familiar and unfamiliar research databases, sources, and tools. Learning legal research requires a hands-on approach, so students will complete in-class exercises, homework assignments, and a final project, all of which contribute to students' final grade. There will not be a final exam. Elements used in grading: Attendance, Class Participation, Written Assignments. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline. This course is only open to first-year JD (1L) students.
Terms: Spr
| Units: 2
LAW 7853:
Advanced Legal Research: Transactional
This course aims to prepare students to research as a transactional lawyer, including the analysis, search process, information evaluation, and reasoning necessary to ethically research transactional law problems and advise clients on transactional law matters. The purpose of this course is to broaden your knowledge of the methods, databases, sources, and primary materials that you will encounter when conducting transactional law research; and to increase your familiarity with common transactional law terminology and the research requests that typically accompany that knowledge. Students' learning objectives are to develop research strategies, identify sources, and enhance their research skills related to several common transactional law research problems, such as corporate formation and organization; SEC filings; company research and analyses; precedent documents; and due diligence. Elements used in grading: Attendance, Class Participation, Written Assignments.
Terms: Win
| Units: 3
LAW 7854:
Lawyers as Leaders Intensive Boot Camp
You've got the substantive legal knowledge and intellectual firepower necessary to be a good lawyer, but do you have the leadership skills it takes to be a great one? Leaders in law and business want trusted advisors who excel in skills like problem solving, creativity, ability to deal with ambiguity and complexity, and exceptional communication and persuasion skills. This course focuses on strengthening these critical skills for the career that you are developing. In this highly immersive class, our hands-on exercises and discussions assess and develop your skills in strategic decision making, influence techniques, motivating others, leading teams, and managing change in unpredictable environments. We use neuroscience techniques that optimize adult learning, with real-time feedback on classroom exercises and short reflection papers to help create new habits for success. The course meets in a three full-day session immediately before the start of Fall Quarter (Sept. 9-11). We then meet 3 hours/month through the academic year in workshop style -- interactive sessions in which students bring and work on actual leadership challenges, brainstorming and problem solving as a cohort Precise meeting dates/time TBA by instructors. Enrollment in the class (4 units) is in Autumn Quarter 2020. An "N" grade (indicates satisfactory progress in a course that has not yet reached completion) will be given at the end of Autumn Quarter 2020. Final grades will be given at the end of Spring Quarter 2021 and will be applied to Autumn Quarter 2020. Elements used in grading: Class participation and attendance, course exercises and written assignments. Class Outline ( https://docs.google.com/document/d/1_XAWnMhQE0bFVgRE2eR0kA488plZddvJhDKxw_PdZEo/edit) . Info Sheet ( https://www.dropbox.com/s/xhgnenqkq99shd1/Lawyers%20As%20Leaders%20%20Poster.pdf?dl=0 ). CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.
Last offered: Autumn 2020
| Units: 4
LAW 7855:
Successfully Launching Your Nonprofit Public Interest Career: Preparing for Practice
This professional development seminar is intended for graduating J.D. students who will start their public interest careers working for a nonprofit organization. Through lectures, readings, guest speakers, simulations, and exercises, students will learn key skills required to excel at their role at a nonprofit legal organization. Areas of focus will include: (1) creating strategies for managing projects, caseloads, and advocacy campaigns; (2) developing and tracking goals for assessing impact and reporting to stakeholders; (3) understanding and working with nonprofit financial systems, revenue models, and expense budgets; (4) developing an equity, diversity, and inclusion lens for work with clients, colleagues, and external partners (e.g., community partners, opposing counsel, pro bono collaborators); and (5) building effective coalitions and partnerships with stakeholders (e.g., community leaders, policy-makers, pro bono partners, etc.). Elements used in grading: Attendance, Performance, Class Participation, Written Assignments.
Terms: Spr
| Units: 2
LAW 8001:
Corporate Governance and Practice Seminar
The seminar on corporate governance meets in the Autumn and Winter quarters and forms the core of the LL.M. Program in Corporate Governance & Practice. The course, designed to be taken in conjunction with Corporations in Autumn, takes an economic approach to the analysis of corporate law. In particular, we ask why American corporate law has its particular structure. We will seek to understand how the separation of ownership and control produces agency costs, and the ways in which corporate law seeks to remedy these through techniques like disclosure, fiduciary duties, shareholder litigation, voting, and hostile takeovers. We will read and discuss ongoing debates among scholars and practitioners about the agency cost framework, the merits and limits of current legal policies, and the role of institutional arrangements like activist shareholders. We will also consider the relevance of these disputes, and the effectiveness of corporate law and governance more generally, in the context of a variety of real-life incidents. No knowledge of economics is presupposed, so the course will also introduce basic economics and finance concepts necessary to understand these concepts. Some course sessions will feature outside speakers who will complement the discussions with real-world examples drawn from practice. Attendance and active participation are important to the success of the seminar and an important factor in the overall grade. Students are expected to have carefully read and reviewed assigned materials in advance of each session. Students will be required to submit short reflection papers that evaluate, critique, and discuss some or all of the assigned readings. Students will also be asked to prepare presentations and case studies. The class will be graded H/P/R/F in Autumn Quarter and Winter Quarter. This course is required for and limited to students in the Corporate Governance and Practice LL.M. Program. Elements used in grading: Class participation, attendance, and assignments. Class will meet according to the schedule set forth by the Registrar's office.
Terms: Aut, Win
| Units: 2
| Repeatable
3 times
(up to 4 units total)
LAW 8002:
Environmental Law and Policy Colloquium
The Environmental Law & Policy Colloquium offers students the opportunity to learn about cutting-edge legal topics related to environmental law, broadly defined to include, among other areas, pollution control, natural resources management, and energy development. The colloquium meets in two quarters. During the autumn quarter, students will learn about core concepts that underlie the administration of environmental law, exploring ideas from economics, philosophy, natural science, and law. In the autumn quarter, students will begin to develop a capstone research paper on a contemporary environmental law issue. During the spring quarter, the students will write and present their research papers. Elements used in grading include attendance and participation, problem sets, small writing assignments, and a final paper. This course is required for students in the Environmental Law & Policy LL.M. Program. All other students are welcome but will need instructor permission to enroll. Class will meet online (Zoom) and in-person to be arranged by the instructor with the students.
Terms: Aut, Spr
| Units: 2
| Repeatable
3 times
(up to 4 units total)
LAW 8003:
International Economic Law, Business & Policy (IELBP) Colloquium
This course enables IELBP advanced degree students to explore selected issues, case studies and policy debates in international economic law and business, global political economy, and international economic dispute resolution in a highly interactive seminar. The course is a complement to the other core degree requirements of the LLM in IELBP and is discussion-oriented. The course offers students the opportunity to engage in dialogue with experts in the field (including expert practitioners, Stanford Law faculty and interdisciplinary scholars from other schools, departments or programs at Stanford University). The course takes on a wide-ranging approach: we will examine legal issues confronting international business while also focusing on cutting-edge debates arising out of economic globalization; we will explore the complex architecture of international economic law, unpacking how international institutions and public international law sources (formal and informal) regulate: i) cross-border business transactions between private parties, ii) international economic relations between and among states, and iii) cross-border economic conduct by states, international organizations, and private actors. Students are expected to have carefully read assigned materials in advance of each session, and to actively participate during class. Grades for the colloquium are based on students' papers, a presentation, and their classroom performance (e.g., preparation, participation, attendance, etc.). The course extends over two quarters (autumn and spring), and students are required to complete both quarters in order to satisfy the program requirement. Topics in the Fall quarter will focus on developments in world trade law, international monetary cooperation, international investment law, economic integration and development, international taxation, international arbitration, and international antitrust law among others. Topics in the Spring quarter will be selected based on students' interests, as well as pressing policy concerns in international commerce. Class will be conducted in-person and will meet in the Autumn quarter on Wednesdays from 2:00 pm to 4:00 pm PST, and will meet in the Spring quarter on Tuesdays from 11:10 am to 1:10 pm PST.
Terms: Aut, Spr
| Units: 2
| Repeatable
2 times
(up to 4 units total)
LAW 8004:
Law, Science, and Technology Colloquium
The Law, Science & Technology Colloquium offers students in the Law, Science & Technology LLM Program the opportunity to discuss cutting-edge legal issues at the intersection of law and technology. This quarter's class is divided into two primary pillars reflecting different areas of law and technology. The first pillar will focus on a selection of issues outside of the relatively standardized areas of privacy and intellectual property, though issues from those areas will undoubtedly appear. These include issues like biotechnology, telecommunications regulation and governance, dark patterns, and AI. The second pillar will focus on how the law of science and technology is made in the United States, with emphasis on administrative and legislative processes, and how lawyers can effect change through these processes. The class will feature several guest speakers who are experts in the field, including potentially Stanford faculty, visiting scholars, technology and IP lawyers, entrepreneurs, and executives from Silicon Valley technology companies. Students are expected to have carefully read the assigned materials in advance of each session, and to actively participate during class. Students will also write a capstone paper on a topic of their choice, in consultation with the instructor. Grades for the colloquium are based on students' papers and their classroom performance (e.g., preparation, participation, attendance, etc.). This course is restricted to students in the Law, Science, and Technology LLM program, and satisfies their "colloquium requirement" for the fall and spring quarter. In fall and spring students will be graded on an Honors/Pass/Restricted Credit/Fail basis. Class will meet in-person unless the Law School's policies state otherwise.
Terms: Aut, Spr
| Units: 2
| Repeatable
3 times
(up to 4 units total)
LAW 8011:
SPILS Law and Society Seminar
This seminar is restricted to students who are in the SPILS program. The seminar deals with the relationship between legal systems and the societies in which they are embedded. The materials are drawn from studies of many different societies. Among the issues dealt with are: What influence does culture have on the operation of legal systems? What are the social forces which produce particular forms of law? What impact do legal interventions have on society and on human behavior? Elements used in grading: Exam.
Terms: Aut
| Units: 3
LAW 8012:
SPILS Masters Thesis
The writing of a work of original scholarship in the area of research that each student chooses is necessary requirement of the JSM degree. During the winter quarter students are expected to submit two draft chapters: 1) any chapter of the fellow's choice in early February; and 2) a draft of the empirical research result's chapter in early March. During the spring quarter students are expected to finalize their research project, and write and submit their final thesis. Towards that end, students must complete and submit a draft of the whole thesis in early April. The final version, revised in response to the adviser's comments, must be submitted by the end of the quarter. The exact dates will be informed in advance by the teaching fellow. Elements used in grading: Thesis. This course is exclusive to SPILS students. The thesis is required for JSM graduation.
Terms: Win, Spr
| Units: 4
| Repeatable
2 times
(up to 8 units total)
Instructors: ;
Engstrom, D. (PI);
Friedman, L. (PI);
Gordon, R. (PI);
Hensler, D. (PI);
Honigsberg, C. (PI);
Kessler, A. (PI);
Lemley, M. (PI);
Nyarko, J. (PI);
Sinnar, S. (PI);
Sklansky, D. (PI);
Studdert, D. (PI);
Thompson, B. (PI);
Triantis, G. (PI);
Zambrano, D. (PI)
LAW 8013:
SPILS Research Methods Workshop
This is a mandatory course for SPILS Fellows as part of the program's core curriculum. Its main goal is to offer students an interdisciplinary perspective about socio-legal research, and research tools for implementing their individual research projects. This Winter term workshop will complement the Research Design for Empirical Legal Studies Seminar taken in the Autumn by 1) expanding and elaborating on some of the methods analyzed during the seminar; and 2) assisting students in using such methods towards their individual research project. The workshop will consist of specialized sessions, most of them tailored towards the work of empirical research that occurs after the data collection phase. During the quarter the fellows are expected to submit drafts of different chapters of their thesis and present their preliminary findings in class. If appropriate, the workshop may also include group and/or individual sessions designed to address the very specific needs of the research undertaken by the SPILS Fellows. Elements used in grading: Class participation, attendance, written assignments and final presentations. Enrollment is restricted to SPILS fellows. The seminar is required for JSM graduation. Class will meet online (Zoom) and in-person to be arranged by the instructor with the students.
Terms: Win
| Units: 2
| Repeatable
2 times
(up to 2 units total)
LAW 8021:
Introduction to American Law
This course is designed to introduce international students in the Exchange and Advanced Degree Programs (LL.M. and SPILS) to the key principles of American law. The course provides an overview of distinctive features of the U.S. legal system, including its history and institutions. Topics include the role of precedent in the common law, distinctive elements of civil procedure and legal actions, the branches of the U.S. government and the separation of powers, federalism, due process, and equal protection. The course is offered before the start of the regular Law School quarter. Special Instructions: Required for LL.M. but optional for SPILS and Exchange Program students. Open to LL.M., SPILS and SLS Exchange Program students only. This course is taught on an accelerated basis over the course of three weeks between orientation and the beginning of the Fall Quarter classes. Precise meeting dates TBA by instructor. Final exam will be scheduled on (TBA by instructor). Elements used in grading: class attendance, participation, short written assignment, and final exam.
Terms: Aut
| Units: 3
LAW 8022:
Professional Responsibility
This course introduces students to the goals, rules and responsibilities of the American legal profession and its members. The course is designed around the premise that the subject of professional responsibility is the single most relevant to students' future careers as members of the bar. These issues come up on a constant basis and it is critical that lawyers be alert to spotting them when they arise and be educated in the methods of resolving them. As such, the course will address many of the most commonly recurring issues that arise, such as confidentiality, conflicts of interest, candor to the courts and others, the role of the attorney as counselor, the structure of the attorney-client relationship, issues around billing, the tension between "cause lawyering" and individual representation, and lawyers' duty to serve the underrepresented. In addition, we will delve into some more personal ethical issues that reflect on why students have chosen law as a profession and how lawyers compose careers that promote or frustrate those goals. At the start of each session (starting with the second session) there will be a brief quiz on the material that was covered in the readings and discussion of the prior session. During the period of the course, students will also be responsible for submitting one reflection paper (three-to-five pages) based on a prompt that will be circulated after each of the first six sessions (one paper for the entire course). These papers will be due by 11:59 on the last day the class meets. Grades will be based on the quizzes and the paper submitted, with the instructor retaining the right to take class participation into account. Attendance is mandatory and students must seek instructor approval for any absences not due to illness. This course is offered to international graduate students only. It is taught on an accelerated basis over the course of three weeks between orientation and the beginning of the Fall Quarter classes. Thus, the course meets on average nine hours per week. The exact meeting times will be set once the graduate students' schedules are set. Elements used in grading: Attendance, class participation, quizzes and written memo. Limited to LLMs, JSMs and exchange students. Required for LLMs.
Terms: Aut
| Units: 3
LAW 8031:
JSD Research Colloquium
Required for and limited to JSD candidates. The objective of the colloquium is to assist students in designing, conducting, analyzing and reporting their doctoral dissertation research. Weekly colloquium sessions are devoted to work in progress presentations by JSD candidates, supplemented by occasional guest lectures and discussions of cross-cutting issues of interest to doctoral students.
Terms: Aut, Win, Spr
| Units: 0
LAWGEN 112N:
Law and Inequality
Most Americans know that discrimination on the basis of race, sex, and religion is unlawful. Seems simple enough. But advertisements in the back of newspapers still announce: "Single White Female Seeks Single White Male?" Isn't that discrimination on the basis of race and sex? Most businesses don't consider men for women's locker room or bathroom attendant. And why aren't those men and women's bathrooms and locker rooms illegal segregation? After all we know what would happened if some business set up separate bathrooms for blacks and whites. Isn't it discrimination for an employer to insist that men wear a jacket and tie and women wear nylons and a skirt? Why are some forms of discrimination unlawful and others not? Why is discrimination against short people, overweight people, or people with annoying personalities not against the law? We will answer these and many other questions by looking at court cases, legal theory, and philosophy. We may also have conversations with guest lecturers who work in civil rights enforcement, and the seminar may include a field trip to visit the offices of civil rights lawyers (lawyers tend to be busy people so these opportunities will depend on their schedules). Class participation and a short final paper are required, but here are no prerequisites other than an open mind and a willingness to delve into unfamiliar material.
Terms: Win
| Units: 3
LAWGEN 209Q:
Exploring Campus Public Safety
This course explores the multitude of roles, responsibilities and services provided by the Stanford Department of Public Safety. Classes will provide opportunities to engage in discussion and gather insights through experiential learning. A range of topics will be covered regarding police-community interactions and types of response, as well as scenarios involving traffic stops, a field sobriety testing lab, and the use of force. These sessions are intended to enrich your knowledge of working in campus public safety, cultivate relationships, and foster understanding with the community to which we all belong. This class meets Wednesday nights from 5:30 - 7:30pm in the Winter Quarter, beginning January 5. Students taking the course for 1 unit of credit will be required to submit a 2-page reflection essay for each class that includes external source material (recommended resource list will be provided). While this course is open to all students throughout the University, the units will not accrue to Law Degree Candidates for credit toward a degree in Law (JD, JSM, JSD, or LLM). Prerequisites: Application and basic background check; minimum 18 years of age.
Terms: Win
| Units: 1
LEAD 95:
Ensemble Leadership
This experiential course allows students to grow as leaders through immersion in leadership positions in the Stanford Band. Study and implement frameworks and tools that enhance leadership and team performance. Topics covered include traditional leadership and governance concepts, as well as approaches specifically effective in music ensembles.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
8 times
(up to 24 units total)
LEAD 103:
Living on Purpose (WELLNESS 123)
Explore the art and science of purpose-finding as it relates to living a more flourishing life at Stanford and beyond. Investigate the contemplative, psychological, social, and communal factors that deepen meaning-making, support authenticity, and encourage living more purposefully. Drawing from disciplines as diverse as art, storytelling, design, and positive psychology, create and utilize tools that promote wellbeing. Highly interactive course employs creative expression, group and individual activities, discussions, lectures, and mini-field trips to reflect on fundamental human questions in pragmatic ways.
Terms: Aut, Win, Spr
| Units: 1-2
LEAD 104:
Tools for Meaningful Communities (LIFE 104)
How can we live together and honor both difference and belonging? How do we create community amidst divisiveness and the existential threats of climate change, oppression of marginalized peoples, and our disconnection from ourselves and each other? We are inherently relational and have the potential to heal, flourish, and lead. Leadership and changemaking must be rooted in a commitment to deep inner work that cultivates wellbeing, insight, and wisdom. Inner work radiates outward to shape the systems that create and sustain our societies. In this class, grounded in your experiences at Stanford, you will cultivate skills and tools to enhance your intrapersonal, interpersonal and extrapersonal capacities to enact change for yourself and others. Working in teams, you will learn about and practice building community through the application of interdisciplinary frameworks that provide multiple perspectives on the transformation of the self, our relations with each other, our communities, and societal systems.
Terms: Win
| Units: 3
| UG Reqs: WAY-CE, WAY-EDP
LEAD 105:
Art of Facilitation: Understanding Group Dynamics and Creating Positive Spaces
Develop your facilitation and leadership skills to maximize team performance and effectiveness. Learn skills for building high functioning teams and navigating challenging group dynamics.Through experiential learning activities, including utilizing Stanford's low ropes team development course, you will test and refine your skills through continuous feedback practices and reflection.
Terms: Win
| Units: 1
LEAD 106:
Spiritual Wellbeing and Religious Encounter (WELLNESS 106)
In this experiential class, students will engage in meaningful, spiritual dialogue and religious encounter with one another. This class introduces students to models of spiritual wellness from different religious traditions, fosters dialogue across differences and helps students explore ways to nurture meaning and purpose in their daily lives. Students will gain religious literacy, skills, and knowledge to enable them to wrestle with life's ultimate religious and spiritual questions through readings, facilitated discussions, and breakout sessions. Questions such as: When does spiritual wellness and religious practice converge or diverge? How do I dialogue with people who belong to religious (and non-religious) traditions different from my own? What is pluralism and how do we protect it from prejudice?nnIt is not expected that participants will be adherants of or have expertise in religious practices and traditions or background in religious scholarship. Dr. Amina Darwish will be joined by Rabbi Hahn Tapper and Dean Steinwert as well as other faith leaders.
Terms: Win, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
LEAD 121:
Peer Support: Creating Spaces for Healing and Growth (WELLNESS 192)
Social support is an integral part of the human experience and a core pillar of human well-being. Explore ways you can be an effective source of support for your peers, using models, skills, and practices rooted in positive psychology, leadership studies and peer coaching. Conceived as a two part process, going inward and engaging outward, you will examine your well-being so you can offer support to others. Through coaching your peers you will help them discover their values, develop meaningful goals, and take steps towards building the life they want. Develop the skills, knowledge, and mindsets needed to be present with your peers when they struggle, feel stuck, and need your support. Cultivate the confidence and abilities needed to be a community leader, well-being champion, and role model for balanced, whole-hearted living at Stanford and beyond. Highly interactive course employs creative expression, group, pair, and individual work, discussions, lectures, and self-guided reflections to support your own well-being and build your capacity to help others enhance theirs.
Terms: Spr
| Units: 2
LEAD 123:
Foundations of Outdoor Education (OUTDOOR 103)
Explore topics about adventure activity risk assessment, leadership style and values, industry standards, and wilderness equity and inlcusion through class activites, discussions, and reflections. Develop essential skills for individual and group sustainability in a backcountry setting including shelter in outdoor environments, equipment selection and use, travel techniques, water and nutrition needs, planning and preparation, and risk management. Course includes the participation in a weekend backcountry experience.
Terms: Aut, Win, Spr
| Units: 2
LEAD 126:
Outdoor Leadership Practicum (OUTDOOR 106)
Outdoor education and leadership theory integration through intensive field-based experiences. During these field-based experiences, students will engage with critical self-assessment process to better understand their own levels of competence leading others. Prerequisite: OUTDOOR 103
Terms: Win, Spr
| Units: 1-2
LEAD 129:
Outdoor Educator Apprenticeship (OUTDOOR 119)
This course provides the student an opportunity to lead a multi-day outdoor experiences in an official capacity. Experience includes: outdoor living skills, planning and logistics, leadership, risk management, environmental integration, and education. Students will plan and co-lead field outings. Prerequisites: OUTDOOR 103
Terms: Aut
| Units: 1-2
LEAD 150:
Leading for Social Justice: The Practice and Power of Dialogue
This course uses a social justice framework to explore issues of identity, community, power and privilege with respect to diverse populations. We will explore historical and contemporary oppressions based on race, sex, gender identity, class, and other dimensions of identity, and use self-reflection to examine students' own lived experiences. This course will be taught in a dialogic format and will explore the power of dialogue in advancing diversity and social justice. Students will learn key concepts and skills for utilizing dialogic skills in their leadership practice, in the classroom, and in their peer interactions.
Terms: Win
| Units: 3
| UG Reqs: WAY-EDP
LEAD 198:
Directed Reading and Individual Studies - Leadership
Translate theoretical knowledge and acquired skills into actionable projects or initiatives that make positive impact within and/or beyond the Stanford community. Students work in collaborative groups or individually under the mentorship of the course instructor(s) to design, deliver, and evaluate an initiative or project.
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
3 times
(up to 6 units total)
LEAD 199:
Selected Topics: Leadership Studies
Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular quarter. May be repeated with change of content. For more information regarding specific course titles, please refer to the notes of each course section.
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
3 times
(up to 6 units total)
LIFE 101:
Tools for a Meaningful Life
Explores the foundational skills for a meaningful life. Features lectures and experiential practice workshops from instructors within and beyond the university. Draws on research and practices from fields related to psychology, literature, critical studies in race, gender, and sexuality, the visual and performing arts, as well as wisdom traditions from around the world. Focuses on developing human capacities necessary for a meaningful life, including presence, courage, compassion, resilience, imagination, and gratitude. Examples of workshops and in-class activities include theater improv, movement, laughter yoga, meditation, and qigong.
Terms: Spr
| Units: 3
| UG Reqs: WAY-CE, WAY-EDP
LIFE 104:
Tools for Meaningful Communities (LEAD 104)
How can we live together and honor both difference and belonging? How do we create community amidst divisiveness and the existential threats of climate change, oppression of marginalized peoples, and our disconnection from ourselves and each other? We are inherently relational and have the potential to heal, flourish, and lead. Leadership and changemaking must be rooted in a commitment to deep inner work that cultivates wellbeing, insight, and wisdom. Inner work radiates outward to shape the systems that create and sustain our societies. In this class, grounded in your experiences at Stanford, you will cultivate skills and tools to enhance your intrapersonal, interpersonal and extrapersonal capacities to enact change for yourself and others. Working in teams, you will learn about and practice building community through the application of interdisciplinary frameworks that provide multiple perspectives on the transformation of the self, our relations with each other, our communities, and societal systems.
Terms: Win
| Units: 3
| UG Reqs: WAY-CE, WAY-EDP
LIFE 105:
Meeting the Moment: Inner Resources for Hard Times (WELLNESS 105)
In the face of social, economic, environmental, and public health upheavals, many of us are experiencing an unprecedented degree of uncertainty, isolation, and stress affecting academic and day-to-day life. Challenging times ask us, in a voice louder than usual, to identify sources of strength and develop practices that sustain and even liberate. In this experiential, project-oriented class: Explore practices to find true ground and enact positive change for self and community; Cultivate natural capacities of presence, courage, and compassion; Develop resources to share with one another and the entire Stanford community.
Terms: Aut, Win, Spr
| Units: 1-2
| UG Reqs: WAY-CE
| Repeatable
3 times
(up to 3 units total)
LIFE 120:
Yoga Psychology for Resilience and Creativity (PSYC 120, TAPS 102L)
In this integrative class, learn about the practice, psychology, and philosophy of yoga as a conceptual model for well-being. Supported by findings in modern neuroscience and psychological research, yoga is an ancient, holistic modality that integrates body, mind, and community through ethical awareness, movement, breathing, and meditation. This integration lends itself to embodied, creative expression as wellas other healing modalities you will explore, such as theater and performance, dance, qigong, and laughter yoga. Yoga philosophy and postures are drawn from Dr. Christiane Brem¿s protocol developed as a therapeutic yoga class. The weekly performance exercises we will practice were developed by theater makers such as Augusto Boal and the UK-based performance duo Curious.
Terms: Spr
| Units: 2
| UG Reqs: WAY-CE
LIFE 124:
Counterstory in Literature and Education (CSRE 141E, EDUC 141, EDUC 341)
Counterstory is a method developed in critical legal studies that emerges out of the broad "narrative turn" in the humanities and social science. This course explores the value of this turn, especially for marginalized communities, and the use of counterstory as analysis, critique, and self-expression. Using an interdisciplinary approach, we examine counterstory as it has developed in critical theory, critical pedagogy, and critical race theory literatures, and explore it as a framework for liberation, cultural work, and spiritual exploration.
Terms: Spr
| Units: 3
| UG Reqs: WAY-CE, WAY-EDP
LIFE 162:
Digital Wellbeing by Design: Creating Healthy Relationships with Technology (WELLNESS 162)
We live in a brave new world where technology is integrated into almost every aspect of daily living, which has benefits and drawbacks. A creative approach to designing a mindful, healthy integration of technology with lifestyle can influence flourishing and well-being, as well as provide an avenue for creative self-expression, reflection, community sharing and collaboration. Explore how technology provides opportunities to optimize health, performance, relationships, and purpose. Review current research exploring how to effectively integrate social media, digital media, augmented and virtual reality, messaging, privacy, and personal/professional identity and branding in a way that supports overall life design and values. Design, experiment with, and implement a personalized plan for optimizing your day-to-day technology use with an intention for increasing connection, joy, and flourishing.
Terms: Win
| Units: 1
| Repeatable
4 times
(up to 4 units total)
LIFE 180:
Art, Meditation, and Creation (ARTHIST 180, ARTSINST 280)
Art and meditation invite us to be fully present in our minds and bodies. This class will give you tools to integrate mind and body as you explore artworks on display at the university's museums and throughout campus. In your engagement with activity-based learning at these venues, you will attend to perception and embodiment in the process of writing and making creative work about art. You will also learn meditation techniques and be exposed to authors who foreground the importance of the body in both writing and making art. For your meditation-centered and research-based final creative project, you will have the option of writing an experimental visual analysis or devising a performance.
Terms: Aut
| Units: 3
| UG Reqs: WAY-A-II, WAY-CE
LIFE 185Q:
Heartfulness: Mindfulness, Compassion, and Responsibility (CSRE 47Q)
We practice mindfulness as a way of enhancing well-being, interacting compassionately with others, and engaging in socially responsible actions as global citizens. Contemplation is integrated with social justice through embodied practice, experiential learning, and creative expression. Class activities and assignments include journaling, mindfulness practices, and expressive arts. We build a sense of community through appreciative intelligence, connected knowing, deep listening and storytelling.
Terms: Aut
| Units: 3
| UG Reqs: WAY-EDP
LIFE 198:
Directed Reading and Individual Studies - LifeWorks
Translate theoretical knowledge and acquired skills into actionable projects or initiatives that make positive impact within and/or beyond the Stanford community. Students work in collaborative groups or individually under the mentorship of the course instructor(s) to design, deliver, and evaluate an initiative or project.
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
3 times
(up to 6 units total)
LIFE 199:
Selected Topics: LifeWorks
Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty/instructor(s) and students in a particular quarter. May be repeated with change of content. For more information regarding specific course titles and topics, please refer to the notes of each course section.
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
3 times
(up to 6 units total)
LINGUIST 1:
Introduction to Linguistics
This introductory-level course is targeted to students with no linguistics background. The course is designed to introduce and provide an overview of methods, findings, and problems in eight main areas of linguistics: Phonetics, Phonology, Morphology, Syntax, Semantics, Pragmatics, Psycholinguistics, and Sociolinguistics. Through lectures, in-class activities, and problem sets, you will come away with an overview of various linguistic phenomena, a sense of the diversity across languages, skills of linguistic analysis, an awareness of connections between these linguistics and applications of linguistics more broadly, and a basis for understanding the systematic, but complex nature of human language. While much of the course uses English to illuminate various points, you will be exposed to and learn to analyze languages other than English. By the end of the course, you should be able to explain similarities and differences of human languages, use basic linguistic terminology appropriately, apply the tools of linguistic analysis to problems and puzzles of linguistics, understand the questions that drive much research in linguistics, and explain how understanding linguistics is relevant for a variety of real-world phenomena.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-SI
LINGUIST 30N:
Linguistic Meaning and the Law
We will investigate how inherent properties of language, such as ambiguity, vagueness and context-dependence, play into the meaning of a legal text, and how the meaning of a law can remain invariant while its range of application can change with the facts and with our discovery of what the facts are. Our focus will be on the perspective linguistic analysis brings to legal theory, addressing current controversies surrounding different conceptions of `textualism¿ and drawing on well-known examples of legal reasoning about language in cases of identity fraud, obstruction of justice and genocide.
Terms: Win
| Units: 3
| UG Reqs: WAY-FR
LINGUIST 35:
Minds and Machines (CS 24, PHIL 99, PSYCH 35, SYMSYS 1, SYMSYS 200)
(Formerly SYMSYS 100). An overview of the interdisciplinary study of cognition, information, communication, and language, with an emphasis on foundational issues: What are minds? What is computation? What are rationality and intelligence? Can we predict human behavior? Can computers be truly intelligent? How do people and technology interact, and how might they do so in the future? Lectures focus on how the methods of philosophy, mathematics, empirical research, and computational modeling are used to study minds and machines. Students must take this course before being approved to declare Symbolic Systems as a major. All students interested in studying Symbolic Systems are urged to take this course early in their student careers. The course material and presentation will be at an introductory level, without prerequisites. If you have any questions about the course, please email symsys1staff@gmail.com.
Terms: Aut, Win
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-FR
LINGUIST 47N:
Languages, Dialects, Speakers
Preference to freshmen. Variation and change in languages from around the world; language and thought; variation in sound patterns and grammatical structures; linguistic and social structures of variation; how languages differ from one another and how issues in linguistics connect to other social and cultural issues; the systematic study of language.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-SocSci
LINGUIST 105:
Phonetics (LINGUIST 205A)
Phonetics is the systematic study of speech. In this class, we will learn about the physical gestures and timing involved in the articulation of spoken language and about the resulting acoustic signal that is decoded into linguistic units by the human auditory system. The class is structured into two parts: A practical lab component, and a class component. This course highlights both the complexity of the physical nature of producing spoken language, and the highly variable acoustic signal that is interpreted by listeners as language. By the end of this course, you should: (1) Understand the process of preparing an utterance to articulating it; (2) Understand the basic acoustic properties of speech; (3) Provide detailed phonetic transcriptions of speech; (4) Produce and understand the gestures involved in nearly all of the world's speech sounds, and (5) Understand the ways this knowledge can be used to advance our understanding of spoken language understanding by humans and machines. We will be using the software program Praat (https://www.fon.hum.uva.nl/praat/) weekly, beginning on the first day of class. Please download the program and have it installed on your computer before class begins.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-SMA
LINGUIST 107:
Phonetic Transcription
This course will introduce you to the International Phonetic Alphabet, which we will use to transcribe and understand sound patterns across a diverse set of languages. In order to effectively transcribe languages phonetically, you will also learn about the articulatory properties of each sound of the worlds languages and how to produce each sound (even those that are not native to you) in isolation and in various contexts. You will also gain practical skills in recording and labeling acoustic files in Praat (a program for acoustic analysis and other phonetic work). The final project for the class, which will take place in the final two weeks of the course, will involve applying the skills you learned towards describing and transcribing patterns of variation in a language or dialect that you do not speak.
Terms: Aut
| Units: 3
LINGUIST 110:
Introduction to Phonology
Introduction to the sound systems of the world's languages, their similarities and differences. Theories that account for the tacit generalizations that govern the sound patterns of languages. Prerequisite: Linguist 1 or Linguist 105
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-FR
LINGUIST 121A:
The Syntax of English
A data-driven introduction to the study of generative syntax through an in-depth investigation of the sentence structure of English. Emphasis is on central aspects of English syntax, but the principles of theory and analysis extend to the study of the syntax of other languages. The course focuses on building up syntactic argumentation skills via the collective development of a partial formal theory of sentence structure, which attempts to model native speaker knowledge. Satisfies the WIM requirement for Linguistics and the WAY-FR requirement. Prerequisites: none (can be taken before or after Linguistics 121B). The discussion section is mandatory.
Terms: Spr
| Units: 4
| UG Reqs: WAY-FR
LINGUIST 121B:
Crosslinguistic Syntax
A data-driven introduction to the study of syntax through the investigation of a diverse array of the world's languages, including but not limited to English. Emphasis is on understanding how languages are systematically alike and different in their basic sentence structure. The course focuses on building up syntactic argumentation skills via the collective development of a partial formal theory of sentence structure, which attempts to model native speaker knowledge. Satisfies the WIM requirement for Linguistics and the WAY-FR requirement. Prerequisites: none (can be taken before or after Linguistics 121A). The discussion section is mandatory.
Terms: Aut
| Units: 4
| UG Reqs: WAY-FR
LINGUIST 130A:
Introduction to Semantics and Pragmatics (LINGUIST 230A)
Linguistic meaning and its role in communication. Topics include logical semantics, conversational implicature, presupposition, and speech acts. Applications to issues in politics, the law, philosophy, advertising, and natural language processing. Those who have not taken logic, such as PHIL 150 or 151, should attend section. Prerequisites: LINGUIST 1, SYMSYS 1 (LINGUIST 35), consent of instructor, or graduate standing in Linguistics
Terms: Win
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-FR
LINGUIST 130B:
Introduction to Lexical Semantics
Introduction to basic concepts and issues in the linguistic study of word meaning. We explore grammatical regularities in word meaning and the relation between word meaning and the conceptual realm. The questions we address include the following. How is the meaning of a word determined from its internal structure? How can simple words have complex meanings? What is a possible word? How does a word's meaning determine the word's syntactic distribution and what kind of reasoning does it support? What kind of information belongs to the lexical entry of a word? The course will show that the investigation of the linguistic and semantic structure of words draws on the full resources of linguistic theory and methodology. Prerequisites: Symsys 1, Linguist 35, or equivalent or permission of the instructor. Linguist 130A is not a prerequisite for this course.
Terms: Spr
| Units: 3-4
| UG Reqs: GER:DB-SocSci, WAY-FR
LINGUIST 132:
Lexical Semantic Typology
This course surveys how languages express members of the basic conceptual categories entity, event, property, and spatial relation. It examines strategies languages use to name members of these categories, and factors that might influence the choices languages make. Relatedly, it explores similarities and differences among languages in the sets of words they have to express notions within various conceptual domains. Restricted to undergraduates. Prerequisites: Linguist 116A, 121A, 121B, 130A, or 130B, or permission of the instructor
Terms: Aut
| Units: 4
LINGUIST 134A:
The Structure of Discourse: Theory and Applications (LINGUIST 234)
This course examines the linguistic structure of discourse, with a particular emphasis on learning to identify the emergent structures of spontaneous conversations. Specific topics include: narrative structure; turn-taking; discourse markers; face and politeness; inference and implicature; discourse coherence; reference; intertextuality; stance-taking; and framing. Class-time is split between hands-on data analysis and the discussion of both recent and foundational research on conversation. Throughout the class discussions and data analysis projects, students will also explore how the structure of discourse is shaped by cognition, social identities, interpersonal relationships, and cultural contexts.nnPrerequisites: Prior coursework in linguistics or permission of the instructor.
Terms: Win
| Units: 2-4
LINGUIST 145:
Introduction to Psycholinguistics (LINGUIST 245A, PSYCH 140)
How do people do things with language? How do we go from perceiving the acoustic waves that reach our ears to understanding that someone just announced the winner of the presidential election? How do we go from a thought to spelling that thought out in a sentence? How do babies learn language from scratch? This course is a practical introduction to psycholinguistics -- the study of how humans learn, represent, comprehend, and produce language. The course aims to provide students with a solid understanding of both the research methodologies used in psycholinguistic research and many of the well-established findings in the field. Topics covered will include visual and auditory recognition of words, sentence comprehension, reading, discourse and inference, sentence production, language acquisition, language in the brain, and language disorders. Students will conduct a small but original research project and gain experience with reporting and critiquing psycholinguistic research.
Terms: Aut
| Units: 4
LINGUIST 150:
Language and Society
This course explores the social life of spoken language. Students learn to address the following big questions about language and society: Why do languages vary across different time periods, locations, and social groups? What do our opinions about the way other people speak tell us about society? How do our social identities and goals influence the way we speak? And how do we use language to alter our social relationships? In addition to weekly reading responses, students complete two projects during the quarter: a transcription of spoken interaction and a quantitative analysis of linguistic variation. Students taking the course for four units write a literature review and project proposal for their final papers. Students taking the course for three units complete a shorter final paper that aims to improve public awareness about sociolinguistics.
Terms: Spr
| Units: 3-4
| UG Reqs: GER:DB-SocSci, WAY-EDP, WAY-SI
LINGUIST 156:
Language, Gender, & Sexuality (FEMGEN 156X)
The role of language in the construction of gender, the maintenance of the gender order, and social change. Field projects explore hypotheses about the interaction of language and gender. No knowledge of linguistics required.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-EDP, WAY-SI
LINGUIST 180:
From Languages to Information (CS 124, LINGUIST 280)
Extracting meaning, information, and structure from human language text, speech, web pages, social networks. Introducing methods (regex, edit distance, naive Bayes, logistic regression, neural embeddings, inverted indices, collaborative filtering, PageRank), applications (chatbots, sentiment analysis, information retrieval, question answering, text classification, social networks, recommender systems), and ethical issues in both. Prerequisites: CS106B
Terms: Aut
| Units: 3-4
| UG Reqs: WAY-AQR
Instructors: ;
Jurafsky, D. (PI);
Cruz, D. (TA);
Kim, M. (TA);
Lowber, A. (TA);
Lu, H. (TA);
Newman, B. (TA);
Ocampo Barba, P. (TA);
Qushair, Y. (TA);
Soylu, D. (TA);
Sun, A. (TA);
Wade, B. (TA);
Yu, D. (TA)
LINGUIST 188:
Natural Language Understanding (CS 224U, LINGUIST 288, SYMSYS 195U)
Project-oriented class focused on developing systems and algorithms for robust machine understanding of human language. Draws on theoretical concepts from linguistics, natural language processing, and machine learning. Topics include lexical semantics, distributed representations of meaning, relation extraction, semantic parsing, sentiment analysis, and dialogue agents, with special lectures on developing projects, presenting research results, and making connections with industry. Prerequisites: CS 224N or CS 224S (This is a smaller number of courses than previously.)
Terms: Spr
| Units: 3-4
LINGUIST 195A:
Undergraduate Research Workshop
Designed for undergraduates beginning or working on research projects in linguistics. Participants present and receive feedback on their projects and receive tips on the research and writing process.
Terms: Win, Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
LINGUIST 196:
Introduction to Research for Undergraduates
Introduction to linguistic research via presentations by Stanford linguistics faculty and graduate students. Open to undergraduate students interested in linguistics. Required for linguistics majors.
Terms: Aut
| Units: 1
LINGUIST 197A:
Undergraduate Research Seminar
Senior capstone seminar. Joint readings in an annually varying topic, exploring the implications and importance of linguistic research for other domains of knowledge or practice.
Terms: Win
| Units: 2-3
LINGUIST 198:
Honors Research
Terms: Aut, Win, Spr
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Anttila, A. (PI);
Bresnan, J. (PI);
Clark, E. (PI);
Condoravdi, C. (PI);
Degen, J. (PI);
Eckert, P. (PI);
Frank, M. (PI);
Gribanov, V. (PI);
Harizanov, B. (PI);
Jurafsky, D. (PI);
Kay, M. (PI);
Kiparsky, P. (PI);
Lassiter, D. (PI);
Levin, B. (PI);
Manning, C. (PI);
Peters, S. (PI);
Podesva, R. (PI);
Potts, C. (PI);
Rickford, J. (PI);
Sumner, M. (PI);
Wasow, T. (PI);
Zwicky, A. (PI)
LINGUIST 199:
Independent Study
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Anttila, A. (PI);
Bresnan, J. (PI);
Clark, E. (PI);
Condoravdi, C. (PI);
Degen, J. (PI);
Eckert, P. (PI);
Frank, M. (PI);
Gribanov, V. (PI);
Harizanov, B. (PI);
Hilton, K. (PI);
Hubbard, P. (PI);
Jurafsky, D. (PI);
Kay, M. (PI);
Kiparsky, P. (PI);
Lassiter, D. (PI);
Levin, B. (PI);
Manning, C. (PI);
Peters, S. (PI);
Podesva, R. (PI);
Potts, C. (PI);
Rickford, J. (PI);
Sumner, M. (PI);
Wasow, T. (PI);
Zwicky, A. (PI)
LINGUIST 205A:
Phonetics (LINGUIST 105)
Phonetics is the systematic study of speech. In this class, we will learn about the physical gestures and timing involved in the articulation of spoken language and about the resulting acoustic signal that is decoded into linguistic units by the human auditory system. The class is structured into two parts: A practical lab component, and a class component. This course highlights both the complexity of the physical nature of producing spoken language, and the highly variable acoustic signal that is interpreted by listeners as language. By the end of this course, you should: (1) Understand the process of preparing an utterance to articulating it; (2) Understand the basic acoustic properties of speech; (3) Provide detailed phonetic transcriptions of speech; (4) Produce and understand the gestures involved in nearly all of the world's speech sounds, and (5) Understand the ways this knowledge can be used to advance our understanding of spoken language understanding by humans and machines. We will be using the software program Praat (https://www.fon.hum.uva.nl/praat/) weekly, beginning on the first day of class. Please download the program and have it installed on your computer before class begins.
Terms: Win
| Units: 4
LINGUIST 207L:
Phonetics Research Lab
Regular meetings of the members of the Phonetics Lab.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
20 times
(up to 20 units total)
LINGUIST 210A:
Phonology
Introduction to phonological theory and analysis based on cross-linguistic evidence. Topics: phonological representations including features, syllables, metrical structure; phonological processes; phonological rules and constraints; phonological typology and universals; the phonology/morphology interface; Optimality Theory and Harmonic Grammar. Prerequisites: Linguist 110 or consent of instructor
Terms: Win
| Units: 3-4
LINGUIST 217:
Morphosyntax
An investigation of central issues in the study of the interface between syntax and morphology as well as its relation to semantic interpretation. Topics may include: the internal structure of words, valence-changing morphology, incorporation, compounding, inflection (e.g. case, agreement) and cliticization. The course draws on data from a range of languages and aims to explore various theoretical approaches. Prerequisites: graduate standing or permission of instructor.
Terms: Spr
| Units: 2-4
LINGUIST 222A:
Foundations of Syntactic Theory I
The roles of the verb and the lexicon in the determination of sentence syntax and their treatment in modern grammatical theories. Empirical underpinnings of core phenomena, including the argument/adjunct distinction, argument structure and argument realization, control and raising, operations on argument structure and grammatical function changing rules. Motivations for a lexicalist approach rooted in principles of lexical expression and subcategorization satisfaction. Prerequisite: Linguist 121A, Linguist 121B, or permission of instructor.
Terms: Aut
| Units: 3-4
LINGUIST 222B:
Foundations of Syntactic Theory II
The nature of unbounded dependency constructions such as constituent questions, topicalization, relative clauses, and clefts, among others. Topics include A-bar movement, constraints on extraction, successive cyclicity, as well as variation in the way unbounded dependencies are established crosslinguistically. Prerequisite: 222A.
Terms: Win
| Units: 3-4
LINGUIST 225S:
Syntax and Morphology Research Seminar
Presentation of ongoing research in syntax and morphology. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
5 times
(up to 5 units total)
LINGUIST 230A:
Introduction to Semantics and Pragmatics (LINGUIST 130A)
Linguistic meaning and its role in communication. Topics include logical semantics, conversational implicature, presupposition, and speech acts. Applications to issues in politics, the law, philosophy, advertising, and natural language processing. Those who have not taken logic, such as PHIL 150 or 151, should attend section. Prerequisites: LINGUIST 1, SYMSYS 1 (LINGUIST 35), consent of instructor, or graduate standing in Linguistics
Terms: Win
| Units: 4
LINGUIST 230C:
Advanced Topics in Semantics & Pragmatics
We focus on a topic in the meaning and use of linguistic expressions to explore a number of central issues in semantics and pragmatics. These include quantification, binding, referentiality, presupposition, pragmatic inferences, context-dependency, indexicality, and systems of dynamic interpretation. Prerequisites: LINGUIST 230B or permission of the instructor.
Terms: Aut
| Units: 1-4
| Repeatable
5 times
(up to 20 units total)
LINGUIST 232A:
Lexical Semantics
Introduction to issues in word meaning, focused primarily around verbs. Overview of the core semantic properties of verbs and the organization of the verb lexicon. Approaches to lexical semantic representation, including semantic role lists, proto-roles, and causal and aspectual theories of event conceptualization. Prerequisite: Linguist 130A, Linguist 130B, or permission of instructor.
Terms: Aut
| Units: 2-4
LINGUIST 234:
The Structure of Discourse: Theory and Applications (LINGUIST 134A)
This course examines the linguistic structure of discourse, with a particular emphasis on learning to identify the emergent structures of spontaneous conversations. Specific topics include: narrative structure; turn-taking; discourse markers; face and politeness; inference and implicature; discourse coherence; reference; intertextuality; stance-taking; and framing. Class-time is split between hands-on data analysis and the discussion of both recent and foundational research on conversation. Throughout the class discussions and data analysis projects, students will also explore how the structure of discourse is shaped by cognition, social identities, interpersonal relationships, and cultural contexts.nnPrerequisites: Prior coursework in linguistics or permission of the instructor.
Terms: Win
| Units: 2-4
LINGUIST 238B:
Probabilistic Models of Cognition: Language (CS 428B, PSYCH 220B)
How can we understand natural language use in computational terms? This course surveys probabilistic models for natural language semantics and pragmatics. It begins with an introduction to the Rational Speech Acts framework for modeling pragmatics as social reasoning. It then explores a variety of phenomena in language meaning and usage. Probabilistic programming will be used as a precise and practical way to express models.
Terms: Aut
| Units: 3
LINGUIST 245A:
Introduction to Psycholinguistics (LINGUIST 145, PSYCH 140)
How do people do things with language? How do we go from perceiving the acoustic waves that reach our ears to understanding that someone just announced the winner of the presidential election? How do we go from a thought to spelling that thought out in a sentence? How do babies learn language from scratch? This course is a practical introduction to psycholinguistics -- the study of how humans learn, represent, comprehend, and produce language. The course aims to provide students with a solid understanding of both the research methodologies used in psycholinguistic research and many of the well-established findings in the field. Topics covered will include visual and auditory recognition of words, sentence comprehension, reading, discourse and inference, sentence production, language acquisition, language in the brain, and language disorders. Students will conduct a small but original research project and gain experience with reporting and critiquing psycholinguistic research.
Terms: Aut
| Units: 4
LINGUIST 245B:
Methods in Psycholinguistics (SYMSYS 195L)
Over the past ten years, linguists have become increasingly interested in testing theories with a wider range of empirical data than the traditionally accepted introspective judgments of hand-selected linguistic examples. Consequently, linguistics has seen a surge of interest in psycholinguistic methods across all subfields. This course will provide an overview of various standard psycholinguistic techniques and measures, including offline judgments (e.g., binary categorization tasks like truth-value judgments, Likert scale ratings, continuous slider ratings), response times, reading times, eye-tracking, ERPs, and corpus methods. Students will present and discuss research articles. Students will also run an experiment (either a replication or an original design, if conducive to the student's research) to gain hands-on experience with experimental design and implementation in html/javascript and Mechanical Turk; data management, analysis, and visualization in R; and open science tools like git/github.
Terms: Win
| Units: 4
LINGUIST 247L:
Alps Research Lab
Regular meetings of members of the Alps Lab.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
20 times
(up to 20 units total)
LINGUIST 254:
Race, Ethnicity, and Language: Writing Race, Ethnicity, and Language in Ethnography (ANTHRO 398B, CSRE 389B, EDUC 389B)
This methods seminar focuses on developing ethnographic strategies for representing race, ethnicity, and language in writing without reproducing the stereotypes surrounding these categories and practices. In addition to reading various ethnographies, students conduct their own ethnographic research to test out the authors' contrasting approaches to data collection, analysis, and representation. The goal is for students to develop a rich ethnographic toolkit that will allow them to effectively represent the (re)production and (trans)formation of racial, ethnic, and linguistic phenomena.
Terms: Aut
| Units: 3-4
LINGUIST 255K:
Constructed Dialogue
This seminar explores constructed dialogue from a variety of theoretical and methodological approaches. The course is intended for graduate students and advanced undergraduates with a background in discourse analysis and variation analysis. Prerequisites: LINGUIST 134A/234 and LINGUIST 258 or permission from the instructors.her universities.)
Terms: Spr
| Units: 2-4
LINGUIST 255L:
Seminar in Sociolinguistics: Multiracial Identity in Variation Studies
This course confronts the challenge of investigating linguistic variation among multiracial speakers. Hands-on individual and collaborative projects using the voices of California corpus. Prerequisite: Linguistics 258 or equivalent, no exceptions.
Terms: Spr
| Units: 1-4
LINGUIST 256:
Language, Gender, and Sexuality
The role of language in constructing gender and sexuality. Historical overview of major theoretical perspectives and debates (difference vs. dominance, identity vs. desire) and discussion of new directions (affect, embodiment, figures of personhood, experimental approaches). Previous coursework in sociolinguistics recommended. Prerequisites: LING 250 and 110 or the equivalent.
Terms: Win
| Units: 1-4
| Repeatable
for credit
LINGUIST 257L:
Interactional Phonetics Research Lab
Sociophonetic, discourse-analytic, and computational approaches to social interaction. Meetings consist of presentations of research, discussions of readings, and collaborative research project work. Prerequisites: Linguist 250, Linguist 258, or Linguist 258A
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
20 times
(up to 20 units total)
LINGUIST 258:
Analysis of Variation
The quantitative study of linguistic variability in time, space, and society emphasizing social constraints in variation. Hands-on work with variable data. Prerequisites: 105/205 and 250, or consent of instructor.
Terms: Aut
| Units: 1-4
LINGUIST 272:
Structure of Finnish
Central topics in Finnish morphology, syntax, and semantics and how they bear on current theoretical debates. Topics: clause structure; case; aspect; word order.
Terms: Spr
| Units: 2-4
LINGUIST 274A:
Linguistic Field Methods I
Practical training in the collection and analysis of linguistic data from native speakers of a language largely unknown to the investigator. Documentation of endangered languages. Research goals, field trip preparation, ethics (including human subjects, cooperation with local investigators, and governmental permits), working in the community, technical equipment, and analytical strategies. Emphasis is on the use of recording devices and computers in collection and analysis. Students are strongly encouraged to make a commitment to both 274A and 274B in the same year. Prerequisites: One course in phonetics or phonology and syntax, or permission of the instructor. Open to undergraduates with permission of instructor only.
Terms: Win
| Units: 3-4
LINGUIST 274B:
Linguistic Field Methods II
Continuation of 274A, with a focus on student projects in a targeted language. Prerequisite: 274A or consent of instructor. Graduate students are strongly encouraged to make a commitment to both 274A and 274B in the same year. For full credit, students are expected to work privately with the consultant outside of class time.
Terms: Spr
| Units: 3-4
LINGUIST 276E:
Stanford Black Academic Lab: Community-Based Participatory Methods (AFRICAAM 488, EDUC 488)
This lab-based course is an overview of research methods that are used in the development of Black educators, including survey research, individual and focus group interviews, ethnographic methods, and documentary activism. Lab participants will be guided through critical thinking about the professional and personal development of Black educators while assessing the utility and relevance of research-based responses to that development in partnership with a particular educational organization or agency.
Terms: Win
| Units: 2-5
LINGUIST 278:
Programming for Linguists
Computer programming techniques for collecting and analyzing data in linguistic research. Introduction to the UNIX, regular expressions, and Python scripting. Hands-on experience gathering, formatting, and manipulating corpus, field, and experimental data, combining data from multiple sources, and working with existing tools. Knowledge of computer programming not required.
Terms: Aut
| Units: 1-4
LINGUIST 280:
From Languages to Information (CS 124, LINGUIST 180)
Extracting meaning, information, and structure from human language text, speech, web pages, social networks. Introducing methods (regex, edit distance, naive Bayes, logistic regression, neural embeddings, inverted indices, collaborative filtering, PageRank), applications (chatbots, sentiment analysis, information retrieval, question answering, text classification, social networks, recommender systems), and ethical issues in both. Prerequisites: CS106B
Terms: Aut
| Units: 3-4
Instructors: ;
Jurafsky, D. (PI);
Cruz, D. (TA);
Kim, M. (TA);
Lowber, A. (TA);
Lu, H. (TA);
Newman, B. (TA);
Ocampo Barba, P. (TA);
Qushair, Y. (TA);
Soylu, D. (TA);
Sun, A. (TA);
Wade, B. (TA);
Yu, D. (TA)
LINGUIST 284:
Natural Language Processing with Deep Learning (CS 224N, SYMSYS 195N)
Methods for processing human language information and the underlying computational properties of natural languages. Focus on deep learning approaches: understanding, implementing, training, debugging, visualizing, and extending neural network models for a variety of language understanding tasks. Exploration of natural language tasks ranging from simple word level and syntactic processing to coreference, question answering, and machine translation. Examination of representative papers and systems and completion of a final project applying a complex neural network model to a large-scale NLP problem. Prerequisites: calculus and linear algebra; CS124, CS221, or CS229.
Terms: Win
| Units: 3-4
Instructors: ;
Manning, C. (PI);
Ali, K. (TA);
Banerjee, G. (TA);
Chi, E. (TA);
Goldie, A. (TA);
Hong, F. (TA);
Kanodia, S. (TA);
Lam, G. (TA);
Li, V. (TA);
Mitchell, E. (TA);
Newman, B. (TA);
Rai, M. (TA);
Shen, K. (TA);
Sui, E. (TA);
Sun, A. (TA);
Wolff, C. (TA);
Yasunaga, M. (TA);
Yu, K. (TA);
Zhang, Y. (TA);
Zheng, L. (TA);
Zhou, A. (TA)
LINGUIST 288:
Natural Language Understanding (CS 224U, LINGUIST 188, SYMSYS 195U)
Project-oriented class focused on developing systems and algorithms for robust machine understanding of human language. Draws on theoretical concepts from linguistics, natural language processing, and machine learning. Topics include lexical semantics, distributed representations of meaning, relation extraction, semantic parsing, sentiment analysis, and dialogue agents, with special lectures on developing projects, presenting research results, and making connections with industry. Prerequisites: CS 224N or CS 224S (This is a smaller number of courses than previously.)
Terms: Spr
| Units: 3-4
LINGUIST 289L:
Computational Linguistics Research Lab
Regular meetings of the members of the Computational Research Lab.
Terms: Aut
| Units: 1
| Repeatable
20 times
(up to 20 units total)
LINGUIST 294:
Linguistic Research Discussion Group
Restricted to first-year Linguistics Ph.D. students.
Terms: Aut
| Units: 1
LINGUIST 390:
M.A. Project
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
for credit
Instructors: ;
Anttila, A. (PI);
Bresnan, J. (PI);
Clark, E. (PI);
Degen, J. (PI);
Eckert, P. (PI);
Harizanov, B. (PI);
Hubbard, P. (PI);
Jurafsky, D. (PI);
Kay, M. (PI);
Lassiter, D. (PI);
Levin, B. (PI);
Manning, C. (PI);
Peters, S. (PI);
Potts, C. (PI);
Rickford, J. (PI);
Sumner, M. (PI);
Wasow, T. (PI);
Zwicky, A. (PI)
LINGUIST 391A:
Curricular Practical Training
Educational opportunities in research and development labs in industry. Qualified linguistics students engage in internship work and integrate that work into their academic program. Students register during the quarter they are employed and complete a research report outlining their work activity, problems investigated, results, and follow-on projects they expect to perform. Course may be repeated for credit.
Terms: Aut, Sum
| Units: 1
| Repeatable
3 times
(up to 3 units total)
LINGUIST 393:
Summer Research Activity
Restricted to Linguistics Ph.D. students. May be repeated for credit.
Terms: Sum
| Units: 1-8
| Repeatable
for credit
LINGUIST 394:
TA Training Workshop
For second-year graduate students in Linguistics
Terms: Aut
| Units: 1
LINGUIST 395:
Research Workshop
Restricted to Linguistics Ph.D. students. Student presentations of research toward qualifying papers. May be repeated for credit.
Terms: Spr
| Units: 1-2
| Repeatable
for credit
LINGUIST 395D:
Linguistics Writing Group
Restricted to Linguistics Ph.D. students. May be repeated for credit. Meets weekly to support student writing projects
Terms: Sum
| Units: 1
| Repeatable
5 times
(up to 5 units total)
LINGUIST 396:
Research Projects in Linguistics
Mentored research project for first-year graduate students in linguistics.
Terms: Win
| Units: 2-3
Instructors: ;
Anttila, A. (PI);
Bresnan, J. (PI);
Clark, E. (PI);
Condoravdi, C. (PI);
Degen, J. (PI);
Eckert, P. (PI);
Frank, M. (PI);
Goodman, N. (PI);
Gribanov, V. (PI);
Harizanov, B. (PI);
Jurafsky, D. (PI);
Karttunen, L. (PI);
Kay, M. (PI);
Kiparsky, P. (PI);
Lassiter, D. (PI);
Levin, B. (PI);
Manning, C. (PI);
Podesva, R. (PI);
Sumner, M. (PI);
Wasow, T. (PI);
Zaenen, A. (PI)
LINGUIST 397:
Directed Reading
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Alim, H. (PI);
Anttila, A. (PI);
Bresnan, J. (PI);
Clark, E. (PI);
Condoravdi, C. (PI);
Degen, J. (PI);
Eckert, P. (PI);
Frank, M. (PI);
Gribanov, V. (PI);
Harizanov, B. (PI);
Hubbard, P. (PI);
Jurafsky, D. (PI);
Karttunen, L. (PI);
Kay, M. (PI);
Kiparsky, P. (PI);
Lassiter, D. (PI);
Levin, B. (PI);
Manning, C. (PI);
Peters, S. (PI);
Podesva, R. (PI);
Polanyi, L. (PI);
Potts, C. (PI);
Rickford, J. (PI);
Rosa, J. (PI);
Sumner, M. (PI);
Wasow, T. (PI);
Zaenen, A. (PI);
Zwicky, A. (PI)
LINGUIST 398:
Directed Research
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Anttila, A. (PI);
Baglini, R. (PI);
Bresnan, J. (PI);
Clark, E. (PI);
Condoravdi, C. (PI);
Degen, J. (PI);
Eckert, P. (PI);
Frank, M. (PI);
Gribanov, V. (PI);
Harizanov, B. (PI);
Jurafsky, D. (PI);
Karttunen, L. (PI);
Kay, M. (PI);
Kiparsky, P. (PI);
Lassiter, D. (PI);
Levin, B. (PI);
Manning, C. (PI);
Peters, S. (PI);
Podesva, R. (PI);
Potts, C. (PI);
Rickford, J. (PI);
Sumner, M. (PI);
Wasow, T. (PI);
Zaenen, A. (PI);
Zwicky, A. (PI)
LINGUIST 399:
Dissertation Research
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Anttila, A. (PI);
Bresnan, J. (PI);
Clark, E. (PI);
Condoravdi, C. (PI);
Degen, J. (PI);
Eckert, P. (PI);
Frank, M. (PI);
Gribanov, V. (PI);
Harizanov, B. (PI);
Jurafsky, D. (PI);
Kay, M. (PI);
Kiparsky, P. (PI);
Lassiter, D. (PI);
Levin, B. (PI);
Manning, C. (PI);
Peters, S. (PI);
Podesva, R. (PI);
Potts, C. (PI);
Rickford, J. (PI);
Sumner, M. (PI);
Wasow, T. (PI);
Zwicky, A. (PI)
LINGUIST 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Anttila, A. (PI);
Bresnan, J. (PI);
Clark, E. (PI);
Condoravdi, C. (PI);
Degen, J. (PI);
Eckert, P. (PI);
Frank, M. (PI);
Gribanov, V. (PI);
Harizanov, B. (PI);
Hubbard, P. (PI);
Jurafsky, D. (PI);
Kay, M. (PI);
Kiparsky, P. (PI);
Lassiter, D. (PI);
Levin, B. (PI);
Manning, C. (PI);
Peters, S. (PI);
Podesva, R. (PI);
Potts, C. (PI);
Rickford, J. (PI);
Sag, I. (PI);
Sumner, M. (PI);
Wasow, T. (PI);
Zwicky, A. (PI)
MATH 19:
Calculus
Introduction to differential calculus of functions of one variable. Review of elementary functions (including exponentials and logarithms), limits, rates of change, the derivative and its properties, applications of the derivative. Prerequisites: trigonometry, advanced algebra, and analysis of elementary functions (including exponentials and logarithms). You must have taken the math placement diagnostic (offered through the Math Department website) in order to register for this course.
Terms: Aut, Win, Sum
| Units: 3
| UG Reqs: GER:DB-Math, WAY-FR
Instructors: ;
Asserian, L. (PI);
Jack, T. (PI);
Kotas, J. (PI);
Sun, W. (PI);
Chen, D. (TA);
Chu, Y. (TA);
Ho, W. (TA);
KimLee, H. (TA);
McDonald, V. (TA);
Mistele, J. (TA);
Serio, C. (TA)
MATH 19A:
Calculus, ACE
Additional problem solving session for Math 19 guided by a course assistant. Concurrent enrollment in Math 19 required. Application required: https://forms.gle/ruykWBk6zJMgXRB49
Terms: Aut, Win
| Units: 1
MATH 20:
Calculus
The definite integral, Riemann sums, antiderivatives, the Fundamental Theorem of Calculus. Integration by substitution and by parts. Area between curves, and volume by slices, washers, and shells. Initial-value problems, exponential and logistic models, direction fields, and parametric curves. Prerequisite: Math 19 or equivalent. If you have not previously taken a calculus course at Stanford then you must have taken the math placement diagnostic (offered through the Math Department website) in order to register for this course.
Terms: Aut, Win, Spr
| Units: 3
| UG Reqs: GER:DB-Math, WAY-FR
Instructors: ;
Dai, I. (PI);
Jack, T. (PI);
Li, Z. (PI);
Wieczorek, W. (PI);
Chaudhry, M. (TA);
Dore, D. (TA);
Ho, W. (TA);
Iwasaki, H. (TA);
Jajoo, A. (TA);
Li, H. (TA);
Li, Z. (GP);
Mistele, J. (TA);
Qin, Q. (TA);
Su, S. (TA)
MATH 20A:
Calculus, ACE
Additional problem solving session for Math 20 guided by a course assistant. Concurrent enrollment in Math 20 required. Application required: https://forms.gle/ruykWBk6zJMgXRB49
Terms: Aut, Win, Spr
| Units: 1
MATH 21:
Calculus
This course addresses a variety of topics centered around the theme of "calculus with infinite processes", largely the content of BC-level AP Calculus that isn't in the AB-level syllabus. It is needed throughout probability and statistics at all levels, as well as to understand approximation procedures that arise in all quantitative fields (including economics and computer graphics). After an initial review of limit rules, the course goes on to discuss sequences of numbers and of functions, as well as limits "at infinity" for each (needed for any sensible discussion of long-term behavior of a numerical process, such as: iterative procedures and complexity in computer science, dynamic models throughout economics, and repeated trials with data in any field). Integration is discussed for rational functions (a loose end from Math 20) and especially (improper) integrals for unbounded functions and "to infinity": this shows up in contexts as diverse as escape velocity for a rocket, the present value of a perpetual yield asset, and important calculations in probability (including the famous "bell curve" and to understand why many statistical tests work as they do). The course then turns to infinite series (how to "sum" an infinite collection of numbers), some useful convergence and divergence rests for these, and the associated killer app: power series and their properties, as well as Taylor approximations, all of which provide the framework that underlies virtually all mathematical models used in any quantitative field.
Terms: Aut, Win, Spr
| Units: 4
| UG Reqs: GER:DB-Math, WAY-FR
MATH 21A:
Calculus, ACE
Students attend one of the regular MATH 21 lectures with a longer discussion section of two hours per week instead of one. Active mode: students in small groups discuss and work on problems, with a TA providing guidance and answering questions. Application required: https://forms.gle/ruykWBk6zJMgXRB49
Terms: Aut, Win, Spr
| Units: 5
| UG Reqs: WAY-FR
MATH 51:
Linear Algebra, Multivariable Calculus, and Modern Applications
This course provides unified coverage of linear algebra and multivariable differential calculus, and the free course e-text connects the material to many fields. Linear algebra in large dimensions underlies the scientific, data-driven, and computational tasks of the 21st century. The linear algebra portion includes orthogonality, linear independence, matrix algebra, and eigenvalues with applications such as least squares, linear regression, and Markov chains (relevant to population dynamics, molecular chemistry, and PageRank); the singular value decomposition (essential in image compression, topic modeling, and data-intensive work in many fields) is introduced in the final chapter of the e-text. The multivariable calculus portion includes unconstrained optimization via gradients and Hessians (used for energy minimization), constrained optimization (via Lagrange multipliers, crucial in economics), gradient descent and the multivariable Chain Rule (which underlie many machine learning algorithms, such as backpropagation), and Newton's method (an ingredient in GPS and robotics). The course emphasizes computations alongside an intuitive understanding of key ideas. The widespread use of computers makes it important for users of math to understand concepts: novel users of quantitative tools in the future will be those who understand ideas and how they fit with examples and applications. This is the only course at Stanford whose syllabus includes nearly all the math background for CS 229, which is why CS 229 and CS 230 specifically recommend it (or other courses resting on it). For frequently asked questions about the differences between Math 51 and CME 100, see the FAQ on the placement page on the Math Department website. Prerequisite: Math 21 or the math placement diagnostic (offered through the Math Department website) in order to register for this course.
Terms: Aut, Win, Spr, Sum
| Units: 5
| UG Reqs: GER:DB-Math, WAY-FR
Instructors: ;
Asserian, L. (PI);
Dowlin, N. (PI);
Khu, D. (PI);
Kim, G. (PI);
Lucianovic, M. (PI);
Ma, C. (PI);
Park, J. (PI);
Taylor, C. (PI);
Falcone, P. (TA);
Khu, D. (GP);
Khu, D. (TA);
Kim, G. (GP);
Kraushar, N. (TA);
Li, Z. (TA);
Lucianovic, M. (GP);
Miagkov, K. (TA);
Su, S. (TA);
Taylor, C. (GP)
MATH 51A:
Linear Algebra, Multivariable Calculus, and Modern Applications, ACE
Students attend one of the regular MATH 51 lectures with a longer discussion section of four hours per week instead of two. Active mode: students in small groups discuss and work on problems from a worksheet distributed 2 or 3 days in advance, with a TA providing guidance and answering questions. Application required: https://forms.gle/ruykWBk6zJMgXRB49
Terms: Aut, Win, Spr
| Units: 6
| UG Reqs: GER:DB-Math, WAY-FR
MATH 52:
Integral Calculus of Several Variables
Iterated integrals, line and surface integrals, vector analysis with applications to vector potentials and conservative vector fields, physical interpretations. Divergence theorem and the theorems of Green, Gauss, and Stokes. Prerequisite: Math 21 and Math 51 or equivalents.
Terms: Aut, Win, Spr
| Units: 5
| UG Reqs: GER:DB-Math, WAY-FR
MATH 52A:
Integral Calculus of Several Variables, ACE
Additional problem solving session for Math 52 guided by a course assistant. Concurrent enrollment in Math 52 required. Application required: https://engineering.stanford.edu/students-academics/equity-and-inclusion-initiatives/undergraduate-programs/additional-calculus
Terms: Spr
| Units: 1
MATH 53:
Differential Equations with Linear Algebra, Fourier Methods, and Modern Applications
Ordinary differential equations and initial value problems, linear systems of such equations with an emphasis on second-order constant-coefficient equations, stability analysis for non-linear systems (including phase portraits and the role of eigenvalues), and numerical methods. Partial differential equations and boundary-value problems, Fourier series and initial conditions, and Fourier transform for non-periodic phenomena. n Throughout the development we harness insights from linear algebra, and software widgets are used to explore course topics on a computer (no coding background is needed). The free e-text provides motivation from applications across a wide array of fields (biology, chemistry, computer science, economics, engineering, and physics) described in a manner not requiring any area-specific expertise, and it has an appendix on Laplace transforms with many worked examples as a complement to the Fourier transform in the main text.n Prerequisite: Math 21 and Math 51, or equivalents.
Terms: Aut, Win, Spr, Sum
| Units: 5
| UG Reqs: GER:DB-Math, WAY-FR
MATH 53A:
Differential Equations with Linear Algebra, Fourier Methods, and Modern Applications, ACE
Additional problem solving session for Math 53 guided by a course assistant. Concurrent enrollment in Math 53 required. Application required: https://forms.gle/ruykWBk6zJMgXRB49
Terms: Aut, Win, Spr
| Units: 1
MATH 56:
Proofs and Modern Mathematics
How do mathematicians think? Why are the mathematical facts learned in school true? In this course students will explore higher-level mathematical thinking and will gain familiarity with a crucial aspect of mathematics: achieving certainty via mathematical proofs, a creative activity of figuring out what should be true and why. This course is ideal for students who would like to learn about the reasoning underlying mathematical results, but at a pace and level of abstraction not as intense as Math 61CM/DM, as a consequence benefiting from additional opportunity to explore the reasoning. Familiarity with one-variable calculus is strongly recommended at least at the AB level of AP Calculus since a significant part of the course develops some of the main results in that material systematically from a small list of axioms. We also address linear algebra from the viewpoint of a mathematician, illuminating notions such as fields and abstract vector spaces. This course may be paired with Math 51; though that course is not a pre- or co-requisite. This course is pre-approved as an alternative to CS 103 for the CS major if one later takes CS 154.
Terms: Aut, Win, Spr
| Units: 3
| UG Reqs: WAY-FR
MATH 61CM:
Modern Mathematics: Continuous Methods
This is the first part of a theoretical (i.e., proof-based) sequence in multivariable calculus and linear algebra, providing a unified treatment of these topics. Covers general vector spaces, linear maps and duality, eigenvalues, inner product spaces, spectral theorem, metric spaces, differentiation in Euclidean space, submanifolds of Euclidean space as local graphs, integration on Euclidean space, and many examples. The linear algebra content is covered jointly with Math 61DM. Students should know 1-variable calculus and have an interest in a theoretical approach to the subject. Prerequisite: score of 5 on the BC-level Advanced Placement calculus exam, or consent of the instructor. This series provides the necessary mathematical background for majors in all Computer Science, Economics, Mathematics, Mathematical and Computational Science, Natural Sciences, and Engineering.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-Math, WAY-FR
MATH 61DM:
Modern Mathematics: Discrete Methods
This is the first part of a theoretical (i.e., proof-based) sequence in discrete mathematics and linear algebra. Covers general vector spaces, linear maps and duality, eigenvalues, inner product spaces, spectral theorem, counting techniques, and linear algebra methods in discrete mathematics including spectral graph theory and dimension arguments. The linear algebra content is covered jointly with Math 61CM. Students should have an interest in a theoretical approach to the subject. Prerequisite: score of 5 on the BC-level Advanced Placement calculus exam, or consent of the instructor.nnThis series provides the necessary mathematical background for majors in Computer Science, Economics, Mathematics, Mathematical and Computational Science, and most Natural Sciences and some Engineering majors. Those who plan to major in Physics or in Engineering majors requiring Math 50¿s beyond Math 51 are recommended to take Math 60CM.
Terms: Aut
| Units: 5
| UG Reqs: WAY-FR
MATH 62CM:
Modern Mathematics: Continuous Methods
A proof-based introduction to manifolds and the general Stokes' theorem. This includes a treatment of multilinear algebra, further study of submanifolds of Euclidean space (with many examples), differential forms and their geometric interpretations, integration of differential forms, Stokes' theorem, and some applications to topology. Prerequisites: Math 61CM.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-Math, WAY-FR
MATH 62DM:
Modern Mathematics: Discrete Methods
This is the second part of a theoretical (proof-based) sequence with a focus on discrete mathematics. The central objects discussed in this course are finite fields. These are beautiful structures in themselves, and very useful in large areas of modern mathematics, and beyond. Our goal will be to construct these, understand their structure, and along the way discuss unexpected applications in combinatorics and number theory. Highlights of the course include a complete proof of a polynomial time algorithm for primality testing, Sidon sets and finite projective planes, and an understanding of a lovely magic trick due to Persi Diaconis. Prerequisite: Math 61DM or 61CM.
Terms: Win
| Units: 5
| UG Reqs: WAY-FR
MATH 63CM:
Modern Mathematics: Continuous Methods
A proof-based course on ordinary differential equations. Topics include the inverse and implicit function theorems, implicitly-defined submanifolds of Euclidean space, linear systems of differential equations and necessary tools from linear algebra, stability and asymptotic properties of solutions to linear systems, existence and uniqueness theorems for nonlinear differential equations, behavior of solutions near an equilibrium point, and Sturm-Liouville theory. Prerequisite: Math 61CM or Math 61DM.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-Math, WAY-FR
MATH 63DM:
Modern Mathematics: Discrete Methods
Third part of a proof-based sequence in discrete mathematics, though independent of the second part (62DM). The first half of the quarter gives a brisk-paced coverage of probability and random processes with an intensive use of generating functions and a rich variety of applications. The second half treats entropy, Bayesian inference, Markov chains, game theory, probabilistic methods in solving non-probabilistic problems. We use continuous calculus, e.g. in handling the Gaussian, but anything needed will be reviewed in a self-contained manner. Prerequisite: Math 61DM or 61CM
Terms: Spr
| Units: 5
| UG Reqs: WAY-FR
MATH 77Q:
Probability and gambling
One of the earliest probabilistic discussions was in 1654 between two French mathematicians, Pascal and Fermat, on the following question: 'If a pair of six-sided dice is thrown 24 times, should you bet even money on the occurrence of at least one `double six'?' Shortly after the discussion, Huygens, a Dutch scientist, published De Ratiociniis in Ludo Aleae (The Value of all Chances in Games of Fortune) in 1657; this is considered to be the first treatise on probability. Due to the inherent appeal of games of chance, probability theory soon became popular, and the subject underwent rapid development in the 18th century with contributions from mathematical giants, such as Bernoulli, de Moivre, and Laplace. nnThere are two fairly different lines of thought associated with applications of probability: the solution of betting/gambling and the analysis of statistical data related to quantitative subjects such as mortality tables and insurance rates. In this Introsem, we will discuss poker and other games of chance, such as daily fantasy sports, from the perspective of risk analysis. nnThis Introsem does not require any programming knowledge, but some experience with Excel, MATLAB, R, and/or Python will enhance your experience in our discussion of daily fantasy sports. Students should be familiar with all material from Math 51. No prior knowledge of sports and games of chance is required.
Terms: Aut
| Units: 3
| UG Reqs: WAY-FR
MATH 87Q:
Mathematics of Knots, Braids, Links, and Tangles
Preference to sophomores. Types of knots and how knots can be distinguished from one another by means of numerical or polynomial invariants. The geometry and algebra of braids, including their relationships to knots. Topology of surfaces. Brief summary of applications to biology, chemistry, and physics.
Terms: Spr
| Units: 3
| UG Reqs: WAY-FR
MATH 101:
Math Discovery Lab
MDL is a discovery-based project course in mathematics. Students work independently in small groups to explore open-ended mathematical problems and discover original mathematics. Students formulate conjectures and hypotheses; test predictions by computation, simulation, or pure thought; and present their results to classmates. WIM. Admission is by application: Please email jacobfox@stanford.edu for application information. Motivated students with any level of mathematical background are encouraged to apply.
Terms: Win
| Units: 3
| UG Reqs: WAY-FR
MATH 104:
Applied Matrix Theory
Linear algebra for applications in science and engineering: orthogonality, projections, spectral theory for symmetric matrices, the singular value decomposition, the QR decomposition, least-squares, the condition number of a matrix, algorithms for solving linear systems. MATH 113 offers a more theoretical treatment of linear algebra. MATH 104 and ENGR 108 cover complementary topics in applied linear algebra. The focus of MATH 104 is on algorithms and concepts; the focus of ENGR 108 is on a few linear algebra concepts, and many applications. Prerequisites: MATH 51 and programming experience on par with CS 106.
Terms: Aut, Win, Spr, Sum
| Units: 3
| UG Reqs: GER:DB-Math, WAY-FR
Instructors: ;
Candes, E. (PI);
Kim, G. (PI);
Ma, C. (PI);
Chu, Y. (TA);
Diaconu, S. (TA);
Kim, D. (TA);
McDonald, V. (TA);
Nataraj, K. (TA);
Song, B. (TA);
Yu, X. (TA);
Zhu, J. (TA)
MATH 106:
Functions of a Complex Variable
Complex numbers, analytic functions, Cauchy-Riemann equations, complex integration, Cauchy integral formula, residues, elementary conformal mappings. (Math 116 offers a more theoretical treatment.) Prerequisite: 52.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Math, WAY-FR
MATH 107:
Graph Theory
An introductory course in graph theory establishing fundamental concepts and results in variety of topics. Topics include: basic notions, connectivity, cycles, matchings, planar graphs, graph coloring, matrix-tree theorem, conditions for hamiltonicity, Kuratowski's theorem, Ramsey and Turan-type theorem. Prerequisites: 51 or equivalent and some familiarity with proofs is required.
Terms: Spr
| Units: 3
| UG Reqs: WAY-FR
MATH 108:
Introduction to Combinatorics and Its Applications
Topics: graphs, trees (Cayley's Theorem, application to phylogony), eigenvalues, basic enumeration (permutations, Stirling and Bell numbers), recurrences, generating functions, basic asymptotics. Prerequisites: 51 or equivalent.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Math, WAY-FR
MATH 109:
Groups and Symmetry
Applications of the theory of groups. Topics: elements of group theory, groups of symmetries, matrix groups, group actions, and applications to combinatorics and computing. Applications: rotational symmetry groups, the study of the Platonic solids, crystallographic groups and their applications in chemistry and physics. Honors math majors and students who intend to do graduate work in mathematics should take 120. WIM. Prerequisite: Math 51.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-Math, WAY-FR
MATH 110:
Number Theory for Cryptography
Number theory and its applications to modern cryptography. Topics include: congruences, primality testing and factorization, public key cryptography, and elliptic curves, emphasizing algorithms. Includes an introduction to proof-writing. This course develops math background useful in CS 255. WIM. Prerequisite: Math 51
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-Math, WAY-FR
MATH 113:
Linear Algebra and Matrix Theory
Algebraic properties of matrices and their interpretation in geometric terms. The relationship between the algebraic and geometric points of view and matters fundamental to the study and solution of linear equations. Topics: linear equations, vector spaces, linear dependence, bases and coordinate systems; linear transformations and matrices; similarity; dual space and dual basis; eigenvectors and eigenvalues; diagonalization. Includes an introduction to proof-writing. (Math 104 offers a more application-oriented treatment.) Prerequisites: Math 51
Terms: Aut, Win, Spr
| Units: 3
| UG Reqs: GER:DB-Math, WAY-FR
MATH 114:
Introduction to Scientific Computing (CME 108)
Introduction to Scientific Computing Numerical computation for mathematical, computational, physical sciences and engineering: error analysis, floating-point arithmetic, nonlinear equations, numerical solution of systems of algebraic equations, banded matrices, least squares, unconstrained optimization, polynomial interpolation, numerical differentiation and integration, numerical solution of ordinary differential equations, truncation error, numerical stability for time dependent problems and stiffness. Implementation of numerical methods in MATLAB programming assignments. Prerequisites: MATH 51, 52, 53, prior programming experience (MATLAB or other language at level of CS 106A or higher).
Terms: Win, Sum
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-FR
MATH 115:
Functions of a Real Variable
The development of 1-dimensional real analysis (the logical framework for why calculus works): sequences and series, limits, continuous functions, derivatives, integrals. Basic point set topology. Includes introduction to proof-writing. Prerequisite: 21.
Terms: Aut, Spr
| Units: 3
| UG Reqs: GER:DB-Math, WAY-FR
MATH 116:
Complex Analysis
Analytic functions, Cauchy integral formula, power series and Laurent series, calculus of residues and applications, conformal mapping, analytic continuation, introduction to Riemann surfaces, Fourier series and integrals. (Math 106 offers a less theoretical treatment.) Prerequisites: 52, and 115 or 171.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-Math, WAY-FR
MATH 120:
Groups and Rings
Recommended for Mathematics majors and required of honors Mathematics majors. A more advanced treatment of group theory than in Math 109, also including ring theory. Groups acting on sets, examples of finite groups, Sylow theorems, solvable and simple groups. Fields, rings, and ideals; polynomial rings over a field; PID and non-PID. Unique factorization domains. WIM course. Prerequisite: Math 51 and some prior proof-writing experience.
Terms: Aut, Spr
| Units: 3
| UG Reqs: GER:DB-Math, WAY-FR
MATH 121:
Galois Theory
Field of fractions, splitting fields, separability, finite fields. Galois groups, Galois correspondence, examples and applications. Prerequisite: Math 120 and (also recommended) 113.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Math, WAY-FR
MATH 122:
Modules and Group Representations
Modules over PID. Tensor products over fields. Group representations and group rings. Maschke's theorem and character theory. Character tables, construction of representations. Prerequisite: Math 120. Also recommended: 113.
Terms: Spr
| Units: 3
| UG Reqs: WAY-FR
MATH 131P:
Partial Differential Equations
An introduction to PDE; particularly suitable for non-Math majors. Topics include physical examples of PDE's, method of characteristics, D'Alembert's formula, maximum principles, heat kernel, Duhamel's principle, separation of variables, Fourier series, Harmonic functions, Bessel functions, spherical harmonics. Students who have taken MATH 171 should consider taking MATH 173 rather than 131P. Prerequisite: 53.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Math, WAY-FR
MATH 136:
Stochastic Processes (STATS 219)
Introduction to measure theory, Lp spaces and Hilbert spaces. Random variables, expectation, conditional expectation, conditional distribution. Uniform integrability, almost sure and Lp convergence. Stochastic processes: definition, stationarity, sample path continuity. Examples: random walk, Markov chains, Gaussian processes, Poisson processes, Martingales. Construction and basic properties of Brownian motion. Prerequisite: STATS 116 or MATH 151 or equivalent. Recommended: MATH 115 or equivalent. http://statweb.stanford.edu/~adembo/math-136/
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Math, WAY-FR
MATH 142:
Hyperbolic Geometry
An introductory course in hyperbolic geometry. Topics may include: different models of hyperbolic geometry, hyperbolic area and geodesics, Isometries and Mobius transformations, conformal maps, Fuchsian groups, Farey tessellation, hyperbolic structures on surfaces and three manifolds, limit sets. Prerequisites: some familiarity with the basic concepts of differential geometrynand the topology of surfaces and manifolds is strongly recommended
Terms: Aut
| Units: 3
MATH 143:
Differential Geometry
Geometry of curves and surfaces in three-space. Parallel transport, curvature, and geodesics. Surfaces with constant curvature. Minimal surfaces. Prerequisite: Math 53.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-Math, WAY-FR
MATH 144:
Introduction to Topology and Geometry
Point set topology, including connectedness, compactness, countability and separation axioms. The inverse and implicit function theorems. Smooth manifolds, immersions and submersions, embedding theorems. Prerequisites: Math 61CM or both Math 113 and Math 171.
Terms: Win
| Units: 3
| UG Reqs: WAY-FR
MATH 145:
Algebraic Geometry
An introduction to the methods and concepts of algebraic geometry. The point of view and content will vary over time, but include: affine varieties, Hilbert basis theorem and Nullstellensatz, projective varieties, algebraic curves. Required: 120. Strongly recommended: additional mathematical maturity via further basic background with fields, point-set topology, or manifolds.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-Math, WAY-FR
MATH 147:
Differential Topology
Introduction to smooth methods in topology including tranvsersality, intersection number, fixed point theorems, as well as differential forms and integration. Prerequisites: Math 144 or equivalent.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-Math, WAY-FR
MATH 151:
Introduction to Probability Theory
A proof-oriented development of basic probability theory. Counting; axioms of probability; conditioning and independence; expectation and variance; discrete and continuous random variables and distributions; joint distributions and dependence; Central Limit Theorem and laws of large numbers. This course is pre-approved as an alternative to CS 109 for the CS major if one later takes CS 228 or CS 229. Prerequisite: Math 61CM, or Math 52 and either Math 56 or Math 115 (or equivalent).
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Math, WAY-FR
MATH 152:
Elementary Theory of Numbers
Euclid's algorithm, fundamental theorems on divisibility; prime numbers; congruence of numbers; theorems of Fermat, Euler, Wilson; congruences of first and higher degrees; quadratic residues; introduction to the theory of binary quadratic forms; quadratic reciprocity; partitions.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Math, WAY-FR
MATH 155:
Analytic Number Theory
Introduction to Dirichlet series and Dirichlet characters, Poisson summation, Gauss sums, analytic continuation for Dirichlet L-functions, applications to prime numbers (e.g., prime number theorem, Dirichlet's theorem). Prerequisites: Complex analysis (Math 106 or 116), Math 152 (or comparable familiarity with the Euclidean algorithm, multiplicative group modulo n, and quadratic reciprocity), and experience with basic analysis arguments.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-Math, WAY-FR
MATH 158:
Basic Probability and Stochastic Processes with Engineering Applications (CME 298)
Calculus of random variables and their distributions with applications. Review of limit theorems of probability and their application to statistical estimation and basic Monte Carlo methods. Introduction to Markov chains, random walks, Brownian motion and basic stochastic differential equations with emphasis on applications from economics, physics and engineering, such as filtering and control. Prerequisites: exposure to basic probability.
Terms: Spr
| Units: 3
| UG Reqs: WAY-FR
MATH 159:
Discrete Probabilistic Methods
Modern discrete probabilistic methods suitable for analyzing discrete structures of the type arising in number theory, graph theory, combinatorics, computer science, information theory and molecular sequence analysis. Prerequisite: STATS 116/MATH 151 or equivalent. Typically in alternating years.
Terms: Spr
| Units: 3
| UG Reqs: WAY-FR
MATH 171:
Fundamental Concepts of Analysis
Recommended for Mathematics majors and required of honors Mathematics majors. A more advanced and general version of Math 115, introducing and using metric spaces. Properties of Riemann integrals, continuous functions and convergence in metric spaces; compact metric spaces, basic point set topology. Prerequisite: 61CM or 61DM or 115 or consent of the instructor. WIM
Terms: Aut, Spr
| Units: 3
| UG Reqs: GER:DB-Math, WAY-FR
MATH 172:
Lebesgue Integration and Fourier Analysis
Similar to 205A, but for undergraduate Math majors and graduate students in other disciplines. Topics include Lebesgue measure on Euclidean space, Lebesgue integration, L^p spaces, the Fourier transform, the Hardy-Littlewood maximal function and Lebesgue differentiation. Prerequisite: 171 or consent of instructor.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-Math, WAY-FR
MATH 173:
Theory of Partial Differential Equations
A rigorous introduction to PDE accessible to advanced undergraduates. Elliptic, parabolic, and hyperbolic equations in many space dimensions including basic properties of solutions such as maximum principles, causality, and conservation laws. Methods include the Fourier transform as well as more classical methods. The Lebesgue integral will be used throughout, but a summary of its properties will be provided to make the course accessible to students who have not had 172 or 205A. In years when Math 173 is not offered, Math 220 is a recommended alternative (with similar content but a different emphasis). Prerequisite: 171 or equivalent.
Terms: Spr
| Units: 3
| UG Reqs: WAY-FR
MATH 175:
Elementary Functional Analysis
Linear operators on Hilbert space. Spectral theory of compact operators; applications to integral equations. Elements of Banach space theory. Prerequisite: 115 or 171.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Math, WAY-FR
MATH 193:
Polya Problem Solving Seminar
Topics in mathematics and problem solving strategies with an eye towards the Putnam Competition. Topics may include parity, the pigeonhole principle, number theory, recurrence, generating functions, and probability. Students present solutions to the class. Open to anyone with an interest in mathematics.
Terms: Aut
| Units: 1
| Repeatable
4 times
(up to 4 units total)
MATH 193X:
Polya Problem Solving Seminar
Topics in mathematics and problem solving strategies with an eye towards the Putnam Competition. Topics may include parity, the pigeonhole principle, number theory, recurrence, generating functions, and probability. Open to anyone with an interest in mathematics. Taught concurrently with Math 193, but students who sign up for Math 193X are given homework and exams. Students cannot enroll in both 193 and 193X during the same quarter.
Terms: Aut
| Units: 3
MATH 197:
Senior Honors Thesis
Honors math major working on senior honors thesis under an approved advisor carries out research and reading. Satisfactory written account of progress achieved during term must be submitted to advisor before term ends. May be repeated 3 times for a max of 9 units. Contact department student services specialist to enroll.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
3 times
(up to 9 units total)
Instructors: ;
Chodosh, O. (PI);
Conrad, B. (PI);
Dembo, A. (PI);
Eliashberg, Y. (PI);
Fox, J. (PI);
Luk, J. (PI);
Malinnikova, E. (PI);
Manolescu, C. (PI);
Mazzeo, R. (PI);
Montanari, A. (PI);
Soundararajan, K. (PI);
Vondrak, J. (PI)
MATH 198:
Practical Training
Only for undergraduate students majoring in mathematics. Students obtain employment in a relevant industrial or research activity to enhance their professional experience. Students submit a concise report detailing work activities, problems worked on, and key results. May be repeated for credit up to 3 units. Prerequisite: qualified offer of employment and consent of department. Prior approval by Math Department is required; you must contact the Math Department's Student Services staff for instructions before being granted permission to enroll.
Terms: Sum
| Units: 1
| Repeatable
3 times
(up to 3 units total)
MATH 199:
Reading Topics
For Math majors only. Undergraduates pursue a reading program under the direction of a Math faculty member; topics limited to those not in regular department course offerings. Credit can fulfill the elective requirement for Math majors. Departmental approval required; please contact the Student Services Specialist for the enrollment proposal form at least 2 weeks before the final study list deadline. May be repeated for credit. Enrollment beyond a third section requires additional approval.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
for credit
MATH 205A:
Real Analysis
Basic measure theory and the theory of Lebesgue integration. Prerequisite: Math 171. Math 172 is also recommended.nnNOTE: Undergraduates require instructor permission to enroll. Undergraduates interested in taking the course should contact the instructor for permission, providing information about relevant background such as performance in prior coursework, reading, etc.
Terms: Aut
| Units: 3
MATH 205B:
Real Analysis
Point set topology, basic functional analysis, Fourier series, and Fourier transform. Prerequisites: 171 and 205A or equivalent.nnNOTE: Undergraduates require instructor permission to enroll. Undergraduates interested in taking the course should contact the instructor for permission, providing information about relevant background such as performance in prior coursework, reading, etc.
Terms: Win
| Units: 3
MATH 205C:
Real Analysis
Continuation of 205B.nnNOTE: Undergraduates require instructor permission to enroll. Undergraduates interested in taking the course should contact the instructor for permission, providing information about relevant background such as performance in prior coursework, reading, etc.
Terms: Spr
| Units: 3
MATH 210A:
Modern Algebra I
Basic commutative ring and module theory, tensor algebra, homological constructions, linear and multilinear algebra, canonical forms and Jordan decomposition. Prerequisite: Math 121. It is also recommended to have taken at least one of Math 122, Math 145, or Math 154.nNOTE: Undergraduates require instructor permission to enroll. Undergraduates interested in taking the course should contact the instructor for permission, providing information about relevant background such as performance in prior coursework, reading, etc.
Terms: Aut
| Units: 3
MATH 210B:
Modern Algebra II
Continuation of 210A. Topics in field theory, commutative algebra, algebraic geometry, and finite group representations. Prerequisites: 210A, and 121 or equivalent.nnNOTE: Undergraduates require instructor permission to enroll. Undergraduates interested in taking the course should contact the instructor for permission, providing information about relevant background such as performance in prior coursework, reading, etc.
Terms: Win
| Units: 3
MATH 210C:
Lie Theory
Topics in Lie groups, Lie algebras, and/or representation theory. Prerequisite: Math 210A and familiarity with the basics of finite group representations. When the course is on Lie groups, familiarity with tangent spaces and integration on manifolds is assumed. May be repeated for credit.nnNOTE: Undergraduates require instructor permission to enroll. Undergraduates interested in taking the course should contact the instructor for permission, providing information about relevant background such as performance in prior coursework, reading, etc.
Terms: Spr
| Units: 3
| Repeatable
for credit
MATH 215A:
Algebraic Topology
Topics: fundamental group and covering spaces, basics of homotopy theory, homology and cohomology (simplicial, singular, cellular), products, introduction to topological manifolds, orientations, Poincare duality. Prerequisites: 120 and 144.nNOTE: Undergraduates require instructor permission to enroll. Undergraduates interested in taking the course should contact the instructor for permission, providing information about relevant background such as performance in prior coursework, reading, etc.
Terms: Aut
| Units: 3
MATH 215B:
Differential Topology
Topics: Basics of differentiable manifolds (tangent spaces, vector fields, tensor fields, differential forms), embeddings, tubular neighborhoods, integration and Stokes' Theorem, deRham cohomology, intersection theory via Poincare duality, Morse theory. Prerequisite: 215AnnNOTE: Undergraduates require instructor permission to enroll. Undergraduates interested in taking the course should contact the instructor for permission, providing information about relevant background such as performance in prior coursework, reading, etc.
Terms: Win
| Units: 3
MATH 215C:
Differential Geometry
This course will be an introduction to Riemannian Geometry. Topics will include the Levi-Civita connection, Riemann curvature tensor, Ricci and scalar curvature, geodesics, parallel transport, completeness, geodesics and Jacobi fields, and comparison techniques. Prerequisites 146 or 215BnnNOTE: Undergraduates require instructor permission to enroll. Undergraduates interested in taking the course should contact the instructor for permission, providing information about relevant background such as performance in prior coursework, reading, etc.
Terms: Spr
| Units: 3
MATH 216A:
Introduction to Algebraic Geometry
Algebraic varieties, and introduction to schemes, morphisms, sheaves, and the functorial viewpoint. May be repeated for credit. Prerequisites: 210AB or equivalent.nnNOTE: Undergraduates require instructor permission to enroll. Undergraduates interested in taking the course should contact the instructor for permission, providing information about relevant background such as performance in prior coursework, reading, etc.
Terms: Aut
| Units: 3
MATH 216B:
Introduction to Algebraic Geometry
Continuation of 216A. May be repeated for credit.nnNOTE: Undergraduates require instructor permission to enroll. Undergraduates interested in taking the course should contact the instructor for permission, providing information about relevant background such as performance in prior coursework, reading, etc.
Terms: Win
| Units: 3
| Repeatable
for credit
MATH 220:
Partial Differential Equations of Applied Mathematics (CME 303)
First-order partial differential equations; method of characteristics; weak solutions; elliptic, parabolic, and hyperbolic equations; Fourier transform; Fourier series; and eigenvalue problems. Prerequisite: Basic coursework in multivariable calculus and ordinary differential equations, and some prior experience with a proof-based treatment of the material as in Math 171 or Math 61CM.nnNOTE: Undergraduates require instructor permission to enroll. Undergraduates interested in taking the course should contact the instructor for permission, providing information about relevant background such as performance in prior coursework, reading, etc.
Terms: Aut
| Units: 3
MATH 226:
Numerical Solution of Partial Differential Equations (CME 306)
Hyperbolic partial differential equations: stability, convergence and qualitative properties; nonlinear hyperbolic equations and systems; combined solution methods from elliptic, parabolic, and hyperbolic problems. Examples include: Burger's equation, Euler equations for compressible flow, Navier-Stokes equations for incompressible flow. Prerequisites: MATH 220 or CME 302.nnNOTE: Undergraduates require instructor permission to enroll. Undergraduates interested in taking the course should contact the instructor for permission, providing information about relevant background such as performance in prior coursework, reading, etc.
Terms: Spr
| Units: 3
MATH 228:
Stochastic Methods in Engineering (CME 308, MS&E 324)
The basic limit theorems of probability theory and their application to maximum likelihood estimation. Basic Monte Carlo methods and importance sampling. Markov chains and processes, random walks, basic ergodic theory and its application to parameter estimation. Discrete time stochastic control and Bayesian filtering. Diffusion approximations, Brownian motion and an introduction to stochastic differential equations. Examples and problems from various applied areas. Prerequisites: exposure to probability and background in analysis.
Terms: Spr
| Units: 3
MATH 230A:
Theory of Probability I (STATS 310A)
Mathematical tools: sigma algebras, measure theory, connections between coin tossing and Lebesgue measure, basic convergence theorems. Probability: independence, Borel-Cantelli lemmas, almost sure and Lp convergence, weak and strong laws of large numbers. Large deviations. Weak convergence; central limit theorems; Poisson convergence; Stein's method. Prerequisites: STATS 116, MATH 171.
Terms: Aut
| Units: 3
MATH 230B:
Theory of Probability II (STATS 310B)
Conditional expectations, discrete time martingales, stopping times, uniform integrability, applications to 0-1 laws, Radon-Nikodym Theorem, ruin problems, etc. Other topics as time allows selected from (i) local limit theorems, (ii) renewal theory, (iii) discrete time Markov chains, (iv) random walk theory,n(v) ergodic theory. http://statweb.stanford.edu/~adembo/stat-310b. Prerequisite: 310A or MATH 230A.
Terms: Win
| Units: 3
MATH 230C:
Theory of Probability III (STATS 310C)
Continuous time stochastic processes: martingales, Brownian motion, stationary independent increments, Markov jump processes and Gaussian processes. Invariance principle, random walks, LIL and functional CLT. Markov and strong Markov property. Infinitely divisible laws. Some ergodic theory. Prerequisite: 310B or MATH 230B. http://statweb.stanford.edu/~adembo/stat-310c/
Terms: Spr
| Units: 3
MATH 232:
Topics in Probability: Percolation Theory
An introduction to first passage percolation and related general tools and models. Topics include early results on shape theorems and fluctuations, more modern development using hyper-contractivity, recent breakthrough regarding scaling exponents, and providing exposure to some fundamental long-standing open problems. Course prerequisite: graduate-level probability.
Terms: Spr
| Units: 3
| Repeatable
for credit
MATH 233A:
Topics in Combinatorics
A topics course in combinatorics and related areas. The topic will be announced by the instructor.nnNOTE: Undergraduates require instructor permission to enroll. Undergraduates interested in taking the course should contact the instructor for permission, providing information about relevant background such as performance in prior coursework, reading, etc.
Terms: Aut
| Units: 3
| Repeatable
for credit
MATH 233C:
Topics in Combinatorics
A topics course in combinatorics and related areas. The topic will be announced by the instructor.
Terms: Spr
| Units: 3
| Repeatable
for credit
MATH 236:
Introduction to Stochastic Differential Equations
Brownian motion, stochastic integrals, and diffusions as solutions of stochastic differential equations. Functionals of diffusions and their connection with partial differential equations. Random walk approximation of diffusions. Introduction to stochastic control and Bayesian filtering. Prerequisite: Math 136 or equivalent and basic familiarity with parabolic partial differential equations. NOTE: Undergraduates require instructor permission to enroll. Undergraduates interested in taking the course should contact the instructor for permission, providing information about relevant background such other courses taken.
Terms: Win
| Units: 3
MATH 237A:
Topics in Financial Math: Market microstructure and trading algorithms
Introduction to market microstructure theory, including optimal limit order and market trading models. Random matrix theory covariance models and their application to portfolio theory. Statistical arbitrage algorithms.
Terms: Spr
| Units: 3
| Repeatable
10 times
(up to 30 units total)
MATH 238:
Mathematical Finance (STATS 250)
Stochastic models of financial markets. Risk neutral pricing for derivatives, hedging strategies and management of risk. Multidimensional portfolio theory and introduction to statistical arbitrage. Prerequisite: Math 136 or equivalent. NOTE: Undergraduates require instructor permission to enroll. Undergraduates interested in taking the course should contact the instructor for permission, providing information about relevant background such as other courses taken.
Terms: Win
| Units: 3
MATH 244:
Riemann Surfaces
Riemann surfaces and holomorphic maps, algebraic curves, maps to projective spaces. Calculus on Riemann surfaces. Elliptic functions and integrals. Riemann-Hurwitz formula. Riemann-Roch theorem, Abel-Jacobi map. Uniformization theorem. Hyperbolic surfaces. (Suitable for advanced undergraduates.) Prerequisites: MATH 106 or MATH 116, and familiarity with surfaces equivalent to MATH 143, MATH 146, or MATH 147.
Terms: Aut
| Units: 3
| Repeatable
for credit
MATH 245A:
Topics in Algebraic Geometry
Topics of contemporary interest in algebraic geometry. May be repeated for credit.nnNOTE: Undergraduates require instructor permission to enroll. Undergraduates interested in taking the course should contact the instructor for permission, providing information about relevant background such as performance in prior coursework, reading, etc.
Terms: Win
| Units: 3
| Repeatable
for credit
MATH 245B:
Topics in Algebraic Geometry
May be repeated for credit.nnNOTE: Undergraduates require instructor permission to enroll. Undergraduates interested in taking the course should contact the instructor for permission, providing information about relevant background such as performance in prior coursework, reading, etc.
Terms: Win
| Units: 3
| Repeatable
for credit
MATH 245C:
Topics in Algebraic Geometry
May be repeated for credit.
Terms: Spr
| Units: 3
| Repeatable
for credit
MATH 249A:
Topics in number theory
Topics of contemporary interest in number theory. May be repeated for credit.nnNOTE: Undergraduates require instructor permission to enroll. Undergraduates interested in taking the course should contact the instructor for permission, providing information about relevant background such as performance in prior coursework, reading, etc.
Terms: Aut
| Units: 3
| Repeatable
for credit
MATH 249C:
Topics in Number Theory
NOTE: Undergraduates require instructor permission to enroll. Undergraduates interested in taking the course should contact the instructor for permission, providing information about relevant background such as performance in prior coursework, reading, etc.
Terms: Spr
| Units: 3
| Repeatable
for credit
MATH 256A:
Partial Differential Equations
The theory of linear and nonlinear partial differential equations, beginning with linear theory involving use of Fourier transform and Sobolev spaces. Topics: Schauder and L2 estimates for elliptic and parabolic equations; De Giorgi-Nash-Moser theory for elliptic equations; nonlinear equations such as the minimal surface equation, geometric flow problems, and nonlinear hyperbolic equations.nnNOTE: Undergraduates require instructor permission to enroll. Undergraduates interested in taking the course should contact the instructor for permission, providing information about relevant background such as performance in prior coursework, reading, etc.
Terms: Spr
| Units: 3
MATH 257B:
Symplectic Geometry and Topology
Continuation of 257A. May be repeated for credit.nnNOTE: Undergraduates require instructor permission to enroll. Undergraduates interested in taking the course should contact the instructor for permission, providing information about relevant background such as performance in prior coursework, reading, etc.
Terms: Spr
| Units: 3
| Repeatable
for credit
MATH 258:
Topics in Geometric Analysis
May be repeated for credit.nnNOTE: Undergraduates require instructor permission to enroll. Undergraduates interested in taking the course should contact the instructor for permission, providing information about relevant background such as performance in prior coursework, reading, etc.
Terms: Aut
| Units: 3
| Repeatable
for credit
MATH 263A:
Topics in Representation Theory
Kac-Moody Lie algebras are infinite-dimensional Lie algebras whose theory is remarkably similar to finite-dimensional semisimple Lie algebras. Affine Lie algebras are the most important special case.We will develop some of the Kac-Moody theory, such as the Kac-Weyl character formula, before specializing to affine Lie algebras. Ideas from physics give a multiplication called fusion on the irreducible integrable representations of fixed level. Kac and Peterson showed that the characters and related "string functions" of these representations are modular forms, and the transformation properties of these theta functions of fixed level encode important information about the fusion ring. NOTE: Undergraduates require instructor permission to enroll. Undergraduates interested in taking the course should contact the instructor for permission, providing information about relevant background such as performance in prior coursework, reading, etc. May be repeated for credit.
Terms: Aut
| Units: 3
| Repeatable
for credit
MATH 272:
Topics in Partial Differential Equations
NOTE: Undergraduates require instructor permission to enroll. Undergraduates interested in taking the course should contact the instructor for permission, providing information about relevant background such as performance in prior coursework, reading, etc.
Terms: Win
| Units: 3
| Repeatable
for credit
MATH 275A:
Topics in Applied Math I
This course will discuss several algorithmic topics in two areas: quantum physics and machine learning. In quantum physics, topics include Hartree-Fock, density function theory, quantum Monte Carlo. In machine learning, we will discuss several problems in optimization, implicit regularization, generalization, generative modeling, and RL. Prerequisite: basic quantum mechanics and machine learning. May be repeated for credit. NOTE: Undergraduates require instructor permission to enroll. Undergraduates interested in taking the course should contact the instructor for permission, providing information about relevant background such as performance in prior coursework, reading, etc.
Terms: Aut
| Units: 3
| Repeatable
for credit
MATH 275B:
Topics in Applied Math II
This is a new course titled `Surprises in classical mechanics'. A surprise is a phenomenon, which seasoned scientists believe should not happen but does, thereby obliging us to amend our intuition about the universe. This course discovers such surprises in the mechanics of daily life, attempts a comprehensive coverage of the most striking ones known to the literature (as well as of original ones not yet widely known), gives in-class demos by homemade toys, and shows the art of modeling. It will also suggest somewhat more open problems than time and energy allow. The themes include rolling, shocks, chains, apparent violations of conservation laws, singularity, . . . CAVEAT: This is a graduate course, repeatable for credit. To audit or just attend, everybody is welcome. To enroll, graduate students are automatically welcome, subject to approval by their programs. For undergraduates to enroll, however, they must contact the instructor for permission, reporting performance in prior coursework, etc., and pass a test.
Terms: Win
| Units: 3
| Repeatable
for credit
MATH 282A:
Low Dimensional Topology
The theory of surfaces and 3-manifolds. Curves on surfaces, the classification of diffeomorphisms of surfaces, and Teichmuller space. The mapping class group and the braid group. Knot theory, including knot invariants. Decomposition of 3-manifolds: triangulations, Heegaard splittings, Dehn surgery. Loop theorem, sphere theorem, incompressible surfaces. Geometric structures, particularly hyperbolic structures on surfaces and 3-manifolds. May be repeated for credit up to 6 total units. NOTE: Undergraduates require instructor permission to enroll. Undergraduates interested in taking the course should contact the instructor for permission, providing information about relevant background such as performance in prior coursework, reading, etc.
Terms: Aut
| Units: 3
| Repeatable
for credit
MATH 298:
Graduate Practical Training
Only for mathematics graduate students. Students obtain employment in a relevant industrial or research activity to enhance their professional experience. Students submit a concise report detailing work activities, problems worked on, and key results. May be repeated for credit up to 3 units. Prerequisite: qualified offer of employment and consent of department. Prior approval by Math Department is required; you must contact the Math Department's Student Services staff for instructions before being granted permission to enroll.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
MATH 360:
Advanced Reading and Research
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Bump, D. (PI);
Candes, E. (PI);
Carlsson, G. (PI);
Chatterjee, S. (PI);
Chodosh, O. (PI);
Church, T. (PI);
Cohen, R. (PI);
Conrad, B. (PI);
Dembo, A. (PI);
Diaconis, P. (PI);
Eliashberg, Y. (PI);
Fox, J. (PI);
Galatius, S. (PI);
Ionel, E. (PI);
Kerckhoff, S. (PI);
Li, J. (PI);
Luk, J. (PI);
Malinnikova, E. (PI);
Manolescu, C. (PI);
Mazzeo, R. (PI);
Papanicolaou, G. (PI);
Ryzhik, L. (PI);
Soundararajan, K. (PI);
Taylor, R. (PI);
Tokieda, T. (PI);
Vakil, R. (PI);
Varolgunes, U. (PI);
Vasy, A. (PI);
Venkatesh, A. (PI);
Vondrak, J. (PI);
White, B. (PI);
Ying, L. (PI)
MATH 382:
Qualifying Examination Seminar
Terms: Win, Sum
| Units: 1-3
| Repeatable
for credit
MATH 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Bump, D. (PI);
Candes, E. (PI);
Chatterjee, S. (PI);
Chodosh, O. (PI);
Church, T. (PI);
Cohen, R. (PI);
Conrad, B. (PI);
Dembo, A. (PI);
Diaconis, P. (PI);
Eliashberg, Y. (PI);
Fox, J. (PI);
Galatius, S. (PI);
Ionel, E. (PI);
Kerckhoff, S. (PI);
Li, J. (PI);
Luk, J. (PI);
Malinnikova, E. (PI);
Manolescu, C. (PI);
Mazzeo, R. (PI);
Papanicolaou, G. (PI);
Ryzhik, L. (PI);
Schoen, R. (PI);
Soundararajan, K. (PI);
Taylor, R. (PI);
Tokieda, T. (PI);
Vakil, R. (PI);
Vasy, A. (PI);
Venkatesh, A. (PI);
Vondrak, J. (PI);
White, B. (PI);
Ying, L. (PI)
MATSCI 10:
Materials Matter
All facets of engineering rely on materials to develop modern devices and solve the greatest technological challenges in society today. In this introductory 1-unit course, students will learn about the field of Materials Science and Engineering and its broad applications in research and industry. Students who are interested in careers in energy and sustainability, biomaterials and regenerative medicine, or consumer electronics and nanotechnology will be able to have an early window into the work done in these areas through this course. Each week, students will listen to talks from invited guest speakers and discover the wide variety of career opportunities and areas of focus offered through Materials Science and Engineering. Students will also be invited to attend optional events including panel discussions and laboratory tours, campus conditions permitting. Additionally, students will have the opportunity to develop networks with Stanford alumni and current students in our department. This course is open to all undergraduates and does not have any pre-requisites.
Terms: Aut
| Units: 1
MATSCI 31:
Chemical Principles: From Molecules to Solids (CHEM 31M)
A one-quarter course for students who have taken chemistry previously. This course will introduce the basic chemical principles that dictate how and why reactions occur and the structure and properties of important molecules and extended solids that make up our world. As the Central Science, a knowledge of chemistry provides a deep understanding of concepts in fields ranging from materials, environmental science, and engineering to pharmacology and metabolism. Discussions of molecular structure will describe bonding models including Lewis structures, resonance, crystal-field theory, and molecular-orbital theory. We will reveal the chemistry of materials of different dimensionality, with emphasis on symmetry, bonding, and electronic structure of molecules and solids. We will also discuss the kinetics and thermodynamics that govern reactivity and dictate solubility and acid-base equilibria. A two-hour weekly laboratory section accompanies the course to introduce laboratory techniques and reiterate lecture concepts through hands-on activities. Specific discussions will include the structure, properties, and applications of molecules used in medicine, perovskites used in solar cells, and the dramatically different properties of materials with the same composition (for example: diamond, graphite, graphene). There will be three lectures and one two-hour laboratory session each week. The course will assume familiarity with stoichiometry, unit conversions, gas laws, and thermochemistry. All students who are interested in taking general chemistry at Stanford must take the Autumn 2021 General Chemistry Placement Test before the Autumn quarter begins, regardless of chemistry background. Same as: MATSCI 31
Terms: Aut
| Units: 5
| UG Reqs: GER: DB-NatSci, WAY-SMA
MATSCI 83N:
Great Inventions That Matter
This introductory seminar starts by illuminating on the general aspects of creativity, invention, and patenting in engineering and medicine, and how Stanford University is one of the world's foremost engines of innovation. We then take a deep dive into some great technological inventions which are still playing an essential role in our everyday lives, such as fiber amplifier, digital compass, computer memory, HIV detector, personal genome machine, cancer cell sorting, brain imaging, and mind reading. The stories and underlying materials and technologies behind each invention, including a few examples by Stanford faculty and student inventors, are highlighted and discussed. A special lecture focuses on the public policy on intellectual properties (IP) and the resources at Stanford Office of Technology Licensing (OTL). Each student will have an opportunity to present on a great invention from Stanford (or elsewhere), or to write a (mock) patent disclosure of his/her own ideas.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SMA
MATSCI 86N:
Metalheads of Modern Science
This seminar will explore where we find metals in science and technology today. Starting with the blacksmiths and metallurgists of ancient history, we will introduce the scientific innovations that have enabled today's technology. We will then explore how today's technology uses metals in new and innovative ways - far beyond the metallurgy of old. Students will learn how metals in their bodies can be used for diagnostics and treatments, how metals in geology can show us how planets form, how new metallic tools allow us to 3D print aircraft engines, and more! This will introduce students to the science of metals and explore the career paths that can follow from these technologies.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SMA
MATSCI 90Q:
Resilience, Transformation, and Equilibrium: the Science of Materials
In this course, we will explore the fundamentals of the kinetics of materials while relating them to different phenomena that we observe in our everyday lives. We will study the mechanisms and processes by which materials obtain the mechanical, electronic, and other properties that make them so useful to us. How can we cool water below freezing and keep it from turning into ice? Why is it that ice cream that has been in the freezer for too long does not taste as good? What are crystal defects and why do they help create some of the most useful (semiconductors) and beautiful (gemstones) things we have? This introductory seminar is open to all students, and prior exposure to chemistry, physics, or calculus is NOT required.
Terms: Spr
| Units: 3-4
| UG Reqs: WAY-SMA
MATSCI 100:
Undergraduate Independent Study
Independent study in materials science under supervision of a faculty member.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
for credit
Instructors: ;
Brongersma, M. (PI);
Chueh, W. (PI);
Clemens, B. (PI);
Cui, Y. (PI);
Dauskardt, R. (PI);
Dionne, J. (PI);
Heilshorn, S. (PI);
Hong, G. (PI);
Lindenberg, A. (PI);
McGehee, M. (PI);
McIntyre, P. (PI);
Melosh, N. (PI);
Prinz, F. (PI);
Reed, E. (PI);
Salleo, A. (PI);
Sinclair, R. (PI);
Wang, S. (PI)
MATSCI 126:
Invention to Innovation: The Process of Translation (MATSCI 226)
Ideas need to be translated before the world recognizes and benefits by innovation. In other words, not all inventions end up being useful to humanity or the environment. The bridge between conceptualization and practicality is in translation of ideas to practice. There are several historic examples of close ties between translation and innovation in US history and in the industrial world. Translation is closely associated both with innovation and disruption. The class intends to address specific challenges including the following. The businesses on their path to innovation are strongly rate-limited by the translation problems of new ideas. Many of the inventions often do not make it into the market place or are disrupted at multiple levels in ways that are generally unpredictable. The class intends to provide an understanding how disruptive innovations take place in the context of the larger frame of translation and a framework for traversing this difficult path. In addition to class lectures, practitioners who have been involved in the process of translation in the real world will be invited to share their experiences.
Terms: Spr
| Units: 3-4
MATSCI 127:
Investigating Ancient Materials (ARCHLGY 180, ARCHLGY 280, MATSCI 227)
This course examines how concepts and methods from materials science are applied to the analysis of archaeological artifacts, with a focus on artifacts made from inorganic materials (ceramics and metals). Coverage includes chemical analysis, microscopy, and testing of physical properties, as well as various research applications within anthropological archaeology. Students will learn how to navigate the wide range of available analytical techniques in order to choose methods that are appropriate to the types of artifacts being examined and that are capable of answering the archaeological questions being asked.
Terms: Aut
| Units: 3-4
| UG Reqs: WAY-SI, WAY-SMA
MATSCI 129:
Nanomaterials in Medicine (MATSCI 229)
The purpose of this course is to provide the students detailed knowledge of functional nanostructured materials, such as self-assembled nanoparticles and their applications in Medicine. This will lay the broad foundation for understanding the paradigm shift that nanomaterials are effecting in therapeutics and diagnostics of human disease. Pre Req: ENGR 50- Introduction to Materials Science, Nanotechnology Emphasis. Desirable: MATSCI 210-Organic and Biological Materials
Terms: Spr
| Units: 2-3
MATSCI 142:
Quantum Mechanics of Nanoscale Materials
Introduction to quantum mechanics and its application to the properties of materials. No prior background beyond a working knowledge of calculus and high school physics is presumed. Topics include: The Schrodinger equation and applications to understanding of the properties of quantum dots, semiconductor heterostructures, nanowires, and bulk solids. Tunneling processes and applications to nanoscale devices; the scanning tunneling microscope, and quantum cascade lasers. Simple models for the electronic properties and band structure of materials including semiconductors, insulators and metals and applications to semiconductor devices. Time-dependent perturbation theory and interaction of light with materials with applications to laser technology. Recommended: ENGR 50 or equivalent introductory materials science course. (Formerly 157)
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-EngrAppSci, WAY-SMA
MATSCI 143:
Materials Structure and Characterization
Students will study the theory and application of characterization techniques used to examine the structure of materials at the nanoscale. Students will learn to classify the structure of materials such as semiconductors, ceramics, metals, and nanotubes according to the principles of crystallography. Methods used widely in academic and industrial research, including X-ray diffraction and electron microscopy, will be demonstrated along with their application to the analysis of nanostructures. Prerequisites: E-50 or equivalent introductory materials science course. (Formerly 153)
Terms: Win
| Units: 4
| UG Reqs: GER:DB-EngrAppSci, WAY-SMA
MATSCI 144:
Thermodynamic Evaluation of Green Energy Technologies
Understand the thermodynamics and efficiency limits of modern green technologies such as carbon dioxide capture from air, fuel cells, batteries, and geothermal power. Recommended: ENGR 50 or equivalent introductory materials science course. (Formerly 154)
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-EngrAppSci, WAY-SMA
MATSCI 145:
Kinetics of Materials Synthesis
The science of synthesis of nanometer scale materials. Examples including solution phase synthesis of nanoparticles, the vapor-liquid-solid approach to growing nanowires, formation of mesoporous materials from block-copolymer solutions, and formation of photonic crystals. Relationship of the synthesis phenomena to the materials science driving forces and kinetic mechanisms. Materials science concepts including capillarity, Gibbs free energy, phase diagrams, and driving forces. Prerequisites: MatSci 144. (Formerly 155)
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-EngrAppSci
MATSCI 150:
Undergraduate Research
Participation in a research project.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
for credit
Instructors: ;
Appel, E. (PI);
Bent, S. (PI);
Brongersma, M. (PI);
Chueh, W. (PI);
Clemens, B. (PI);
Cui, Y. (PI);
Dauskardt, R. (PI);
Dionne, J. (PI);
Feigelson, R. (PI);
Goodson, K. (PI);
Gu, W. (PI);
Heilshorn, S. (PI);
Hong, G. (PI);
Jornada, F. (PI);
Lindenberg, A. (PI);
Mannix, A. (PI);
McGehee, M. (PI);
McIntyre, P. (PI);
Melosh, N. (PI);
Nix, W. (PI);
Prinz, F. (PI);
Reed, E. (PI);
Salleo, A. (PI);
Sinclair, R. (PI);
Wang, S. (PI)
MATSCI 151:
Microstructure and Mechanical Properties (MATSCI 251)
Primarily for students without a materials background. Mechanical properties and their dependence on microstructure in a range of engineering materials. Elementary deformation and fracture concepts, strengthening and toughening strategies in metals and ceramics. Topics: dislocation theory, mechanisms of hardening and toughening, fracture, fatigue, and high-temperature creep. Undergraduates register in 151 for 4 units; graduates register for 251 in 3 units.
Terms: Aut
| Units: 3-4
| UG Reqs: GER:DB-EngrAppSci, WAY-SMA
MATSCI 152:
Electronic Materials Engineering
Materials science and engineering for electronic device applications. Kinetic molecular theory and thermally activated processes; band structure; electrical conductivity of metals and semiconductors; intrinsic and extrinsic semiconductors; elementary p-n junction theory; operating principles of light emitting diodes, solar cells, thermoelectric coolers, and transistors. Semiconductor processing including crystal growth, ion implantation, thin film deposition, etching, lithography, and nanomaterials synthesis.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-EngrAppSci, WAY-SMA
MATSCI 159Q:
Japanese Companies and Japanese Society (ENGR 159Q)
Preference to sophomores. The structure of a Japanese company from the point of view of Japanese society. Visiting researchers from Japanese companies give presentations on their research enterprise. The Japanese research ethic. The home campus equivalent of a Kyoto SCTI course.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-SocSci
MATSCI 160:
Nanomaterials Laboratory (MATSCI 170)
This course is designed for students interested in exploring the cutting edge of nanoscience and nanotechnology. Students will learn several fundamental concepts related to nanomaterials synthesis and characterization that are commonly used in research and industrial settings. Students will also investigate several applications of nanomaterials through a series of assessments, including self-assembled monolayers, nanowire photovoltaics, and nanoparticles for drug delivery and biomarker screening. In lieu of traditional labs, students will attend weekly discussion sections aimed at priming students to think like a materials engineer. Through these discussions, students will explore how to design an effective experiment, how to identify research gaps, and how to write a compelling grant proposal. This course satisfies the Writing in the Major (WIM) requirement. Enrollment limited to 24. Prerequisites: ENGR 50. Contact instructor for more details. Undergraduates register for 160 for 4 units, Graduates register for 170 for 3 units.
Terms: Aut
| Units: 3-4
| UG Reqs: GER:DB-EngrAppSci, WAY-SMA
MATSCI 161:
Energy Materials Laboratory (MATSCI 171)
From early church architectures through modern housing, windows are passages of energy and matter in the forms of light, sound, and air. By letting in heat during the summer and releasing it in the winter, windows can place huge demands on air conditioning and heating systems, thereby increasing energy consumption and raising greenhouse gas levels in the atmosphere. Latest advances in materials science have enabled precise and on-demand control of electromagnetic radiation through `smart' dynamic windows with photochromic and electrochromic materials that change color and optical density in response to light radiance and electrical potential. In this course, we will spend the whole quarter on a project to make and characterize dynamic windows based on a representative electrochromic material system, the reversible electroplating of metal alloys. There will be an emphasis in this course on characterization methods such as scanning electron microscopy (SEM), x-ray photoelectron spectroscopy (XPS), optical spectroscopy, four-point probe measurements of conductivity, and electrochemical measurements (cyclic voltammetry).
Terms: Spr
| Units: 3-4
| UG Reqs: GER:DB-EngrAppSci, WAY-SMA
MATSCI 162:
X-Ray Diffraction Laboratory (MATSCI 172, PHOTON 172)
Experimental x-ray diffraction techniques for microstructural analysis of materials, emphasizing powder and single-crystal techniques. Diffraction from epitaxial and polycrystalline thin films, multilayers, and amorphorous materials using medium and high resolution configurations. Determination of phase purity, crystallinity, relaxation, stress, and texture in the materials. Advanced experimental x-ray diffraction techniques: reciprocal lattice mapping, reflectivity, and grazing incidence diffraction. Enrollment limited to 20. Undergraduates register for 162 for 4 units; graduates register for 172 for 3 units. Prerequisites: MATSCI 143 or equivalent course in materials characterization.
Terms: Win
| Units: 3-4
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-SMA
MATSCI 163:
Mechanical Behavior Laboratory (MATSCI 173)
Technologically relevant experimental techniques for the study of the mechanical behavior of engineering materials in bulk and thin film form, including tension testing, nanoindentation, and wafer curvature stress analysis. Metallic and polymeric systems. Register for lecture section in addition to one lab section. Undergraduates register for 163 in 4 units; graduates register in 173 for 3 units
Terms: Spr
| Units: 3-4
| UG Reqs: GER:DB-EngrAppSci
MATSCI 164:
Electronic and Photonic Materials and Devices Laboratory (MATSCI 174)
Lab course. Current electronic and photonic materials and devices. Device physics and micro-fabrication techniques. Students design, fabricate, and perform physical characterization on the devices they have fabricated. Established techniques and materials such as photolithography, metal evaporation, and Si technology; and novel ones such as soft lithography and organic semiconductors. Prerequisite: MATSCI 152 or 199 or consent of instructor. Undergraduates register in 164 for 4 units; graduates register in 174 for 3 units. Students are required to sign up for lecture and one lab section.
Terms: Win
| Units: 3-4
| UG Reqs: GER:DB-EngrAppSci
MATSCI 166:
Data Science and Machine Learning Approaches in Chemical and Materials Engineering (CHEMENG 177, CHEMENG 277, MATSCI 176)
Application of Data Science, Statistical Learning, and Machine Learning approaches to modern problems in Chemical and Materials Engineering. This course develops data science approaches, including their foundational mathematical and statistical basis, and applies these methods to data sets of limited size and precision. Methods for regression and clustering will be developed and applied, with an emphasis on validation and error quantification. Techniques that will be developed include linear and nonlinear regression, clustering and logistic regression, dimensionality reduction, unsupervised learning, neural networks, and hidden Markov models. These methods will be applied to a range of engineering problems, including conducting polymers, water purification membranes, battery materials, disease outcome prediction, genomic analysis, organic synthesis, and quality control in manufacturing. Prerequisites: CS 106A or permission from instructor.
Terms: Spr
| Units: 3
MATSCI 170:
Nanomaterials Laboratory (MATSCI 160)
This course is designed for students interested in exploring the cutting edge of nanoscience and nanotechnology. Students will learn several fundamental concepts related to nanomaterials synthesis and characterization that are commonly used in research and industrial settings. Students will also investigate several applications of nanomaterials through a series of assessments, including self-assembled monolayers, nanowire photovoltaics, and nanoparticles for drug delivery and biomarker screening. In lieu of traditional labs, students will attend weekly discussion sections aimed at priming students to think like a materials engineer. Through these discussions, students will explore how to design an effective experiment, how to identify research gaps, and how to write a compelling grant proposal. This course satisfies the Writing in the Major (WIM) requirement. Enrollment limited to 24. Prerequisites: ENGR 50. Contact instructor for more details. Undergraduates register for 160 for 4 units, Graduates register for 170 for 3 units.
Terms: Aut
| Units: 3-4
MATSCI 171:
Energy Materials Laboratory (MATSCI 161)
From early church architectures through modern housing, windows are passages of energy and matter in the forms of light, sound, and air. By letting in heat during the summer and releasing it in the winter, windows can place huge demands on air conditioning and heating systems, thereby increasing energy consumption and raising greenhouse gas levels in the atmosphere. Latest advances in materials science have enabled precise and on-demand control of electromagnetic radiation through `smart' dynamic windows with photochromic and electrochromic materials that change color and optical density in response to light radiance and electrical potential. In this course, we will spend the whole quarter on a project to make and characterize dynamic windows based on a representative electrochromic material system, the reversible electroplating of metal alloys. There will be an emphasis in this course on characterization methods such as scanning electron microscopy (SEM), x-ray photoelectron spectroscopy (XPS), optical spectroscopy, four-point probe measurements of conductivity, and electrochemical measurements (cyclic voltammetry).
Terms: Spr
| Units: 3-4
MATSCI 172:
X-Ray Diffraction Laboratory (MATSCI 162, PHOTON 172)
Experimental x-ray diffraction techniques for microstructural analysis of materials, emphasizing powder and single-crystal techniques. Diffraction from epitaxial and polycrystalline thin films, multilayers, and amorphorous materials using medium and high resolution configurations. Determination of phase purity, crystallinity, relaxation, stress, and texture in the materials. Advanced experimental x-ray diffraction techniques: reciprocal lattice mapping, reflectivity, and grazing incidence diffraction. Enrollment limited to 20. Undergraduates register for 162 for 4 units; graduates register for 172 for 3 units. Prerequisites: MATSCI 143 or equivalent course in materials characterization.
Terms: Win
| Units: 3-4
MATSCI 173:
Mechanical Behavior Laboratory (MATSCI 163)
Technologically relevant experimental techniques for the study of the mechanical behavior of engineering materials in bulk and thin film form, including tension testing, nanoindentation, and wafer curvature stress analysis. Metallic and polymeric systems. Register for lecture section in addition to one lab section. Undergraduates register for 163 in 4 units; graduates register in 173 for 3 units
Terms: Spr
| Units: 3-4
MATSCI 174:
Electronic and Photonic Materials and Devices Laboratory (MATSCI 164)
Lab course. Current electronic and photonic materials and devices. Device physics and micro-fabrication techniques. Students design, fabricate, and perform physical characterization on the devices they have fabricated. Established techniques and materials such as photolithography, metal evaporation, and Si technology; and novel ones such as soft lithography and organic semiconductors. Prerequisite: MATSCI 152 or 199 or consent of instructor. Undergraduates register in 164 for 4 units; graduates register in 174 for 3 units. Students are required to sign up for lecture and one lab section.
Terms: Win
| Units: 3-4
MATSCI 176:
Data Science and Machine Learning Approaches in Chemical and Materials Engineering (CHEMENG 177, CHEMENG 277, MATSCI 166)
Application of Data Science, Statistical Learning, and Machine Learning approaches to modern problems in Chemical and Materials Engineering. This course develops data science approaches, including their foundational mathematical and statistical basis, and applies these methods to data sets of limited size and precision. Methods for regression and clustering will be developed and applied, with an emphasis on validation and error quantification. Techniques that will be developed include linear and nonlinear regression, clustering and logistic regression, dimensionality reduction, unsupervised learning, neural networks, and hidden Markov models. These methods will be applied to a range of engineering problems, including conducting polymers, water purification membranes, battery materials, disease outcome prediction, genomic analysis, organic synthesis, and quality control in manufacturing. Prerequisites: CS 106A or permission from instructor.
Terms: Spr
| Units: 3
MATSCI 181:
Thermodynamics and Phase Equilibria
Phase Equlibria in Materials. Fundamental thermodynamics: spontaneus processes and equilibrium conditions. 3 Laws of Thermodynamics. Thermodynamic potentials and how to build them from materials properties. Phase Equilibria: phase equilibria and phase diagrams of pure substances. Solution models. Phase equilibria and phase diagrams of binary systems including instability and spinodal decomposition. Effect of surfaces on phase equilibria. Pre-requisites: multivariable differential calculus, basic thermal physics (ideal gas properties)
Terms: Aut
| Units: 4
MATSCI 182:
Rate Processes in Materials
Diffusion and phase transformations in materials. Diffusion topics: Fick's laws, atomic theory of diffusion, the generalized flux equations, diffusion in a chemical potential and mass advection. Phase transformation topics: nucleation, growth, spinodal decomposition and interface phenomena. Material builds on the mathematical, thermodynamic, and statistical mechanical foundations of undergraduate physical chemistry and of the prerequisite. Prerequisites: MATSCI 181/211. Undergraduates register for 182 for 4 units; Graduates register for 212 for 3 units. Please sign up for Discussion section 182-Section 02 or 212-Section 02.
Terms: Win
| Units: 4
MATSCI 183:
Defects and Disorder in Materials
Overview of defects and disorder across crystalline, amorphous, and glassy phases that are central to function and application, spanning metals, ceramics, and soft/biological matter. Structure and properties of simple 0D/1D/2D defects in crystalline materials. Scaling laws, connectivity and frustration, and hierarchy/distributions of structure across length scales in more disordered materials. Key characterization techniquesnnPre-reqs: MATSCI 211 (thermo), 212 (kinetics)
Terms: Spr
| Units: 4
MATSCI 184:
Structure and Symmetry
Structure and bonding in materials; crystallography; point and space groups; reciprocal space and diffraction; amorphous, molecular, and polymeric structures; implications of structure and symmetry in determining material properties. Prerequisites: Undergraduate-level working knowledge of calculus, trigonometry, and linear algebra. Please consult instructor with any questions.
Terms: Aut
| Units: 4
MATSCI 185:
Quantum Mechanics for Materials Science
Quantum mechanics occupies a very unusual place among theories: it contains classical mechanics as a limiting case, yet at the same time it requires its own formulation. This course serves as an entry to the foundations of quantum mechanics that are relevant to the properties of materials. We build up our foundation of quantum mechanics from simple principles, and then apply them to understanding of atoms and the periodic table. From there then put atoms together in arrangements in solids and investigate how materials properties may emerge. Along the way we will encounter modern applications of quantum mechanics relating to scattering, measurement theory, and quantum information processing.
Terms: Win
| Units: 4
MATSCI 190:
Organic and Biological Materials (MATSCI 210)
Unique physical and chemical properties of organic materials and their uses. The relationship between structure and physical properties, and techniques to determine chemical structure and molecular ordering. Examples include liquid crystals, dendrimers, carbon nanotubes, hydrogels, and biopolymers such as lipids, protein, and DNA. Prerequisite: Thermodynamics and ENGR 50 or equivalent. Undergraduates register for 190 for 4 units; graduates register for 210 for 3 units.
Terms: Spr
| Units: 3-4
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-SMA
MATSCI 195:
Waves and Diffraction in Solids (MATSCI 205, PHOTON 205)
The elementary principals of x-ray, vibrational, and electron waves in solids. Basic wave behavior including Fourier analysis, interference, diffraction, and polarization. Examples of wave systems, including electromagnetic waves from Maxwell's equations. Diffracted intensity in reciprocal space and experimental techniques such as electron and x-ray diffraction. Lattice vibrations in solids, including vibrational modes, dispersion relationship, density of states, and thermal properties. Free electron model. Basic quantum mechanics and statistical mechanics including Fermi-Dirac and Bose-Einstein statistics. Prerequisite: MATSCI 193/203 or consent of instructor. Undergraduates register for 195 for 4 units; graduates register for 205 for 3 units.
Terms: Spr
| Units: 3-4
| UG Reqs: GER:DB-EngrAppSci
MATSCI 198:
Mechanical Properties of Materials (MATSCI 208)
Introduction to the mechanical behavior of solids, emphasizing the relationships between microstructure and mechanical properties. Elastic, anelastic, and plastic properties of materials. The relations between stress, strain, strain rate, and temperature for plastically deformable solids. Application of dislocation theory to strengthening mechanisms in crystalline solids. The phenomena of creep, fracture, and fatigue and their controlling mechanisms. Prerequisites: MATSCI 193/203. Undergraduates register for 198 for 4 units; graduates register for 208 for 3 units.
Terms: Spr
| Units: 3-4
| UG Reqs: GER:DB-EngrAppSci
MATSCI 200:
Master's Research
Participation in a research project.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Appel, E. (PI);
Bao, Z. (PI);
Beasley, M. (PI);
Bent, S. (PI);
Boxer, S. (PI);
Brongersma, M. (PI);
Cargnello, M. (PI);
Chang, F. (PI);
Chidsey, C. (PI);
Cho, K. (PI);
Chueh, W. (PI);
Clemens, B. (PI);
Cui, Y. (PI);
Dai, H. (PI);
Dauskardt, R. (PI);
Devereaux, T. (PI);
Dionne, J. (PI);
Dresselhaus-Marais, L. (PI);
Feigelson, R. (PI);
Fisher, I. (PI);
Frank, C. (PI);
Geballe, T. (PI);
Goodson, K. (PI);
Gu, W. (PI);
Harris, J. (PI);
Heilshorn, S. (PI);
Hesselink, L. (PI);
Hong, G. (PI);
Jornada, F. (PI);
Lee, T. (PI);
Lindenberg, A. (PI);
Mabuchi, H. (PI);
Mai, D. (PI);
Manoharan, H. (PI);
McGehee, M. (PI);
McIntyre, P. (PI);
Melosh, N. (PI);
Musgrave, C. (PI);
Nishi, Y. (PI);
Nix, W. (PI);
Pianetta, P. (PI);
Pinsky, P. (PI);
Plummer, J. (PI);
Prinz, F. (PI);
Qin, J. (PI);
Reed, E. (PI);
Robertson, C. (PI);
Salleo, A. (PI);
Saraswat, K. (PI);
Senesky, D. (PI);
Sinclair, R. (PI);
Skylar-Scott, M. (PI);
Spakowitz, A. (PI);
Stebbins, J. (PI);
Stohr, J. (PI);
Wang, S. (PI);
Wong, H. (PI);
Zheng, X. (PI);
Frank, D. (GP);
Salleo, A. (GP)
MATSCI 201:
Applied Quantum Mechanics I (EE 222)
Emphasis is on applications in modern devices and systems. Topics include: Schrödinger's equation, eigenfunctions and eigenvalues, solutions of simple problems including quantum wells and tunneling, quantum harmonic oscillator, coherent states, operator approach to quantum mechanics, Dirac notation, angular momentum, hydrogen atom, calculation techniques including matrix diagonalization, perturbation theory, variational method, and time-dependent perturbation theory with applications to optical absorption, nonlinear optical coefficients, and Fermi's golden rule. Prerequisites: MATH 52 and 53, one of EE 65, ENGR 65, PHYSICS 71 (formerly PHYSICS 65), PHYSICS 70.
Terms: Aut
| Units: 3
MATSCI 205:
Waves and Diffraction in Solids (MATSCI 195, PHOTON 205)
The elementary principals of x-ray, vibrational, and electron waves in solids. Basic wave behavior including Fourier analysis, interference, diffraction, and polarization. Examples of wave systems, including electromagnetic waves from Maxwell's equations. Diffracted intensity in reciprocal space and experimental techniques such as electron and x-ray diffraction. Lattice vibrations in solids, including vibrational modes, dispersion relationship, density of states, and thermal properties. Free electron model. Basic quantum mechanics and statistical mechanics including Fermi-Dirac and Bose-Einstein statistics. Prerequisite: MATSCI 193/203 or consent of instructor. Undergraduates register for 195 for 4 units; graduates register for 205 for 3 units.
Terms: Spr
| Units: 3-4
MATSCI 208:
Mechanical Properties of Materials (MATSCI 198)
Introduction to the mechanical behavior of solids, emphasizing the relationships between microstructure and mechanical properties. Elastic, anelastic, and plastic properties of materials. The relations between stress, strain, strain rate, and temperature for plastically deformable solids. Application of dislocation theory to strengthening mechanisms in crystalline solids. The phenomena of creep, fracture, and fatigue and their controlling mechanisms. Prerequisites: MATSCI 193/203. Undergraduates register for 198 for 4 units; graduates register for 208 for 3 units.
Terms: Spr
| Units: 3-4
MATSCI 210:
Organic and Biological Materials (MATSCI 190)
Unique physical and chemical properties of organic materials and their uses. The relationship between structure and physical properties, and techniques to determine chemical structure and molecular ordering. Examples include liquid crystals, dendrimers, carbon nanotubes, hydrogels, and biopolymers such as lipids, protein, and DNA. Prerequisite: Thermodynamics and ENGR 50 or equivalent. Undergraduates register for 190 for 4 units; graduates register for 210 for 3 units.
Terms: Spr
| Units: 3-4
MATSCI 211:
Thermodynamics and Phase Equilibria
Phase Equlibria in Materials. Fundamental thermodynamics: spontaneus processes and equilibrium conditions. 3 Laws of Thermodynamics. Thermodynamic potentials and how to build them from materials properties.nnPhase Equilibria: phase equilibria and phase diagrams of pure substances. Solution models. Phase equilibria and phase diagrams of binary systems including instability and spinodal decomposition. Effect of surfaces on phase equilibria.nnPre-requisites: multivariable differential calculus, basic thermal physics (ideal gas properties)
Terms: Aut
| Units: 3
MATSCI 212:
Rate Processes in Materials
Diffusion and phase transformations in materials. Diffusion topics: Fick's laws, atomic theory of diffusion, the generalized flux equations, diffusion in a chemical potential and mass advection. Phase transformation topics: nucleation, growth, spinodal decomposition and interface phenomena. Material builds on the mathematical, thermodynamic, and statistical mechanical foundations of undergraduate physical chemistry and of the prerequisite. Prerequisites: MATSCI 181/211. Undergraduates register for 182 for 4 units; Graduates register for 212 for 3 units. Please sign up for Discussion section 182-Section 02 or 212-Section 02.
Terms: Win
| Units: 3
MATSCI 213:
Defects and Disorder in Materials
Overview of defects and disorder across crystalline, amorphous, and glassy phases that are central to function and application, spanning metals, ceramics, and soft/biological matter. Structure and properties of simple 0D/1D/2D defects in crystalline materials. Scaling laws, connectivity and frustration, and hierarchy/distributions of structure across length scales in more disordered materials. Key characterization techniques.nnPre-reqs: MATSCI 211 (thermo), 212 (kinetics)
Terms: Spr
| Units: 3
MATSCI 214:
Structure and Symmetry
Structure and bonding in materials; crystallography; point and space groups; reciprocal space and diffraction; amorphous, molecular, and polymeric structures; implications of structure and symmetry in determining material properties.nnPrerequisites: Undergraduate-level working knowledge of calculus, trigonometry, and linear algebra. Please consult instructor with any questions.
Terms: Aut
| Units: 3
MATSCI 215:
Quantum Mechanics for Materials Science
Quantum mechanics occupies a very unusual place among theories: it contains classical mechanics as a limiting case, yet at the same time it requires its own formulation. This course serves as an entry to the foundations of quantum mechanics that are relevant to the properties of materials. We build up our foundation of quantum mechanics from simple principles, and then apply them to understanding of atoms and the periodic table. From there then put atoms together in arrangements in solids and investigate how materials properties may emerge. Along the way we will encounter modern applications of quantum mechanics relating to scattering, measurement theory, and quantum information processing.
Terms: Win
| Units: 3
MATSCI 226:
Invention to Innovation: The Process of Translation (MATSCI 126)
Ideas need to be translated before the world recognizes and benefits by innovation. In other words, not all inventions end up being useful to humanity or the environment. The bridge between conceptualization and practicality is in translation of ideas to practice. There are several historic examples of close ties between translation and innovation in US history and in the industrial world. Translation is closely associated both with innovation and disruption. The class intends to address specific challenges including the following. The businesses on their path to innovation are strongly rate-limited by the translation problems of new ideas. Many of the inventions often do not make it into the market place or are disrupted at multiple levels in ways that are generally unpredictable. The class intends to provide an understanding how disruptive innovations take place in the context of the larger frame of translation and a framework for traversing this difficult path. In addition to class lectures, practitioners who have been involved in the process of translation in the real world will be invited to share their experiences.
Terms: Spr
| Units: 3-4
MATSCI 227:
Investigating Ancient Materials (ARCHLGY 180, ARCHLGY 280, MATSCI 127)
This course examines how concepts and methods from materials science are applied to the analysis of archaeological artifacts, with a focus on artifacts made from inorganic materials (ceramics and metals). Coverage includes chemical analysis, microscopy, and testing of physical properties, as well as various research applications within anthropological archaeology. Students will learn how to navigate the wide range of available analytical techniques in order to choose methods that are appropriate to the types of artifacts being examined and that are capable of answering the archaeological questions being asked.
Terms: Aut
| Units: 3-4
MATSCI 229:
Nanomaterials in Medicine (MATSCI 129)
The purpose of this course is to provide the students detailed knowledge of functional nanostructured materials, such as self-assembled nanoparticles and their applications in Medicine. This will lay the broad foundation for understanding the paradigm shift that nanomaterials are effecting in therapeutics and diagnostics of human disease. Pre Req: ENGR 50- Introduction to Materials Science, Nanotechnology Emphasis. Desirable: MATSCI 210-Organic and Biological Materials
Terms: Spr
| Units: 2-3
MATSCI 230:
Materials Science Colloquium
May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
MATSCI 231:
Materials Science Research Advising
General advising for first-year PhD students on topics including graduate curriculum, research topics, and advisor selection
Terms: Aut
| Units: 1
MATSCI 232:
Ethics and Broader Impacts in Materials Science
This course will convey the unique role that materials play in every facet of society, and the profound impact that materials production, refining, processing, utilization, and disposal have on communities. We will also discuss best practices for empowering underrepresented communities in the sciences, building on the core responsible conduct of research mission.
Terms: Spr
| Units: 1
MATSCI 251:
Microstructure and Mechanical Properties (MATSCI 151)
Primarily for students without a materials background. Mechanical properties and their dependence on microstructure in a range of engineering materials. Elementary deformation and fracture concepts, strengthening and toughening strategies in metals and ceramics. Topics: dislocation theory, mechanisms of hardening and toughening, fracture, fatigue, and high-temperature creep. Undergraduates register in 151 for 4 units; graduates register for 251 in 3 units.
Terms: Aut
| Units: 3-4
MATSCI 299:
Practical Training
Educational opportunities in high-technology research and development labs in industry. Qualified graduate students engage in internship work and integrate that work into their academic program. Following the internship, students complete a research report outlining their work activity, problems investigated, key results, and any follow-on projects they expect to perform. Student is responsible for arranging own employment. See department student services manager before enrolling.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
Instructors: ;
Appel, E. (PI);
Bao, Z. (PI);
Beasley, M. (PI);
Bent, S. (PI);
Boxer, S. (PI);
Brongersma, M. (PI);
Chidsey, C. (PI);
Cho, K. (PI);
Chueh, W. (PI);
Clemens, B. (PI);
Cui, Y. (PI);
Dai, H. (PI);
Dauskardt, R. (PI);
Devereaux, T. (PI);
Dionne, J. (PI);
Dunne, M. (PI);
Fisher, I. (PI);
Frank, C. (PI);
Geballe, T. (PI);
Goodson, K. (PI);
Gu, W. (PI);
Harris, J. (PI);
Heilshorn, S. (PI);
Hesselink, L. (PI);
Hong, G. (PI);
Jornada, F. (PI);
Lee, T. (PI);
Lindenberg, A. (PI);
Mannix, A. (PI);
Manoharan, H. (PI);
McGehee, M. (PI);
McIntyre, P. (PI);
Melosh, N. (PI);
Mukherjee, K. (PI);
Musgrave, C. (PI);
Nishi, Y. (PI);
Nix, W. (PI);
Onori, S. (PI);
Pianetta, P. (PI);
Pinsky, P. (PI);
Plummer, J. (PI);
Prinz, F. (PI);
Reed, E. (PI);
Salleo, A. (PI);
Saraswat, K. (PI);
Sinclair, R. (PI);
Spakowitz, A. (PI);
Stebbins, J. (PI);
Stohr, J. (PI);
Wang, S. (PI);
Wong, H. (PI);
Frank, D. (GP)
MATSCI 300:
Ph.D. Research
Participation in a research project.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Appel, E. (PI);
Baccus, S. (PI);
Bao, Z. (PI);
Beasley, M. (PI);
Bent, S. (PI);
Block, S. (PI);
Boxer, S. (PI);
Brongersma, M. (PI);
Cai, W. (PI);
Cargnello, M. (PI);
Chang, F. (PI);
Chidsey, C. (PI);
Cho, K. (PI);
Chowdhury, S. (PI);
Chueh, W. (PI);
Clemens, B. (PI);
Cui, Y. (PI);
Dai, H. (PI);
Dauskardt, R. (PI);
DeSimone, J. (PI);
Devereaux, T. (PI);
Dionne, J. (PI);
Dresselhaus-Marais, L. (PI);
Dunne, M. (PI);
Feigelson, R. (PI);
Fisher, I. (PI);
Frank, C. (PI);
Geballe, T. (PI);
Goldhaber-Gordon, D. (PI);
Goodson, K. (PI);
Gu, W. (PI);
Harris, J. (PI);
Heilshorn, S. (PI);
Heinz, T. (PI);
Hesselink, L. (PI);
Hong, G. (PI);
Hwang, H. (PI);
Jaramillo, T. (PI);
Jornada, F. (PI);
Kanan, M. (PI);
Keller, C. (PI);
Lee, T. (PI);
Lee, Y. (PI);
Lindenberg, A. (PI);
Liu, F. (PI);
Mai, D. (PI);
Mannix, A. (PI);
Manoharan, H. (PI);
Martinez, T. (PI);
McGehee, M. (PI);
McIntyre, P. (PI);
Melosh, N. (PI);
Mukherjee, K. (PI);
Musgrave, C. (PI);
Nilsson, A. (PI);
Nishi, Y. (PI);
Nix, W. (PI);
Noerskov, J. (PI);
Onori, S. (PI);
Palanker, D. (PI);
Pianetta, P. (PI);
Pinsky, P. (PI);
Plummer, J. (PI);
Pop, E. (PI);
Prakash, M. (PI);
Prinz, F. (PI);
Qi, S. (PI);
Qin, J. (PI);
Reed, E. (PI);
Salleo, A. (PI);
Saraswat, K. (PI);
Senesky, D. (PI);
Sinclair, R. (PI);
Soh, H. (PI);
Spakowitz, A. (PI);
Stebbins, J. (PI);
Stohr, J. (PI);
Suzuki, Y. (PI);
Tang, S. (PI);
Toney, M. (PI);
Wang, S. (PI);
Wong, H. (PI);
Xia, Y. (PI);
Yang, F. (PI);
Zheng, X. (PI);
Zia, R. (PI);
Frank, D. (GP);
Misquez, E. (GP);
Salleo, A. (GP)
MATSCI 303:
Principles, Materials and Devices of Batteries
Thermodynamics and electrochemistry for batteries. Emphasis on lithium ion batteries, but also different types including lead acid, nickel metal hydride, metal air, sodium sulfur and redox flow. Battery electrode materials, electrolytes, separators, additives and electrode-electrolyte interface. Electrochemical techniques; advanced battery materials with nanotechnology; battery device structure. Prerequisites: undergraduate chemistry.
Terms: Aut
| Units: 3
MATSCI 317:
Defects in semiconductors
Introduction to dopants and crystal defects in semiconductors and landmark research papers in this area. Course covers point defects, dislocations, grain boundaries, interfaces etc. and how and why they impact a range of semiconductor devices such as transistors, LEDs, lasers, solar cells, and photodetectors. Emphasis on building phenomenological models of defect structure-property-processing relationships in semiconductors like silicon, GaN, and emerging defect-tolerant semiconductors. Overview of key experimental characterization techniques for defects. Key concepts from semiconductor physics and the materials science of crystal defects will be reviewed. Pre-requisites: MATSCI 209 or EE216 or equivalent
Terms: Aut
| Units: 3
MATSCI 320:
Nanocharacterization of Materials
Current methods of directly examining the microstructure of materials. Topics: optical microscopy, scanning electron and focused ion beam microscopy, field ion microscopy, transmission electron microscopy, scanning probe microscopy, and microanalytical surface science methods. Emphasis is on the electron-optical techniques. Recommended: 193/203.
Terms: Win
| Units: 3
MATSCI 322:
Transmission Electron Microscopy Laboratory
Practical techniques in transmission electron microscopy (TEM): topics include microscope operation and alignment, diffraction modes and analysis, bright-field/dark-field imaging, high resolution and aberration corrected imaging, scanning TEM (STEM) imaging, x-ray energy dispersive spectrometry (EDS) and electron energy loss spectrometry (EELS) for compositional analysis and mapping. Prerequisite: 321, consent of instructor. Enrollment limited to 12.
Terms: Aut
| Units: 3
MATSCI 331:
Atom-based computational methods for materials
Introduction to atom-based computational methods for materials with emphasis on quantum methods. Topics include density functional theory, tight-binding and empirical approaches. Computation of optical, electronic, phonon properties. Bulk materials, interfaces, nanostructures. Molecular dynamics. Prerequisites - undergraduate quantum mechanics.
Terms: Aut
| Units: 3
MATSCI 341:
Quantum Theory of Electronic and Optical Excitations in Materials
Introduction to the fundamentals of solid-state physics and materials science, with emphasis in electronic and optical excitation processes. We will develop quantum formalisms to understand concepts including: elementary excitations in materials, crystal symmetry and Bloch¿s theorem, electronic bandstructure and methods to compute it (including tight-binding and density-functional theory), linear response theory, dielectric functions, as well as electronic transitions and optical properties of solids. We apply these methods to understand the electronic and optical properties of real materials, including bulk metals, semiconductors, and 2D materials.
Terms: Win
| Units: 3
MATSCI 346:
Nanophotonics (EE 336)
Recent developments in micro- and nanophotonic materials and devices. Basic concepts of photonic crystals. Integrated photonic circuits. Photonic crystal fibers. Superprism effects. Optical properties of metallic nanostructures. Sub-wavelength phenomena and plasmonic excitations. Meta-materials. Prerequisite: Electromagnetic theory at the level of 242.
Terms: Aut
| Units: 3
MATSCI 358:
Fracture and Fatigue of Materials and Thin Film Structures (ME 258)
Linear-elastic and elastic-plastic fracture mechanics from a materials science perspective, emphasizing microstructure and the micromechanisms of fracture. Plane strain fracture toughness and resistance curve behavior. Mechanisms of failure associated with cohesion and adhesion in bulk materials, composites, and thin film structures. Fracture mechanics approaches to toughening and subcritical crack-growth processes, with examples and applications involving cyclic fatigue and environmentally assisted subcritical crack growth. Prerequisite: 151/251, 198/208, or equivalent. SCPD offering.
Terms: Win
| Units: 3
MATSCI 381:
Biomaterials in Regenerative Medicine (BIOE 361)
Materials design and engineering for regenerative medicine. How materials interact with cells through their micro- and nanostructure, mechanical properties, degradation characteristics, surface chemistry, and biochemistry. Examples include novel materials for drug and gene delivery, materials for stem cell proliferation and differentiation, and tissue engineering scaffolds. Prerequisites: undergraduate chemistry, and cell/molecular biology or biochemistry.
Terms: Spr
| Units: 3
MATSCI 384:
Materials Advances in Neurotechnology
The dichotomy between materials and the mind has inspired scientists to explore the wonders of the brain with novel materials-enabled neurotechnologies. The development of neurotechnologies can be dated back to the late 18th century when Galvani used an iron-and-bronze arch to stimulate the sciatic nerve and evoke motor output in a dead frog. Modern neurotechnologies capitalize on the semiconductor industry's trend towards miniaturization, reading the activity of thousands of neurons simultaneously in the brains of mice, rats, monkeys, and even humans. All these capabilities would not be possible without the advances in materials science. This course introduces the basic principles of materials design and fabrication for probing the inner workings of the brain, discusses the fundamental challenges of state-of-the-art neurotechnologies, and explores the latest breakthroughs in materials-assisted neuroengineering. The course will cover the following topics: overview of the nervous system from an engineering perspective; mechanical and biochemical requirements of neural interfacing materials; materials for electrical, magnetic, optical, biochemical, thermal, and acoustic neural interfaces; materials as contrast agents for neuroimaging; and ethical considerations for emerging neurotechnologies. Students will acquire literacy in both materials science and neuroengineering and gain the knowledge and skills to understand and address pressing neuroscience challenges with materials advances. nnPrerequisite: undergraduate physics and chemistry; MATSCI 152, 158, 164, 190 or equivalents are recommended but not required prior to taking this course.
Terms: Aut
| Units: 3
MATSCI 385:
Biomaterials for Drug Delivery (BIOE 385)
Fundamental concepts in engineering materials for drug delivery. The human body is a highly interconnected network of different tissues and there are all sorts of barriers to getting pharmaceutical drugs to the right place at the right time. Topics include drug delivery mechanisms (passive, targeted), therapeutic modalities and mechanisms of action, engineering principles of controlled release and quantitative understanding of drug transport, chemical and physical characteristics of delivery molecules and assemblies, significance of biodistribution and pharmacokinetic models, toxicity of biomaterials and drugs, and immune responses.
Terms: Win
| Units: 3
MATSCI 399:
Graduate Independent Study
Under supervision of a faculty member.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Bao, Z. (PI);
Beasley, M. (PI);
Bent, S. (PI);
Boxer, S. (PI);
Brongersma, M. (PI);
Cargnello, M. (PI);
Chang, F. (PI);
Chidsey, C. (PI);
Cho, K. (PI);
Chueh, W. (PI);
Clemens, B. (PI);
Cui, Y. (PI);
Dai, H. (PI);
Dauskardt, R. (PI);
Devereaux, T. (PI);
Dionne, J. (PI);
Fisher, I. (PI);
Frank, C. (PI);
Geballe, T. (PI);
Goodson, K. (PI);
Gu, W. (PI);
Harris, J. (PI);
Heilshorn, S. (PI);
Hesselink, L. (PI);
Hong, G. (PI);
Jornada, F. (PI);
Lee, T. (PI);
Lindenberg, A. (PI);
Manoharan, H. (PI);
McGehee, M. (PI);
McIntyre, P. (PI);
Melosh, N. (PI);
Musgrave, C. (PI);
Nishi, Y. (PI);
Nix, W. (PI);
Pianetta, P. (PI);
Pinsky, P. (PI);
Plummer, J. (PI);
Prinz, F. (PI);
Reed, E. (PI);
Salleo, A. (PI);
Saraswat, K. (PI);
Senesky, D. (PI);
Sinclair, R. (PI);
Stebbins, J. (PI);
Stohr, J. (PI);
Wang, S. (PI);
Wong, H. (PI);
Zia, R. (PI);
Frank, D. (GP)
MATSCI 400:
Participation in Materials Science Teaching
May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
Instructors: ;
Brongersma, M. (PI);
Clemens, B. (PI);
Cui, Y. (PI);
Dauskardt, R. (PI);
Dionne, J. (PI);
Heilshorn, S. (PI);
Hong, G. (PI);
Jornada, F. (PI);
Lindenberg, A. (PI);
McGehee, M. (PI);
McIntyre, P. (PI);
Melosh, N. (PI);
Prinz, F. (PI);
Reed, E. (PI);
Salleo, A. (PI);
Sinclair, R. (PI);
Wang, S. (PI)
MATSCI 801:
TGR Project for MS Students
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Appel, E. (PI);
Baccus, S. (PI);
Bao, Z. (PI);
Beasley, M. (PI);
Bent, S. (PI);
Boxer, S. (PI);
Brongersma, M. (PI);
Chidsey, C. (PI);
Cho, K. (PI);
Chueh, W. (PI);
Clemens, B. (PI);
Cui, Y. (PI);
Dai, H. (PI);
Dauskardt, R. (PI);
Devereaux, T. (PI);
Dionne, J. (PI);
Fisher, I. (PI);
Frank, C. (PI);
Geballe, T. (PI);
Goodson, K. (PI);
Harris, J. (PI);
Heilshorn, S. (PI);
Hesselink, L. (PI);
Jornada, F. (PI);
Lee, T. (PI);
Lindenberg, A. (PI);
Manoharan, H. (PI);
McGehee, M. (PI);
McIntyre, P. (PI);
Melosh, N. (PI);
Musgrave, C. (PI);
Nishi, Y. (PI);
Nix, W. (PI);
Pianetta, P. (PI);
Pinsky, P. (PI);
Plummer, J. (PI);
Prinz, F. (PI);
Reed, E. (PI);
Robertson, C. (PI);
Salleo, A. (PI);
Saraswat, K. (PI);
Sinclair, R. (PI);
Stebbins, J. (PI);
Stohr, J. (PI);
Tang, S. (PI);
Wang, S. (PI);
Wong, H. (PI);
Frank, D. (GP)
MATSCI 802:
TGR Dissertation for Ph.D Students
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Appel, E. (PI);
Baccus, S. (PI);
Bao, Z. (PI);
Beasley, M. (PI);
Bent, S. (PI);
Blanchet, J. (PI);
Block, S. (PI);
Boxer, S. (PI);
Brongersma, M. (PI);
Cai, W. (PI);
Chang, F. (PI);
Chidsey, C. (PI);
Cho, K. (PI);
Chueh, W. (PI);
Clemens, B. (PI);
Cui, Y. (PI);
Dai, H. (PI);
Dauskardt, R. (PI);
Devereaux, T. (PI);
Dionne, J. (PI);
Feigelson, R. (PI);
Fisher, I. (PI);
Frank, C. (PI);
Geballe, T. (PI);
Goldhaber-Gordon, D. (PI);
Goodson, K. (PI);
Gu, W. (PI);
Harris, J. (PI);
Heilshorn, S. (PI);
Hesselink, L. (PI);
Hwang, H. (PI);
Jaramillo, T. (PI);
Jornada, F. (PI);
Kanan, M. (PI);
Lee, T. (PI);
Lee, Y. (PI);
Lindenberg, A. (PI);
Manoharan, H. (PI);
Martinez, T. (PI);
McGehee, M. (PI);
McIntyre, P. (PI);
Melosh, N. (PI);
Musgrave, C. (PI);
Nilsson, A. (PI);
Nishi, Y. (PI);
Nix, W. (PI);
Pianetta, P. (PI);
Pinsky, P. (PI);
Plummer, J. (PI);
Pop, E. (PI);
Prakash, M. (PI);
Prinz, F. (PI);
Reed, E. (PI);
Salleo, A. (PI);
Saraswat, K. (PI);
Senesky, D. (PI);
Sinclair, R. (PI);
Spakowitz, A. (PI);
Stebbins, J. (PI);
Stohr, J. (PI);
Suzuki, Y. (PI);
Tang, S. (PI);
Toney, M. (PI);
Wang, S. (PI);
Wong, H. (PI);
Xia, Y. (PI);
Yang, F. (PI);
Zheng, X. (PI);
Frank, D. (GP);
Salleo, A. (GP)
MCP 156:
How Cells Work: Energetics, Compartments, and Coupling in Cell Biology (MCP 256)
Open to graduate and medical students, and advanced undergraduates. Dynamic aspects of cell behavior and function, including cellular energetics, homeostasis, heterogeneity of membranes, structure and function of organelles, solute and water transport, signaling and motility. Emphasis is on the principles of how coupling of molecular processes gives rise to essential functions at the cellular level. Mathematical models of cell function. Student presentations.
Terms: Win
| Units: 4
MCP 199:
Undergraduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Brunger, A. (PI);
Chu, S. (PI);
Feng, L. (PI);
Garcia, C. (PI);
Goodman, M. (PI);
Kobilka, B. (PI);
Lewis, R. (PI);
Madison, D. (PI);
Maduke, M. (PI);
Nachury, M. (PI);
Nelson, W. (PI);
O'Brien, L. (PI);
Skiniotis, G. (PI);
Smith, S. (PI);
Sudhof, T. (PI);
Tsien, R. (PI);
Weis, W. (PI);
Johnson, S. (GP)
MCP 207:
MCP Bootcamp
Hands-on, week-long immersion in methods and concepts related to the physiology of cell signaling. Required of all first-year MCP students; other PhD students may enroll with consent of instructor.
Terms: Aut
| Units: 1-3
MCP 208:
MCP Journal Club and Professional Development Series
This class will entail discussion of current research in Molecular and Cellular Physiology (Journal Club) and sessions devoted to career development. Enrolled learners will gain experience in designing and delivering professional oral presentations and writing accessible lay summaries of primary research. They will also receive guidance in how to give and receive critiques following a rubric. Learners will choose research papers following a theme to e determined collaboratively. Career and professional development class sessions will provide information on a variety of topics related to career development and strategies for navigating research environment in productive and healthy ways (see below). nnThe class will meet 8 times per quarter, with 4 Journal Club and 4 Professional Development sessions per quarter. Journal Club sessions will consist of one member of the class giving an oral presentation on the topic of a current relevant research paper, followed by critique and discussion. Learners will prepare written critiques of these talks. The Professional Development session will consist of a series of lectures, discussions, or workshops designed to foster a better understanding of the practices and processes that are critical for navigating paths toward a research career, but which are not generally covered in a classroom setting. These sessions might include such topics as mentor/mentee relationships, authorship, navigating peer review, issues of diversity and respectful workplace, wellness, experiences Stanford alumni in their own career paths, and other topics, including those suggested by class participants. The class will be graded on participation and on the writing assignments, including critiques and lay summaries. The course will be required for MCP graduate students in their first 3 years of study, and open to all predoctoral graduate students. The broader membership of the MCP scientific community will be encouraged to participate including postdocs (with permission of the course director).
Terms: Win, Spr
| Units: 1-2
| Repeatable
8 times
(up to 16 units total)
MCP 221:
Advanced Cell Biology (BIO 214, BIOC 224)
For Ph.D. students. Taught from the current literature on cell structure, function, and dynamics. Topics include complex cell phenomena such as cell division, apoptosis, signaling, compartmentalization, transport and trafficking, motility and adhesion, and differentiation. Weekly reading of current papers from the primary literature. Advanced undergraduates may participate with the permission of the Course Director.
Terms: Win
| Units: 3
MCP 222:
Imaging: Biological Light Microscopy (BIO 152)
This intensive laboratory and discussion course will provide participants with the theoretical and practical knowledge to utilize emerging imaging technologies based on light microscopy. Topics include microscope optics, resolution limits, Köhler illumination, confocal fluorescence, two-photon, TIRF, FRET, photobleaching, super-resolution (SIM, STED, STORM/PALM), tissue clearing/CLARITY/light-sheet microscopy, and live-cell imaging. Applications include using fluorescent probes to analyze subcellular localization and live cell-translocation dynamics. We will be using a flipped classroom for the course in that students will watch iBiology lectures before class, and class time will be used for engaging in extensive discussion. Lab portion involves extensive in-class use of microscopes in the CSIF and NMS core microscopy facilities.
Terms: Spr
| Units: 3
MCP 256:
How Cells Work: Energetics, Compartments, and Coupling in Cell Biology (MCP 156)
Open to graduate and medical students, and advanced undergraduates. Dynamic aspects of cell behavior and function, including cellular energetics, homeostasis, heterogeneity of membranes, structure and function of organelles, solute and water transport, signaling and motility. Emphasis is on the principles of how coupling of molecular processes gives rise to essential functions at the cellular level. Mathematical models of cell function. Student presentations.
Terms: Win
| Units: 4
MCP 299:
Directed Reading in Molecular and Cellular Physiology
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Brunger, A. (PI);
Chu, S. (PI);
Feng, L. (PI);
Garcia, C. (PI);
Goodman, M. (PI);
Kobilka, B. (PI);
Lewis, R. (PI);
Madison, D. (PI);
Maduke, M. (PI);
Nachury, M. (PI);
Nelson, W. (PI);
O'Brien, L. (PI);
Skiniotis, G. (PI);
Smith, S. (PI);
Sudhof, T. (PI);
Tsien, R. (PI);
Weis, W. (PI);
Johnson, S. (GP)
MCP 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Brunger, A. (PI);
Chu, S. (PI);
Feng, L. (PI);
Garcia, C. (PI);
Goodman, M. (PI);
Kobilka, B. (PI);
Lewis, R. (PI);
Madison, D. (PI);
Maduke, M. (PI);
Nachury, M. (PI);
Nelson, W. (PI);
O'Brien, L. (PI);
Skiniotis, G. (PI);
Smith, S. (PI);
Sudhof, T. (PI);
Tsien, R. (PI);
Weis, W. (PI);
Geiselhart, K. (GP);
Johnson, S. (GP)
MCP 399:
Graduate Research
Students undertake investigations sponsored by individual faculty members. Research fields include endocrinology, neuroendocrinology, and topics in molecular and cellular physiology. Prerequisite: consent of instructor. (Staff)
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Brunger, A. (PI);
Chu, S. (PI);
Feng, L. (PI);
Garcia, C. (PI);
Goodman, M. (PI);
Kobilka, B. (PI);
Lewis, R. (PI);
Madison, D. (PI);
Maduke, M. (PI);
Nachury, M. (PI);
Nelson, W. (PI);
O'Brien, L. (PI);
Skiniotis, G. (PI);
Smith, S. (PI);
Sudhof, T. (PI);
Tsien, R. (PI);
Weis, W. (PI);
Johnson, S. (GP)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Brunger, A. (PI);
Chu, S. (PI);
Feng, L. (PI);
Garcia, C. (PI);
Goodman, M. (PI);
Kobilka, B. (PI);
Lewis, R. (PI);
Madison, D. (PI);
Maduke, M. (PI);
Nachury, M. (PI);
Nelson, W. (PI);
O'Brien, L. (PI);
Skiniotis, G. (PI);
Smith, S. (PI);
Sudhof, T. (PI);
Tsien, R. (PI);
Weis, W. (PI);
Johnson, S. (GP)
MCP 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Brunger, A. (PI);
Chu, S. (PI);
Feng, L. (PI);
Garcia, C. (PI);
Goodman, M. (PI);
Kobilka, B. (PI);
Lewis, R. (PI);
Madison, D. (PI);
Maduke, M. (PI);
Nachury, M. (PI);
Nelson, W. (PI);
O'Brien, L. (PI);
Skiniotis, G. (PI);
Smith, S. (PI);
Sudhof, T. (PI);
Tsien, R. (PI);
Weis, W. (PI);
Johnson, S. (GP)
MCS 120:
Data Narratives
The class will allow students to grow their ability to communicate ideas and insights with data. There are many components of a well-crafted narrative based on data---from a discussion of data sources to visualization, and from pattern detection to generalizable conclusions---which we explore in sequence across the quarter. The class does not introduce advanced data analysis techniques. It rather focuses on the essential elements of an inquiry conducted with data and places a special emphasis on how to record and communicate these. At the beginning of the quarter, each student needs to identify a dataset and a question that they are going to explore. As we examine the different components of a data inquiry, the students will carry out a corresponding analysis/writing assignment on the data they have identified, gradually building material for the narrative that will constitute their final paper. (WIM)
Terms: Spr
| Units: 3
MCS 198:
Practical Training
For students majoring in Mathematical and Computational Science only. Students obtain employment in a relevant industrial or research activity to enhance their professional experience. Students may enroll in Summer Quarters only and for a total of three times. Students must first notify their MCS adviser before enrolling in their course section, and must submit a one-page written final report summarizing the knowledge/experience gained upon completion of the internship in order to receive credit.Please note that F-1 international students enrolled in their department¿s CPT course cannot start working without first obtaining a CPT-endorsed I-20 from Bechtel International Center (enrolling in the CPT course alone is insufficient to meet federal immigration regulations).
Terms: Sum
| Units: 1
| Repeatable
3 times
(up to 4 units total)
ME 1:
Introduction to Mechanical Engineering
This course is intended to be the starting point for Mechanical Engineering majors. It will cover the concepts, engineering methods, and common tools used by mechanical engineers while introducing the students to a few interesting devices. We will discuss how each device was conceived, design challenges that arose, application of analytical tools to the design, and production methods. Main class sections will include lectures, demonstrations, and in-class group exercises. Lab sections will develop specific skills in freehand sketching and computational modeling of engineering systems. Prerequisites: Physics: Mechanics, and first quarter Calculus.
Terms: Aut, Spr
| Units: 3
| UG Reqs: WAY-AQR
ME 14AX:
Design for Silver and Bronze
This class will teach piercing saw work in sterling silver, light forming, embossing and potentially enameling. Equal attention will be given to technique and manufacturing. Students will receive a tool kit and materials prior to the start of the Arts Intensive. Sara and Amanda have been teaching ME298: Silversmithing in Design at Stanford for 17 years, they are full time designers at RedStart Design, LLC and also Lecturers in Design in the Mechanical Engineering Department.
Terms: Sum
| Units: 2
ME 30:
Engineering Thermodynamics
The basic principles of thermodynamics are introduced in this course. Concepts of energy and entropy from elementary considerations of the microscopic nature of matter are discussed. The principles are applied in thermodynamic analyses directed towards understanding the performances of engineering systems. Methods and problems cover socially responsible economic generation and utilization of energy in central power generation plants, solar systems, refrigeration devices, and automobile, jet and gas-turbine engines.
Terms: Aut, Win
| Units: 3
| UG Reqs: WAY-AQR, WAY-SMA
ME 70:
Introductory Fluids Engineering
Elements of fluid mechanics as applied to engineering problems. Equations of motion for incompressible flow. Hydrostatics. Control volume laws for mass, momentum, and energy. Bernoulli equation. Differential equations of fluid flow. Euler equations. Dimensional analysis and similarity. Internal flows. Introductory external boundary layer flows. Introductory lift and drag. ENGR14 and ME30 required.
Terms: Win, Spr
| Units: 3
| UG Reqs: GER:DB-EngrAppSci
ME 80:
Mechanics of Materials
Mechanics of materials and deformation of structural members. Topics include stress and deformation analysis under axial loading, torsion and bending, column buckling and pressure vessels. Introduction to stress transformation and multiaxial loading. Prerequisite: ENGR 14.
Terms: Aut, Win, Spr
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR
ME 101:
Visual Thinking
ME101 is the foundation class for all designers and creative people at Stanford. It teaches you how to access your creativity through a series of projects. Visual thinking, a powerful adjunct to other problem solving modalities, is developed and exercised in the context of solving some fun and challenging design problems. Along the way, the class expands your access to your imagination, helps you see more clearly with the "mind's eye", and learn how to do rapid visualization and prototyping. The emphasis on basic creativity, learning to build in the 3D world, and fluent and flexible idea production.
Terms: Aut, Win, Spr
| Units: 4
| UG Reqs: GER:DB-EngrAppSci, WAY-CE
ME 102:
Foundations of Product Realization
Students develop the language and toolset to transform design concepts into tangible models/prototypes that cultivate the emergence of mechanical aptitude. Visual communication tools such as sketching, orthographic projection, and 2D/3D design software are introduced in the context of design and prototyping assignments. Instruction and practice with hand, powered, and digital prototyping tools in the Product Realization Lab support students implementation and iteration of physical project work. Project documentation, reflection, and in-class presentations are opportunities for students to find their design voice and practice sharing it with others. Prerequisite: ME 1 or ME 101 or consent of instructor.
Terms: Aut, Win, Spr
| Units: 3
ME 103:
Product Realization: Design and Making
ME103 is designed for sophomores or juniors in mechanical engineering or product design. Students are asked to pick a product with meaning to them; develop a point of view which motivates a redesign of that product; manufacture a series of models (evaluation of multiple candidate products) including sketches, product use stories, rapid prototypes, 3D printed models, CAD documents, manufacturing test models, and finally a customer ready prototype. The prototype will be redesigned for scaled manufacturing to develop a sound foundation in manufacturing processes, design guidelines, materials choices, and opportunities they provide. The student's body of work will be presented in a large public setting, Meet the Makers, through a professional grade portfolio which shares and reflects on their product realization adventure.
Terms: Aut, Win, Spr
| Units: 4
ME 104:
Mechanical Systems Design
How to design mechanical systems through iterative application of intuition, brainstorming, analysis, computation and prototype testing. Design of custom mechanical components, selection of common machine elements, and selection of electric motors and transmission elements to meet performance, efficiency and reliability goals. Emphasis on high-performance systems. Independent and team-based design projects. Prerequisites: PHYSICS 41; ENGR 14; ME 80; ME 102; ME 103 or 203. Must have PRL pass. Must attend lecture. Recommended: ENGR 15; CS 106A; ME 128 or ME 318.
Terms: Win, Spr
| Units: 4
| UG Reqs: GER:DB-EngrAppSci
ME 104B:
Designing Your Life
This course applies the mindsets and innovation principles of design thinking to the "wicked problem" of designing your life and vocation. The course introduces design thinking processes through application: students practice awareness and empathy, define areas of life and work on which hey want to work, ideate about ways to move forward, try small prototypes, and test their assumptions. The course is highly interactive. The course will include brief readings, writing, reflections, and in-class exercises. Expect to practice ideation and prototyping methodologies, decision making practices and to participate in hands on activities in pairs, trios, and small groups. Also includes roleplaying, assigned conversations with off campus professionals, guest speakers, and individual mentoring and coaching. It will conclude with creation of 3 versions of the next 5 years and prototype ideas to begin making those futures a reality. Open to juniors, seniors and 5th year coterms, all majors. All enrolled and waitlisted students should attend class on day 1 for admission. Additional course information at http://www.designingyourlife.org.
Terms: Aut, Win, Spr
| Units: 2
ME 104S:
Designing Your Stanford (EDUC 118S)
DYS uses a Design Thinking approach to help Freshmen and Sophomores learn practical tools and ideas to make the most of their Stanford experience. Topics include the purpose of college, major selection, educational and vocational wayfinding, and innovating college outcomes, explored through the design thinking process. This seminar class incorporates small group discussion, in-class activities, field exercises, personal reflection, and individual coaching. Expect ideation tools, storytelling practices, prototyping to discover more about yourself and possible paths forward. The course concludes with creation of multiple versions of what college might look like and how to make those ideas reality. All enrolled and waitlisted students should attend class on day 1 for admission. Additional course information at http://www.designingyourstanford.org.
Terms: Aut, Win, Spr
| Units: 2
ME 110:
Design Sketching
Design Visualization, offers students a unique opportunity to acquire a new (visual) language over the span of one short quarter. Imagine a process whereby you can close your eyes, and, after a few short weeks, leveraging established Design Principles, open them, and imagine/draw virtually anything that comes to mind. This is our pledge to you, independent of your previous sketching experience. This course melds basics with Industrial Design discipline (which creates the aesthetic, experience of products and services), dividing it into two parts; the ability to representationally draw in three-dimensions, while exploring the nuances of form & materials. ME110 initially focuses on the first component, building the structural foundation for perspective drawing, then introducing basic lighting and shading theory to 'complete the picture'. Analysis gives way to individual choice, as confidence builds. While we express & explore solutions with traditional analog medium, we bridge 'the digital divide', expressing final projects in several media choices, stirring in portfolio and professional advice enroute.
Terms: Aut, Win, Spr
| Units: 2
| Repeatable
for credit
ME 110B:
Digital Design Principles and Applications
Building upon foundation design principles, project-based individual / group exploration and critique facilitates a self-guided learning process, where analytical problem-solving approaches are cultivated through real-time implementation in digital tools. A series of diverse projects are brought together in conjunction with related student project portfolio development. Class Prerequisites: Students must have completed ME110 with high levels of understanding, engagement. May be repeat for credit
Terms: Aut, Win, Spr
| Units: 2
| Repeatable
2 times
(up to 4 units total)
ME 115A:
Introduction to Human Values in Design
An intensive project-based class that introduces the central philosophy of the product design program. Students learn how to use the lens of human needs to innovate at the intersection of technical factors (feasibility), business factors (viability), and human values (desirability). Students work toward mastery of the human-centered design methodology through several real-world, team-based projects. Students gain fluency in designing solutions ranging from physical products, to digital interfaces, to services and experiences. Students are immersed in building their individual and team capacities around core design process and methods, and emerge with a strong foundation in needfinding, synthesis, ideation, rapid prototyping, user testing, iteration, and storytelling.
Terms: Aut
| Units: 4
ME 115B:
Product Design Methods
This course will introduce the basic concepts of human factors and demonstrate the importance of understanding and considering human capabilities and limits in product and system design. This will include an overview of both cognitive and physical human characteristics, methods to analyze human factors constraints, and design methods for prototyping and evaluating the usability of physical products and systems. In this course individual- and team-based design projects are used to emphasize the integration between human factors analysis and evaluation, authoring design requirements and translating these to both physical products and systems. Prerequisites: ME101, ME102, ME115A, ME110. Strongly recommended: Psych 1
Terms: Win
| Units: 4
| UG Reqs: GER:DB-EngrAppSci
ME 115C:
Designing Your Business
Designing Your Business: introduces business concepts and personal capabilities to designers critical to the development, launch, and success of new products and services in for-profit and social enterprises. Functionally, students will learn to build the business case for new products, including skills such as market sizing, cost estimation, P&L modeling, and raising capital. In addition, business functions such as marketing, growth, and product management and the role of designers in businesses will be explored through class visitors and case studies. Projects culminating in a final presentation to persuade industry experts will develop teamwork and individual effectiveness in putting all the skills together to persuade and mobilize resources through live presentations, written communications, and videos.
Terms: Spr
| Units: 3
ME 120:
History and Ethics of Design
Those who do not learn from history are doomed to repeat it. In this class we will examine the history of design, the challenges that designers over the ages have had to face and the ethical questions that have arisen from those choices. This class will explore a non-traditional view of design, looking at both the sung and unsung figures of history and question the choices they made, up to and including recent events in the Silicon Valley. Course work will include group projects as well as weekly writing. This course is required for students in Product Design and, as such, priority will be given to these students. If you are not in the Product Design program, instructor permission is needed for enrollment.
Terms: Spr
| Units: 3
| Repeatable
for credit
ME 123:
Computational Engineering
The design of wind turbines, biomedical devices, jet engines, electronic units, and almost every other engineering system, require the analysis of its flow and thermal characteristics to ensure optimal performance and safety. The continuing growth of computer power and the emergence of general-purpose engineering software has fostered the use of computational analysis as a complement to experimental testing. Virtual prototyping is a staple of modern engineering practice. This course is an introduction to Computational Engineering using commercial analysis codes, covering both theory and applications. Assuming limited knowledge of computational methods, the course starts with introductory training on the software, using a nnseries of lectures and hands-on tutorials. We utilize the ANSYS software suite, which is used across a variety of engineering fields. Herein, the emphasis is on geometry modeling, mesh generation, solution strategy and post-processing for diverse applications. Using classical flow/thermal problems, the course develops the essential concepts of Verification and Validation for engineering simulations, nnproviding the basis for assessing the accuracy of the results. Advanced concepts such as the use of turbulence models, user programming and automation for design are also introduced. The course is concluded by a project, in which the students apply the software to solve a industry-inspired problem. Enrollment priority will be given to juniors and seniors who are using this course to meet their BSME program requirements.
Terms: Aut, Spr
| Units: 4
ME 125:
Visual Frontiers
The student will learn how to use graphic design to communicate online, in person, and through printed matter. Fundamentals of visual communications will be applied to branding exercises, typographic studies, color explorations, drawing exercises, use of photography, and use of grid and layout systems.
Terms: Aut
| Units: 3
| UG Reqs: WAY-CE
ME 127:
Design for Additive Manufacturing
Design for Additive Manufacturing (DfAM) combines the fields of Design for Manufacturability (DfM) and Additive Manufacturing (AM). ME127 will introduce the capabilities and limitations of various AM technologies and apply the principles of DfM in order to design models fit for printing. Students will use Computer Aided Design (CAD) software to create and analyze models and then print them using machines and resources in the Product Realization Lab. Topics include: design for rapid prototyping, material selection, post-processing and finishing, CAD simulation, algorithmic modeling, additive tooling and fixtures, and additive manufacturing at scale. Prerequisite: ME102 and ME80, or consent of instructor.
Terms: Spr
| Units: 3
ME 128:
Computer-Aided Product Realization
Students will continue to build understanding of Product Realization processes and techniques concentrating on Computer Numerical Control (CNC) machines, materials, tools, and workholding. Students will gain an understanding of CNC in modern manufacturing and alternative methods and tools used in industry. Students will contribute to their professional portfolio by including projects done in class. Should the University extend limits to in-class activities the course will continue to be taught contiguously through asynchronous lectures and online synchronous office hours, coaching, and feedback sessions. Limited enrollment. Prerequisite: ME 103 and consent of instructor.
Terms: Aut, Win, Spr
| Units: 3-4
ME 129:
Manufacturing Processes and Design
ME129 is designed for Juniors in Mechanical Engineering who have elected the Product Realization concentration. Students will develop professional level knowledge and experience with materials and manufacturing processes. Activities will include lectures, site visits to local manufacturing organizations, and recorded site visits to global manufacturing organizations. Assignments will include essays and discussions based on site visits, materials exploration including hands-on activities in the Product Realization Lab (PRL), and product tear downs supported by PRL resources. The environmental sustainability consequences of materials and transformation process choices will be a unifying thread running throughout the course.
Terms: Win
| Units: 3
ME 131:
Heat Transfer
The principles of heat transfer by conduction, convection, and radiation with examples from the engineering of practical devices and systems. Topics include transient and steady conduction, conduction by extended surfaces, boundary layer theory for forced and natural convection, boiling, heat exchangers, and graybody radiative exchange. Prerequisites: ME70, ME30 (formerly listed at ENGR30). Recommended: intermediate calculus, ordinary differential equations.This course was formerly ME131A. Students who have already taken ME131A should not enroll in this course.
Terms: Aut, Win
| Units: 4
| UG Reqs: GER:DB-EngrAppSci
ME 132:
Intermediate Thermodynamics
A second course in engineering thermodynamics. Review of first and second laws, and the state principle. Extension of property treatment to mixtures. Chemical thermodynamics including chemical equilibrium, combustion, and understanding of chemical potential as a driving force. Elementary electrochemical thermodynamics. Coursework includes both theoretical and applied aspects. Applications include modeling and experiments of propulsion systems (turbojet) and electricity generation (PEM fuel cell). Matlab is used for quantitative modeling of complex energy systems with real properties and performance metrics. Prerequisites: ME30 required, ME70 suggested, ME131 desirable.
Terms: Aut
| Units: 4
ME 133:
Intermediate Fluid Mechanics
This course expands on the introduction to fluid mechanics provided by ME70. Topics include the conservation equations and finite volume approaches to flow quantification; engineering applications of the Navier-Stokes equations for viscous fluid flows; flow instability and transition to turbulence, and basic concepts in turbulent flows, including Reynolds averaging; boundary layers, including the governing equations, the integral method, thermal transport, and boundary layer separation; fundamentals of computational fluid dynamics (CFD); basic ideas of one-dimensional compressible flows.
Terms: Win
| Units: 3
ME 149:
Mechanical Measurements
The Mechanical Measurement experiments course introduces undergraduates to modern experimental methods in solid mechanics, fluid mechanics, and thermal sciences. A key feature of several of the experiments will be the integration of solid mechanics, fluid mechanics, and heat transfer principles, so that students gain an appreciation for the interplay among these disciplines in real-world problems.
Terms: Spr
| Units: 3
ME 152:
Material Behaviors and Failure Prediction
Exploration of mechanical behaviors of natural and engineered materials. Topics include anisotropic, elastoplastic and viscoelastic behaviors, fatigue and multiaxial failure criteria. Applications to biological materials and materials with natural or induced microstructures (e.g., through additive manufacturing). Prerequisite: ME80 or CEE101A.
Terms: Aut
| Units: 3
ME 161:
Dynamic Systems, Vibrations and Control
Modeling, analysis, and measurement of mechanical and electromechanical dynamic systems. Closed form solutions of ordinary differential equations governing the behavior of single and multiple-degree-of-freedom systems. Stability, forcing, resonance, and control system design. Prerequisites: Ordinary differential equations (CME 102 or MATH 53), linear algebra (CME 104 or MATH 53) and dynamics (E 15) are recommended.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-EngrAppSci
ME 170A:
Mechanical Engineering Design- Integrating Context with Engineering
First course of two-quarter capstone sequence. Working in project teams, design and develop an engineering system addressing a real-world problem in theme area of pressing societal need. Learn and utilize industry development process: first quarter focuses on establishing requirements and narrowing to top concept. Second quarter emphasizes implementation and testing. Learn and apply professional communication skills, assess ethics. Students must also enroll in ME170b; completion of 170b required to earn grade in 170a. Course sequence fulfills ME WIM requirement. Prerequisites: ENGR15, ME80, ME104 (112), ME131, ME123/151. (Cardinal Course certified by the Haas Center). Concurrent enrollment in sections 1 and 2, is required.
Terms: Aut
| Units: 4
ME 170B:
Mechanical Engineering Design: Integrating Context with Engineering
Second course of two-quarter capstone sequence. Working in project teams, design and develop an engineering system addressing a real-world problem in theme area of pressing societal need. Learn and utilize industry development process: first quarter focuses on establishing requirements and narrowing to top concept. Second quarter emphasizes implementation and testing. Learn and apply professional communication skills, assess ethics. Students must have completed ME170a; completion of 170b required to earn grade in 170a. Course sequence fulfills ME WIM requirement. Prerequisites: ENGR15, ME80, ME104 (112), ME131, ME123/151. (Cardinal Course certified by the Haas Center).Concurrent enrollment in sections 1 and 2, is required.
Terms: Win
| Units: 4
ME 180:
Designing Black Experiences (AFRICAAM 180D)
This discussion-rich course is for students to learn design thinking to more confidently navigate life and careers as members and allies of the Black community. This course will allow students to navigate identity while building community to uplift Black voices through design thinking tools to help leverage their experiences and gain a competitive edge. Students will gain a deeper understanding of intersectionality, how to create and cultivate alignment, and learn to effectively navigate life design schemas, ideas, and options.
Terms: Spr
| Units: 2
| UG Reqs: WAY-CE
ME 191:
Engineering Problems and Experimental Investigation
Directed study and research for undergraduates on a subject of mutual interest to student and staff member. Student must find faculty sponsor and have approval of adviser.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Aquino Shluzas, L. (PI);
Armstrong, J. (PI);
Beach, D. (PI);
Bowman, C. (PI);
Burnett, W. (PI);
Cai, W. (PI);
Camarillo, D. (PI);
Cantwell, B. (PI);
Cappelli, M. (PI);
Carryer, J. (PI);
Chaudhuri, O. (PI);
Collins, S. (PI);
Currano, R. (PI);
Cutkosky, M. (PI);
Darve, E. (PI);
Dauskardt, R. (PI);
Davies, K. (PI);
Delp, S. (PI);
Eaton, J. (PI);
Edmark, J. (PI);
Edwards, C. (PI);
Farhat, C. (PI);
Fenton, P. (PI);
Follmer, S. (PI);
Gerdes, J. (PI);
Goodson, K. (PI);
Gu, W. (PI);
Hanson, R. (PI);
Iaccarino, G. (PI);
Ihme, M. (PI);
Jaffe, D. (PI);
Karanian, B. (PI);
Kelley, D. (PI);
Kennedy, M. (PI);
Kenny, T. (PI);
Kohn, M. (PI);
Kuhl, E. (PI);
Lee, B. (PI);
Leifer, L. (PI);
Lele, S. (PI);
Levenston, M. (PI);
Lew, A. (PI);
MacDonald, E. (PI);
Majumdar, A. (PI);
Mani, A. (PI);
Milroy, J. (PI);
Mitchell, R. (PI);
Moin, P. (PI);
Nelson, D. (PI);
Okamura, A. (PI);
Pinsky, P. (PI);
Prinz, F. (PI);
Red-Horse, K. (PI);
Roth, B. (PI);
Saad, V. (PI);
Saffo, P. (PI);
Salisbury, J. (PI);
Santiago, J. (PI);
Sather, A. (PI);
Schar, M. (PI);
Scott, W. (PI);
Shaqfeh, E. (PI);
Shaughnessy, S. (PI);
Sheppard, S. (PI);
Simamora, C. (PI);
Sirkin, D. (PI);
Somen, D. (PI);
Switky, A. (PI);
Tang, S. (PI);
Tsiang, E. (PI);
Wang, H. (PI);
Webb, S. (PI);
Woo, J. (PI);
Wood, J. (PI);
Zheng, X. (PI);
Okamura, A. (GP)
ME 191H:
Honors Research
Student must find faculty honors adviser and apply for admission to the honors program.nn (Staff)
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Beach, D. (PI);
Bowman, C. (PI);
Cai, W. (PI);
Camarillo, D. (PI);
Cantwell, B. (PI);
Cappelli, M. (PI);
Carryer, J. (PI);
Chaudhuri, O. (PI);
Collins, S. (PI);
Cutkosky, M. (PI);
Darve, E. (PI);
Dauskardt, R. (PI);
Delp, S. (PI);
Durbin, P. (PI);
Eaton, J. (PI);
Edwards, C. (PI);
Farhat, C. (PI);
Gerdes, J. (PI);
Goodson, K. (PI);
Hanson, R. (PI);
Iaccarino, G. (PI);
Ihme, M. (PI);
Karanian, B. (PI);
Kelley, D. (PI);
Kenny, T. (PI);
Kuhl, E. (PI);
Leifer, L. (PI);
Lele, S. (PI);
Levenston, M. (PI);
Lew, A. (PI);
MacDonald, E. (PI);
Majumdar, A. (PI);
Mani, A. (PI);
Milroy, J. (PI);
Mitchell, R. (PI);
Moin, P. (PI);
Nelson, D. (PI);
Okamura, A. (PI);
Pinsky, P. (PI);
Prinz, F. (PI);
Rock, S. (PI);
Roth, B. (PI);
Salisbury, J. (PI);
Santiago, J. (PI);
Sheppard, S. (PI);
Sirkin, D. (PI);
Su, L. (PI);
Tang, S. (PI);
Wang, H. (PI);
Zheng, X. (PI)
ME 195A:
Food, Design & Technology
Food has been a great source of inspiration for many entrepreneurs and designers. In Silicon Valley, the number of food design solutions has increased tremendously. The goal of this course is to expose students to the landscape of food innovation and design. We will look at food in two different lenses--design and technology. In the first half of the course, students will learn the design thinking process through food. In the next half, students will explore various applications of the design thinking methodology in the real world. Students will do so by actively asking questions, participating in discussions, and engaging in hands-on activities led by industry leaders and experts. Weekly readings will be assigned.
Terms: Spr
| Units: 1
ME 199A:
Practical Training
For undergraduate students. Educational opportunities in high technology research and development labs in industry. Students engage in internship work and integrate that work into their academic program. Following internship work, students complete a research report outlining work activity, problems investigated, key results, and follow-up projects they expect to perform. Meets the requirements for curricular practical training for students on F-1 visas. Student is responsible for arranging own internship/employment and faculty sponsorship. Register under faculty sponsor's section number. All paperwork must be completed by student and faculty sponsor, as the Student Services Office does not sponsor CPT. Students are allowed only two quarters of CPT per degree program. Course may be repeated twice.
Terms: Win, Spr, Sum
| Units: 1
Instructors: ;
Burnett, W. (PI);
Cappelli, M. (PI);
Collins, S. (PI);
Cutkosky, M. (PI);
Eaton, J. (PI);
Edwards, C. (PI);
Follmer, S. (PI);
Kelley, D. (PI);
Leifer, L. (PI);
Lew, A. (PI);
MacDonald, E. (PI);
Okamura, A. (PI);
Wang, H. (PI)
ME 203:
Design and Manufacturing
ME203 is intended for any graduate student, from any field of study, who may want the opportunity to design and prototype a physical project of meaning to them. Undergraduate mechanical engineering and product design students should register for ME103. Students are asked to discover a product with meaning to them; develop a point of view which motivates a redesign of that product; manufacture a series of models, multiple candidates, including sketches, product use stories, rapid prototypes, CAD documents, manufacturing test models, and finally a customer ready prototype. Each student will physically create their product using Product Realization Lab resources, and also redesign their product for scaled manufacturing to develop a knowledge of manufacturing processes, design guidelines, materials choices, and the opportunities those processes provide. The student's body of work will be presented in a large public setting, Meet the Makers, through an inspirational portfolio which shares and reflects on their product realization adventure.
Terms: Aut, Win, Spr
| Units: 4
ME 206A:
Design for Extreme Affordability
Design for Extreme Affordability (fondly called Extreme) is a two-quarter course offered by the d.school through the School of Engineering and the Graduate School of Business. This multidisciplinary project-based experience creates an enabling environment in which students learn to design products and services that will change the lives of the world's poorest citizens. Students work directly with course partners on real world problems, the culmination of which is actual implementation and real impact. Topics include design thinking, product and service design, rapid prototype engineering and testing, business modelling, social entrepreneurship, team dynamics, impact measurement, operations planning and ethics. Possibility to travel overseas during spring break. Previous projects include d.light, Driptech, Earthenable, Embrace, the Lotus Pump, MiracleBrace, Noora Health and Sanku. Periodic design reviews; Final course presentation and expo; industry and adviser interaction. Limited enrollment via application. Must sign up for ME206A and ME206B. See extreme.stanford.edu
Terms: Win
| Units: 4
ME 206B:
Design for Extreme Affordability
Design for Extreme Affordability (fondly called Extreme) is a two-quarter course offered by the d.school through the School of Engineering and the Graduate School of Business. This multidisciplinary project-based experience creates an enabling environment in which students learn to design products and services that will change the lives of the world's poorest citizens. Students work directly with course partners on real world problems, the culmination of which is actual implementation and real impact. Topics include design thinking, product and service design, rapid prototype engineering and testing, business modelling, social entrepreneurship, team dynamics, impact measurement, operations planning and ethics. Possibility to travel overseas during spring break. Previous projects include d.light, Driptech, Earthenable, Embrace, the Lotus Pump, MiracleBrace, Noora Health and Sanku. Periodic design reviews; Final course presentation and expo; industry and adviser interaction. Limited enrollment via application. Must sign up for ME206A and ME206B. See extreme.stanford.edu. Cardinal Course certified by the Haas Center
Terms: Spr
| Units: 4
ME 208:
Patent Law and Strategy for Innovators and Entrepreneurs (MS&E 278)
This course teaches the essentials for a startup to build a valuable patent portfolio and avoid a patent infringement lawsuit. Jeffrey Schox, who is the top recommended patent attorney for Y Combinator, built the patent portfolio for Twilio (IPO), Cruise ($1B acquisition), and 300 startups that have collectively raised over $3B in venture capital. This course is equally applicable to EE, CS, and Bioengineering students. For those students who are interested in a career in Patent Law, please note that this course is a prerequisite for ME238 Patent Prosecution.
Terms: Aut
| Units: 2-3
ME 210:
Introduction to Mechatronics (EE 118)
Technologies involved in mechatronics (intelligent electro-mechanical systems), and techniques to apply this technology to mecatronic system design. Topics include: electronics (A/D, D/A converters, op-amps, filters, power devices); software program design, event-driven programming; hardware and DC stepper motors, solenoids, and robust sensing. Large, open-ended team project. Prerequisites: ENGR 40, CS 106, or equivalents.
Terms: Win
| Units: 4
ME 211:
Psychology of Design: Experience and Thinking about Thinking in Design
In this class, you will go through various design activities with a specific focus on your thinking, perception, and feelings. This will be a ten-week intensive course on practicing and experiencing your (self-)awareness through observing, assessing, documenting, and reflecting on your modes of thinking and related activities in specific environments. The course aims to help you develop your own strategies to be more in control of your thoughts, feelings, motivations, and actions. The course aims to help you develop your own strategies to be more in control of your thoughts, feelings, motivations, and actions.
Terms: Win
| Units: 2
| Repeatable
2 times
(up to 2 units total)
ME 214:
Designing for Accessibility (CS 377Q)
Designing for accessibility is a valuable and important skill in the UX community. As businesses are becoming more aware of the needs and scope of people with some form of disability, the benefits of universal design, where designing for accessibility ends up benefiting everyone, are becoming more apparent. This class introduces fundamental Human Computer Interaction (HCI) concepts and skills in designing for accessibility through individual assignments. Student projects will identify an accessibility need, prototype a design solution, and conduct a user study with a person with a disability.
Terms: Spr
| Units: 3-4
ME 216A:
Advanced Product Design: Needfinding
Human needs that lead to the conceptualization of future products, environments, systems, and services. Field work in public and private settings; appraisal of personal values; readings on social ethnographic issues; and needfinding for a corporate client. Emphasis is on developing the flexible thinking skills that enable the designer to navigate the future. Prerequisites for undergraduates: ME115A, ME115B and ME102/ ME103 or ME203, or consent of the instructor.
Terms: Aut
| Units: 4
ME 216B:
Advanced Product Design: Implementation 1
Team-based capstone project using knowledge, methodology, and skills obtained in the Product Design major. Students implement an original design concept and present it to a professional jury.
Terms: Win
| Units: 4
| Repeatable
4 times
(up to 16 units total)
ME 216C:
Advanced Product Design: Implementation 2
Implementation II is a continuation of ME216B. Students will complete the development process and make their product 'real in the world' in ways that are appropriate to the type of product being developed. Prerequisite: 216A and ME216B.
Terms: Spr
| Units: 4
ME 218A:
Smart Product Design Fundamentals
Lecture/Lab. First in the team design project series on programmable electromechanical systems design. Topics: transistors as switches, basic digital circuits, C language features for embedded software, register level programming, input/output ports and user I/O, hardware abstraction layers, software design, event driven programming, state machines, state charts. Programming of the embedded system is done in C. Students must have a computer (Win10 or OSX) on which they can install the tools used in the classes and a workspace to complete the lab assignments (in case the lab is closed due to COVID). Lab fee. Limited Enrollment, must attend first lecture session. Prerequisite: You should have had a programming course taught in C, C++ or Java and an introductory course in circuit analysis prior to enrolling in ME218a. Loaner test instruments will be provided in the event that the lab is closed due to COVID.
Terms: Aut
| Units: 4-5
ME 218B:
Smart Product Design Applications
Lecture/lab. Second in team design project series on programmable electromechanical systems design. Topics: More microcontroller hardware subsystems: timer systems, PWM, interrupts; analog circuits, operational amplifiers, comparators, signal conditioning, interfacing to sensors, actuator characteristics and interfacing, noise, and power supplies. Lab fee. Limited enrollment. Prerequisite: 218A or passing the smart product design fundamentals proficiency examination.
Terms: Win
| Units: 4-5
ME 218C:
Smart Product Design Practice
Lecture/lab. Third in the series on programmable electromechanical systems design. Topics: inter-processor communication, communication protocols, system design with multiple microprocessors, architecture and assembly language programming for the PIC microcontroller, controlling the embedded software tool chain, A/D and D/A techniques. Team project. Lab fee. Limited enrollment. Prerequisite: 218B.
Terms: Spr
| Units: 4-5
ME 218D:
Smart Product Design: Projects
Lecture/lab. Industrially sponsored project is the culmination of the Smart Product Design sequence. Student teams take on an industrial project requiring application and extension of knowledge gained in the prior three quarters, including prototyping of a final solution with hardware, software, and professional documentation and presentation. Lectures extend the students' knowledge of electronic and software design, and electronic manufacturing techniques. Topics: chip level design of microprocessor systems, real time operating systems, alternate microprocessor architectures, and PCB layout and fabrication. Prerequisite: 218C.
Terms: Aut
| Units: 3-4
ME 219:
The Magic of Materials and Manufacturing
ME219 is intended for students who anticipate imagining and creating new products and who are interested in how to make the leap from making one to making many. Through a combination of lectures, weekly factory field trips, and multimedia presentations the class will help students acquire foundational professional experience with materials and materiality, manufacturing processes, and the business systems inside factories. We hope to instill in students a deep and life-long love of materials and manufacturing in order to make great products and tell a good story about each one. This class assumes basic knowledge of materials and manufacturing processes which result from taking ENGR 50, ME203, or equivalent course or life experience.
Terms: Aut
| Units: 3
ME 220:
Introduction to Sensors
Sensors are widely used in scientific research and as an integral part of commercial products and automated systems. The basic principles for sensing displacement, force, pressure, acceleration, temperature, optical radiation, nuclear radiation, and other physical parameters. Performance, cost, and operating requirements of available sensors. Elementary electronic circuits which are typically used with sensors. Lecture demonstration of a representative sensor from each category elucidates operating principles and typical performance. Lab experiments with off-the-shelf devices. Recommended Pre-requisites or equivalent knowledge: Physics 43 electromagnetism, Physics 41 mechanics, Math 53 Taylor series approximation, 2nd order Ordinary Diff Eqns, ENGR40A/Engr40 or ME210, i.e. some exposure to building basic circuits
Terms: Spr
| Units: 4
ME 225:
Scaling Your Vision
Scaling Your Vision is intended for design and engineering oriented students who anticipate or have an interest in launching products. Where the cousin of this class, ME219, is an overview of fabrication and factory systems, this course explores how to go from vision to reality, and from parts to products. We'll explore the systems that enable us to design and produce high-quality products, at scale, at reasonable prices, including quality systems, supply chains, and different ways of conveying intent to factories. Students will acquire a professional foundation in the business of manufacturing through readings, in-class discussion, and roughly one-a-week team projects.
Terms: Spr
| Units: 3
ME 226:
Data Literacy in Mechanical Design Engineering
Fluency with data elevates your impact as a mechanical designer by driving quantitative design choices, rich analyses, and crisp communication. This course demystifies fundamentals like tolerance analyses and failure modes effects analyses. We will use interferential statistics to determine process sensitivity, and calculate if processes are capable within specification limits. Later we will wrangle large datasets in Python to produce rich visualizations and control recommendations. Finally, we will generate a discrete event simulation of an automated manufacturing line to increase production capacity.
Terms: Aut
| Units: 3
ME 233:
Data-driven modeling of COVID-19
How to design computational tools to understand the dynamics of the COVID-19 pandemic. Emphasis on mathematical epidemiology, infectious disease models, concepts of effective reproduction number and herd immunity, network modeling, outbreak dynamics and outbreak control, Bayesian methods, model calibration and validation, prediction and uncertaintly quantification; Projects on statistic or mechanistic modeling of COVID-19.
Terms: Aut
| Units: 3
ME 235:
Biotransport Phenomena (APPPHYS 235, BIOPHYS 235)
The efficient transport of energy, mass, and momentum is essential to the normal function of living systems. Changes in these processes often result in pathological conditions. Transport phenomena are also critical to the design of instrumentation for medical applications and biotechnology. The course aims to introduce the integrated study of transport processes and their biological applications. It covers the fundamental driving forces for transport in biological systems and the biophysics across multiple length scales (molecules, cells, tissues, organs, whole organisms). Topics include chemical gradients, electrical interactions, fluid flow, mass transport. Pre-requisites: Calculus, MATLAB, basic fluid mechanics, heat transfer, solid mechanics.
Terms: Win
| Units: 3
| Repeatable
9 times
(up to 18 units total)
ME 236:
Tales to Design Cars By
Students learn to tell personal narratives and prototype connections between popular and historic media using the automobile. Explores the meaning and impact of personal and preserved car histories. Storytelling techniques serve to make sense of car experiences through engineering design principles and social learning, Replay memories, examine engagement and understand user interviews, to design for the mobility experience of the future. This course celebrates car fascination, and leads the student through finding and telling a car story through the REVS photographic archives, ethnographic research, interviews, and diverse individual and collaborative narrative methods-verbal, non-verbal, and film. Methods draw from socio-cognitive psychology design thinking, and fine art; applied to car storytelling. Course culminates in a final story presentation and showcase. Restricted to co-term and graduate students. Class Size limited to 18.
Terms: Spr
| Units: 1-3
| Repeatable
2 times
(up to 6 units total)
ME 238:
Patent Prosecution
The course follows the patent application process through the important stages: inventor interviews, patentability analysis, drafting claims, drafting a specification, filing a patent application, and responding to an office action. The subject matter and practical instruction relevant to each stage are addressed in the context of current rules and case law. The course includes four written assignments: an invention capture, a claim set, a full patent application, and an Office Action response.Pre-requisites: Law 326 (IP:Patents), Law 409 (Intro IP), ME 208, or MS&E 278.
Terms: Win
| Units: 2-3
ME 243:
Designing Emotion: for Reactive Car Interfaces
Students learn to define emotions as physiology, expression, and private experience using the automobile and shared space. Explores the meaning and impact of personal and user car experience. Reflective, narrative, and socio-cognitive techniques serve to make sense of mobility experiences; replay memories; examine engagement; understand user interviews. This course celebrates car fascination and leads the student through finding and telling the car experience through discussion, ethnographic research, interviews, and diverse individual and collaborative narrative methods-verbal, non-verbal, and in car experiences. Methods draw from socio-cognitive psychology, design thinking, and fine art, and are applied to the car or mobility experience. Course culminates in a final individual narrative presentation and group project demonstration. Class size limited to 18.
Terms: Aut
| Units: 1-3
| Repeatable
2 times
(up to 3 units total)
ME 257:
Gas-Turbine Design Analysis (ME 357)
This course is concerned with the design analysis of gas-turbine engines. After reviewing essential concepts of thermo- and aerodynamics, we consider a turbofan gas-turbine engine that is representative of a business aircraft. We will first conduct a performance analysis to match the engine design with aircraft performance requirements. This is followed by examining individual engine components, including compressor, combustor, turbines, and nozzles, thereby increase the level of physical description. Aspects of modern engine concepts, environmental impacts, and advanced engine-analysis methods will be discussed. Students will have the opportunity to develop a simulation code to perform a basic design analysis of a turbofan engine. Course Prerequisites: ENGR 30, ME 70, ME 131B, CME 100
Terms: Spr
| Units: 3
ME 258:
Fracture and Fatigue of Materials and Thin Film Structures (MATSCI 358)
Linear-elastic and elastic-plastic fracture mechanics from a materials science perspective, emphasizing microstructure and the micromechanisms of fracture. Plane strain fracture toughness and resistance curve behavior. Mechanisms of failure associated with cohesion and adhesion in bulk materials, composites, and thin film structures. Fracture mechanics approaches to toughening and subcritical crack-growth processes, with examples and applications involving cyclic fatigue and environmentally assisted subcritical crack growth. Prerequisite: 151/251, 198/208, or equivalent. SCPD offering.
Terms: Win
| Units: 3
ME 263:
The Chair
Students design and fabricate a highly refined chair. The process is informed and supported by historical reference, anthropometrics, form studies, user testing, material investigations, and workshops in wood steam-bending, plywood forming, metal tube bending, TIG & MIG welding, upholstery & sewing. Due to possible COVID-19 restrictions during AY21-22 in-person use of the Product Realization Lab may be limited or not permitted. In this case class will consist of synchronous lectures and online coaching meetings and office hours. Prerequisite: ME103/203 or consent of instructor. May be repeated for credit.
Terms: Aut
| Units: 4
| Repeatable
2 times
(up to 8 units total)
ME 265:
Technology Licensing and Commercialization
Course focuses on how to bridge the gap between creation and commercialization with new ideas, inventions, and technology (not limited to mechanical engineering). Comprehensive introduction to patents, copyrights, trademarks, and trade secrets. Covers business strategies and legal aspects of determining what can be owned and licensed, how to determine commercial value, and what agreements and other paperwork is necessary. Discussion includes aspects of Contract and Intellectual Property law as well as provisions of license agreements, NDAs, and their negotiation. All materials provided including many sample documents.
Terms: Spr
| Units: 3
ME 267:
Ethics and Equity in Transportation Systems
Transportation is a crucial element of human life. It enables communication with others, provides access to employment / economic opportunity, and transports goods upon which we depend. However, transportation also generates negative impacts: pollution, noise, energy consumption and risk to human life. Because of its enormous capability to affect our lives, transportation is one of the most highly regulated businesses in the world. These regulations are designed to promote social welfare, improve access, and protect vulnerable populations. This course examines the origins and impacts of transportation policy and regulation: who benefits, who bears the cost, and how social and individual objectives are achieved.
Terms: Win
| Units: 3
| UG Reqs: WAY-ER
ME 268:
Robotics, AI and Design of Future Education (EDUC 468)
The seminar will feature guest lectures from industry and academia to discuss the state of the affairs in the field of Robotics, Artificial Intelligence (AI), and how that will impact the future Education. The time of robotics/AI are upon us. Within the next 10 to 20 years, many jobs will be replaced by robots/AI. We will cover hot topics in Robotics, AI, how we prepare students for the rise of Robotics/AI, how we Re-design and Re-invent our education to adapt to the new era
Terms: Win
| Units: 1
| Repeatable
10 times
(up to 10 units total)
ME 269:
Designing Learning and Making Environments
We investigate Learning and Making environments that enable participants to learn technical concepts through designing and prototyping at low cost. The course consists of lectures, invited guest talks and a final project. Students interact with guest speakers who have developed novel learning environments and deployed them in mainstream education settings as well as in extreme conditions such as remote rural locations. Students work in teams to complete a course project using design methodology to develop a learning environment solution.
Terms: Spr
| Units: 2
| Repeatable
3 times
(up to 2 units total)
ME 277:
Graduate Design Research Techniques
Students from different backgrounds work on real-world design challenges. The Design Thinking process with emphasis on: ethnographic techniques, needfinding, framing and concept generation. The Design Thinking process as a lens to explore ways to better understand people and their culture. Cultural differences as a source of design inspiration, with the understanding that design itself is a culturally embedded practice.
Terms: Aut, Win
| Units: 3-4
ME 280:
Deliverables: A Mechanical Engineering Design Practicum
This course empowers you with the design process and confidence needed to tackle mechanical design challenges similar to those seen in industry. We will cover valuable design, manufacturing, assembly, and machine design content which you will apply to the weekly projects. These projects are simplified yet representative versions of typical mechanical design challenges seen in industry. You will submit authentic deliverables, such as cad models and technical drawings, and present those deliverables live in a 'design review' format. With frequent feedback, reflection, revision, and repetition, you will refine these professional skills. By successfully completing this course you will bridge the gap between the lessons learned in school and the professional capabilities expected to be an effective engineer in industry.
Terms: Aut
| Units: 3
ME 281:
Biomechanics of Movement (BIOE 281)
Experimental techniques to study human and animal movement including motion capture systems, EMG, force plates, medical imaging, and animation. The mechanical properties of muscle and tendon, and quantitative analysis of musculoskeletal geometry. Projects and demonstrations emphasize applications of mechanics in sports, orthopedics, and rehabilitation.
Terms: Win
| Units: 3
ME 283:
Introduction to Biomechanics and Mechanobiology
Introduction to the mechanical analysis of tissues (biomechanics), and how mechanical cues play a role in regulating tissue development, adaptation, regeneration, and aging (mechanobiology). Topics include tissue viscoelasticity, cardiovascular biomechanics, blood rheology, interstitial flow, bone mechanics, muscle contraction and mechanics, and mechanobiology of the musculoskeletal system. Undergraduates should have taken ME70 and ME80, or equivalent courses.
Terms: Win
| Units: 3
ME 285:
Computational Modeling in the Cardiovascular System (BIOE 285, CME 285)
This course introduces computational modeling methods for cardiovascular blood flow and physiology. Topics in this course include analytical and computational methods for solutions of flow in deformable vessels, one-dimensional equations of blood flow, cardiovascular anatomy, lumped parameter models, vascular trees, scaling laws, biomechanics of the circulatory system, and 3D patient specific modeling with finite elements; course will provide an overview of the diagnosis and treatment of adult and congenital cardiovascular diseases and review recent research in the literature in a journal club format. Students will use SimVascular software to do clinically-oriented projects in patient specific blood flow simulations. Pre-requisites: CME102, ME133 and CME192.
Terms: Spr
| Units: 3
ME 287:
Mechanics of Biological Tissues
Introduction to the mechanical behaviors of biological tissues in health and disease. Overview of experimental approaches to evaluating tissue properties and mathematical constitutive models. Elastic behaviors of hard tissues, nonlinear elastic and viscoelastic models for soft tissues.
Terms: Spr
| Units: 4
ME 296:
Survey of Mechanical Engineering
Introduces students to a variety of topics relevant for graduate study in mechanical engineering, includng technical topics representing the breadth of the field, modern tools and techniques, future directions in research and development, and the roles of diversity and innovation. Students will work with the instructor to develop an individualized plan to attend relevant seminars, and meet biweekly as a group to present and discuss findings. Attendance and active participation is required for group meetings.
Terms: Aut
| Units: 1
ME 297:
Forecasting for Innovators: Exponential Technologies, Tools and Social Transformation
This class will employ a suite of quantitative and qualitative foresight methods to understand the future of exponential technologies and their impact. This year, we will develop an integrated forecast of the COVID-19 pandemic¿s long-term trajectory, explore its implications and working as teams translate our insights into innovation opportunities. Specifically, students will develop a long-range forecast, learning and applying a variety of methodologies including scenario planning, cross-impact analysis, expert judgement elicitation and design thinking tools.
Terms: Win
| Units: 3
ME 298:
Silversmithing and Design
A course focusing on creating small scale objects in precious metals, with equal attention given to design and the process of investment casting in the Product Realization Lab.
Terms: Win
| Units: 3-4
| Repeatable
for credit
ME 299A:
Practical Training
For master's students. Educational opportunities in high technology research and development labs in industry. Students engage in internship work and integrate that work into their academic program. Following internship work, students complete a research report outlining work activity, problems investigated, key results, and follow-up projects they expect to perform. Meets the requirements for curricular practical training for students on F-1 visas. Student is responsible for arranging own internship/employment and faculty sponsorship. Register under faculty sponsor's section number. All paperwork must be completed by student and faculty sponsor, as the Student Services Office does not sponsor CPT. Students are allowed only two quarters of CPT per degree program. Course may be repeated twice.
Terms: Aut, Win, Spr, Sum
| Units: 1
Instructors: ;
Beach, D. (PI);
Bowman, C. (PI);
Burnett, W. (PI);
Cai, W. (PI);
Camarillo, D. (PI);
Cantwell, B. (PI);
Cappelli, M. (PI);
Carryer, J. (PI);
Chaudhuri, O. (PI);
Collins, S. (PI);
Cutkosky, M. (PI);
Darve, E. (PI);
Dauskardt, R. (PI);
Delp, S. (PI);
Eaton, J. (PI);
Edwards, C. (PI);
Farhat, C. (PI);
Follmer, S. (PI);
Gerdes, J. (PI);
Goodson, K. (PI);
Hanson, R. (PI);
Iaccarino, G. (PI);
Ihme, M. (PI);
Kelley, D. (PI);
Kennedy, M. (PI);
Kenny, T. (PI);
Kuhl, E. (PI);
Leifer, L. (PI);
Lele, S. (PI);
Levenston, M. (PI);
Lew, A. (PI);
MacDonald, E. (PI);
Majumdar, A. (PI);
Mani, A. (PI);
Milroy, J. (PI);
Mitchell, R. (PI);
Mitiguy, P. (PI);
Moin, P. (PI);
Nelson, D. (PI);
Okamura, A. (PI);
Pinsky, P. (PI);
Prinz, F. (PI);
Roth, B. (PI);
Salisbury, J. (PI);
Santiago, J. (PI);
Shaqfeh, E. (PI);
Sheppard, S. (PI);
Tang, S. (PI);
Wang, H. (PI);
Weiner, A. (PI);
Zheng, X. (PI)
ME 299B:
Practical Training
For Ph.D. students. Educational opportunities in high technology research and development labs in industry. Students engage in internship work and integrate that work into their academic program. Following internship work, students complete a research report outlining work activity, problems investigated, key results, and follow-up projects they expect to perform. Meets the requirements for curricular practical training for students on F-1 visas. Student is responsible for arranging own internship/employment and faculty sponsorship. Register under faculty sponsor's section number. All paperwork must be completed by student and faculty sponsor, as the student services office does not sponsor CPT. Students are allowed only two quarters of CPT per degree program. Course may be repeated twice.
Terms: Aut, Win, Spr, Sum
| Units: 1
Instructors: ;
Beach, D. (PI);
Bowman, C. (PI);
Burnett, W. (PI);
Cai, W. (PI);
Camarillo, D. (PI);
Cantwell, B. (PI);
Cappelli, M. (PI);
Carryer, J. (PI);
Chaudhuri, O. (PI);
Cutkosky, M. (PI);
Darve, E. (PI);
Dauskardt, R. (PI);
Eaton, J. (PI);
Edwards, C. (PI);
Farhat, C. (PI);
Gerdes, J. (PI);
Goodson, K. (PI);
Hanson, R. (PI);
Iaccarino, G. (PI);
Ihme, M. (PI);
Kelley, D. (PI);
Kenny, T. (PI);
Kuhl, E. (PI);
Leifer, L. (PI);
Lele, S. (PI);
Levenston, M. (PI);
Lew, A. (PI);
MacDonald, E. (PI);
Majumdar, A. (PI);
Mani, A. (PI);
Milroy, J. (PI);
Mitchell, R. (PI);
Moin, P. (PI);
Nelson, D. (PI);
Okamura, A. (PI);
Onori, S. (PI);
Pinsky, P. (PI);
Pitsch, H. (PI);
Prinz, F. (PI);
Santiago, J. (PI);
Schwager, M. (PI);
Shaqfeh, E. (PI);
Sheppard, S. (PI);
Tang, S. (PI);
Wang, H. (PI);
Zheng, X. (PI)
ME 300A:
Linear Algebra with Application to Engineering Computations (CME 200)
Computer based solution of systems of algebraic equations obtained from engineering problems and eigen-system analysis, Gaussian elimination, effect of round-off error, operation counts, banded matrices arising from discretization of differential equations, ill-conditioned matrices, matrix theory, least square solution of unsolvable systems, solution of non-linear algebraic equations, eigenvalues and eigenvectors, similar matrices, unitary and Hermitian matrices, positive definiteness, Cayley-Hamilton theory and function of a matrix and iterative methods. Prerequisite: familiarity with computer programming, and MATH51.
Terms: Aut
| Units: 3
ME 300B:
Partial Differential Equations in Engineering (CME 204)
Geometric interpretation of partial differential equation (PDE) characteristics; solution of first order PDEs and classification of second-order PDEs; self-similarity; separation of variables as applied to parabolic, hyperbolic, and elliptic PDEs; special functions; eigenfunction expansions; the method of characteristics. If time permits, Fourier integrals and transforms, Laplace transforms. Prerequisite: CME 200/ME 300A, equivalent, or consent of instructor.
Terms: Win
| Units: 3
ME 300C:
Introduction to Numerical Methods for Engineering (CME 206)
Numerical methods from a user's point of view. Lagrange interpolation, splines. Integration: trapezoid, Romberg, Gauss, adaptive quadrature; numerical solution of ordinary differential equations: explicit and implicit methods, multistep methods, Runge-Kutta and predictor-corrector methods, boundary value problems, eigenvalue problems; systems of differential equations, stiffness. Emphasis is on analysis of numerical methods for accuracy, stability, and convergence. Introduction to numerical solutions of partial differential equations; Von Neumann stability analysis; alternating direction implicit methods and nonlinear equations. Prerequisites: CME 200/ME 300A, CME 204/ME 300B.
Terms: Spr
| Units: 3
ME 301:
LaunchPad:Design and Launch your Product or Service
This is an intense course in product design and development offered to graduate students only (no exceptions). In just ten weeks, we will apply principles of design thinking to the real-life challenge of imagining, prototyping, testing and iterating, building, pricing, marketing, distributing and selling your product or service. You will work hard on both sides of your brain. You will experience the joy of success and the (passing) pain of failure along the way. This course is an excellent chance to practice design thinking in a demanding, fast-paced, results-oriented group with support from faculty and industry leaders. This course may change your life. We will treat each team and idea as a real start-up, so the work will be intense. If you do not have a passionate and overwhelming urge to start a business or launch a product or service, this class will not be a fit. Refer to this website for up-to-date class and office hours information: https://www.launchpad.stanford.edu/
Terms: Spr
| Units: 4
ME 302B:
The Future of the Automobile- Driver Assistance and Automated Driving
This course provides a holistic overview over the field of vehicle automation. The course starts with the history of vehicle automation and then introduces key terminology and taxonomy. Guest lecturers present the legal and policy aspects of vehicle automation both on the federal and state level. Then, the state of the art in vehicle automation is provided. This includes sensor and actuator technology as well as the driver assistance technology in cars today. Finally, the technology currently being developed for future highly and fully automated vehicles is described, including a high-level introduction of the software and algorithms used as well as HMI and system aspects. Students are asking to work in groups on a current topic related to vehicle automation and present their findings in the final two classes in a short presentation.
Terms: Win
| Units: 1
| Repeatable
2 times
(up to 2 units total)
ME 303:
Soft Composites and Soft Robotics
Fundamentals of soft materials and soft composites in the aspects of mechanical characterization, polymer physics, mechanics, finite-element-analysis of large deformation, and advanced material fabrication including different 3D printing technologies. Stimuli-responsive soft composites for soft robotics and shape-morphing structures will be introduced. Examples such as material systems that respond to magnetic field, electrical field, pneumatic pressure, light, and heat will be discussed. Prerequisites: ME80
Terms: Win
| Units: 3
ME 304D:
Designing Your Life
The course employs a design thinking approach to help fellows develop a point of view about their life and career. The course focuses on an introduction to design thinking, the integration of work and worldview, and practices that support vocation formation. Includes seminar-style discussions, role-playing, short writing assignments, guest speakers, and individual mentoring and coaching. Open to DCI (Distinguished Career Institute) Fellows only. Additional course information at http://www.designingyourlife.org.
Terms: Win, Spr
| Units: 1
| Repeatable
4 times
(up to 4 units total)
ME 306A:
Engineering Design Theory in Practice
What is high performance in design? How could you improve your performance as a designer? Theories and frameworks from research into engineering design and design thinking are translated into action for developing insights into your design behavior and to develop strategies to improve design performance. Focus on performance in four aspects of design thinking: design as social activity, cognitive activity, physical activity and learning activity. Practice of effective team behaviors for concept generation, decision-making, and conflict-handling. Cognitive strategies from design as problem-solving, design as reflection-in-action, and C-K Theory. Prototyping performance improvements through media cascade and boundary object frameworks. Application of Perception-Action framework for improving self-learning in design. Students engage in multiple projects and a lab component.
Terms: Aut
| Units: 3
ME 306B:
Engineering-Design Capital-Formation Theory in Practice
Engineers, Scientists, Entrepreneurs, and Investors tasked with the intentional creation and delivery of new knowledge, products, services, and experiences to large markets need an understanding of the capital formation process. Students will learn frameworks and theories underlying design thinking for capital formation. Four perspectives will be considered ¿ design as cognitive agility, design as social alignment, design as reflective awareness, and design as multiphase flow. Students will practice high performance team behaviors for capital formation, and they will engage in multiple projects to apply theories to practical situations.
Terms: Spr
| Units: 1-3
ME 308:
Carbon Dioxide and Methane Removal, Utilization, and Sequestration (EARTHSYS 308, ENERGY 308, ENVRES 295, ESS 308)
This is a seminar on carbon dioxide and methane removal, utilization, and sequestration options, and their role in decarbonizing the global energy system. This course will cover topics including the global carbon balance, utilizing atmospheric carbon in engineered solutions, recycling and sequestering fossil-based carbon, and enhancing natural carbon sinks. The multidisciplinary lectures and discussions will cover elements of technology, economics, policy and social acceptance, and will be led by a series of guest lecturers. Short group project on carbon solutions.
Terms: Aut
| Units: 1
ME 310A:
Global Engineering Design Thinking, Innovation, and Entrepreneurship
The ME310ABC sequence immerses students in a real-world, globally distributed engineering design experience in the spirit of a Silicon Valley start-up teaching them to manage the chaos and ambiguity inherent in professional design. Teams of 3-4 Stanford graduate students partner with a similar team at an international university to work on industry-funded design challenges to deliver breakthrough innovation prototypes (http://expe.stanford.edu). Design challenges are typically at the HUMAN INTERFACE to Robots, AI, Internet of Things, Autonomous vehicles, and Smart Cities. In ME310A you will learn HUMAN-CENTRIC Design-Thinking with the guidance of a teaching team that includes 3 faculty, expert industry coaches, and academic staff. Your team will explore the problem & solutions spaces using strategic-foresight, design thinking, team-dynamics-management, rapid prototyping, and human-centric problem reframing.
Terms: Aut
| Units: 4
ME 310B:
Global Engineering Design Thinking, Innovation, and Entrepreneurship
ME310B builds on the experience of ME310A. You will learn engineering design-creativity focused on RE-EXPLORING the Problem and Solution spaces using strategic-foresight, design thinking, team-dynamics-management, rapid prototyping, and human-centric problem/solution RE-FRAMING. Your will collaborate with academic partners to create and present end-of-quarter deliverables as you continue working towards the final prototype deliverables due in June (http://expe.stanford.edu). You are expected to take the ME310ABC sequence. You team members will receive the same grade for ABC. Prerequisite: ME310A.
Terms: Win
| Units: 4
ME 310C:
Global Engineering Design Thinking, Innovation, and Entrepreneurship
ME310C builds on ME310AB. You will learn to apply pre-production manufacturing techniques dedicated to making your ideas real and testing them with real users to demonstrate serious credibility. Collaborate with academic partners to create and present end-of-quarter deliverables. In June, teams present their results to the world at the Stanford Design EXPErience, a celebratory symposium and exposition where industry liaisons, Silicon Valley professionals, and others converge to explore the final product prototypes. You are expected to take the ME310ABC sequence. Your team members will receive the same grade for ABC. Prerequisite: ME310B.
Terms: Spr
| Units: 4
ME 315:
The Designer in Society
This class focuses on individuals and their psychological wellbeing. The class delves into how students perceive themselves and their work, and how they might use design thinking to lead a more creative and committed life. As a participant you read parts of a different book each week and then engage in exercises designed to unlock learnings. In addition, there are two self-selected term projects dealing with eliminating a problem from your life and doing something you have never done before. Apply the first day during class. Attendance at the first session is mandatory.
Terms: Win, Spr
| Units: 3
ME 316A:
Design Impact Master's Project I
The class is a deep dive in design thinking that uses student-led projects to teach design process and methods. Students will learn the methodologies of design thinking by bringing a product, service, or user-experience design to fruition/impact in the real world. Prerequisite: Graduate student standing.
Terms: Aut
| Units: 2-4
ME 316B:
Design Impact Master's Project II
This is a continuation of ME316A. The class is a deep dive in design thinking that uses student-led projects to teach design process and methods. Students will learn the methodologies of design thinking by bringing a product, service, or user-experience design to fruition/impact in the real world. Winter quarter concentrates on building a proof of concept of the project. Prerequisite: Graduate student standing.
Terms: Win
| Units: 2-4
ME 316C:
Design Impact Master's Project III
For graduate Design Impact students, and select students by application, who have completed ME316A & B. Students, under the supervision of the design faculty, spend the quarter documenting their Idea to Impact projects, implementing them in the world with their partners, or writing up their research.
Terms: Spr
| Units: 2-4
| Repeatable
for credit
ME 318:
Computer-Aided Product Creation
Design course focusing on an integrated suite of computer tools: rapid prototyping, solid modeling, computer-aided machining, and computer numerical control manufacturing. Students choose, design, and manufacture individual products, emphasizing individual design process and computer design tools. Structured lab experiences build a basic CAD/CAM/CNC proficiency. If in-class restrictions are applied, in-person use of the Product Realization Lab may be limited or not permitted. In this case class will consist of asynchronous lectures and online coaching meetings and office hours. Limited enrollment. Prerequisite: ME103 or equivalent and consent of instructor. ME 203 or consent of instructor.
Terms: Aut, Win, Spr
| Units: 3-4
ME 320:
Introduction to Robotics (CS 223A)
Robotics foundations in modeling, design, planning, and control. Class covers relevant results from geometry, kinematics, statics, dynamics, motion planning, and control, providing the basic methodologies and tools in robotics research and applications. Concepts and models are illustrated through physical robot platforms, interactive robot simulations, and video segments relevant to historical research developments or to emerging application areas in the field. Recommended: matrix algebra.
Terms: Win
| Units: 3
ME 322:
Kinematic Synthesis of Mechanisms
The rational design of linkages. Techniques to determine linkage proportions to fulfill design requirements using analytical, graphical, and computer based methods.
Terms: Win
| Units: 3
ME 324:
Precision Engineering
ME324 is designed for MS candidates who have an interest in, and some experience with, mechanical design and manufacturing. Advances in engineering are often enabled by increased precision in design and manufacturing. A common misconception is that increased precision can only be achieved through extremely tight tolerances and wildly expensive components. The principles of precision engineering lead to better engineering solutions even when very high accuracy is not involved. We will explore metrology tools, concepts in accuracy, kinematic design, flexures and alignment solutions, geometric dimensioning and tolerancing, materials selection, and optical alignments.
Terms: Spr
| Units: 4
ME 325:
Making Multiples: Injection Molding
Design course focusing on the process of injection molding as a prototyping and manufacturing tool. Coursework will include creating and evaluating initial design concepts, detailed part design, mold design, mold manufacturing, molding parts, and testing and evaluating the results. Students will work primarily on individually selected projects, using each project as a tool to continue developing and exercising individual design process. Lectures and field trips will provide students with context for their work in the Stanford Product Realization Lab. Prerequisite: ME318 or consent of instructors.
Terms: Spr
| Units: 3
ME 326:
Collaborative Robotics
This course focuses on how robots can be effective teammates with other robots and human partners. Concepts and tools will be reviewed for characterizing task objectives, robot perception and control, teammate behavioral modeling, inter-agent communication, and team consensus. We will consider the application of these tools to robot collaborators, wearable robotics, and the latest applications in the relevant literature. This will be a project-based graduate course, with the implementation of algorithms in either python or C++.
Terms: Win
| Units: 3
ME 327:
Design and Control of Haptic Systems
Study of the design and control of haptic systems, which provide touch feedback to human users interacting with virtual environments and teleoperated robots. Focus is on device modeling (kinematics and dynamics), synthesis and analysis of control systems, design and implementation, and human interaction with haptic systems. Coursework includes homework/laboratory assignments and a hands-on project. Directed toward undergraduate and graduate students in engineering and computer science. Prerequisites: dynamic systems, feedback controls, and MATLAB programming.
Terms: Spr
| Units: 3
ME 331A:
Advanced Dynamics & Computation
Newton, Euler, momentum, and road-map methods and computational tools for 3-D force and motion analysis of multibody systems. Power, work, and energy. Numerical solutions (e.g., MATLAB, etc.) of nonlinear algebraic and differential equations governing the static and dynamic behavior of multiple degree of freedom systems.
Terms: Win
| Units: 3
ME 331B:
Advanced Dynamics, Simulation & Control
Advanced methods and computational tools for the efficient formulation of equations of motion for multibody systems. D'Alembert principle. Power, work, and energy. Kane's and Lagrange's method. Computed torque control. Systems with constraints. Quaternions. Numerical solutions (e.g., MATLAB, etc.) of nonlinear algebraic and differential equations governing the behavior of multiple degree of freedom systems. Team-based computational multi-body lab project (inclusion of feed-forward control optional).
Terms: Spr
| Units: 3
ME 334:
Advanced Dynamics, Controls and System Identification
Modeling and analysis of dynamical systems. This class will cover reference frames and coordinate systems, kinematics and constraints, mass distribution, virtual work, D'Alembert's principle, Lagrange and Hamiltonian equations of motion. We will then consider select topics in controls including: dynamical system stability, feedback linearization, system observability and controllability, and system identification methods. Students will learn and apply these concepts through homework and projects that involve the simulation of dynamical systems. Prerequisites: ENGR15 or equivalent, Recommended: Linear Algebra (EE 263, Math 113, CME 302 or equivalent), Partial Differential Equations (Math 131P or equivalent).
Terms: Spr
| Units: 3
| Repeatable
2 times
(up to 6 units total)
ME 335A:
Finite Element Analysis
Fundamental concepts and techniques of primal finite element methods. Method of weighted residuals, Galerkin's method and variational equations. Linear eliptic boundary value problems in one, two and three space dimensions; applications in structural, solid and fluid mechanics and heat transfer. Properties of standard element families and numerically integrated elements. Implementation of the finite element method using Matlab, assembly of equations, and element routines. Lagrange multiplier and penalty methods for treatment of constraints. The mathematical theory of finite elements.
Terms: Win
| Units: 3
ME 338:
Continuum Mechanics
Introduction to vectors and tensors: kinematics, deformation, forces, and stress concept of continua; balance principles; aspects of objectivity; hyperelastic materials; thermodynamics of materials; variational principles. Prerequisite: CEE 291 or equivalent.
Terms: Spr
| Units: 3
ME 339:
Introduction to parallel computing using MPI, openMP, and CUDA (CME 213)
This class will give hands-on experience with programming multicore processors, graphics processing units (GPU), and parallel computers. The focus will be on the message passing interface (MPI, parallel clusters) and the compute unified device architecture (CUDA, GPU). Topics will include multithreaded programs, GPU computing, computer cluster programming, C++ threads, OpenMP, CUDA, and MPI. Pre-requisites include C++, templates, debugging, UNIX, makefile, numerical algorithms (differential equations, linear algebra).
Terms: Spr
| Units: 3
ME 340:
Mechanics - Elasticity and Inelasticity
Introduction to the theories of elasticity, plasticity and fracture and their applications. Elasticity: Definition of stress, strain, and elastic energy; equilibrium and compatibility conditions; and formulation of boundary value problems. Stress function approach to solve 2D elasticity problems and Green’s function approach in 3D. Applications to contact and crack. Plasticity: Yield surface, associative flow rule, strain hardening models, crystal plasticity models. Applications to plastic bending, torsion and pressure vessels. Fracture: Linear elastic fracture mechanics, J-integral, Dugdale-Barrenblatt crack model. Applications to brittle fracture and fatigue crack growth. Computer programming in Matlab is used to aid analytic derivation and numerical solutions.
Terms: Aut
| Units: 3
ME 344:
Introduction to High Performance Computing
High performance computing (HPC) is a field at the forefront of a range of high tech applications such as computational fluid dynamics, image processing, and financial risk management. With the demands of machine learning outstripping conventional computing, HPC is also at the forefront of artificial intelligence. This course will discuss how HPC clusters are used in large-scale problems in academia and industry alike. Students will learn about HPC clusters from the ground up and gain a solid foundation in parallel computer architectures, cluster operating systems, resource management, and containers. They will build their own systems via remote installation of physical hardware, configuration and optimization of a high-speed network, and integration of other technologies used throughout the HPC world. Classes consist of lectures reinforced with assignments on HPC systems located in a teaching laboratory, where discussion and collaboration will be key components of the course. Students will come away with a solid skill set in a field of computing that has broad implications for science and technology.
Terms: Sum
| Units: 1
ME 344S:
HPC-AI Summer Seminar Series
How will high performance computing and artificial intelligence change the way you live, work and learn? What skill sets will you need in the future? The HPC-AI Summer Seminar Series, presented by the Stanford High Performance Computing Center and the HPC-AI Advisory Council, combines thought leadership and practical insights with topics of great societal importance and responsibility¿from applications, tools and techniques to delving into emerging trends and technologies. These experts and influencers who are shaping our HPC and AI future will share their vision and will address audience questions. The overarching theme this year is the potential influence and impact of HPC and AI to battle COVID-19. Students of all academic backgrounds and interests are encouraged to register for this 1-unit course. No prerequisites required. Register early.
Terms: Sum
| Units: 1
ME 345:
Fatigue Design and Analysis
The mechanism and occurrences of fatigue of materials. Methods for predicting fatigue life and for protecting against premature fatigue failure. Use of elastic stress and elastic-plastic strain analyses to predict crack initiation life. Use of linear elastic fracture mechanics to predict crack propagation life. Effects of stress concentrations, manufacturing processes, load sequence, irregular loading, multi-axial loading. Subject is treated from the viewpoints of the engineer seeking up-to-date methods of life prediction and the researcher interested in improving understanding of fatigue behavior. Prerequisite: undergraduate mechanics of materials.
Terms: Win
| Units: 3
ME 346A:
Introduction to Statistical Mechanics
The main purpose of this course is to provide students with enough statistical mechanics background to the Molecular Simulations classes (ME 346B,C), including the fundamental concepts such as ensemble, entropy, and free energy, etc. The main theme of this course is how the laws at the macroscale (thermodynamics) can be obtained by analyzing the spontaneous fluctuations at the microscale (dynamics of molecules). Topics include thermodynamics, probability theory, information entropy, statistical ensembles, phase transition and phase equilibrium. Recommended: PHYSICS 110 or equivalent.
Terms: Win
| Units: 3
ME 348:
Experimental Stress Analysis
Theory and applications of photoelasticity, strain sensors, and holographic interferometry. Comparison of test results with theoretical predictions of stress and strain. Discussion of of other methods (optical fiber strain sensors,digital image correlation, thermoelasticity, Moire interferometry, residual stress determination). nnSix labs plus mini-project. Prerequisite: undergraduate mechanics of materials.Limited enrollment.
Terms: Aut
| Units: 3
ME 351A:
Fluid Mechanics
Exact and approximate analysis of fluid flow covering kinematics, global and differential equations of mass, momentum, and energy conservation. Forces and stresses in fluids. Euler's equations and the Bernoulli theorem applied to inviscid flows. Vorticity dynamics. Topics in irrotational flow: stream function and velocity potential for exact and approximate solutions; superposition of solutions; complex potential function; circulation and lift. Some boundary layer concepts.
Terms: Aut
| Units: 3
ME 351B:
Fluid Mechanics
Laminar viscous fluid flow. Governing equations, boundary conditions, and constitutive laws. Exact solutions for parallel flows. Creeping flow limit, lubrication theory, and boundary layer theory including free-shear layers and approximate methods of solution; boundary layer separation. Introduction to stability theory and transition to turbulence, and turbulent boundary layers. Prerequisite: 351A.
Terms: Win
| Units: 3
ME 352C:
Convective Heat Transfer
Prediction of heat and mass transfer rates based on analytical and numerical solutions of the governing partial differential equations. Heat transfer in fully developed pipe and channel flow, pipe entrance flow, laminar boundary layers, and turbulent boundary layers. Superposition methods for handling non-uniform wall boundary conditions. Approximate models for turbulent flows. Comparison of exact and approximate analyses to modern experimental results. General introduction to heat transfer in complex flows. Prerequisite: 351A or equivalent.
Terms: Spr
| Units: 3
ME 355:
Compressible Flow
Topics include quasi-one-dimensional isentropic flow in variable area ducts, normal shock waves, oblique shock and expansion waves, flow in ducts with friction and heat transfer, unsteady one-dimensional flow, and steady two-dimensional supersonic flow.
Terms: Spr
| Units: 3
ME 361:
Turbulence
The nature of turbulent flows, statistical and spectral description of turbulence, coherent structures, spatial and temporal scales of turbulent flows. Averaging, two-point correlations and governing equations. Reynolds averaged equations and stresses. Free shear flows, turbulent jet, turbulent kinetic energy and kinetic energy dissipation, and kinetic energy budget. Kolmogorov's hypothesis and energy spectrum. Wall bounded flows, viscous scales, and law of the wall. Turbulence closure modeling for Reynolds averaged Navier Stokes equations. Direct and large eddy simulation of turbulent flows. Subgrid scale modeling. ME300B recommended.
Terms: Spr
| Units: 3
ME 362A:
Physical Gas Dynamics
Concepts and techniques for description of high-temperature and chemically reacting gases from a molecular point of view. Introductory kinetic theory, chemical thermodynamics, and statistical mechanics as applied to properties of gases and gas mixtures. Transport and thermodynamic properties, law of mass action, and equilibrium chemical composition. Maxwellian and Boltzmann distributions of velocity and molecular energy. Examples and applications from areas of current interest such as combustion and materials processing.
Terms: Aut
| Units: 3
ME 364:
Optical Diagnostics and Spectroscopy
The spectroscopy of gases and laser-based diagnostic techniques for measurements of species concentrations, temperature, density, and other flow field properties. Topics: electronic, vibrational, and rotational transitions; spectral lineshapes and broadening mechanisms; absorption, fluorescence, Rayleigh and Raman scattering methods; collisional quenching. Prerequisite: 362A or equivalent.
Terms: Win
| Units: 3
ME 367:
Optical Diagnostics and Spectroscopy Laboratory
Principles, procedures, and instrumentation associated with optical measurements in gases and plasmas. Absorption, fluorescence and emission, and light-scattering methods. Measurements of temperature, species concentration, and molecular properties. Lab. Enrollment limited to 16. Prerequisite: 362A or 364.
Terms: Spr
| Units: 4
ME 368:
d.Leadership: Leading Disruptive Innovation (MS&E 489)
d.Leadership is a course that teaches the coaching and leadership skills needed to drive good design process in groups. d.leaders will work on real projects driving design projects within organizations and gain real world skills as they experiment with their leadership style. Take this course if you are inspired by past design classes and want skills to lead design projects beyond Stanford. Preference given to students who have taken other Design Group or d.school classes. Admission by application. See dschool.stanford.edu/classes for more information
Terms: Win
| Units: 3-4
ME 368A:
Biodesign Innovation: Needs Finding and Concept Creation (BIOE 374A, MED 272A)
In this two-quarter course series ( BIOE 374A/B, MED 272A/B, ME 368A/B, OIT 384/5), multidisciplinary student teams identify real-world unmet healthcare needs, invent new health technologies to address them, and plan for their implementation into patient care. During the first quarter (winter), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring), teams select a lead solution and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent health technology experts and/or investors. Class sessions include faculty-led instruction and case studies, coaching sessions by industry specialists, expert guest lecturers, and interactive team meetings. Enrollment is by application only, and students are required to participate in both quarters of the course. Visit http://biodesign.stanford.edu/programs/stanford-courses/biodesign-innovation.html to access the application, examples of past projects, and student testimonials. More information about Stanford Biodesign, which has led to the creation of 50 venture-backed healthcare companies and has helped hundreds of student launch health technology careers, can be found at http://biodesign.stanford.edu/.
Terms: Win
| Units: 4
Instructors: ;
Yock, P. (PI);
Denend, L. (SI);
Makower, J. (SI);
Saul, G. (SI);
Venook, R. (SI);
Watkins, F. (SI);
Berry, C. (TA);
Piper, S. (TA);
Ponce, S. (GP);
Pradhan, P. (TA);
Xu, S. (TA)
ME 368B:
Biodesign Innovation: Concept Development and Implementation (BIOE 374B, MED 272B)
In this two-quarter course series ( BIOE 374A/B, MED 272A/B, ME 368A/B, OIT 384/5), multidisciplinary student teams identify real-world unmet healthcare needs, invent new health technologies to address them, and plan for their implementation into patient care. During the first quarter (winter), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring), teams select a lead solution and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent health technology experts and/or investors. Class sessions include faculty-led instruction and case studies, coaching sessions by industry specialists, expert guest lecturers, and interactive team meetings. Enrollment is by application only, and students are required to participate in both quarters of the course. Visit http://biodesign.stanford.edu/programs/stanford-courses/biodesign-innovation.html to access the application, examples of past projects, and student testimonials. More information about Stanford Biodesign, which has led to the creation of 50 venture-backed healthcare companies and has helped hundreds of student launch health technology careers, can be found at http://biodesign.stanford.edu/.
Terms: Spr
| Units: 4
Instructors: ;
Yock, P. (PI);
Denend, L. (SI);
Makower, J. (SI);
Saul, G. (SI);
Venook, R. (SI);
Watkins, F. (SI);
Berry, C. (TA);
Piper, S. (TA);
Ponce, S. (GP);
Pradhan, P. (TA);
Xu, S. (GP)
ME 370A:
Energy Systems I: Thermodynamics
Thermodynamic analysis of energy systems emphasizing systematic methodology for and application of basic principles to generate quantitative understanding. Exergy, mixtures, reacting systems, phase equilibrium, chemical exergy, and modern computational methods for analysis. Prerequisites: undergraduate engineering thermodynamics and computer skills such as Matlab.
Terms: Aut
| Units: 3
ME 370B:
Energy Systems II: Modeling and Advanced Concepts
Development of quantitative device models for complex energy systems, including fuel cells, reformers, combustion engines, and electrolyzers, using thermodynamic and transport analysis. Student groups work on energy systems to develop conceptual understanding, and high-level, quantitative and refined models. Advanced topics in thermodynamics and special topics associated with devices under study. Prerequisite: 370A.
Terms: Win
| Units: 4
ME 371:
Combustion Fundamentals
Heat of reaction, adiabatic flame temperature, and chemical composition of products of combustion; kinetics of combustion and pollutant formation reactions; conservation equations for multi-component reacting flows; propagation of laminar premixed flames and detonations. Prerequisite: 362A or 370A, or consent of instructor.
Terms: Win
| Units: 3
ME 372:
Combustion Applications
The role of chemical and physical processes in combustion; ignition, flammability, and quenching of combustible gas mixtures; premixed turbulent flames; laminar and turbulent diffusion flames; combustion of fuel droplets and sprays. Prerequisite: 371.
Terms: Spr
| Units: 3
ME 374:
Dynamics and Kinetics of Nanoparticles
Part 1: Thermodynamics, transport theories and properties, aerosol dynamics and reaction kinetics of nanoparticles in fluids. Nucleation, gas kinetic theory of nanoparticles, the Smoluchowski equation, gas-surface reactions, diffusion, thermophoresis, conservation equations and useful solutions. Part 2: Introduction to soot formation, nanoparticles in reacting flows, particle transport and kinetics in flames, atmospheric heterogenous reactions, and nanocatalysis.
Terms: Win
| Units: 3
ME 378:
Tell, Make, Engage: Action Stories for Entrepreneuring
Individual storytelling action and reflective observations gives the course an evolving framework of evaluative methods, from engineering design; socio cognitive psychology; and art that are formed and reformed by collaborative development within the class. Stories attached to an idea, a discovery or starting up something new, are considered through iterative narrative work, storytelling as rapid prototyping and small group challenges. This course will use qualitative and quantitative methods for story engagement, assessment, and class determined research projects with practice exercises, artifacts, short papers and presentations. Graduate and Co-Term students from all programs welcome. Class size limited to 21.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
ME 390A:
Thermofluids, Energy, and Propulsion Research Seminar
Review of work in a particular research program and presentations of other related work.
Terms: Aut, Spr
| Units: 1
| Repeatable
for credit
(up to 99 units total)
ME 391:
Engineering Problems
Directed study for graduate engineering students on subjects of mutual interest to student and staff member. May be used to prepare for experimental research during a later quarter under 392. Faculty sponsor required.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Aquino Shluzas, L. (PI);
Armstrong, J. (PI);
Barry, M. (PI);
Beach, D. (PI);
Bowman, C. (PI);
Burnett, W. (PI);
Cai, W. (PI);
Camarillo, D. (PI);
Cantwell, B. (PI);
Cappelli, M. (PI);
Carryer, J. (PI);
Carter, C. (PI);
Chaudhuri, O. (PI);
Collins, S. (PI);
Cutkosky, M. (PI);
Dabiri, J. (PI);
Darve, E. (PI);
Dauskardt, R. (PI);
Davies, K. (PI);
Delp, S. (PI);
Dresselhaus-Marais, L. (PI);
Dunham, E. (PI);
Eaton, J. (PI);
Edmark, J. (PI);
Edwards, C. (PI);
Edwards, M. (PI);
Elschot, S. (PI);
Evans, D. (PI);
Farhat, C. (PI);
Fenton, P. (PI);
Follmer, S. (PI);
Gerdes, J. (PI);
Goodson, K. (PI);
Gu, W. (PI);
Hanson, R. (PI);
Iaccarino, G. (PI);
Ihme, M. (PI);
Jaffe, D. (PI);
Karanian, B. (PI);
Kelley, D. (PI);
Kennedy, M. (PI);
Kenny, T. (PI);
Khatib, O. (PI);
Kohn, M. (PI);
Kuhl, E. (PI);
Leifer, L. (PI);
Lele, S. (PI);
Levenston, M. (PI);
Lew, A. (PI);
MacDonald, E. (PI);
Majumdar, A. (PI);
Mani, A. (PI);
Mayalu, M. (PI);
Milroy, J. (PI);
Mitchell, R. (PI);
Mitiguy, P. (PI);
Moin, P. (PI);
Nelson, D. (PI);
Okamura, A. (PI);
Paredes Castro, P. (PI);
Pinsky, P. (PI);
Prinz, F. (PI);
Rajagopal, R. (PI);
Rock, S. (PI);
Roth, B. (PI);
Saad, V. (PI);
Saffo, P. (PI);
Salisbury, J. (PI);
Santiago, J. (PI);
Sather, A. (PI);
Schar, M. (PI);
Scott, W. (PI);
Shaqfeh, E. (PI);
Shaughnessy, S. (PI);
Sheppard, S. (PI);
Simamora, C. (PI);
Sirkin, D. (PI);
Somen, D. (PI);
Switky, A. (PI);
Tang, S. (PI);
Urzay, J. (PI);
Wang, H. (PI);
Webb, S. (PI);
Woo, J. (PI);
Wu, J. (PI);
Zhao, R. (PI);
Zheng, X. (PI);
Okamura, A. (GP)
ME 392:
Experimental Investigation of Engineering Problems
Graduate engineering students undertake experimental investigation under guidance of staff member. Previous work under 391 may be required to provide background for experimental program. Faculty sponsor required.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Aquino Shluzas, L. (PI);
Bao, Z. (PI);
Beach, D. (PI);
Bohg, J. (PI);
Bowman, C. (PI);
Cai, W. (PI);
Camarillo, D. (PI);
Cantwell, B. (PI);
Cappelli, M. (PI);
Carryer, J. (PI);
Carter, C. (PI);
Chang, F. (PI);
Chaudhuri, O. (PI);
Collins, S. (PI);
Cutkosky, M. (PI);
Dabiri, J. (PI);
Darve, E. (PI);
Dauskardt, R. (PI);
Delp, S. (PI);
Dresselhaus-Marais, L. (PI);
Eaton, J. (PI);
Edmark, J. (PI);
Edwards, C. (PI);
Edwards, M. (PI);
Elschot, S. (PI);
Farhat, C. (PI);
Follmer, S. (PI);
Gao, G. (PI);
Gerdes, J. (PI);
Glenzer, S. (PI);
Goodson, K. (PI);
Gorle, C. (PI);
Gu, W. (PI);
Hanson, R. (PI);
Huang, N. (PI);
Iaccarino, G. (PI);
Ihme, M. (PI);
Kelley, D. (PI);
Kennedy, M. (PI);
Kenny, T. (PI);
Khatib, O. (PI);
Kuhl, E. (PI);
Leifer, L. (PI);
Lele, S. (PI);
Levenston, M. (PI);
Lew, A. (PI);
MacDonald, E. (PI);
Majumdar, A. (PI);
Mani, A. (PI);
Marsden, A. (PI);
Mayalu, M. (PI);
Milroy, J. (PI);
Mitchell, R. (PI);
Moin, P. (PI);
Nelson, D. (PI);
O'Neill, M. (PI);
Okamura, A. (PI);
Paredes Castro, P. (PI);
Pavone, M. (PI);
Pinsky, P. (PI);
Prinz, F. (PI);
Roth, B. (PI);
Salisbury, J. (PI);
Santiago, J. (PI);
Shaqfeh, E. (PI);
Sheppard, S. (PI);
Skylar-Scott, M. (PI);
Switky, A. (PI);
Tang, S. (PI);
Tarpeh, W. (PI);
Tartakovsky, D. (PI);
Wall, D. (PI);
Wang, H. (PI);
Woo, J. (PI);
Wu, J. (PI);
Zhao, R. (PI);
Zheng, X. (PI);
Okamura, A. (GP)
ME 395:
Seminar in Solid Mechanics
Required of Ph.D. candidates in solid mechanics. Guest speakers present research topics related to mechanics theory, computational methods, and applications in science and engineering. May be repeated for credit.
Terms: Win, Spr
| Units: 1
| Repeatable
for credit
ME 397:
Design Research Theory and Methodology Seminar
What do designers do when they do design? How can their performance be improved? ME 397 is a participatory graduate seminar where students create, examine, discuss, and evaluate aspects of these questions. This year, we'll practice foundational topics in design thinking, such as visual, kinesthetic, and productive thinking, and fluency and flexibility in generating design concepts. Students will apply these skills to a small prototyping project. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
ME 398:
Ph.D. Research Rotation
Directed research experience for first-year Mechanical Engineering Ph.D. students with faculty sponsors. The student is responsible for arranging the faculty sponsor and registering under the faculty sponsor's section number. Course may be repeated up to four times in the first year. A different faculty sponsor must be selected each time.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
4 times
(up to 40 units total)
Instructors: ;
Bao, Z. (PI);
Beach, D. (PI);
Bowman, C. (PI);
Cai, W. (PI);
Camarillo, D. (PI);
Cantwell, B. (PI);
Cappelli, M. (PI);
Chaudhuri, O. (PI);
Chowdhury, S. (PI);
Collins, S. (PI);
Cutkosky, M. (PI);
Darve, E. (PI);
Dauskardt, R. (PI);
DeSimone, J. (PI);
Delp, S. (PI);
Edwards, C. (PI);
Edwards, M. (PI);
Ennis, D. (PI);
Farhat, C. (PI);
Follmer, S. (PI);
Gerdes, J. (PI);
Goodson, K. (PI);
Gorle, C. (PI);
Gu, W. (PI);
Hanson, R. (PI);
Iaccarino, G. (PI);
Ihme, M. (PI);
Jackson, R. (PI);
Jaramillo, T. (PI);
Kennedy, M. (PI);
Kenny, T. (PI);
Khatib, O. (PI);
Kuhl, E. (PI);
Landay, J. (PI);
Leifer, L. (PI);
Lele, S. (PI);
Levenston, M. (PI);
Lew, A. (PI);
Linder, C. (PI);
MacDonald, E. (PI);
Majumdar, A. (PI);
Manchester, Z. (PI);
Mani, A. (PI);
Marsden, A. (PI);
Mayalu, M. (PI);
Moin, P. (PI);
Monismith, S. (PI);
Nelson, D. (PI);
O'Neill, M. (PI);
Okamura, A. (PI);
Onori, S. (PI);
Pavone, M. (PI);
Prakash, M. (PI);
Prinz, F. (PI);
Roth, B. (PI);
Santiago, J. (PI);
Shaqfeh, E. (PI);
Sheppard, S. (PI);
Tang, S. (PI);
Tarpeh, W. (PI);
Tartakovsky, D. (PI);
Wall, D. (PI);
Wang, H. (PI);
Williams, L. (PI);
Zhao, R. (PI);
Zheng, X. (PI);
Zia, R. (PI);
Misquez, E. (GP);
Okamura, A. (GP)
ME 400:
Thesis (Engineer Degree)
Investigation of some engineering problems. Required of Engineer degree candidates
Terms: Aut, Win, Spr, Sum
| Units: 2-15
| Repeatable
for credit
Instructors: ;
Beach, D. (PI);
Bowman, C. (PI);
Cai, W. (PI);
Cantwell, B. (PI);
Cappelli, M. (PI);
Carryer, J. (PI);
Chaudhuri, O. (PI);
Collins, S. (PI);
Cutkosky, M. (PI);
Darve, E. (PI);
Dauskardt, R. (PI);
Delp, S. (PI);
Eaton, J. (PI);
Edwards, C. (PI);
Edwards, M. (PI);
Farhat, C. (PI);
Follmer, S. (PI);
Gerdes, J. (PI);
Goodson, K. (PI);
Gu, W. (PI);
Hanson, R. (PI);
Iaccarino, G. (PI);
Ihme, M. (PI);
Kelley, D. (PI);
Kennedy, M. (PI);
Kenny, T. (PI);
Kuhl, E. (PI);
Leifer, L. (PI);
Lele, S. (PI);
Levenston, M. (PI);
Lew, A. (PI);
MacDonald, E. (PI);
Majumdar, A. (PI);
Mani, A. (PI);
Mayalu, M. (PI);
Mitchell, R. (PI);
Moin, P. (PI);
Nelson, D. (PI);
Okamura, A. (PI);
Pinsky, P. (PI);
Pitsch, H. (PI);
Prinz, F. (PI);
Roth, B. (PI);
Salisbury, J. (PI);
Santiago, J. (PI);
Shaqfeh, E. (PI);
Sheppard, S. (PI);
Tang, S. (PI);
Wang, H. (PI);
Zhao, R. (PI);
Zheng, X. (PI);
Okamura, A. (GP)
ME 405:
Asymptotic Methods in Computational Engineering
This course is not a standard teaching of asymptotic methods as thought in the applied math programs. Nor does it involve such elaborate algebra and analytical derivations. Instead, the class relies on students' numerical programming skills and introduces improvements on numerical methods using standard asymptotic and scaling ideas. The main objective of the course is to bring physical insight into numerical programming. The majority of the problems to be explored involve one- and two-dimensional transient partial differential equations inspired by thermal-fluid and transport engineering applications. Topics include: 1-Review of numerical discretization and numerical stability, 2-Implicit versus explicit methods, 3-Introduction to regular and singular perturbation problems, 4-Method of matched asymptotic expansions, 5-Stationary thin interfaces: boundary layers, Debye layers, 6-Moving thin interfaces: shocks, phase-interfaces, 7-Reaction-diffusion problems, 8-Directional equilibrium and lubrication theory.
Terms: Win
| Units: 3
ME 406:
Turbulence Physics and Modeling Using Numerical Simulation Data
Prerequisite: consent of instructor.
Terms: Sum
| Units: 1-2
ME 408:
Spectral Methods in Computational Physics (CME 322)
Data analysis, spectra and correlations, sampling theorem, nonperiodic data, and windowing; spectral methods for numerical solution of partial differential equations; accuracy and computational cost; fast Fourier transform, Galerkin, collocation, and Tau methods; spectral and pseudospectral methods based on Fourier series and eigenfunctions of singular Sturm-Liouville problems; Chebyshev, Legendre, and Laguerre representations; convergence of eigenfunction expansions; discontinuities and Gibbs phenomenon; aliasing errors and control; efficient implementation of spectral methods; spectral methods for complicated domains; time differencing and numerical stability.
Terms: Win
| Units: 3
ME 410A:
Introductory Foresight and Technological Innovation
Learn to develop long-range, technology-based innovations (5+ years based on industry). This course offers an intensive, hands-on approach using multiple engineering foresight strategies and tools. Model disruptive opportunities and create far-to-near development plans. Three quarter sequence.
Terms: Aut
| Units: 3
ME 410B:
Introductory Foresight and Technological Innovation
Continuation of ME410A. Students will continue developing their invention, integrate additional engineering foresight, and develop an intrinsic innovation mindset. Ongoing discussion of industry examples and contemporary events demonstrate foresight principals and engineering leadership in action.
Terms: Win
| Units: 3
ME 421X:
Europe v Silicon Valley: Design of Innovation Ecosystems
For centuries, Europe has stood at the heart of Western science, engineering,nindustry/university traditions and institutions. Today, however, Continental Europenhas become a follower in large swaths of the global tech industry. The goal of thisncourse is to develop students critical thinking skills and understanding of innovationnand entrepreneurship ecosystems in Europe and Silicon Valley, and of the broadernethnographic, social, historical and cultural context in which science, engineering,nmanufacturing, information technology and design occur. Students learn by activelynparticipating in discussions, asking questions, through directed projects, and engaging with industry leaders and academic experts. Weekly readings are assigned.
Terms: Spr
| Units: 3-4
ME 451A:
Advanced Fluid Mechanics Multiphase Flows
Single particle and multi-particle fluid flow phenomena, mass, momentum and heat transfer, characteristic time and length scales, non-dimensional groups; collection of dispersed-phase elements: instantaneous and averaged descriptions for multiphase flow, Eulerian-Eulerian and Lagrangian-Eulerian statistical representations, mixture theories; models for drag, heat and mass transfer; dilute to dense two-phase flow, granular flows; computer simulation approaches for multiphase flows, emerging research topics. Prerequisites: graduate level fluid mechanics and engineering mathematics, and undergraduate engineering mechanics and thermodynamics.
Terms: Win
| Units: 3
ME 451B:
Advanced Fluid Mechanics - Flow Instabilities
Waves in fluids: surface waves, internal waves, inertial and acoustic waves, dispersion and group velocity, wave trains, transport due to waves, propagation in slowly varying medium, wave steepening, solitons and solitary waves, shock waves. Instability of fluid motion: dynamical systems, bifurcations, Kelvin-Helmholtz instability, Rayleigh-Benard convection, energy method, global stability, linear stability of parallel flows, necessary and sufficient conditions for stability, viscosity as a destabilizing factor, convective and absolute instability. Focus is on flow instabilities. Prerequisites: graduate courses in compressible and viscous flow.
Terms: Aut
| Units: 3
ME 451D:
Microhydrodynamics (CHEMENG 310)
Transport phenomena on small-length scales appropriate to applications in microfluidics, complex fluids, and biology. The basic equations of mass, momentum, and energy, derived for incompressible fluids and simplified to the slow-flow limit. Topics: solution techniques utilizing expansions of harmonic and Green's functions; singularity solutions; flows involving rigid particles and fluid droplets; applications to suspensions; lubrication theory for flows in confined geometries; slender body theory; and capillarity and wetting. Prerequisites: 120A,B, 300, or equivalents.
Terms: Win
| Units: 3
ME 457:
Fluid Flow in Microdevices
Physico-chemical hydrodynamics. Creeping flow, electric double layers, and electrochemical transport such as Nernst-Planck equation; hydrodynamics of solutions of charged and uncharged particles. Device applications include microsystems that perform capillary electrophoresis, drug dispension, and hybridization assays. Emphasis is on bioanalytical applications where electrophoresis, electro-osmosis, and diffusion are important. Prerequisite: consent of instructor.
Terms: Spr
| Units: 3
ME 461:
Advanced Topics in Turbulence
Turbulence phenomenology; statistical description and the equations governing the mean flow; fluctuations and their energetics; turbulence closure problem, two-equation turbulence models, and second moment closures; non-local effect of pressure; rapid distortion analysis and effect of shear and compression on turbulence; effect of body forces on turbulent flows; buoyancy-generated turbulence; suppression of turbulence by stratification; turbulent flows of variable density; effect of rotation on homogeneous turbulence; turbulent flows with strong vortices. Prerequisites: 351B and 361A, or consent of instructor.
Terms: Aut
| Units: 3
ME 463:
Advanced Topics in Plasma Science and Engineering
Research areas such as plasma diagnostics, plasma transport, waves and instabilities, and engineering applications.
Terms: Spr
| Units: 3
ME 469:
Computational Methods in Fluid Mechanics (CME 369)
The last two decades have seen the widespread use of Computational Fluid Dynamics (CFD) for analysis and design of thermal-fluids systems in a wide variety of engineering fields. Numerical methods used in CFD have reached a high degree of sophistication and accuracy. The objective of this course is to introduce 'classical' approaches and algorithms used for the numerical simulations of incompressible flows. In addition, some of the more recent developments are described, in particular as they pertain to unstructured meshes and parallel computers. An in-depth analysis of the procedures required to certify numerical codes and results will conclude the course.
Terms: Spr
| Units: 3
ME 491:
Ph.D. Teaching Experience
Required of Ph.D. students. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 3
| Repeatable
for credit
Instructors: ;
Cai, W. (PI);
Cappelli, M. (PI);
Chaudhuri, O. (PI);
Collins, S. (PI);
Cutkosky, M. (PI);
Darve, E. (PI);
Delp, S. (PI);
Edwards, C. (PI);
Edwards, M. (PI);
Farhat, C. (PI);
Follmer, S. (PI);
Goodson, K. (PI);
Gu, W. (PI);
Hanson, R. (PI);
Iaccarino, G. (PI);
Ihme, M. (PI);
Kennedy, M. (PI);
Kenny, T. (PI);
Kuhl, E. (PI);
Leifer, L. (PI);
Lele, S. (PI);
Levenston, M. (PI);
Lew, A. (PI);
MacDonald, E. (PI);
Majumdar, A. (PI);
Mani, A. (PI);
Mayalu, M. (PI);
Moin, P. (PI);
Nelson, D. (PI);
Okamura, A. (PI);
Prinz, F. (PI);
Santiago, J. (PI);
Shaqfeh, E. (PI);
Sheppard, S. (PI);
Tang, S. (PI);
Wang, H. (PI);
Zhao, R. (PI);
Zheng, X. (PI);
Okamura, A. (GP)
ME 492:
Mechanical Engineering Teaching Assistance Training
Terms: Aut, Win, Spr
| Units: 1
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Beach, D. (PI);
Bowman, C. (PI);
Cai, W. (PI);
Camarillo, D. (PI);
Cantwell, B. (PI);
Cappelli, M. (PI);
Carryer, J. (PI);
Chang, F. (PI);
Chaudhuri, O. (PI);
Collins, S. (PI);
Cutkosky, M. (PI);
Darve, E. (PI);
Dauskardt, R. (PI);
Delp, S. (PI);
Eaton, J. (PI);
Edwards, C. (PI);
Edwards, M. (PI);
Farhat, C. (PI);
Follmer, S. (PI);
Gerdes, J. (PI);
Goodson, K. (PI);
Gu, W. (PI);
Hanson, R. (PI);
Iaccarino, G. (PI);
Ihme, M. (PI);
Kelley, D. (PI);
Kennedy, M. (PI);
Kenny, T. (PI);
Khatib, O. (PI);
Kuhl, E. (PI);
Leifer, L. (PI);
Lele, S. (PI);
Levenston, M. (PI);
Lew, A. (PI);
MacDonald, E. (PI);
Majumdar, A. (PI);
Mani, A. (PI);
Mayalu, M. (PI);
Milroy, J. (PI);
Mitchell, R. (PI);
Moin, P. (PI);
Nelson, D. (PI);
Okamura, A. (PI);
Pinsky, P. (PI);
Pitsch, H. (PI);
Prinz, F. (PI);
Rock, S. (PI);
Roth, B. (PI);
Salisbury, J. (PI);
Santiago, J. (PI);
Shaqfeh, E. (PI);
Sheppard, S. (PI);
Tang, S. (PI);
Wang, H. (PI);
Zhao, R. (PI);
Zheng, X. (PI);
Okamura, A. (GP)
Terms: Aut, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Beach, D. (PI);
Bowman, C. (PI);
Cai, W. (PI);
Camarillo, D. (PI);
Cantwell, B. (PI);
Cappelli, M. (PI);
Chang, F. (PI);
Chaudhuri, O. (PI);
Collins, S. (PI);
Cutkosky, M. (PI);
Darve, E. (PI);
Dauskardt, R. (PI);
Delp, S. (PI);
Edwards, C. (PI);
Farhat, C. (PI);
Follmer, S. (PI);
Gerdes, J. (PI);
Goodson, K. (PI);
Gu, W. (PI);
Hanson, R. (PI);
Iaccarino, G. (PI);
Ihme, M. (PI);
Kennedy, M. (PI);
Kenny, T. (PI);
Khatib, O. (PI);
Kuhl, E. (PI);
Leifer, L. (PI);
Lele, S. (PI);
Levenston, M. (PI);
Lew, A. (PI);
MacDonald, E. (PI);
Majumdar, A. (PI);
Mani, A. (PI);
Mayalu, M. (PI);
Moin, P. (PI);
Nelson, D. (PI);
Okamura, A. (PI);
Pitsch, H. (PI);
Prinz, F. (PI);
Rock, S. (PI);
Roth, B. (PI);
Salisbury, J. (PI);
Santiago, J. (PI);
Shaqfeh, E. (PI);
Sheppard, S. (PI);
Tang, S. (PI);
Wang, H. (PI);
Zhao, R. (PI);
Zheng, X. (PI);
Okamura, A. (GP)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Andriacchi, T. (PI);
Beach, D. (PI);
Bowman, C. (PI);
Cai, W. (PI);
Camarillo, D. (PI);
Cantwell, B. (PI);
Cappelli, M. (PI);
Carryer, J. (PI);
Chang, F. (PI);
Chaudhuri, O. (PI);
Collins, S. (PI);
Cutkosky, M. (PI);
Dabiri, J. (PI);
Darve, E. (PI);
Dauskardt, R. (PI);
Delp, S. (PI);
Eaton, J. (PI);
Edwards, C. (PI);
Farhat, C. (PI);
Follmer, S. (PI);
Gerdes, J. (PI);
Goodson, K. (PI);
Gu, W. (PI);
Hanson, R. (PI);
Iaccarino, G. (PI);
Ihme, M. (PI);
Kelley, D. (PI);
Kennedy, M. (PI);
Kenny, T. (PI);
Khatib, O. (PI);
Kuhl, E. (PI);
Leifer, L. (PI);
Lele, S. (PI);
Lepech, M. (PI);
Levenston, M. (PI);
Lew, A. (PI);
MacDonald, E. (PI);
Majumdar, A. (PI);
Mani, A. (PI);
Milroy, J. (PI);
Mitchell, R. (PI);
Moin, P. (PI);
Nelson, D. (PI);
Okamura, A. (PI);
Pinsky, P. (PI);
Pitsch, H. (PI);
Prinz, F. (PI);
Rock, S. (PI);
Roth, B. (PI);
Salisbury, J. (PI);
Santiago, J. (PI);
Schwager, M. (PI);
Shaqfeh, E. (PI);
Sheppard, S. (PI);
Tang, S. (PI);
Wang, H. (PI);
Yang, Y. (PI);
Zhao, R. (PI);
Zheng, X. (PI);
Okamura, A. (GP)
MED 53Q:
Storytelling in Medicine
Stories are at the core of medical practice, but the skills developed are applicable across disciplines, including technology and business. Storytelling in Medicine is a new sophomore seminar designed to teach skills in multiple modalities of storytelling including narrative, oral, social media, academic presentations and visual storytelling for different audiences. This seminar combines small groups, interactive workshops, and guest speakers who are experts in their fields of medicine. This will also include editing and support to complete your own story by the end of the seminar.
Terms: Win
| Units: 3
| UG Reqs: WAY-CE
MED 54Q:
Decolonizing Global Health
In this seminar, we will look at how global health discourse has changed over the years and discuss possible future directions for global health exchanges. This course will introduce students to the various definitions of global health from colonial times, through international health, tropical medicine, and now global health. We will consider what moral imperative leads to global health work, and how conventional thought about the relationships between providers, patients and systems in the global North and South is shifting. Global health has transitioned through various stages. In the 1800s, missionary doctors provided medical care while also spreading religion and colonial interests. During the twentieth century, great strides were made in sanitation and infectious disease treatment as part of systems and government based international health and tropical medicine. Paradoxically, in the last two decades, as the world becomes more intertwined, global health has generally involved shorter term encounters, usually with specialists at the vanguard. With the epidemiological transition and increasing communicable disease prevalence in developing countries, systems strengthening, and capacity building are the main priorities. It is argued that the current global health infrastructure does not focus on building long term partnerships or assign equitable worth to participants from the global North and South. We will investigate how effective our current efforts are and think critically about the meaning of decolonizing global health as regards population outcomes and the flow of resources. We will review each of these stages in global health development and use examples of long-term partnerships that have yielded considerable success, such as Partners in Health (PIH) and Academic Model Providing Access to Healthcare (AMPATH). We will also briefly discuss overlapping concepts in global health equity and health and social justice in the US. Guest speakers from primary care fields and with global health backgrounds will stimulate further dialogue and speak from their experiences on the front lines.
Terms: Spr
| Units: 3
MED 71N:
Hormones in a Performance-Enhanced Society
(Formerly 117Q) Preference to first-year students. Explores how the availability of hormone therapy has affected various aspects of daily lives. Topics include the controversies concerning menopause and its treatment; use of hormones in athletics; cosmetic use of hormones to enhance growth, strength, and libido; use of hormones as anti-aging drugs; and how the hormone system has influenced our notions of gender. Includes the biochemistry and physiology of the human endocrine system; how hormones influence behavior, and how to read a scientific paper.
Terms: Win
| Units: 3
| UG Reqs: WAY-SMA
MED 73N:
Scientific Method and Bias
Offers an introduction to the scientific method and common biases in science. Examines theoretical considerations and practical examples where biases have led to erroneous conclusions, as well as scientific practices that can help identify, correct or prevent such biases. Additionally focuses on appropriate methods to interweave inductive and deductive approaches. Topics covered include: Popper¿s falsification and Kuhn¿s paradigm shift, revolution vs. evolution; determinism and uncertainty; probability, hypothesis testing, and Bayesian approaches; agnostic testing and big data; team science; peer review; replication; correlation and causation; bias in design, analysis, reporting and sponsorship of research; bias in the public perception of science, mass media and research; and bias in human history and everyday life. Provides students an understanding of how scientific knowledge has been and will be generated; the causes of bias in experimental design and in analytical approaches; and the interactions between deductive and inductive approaches in the generation of knowledge.
Terms: Win
| Units: 3
| UG Reqs: WAY-SMA
MED 114:
Frontier Technology: Understanding and Preparing for Technology in the Next Economy (CEE 114, CEE 214, MED 214, PSYC 114)
The next wave of technological innovation and globalization will affect our countries, our societies, and ourselves. This interdisciplinary course provides an introduction to frontier technology, the intersection where radical forward thinking and real-world implementation meet. Topics covered include artificial intelligence, additive manufacturing and advanced robotics, smart cities and urban mobility, telecommunications with 5G, and other key emerging technologies in society. These technologies have vast potential to address the largest global challenges of the 21st century, ushering in a new era of progress and change. Limited enrollment, contact instructors for application.
Terms: Spr
| Units: 2
MED 121:
Translational Research and Applied Medicine (MED 221)
(Same as MED 121; undergraduate students enroll in MED 121) Open to graduate students and medical students, this course enables students to learn basic principles in the design, performance and analysis of translational medical research studies. The course includes both didactic seminars from experts in translational medicine as well as the opportunity to design and present a translational research project. Students enrolling for 3 units are paired with a TRAM translational research project and work as a team with TRAM trainees and faculty on a weekly basis, as arranged by the instructor, and present a final project update at the end of the quarter.
Terms: Aut, Win, Spr
| Units: 2-3
| Repeatable
3 times
(up to 9 units total)
MED 124:
Global Child Health (HUMBIO 124C, PEDS 124)
(HUMBIO students must enroll in HUMBIO 124C. Med/Graduate students must enroll in MED 124 or PEDS 124.) This course introduces students to key challenges to the health and well being of children worldwide. We explicitly focus on child and public health problems in low- and middle-income countries (LMIC) to reflect the global burden of disease among children. We will review the scope and magnitude of the leading causes of morbidity and mortality, as well as examine regional variations. We will then identify both medical and non-medical causes, effects of, as well as interventions to address, some of the biggest child health problems. The course will also prevent an overview of the role of culture, gender, and non-state actors (NGOs, foundations, etc.) on health and health policy. Optional: The course will be taught in conjunction with an optional two-unit community engaged learning component. Please view the course syllabus for more information. Upper division course with preference given to upperclassmen. Prerequisites: Human Biology Core or equivalent or Biology Foundations.
Terms: Aut
| Units: 3-5
MED 131:
Exploring Israel's Innovation and Entrepreneurship Ecosystem for Sustaining Human & Planetary Health
Israel's innovation ecosystem is one of the most admired in the world. Israel is a leader in health, environmental, and ecological innovation, and despite its small size, Israel is home to a disproportionate number of successful start-ups. Israel combines history, culture, politics, and religion in unparalleled ways that influence not only the human and planetary health innovation ecosystem, but all aspects of life. Students in this course will (1) develop an understanding of how socio-cultural conditions, including political, regulatory, military, and academic institutions; geographical, historical, environmental, and technological conditions; and human cultures and activities have shaped the innovation ecosystem in human and planetary health in Israel into one of the world's most productive centers; (2) gain an appreciation of the advantages and disadvantages faced by entrepreneurs in Israel, how they have evolved, and how they compare to the experience of entrepreneurs in the US and elsewhere; and (3) develop a strategy for delving more deeply into these themes in Israel. Note, this course will meet a total of four times during spring term. REGISTRATION is limited to undergraduate students participating in the Bing Overseas Study Program in Israel, Summer 2022. Prerequisites: This course is limited in enrollment to undergraduate students who will be participating in the Summer 2022 Bing Overseas Study Program (BOSP) Seminar in Israel, Exploring Israel's Innovation Ecosystem in Human and Planetary Health: Can A startup Culture and Technology Change the World?
Terms: Spr
| Units: 1-2
| Repeatable
4 times
(up to 8 units total)
MED 142:
Modern Ethical Challenges in Neuroscience and Organ Transplantation (HUMBIO 171E)
Today we face unprecedented innovations in neuroscience and medicine. While these advances offer new hope, they also challenge medical, legal, and ethical paradigms. We will explore the ethical constructs surrounding topics including brain death, brain-computer interfaces and other adaptive technologies, and organ transplantation. The course material will include clinical and legal cases, scientific literature, film and popular culture, and experiential learning at Stanford Hospital. We will also focus on cultural comparisons between the US and Japan, where brain death is not widely accepted and deceased donor organ donation is rare. Course evaluation will be based on participation, written work, and team projects.
Terms: Spr
| Units: 3
| UG Reqs: WAY-ER
MED 147:
Methods in Community Assessment, Evaluation, and Research (CHPR 247, MED 247)
Development of pragmatic skills for design, implementation, and analysis of structured interviews, focus groups, survey questionnaires, and field observations. Topics include: principles of community-based participatory research, including importance of dissemination; strengths and limitations of different study designs; validity and reliability; construction of interview and focus group questions; techniques for moderating focus groups; content analysis of qualitative data; survey questionnaire design; and interpretation of commonly-used statistical analyses.
Terms: Spr
| Units: 3
MED 155:
You Can Make a Difference in Primary Care (MED 222)
This lunchtime seminar course is designed to give pre-clerkship students an overview of the amazing and rewarding field of primary care medicine. You'll meet nine primary care clinicians, each with a different area of interest and practice. You will learn about their work and what they love about primary care. There will be plenty of opportunities to ask questions and make connections with primary care faculty at Stanford and beyond. Undergraduate students interested in a clinic shadowing opportunity should register for 2 units and will be paired with a clinician in a Stanford Primary Care clinic. Undergraduates, please register for MED 155. MD/PA/Grad students please register for MED 222. Registration options for Undergraduates: (a) 1 unit for just the lecture series or (b) 2 units (optional add-on) for the lecture series + clinic shadowing opportunity.
Terms: Spr
| Units: 1-2
| Repeatable
10 times
(up to 10 units total)
MED 157:
Foundations for Community Health Engagement
Open to undergraduate, graduate, and MD students. Examination and exploration of community health principles and their application at the local level. Designed to prepare students to make substantive contributions in a variety of community health settings (e.g. clinics, government agencies, non-profit organization, advocacy groups). Topics include community health assessment; health disparities; health promotion and disease prevention; strategies for working with diverse, low-income, and underserved populations; and principles of ethical and effective community engagement.
Terms: Spr
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
MED 159:
Oaxacan Health on Both Sides of the Border
Required for students participating in the Community Health in Oaxaca summer program. Introduction to the health literacy and health-seeking behaviors of Oaxacan and other Mexican migrants; the health challenges these groups face. Through discussion and reflection, students prepare for clinical work and community engagement in Oaxaca, while also gaining knowledge and insight to make connections between their experiences in Mexico and their health-related work with Mexican immigrants in the Bay Area. Service Learning Course (certified by Haas Center). Prerequisite: application and acceptance into the Community Health in Oaxaca Summer Program (http://och.stanford.edu/oaxaca.html).
Terms: Spr
| Units: 2
| Repeatable
for credit
MED 160:
Physician Shadowing: Stanford Immersion in Medicine Series (SIMS)
Undergraduates are paired with a physician mentor at Stanford Hospital and Clinics, Lucile Packard Children's Hospital, or the Veteran's Administration Hospital. May be repeated for credit. Prerequisite: Application and acceptance to the SIMS program.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
MED 175B:
Biodesign Fundamentals
MED 175B/275B is an introduction to the Biodesign process for health technology innovation. This team-based course emphasizes interdisciplinary collaboration and hands-on learning at the intersection of medicine and technology. Students will work on projects in the space of medical devices, digital health, and healthcare technologies with the assistance of clinical and industry mentors. Applicants from all majors and stages in their education welcome. Students will work in teams to develop solutions to current unmet medical needs, starting with a deep dive into understanding and characterizing important unmet medical needs through disease research, competitive analysis, market research, and stakeholder analysis. Other topics that will be discussed include FDA regulation of medical technology, intellectual property, value proposition, and business model development. Consent required for enrollment, to apply visit: https://forms.gle/96kVEeb9Qj5g2rHx7
Terms: Spr
| Units: 4
| UG Reqs: WAY-SMA
MED 181:
Preparation for Early Clinical Experience at the Cardinal Free Clinics
Training course for new undergraduate volunteers at the Cardinal Free Clinics (CFCs). Topics include introduction to methods for providing culturally appropriate, high quality transitional medical care for underserved patient populations, clinic structure and roles, free clinics in the larger context of American healthcare, foundations in community health, cultural humility and implicit bias in healthcare, motivational interviewing and patient advocacy skills, and role-specific preparation. Application only; must be an accepted CFC volunteer. Visit https://cfc.stanford.edu for more information. 1-2 units.
Terms: Win
| Units: 1-2
MED 182:
Early Clinical Experience at the Cardinal Free Clinics (MED 282)
The Cardinal Free Clinics, consisting of Arbor and Pacific Free Clinic, provide culturally appropriate, high quality transitional medical care for underserved patient populations in the Bay Area. Students volunteer in various clinic roles to offer services including health education, interpretation, referrals, and labs. In clinic students are guided in the practice of medical interviews, history-taking and physical examinations as appropriate, and work with attending physicians to arrive at a diagnosis and management plan. Visit http://cfc.stanford.edu for more information. For questions related to the course or volunteering, please email arborclinic@stanford.edu and/or pacific@ med.stanford.edu. Application only; must be an accepted CFC volunteer
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
for credit
MED 194:
Global Health: Through an Equity Lens (MED 294)
In this course, current topics of global health will be discussed while focusing on an equity lens. Topics include decolonizing global health, climate and vulnerable populations, the poverty trap, inequities in reproductive rights, inequities for child health as well as global gender and racial disparities during the COVID-19 pandemic. Sessions will include lectures from experts in the field, student presentations and class discussions. Requirements for the course include attendance and participation in class discussions, a short presentation, and a final paper. This course will be taught by the Senior Associate Dean of Global Health, Michele Barry and Dr. Geoffrey Tabin, Professor of Ophthalmology and Global Medicine and co-founder of the Himalayan Cataract Project. Course enrollment is open to graduate students and undergraduate students (2-3 Units). An application is required for acceptance into the course and can be found here: https://forms.gle/kQaA4KKJBjoHXtae9. Questions can be directed to course manager Lauren Field at lauren.field@stanford.edu
Terms: Aut
| Units: 2-3
| Repeatable
3 times
(up to 9 units total)
MED 199:
Undergraduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Advani, R. (PI);
Ahmed, A. (PI);
Ahuja, N. (PI);
Akatsu, H. (PI);
Al-Ahmad, A. (PI);
Alizadeh, A. (PI);
Alsan, M. (PI);
Anand, S. (PI);
Andrews, J. (PI);
Annes, J. (PI);
Arai, S. (PI);
Artandi, M. (PI);
Artandi, S. (PI);
Asch, S. (PI);
Ashley, E. (PI);
Assimes, T. (PI);
Ayoub, W. (PI);
Baiocchi, M. (PI);
Banerjee, S. (PI);
Barry, M. (PI);
Basaviah, P. (PI);
Basina, M. (PI);
Basu, S. (PI);
Behal, R. (PI);
Bendavid, E. (PI);
Benjamin, J. (PI);
Berube, C. (PI);
Bhalla, V. (PI);
Bhatt, A. (PI);
Bhattacharya, J. (PI);
Blackburn, B. (PI);
Blaschke, T. (PI);
Blayney, D. (PI);
Blish, C. (PI);
Bloom, G. (PI);
Bollyky, P. (PI);
Bouvier, D. (PI);
Boxer, L. (PI);
Braddock, C. (PI);
Brinton, T. (PI);
Brown, W. (PI);
Bulow, K. (PI);
Carlson, R. (PI);
Cartwright, C. (PI);
Chan, D. (PI);
Chan, G. (PI);
Chang, C. (PI);
Chang, S. (PI);
Chaudhuri, O. (PI);
Chen, A. (PI);
Chertow, G. (PI);
Cheung, R. (PI);
Chi, J. (PI);
Cho-Phan, C. (PI);
Chu, G. (PI);
Chua, K. (PI);
Chung, L. (PI);
Clarke, M. (PI);
Clusin, W. (PI);
Colevas, A. (PI);
Colloff, E. (PI);
Contopoulos-Ioannidis, D. (PI);
Cooke, J. (PI);
Cooper, A. (PI);
Coutre, S. (PI);
Crapo, L. (PI);
Crump, C. (PI);
Cullen, M. (PI);
Das, A. (PI);
Dash, R. (PI);
Daugherty, T. (PI);
David, S. (PI);
Dawson, L. (PI);
Deresinski, S. (PI);
Desai, M. (PI);
Desai, T. (PI);
Dhillon, G. (PI);
Dorman, J. (PI);
Dosiou, C. (PI);
Downing, N. (PI);
DuBose, A. (PI);
Edwards, L. (PI);
Einav, S. (PI);
Fantl, W. (PI);
Fathman, C. (PI);
Fearon, W. (PI);
Feldman, D. (PI);
Felsher, D. (PI);
Fisher, G. (PI);
Fitzgerald, P. (PI);
Ford, J. (PI);
Ford, P. (PI);
Fowler, M. (PI);
Frank, M. (PI);
Frayne, S. (PI);
Friedland, S. (PI);
Fries, J. (PI);
Froelicher, V. (PI);
Gabiola, J. (PI);
Ganjoo, K. (PI);
Garcia, G. (PI);
Gardner, C. (PI);
Gardner, P. (PI);
Gavi, B. (PI);
Geng, L. (PI);
Genovese, M. (PI);
Gerson, L. (PI);
Gesundheit, N. (PI);
Glaseroff, A. (PI);
Glenn, J. (PI);
Goldhaber-Fiebert, J. (PI);
Goldstein, M. (PI);
Goodman, S. (PI);
Goronzy, J. (PI);
Gotlib, J. (PI);
Gray, G. (PI);
Greenberg, H. (PI);
Greenberg, P. (PI);
Gregory, P. (PI);
Habtezion, A. (PI);
Hallenbeck, J. (PI);
Harman, S. (PI);
Harrington, R. (PI);
Harshman, L. (PI);
Haskell, W. (PI);
Heaney, C. (PI);
Heidenreich, P. (PI);
Henri, H. (PI);
Hernandez-Boussard, T. (PI);
Ho, D. (PI);
Hoffman, A. (PI);
Holman, H. (PI);
Holodniy, M. (PI);
Hopkins, J. (PI);
Horning, S. (PI);
Hsia, H. (PI);
Hunt, S. (PI);
Ioannidis, J. (PI);
Isom, R. (PI);
Jernick, J. (PI);
Ji, H. (PI);
Johnston, L. (PI);
Jones, E. (PI);
Kahn, J. (PI);
Kao, P. (PI);
Kastelein, M. (PI);
Katz, R. (PI);
Katzenstein, D. (PI);
Kenny, K. (PI);
Khatri, P. (PI);
Khazeni, N. (PI);
Khush, K. (PI);
Killen, J. (PI);
Kim, S. (PI);
King, A. (PI);
Kohrt, H. (PI);
Kraemer, F. (PI);
Krishnan, E. (PI);
Kummar, S. (PI);
Kunz, P. (PI);
Kuo, C. (PI);
Kurian, A. (PI);
Kurtz, D. (PI);
Kuschner, W. (PI);
Ladabaum, U. (PI);
Lafayette, R. (PI);
Laport, G. (PI);
Laws, A. (PI);
Lee, D. (PI);
Lee, J. (PI);
Lee, P. (PI);
Leung, L. (PI);
Levin, E. (PI);
Levitt, L. (PI);
Levy, R. (PI);
Levy, S. (PI);
Liang, D. (PI);
Liedtke, M. (PI);
Lin, B. (PI);
Lindsay, A. (PI);
Lorenz, K. (PI);
Lorig, K. (PI);
Lotfi, J. (PI);
Lowe, A. (PI);
Lowsky, R. (PI);
Luby, S. (PI);
Lunn, M. (PI);
Lutchman, G. (PI);
Majeti, R. (PI);
McConnell, M. (PI);
McLaughlin, T. (PI);
Medeiros, B. (PI);
Meyer, T. (PI);
Miklos, D. (PI);
Miller, G. (PI);
Milstein, A. (PI);
Mitchell, B. (PI);
Mohabir, P. (PI);
Morioka-Douglas, N. (PI);
Musen, M. (PI);
Narayan, S. (PI);
Neal, J. (PI);
Negrin, R. (PI);
Nevins, A. (PI);
Nguyen, L. (PI);
Nguyen, M. (PI);
Nguyen, P. (PI);
Nicolls, M. (PI);
O' Callahan, P. (PI);
Obedin-Maliver, J. (PI);
Okafor, P. (PI);
Osterberg, L. (PI);
Owens, D. (PI);
Palaniappan, L. (PI);
Pao, A. (PI);
Parnes, J. (PI);
Parsonnet, J. (PI);
Pasricha, P. (PI);
Pegram, M. (PI);
Periyakoil, V. (PI);
Petersen, J. (PI);
Phadke, A. (PI);
Pinto, H. (PI);
Pompei, P. (PI);
Popp, R. (PI);
Posley, K. (PI);
Price, E. (PI);
Prochaska, J. (PI);
Puri, MD, MPH, R. (PI);
Quertermous, T. (PI);
Raffin, T. (PI);
Rehkopf, D. (PI);
Relman, D. (PI);
Rizk, N. (PI);
Robinson, B. (PI);
Rockson, S. (PI);
Rodriguez, F. (PI);
Rohatgi, R. (PI);
Rosas, L. (PI);
Rosen, G. (PI);
Rosenberg, S. (PI);
Rudd, P. (PI);
Ruoss, S. (PI);
Rydel, T. (PI);
Scandling, J. (PI);
Schnittger, I. (PI);
Schoolnik, G. (PI);
Schroeder, J. (PI);
Shafer, R. (PI);
Shah, N. (PI);
Shah, S. (PI);
Shah, MD (SHC Chief of Staff), J. (PI);
Sharp, C. (PI);
Shen, K. (PI);
Shieh, L. (PI);
Shizuru, J. (PI);
Shoor, S. (PI);
Sikic, B. (PI);
Singer, S. (PI);
Singh, B. (PI);
Singh, U. (PI);
Skeff, K. (PI);
Spiekerkoetter, E. (PI);
Srinivas, S. (PI);
Srinivasan, M. (PI);
Stafford, R. (PI);
Stefanick, M. (PI);
Stertzer, S. (PI);
Stevens, D. (PI);
Stockdale, F. (PI);
Strober, S. (PI);
Studdert, D. (PI);
Tai, J. (PI);
Tamura, M. (PI);
Tan, J. (PI);
Telli, M. (PI);
Tepper, R. (PI);
Tompkins, L. (PI);
Tremmel, J. (PI);
Triadafilopoulos, G. (PI);
Tsao, P. (PI);
Upadhyay, D. (PI);
Utz, P. (PI);
Vagelos, R. (PI);
Valantine, H. (PI);
Verghese, A. (PI);
Wakelee, H. (PI);
Wang, P. (PI);
Warvariv, V. (PI);
Weill, D. (PI);
Weinacker, A. (PI);
Weng, K. (PI);
Weng, W. (PI);
Weyand, C. (PI);
Wiedmann, T. (PI);
Winkelmayer, W. (PI);
Winkleby, M. (PI);
Winograd, C. (PI);
Winslow, D. (PI);
Winter, T. (PI);
Witteles, R. (PI);
Wu, J. (PI);
Wu, S. (PI);
Yabu, J. (PI);
Yang, P. (PI);
Yeung, A. (PI);
Yock, P. (PI);
Zamanian, R. (PI);
Zehnder, J. (PI);
Zei, P. (PI);
Zolopa, A. (PI);
Zulman, D. (PI);
de Jesus Perez, V. (PI);
Gardner, C. (SI)
MED 200:
Primary Care Presentations
This course is a lecture series offered during the winter quarter. The aim of this seminar is to allow medical students to experience the mindset of primary care physicians in real time. Classes feature presentations of patient cases submitted by Stanford faculty. Faculty presenters are provided with the diagnostic information for the cases in a sequential manner during and not in advance of each class, allowing students to learn from the thought process of physicians in real time as they put together the differential diagnosis, interpret diagnostic information, deliberate treatment and management options, and discuss other thoughts about the cases.
Terms: Win
| Units: 1
MED 201:
Internal Medicine: Body as Text
Body as Text refers to the idea that every patient's body tells a story. The narrative includes the past and present of a person's social and medical condition; it is a demonstration of the phenotype. The art of reading the body as text was at its peak in the first half of the 20th century, but as technology has become ascendant, bedside skills and the ability to read the text have faded. Beyond scientific knowledge and medical facts, it is this often forgotten craft which is at the heart of the excitement of being an internist. This course introduces students to the art of the clinical exam, to developing a clinical eye, and learning to see the body in a completely different way. Enrollment will be based on a lottery system, for which details will be sent to first year students at the end of mini quarter.
Terms: Aut
| Units: 1
MED 205:
Launching a Healthcare Venture: The Nuts and Bolts of Founding a Start Up
This course prepares medical and graduate students to start their own healthcare venture. In the Spring quarter, students will work through the steps that can take them from ideation all the way through what to expect when fundraising, including: validating ideas, creating a revenue strategy, forming their company, developing business processes (like accounting, legal, and HR), and how to prepare for capital investment. Weekly lectures will feature guest speakers who will discuss their own experiences with innovation and building ventures in healthcare. Students will both learn common tools and create resources that can be used in their future ventures.
Terms: Spr
| Units: 1
MED 206:
Meta-research: Appraising Research Findings, Bias, and Meta-analysis (CHPR 206, EPI 206, STATS 211)
Open to graduate, medical, and undergraduate students. Appraisal of the quality and credibility of research findings; evaluation of sources of bias. Meta-analysis as a quantitative (statistical) method for combining results of independent studies. Examples from medicine, epidemiology, genomics, ecology, social/behavioral sciences, education. Collaborative analyses. Project involving generation of a meta-research project or reworking and evaluation of an existing published meta-analysis. Prerequisite: knowledge of basic statistics.
Terms: Win
| Units: 3
MED 208:
Health Systems Science: Measuring What Matters For Change
Physicians can and should be leaders in changing our health care systems for the better. To make our institutions more equitable, more efficient, and serve patients with the best of medical knowledge, we must use the same effective scientific methods to guide our work as we do in other fields of inquiry. That is health systems science. In this course students will learn the basics of methods needed for studying health systems: health services research and economics, implementation/ delivery science, quality improvement. Students will learn to distinguish key categories of outcomes: clinical (e.g. mortality) health services (e.g. access, quality, cost, provider wellness) and implementation: (e.g. acceptability, adoption, appropriateness, fidelity, reach).
Terms: Spr
| Units: 1
MED 210:
Principles and Practice of Healthcare Quality Improvement
This course will introduce students to foundational concepts in healthcare quality improvement, and provide tools for translating these principles into practice. Topics include: current state, A3, SMART goals, root-cause analysis, metrics and measures, PDCA cycles, process controls, systems, and sustainability. Students have the option of completing the course curriculum in conjunction with a quality improvement/patient safety project offered by the SMS Quality Improvement Interest Group. This course will meet for four in-class sessions throughout the quarter, with students reviewing the online materials before each session. May be repeated for credit up to three quarters with continued work on a quality improvement project, and all units count towards the Quality Improvement Scholarly Concentration. Open to all.
Terms: Aut, Win
| Units: 1
| Repeatable
3 times
(up to 3 units total)
MED 212:
Methods for Health Care Delivery Innovation, Implementation and Evaluation (CHPR 212, HRP 218)
Preference given to postgraduate fellows and graduate students.Focus is on implementation science and evaluation of health care delivery innovations. Topics include implementation science theory, frameworks, and measurement principles; qualitative and quantitative approaches to designing and evaluating new health care models; hybrid design trials that simultaneously evaluate implementation and effectiveness; distinction between quality improvement and research, and implications for regulatory requirements and publication; and grant-writing strategies for implementation science and evaluation. Students will develop a mock (or actual) grant proposal to conduct a needs assessment or evaluate a Stanford/VA/community intervention, incorporating concepts, frameworks, and methods discussed in class. Priority for enrollment for CHPR 212 will be given to CHPR master's students.
Terms: Win
| Units: 2
MED 213:
The Digital Future of Health Care
Digital health tools, technologies, and services are poised to fundamentally reshape how patients and physicians interact. COVID-19 has only accelerated this transformation. In this weekly seminar series led by clinicians, digital health investors, and entrepreneurs, students will explore various digital health technologies and their impacts across the entire healthcare ecosystem, today and tomorrow. Application areas include: telemedicine, AI, wearables, social/behavioral interventions, and healthcare at home. In addition, discussions will cover the creation process of digital health solutions, the stakeholders involved (ranging from individual patients to healthcare enterprises), and the opportunities and challenges in the implementation of these solutions within healthcare's unique regulatory, organizational, cultural, and ethical contexts.
Terms: Spr
| Units: 1
| Repeatable
10 times
(up to 10 units total)
MED 214:
Frontier Technology: Understanding and Preparing for Technology in the Next Economy (CEE 114, CEE 214, MED 114, PSYC 114)
The next wave of technological innovation and globalization will affect our countries, our societies, and ourselves. This interdisciplinary course provides an introduction to frontier technology, the intersection where radical forward thinking and real-world implementation meet. Topics covered include artificial intelligence, additive manufacturing and advanced robotics, smart cities and urban mobility, telecommunications with 5G, and other key emerging technologies in society. These technologies have vast potential to address the largest global challenges of the 21st century, ushering in a new era of progress and change. Limited enrollment, contact instructors for application.
Terms: Spr
| Units: 2
MED 215A:
Health Policy Graduate Student Tutorial I (HRP 201A)
Seminar series is the core tutorial for first-year Health Policy PhD students and all MS Health Policy students. Major themes in fields of study including health insurance, healthcare financing and delivery, health systems and reform and disparities in the US and globally, health and economic development, health law and policy, resource allocation, efficiency and equity, healthcare quality, measurement and the efficacy and effectiveness of interventions. The first part of the series emphasizes critical reading of empirical research in health policy and reviews the statistical methods for causal inference. Requirements include in-class discussions of research articles in teams and written reaction papers.
Terms: Aut
| Units: 1-2
MED 215B:
Health Policy Graduate Student Tutorial II (HRP 201B)
Second in a three-quarter seminar series, the core tutorial is for first-year Health Policy PhD students and all MS Health Policy students. Major themes in fields of study including health insurance, healthcare financing and delivery, health systems and reform and disparities in the US and globally, health and economic development, health law and policy, resource allocation, efficiency and equity, healthcare quality, measurement and the efficacy and effectiveness of interventions. Blocks of session led by Stanford expert faculty in particular fields of study.
Terms: Win
| Units: 1-2
MED 215C:
Health Policy Graduate Student Tutorial III (HRP 201C)
Third in a three-quarter seminar series, the core tutorial is for first-year Health Policy PhD students and all MS Health Policy students. Major themes in fields of study including health insurance, healthcare financing and delivery, health systems and reform and disparities in the US and globally, health and economic development, health law and policy, resource allocation, efficiency and equity, healthcare quality, measurement and the efficacy and effectiveness of interventions. Blocks of session led by Stanford expert faculty in particular fields of study.
Terms: Spr
| Units: 1-2
MED 217:
Inpatient Medicine Shadowing Rotation
The objective of this rotation is to provide second year medical students the opportunity to experience the application of their medical education to clinical scenarios in the hospital. Students will have a one-day weekend shadowing opportunity (either on Saturday or Sunday morning) with a dedicated internal medicine team and witness the evaluation and management of patients to better understand the roles of the different team members, the flow of rounds, and the functions of history taking and physical examinations to perform a patient assessment. Following the experience, the students will debrief with the course directions. Students will also attend virtual weekly lectures/discussions on Friday afternoon from 1:30-2:20pm to learn about the ins and outs of inpatient rotation logistics.
Terms: Aut, Win
| Units: 1
| Repeatable
4 times
(up to 4 units total)
MED 218:
Principles of Business Strategy
Organizations need frameworks to plan for growth, respond to challenges and/or changes in the market, or tackle gaps in performance. This course explores how to assess business opportunities in dynamic, competitive environments to develop the insights that can lead to success. The frameworks developed in this course apply to for-profit and not-for-profit firms in the health care industry including provider organizations, pharmaceutical and medical device firms, payers, and information technology firms. In the course, students will explore the complexity of analyzing markets and assessing business strategy in an era of globalization and increasing uncertainty. Must have active enrollment within the Master of Clinical Informatics Management program.
Terms: Sum
| Units: 3
MED 220:
Bioethical Challenges of New Technology
How might we apply ideas from ethical theory to contemporary issues and debates in biotechnology? This course will provide critical encounters with some of the central topics in the field of bioethics, with an emphasis on new technologies. Controversies over genetic engineering, stem cell research, reproductive technologies, and genetic testing will provide an opportunity for you to critically assess arguments and evidence. We will begin with an overview of the field and the theoretical approaches to bioethics that have been derived from philosophy. You will then have the opportunity to engage in debate and learn how to identify underlying values and how to apply ideas from ethical theory to contemporary problems. Prerequisites: Must have active enrollment within the Master of Clinical Informatics Management program.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
6 times
(up to 6 units total)
MED 221:
Translational Research and Applied Medicine (MED 121)
(Same as MED 121; undergraduate students enroll in MED 121) Open to graduate students and medical students, this course enables students to learn basic principles in the design, performance and analysis of translational medical research studies. The course includes both didactic seminars from experts in translational medicine as well as the opportunity to design and present a translational research project. Students enrolling for 3 units are paired with a TRAM translational research project and work as a team with TRAM trainees and faculty on a weekly basis, as arranged by the instructor, and present a final project update at the end of the quarter.
Terms: Aut, Win, Spr
| Units: 2-3
| Repeatable
3 times
(up to 9 units total)
MED 222:
You Can Make a Difference in Primary Care (MED 155)
This lunchtime seminar course is designed to give pre-clerkship students an overview of the amazing and rewarding field of primary care medicine. You'll meet nine primary care clinicians, each with a different area of interest and practice. You will learn about their work and what they love about primary care. There will be plenty of opportunities to ask questions and make connections with primary care faculty at Stanford and beyond. Undergraduate students interested in a clinic shadowing opportunity should register for 2 units and will be paired with a clinician in a Stanford Primary Care clinic. Undergraduates, please register for MED 155. MD/PA/Grad students please register for MED 222. Registration options for Undergraduates: (a) 1 unit for just the lecture series or (b) 2 units (optional add-on) for the lecture series + clinic shadowing opportunity.
Terms: Spr
| Units: 1-2
| Repeatable
10 times
(up to 10 units total)
MED 223:
Cardiovascular and Pulmonary Sciences Seminar
Weekly seminar series featuring cardiovascular research by faculty. This course is intended for medical students, graduate students, and advanced undergraduate students. On Tuesdays, students attend Frontiers in Cardiovascualr Science. On Thursdays, a faculty member will present to students their research, followed by Q&A session with the students.
Terms: Aut, Win
| Units: 2
| Repeatable
for credit
MED 224:
Social Entrepreneurship and Innovation Lab (SE Lab) - Human & Planetary Health (HRP 224, PUBLPOL 224)
Social Entrepreneurship and Innovation Lab (SE Lab) - Global & Planetary Health is a Collaboratory workshop for students/fellows to design and develop innovative social ventures addressing key challenges in health and the environment, especially in support of the UN Sustainable Development Goals (SDGs 2030). Your mandate in identifying problems and designing solutions is broad and flexible! SE Lab is open to students and fellows across Stanford and combines design thinking exercises, short lectures & case studies, workshops, small group teamwork, presentations, guest speakers, and faculty, practitioner and peer feedback to support you and your team in generating and developing ideas and projects that will change the world! Join SE Lab with an idea or simply the desire to join a team. Enrollment limited to 30.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
3 times
(up to 15 units total)
MED 225:
Drug Development: From a Concept to the Clinic
This course is designed for medical students, trainees, basic scientists, clinicians and clinician-scientists at Stanford to provide an educational and practical perspective on the essential issues in drug development. Using a blend of seminars and dynamic workshops, the curriculum is focused on educating the audience on all stages of drug development and related research and business processes - from discovery and translational science and how to launch new projects to analyzing data, communication and interpretation of results of clinical trials, regulatory issues and commercial considerations in product development. The emphasis will be on cardiovascular applications. Proposed seminar topics are attached and include How Drugs Are Discovered and Developed, Case Studies of the various challenges in Drug Development, Cardiac Safety, Moving a Compound through the Drug Development Process, and the FDA Advisory Committee Process. http://med.stanford.edu/cvi/education/cvi-courses/med225.html
Terms: Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
MED 226:
Practical Approaches to Global Health Research (EPI 237, INTLPOL 290)
(Formerly IPS 290 and HRP 237) How do you come up with an idea for a useful research project in a low resource setting? How do you develop a research question, prepare a concept note, and get your project funded? How do you manage personnel in the field, complex cultural situations, and unexpected problems? How do you create a sampling strategy, select a study design, and ensure ethical conduct with human subjects? This course takes students through the process of health research in under-resourced countries from the development of the initial research question and literature review to securing support and detailed planning for field work. Students progressively develop and receive weekly feedback on a concept note to support a funding proposal addressing a research question of their choosing. Aimed at graduate students interested in global health research, though students of all disciplines interested in practical methods for research are welcome. Undergraduates who have completed 85 units or more may enroll with instructor consent. Sign up for 1 unit credit to participate in class sessions or 3 units to both participate in classes and develop a concept note.
Terms: Win
| Units: 1-3
MED 227:
Drug Development: Key Issues in Regulation, Benefit vs. Risk, and Commercialization
This course is intended for medical students, graduate students, trainees, basic scientists, clinicians, and clinician scientists at Stanford to provide an educational and practical perspective of drug development: its incredible potential as well its challenges. Using a blend of seminars, debates, and case study analyses, the curriculum is focused on educating the audience on key regulatory issues and commercial considerations in product development, with an emphasis on cardiovascular applications. Seminar topics will include "Introduction to Regulatory Processes", "FDA Advisory Committee Meetings and Risk/Benefit/Approval Decisions", "Phase 1 Cardiovascular Safety Assessments in Drug Discovery and Development", "Case Study: Vioxx (Cox2 inhibitor) and the Cardiovascular Risk Question", "The Era of Requiring Outcomes Studies for Diabetes Drug Development", "Interface of Al and Clinical Trial Design", "Key Statistical Issues in Drug Development", "Reasons Why Phase 3 Programs Fail", "Commercial Considerations in Drug Development: Is there a Market?", and "Dissection of Presentations and Publications of Major Cardiovascular Trials", Drug Development: Key Issues in Regulation, Benefit vs. Risk, and Commercialization (MED227) complements the course MED225 - Drug Development: From a Concept to the Clinic offered in the Spring. Previous exposure to MED225 content is not necessary to participate in MED227. https://med.stanford.edu/cvi/education/cvi-courses/med227.html
Terms: Aut
| Units: 1
| Repeatable
2 times
(up to 2 units total)
MED 228:
Physicians and Social Responsibility
Social and political context of the roles of physicians and health professionals in social change; policy, advocacy, and shaping public attitudes. How physicians have influenced governmental policy on nuclear arms proliferation; environmental health concerns; physicians in government; activism through research; the effects of poverty on health; homelessness; and gun violence. Guest speakers from national and international NGOs.
Terms: Aut
| Units: 1
MED 229:
Longevity (HUMBIO 149L, PSYCH 102)
Interdisciplinary. Challenges to and solutions for the young from increased human life expectancy: health care, financial markets, families, work, and politics. Guest lectures from engineers, economists, geneticists, and physiologists.
Terms: Win
| Units: 3
MED 230:
Marketing Science and Patient Engagement
This course introduces the principles, processes, and tools necessary to analyze markets, including customers, competitors, and companies (the 3 Cs), and to design optimal marketing programs via strategies for pricing, promotion, place, and product (the 4 Ps). This course will apply these frameworks to the specific context of health care markets. This course will then extend these frameworks to the complex arena of patient engagement using insights from core marketing science and behavioral economics. Prerequisites: Must have active enrollment within the Master of Clinical Informatics Management program.
Terms: Aut
| Units: 3
MED 231:
Physicians and firearms
Firearms ownership is a cultural phenomenon unique to the United States. In the US, there are 120 guns per 100 residents with over 40% of individuals, 34% of children, living in households with guns. Unfortunately, in the US, firearms are one of the leading causes of death in young adults and children; two thirds of these deaths are suicides and one third homicides. In this course, we will explore how physicians can play an important role in preventing these injuries and deaths. Topics covered will include: The history and culture of firearms ownership in the US, The epidemiology of firearms injuries, Types of firearms, and their uses, The injuries firearms produce and their economic costs, The psychological impact of firearms injury, Public health approaches to preventing firearms injuries, Laws governing physicians and firearms, Talking to patients to prevent gun injuries: safe storage, firearms removal and hospital interventions, As an elective part of the course, we will deliver a gun shop to learn about types of guns, gun locks and storage devices
Terms: Spr
| Units: 1
MED 232:
Global Health: Scaling Health Technology Innovations in Low Resource Settings
Recent advances in health technologies - incorporating innovations like robotics, cloud computing, artificial intelligence, and smart sensors - have raised expectations of a dramatic impact on health outcomes across the world. However, bringing innovative technologies to low resource settings has proven challenging, limiting their impact. Ironically, the current COVID-19 pandemic has become Exhibit 1 in the challenges the global health community faces in scaling innovative interventions. This course explores critical questions regarding the implementation and impact of technological innovations in low-resource settings. The course will feature thought leaders from the health technology community, who will explore examples of technologies that have been successful in low resource communities, as well as those that have failed. A subset of these examples will be drawn from the current pandemic. Students will think critically to consider conditions under which technologies reach scale and have positive impact in the global health field. Students will also have an opportunity to work on real-world projects, each of which will focus on the potential opportunity for a health technology in a low-resource setting and consider approaches to ensure its impact at scale. This course will be taught by Dr. Anurag Mairal, Adjunct Professor of Medicine and the Director, Global Outreach Programs at Stanford Byers Center for Biodesign, and Dr. Michele Barry, Senior Associate Dean for Global Health. This course is open to undergraduate students, graduate students, and medical students. Undergraduates can take this course for a letter grade and 3 units. Graduate students and MD students can enroll for 2 units. Students enrolling in the course for a third unit will also work on group projects described above. Students enrolled in the class for three units will also have additional assignments, including weekly discussion posts. Students must submit an application and be selected to receive an enrollment code. The application form can be found at the following link: https://forms.gle/GHNzHgB1WuiVDXST8. Contact Olivia Paige with any questions: olivia.paige@stanford.edu.
Terms: Win
| Units: 2-3
| Repeatable
for credit
MED 233:
Global Health: Beyond Diseases and International Organizations
Provides multidisciplinary trainees insight into over-arching themes of global health. Topics include systemic issues affecting healthcare progress globally, ethical and thoughtful approaches to solving these issues, as well as economics, water sanitation, public health, organizations in global health, human rights, involvement in NGOs, ethics of overseas work, and other non-medical aspects of this subject. This course will cover some of the essentials of patient care while working in the field as well including child health care, malaria, TB, and HIV. Course only open to graduate and MD/MSPA students. Undergraduates are not eligible to enroll.
Terms: Spr
| Units: 4
MED 234:
Meaning in Medicine: Staying Connected to What Matters Most
Burnout- defined as emotional exhaustion, depersonalization, and apathy toward one's work - is endemic in medicine. There is evidence that a significant cause of burnout is a loss of connection to deeper values. This course will help students identify and articulate their own ethical, cognitive, and humanistic impulses for entering the profession of medicine. Through lectures, discussions, small group reflections, and role-plays, students will develop skills that will allow them to nourish a connection to their values throughout their clinical training and into practice. Specific topics covered will include: honoring priorities outside of medicine, appropriate self-care, managing difficult medical encounters, and grappling with suffering as an inevitable part of clinical practice.
Terms: Spr
| Units: 1
MED 238:
Leading and Managing Health Care Organizations: Innovation and Collaboration in High Stakes Settings
Leading and managing in complex, high stakes settings, like health care, where lives and livelihoods are on the line, presents distinctive challenges and constraints. This course challenges you to apply seminal and contemporary theories in organizational behavior to evaluate managerial decisions and develop evidence-based strategies for leading and managing health care teams and organizations. Topics include leading systems that promote learning; implementing change; and interdisciplinary problem-solving, decision-making, and collaboration. Group work and exercises will simulate high pressure and risk-taking under uncertainty. While the focus of this course will be on health care situations, lessons are relevant to other settings including consulting, banking, and high tech, and prior experience in the health sector is not required.
Terms: Aut, Win
| Units: 3
MED 240:
Sex and Gender in Human Physiology and Disease (FEMGEN 241, HUMBIO 140)
(HUMBIO students must enroll in HUMBIO 140. PhD minor in FGSS must enroll in FEMGEN 241. Med students must enroll in MED 240.) Chromosomal, hormonal and environmental influences that lead to male and female and intersex reproductive anatomy and physiology and neuroendocrine regulation. Masculinizing and feminizing effects of endogenous and exogenous sex hormones and sociocultural factors, in particular gender identity, (social) gender norms and relationships, on the musculoskeletal, neurological, cardiovascular, immunological and other systems and tissues, e.g. adipose, skin, etc. over the lifecourse, from conception to puberty, through reproductive phases (including changes during the menstrual cycle and pregnancy up to and beyond menopause in women, and with aging in both sexes). Transgender health issues. Guest lecturers. Enrollment limited to students with sophomore academic standing or above. Prerequisites: Human Biology Core or Biology Foundations or equivalent, or consent of instructor.
Terms: Win
| Units: 2-3
MED 241:
Clinical Skills for Patient Care in Free Clinics
Enrollment in this course is by application only for advanced volunteers at the Cardinal Free Clinics. Focus is on preparing students to gain early clinical experience by teaching basic skills such as taking patient histories, working with interpreters, providing motivational interviewing, and presenting cases to medical students or physicians. Students learn through classroom lectures and practice sessions. Upon successful completion of a competency assessment, students are able to serve in a clinic role in the Cardinal Free Clinics. Prerequisite: Advanced standing as a volunteer at the Cardinal Free Clinics.
Terms: Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
MED 242:
Physicians and Human Rights
Weekly lectures on how human rights violations affect health. Topics include: regional conflict and health, the health status of refugees and internally displaced persons; child labor; trafficking in women and children; HIV/AIDS; torture; poverty, the environment and health; access to clean water; domestic violence and sexual assault; and international availability of drugs. Guest speakers from national and international NGOs including Doctors Without Borders; McMaster University Institute for Peace Studies; UC Berkeley Human Rights Center; Kiva.
Terms: Win
| Units: 1
MED 244:
Diagnostic Odysseys In Medicine (HUMBIO 44)
Medicine is rapidly evolving, with increasing emphasis on genetic testing, immunophenotyping and integration of technology to guide diagnosis. In this course, experts from Stanford and Silicon Valley will highlight exciting developments. Topics include the latest developments in genetics and genomics (including genome testing in clinical practice, direct to consumer testing, and frontiers in neurogenetics), immunophenotyping, utilization of databases to research diseases and the emerging field of machine learning and clinical decision support in optimizing diagnostic strategies. Students who wish to engage in a mentored multi-disciplinary team-based research project related to advanced diagnostic techniques can additionally enroll in MED 239.
Terms: Spr
| Units: 1
MED 245:
Leadership in Medicine: Developing your Moral Identity
Students will view videos of well-known leaders being interviewed or watch a live interview of the chief communications officer of Stanford School of Medicine each week. All this will be conducted through zoom conferencing for students to connect from home. With these interviews we will be highlighting the ethical challenges that these leaders faced and how they rose to these challenges, or fell short. These famous leaders will come from a variety of fields including academia, government, law, public service, public health, the military or journalism. We will then hold small group discussions after the interviews to debate the decisions made by these leaders. Through discourse and deep reflection we aim to prepare students for their own leadership challenges of the future. Students can apply for an additional unit with self-directed reading and a written paper describing important principles of leadership (1-2 units).
Terms: Spr
| Units: 1-2
MED 247:
Methods in Community Assessment, Evaluation, and Research (CHPR 247, MED 147)
Development of pragmatic skills for design, implementation, and analysis of structured interviews, focus groups, survey questionnaires, and field observations. Topics include: principles of community-based participatory research, including importance of dissemination; strengths and limitations of different study designs; validity and reliability; construction of interview and focus group questions; techniques for moderating focus groups; content analysis of qualitative data; survey questionnaire design; and interpretation of commonly-used statistical analyses.
Terms: Spr
| Units: 3
MED 248:
Student Rounds
Teams of preclinical students meet weekly with a clinical student to hear the history and physical of a recent case the clinical student encountered on the wards. Following the presentation, the preclinical students work together under the guidance of the clinical student to develop a problem list and plan, which are then compared with the problem list, plan, and orders made by the actual admitting team. In the course of presenting the cases, the clinical student describes personal experiences and practical components of ward work and daily clinical routine.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
MED 249:
Topics in Health Economics I (ECON 249, HRP 249)
Course will cover various topics in health economics, from theoretical and empirical perspectives. Topics will include public financing and public policy in health care and health insurance; demand and supply of health insurance and healthcare; physicians' incentives; patient decision-making; competition policy in healthcare markets, intellectual property in the context of pharmaceutical drugs and medical technology; other aspects of interaction between public and private sectors in healthcare and health insurance markets. Key emphasis on recent work and empirical methods and modelling. Prerequisites: Micro and Econometrics first year sequences (or equivalent). Curricular prerequisites (if applicable): First year graduate Microeconomics and Econometrics sequences (or equivalent)
Terms: Spr
| Units: 3-5
MED 250:
Understanding Evidence-Based Medicine: Hands-on experience (CHPR 205, EPI 250)
How can one practice evidence-based medicine and make evidence-based decisions for clinical practice and policy making? Using pivotal papers published in the recent scientific literature addressing important clinical questions on diverse medical topics, we will probe a wide range of types of studies, types of targeted therapeutic or preventive interventions, and types of studied outcomes (effectiveness and/or safety), including RCTs, observational studies, epidemiologic surveillance studies, systematic reviews-umbrella reviews-meta-analyses-meta-analyses of individual patient data, studies on the evaluation of diagnostic tests and prognostic models, economic analyses studies, and guidelines. Students enrolled for 4 units will complete an additional project or other engagement approved by the instructor. MD studies enroll for +/-. GR students enroll for Letter grade.
Terms: Win
| Units: 3-4
MED 252:
Outcomes Analysis (BIOMEDIN 251, HRP 252)
This course introduces and develops methods for conducting empirical research that address clinical and policy questions that are not suitable for randomized trials. Conceptual and applied models of causal inference guide the design of empirical research. Econometric and statistical models are used to conduct health outcomes research which use large existing medical, survey, and other databases Problem sets emphasize hands-on data analysis and application of methods, including re-analyses of well-known studies. This is a project-based course designed for students pursuing research training. Prerequisites: one or more courses in probability, and statistics or biostatistics.
Terms: Spr
| Units: 3-4
MED 253:
Building for Digital Health (CS 342)
This project-based course will provide a comprehensive overview of key requirements in the design and full-stack implementation of a digital health research application. Several pre-vetted and approved projects from the Stanford School of Medicine will be available for students to select from and build. Student teams learn about all necessary approval processes to deploy a digital health solution (data privacy clearance/I RB approval, etc.) and be guided in the development of front-end and back-end infrastructure using best practices. The final project will be the presentation and deployment of a fully approved digital health research application. CS106A, CS106B, Recommended: CS193P/A, CS142, CS47, CS110. Limited enrollment for this course.
Terms: Win
| Units: 3-4
MED 255:
The Responsible Conduct of Research
Forum. How to identify and approach ethical dilemmas that commonly arise in biomedical research. Issues in the practice of research such as in publication and interpretation of data, and issues raised by academic/industry ties. Contemporary debates at the interface of biomedical science and society regarding research on stem cells, bioweapons, genetic testing, human subjects, and vertebrate animals. Completion fulfills NIH/ADAMHA requirement for instruction in the ethical conduct of research. Prerequisite: research experience recommended. Intensive format, 1-day course, register for only one section. One pre-class assignment required.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
2 times
(up to 2 units total)
MED 257:
Yoga: Tools for Transformation
Yoga is a technology to bring the body and mind to the peak of their capabilities, allowing one to live life to the fullest. This course is a series of six interactive webinars that provide you with simple but powerful tools to enhance your health and experience a sense of harmony within yourself and with the world around you. Topics include sleep, food, mental health, respiratory health, success and diversity and inclusion, approached from a yogic perspective. You will gain insights from timeless yogic wisdom, learn Upa Yoga (Invigorating Yogic postures), Kriya (Balancing breathing methods) and guided meditations. The techniques are from a world-renowned school of yoga-Isha Foundation and are non-religious and science based. The course's objective is to equip you with a toolkit that can be easily practiced within 5-15 minutes and provide insights to help you make every aspect of life a stepping stone for wellness. The sessions do not require any fitness level or previous exposure to yoga and can even be done sitting on a chair. The practices are designed by Sadhguru, yogi, visionary and New York Times bestselling author. A yoga mat is recommended (optional).
Terms: Win, Sum
| Units: 1
| Repeatable
3 times
(up to 3 units total)
MED 258:
Stanford Technology Access Resource Team: A Primary Care Effort to Bridge the Telehealth Divide
Video visits have been invaluable during the COVID pandemic for patients and providers and will continue to serve as a vital connection between patients and their care team beyond COVID-19. However, many patients cannot access this resource due to challenges with technology. This course will give students an opportunity to explore concepts in communication, community-building, design thinking, and team-based patient care while providing a service that will connect vulnerable patients and their caregivers to health care providers through video visits. This asynchronous course consists of recorded didactic sessions and opportunities for undergraduates and graduate students to interact with patients at Stanford and in the community through our community partners. Please note that regular use of the phone and internet are required and may not be the best option for those who are residing out of the country. MD Students should enroll in FAMMED 280.
Terms: Aut, Win
| Units: 1
| Repeatable
10 times
(up to 10 units total)
MED 260:
Biodesign: Seminar in Need-Driven Medical Innovation
Open to School of Medicine-affiliated graduate students (MD and MSPA). NO prior engineering background necessary. Seminar series introducing students to every aspect of the Biodesign method for patient-centered medical technology development, from need-finding to clinical translation. A special focus will be placed on the unique roles of physicians in the healthcare innovation team. Weekly speakers will cover a range of topics, including: design thinking, identifying unmet clinical needs, prototyping, preclinical and clinical testing, reimbursement, intellectual property, FDA regulation, and fundraising. Speakers will include physicians, engineers, entrepreneurs, and more from academia and industry. *SCHEDULE CHANGE* Class will meet from Wednesdays, 12:30pm to 2:00pm weekly.
Terms: Spr
| Units: 1
MED 261:
Leadership in Health Equity and Community Engagement: Creating New Educational Opportunities
Creating Capacity in Community Engagement Medical Education is a new course for first/second-year medical students with an interest in both community health and medical education. In a small group, faculty-facilitated setting, students will design and develop the foundational structure for a new scholarly application in the area of health equity and community engagement leadership. Additionally, students will work collaboratively with community engagement, public health, and diversity, equity, inclusion faculty members to create a new health equity and community engagement leadership course to be launched in Spring 2021. Activities will include reviewing other similar courses at peer medical schools, assessing medical education needs around these topic areas from peers, creating a syllabus and identifying key content areas, designing interactive small-group activities, and inviting health equity and community engagement practitioner guest speakers. Instructor/s permission is required. Prerequisite: INDE 201: Practice of Medicine I.
Last offered: Spring 2021
| Units: 1
| Repeatable
3 times
(up to 3 units total)
MED 266:
Literacy: A Fundamental Human Right Toward Health and Advocacy
This is a Community Engaged learning seminar style course that meets once a week for an hour and a half. We will have seminar discussions and readings related to local health literacy issues, and the systemic factors affecting health literacy through collaborative problem-solving processes through course readings and community engagement experiences. Emphasis will be on active learning, with assignments calling for data gathering through interaction with community members to explore and address these issues for more positive health outcomes. The course is open to pre-clinical medical, undergraduate and graduate students. No prerequisites.
Terms: Win, Spr
| Units: 1-3
| Repeatable
for credit
MED 268:
Tackling Cross-Cultural Health Challenges: Emphasis on the Asian Community (ASNAMST 268)
Why do certain diseases like hepatitis B affect Asian/Pacific Islanders (APIs) disproportionately? How can public policy advance health equity among ethnic groups? Weekly lectures examine health challenges endemic to the API community, recognizing underreported health issues in a prevalent ethnic demographic. Students will emerge with an understanding of topics including stigmas attached to traditional medicine, prevalent diseases in APIs, API health politics, and cultural/linguistic barriers that health professionals encounter. Guest speakers include professionals from the Ravenswood Family Health Center, the Santa Clara County Public Health Department, Hep B Free, the Stanford School of Medicine, etc.
Terms: Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
MED 269:
Health Equity Advancement and Leadership Through Community Engagement (HEAL-CE)Â
Health Equity Advancement and Leadership Through Community Engagement (HEAL-CE) is a new course for first and second-year medical students with an interest in better understanding how to engage with communities as physicians to advance a health equity agenda. Through self-reflection, group discussions, and working through cases, students will develop practical skills to examine the drivers of health inequities and develop as physician advocates able to better address these inequities. This course has been uniquely co-developed by six current Stanford Medical School students, and will be facilitated by faculty, peer students, and experts in the areas of health equity and community engagement. Students wishing to commit to a service-learning project or working with a community partner have the option to take the class for 3 units.
Terms: Win
| Units: 2-3
MED 270:
Learning & Teaching of Science (CTL 280, EDUC 280, ENGR 295, PHYSICS 295)
This course will provide students with a basic knowledge of the relevant research in cognitive psychology and science education and the ability to apply that knowledge to enhance their ability to learn and teach science, particularly at the undergraduate level. Course will involve readings, discussion, and application of the ideas through creation of learning activities. It is suitable for advanced undergraduates and graduate students with some science background.
Terms: Spr
| Units: 3
MED 272A:
Biodesign Innovation: Needs Finding and Concept Creation (BIOE 374A, ME 368A)
In this two-quarter course series ( BIOE 374A/B, MED 272A/B, ME 368A/B, OIT 384/5), multidisciplinary student teams identify real-world unmet healthcare needs, invent new health technologies to address them, and plan for their implementation into patient care. During the first quarter (winter), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring), teams select a lead solution and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent health technology experts and/or investors. Class sessions include faculty-led instruction and case studies, coaching sessions by industry specialists, expert guest lecturers, and interactive team meetings. Enrollment is by application only, and students are required to participate in both quarters of the course. Visit http://biodesign.stanford.edu/programs/stanford-courses/biodesign-innovation.html to access the application, examples of past projects, and student testimonials. More information about Stanford Biodesign, which has led to the creation of 50 venture-backed healthcare companies and has helped hundreds of student launch health technology careers, can be found at http://biodesign.stanford.edu/.
Terms: Win
| Units: 4
Instructors: ;
Yock, P. (PI);
Denend, L. (SI);
Makower, J. (SI);
Saul, G. (SI);
Venook, R. (SI);
Watkins, F. (SI);
Berry, C. (TA);
Piper, S. (TA);
Ponce, S. (GP);
Pradhan, P. (TA);
Xu, S. (TA)
MED 272B:
Biodesign Innovation: Concept Development and Implementation (BIOE 374B, ME 368B)
In this two-quarter course series ( BIOE 374A/B, MED 272A/B, ME 368A/B, OIT 384/5), multidisciplinary student teams identify real-world unmet healthcare needs, invent new health technologies to address them, and plan for their implementation into patient care. During the first quarter (winter), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring), teams select a lead solution and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent health technology experts and/or investors. Class sessions include faculty-led instruction and case studies, coaching sessions by industry specialists, expert guest lecturers, and interactive team meetings. Enrollment is by application only, and students are required to participate in both quarters of the course. Visit http://biodesign.stanford.edu/programs/stanford-courses/biodesign-innovation.html to access the application, examples of past projects, and student testimonials. More information about Stanford Biodesign, which has led to the creation of 50 venture-backed healthcare companies and has helped hundreds of student launch health technology careers, can be found at http://biodesign.stanford.edu/.
Terms: Spr
| Units: 4
Instructors: ;
Yock, P. (PI);
Denend, L. (SI);
Makower, J. (SI);
Saul, G. (SI);
Venook, R. (SI);
Watkins, F. (SI);
Berry, C. (TA);
Piper, S. (TA);
Ponce, S. (GP);
Pradhan, P. (TA);
Xu, S. (GP)
MED 273:
Biodesign for Digital Health (BIOE 273)
Health care is facing significant cross-industry challenges and opportunities created by a number of factors, including the increasing need for improved access to affordable, high-quality care; growing demand from consumers for greater control of their health and health data; the shift in focus from sick care to prevention and health optimization; aging demographics and the increased burden of chronic conditions; and new emphasis on real-world, measurable health outcomes for individuals and populations. Moreover, the delivery of health information and services is no longer tied to traditional brick and mortar hospitals and clinics: it has increasingly become "mobile," enabled by apps, sensors, wearables. Simultaneously, it has been augmented and often revolutionized by emerging digital and information technologies, as well as by the data that these technologies generate. This multifactorial transformation presents opportunities for innovation across the entire cycle of care, from wellness, to acute and chronic diseases, to care at the end of life. But how does one approach innovation in digital health to address these health care challenges while ensuring the greatest chance of success? At Stanford Biodesign, we believe that innovation is a process that can be learned, practiced, and perfected; and, it starts with an unmet need. In Biodesign for Digital Health, students will learn about digital health and the Biodesign needs-driven innovation process from over 50 industry experts. Over the course of 10weeks, these speakers will join the teaching team in a dynamic classroom environment that includes lectures, panel discussions, and breakout sessions. These experts represent startups, corporations, venture capital firms, accelerators, research labs, healthcare providers, and more. Student teams will take actual digital and mobile health challenges and learn how to apply Biodesign innovation principles to research and evaluate needs, ideate solutions, and objectively assess them against key criteria for satisfying the needs. Teams take a hands-on approach with the support of need coaches and other mentors. On the final day of class, teams present to a panel of digital health experts and compete for project extension funding. Friday section will be used for team projects and for scheduled workshops. Limited enrollment for this course. Students should submit their application online via: https://stanforduniversity.qualtrics.com/jfe/form/SV_3mxsMA5Z18QSDgW
Terms: Aut, Sum
| Units: 3
MED 274:
Introduction to Cardiovascular Medicine
Weekly lunch seminar series featuring residents, fellows, and faculty of the Department of Medicine's Division of Cardiovascular Medicine. This course aims to introduce preclinical medical and physician assistant students to the diverse field of cardiovascular medicine, with emphasis on what a career and life as a cardiologist entails. Lectures will highlight medical management of cardiovascular disease and pathophysiology commonly encountered in cardiovascular medicine.
Terms: Aut
| Units: 1
MED 275B:
Biodesign Fundamentals
MED 175B/275B is an introduction to the Biodesign process for health technology innovation. This team-based course emphasizes interdisciplinary collaboration and hands-on learning at the intersection of medicine and technology. Students will work on projects in the space of medical devices, digital health, and healthcare technologies with the assistance of clinical and industry mentors. Applicants from all majors and stages in their education welcome. Students will work in teams to develop solutions to current unmet medical needs, starting with a deep dive into understanding and characterizing important unmet medical needs through disease research, competitive analysis, market research, and stakeholder analysis. Other topics that will be discussed include FDA regulation of medical technology, intellectual property, value proposition, and business model development. Consent required for enrollment, to apply visit: https://forms.gle/96kVEeb9Qj5g2rHx7
Terms: Spr
| Units: 4
MED 276:
Caring for Individuals with Disabilities
Over 61 million individuals in the US have a disability; however, this group of patients is often neglected in medical education. This interactive seminar course has been designed to better prepare students to care for patients with disabilities. Through the course, individuals with disabilities, caregivers, and physicians will discuss a variety of topics including healthcare disparities, communication strategies, ethics, and law. Students will be matched with a patient partner with whom they will further explore topics discussed in the course. Upon taking the course, students will become more confident in their ability to provide patient-centered care to individuals with disabilities.
Terms: Spr
| Units: 1
| Repeatable
5 times
(up to 5 units total)
MED 277:
AI-Assisted Care (CS 337)
AI has been advancing quickly, with its impact everywhere. In healthcare, innovation in AI could help transforming of our healthcare system. This course offers a diverse set of research projects focusing on cutting edge computer vision and machine learning technologies to solve some of healthcare's most important problems. The teaching team and teaching assistants will work closely with students on research projects in this area. Research projects include Care for Senior at Senior Home, Surgical Quality Analysis, AI Assisted Parenting, Burn Analysis & Assessment and more. AI areas include Video Understanding, Image Classification, Object Detection, Segmentation, Action Recognition, Deep Learning, Reinforcement Learning, HCI and more. The course is open to students in both school of medicine and school of engineering.
Terms: Aut
| Units: 1-4
MED 278:
Stanford Health Consulting Group- Leadership
This course is application-based and will be composed of students who have taken Stanford Health Consulting Group - Core and who wish to take on leadership roles in organizing and managing the high-impact health care projects for the class, which address major strategic and operational challenges in health care delivery and innovation. Participants will select projects, define objectives and deliverables, manage teams of 4-8 students from the core class, and ultimately serve as a bridge between students, faculty sponsors, and other health care stakeholders. Enrollment requires permission from the Instructor.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
(up to 99 units total)
MED 279:
Stanford Health Consulting Group - Core
This course provides the opportunity to analyze and solve major strategic and operational challenges in health care delivery and innovation through interdisciplinary team projects. Teams will receive direct mentorship from Stanford Medicine faculty, health care leaders, and experienced student leads, with projects carefully defined to optimize high-impact experiential learning and leadership development. Projects will culminate with student-led presentations to faculty sponsors and other health care stakeholders, as well as opportunities for further dissemination of solutions.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
(up to 99 units total)
MED 282:
Early Clinical Experience at the Cardinal Free Clinics (MED 182)
The Cardinal Free Clinics, consisting of Arbor and Pacific Free Clinic, provide culturally appropriate, high quality transitional medical care for underserved patient populations in the Bay Area. Students volunteer in various clinic roles to offer services including health education, interpretation, referrals, and labs. In clinic students are guided in the practice of medical interviews, history-taking and physical examinations as appropriate, and work with attending physicians to arrive at a diagnosis and management plan. Visit http://cfc.stanford.edu for more information. For questions related to the course or volunteering, please email arborclinic@stanford.edu and/or pacific@ med.stanford.edu. Application only; must be an accepted CFC volunteer
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
for credit
Instructors: ;
Caceres, W. (PI);
Filsoof, A. (PI);
Montacute, T. (PI);
Osterberg, L. (PI);
Singh, B. (PI);
charon, m. (PI);
De Luna, J. (SI);
Hernandez, B. (SI);
Fuentes, S. (TA);
Hernandez, B. (GP);
Hu, B. (TA);
Mehta, V. (TA)
MED 285:
Global Leaders and Innovators in Human and Planetary Health (HRP 285)
Are you interested in innovative ideas and strategies for addressing urgent challenges in human and planetary health? This 7 session lecture series features a selection of noteworthy leaders, innovators and experts across diverse sectors in health and the environment such as: healthcare/medical innovation, environmental sustainability, foundations/venture capital, biotechnology/pharmaceuticals, social innovation/entrepreneurship, tech/media and artificial intelligence (AI), human rights, global poverty/development, sustainable agriculture/hunger/nutrition, public policy/systems change. Co-convened by faculty, fellows and students collaborating across several Stanford centers/departments/schools, the course invites the discussion of global problems, interdisciplinary perspectives and solutions in the fields of health and the environment. nSpecial themes for AY 2020-2021 include: 1) US and Global Responses in Combatting the Coronavirus Pandemic; 2) Climate Crisis, Wildfires, Extreme Weather and Environmental Sustainability; 3) Systemic Racism, Gender Inequality, Health Inequity and Community Well Being; 4) Democracy Under Siege, Political Landscape of Electoral, Judicial, Legislative Turmoil; 5) Partnership/Collaboration, Models of Leadership, Innovation, Sustainable Social Change; and Other Topics TBD by students/fellows. Students from all backgrounds are encouraged to enroll - registration open to all Stanford students and fellows. May be repeated for credit.
Terms: Aut
| Units: 1-2
| Repeatable
4 times
(up to 8 units total)
MED 286:
Health Information Technology and Strategy
Health Information technology was intended to help reduce and cost and improve the quality of health care services. TO date, this is little evidence that this goal has been achieved. This course is designed to explore economic frameworks that can help us to understand how health IT can achieve it's intended goals. These frameworks build from general business and economic models used successfully in other industries. The course will be utilize both business cases and lecture to prepare students to propose potential novel applications of health information technology solutions. Each student will have a team-based final project.
Terms: Aut
| Units: 3-4
MED 288:
Perspectives on Cancer
Cancer consumes the lives of those associated with it: patients and their loved ones, their medical staff, and often the larger community. This course will address the broad impact of cancer from multiple fronts (medical, social, mental, etc.) by providing perspectives beyond the cut-and-dry scientific issue that the disease is often made out to be, enabling students to explore the "human-side" to the disease. In alternating weeks, students will participate in a Socratic seminar based on light reading about relevant topics and personally interact with guest speakers, who may include medical professional, cancer survivors and their loved ones, and activists. This course will meet weeks 2-9.
Terms: Spr
| Units: 1
MED 289:
Introduction to Bioengineering Research (BIOE 390)
Preference to medical and bioengineering graduate students with first preference given to Bioengineering Scholarly Concentration medical students. Bioengineering is an interdisciplinary field that leverages the disciplines of biology, medicine, and engineering to understand living systems, and engineer biological systems and improve engineering designs and human and environmental health. Students and faculty make presentations during the course. Students expected to make presentations, complete a short paper, read selected articles, and take quizzes on the material.
Terms: Aut
| Units: 1-2
| Repeatable
5 times
(up to 10 units total)
MED 290:
Independent Study with Presence and the Program in Bedside Medicine
Students work with their faculty mentor on projects and studies that are broadly centered around the vision and mission of Presence: The Art and Science of Human Connection and the Program in Bedside Medicine. Please see our websites for updated projects and initiatives - Presence + Program in Bedside Medicine. Currently, we focus on: How do we teach and emphasize to students, residents, physicians (and beyond) in the medical field the need to master bedside skills? How does bedside medicine affect patient care? How has patient care changed with the omnipresence of technology in our lives? How is bedside medicine going to change in the next few decades, centuries? In investigating these questions, students utilize scientific articles and data, engage patients, and collaborate with our faculty and staff. Independent study projects culminate in a presentation to our team, with the potential for posters or manuscripts. Students paired with faculty based on their area of interest and faculty/project needs.We emphasize the human connection with patients, and students are encouraged to engage patients within our program for teaching sessions, research studies, among other projects. Enrollment varies with and is limited to faculty need. Repeatable for credit; more than one-quarter of commitment expected.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
16 times
(up to 80 units total)
MED 291:
Diagnostic Medicine on Television: Truths vs. Theatrics
School of Medicine faculty in charge of Stanford's Consultative Medicine Clinic, a real-life medical mystery clinic, will review cases from the popular TV show House and critique the show's depiction of complex disease diagnosis and treatment. We tread down the road of diagnostic dilemmas and the line between fact vs fiction.
Terms: Win
| Units: 1
MED 294:
Global Health: Through an Equity Lens (MED 194)
In this course, current topics of global health will be discussed while focusing on an equity lens. Topics include decolonizing global health, climate and vulnerable populations, the poverty trap, inequities in reproductive rights, inequities for child health as well as global gender and racial disparities during the COVID-19 pandemic. Sessions will include lectures from experts in the field, student presentations and class discussions. Requirements for the course include attendance and participation in class discussions, a short presentation, and a final paper. This course will be taught by the Senior Associate Dean of Global Health, Michele Barry and Dr. Geoffrey Tabin, Professor of Ophthalmology and Global Medicine and co-founder of the Himalayan Cataract Project. Course enrollment is open to graduate students and undergraduate students (2-3 Units). An application is required for acceptance into the course and can be found here: https://forms.gle/kQaA4KKJBjoHXtae9. Questions can be directed to course manager Lauren Field at lauren.field@stanford.edu
Terms: Aut
| Units: 2-3
| Repeatable
3 times
(up to 9 units total)
MED 295:
Advanced Cardiac Life Support
(For clinical MD students only) Prepares students to manage the victim of a cardiac arrest. Knowledge and skills necessary for resuscitation of critically ill patients. Clinical scenarios and small group discussions address cardiovascular pharmacology, arrhythmia recognition and therapy, acute coronary syndrome including myocardial infarction, ventricular dysrhythmias and defibrillation, and acute ischemic stroke. Students should get the approval of their Clerkship Coordinator before registering for the course. nRecommended prerequisites: Medicine 300A, Pediatrics 300A, or Surgery 300A. nPrerequisite: EMED 201A
Terms: Aut, Win, Spr, Sum
| Units: 2
MED 296:
Being Mortal: Medicine, Mortality and Caring for Older Adults
Mortality is the inevitable, final outcome of human health. Though medical education focuses on treating illness and prolonging life, healthcare professionals in practice must face the fact that patients¿ lives cannot always be saved. This course will explore the difficult issues such as end-of-life planning, decision-making, and cost of care, that figure in hospitals, hospice, and assisted living centers. Guest speakers will include elderly care workers, medical writers and filmmakers, and physicians in geriatrics, oncology and palliative care, who will lead student discussions following their lectures. Upon finishing the course, students will learn how to better handle aging and death in their medical practice, in order to improve the quality of their patients¿ lives¿and that of their families¿ as well.
Terms: Aut, Spr
| Units: 1
MED 297:
Diabetes 101 for Healthcare Providers
Diabetes is an extremely high-prevalence disease, that you will likely encounter on a consistent basis regardless of your medical specialty, so learning about the practical aspects of treatment is extremely useful. This course is designed to teach these practical skills about diabetes care, treatment and the latest research in the field. Diabetes 101 for healthcare providers is a lunch seminar style course with lectures on subjects like: A meal in the life of a diabetic; Pumps/ CGMs/ Artificial Pancreases; Beyond Types 1 and 2; The Psychology of diabetes and chronic disease; and Rare complications and future treatments.
Terms: Win
| Units: 1
MED 299:
Directed Reading in Medicine
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Advani, R. (PI);
Aggarwal, A. (PI);
Ahmed, A. (PI);
Ahuja, N. (PI);
Akatsu, H. (PI);
Al-Ahmad, A. (PI);
Alizadeh, A. (PI);
Alsan, M. (PI);
Andrews, J. (PI);
Annes, J. (PI);
Arai, S. (PI);
Artandi, M. (PI);
Artandi, S. (PI);
Asch, S. (PI);
Ashley, E. (PI);
Assimes, T. (PI);
Ayoub, W. (PI);
Banerjee, S. (PI);
Barry, M. (PI);
Basaviah, P. (PI);
Basina, M. (PI);
Basu, S. (PI);
Behal, R. (PI);
Bendavid, E. (PI);
Benjamin, J. (PI);
Berube, C. (PI);
Bhalla, V. (PI);
Bhatt, A. (PI);
Bhattacharya, J. (PI);
Blackburn, B. (PI);
Blaschke, T. (PI);
Blayney, D. (PI);
Blish, C. (PI);
Bloom, G. (PI);
Bollyky, P. (PI);
Bouvier, D. (PI);
Boxer, L. (PI);
Braddock, C. (PI);
Brinton, T. (PI);
Brown, W. (PI);
Bulow, K. (PI);
Carlson, R. (PI);
Cartwright, C. (PI);
Chakravarty, E. (PI);
Chan, D. (PI);
Chan, G. (PI);
Chang, C. (PI);
Chang, S. (PI);
Chen, A. (PI);
Chertow, G. (PI);
Cheung, R. (PI);
Chi, J. (PI);
Cho-Phan, C. (PI);
Chu, G. (PI);
Chua, K. (PI);
Chung, L. (PI);
Clarke, M. (PI);
Clusin, W. (PI);
Colevas, A. (PI);
Colloff, E. (PI);
Contopoulos-Ioannidis, D. (PI);
Cooke, J. (PI);
Cooper, A. (PI);
Coutre, S. (PI);
Crapo, L. (PI);
Crump, C. (PI);
Cullen, M. (PI);
Das, A. (PI);
Dash, R. (PI);
Daugherty, T. (PI);
David, S. (PI);
Dawson, L. (PI);
Deresinski, S. (PI);
Desai, M. (PI);
Desai, T. (PI);
Dhillon, G. (PI);
Dorman, J. (PI);
Dosiou, C. (PI);
DuBose, A. (PI);
Edwards, L. (PI);
Einav, S. (PI);
Farquhar, J. (PI);
Fathman, C. (PI);
Fearon, W. (PI);
Feldman, D. (PI);
Felsher, D. (PI);
Fisher, G. (PI);
Fitzgerald, P. (PI);
Ford, J. (PI);
Ford, P. (PI);
Fowler, M. (PI);
Frayne, S. (PI);
Friedland, S. (PI);
Fries, J. (PI);
Froelicher, V. (PI);
Gabiola, J. (PI);
Ganjoo, K. (PI);
Garcia, G. (PI);
Garcia, R. (PI);
Gardner, C. (PI);
Gardner, P. (PI);
Gavi, B. (PI);
Genovese, M. (PI);
Gerson, L. (PI);
Gesundheit, N. (PI);
Glaseroff, A. (PI);
Glenn, J. (PI);
Goldhaber-Fiebert, J. (PI);
Goldstein, M. (PI);
Goodman, S. (PI);
Goronzy, J. (PI);
Gotlib, J. (PI);
Gray, G. (PI);
Greenberg, H. (PI);
Greenberg, P. (PI);
Gregory, P. (PI);
Habtezion, A. (PI);
Hallenbeck, J. (PI);
Harman, S. (PI);
Harrington, R. (PI);
Harshman, L. (PI);
Haskell, W. (PI);
Heaney, C. (PI);
Heidenreich, P. (PI);
Henri, H. (PI);
Ho, D. (PI);
Hoffman, A. (PI);
Holman, H. (PI);
Holodniy, M. (PI);
Hopkins, J. (PI);
Horning, S. (PI);
Hsia, H. (PI);
Hunt, S. (PI);
Ioannidis, J. (PI);
Isom, R. (PI);
Jagannathan, P. (PI);
Jernick, J. (PI);
Ji, H. (PI);
Johnston, L. (PI);
Jones, E. (PI);
Kahn, J. (PI);
Kao, P. (PI);
Kastelein, M. (PI);
Katz, R. (PI);
Katzenstein, D. (PI);
Kenny, K. (PI);
Khatri, P. (PI);
Khazeni, N. (PI);
Khush, K. (PI);
Killen, J. (PI);
Kim, S. (PI);
Kohrt, H. (PI);
Kraemer, F. (PI);
Krishnan, E. (PI);
Kummar, S. (PI);
Kunz, P. (PI);
Kuo, C. (PI);
Kurian, A. (PI);
Kuschner, W. (PI);
Ladabaum, U. (PI);
Lafayette, R. (PI);
Laport, G. (PI);
Lee, D. (PI);
Lee, J. (PI);
Lee, P. (PI);
Leung, L. (PI);
Levin, E. (PI);
Levitt, J. (PI);
Levitt, L. (PI);
Levy, R. (PI);
Levy, S. (PI);
Liang, D. (PI);
Liedtke, M. (PI);
Lin, S. (PI);
Lindsay, A. (PI);
Lorig, K. (PI);
Lowe, A. (PI);
Lowsky, R. (PI);
Luby, S. (PI);
Lutchman, G. (PI);
Majeti, R. (PI);
McConnell, M. (PI);
McLaughlin, T. (PI);
Medeiros, B. (PI);
Meyer, T. (PI);
Miklos, D. (PI);
Miller, G. (PI);
Milstein, A. (PI);
Mitchell, B. (PI);
Mohabir, P. (PI);
Morioka-Douglas, N. (PI);
Musen, M. (PI);
Narayan, S. (PI);
Neal, J. (PI);
Negrin, R. (PI);
Nevins, A. (PI);
Nguyen, L. (PI);
Nguyen, M. (PI);
Nguyen, P. (PI);
Nicolls, M. (PI);
O' Callahan, P. (PI);
Osterberg, L. (PI);
Owens, D. (PI);
Pao, A. (PI);
Parnes, J. (PI);
Parsonnet, J. (PI);
Pasricha, P. (PI);
Pegram, M. (PI);
Periyakoil, V. (PI);
Petersen, J. (PI);
Pinto, H. (PI);
Pompei, P. (PI);
Popp, R. (PI);
Posley, K. (PI);
Price, E. (PI);
Prochaska, J. (PI);
Puri, MD, MPH, R. (PI);
Quertermous, T. (PI);
Raffin, T. (PI);
Rehkopf, D. (PI);
Relman, D. (PI);
Rizk, N. (PI);
Robinson, B. (PI);
Rockson, S. (PI);
Rodriguez, F. (PI);
Rohatgi, R. (PI);
Rosas, L. (PI);
Rosen, G. (PI);
Rosenberg, S. (PI);
Rudd, P. (PI);
Ruoss, S. (PI);
Rydel, T. (PI);
Sandhu, A. (PI);
Scandling, J. (PI);
Schillinger, E. (PI);
Schnittger, I. (PI);
Schoolnik, G. (PI);
Schroeder, J. (PI);
Shafer, R. (PI);
Shah, N. (PI);
Shah, S. (PI);
Sharp, C. (PI);
Shen, K. (PI);
Shieh, L. (PI);
Shizuru, J. (PI);
Shoor, S. (PI);
Sikic, B. (PI);
Singer, S. (PI);
Singh, B. (PI);
Singh, U. (PI);
Skeff, K. (PI);
Smith-Coggins, R. (PI);
Spiekerkoetter, E. (PI);
Srinivas, S. (PI);
Srinivasan, M. (PI);
Stafford, R. (PI);
Stefanick, M. (PI);
Stertzer, S. (PI);
Stevens, D. (PI);
Stockdale, F. (PI);
Strober, S. (PI);
Studdert, D. (PI);
Tai, J. (PI);
Tamura, M. (PI);
Tan, J. (PI);
Telli, M. (PI);
Tepper, R. (PI);
Tompkins, L. (PI);
Tremmel, J. (PI);
Triadafilopoulos, G. (PI);
Tsao, P. (PI);
Upadhyay, D. (PI);
Utz, P. (PI);
Vagelos, R. (PI);
Valantine, H. (PI);
Verghese, A. (PI);
Wakelee, H. (PI);
Wang, P. (PI);
Warvariv, V. (PI);
Weill, D. (PI);
Weinacker, A. (PI);
Weng, K. (PI);
Weng, W. (PI);
Weyand, C. (PI);
Wiedmann, T. (PI);
Winkelmayer, W. (PI);
Winkleby, M. (PI);
Winslow, D. (PI);
Winter, T. (PI);
Witteles, R. (PI);
Wu, J. (PI);
Wu, S. (PI);
Yabu, J. (PI);
Yang, P. (PI);
Yeung, A. (PI);
Yock, P. (PI);
Zamanian, R. (PI);
Zehnder, J. (PI);
Zei, P. (PI);
Zolopa, A. (PI);
Zulman, D. (PI);
de Jesus Perez, V. (PI);
Mendoza, F. (SI);
Choy, S. (GP);
Jezmir, J. (TA);
Xu, S. (GP);
Zehner, N. (GP)
MED 300A:
Internal Medicine Core Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Required. DESCRIPTION: Teaches the natural history, pathophysiology, diagnosis, and treatment of medical illness. Emphasis is placed on acquiring the understanding, skills, and attitudes desirable in a scientific and compassionate physician. Students record histories, physical examinations, and laboratory data for patients for whom they are responsible and present their findings, together with their diagnoses and treatment plans, at rounds and conferences. Developing sound clinical reasoning skills is continuously emphasized. An essential aspect of the clerkship is the students' gradual assumption of direct responsibility for, and full-time involvement in, patient care with the house staff and faculty team. To take advantage of the differences in patient populations and teaching staffs of the four hospitals, students spend three weeks at either SUMC or PAVAMC, and three weeks at either SCVMC in San Jose or KPMC in Santa Clara. The resulting six week experience is an integrated curriculum designed to cover the essentials of internal medicine. The Department of Medicine supervises a random draw-based assignment to two of the four locations shortly before the beginning of each odd-numbered clerkship period. A passing grade will require both a satisfactory performance at both clinical sites and passing the NBME Subject Exam at the end of 6 weeks. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full time for 8 weeks, 18 students per period. CLERKSHIP DIRECTOR: John Kugler, M.D., jkugler@stanford.edu. CLERKSHIP COORDINATOR: Nancy D'Amico, 650-721-1640. REPORTING INSTRUCTIONS: Where: Varies, students will be notified prior to the first day; Time: TBA. CALL CODE: 4. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC, SCVMC, KPMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
| Repeatable
2 times
(up to 12 units total)
MED 302A:
Infectious Diseases Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The infectious diseases clerkship features an active inpatient service at Stanford Hospital, which averages two to four new consults per day. As a consulting specialty service within the Department of Medicine, participants are able to see a wide variety of community-acquired and nosocomial infections. Particular emphasis is placed on clinical and diagnostic reasoning, as well as in developing a good working knowledge of antimicrobial agents and a rational approach for their use. The training and teaching opportunities are rich because of the case mix (medical, surgical, ICU) and broad patient populations that are seen at Stanford Hospital. The service is supervised on a daily basis by the infectious diseases fellow, who will work closely with students rotating on the clinical service. Students attend daily patient rounds, weekly infectious diseases conferences, and may attend other research or patient-care conferences at Stanford. The infectious diseases fellows' team room, L-134, is located in the Division of Infectious Diseases and Geographic Medicine home office on the first floor of the Lane building. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Andrew Nevins, M.D. CLERKSHIP COORDINATOR: Maria Pilar Pfeiffer, pilarpf@stanford.edu, 408-849-7332. REPORTING INSTRUCTIONS: Where: On the first day of the rotation, page the Stanford general infectious diseases fellow through the Stanford page operator at 650-723-6661; Time: 8:00 AM. CALL CODE: 1. OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 302B:
Infectious Diseases Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The infectious diseases clerkship features an active inpatient service at the Palo Alto VA, which averages one to three new consults per day. As a consulting specialty service within the Department of Medicine, participants are able to see a wide variety of community-acquired and nosocomial infections. Particular emphasis is placed on clinical and diagnostic reasoning, as well as in developing a good working knowledge of antimicrobial agents and a rational approach for their use. The training and teaching opportunities are rich because of the case mix (medical, surgical, ICU) and patient populations that are seen at the Palo Alto VA. The service is supervised on a daily basis by the infectious diseases fellow, who will work closely with students rotating on the clinical service. Students attend daily patient rounds, weekly infectious diseases conferences, and may attend other research or patient-care conferences at the VA and/or Stanford. Course objectives and resources are provided at the beginning of the rotation. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: David Relman, M.D. CLERKSHIP COORDINATOR: Marian Askew, 650-493-5000 x64209, marian.askew@va.gov. REPORTING INSTRUCTIONS: Where: On the first day of the rotation, page the Palo Alto VA infectious diseases fellow through the Stanford page operator at 650-723-6661; Time: 8:30 AM. CALL CODE: 1. OTHER FACULTY: A. Chary, M. Holodniy, J. Parsonnet, C. Renault, U. Singh, D. Winslow. LOCATION: PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 302C:
Infectious Diseases Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Teaches the skills of diagnosis and treatment of infectious diseases, including acute illnesses seen in the economically disadvantaged, and subspecialty patient referrals. The format of the clerkship at SCVMC is the same as at SUMC and PAVAMC, but the patient population at SCVMC differs from that of the other two hospitals. Two infectious diseases teaching conferences are held weekly for all three hospital services, and there are two additional conferences per month at SCVMC. Consultations are provided to all general (medical, ob-gyn, surgical) and specialized (burn, rehabilitation, dialysis) units. Tuberculosis clinic and HIV clinic experiences are also available during the rotation. The diagnostic microbiology laboratory staff will instruct students on diagnostic microbiology lab use and interpretation of results as required. The Infection Prevention nurses provide an orientation to hospital epidemiology. Students will be supervised by an attending, fellow and one to two residents. Students wishing to do this clerkship must get approval from Dr. Supriya Narasimhan first before registering. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Supriya Narasimhan, M.D., 408-885-5304. CLERKSHIP COORDINATOR: Melanie Bozarth, 408-885-5395, melanie.bozarth@hhs.sccgov.org. REPORTING INSTRUCTIONS: Where: Room 6C095, 6th floor, Old Main Hospital, SCVMC; Time: 8:30 am. CALL CODE: 1. OTHER FACULTY: Y. Bogler, J. Gupta, J. Kim, S. Narasimhan, M. Ray, H. Sahni, J. Cooper. LOCATION: SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 303A:
Cardiology Clerkship-Inpatient/Outpatient Consult
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Emphasizes the acquisition of diagnostic skills related to cardiovascular evaluation. This experience is derived through active participation in the inpatient consultative cardiology program, which is directed by Dr. Stanley Rockson. In addition, at least three half days per week are spent in the outpatient setting, which encompasses aspects of preventive cardiology as well. Direct patient experiences are supplemented with one-on-one didactic sessions and directed reading. The elective also emphasizes the acquisition of ECG reading skills via electrocardiographic reading sessions. PREREQUISITES: Medicine 300A. PERIODS AVAILABLE: P1-12, full-time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Stanley Rockson, M.D., 650-725-7571, rockson@stanford.edu. CLERKSHIP COORDINATOR: Nancy D'Amico, ndamico@stanford.edu. REPORTING INSTRUCTIONS: Where: Dr. Rockson, CVRC CV-267; Time: 8:30 am. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 303B:
Cardiology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Exposes the students to all areas of clinical cardiology. Students participate in four half-day ambulatory care cardiology clinics on Tuesdays, perform at least 3-5 new consultations per week, with each consultation being presented to an attending physician and having a consultation note written. Additionally, each student 'rounds' five days a week on patients on the consultation service. Students read electrocardiograms almost daily. Their physical examinations are reviewed by the attending physician and/or cardiology fellow. They are exposed to all areas of clinical cardiologic testing: exercise treadmill/stress testing, radionuclide testing (thallium scans and radionuclide ejection fractions), cardiac ultrasound studies, cardiac catheterization and percutaneous transluminal coronary intervention (PTCI). Students follow each of their patients through these tests. When surgery or catheterization is required, they may observe the procedure in the operating room or the cath lab. Students participate in daily didactic sessions covering all areas of basic cardiology. Each student also has the opportunity to participate in any other ongoing medical or surgical teaching conferences as time permits. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Karen Friday, M.D. CLERKSHIP COORDINATOR: Donna Harris, Donna.Harris2@va.gov, 650-858-3932. REPORTING INSTRUCTIONS: Where: PAVAMC, Building 100, 4th Floor, Rm 4C-110; Time: 8:00AM. CALL CODE: 0. OTHER FACULTY: V. Froelicher, P. Heidenreich, P. Milner, M. Hlatky, W. Fearon, K. Friday. LOCATION: PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 303C:
Cardiology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Students are part of a cardiology team that consults on hospitalized patients, sees outpatients one half day session/week, and attends didactic conferences including:nInternal Medicine Residency noon conferences and teaching sessionsnweekly Medicine grand-round (Friday 8am via Zoom) nCardiology Cath conferences (Monday 12:30, in-person). nOpportunities are available to be involved in the various procedures performed by the department: stress test, echocardiogram, cardiac catheterization and implantable devices. We also encourage their participation with our Cardiovascular Surgeons for a complete cardiology experience. We highly recommend rotating student present a case, a topic or a paper during the last week of rotation at Cardiology Cath Conference. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 2 students per period, available by arrangement only. CLERKSHIP DIRECTOR: Susan Zhao, MD, FACC, Associate Chief, Division of Cardiology, SCVMC, Susan.zhao@hhs.sccgov.org, 669-287-8770. CLERKSHIP COORDINATOR: Sherry Hamamjy, Med Admin, SCVMC, sherry.hamamjy@hhs.sccgov.org, 408-885-4389. REPORTING INSTRUCTIONS: Where: Valley Specialty Center, 3rd Floor, Suite 340; Time: 9:00 a.m. CALL CODE: 0. OTHER FACULTY: M. Aggarwal, H. Brewster, A. Deluna, H. Shiran, C. Smith, A. Swaminathan, C. Szeto-Wong, E. Yu, S. Zhao. LOCATION: SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 304A:
Cardiovascular Medicine Clerkship - Inpatients
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: General cardiology rotation remains part of the bread and butter core of internal medicine inpatient rotations. Advances in diagnostic imaging, rapid bedside testing and evidence based clinical trials have allowed us to deliver coordinated complex care to our patients with ample opportunities for teaching and learning. The development of the skills and knowledge required for the practice of cardiac vascular medicine is an essential part of the educational process of internal medicine training. Cardiovascular diseases affect millions of Americans and now we have tools and drugs to treat and/or prevent this problem. It is an essential large component of a daily internal medicine practice. Involves four weeks of intensive experience with clinical cardiology inpatients. ECG reading will be included. Students are required to attend daily teaching rounds with the attending cardiologist and house staff, Division of Cardiovascular Medicine conferences, and formal teaching sessions, including electrocardiography. Cardiac patients who do not require CCU care, e.g. AF, NSTEMI, chest pain, SBE are admitted primarily via the ER 7 days a week. Students will work directly with R1 and a supervisory R2 Medicine Resident and Cardiology faculty member. Work day usually is from 7 am - 7 pm with one day off/week. No night call as patients are covered by R2 and R3 night float residents. Please note: Visiting students must obtain approval prior to applying for this clerkship. International students should email a CV to Rita Balian balian@stanford.edu, and domestic students should email a CV to Tawny Bagnol at ttbagnol@stanford.edu. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period (a second student can be added with approval from clerkship coordinator). CLERKSHIP DIRECTOR: John Schroeder, M.D. CLERKSHIP COORDINATOR: Tawny Bagnol, ttbagnol@stanford.edu, 650-736-1319. REPORTING INSTRUCTIONS: Where: 500 Pasteur Drive, J7 Team Room 707; Time: 7:00 am. CALL CODE: 1. OTHER FACULTY: R. Dash, W. Fearon, C. Haeffele, R. Harrington, K. Josan, A. Khandelwal, J. Knowles, D. Lee, N. Leeper, D. Liang, K. Mahaffey, D. Maron, V. Parikh, R. Reejhsinghani, S. Rockson, F. Rodriguez, J. Spin, J. Wu, S. Wu, P. Yang. LOCATION: SHC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 305A:
Hematology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Exposes students to the conceptual basis of hematology, the factual information that is available, and the responses required for consultation and patient care in rapidly evolving and frequently complex clinical circumstances. Under the supervision of the resident, fellow, and faculty attending physician, students admit and follow patients on the very well balanced inpatient Hematology Service (Med VIII) and do consultations. Students also round with the Med VIII team in the morning and attend outpatient clinics in the afternoon. In addition, students participate in the bone marrow reading sessions two mornings a week. Students also learn the requirements for prospective clinical protocol research. There is a weekly research conference, a journal club and a patient-oriented post-clinic conference. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Michaela Liedtke, M.D. CLERKSHIP COORDINATOR: Silvia Solorzano (650-723-7078, ssolorza@stanford.edu). REPORTING INSTRUCTIONS: Where: meet heme fellow and heme attending, F Ground, in basement of main hospital; Time: 7:45 am. CALL CODE: 0. OTHER FACULTY: C. Berube, R. Brar, S. Coutre, J. Gotlib, D. Iberri, L. Leung, M. Liedtke, G, Mannis, B. Martin, B. Medeiros, J. Zehnder, T. Zhang. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 306A:
Endocrinology and Metabolism Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Provides students with a comprehensive experience in clinical endocrinology by combining inpatient and outpatient experiences at Stanford. Students may also participate in clinics at PAVA or SCVMC if they are on-boarded and are able to travel. Students will attend outpatient clinics in the morning and then participate in the inpatient diabetes or endocrinology consult service and rounds in the afternoon at Stanford. Clinical conferences, teaching rounds, grand rounds each week will cover a broad array of endocrine and metabolic problems in both clinical and research spheres. Working at the three hospitals during the clerkship will require travel. Please email us 2 months prior to the rotation to help get access to the VA and SCVMC set up so that you can rotate at all 3 sites if you prefer. Clinics are currently a combination of in person and virtual telemedicine visits. Rounds are in-person at Stanford. PREREQUISITES: MED 300A. PERIODS AVAILABLE: P1-12, full-time for 2 weeks or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Dimpi Desai, MD. CLERKSHIP COORDINATOR: Elsie Tai. REPORTING INSTRUCTIONS: Where: Stanford Hoover Pavilion, Endocrine Clinic, 211 Quarry Rd, 2nd Floor, Palo Alto, CA - 8:00 AM on Monday at start of rotation. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SHC, PAVAMC, SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
MED 308A:
Immunology/Rheumatology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: A comprehensive clinical experience in rheumatology. Students attend five weekly clinics, gaining familiarity with the evaluation of new patients and the longitudinal follow-up of complex autoimmune rheumatic diseases, such as SLE, myositis, scleroderma and vasculitis, and common rheumatological problems such as rheumatoid arthritis, gout and spondyloarthropathies. Inpatient consultations provide experience with diagnosis and management of more complex, acute patients with rheumatic diseases. A Journal club, division Grand Rounds and a core curricular conference provide didactic teaching. Critical thinking, cost effectiveness and social and psychological elements associated with evaluation and treatment are emphasized. Stanford Students wishing to do this clerkship must receive prior approval from Clerkship Director before registering. PLEASE NOTE: Visiting students must obtain approval from Linda Arneson prior to applying for this clerkship. Please email requests to larneson@stanford.edu. Interested students from other Medical Schools must send their CV and 2 letters of recommendation, one from the clerkship director, and the other letter from an attending attesting to the students clinical abilities (i.e. proficient H&P's and exam skills). These must be sent to Linda at least 4 to 6 weeks prior to the start of the period that the student would like to enroll in. PREREQUISITES: Completion of a full Medicine clerkship. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. Additional students only allowed if reviewed and approved by clerkship director. CLERKSHIP DIRECTOR: Stanford Shoor, M.D., sshoor@stanford.edu, 650-725-5070. CLERKSHIP COORDINATOR: Linda Arneson, larneson@stanford.edu, 650-498-5630. REPORTING INSTRUCTIONS: Where: 1000 Welch Rd. Suite #203, Blake Wilbur Clinic 2nd Floor, see Russelle McDermott (call one week prior to confirm); Time: 8:30 am OR contact Dr. Shoor at sshoor@stanford.edu. CALL CODE: 0. OTHER FACULTY: M. Baker, Y. Chaichian, L. Chung, R. Fairchild, A. Horomanski, J. Hong, J. Lin, W. Robinson, N. Shah, K. Sheth. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 308C:
Rheumatology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Introduces students to patients with different forms of arthritis and related rheumatic diseases. Emphasis is on the specific examination of muscles, bones, and joints and important systemic signs and symptoms pertinent to the diagnosis of rheumatic diseases. Laboratory tests, X-rays, and biopsies are reviewed. Students see both new and returning patients and participate in both inpatient and outpatient consultations. Formal and informal participation in conferences is encouraged. PREREQUISITES: Med 300A. This clerkship requires approval by Clerkship Director before you can enroll. Please contact Dr. Umaima Marvi at Umaima.Marvi@hhs.sccgov.org for approval to add this clerkship. PERIODS AVAILABLE: 1-12, full-time for 2 weeks, 1 student per period. CLERKSHIP DIRECTOR: Umaima Marvi, M.D., 408-885-2126. CLERKSHIP COORDINATOR: Umaima Marvi, M.D., or secretary, Rebecca Dominguez, rebecca.dominguez@hhs.sccgov.org. REPORTING INSTRUCTIONS: Where: 751 South Bascom Avenue, San Jose, CA 95128. Rheumatology is located at Valley Specialty Center, Bldg. Q 5h Floor; Time: Between 8:00 and 8:30 am the first day of clerkship. CALL CODE: 0. OTHER FACULTY: B. Amlani, J. Burkham, A. Chuang, N. Howlett, V. Sharp, N. Howlett and A. Chuang. LOCATION: SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
MED 311D:
Advanced Medicine Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: The Kaiser Permanente Santa Clara Medical Center offers a dynamic academic clinical clerkship in advanced medicine. Students serve as the primary provider for their patients: documenting H&P's, progress notes and discharge summaries, arranging and completing procedures, participating in daily follow-up care, and communicating with patients. Supervision is provided by the senior level resident and the teaching Hospitalist. There are weekly teaching didactics specifically for sub-interns and daily conferences. It is highly recommended that students register for this clerkship near the beginning or middle of their final year of clinicals. If you want to be sure to have a slot for a particular period, you should register to it as soon as possible as the slots are limited and fill quickly. No adds or drops less than one week before start of each period. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 2-12, full-time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Ryan X. Knueppel, M.D., Ryan.X.Knueppel@kp.org. CLERKSHIP COORDINATOR: Susan Krause, 408-851-3836, KPMC, Santa Clara. REPORTING INSTRUCTIONS: Where: KPMC, Graduate Medical Education Office, Call 408-236-4921 for site location; Time: 7:00 am. CALL CODE: 5 (Not overnight). OTHER FACULTY: Staff. LOCATION: KPMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 312C:
Advanced Medicine Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: Involves an advanced level of inpatient care responsibility. Under the close supervision of faculty and residents the student is expected to function as an intern, caring for the same number of patients and working the same hours. Beepers are provided; meals are free. Please note: Visiting students must obtain approval from Dr. Stephanie Chan prior to applying for this clerkship. Please email requests to Stephanie.Chan@hhs.sccgov.org. Interested students must send their transcript and evaluations from 2 core clerkships. These must be sent to Dr. Chan at least 4 to 6 weeks prior to the start of the period that the student would like to enroll in. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 6 students per period. CLERKSHIP DIRECTOR: Stephanie Chan, M.D., 408-885-7744. CLERKSHIP COORDINATOR: Amy Luu, 408-885-6300, amy.luu@sccgov.org. REPORTING INSTRUCTIONS: SCVMC, Room 4C004, 4th Floor Conference Room in the Department of Medicine [Visitors call (408-885-5110) and bring proof of PPD and malpractice insurance to 7th Floor Room 54]; Time: 8:30 am. CALL CODE: 4. OTHER FACULTY: Staff. LOCATION: SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 313A:
Ambulatory Medicine Core Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Required. DESCRIPTION: In the ambulatory medicine clerkship, students will attend ambulatory clinics and didactics over the course of the four weeks. All students will attend Monday morning ambulatory didactics, which addresses common outpatient medical topics, such as chronic disease management. Students take their final exam on the last Friday of the rotation. Students will attend general medicine and subspecialty clinics, generally Tuesday-Friday. Sites include SUMC, PAVA, SCVMC, Kaiser Santa Clara, Kaiser Fremont, and community clinics. No student may miss more than two clerkship days. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 10 students per period. CLERKSHIP DIRECTOR: Jacqueline Tai-Edmonds, M.D. and Nancy Cuan, M.D. CLERKSHIP COORDINATOR: Maria Alfonso, 650-497-6702, malfonso@stanford.edu. and Kristen Kayser, 650-497-3058, kkayser@stanford.edu. REPORTING INSTRUCTIONS: Where: Varies depending on site assignment. The students are notified prior to the first day of the clerkship; Time: TBA. CALL CODE: 2 (No call, but schedule may occasionally include an evening or weekend clinic). OTHER FACULTY: Staff. LOCATION: SUMC, PAVA, SCVMC, Kaiser Santa Clara, Kaiser Fremont, Community Clinics.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 314A:
Advanced Medicine Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: Intended for students in their second clinical year who are able to proceed to an advanced experience similar to an internship. Students see patients with a wide variety of internal medical diseases in both the inpatient and outpatient settings, and gain experience in the practical aspects of internal medicine. The variety of patients and the contact with many private practitioners provide a valuable complement to other clerkship experiences. The clerkship experience is enhanced by exposure to a broad variety of patients as well as clinical teaching from community attendings and Stanford faculty. Please note: Visiting students must obtain pre-approval from Nancy D'Amico prior to applying for this clerkship. Please email requests (pre-approval form) to ndamico@stanford.edu. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 6 students from P1-4, 5 students from P5-12. CLERKSHIP DIRECTOR: John Kugler, M.D., jkugler@stanford.edu. CLERKSHIP COORDINATOR: Nancy D'Amico, 650-721-1640, 1215 Welch Road, Mod B, Space #37, MC 5418. REPORTING INSTRUCTIONS: Where: Students will be notified a week prior to the first day; Time: TBA. CALL CODE: 4. OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 317C:
Medical ICU Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: An in-depth, four-week rotation in the general medical ICU of the SCVMC. Students work as an integral part of a large ICU team aiding housestaff in managing a wide range of critically ill patients. Direct student participation in ICU activities is the essential element of this clerkship. With guidance, students gain experience with a variety of procedures, actively apply their knowledge of physiology, and hone their patient management skills. PREREQUISITES: ANES 306A or MED 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Vibha Mohindra, M.D. CLERKSHIP COORDINATOR: Angelica Segovia, angelica.segovia@hhs.sccgov.org, 408-885-2051. REPORTING INSTRUCTIONS: Where: SCVMC, MICU, Rm 2A056, Building A; Time: 7:00 AM. CALL CODE: 4. OTHER FACULTY: U. Barvalia, W. Chen, H. Duong, A. Gohil, E. Hsiao, V. Mohindra, H. Tsai, J. Wehner. LOCATION: SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 318A:
Palliative Medicine
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The clerkship provides medical students in-depth exposure to palliative care across the continuum of care including several ambulatory clinics, an inpatient consult service, and home and inpatient hospice care. Students will learn core communications strategies in disclosing bad news, eliciting and clarifying goals of care, and aiding in transitions in care. They will also learn physiology and pharmacology relevant for symptom management (e.g. pain, nausea, depression), as well as interact with patients confronting their own mortality. Students complete 4 weeks for elective credit. All patient visits will be conducted via the EPIC multi-provider video visit platform. Students will be required to complete the online Palliative Care Always course in addition to patient visits with their selected mentor. PREREQUISITES: Prior approval by the Clerkship Director is required for all students. Please fill out the Qualtrics survey at: https://stanforduniversity.qualtrics.com/jfe/form/SV_0Il1gXXVKBV5uvz. We will begin reviewing pre-approval surveys for the 21-22 academic year starting in July. Surveys received prior to 7/1/2021 will not be processed. PERIODS AVAILABLE: 1-12, full-time for 4 weeks. 6 students per period. CLERKSHIP DIRECTOR: Kavitha Ramchandran, M.D. CLERKSHIP COORDINATOR: Jeanne Simonian, 650-721-1969, jsimonian@stanford.edu. REPORTING INSTRUCTIONS: Please look for an email from the Clerkship Coordinator the Friday prior to your rotation; Time: TBA. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SHC and Virtual.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 321A:
Inpatient Medical Oncology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: Offers an intensive, inpatient, subspecialty care experience, equivalent to a subinternship. Students are responsible for 2 to 5 patients who are seriously ill with a broad range of medical problems in the setting of underlying malignant disease. Students work with the inpatient team composed of an attending, a medical oncology fellow, 2 medical residents and 2 medical interns. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks. 1 student per period. CLERKSHIP DIRECTOR: Tyler Johnson, M.D. CLERKSHIP COORDINATOR: Jeanne Simonian, 650-721-1969, jsimonian@stanford.edu. REPORTING INSTRUCTIONS: Stanford Hospital, F Ground (Oncology Fellow); Time: 8:00 AM. CALL CODE: 2 (patients are admitted daily and the sub-intern will admit patients on a rotation basis with the team without overnight call, but may stay late some evenings). OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 322A:
Outpatient Medical Oncology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Familiarizes students with the subspecialty of medical oncology through subspecialty patient care in clinics and tumor boards and attending the weekly conferences of the Division of Oncology. The experience draws heavily on and will expand skills in internal medicine, emphasizing differential diagnosis, physical examination, utilization of laboratory, X-ray, and imaging studies, as well as approaches to psycho-social problems for patients with suspected or established malignant disease. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks. 2 students per period. CLERKSHIP DIRECTOR: Tyler Johnson, M.D. CLERKSHIP COORDINATOR: Jeanne Simonian, 650-721-1969, jsimonian@stanford.edu. REPORTING INSTRUCTIONS: Where: Cancer Center, Visitor Information Desk; Time: 9:00 am. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 323A:
Trans-Disciplinary Breast Oncology Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: This 4 week trans-disciplinary breast oncology clerkship cuts across the relevant treatment modalities and emphasizes interdisciplinary, patient-centered care. Breast cancer is a highly prevalent disease often treated in early stages with medical, radiation and surgical therapies. The student will be in each clinic of these treatment clinics for one day every week, independently work up and discuss patients with assigned faculty, present new cases to the breast tumor board, and subsequently synthesize the visit notes and outpatient letters. At least one day per week, students will choose from additional care activities that shape the patient's experience, including observation of breast surgeries, wound care visits, radiation dosimetry planning or simulation, chemotherapy teaching or infusion, and medical oncology inpatient rounds. Furthermore, students are encouraged to identify patients with multiple visits that month and follow them across clinics for concentrated continuity. The clerkship offers a unique vantage point to learn about the shared decision-making and coordination of complex cancer care, in addition to the management of general health problems for breast cancer patients. Students further appreciate the longitudinal evolution of the patient's relationship with their cancer. There will be weekly debrief check-ins and short didactics to optimize the student's experience. PREREQUISITES: Any core clerkship. PERIODS AVAILABLE:1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Melina Telli, M.D. CLERKSHIP COORDINATOR: Jeanne Simonian, 650-721-1969, jsimonian@stanford.edu. REPORTING INSTRUCTIONS: Where: Stanford Cancer Center CC-2241; Time: 8:30 am. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 325A:
Gastroenterology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Involves participation in inpatient consultations and outpatient clinics. Students are responsible for evaluating patients with major diseases of the liver and gastrointestinal tract. They assume primary responsibility in both inpatient and outpatient settings and present cases regularly to the faculty attending physician. Daily inpatient rounds are made with the attending physician, fellow, and resident. Clinics are held on Mondays. Clinical conferences and journal clubs are held once weekly. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 2 weeks, 1 student per period. CLERKSHIP DIRECTOR: Subhas Banerjee, M.D., 650-736-0431. CLERKSHIP COORDINATOR: Abbey Hamilton, 650-723-4519, abbeyh@stanford.edu. REPORTING INSTRUCTIONS: Where: Endoscopy Unit, 300 Pasteur Dr, Basement Room H0262. (Please ask for GI attending fellow); Time: 8:30 am. CALL CODE: 0. OTHER FACULTY: A. Aijaz, S. Banerjee, L. Becker, A. Cheung, J. Clarke, T. Daugherty, R. Dhanasekaran, D. Dronamraju, N. Fernandez-Becker, S. Friedland, J. Glenn, A. Goel, D., Goldenberg, A. Gottfried, D. Grewal, J. Gubatan, H. Halawi, E. Ho, J. Hwang, A. Kamal, K. Keyashian, R. Kim, R. Kumari, P. Kwo, U. Ladabaum, D. Limsui, L. Neshatian, L. Nguyen, M. Nguyen, W. Park, A. Shah, S. Spencer, S. Sinha, I. Sonu, S. Streett. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
MED 325B:
Gastroenterology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Gives students responsibility for both inpatient consultations and the evaluation and treatment of referred patients in the Gastroenterology clinic. Rounds with the faculty consultant, fellow and resident, as well as GI endoscopic procedures are conducted daily. Conferences on clinical gastroenterology, hepatology, gastrointestinal radiology, and gastrointestinal and liver histopathology are held weekly. A combined medical-surgical conference is held every other week. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Ramsey Cheung, M.D. CLERKSHIP COORDINATOR: Matthew Alcera, Matthew.Alcera@va.gov. REPORTING INSTRUCTIONS: PAVAMC, Bldg. 100, Endoscopy Suite; Time: 8:30 am. CALL CODE: 0. OTHER FACULTY: R. Cheung, R. Soetikno, S. Matsui, B. Omary, S. Friedland. LOCATION: PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 325C:
Gastroenterology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This clerkship provides experience in outpatient and inpatient gastroenterology (GI). In the mornings, students will evaluate outpatients referred to GI clinic and will also have an opportunity to observe outpatient endoscopic procedures, including upper endoscopy, colonoscopy, paracentesis, ERCP and endoscopic ultrasound. In the afternoons, students will evaluate inpatients who require GI consultation, observe inpatient procedures and participate in inpatient rounds with the GI team. Students will assume primary responsibility for the inpatients they provide consultation on. In addition to direct patient care, students will attend multiple didactic lectures and conferences, including a bi-weekly GI/Surgery conference, bi-weekly GI Radiology conference, bi-weekly GI Journal Club, monthly Liver Tumor Board, monthly GI Pathology conference and weekly Stanford multi-disciplinary (GI/Surgery/Radiology/Pathology) Digestive Diseases Clinical Conference. This clerkship is closed to registration unless given prior approval by Clerkship Coordinator. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 2 weeks, 1 student per period. CLERKSHIP DIRECTOR: Elizabeth Hwang, M.D., 408-793-2598. CLERKSHIP COORDINATOR: Rebecca Dominguez, 408-885-2268, Rebecca.Dominguez@hhs.sccgov.org. REPORTING INSTRUCTIONS: Where: SCVMC, Valley Specialty Center, 5th Floor, GI Clinic; Time: 8:00 am. CALL CODE: 0. OTHER FACULTY: A. Chen, A. Davila, A. Ho, E. Hwang, A. Kamal, R. Lerrigo, D. Lin, N. Shah, J. Williams. LOCATION: SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
MED 326A:
Hepatology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Involves participation in inpatient consultations and outpatient clinics for 4 weeks. The goals are to familiarize students with evaluation and management of patients with major liver diseases. Students are responsible for evaluating patients with major diseases of the liver diseases. They assume primary responsibility in both inpatient and outpatient settings and present cases regularly to the faculty attending physician. Daily inpatient rounds are made with the attending physician, fellow, and resident. Clinics are held on Mondays to Friday. Journal clubs are held once weekly. Pathology conferences are held on Thursday and radiology conferences on Friday. Patient care conferences are held on Tuesday and Friday. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Mindie Nguyen, M.D., MAS, 650-722-4478. CLERKSHIP COORDINATOR: Jeff Mathews, 650-498-6084. REPORTING INSTRUCTIONS: Where: 780 Welch Road, Room CJ280K; Time: 8:30 am. CALL CODE: 0. OTHER FACULTY: A. Ahmed, T. Daugherty, A. Goel, R. Kumari, P. Kwo. LOCATION: SUMC, PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 328A:
Addiction Medicine Clerkship
VISITING: Closed to visitors (only select visiting students who are pre-approved). TYPE OF CLERKSHIP: Elective. DESCRIPTION: Due to COVID some rotation sites such as County sites may be unavailable. During COVID most visit will be virtual and 3 days per week. This clerkship will teach students the fundamentals of addiction medicine from the perspective of primary care and interdisciplinary coordination of care. Clinic exposure will include opportunities to interact with patients with substance use disorders in a variety of settings that may include: Community Clinics through Santa Clara Valley Medical Center, Stanford Family Medicine Clinic, Los Altos Primary Care and Buprenorphine and Alcohol Use Disorder Support Groups, and Residential and Inpatient settings. There may be opportunities to rotate in a smoking cessation group. Students will learn about outpatient detoxification from opioids and alcohol, relapse prevention medications for opioid and alcohol use disorders and the culture of substance use recovery. Please contact coordinator listed below for availability and pre-approval before signing up. PREREQUISITES: A minimum of 2 clerkship experiences that may include: Family or Internal Medicine, Pediatrics, Psychiatry, Surgery, OBGYN, Emergency, or Ambulatory (Urgent Care) Medicine. PERIODS AVAILABLE: 1-12, full time for 2 weeks or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Chwen-Yuen Angie Chen, MD, FACP, FASAM, ChChen@stanfordhealthcare.org. CLERKSHIP COORDINATOR: Chwen-Yuen Angie Chen, MD, FACP, FASAM, ChChen@stanfordhealthcare.org. REPORTING INSTRUCTIONS: Where: TBA; Time: 8:00 am. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SHC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
MED 330A:
Pulmonary Medicine Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Helps students develop the attitudes and skills necessary for the evaluation and management of patients with pulmonary disease. Students are expected to understand pulmonary disease in the context of internal medicine, using general as well as specific approaches to diagnosis. The clerkship affords direct patient involvement under supervision in the outpatient clinic and on inpatient consultation services. Critically ill patients with pulmonary disease in the ICU will be evaluated. Pulmonary function tests are evaluated daily, and student involvement in specialized studies is emphasized. Divisional clinical conferences are held weekly, and a joint medical-surgical conference bi-weekly. Each student has the option of spending one-half of the clerkship at the PAVAMC and one-half at the Stanford University Hospital on a rotational basis. These options are discussed and determined on the first day of the clerkship. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 2 or 4 weeks (half-time at SUH; half-time at PAVAMC,) 2 students per period. CLERKSHIP DIRECTOR: Peter N. Kao, M.D, Ph.D. CLERKSHIP COORDINATOR: Kerry Keating, 650-723-1150, keatingk@stanford.edu. REPORTING INSTRUCTIONS: Where: H3147; Time: 8:45 am. CALL CODE: 1. OTHER FACULTY: A. Andruska, H. Bedi, L. Chhatwani, S. Chinthrajah, K. de Boer, T. Desai, G. Dhillon, L. Eggert, J. Hsu, J. Holty, A. Jonas, N. Juul, P. Kao, K. Kudelko, W. Kuschner, Y. Lai, J. Levitt, M. McCarra, M. Marmor, P. Mohabir, S. Majumdar, J. Mooney, M. Nicolls, H. Paintal, S. Pasupneti, R. Raj, M. Ramsey, A. Rogers, S. Ruoss, B. Shaller, H. Sharifi, G. Singh, E. Spiekerkoetter, A. Sung, Y. Sung, A. Sweatt, R. Van Wert, A. Weinacker, R. Zamanian, C. Zone, V. de Jesus Perez, J. Williams, M. Cao, S. Ahmad. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
MED 330C:
Pulmonary Medicine Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Affords students an opportunity to deal with a broad range of clinical pulmonary problems. Working as part of a busy consulting service, students develop a practical approach to evaluating and managing patients with respiratory disease. The spectrum of patients ranges from ambulatory outpatients, to patients with tuberculosis, to ICU patients with acute respiratory failure. The application of the basic principles of physiology to clinical problems is emphasized. Under supervision, students participate in interpreting pulmonary function tests and other diagnostic procedures. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Eric Hsiao, M.D. CLERKSHIP COORDINATOR: Angelica Segovia (408-885-2051), Building Q, Suite 5Q153, Valley Specialty Center. REPORTING INSTRUCTIONS: Where: Valley Specialty Center, 5th Floor, Room 5Q153; Time: 8:00 am. CALL CODE: 0. OTHER FACULTY: U. Barvalia, V. Chen, H. Duong, A. Gohil, E. Hsiao, V. Mohindra, H. Tsai, J. Wehner. LOCATION: SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 331A:
Advanced Work in Pulmonary and Critical Care Medicine
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The content of this clerkship is flexible. Students can do additional clinical work in Pulmonary and Critical Care Medicine or research work in the Division of Pulmonary and Critical Care Medicine. Specific arrangements for content should be made with the faculty in advance. PREREQUISITES: MED 330A and consent of instructor. PERIODS AVAILABLE: 1-12, full-time for 2 or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Peter Kao, M.D. CLERKSHIP COORDINATOR: Kerry Keating, 650-723-1150, keatingk@stanford.edu. REPORTING INSTRUCTIONS: Where: H3147; Time: 9:00 am. CALL CODE: 1. OTHER FACULTY: A. Andruska, H. Bedi, L. Chhatwani, S. Chinthrajah, K. de Boer, T. Desai, G. Dhillon, L. Eggert, J. Hsu, J. Holty, A. Jonas, N. Juul, P. Kao, K. Kudelko, W. Kuschner, Y. Lai, J. Levitt, M. McCarra, M. Marmor, P. Mohabir, S. Majumdar, J. Mooney, M. Nicolls, H. Paintal, S. Pasupneti, R. Raj, M. Ramsey, A. Rogers, S. Ruoss, B. Shaller, H. Sharifi, G. Singh, E. Spiekerkoetter, A. Sung, Y. Sung, A. Sweatt, R. Van Wert, A. Weinacker, R. Zamanian, C. Zone, V. de Jesus Perez, J. Williams, M. Cao, S. Ahmad. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
MED 334A:
Nephrology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Provides students with an introduction to clinical nephrology, including diseases of the kidney and disorders of fluid, electrolyte, and acid-base balance. The clerkship is available at SUMC. Students evaluate inpatients as members of the nephrology consulting team. After completing this rotation, we expect that students will be able to independently work up and manage a wide variety of acute and chronic disturbances of renal function, as well as glomerular disease, vasculitis, hypertension, fluid and electrolyte disorders, and acid-base disturbances. They also participate in the management of patients with end-stage renal disease. There is a weekly schedule of grand rounds, journal club, and a monthly renal biopsy conference. PREREQUISITES: Medicine 300A, Surgery 300A or Pediatrics 300A are preferred but not required. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Shuchi Anand, M.D., M.S., 650-723-6961. CLERKSHIP COORDINATOR: Cayla Whitney, caylacw@stanford.edu, 650-721-6680, 777 Welch Road Suite DE Palo Alto, CA 94304. REPORTING INSTRUCTIONS: Where: 777 Welch Road Suite DE Palo Alto, CA 94304; Time: 8:30 am. CALL CODE: 0. OTHER FACULTY: T. Meyer, R, Lafayette, J. Scandling, J. Tan, Y. Lit, G. Chertow, V. Bhalla, A. Pao, M. Tamura, J. Yabu, N. Arora, R. Isom, T. Chang, S. Anand, T. Sirich, K. Erickson, P. Fatehi. LOCATION: SUMC, PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 334C:
Nephrology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Students see patients in the outpatient renal clinic, and on an active inpatient service. The diverse patient population at SCVMC enables student to encounter patients with a wide variety of acute and chronic renal diseases, hypertension, and fluid and electrolyte disturbances. The clerkship is also designed to acquaint students with a systematic approach to patients with fluid, electrolyte, and acid-base abnormalities. A series of seminars covering a broad range of topics in nephrology and designed specifically for medical students is given by the faculty. An optional self-study program on fluid and electrolytes consisting of 8 taped lectures with slides is also available. Weekly divisional nephrology conferences are held at SCVMC, and address various topics in nephrology. Additionally, there is a monthly nephrology resident conference, in addition to a monthly renal pathology conference. Videotaped lecture series on the entire field of nephrology are also available. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Anjali Bhatt Saxena, M.D. CLERKSHIP COORDINATOR: Mary Jane Monroe, maryjane.monroe@hhs.co.santa-clara.ca.us, 408-885-7019. REPORTING INSTRUCTIONS: Where: SCVMC, Renal Dialysis Unit, 3rd Floor [Visitors call (408-885-5110) and bring proof of PPD and malpractice insurance as directed]; Time: 8:30 am. CALL CODE: 0. OTHER FACULTY: A. Saxena, J. Lugovoy, A. Jobalia, B. Young, N. Pham, F. Luo, staff. LOCATION: SCVMC
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 338A:
Outpatient Infectious Diseases Elective
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This clerkship provides medical students with an elective course of 2 weeks of outpatient ID experience. Clinical experiences will focus on antibiotic selection, utilization and stewardship, as well as the management of commonly encountered ID syndromes, including sexually transmitted infections, HIV, Tuberculosis, and viral hepatitis. Students will attend outpatient clinics at the Palo Alto Veterans Administration Medical Center, Stanford Infectious Diseases Clinic, and the San Mateo County Health System. Due to COVID-19, some or all of these clinics may be televisits. There is potential flexibility for students interested in a focus area at a specific clinic or with a specific physician, to arrange more concentrated clinical work at one of the clinics with permission of the attending. Each student will be asked to prepare a small research project (e.g. a case or literature review) to be presented at the end of the rotation. Students planning on doing the outpatient ID rotation should contact Dr. Levy at vlevy@stanford.edu as soon as possible but at least 8 weeks prior to rotation beginning to verify there is period availability for the desired period of rotation and that all needed infection control requirements have been obtained. This clerkship requires prior approval by Clerkship Director. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 2 weeks or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Vivian Levy, M.D., vlevy@stanford.edu, 650-573-3987. CLERKSHIP COORDINATOR: Vivian Levy, M.D., vlevy@stanford.edu, 650-573-3987. REPORTING INSTRUCTIONS: Where: Dr. Levy will send the student a schedule, curriculum and orientation materials prior to starting the rotation of clinics and physicians; Time: TBA. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC, San Mateo County Health System.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
MED 339B:
Advanced Medicine Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: Intended for clinically experienced students who seek an advanced experience similar to an internship. PREREQUISITES: MED 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 5 students per period. CLERKSHIP DIRECTOR: Arlina Ahluwalia, M.D., 650-493-5000 x66759. CLERKSHIP COORDINATOR: Jonathan R. Wong, Jonathan.Wong2@va.gov and Rochelle Semilla Bautista, Rochelle.SemillaBautista@va.gov. REPORTING INSTRUCTIONS: Where: First Monday of rotation, Bldg 101; Time: 08:30 a.m. CALL CODE: 4. OTHER FACULTY: Staff. LOCATION: PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 340B:
Medical-Surgical Intensive Care Unit Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This clerkship provides experience managing adult patients in a critical care unit. Students learn how to optimize care for the acutely ill patient and the multidisciplinary approach to complex patients. Teaching emphasizes the review of basic organ physiology, the ability to determine the pathophysiologic mechanisms involved in critical illness, and the formulation of a physiologic based treatment plan. Students gain experience with the implementation of monitoring and therapeutic devices used in the intensive care units and begin to become adept at the evaluation, stabilization and management of the most critically ill patients expected to be encountered in today's acute care hospitals. Ward rounds, bedside evaluation and treatment, and individual interactions with attending, fellows and residents are part of the educational process. Students must attend mandatory simulator courses in order to receive passing grade for this clerkship. Students wishing to do this clerkship must get approval from Bernadette Carvalho first before registering. Students must register for Anes 340B for this clerkship. PREREQUISITES: Anesthesia 306A or Medicine and Surgery core clerkships. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Juliana Barr, M.D., 650-493-5000 x64452, Building 1, Room F315, PAVAMC 112A. CLERKSHIP COORDINATOR: Bernadette F. Carvalho, berniec@stanford.edu. REPORTING INSTRUCTIONS: Where: PAVAMC, MSICU, 3rd Floor; Time: 8:00 am. CALL CODE: 4. OTHER FACULTY: E. Bertaccini, R. Chitkara, G. Lighthall, W. Kuschner, G. Krishna, J. Olsson. LOCATION: PAVAMC.
Terms: Aut, Spr
| Units: 6
MED 342A:
Geriatric Medicine Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: This clinical experience introduces students to the principles of effective geriatric care in both inpatient and outpatient settings. Geriatric faculty and fellows work with students in various clinical settings including: Geriatric faculty and fellows work with students in various clinical settings including: 1) outpatient clinics at the VA Palo Alto Health Care System 2) outpatient clinic at Stanford University 3) a community skilled nursing facility in Palo Alto 4) inpatient experience in the Acute Care of the Elderly (ACE) unit at Stanford University Hospital. This clerkship requires written approval by Clerkship Director before you can enroll. Please contact Dr. Vinita Shastri at vinita.shastri@va.gov to check for availability of spots in the clerkship. PREREQUISITES: None. PERIODS AVAILABLE: 2-11, full-time for 2 or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Dr. Vinita Shastri, vinita.shastri@va.gov. CLERKSHIP COORDINATOR: Danielle Alexa Saenz, danisaenz@stanford.edu. REPORTING INSTRUCTIONS: Where: Arrange with clerkship coordinator; Time: Arrange with clerkship coordinator. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
MED 343B:
Palliative Care Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Teaches the natural history, prognostication, and management of serious illnesses. Emphasis is placed on acquiring the knowledge, skills, and attitudes desirable in a compassionate clinician-scholar physician. Students record history (with special assessment to symptoms, functional assessment, mood and cognitive assessment), physical examination, and pertinent laboratory data for patients for whom they are responsible and present their findings, together with their diagnoses and management care plans, at rounds, and daily team meetings. Provision of patient-centered, family-oriented care is continuously emphasized. An essential aspect of the clerkship is the students' gradual assumption of direct responsibility for, and full-time involvement in, care of patients with serious illness with the house staff, fellows and a large inter-disciplinary team and this is why we have structured this as a 4 week rotation. A passing grade will require both a satisfactory performance and a successful 30 minute formal presentation on palliative care topic of interest (student will discuss ideas with Course Director to identify potential topics of interest to them). Course highlights include (a) mentoring from the course director and a cadre of mentors including Palliative Care Attendings and Fellows (b)focus on skill building and practice with special focus on communication skills (c) opportunity to work closely with a multi-disciplinary team(d) learning to care for the patient and their family as the unit of care. PREREQUISITES: This clerkship requires written approval by Clerkship Director before you can enroll. Please contact Dr. VJ Periyakoil at periyakoil@stanford.edu to check for availability of spots in the clerkship. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: VJ Periyakoil, M.D. (periyakoil@stanford.edu). CLERKSHIP COORDINATOR: VJ Periyakoil, M.D. (650-497-0332, periyakoil@stanford.edu). REPORTING INSTRUCTIONS: Where: This will depend on the start day of the rotation as training activities vary by the day; Time: 8:00 am. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC, SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 344A:
Elective in Quality Improvement, Patient Safety, and Organizational Change
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Mentored practice and growth in knowledge, skills, and attitudes in quality improvement, patient safety, and organizational change. Students engage in directed readings, attend sessions with experienced QI Champions, learn about quality improvement projects and processes at Stanford University, participate in ongoing quality and patient safety activities within the Department of Medicine and Stanford Hospital and Clinics, and design and begin a quality improvement/patient safety/organizational change project. Designed to allow the student to develop a mentoring relationship with a QI Champion who will serve as a role model, mentor, and educator. Contact Dr. Lisa Shieh at lshieh@stanford.edu if interested. Please note: Visiting students must obtain approval from Dr. Lisa Shieh prior to applying for this clerkship. Please email requests to lshieh@stanford.edu. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 3 students per period. CLERKSHIP DIRECTOR: Lisa Shieh, M.D., Ph.D, FHM, 650-724-2917, lshieh@stanford.edu. CLERKSHIP COORDINATOR: Lisa Shieh, M.D., Ph.D, FHM, 650-724-2917, lshieh@stanford.edu. REPORTING INSTRUCTIONS: Where: 700 Welch Road, Suite 310B, Palo Alto, CA 94304; Time: TBA. CALL CODE: 0. OTHER FACULTY: K. Hooper, L. Shieh. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
MED 347A:
Stanford Perioperative Internal Medicine Rotation
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The Stanford Perioperative Internal Medicine elective is a two-week inpatient rotation that will provide the students a clinical immersive experience in medical management of Orthopedics, Neurosurgery and ENT patients with bedside and didactic teaching. The students will be directly supervised by hospital medicine attendings. They will be expected to perform thorough histories and physical examinations of patients admitted to the hospital and then formulate and implement treatment plans. This rotation will expose the students to learn effective ways to evaluate medical co-morbidities, learn evidence based clinical practices to prevent and treat post-operative complications and learn about research and quality improvement projects pertaining to perioperative medicine. The students will also be expected to attend the resident morning report, noon conference and medical grand rounds during this time. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full time for 2 weeks, 2 students per period. CLERKSHIP DIRECTOR: Nicholas Scoulios, M.D., scoulios@stanford.edu. CLERKSHIP COORDINATOR: Nicholas Scoulios, M.D., 650-723-8287, scoulios@stanford.edu. REPORTING INSTRUCTIONS: Where: Stanford hospital 500 P, Floor L4, nursing station; Time: 9:00AM. CALL CODE: 0. OTHER FACULTY: Stanford Medicine faculty and residents from multiple disciplines. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
MED 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Advani, R. (PI);
Ahmed, A. (PI);
Ahuja, N. (PI);
Akatsu, H. (PI);
Al-Ahmad, A. (PI);
Alizadeh, A. (PI);
Alsan, M. (PI);
Andrews, J. (PI);
Annes, J. (PI);
Arai, S. (PI);
Artandi, M. (PI);
Artandi, S. (PI);
Asch, S. (PI);
Ashley, E. (PI);
Aslakson, R. (PI);
Assimes, T. (PI);
Ayoub, W. (PI);
Banerjee, S. (PI);
Barry, J. (PI);
Barry, M. (PI);
Basaviah, P. (PI);
Basina, M. (PI);
Basu, S. (PI);
Behal, R. (PI);
Bendavid, E. (PI);
Benjamin, J. (PI);
Berube, C. (PI);
Bhalla, V. (PI);
Bhatt, A. (PI);
Bhattacharya, J. (PI);
Blackburn, B. (PI);
Blaschke, T. (PI);
Blayney, D. (PI);
Blish, C. (PI);
Blumenfeld, Y. (PI);
Bollyky, P. (PI);
Bouvier, D. (PI);
Boxer, L. (PI);
Braddock, C. (PI);
Braitman, L. (PI);
Brinton, T. (PI);
Brown, W. (PI);
Bulow, K. (PI);
Campen, C. (PI);
Carlson, R. (PI);
Cartwright, C. (PI);
Chan, D. (PI);
Chan, G. (PI);
Chang, C. (PI);
Chang, D. (PI);
Chang, S. (PI);
Chang, T. (PI);
Chao, S. (PI);
Chao, T. (PI);
Chen, A. (PI);
Chen, S. (PI);
Chertow, G. (PI);
Cheung, L. (PI);
Cheung, R. (PI);
Chi, J. (PI);
Cho-Phan, C. (PI);
Chu, C. (PI);
Chu, G. (PI);
Chua, K. (PI);
Chung, L. (PI);
Clarke, M. (PI);
Clusin, W. (PI);
Colevas, A. (PI);
Colloff, E. (PI);
Contopoulos-Ioannidis, D. (PI);
Cooke, J. (PI);
Cooper, A. (PI);
Coutre, S. (PI);
Crapo, L. (PI);
Crump, C. (PI);
Cullen, M. (PI);
Currie, M. (PI);
Czechowicz, A. (PI);
Das, A. (PI);
Dash, R. (PI);
Daugherty, T. (PI);
David, S. (PI);
Davis, K. (PI);
Davis, M. (PI);
Dawson, L. (PI);
Deresinski, S. (PI);
Desai, M. (PI);
Desai, T. (PI);
Dhillon, G. (PI);
Diver, E. (PI);
Dorman, J. (PI);
Dosiou, C. (PI);
DuBose, A. (PI);
Edwards, L. (PI);
Einav, S. (PI);
Farquhar, J. (PI);
Fathman, C. (PI);
Fearon, W. (PI);
Feldman, D. (PI);
Feldman, H. (PI);
Felsher, D. (PI);
Fisher, G. (PI);
Fitzgerald, P. (PI);
Flavin, K. (PI);
Ford, J. (PI);
Ford, P. (PI);
Fowler, M. (PI);
Frayne, S. (PI);
Friedland, S. (PI);
Fries, J. (PI);
Froelicher, V. (PI);
Gabiola, J. (PI);
Ganjoo, K. (PI);
Garcia, G. (PI);
Gardner, C. (PI);
Gardner, P. (PI);
Gavi, B. (PI);
Genovese, M. (PI);
Gerson, L. (PI);
Gesundheit, N. (PI);
Gisondi, M. (PI);
Glaseroff, A. (PI);
Glenn, J. (PI);
Goldhaber-Fiebert, J. (PI);
Goldstein, M. (PI);
Gomez-Ospina, N. (PI);
Goodman, S. (PI);
Goronzy, J. (PI);
Gotlib, J. (PI);
Gray, G. (PI);
Greenberg, H. (PI);
Greenberg, P. (PI);
Gregory, P. (PI);
Habtezion, A. (PI);
Hallenbeck, J. (PI);
Harman, S. (PI);
Harrington, R. (PI);
Harshman, L. (PI);
Haskell, W. (PI);
Heaney, C. (PI);
Heidenreich, P. (PI);
Henri, H. (PI);
Ho, D. (PI);
Hoffman, A. (PI);
Holman, H. (PI);
Holodniy, M. (PI);
Hopkins, J. (PI);
Horning, S. (PI);
Howitt, B. (PI);
Hsia, H. (PI);
Hunt, S. (PI);
Ioannidis, J. (PI);
Isom, R. (PI);
Jagannathan, P. (PI);
Jaiswal, S. (PI);
Jernick, J. (PI);
Ji, H. (PI);
Johnston, L. (PI);
Jones, E. (PI);
Judy, A. (PI);
Kahn, J. (PI);
Kamal, R. (PI);
Kao, P. (PI);
Kastelein, M. (PI);
Katz, R. (PI);
Katzenstein, D. (PI);
Kenny, K. (PI);
Khan, C. (PI);
Khatri, P. (PI);
Khazeni, N. (PI);
Khush, K. (PI);
Killen, J. (PI);
Kim, S. (PI);
King, A. (PI);
Kohrt, H. (PI);
Kraemer, F. (PI);
Kraus, E. (PI);
Krishnan, E. (PI);
Kummar, S. (PI);
Kunz, P. (PI);
Kuo, C. (PI);
Kurian, A. (PI);
Kurtz, D. (PI);
Kuschner, W. (PI);
Kwong, B. (PI);
Ladabaum, U. (PI);
Lafayette, R. (PI);
Laport, G. (PI);
Lee, A. (PI);
Lee, D. (PI);
Lee, J. (PI);
Lee, P. (PI);
Leung, L. (PI);
Levitt, L. (PI);
Levy, R. (PI);
Levy, S. (PI);
Liang, D. (PI);
Liedtke, M. (PI);
Lin, S. (PI);
Lindsay, A. (PI);
Lorenz, K. (PI);
Lorig, K. (PI);
Lowe, A. (PI);
Lowsky, R. (PI);
Luby, S. (PI);
Luhrmann, T. (PI);
Lunn, M. (PI);
Luo, L. (PI);
Lutchman, G. (PI);
Ma, M. (PI);
Mackall, C. (PI);
Mahajan, V. (PI);
Mahoney, M. (PI);
Majeti, R. (PI);
Mariano, E. (PI);
McConnell, M. (PI);
McGovern, M. (PI);
McLaughlin, T. (PI);
Medeiros, B. (PI);
Meyer, T. (PI);
Miklos, D. (PI);
Miller, G. (PI);
Milstein, A. (PI);
Mitchell, B. (PI);
Mohabir, P. (PI);
Moran-Miller, K. (PI);
Morioka-Douglas, N. (PI);
Musen, M. (PI);
Myung, D. (PI);
Narayan, S. (PI);
Nazerali, R. (PI);
Neal, J. (PI);
Negrin, R. (PI);
Nevins, A. (PI);
Newberry, J. (PI);
Nguyen, D. (PI);
Nguyen, L. (PI);
Nguyen, M. (PI);
Nguyen, P. (PI);
Nicolls, M. (PI);
O' Callahan, P. (PI);
Osterberg, L. (PI);
Owens, D. (PI);
Padda, S. (PI);
Pao, A. (PI);
Parnes, J. (PI);
Parsonnet, J. (PI);
Pasricha, P. (PI);
Patel, A. (PI);
Pegram, M. (PI);
Pepper, J. (PI);
Perez, M. (PI);
Periyakoil, V. (PI);
Petersen, J. (PI);
Pinto, H. (PI);
Pompei, P. (PI);
Popp, R. (PI);
Posley, K. (PI);
Price, E. (PI);
Prochaska, J. (PI);
Qi, S. (PI);
Quertermous, T. (PI);
Raffin, T. (PI);
Ramamurthi, R. (PI);
Ramchandran, K. (PI);
Rehkopf, D. (PI);
Relman, D. (PI);
Rizk, N. (PI);
Robinson, B. (PI);
Rockson, S. (PI);
Rodriguez, F. (PI);
Rogers, A. (PI);
Rohatgi, R. (PI);
Rosas, L. (PI);
Rosen, G. (PI);
Rosenberg, S. (PI);
Rudd, P. (PI);
Ruoss, S. (PI);
Rydel, T. (PI);
Sandhu, A. (PI);
Scandling, J. (PI);
Schnittger, I. (PI);
Schoolnik, G. (PI);
Schroeder, J. (PI);
Schulman, K. (PI);
Shafer, R. (PI);
Shah, N. (PI);
Shah, S. (PI);
Shah, MD (SHC Chief of Staff), J. (PI);
Sharp, C. (PI);
Shaw, G. (PI);
Shaw, K. (PI);
Shea, K. (PI);
Shen, K. (PI);
Shieh, L. (PI);
Shizuru, J. (PI);
Shoor, S. (PI);
Sikic, B. (PI);
Singer, S. (PI);
Singh, B. (PI);
Singh, U. (PI);
Skeff, K. (PI);
Skylar-Scott, M. (PI);
Spiekerkoetter, E. (PI);
Srinivas, N. (PI);
Srinivas, S. (PI);
Stafford, R. (PI);
Stefanick, M. (PI);
Stertzer, S. (PI);
Stevens, D. (PI);
Stockdale, F. (PI);
Strober, S. (PI);
Studdert, D. (PI);
Svec, D. (PI);
Tabor, H. (PI);
Tai, J. (PI);
Tamura, M. (PI);
Tan, J. (PI);
Telli, M. (PI);
Tepper, R. (PI);
Tileston, K. (PI);
Tompkins, L. (PI);
Tremmel, J. (PI);
Triadafilopoulos, G. (PI);
Tsao, P. (PI);
Upadhyay, D. (PI);
Utz, P. (PI);
Vagelos, R. (PI);
Valantine, H. (PI);
Van Haren, K. (PI);
Verghese, A. (PI);
Wakelee, H. (PI);
Wang, P. (PI);
Wang, T. (PI);
Warvariv, V. (PI);
Weill, D. (PI);
Weinacker, A. (PI);
Weng, K. (PI);
Weng, W. (PI);
Weyand, C. (PI);
Wiedmann, T. (PI);
Winkelmayer, W. (PI);
Winkleby, M. (PI);
Winslow, D. (PI);
Winter, T. (PI);
Witteles, R. (PI);
Wu, J. (PI);
Wu, S. (PI);
Yabu, J. (PI);
Yang, P. (PI);
Yeung, A. (PI);
Yock, P. (PI);
Zamanian, R. (PI);
Zehnder, J. (PI);
Zei, P. (PI);
Zhang, T. (PI);
Zolopa, A. (PI);
Zulman, D. (PI);
de Jesus Perez, V. (PI);
Cullen, M. (SI);
Xu, S. (GP)
MED 390:
Curricular Practical Training
CPT Course required for international students completing degree requirements.
Terms: Aut, Win
| Units: 1-18
| Repeatable
4 times
(up to 72 units total)
MED 397A:
MD Capstone Experience: Preparation for Residency
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This 1-week clerkship provides senior medical students an opportunity to review and practice a wide variety of knowledge and skills that are essential to preparing them to work effectively as interns. The capstone clerkship will include a significant emphasis on simulation-based learning as well as small group sessions, didactics, skills labs, and resident panels. Required skills and common experiences during internship will be specifically highlighted, such as cross cover calls, sign out, and advanced communication skills. All training is designed to help students master practical skills that will be essential during the first few months of any intern year. For those students who are not enrolled for the quarter in which the Capstone Clerkship is offered, please contact Mary Devega at mdevega@stanford.edu to register. PREREQUISITES: Completion of required core clerkships. PERIODS AVAILABLE: P11A (5/6/24-5/10/24) or P11B (5/20/24-5/24/24) for 2023-24, full-time for 1 week. 30 students maximum per period. CLERKSHIP DIRECTOR: Jeff Chi, M.D. and John Kugler, M.D. CLERKSHIP COORDINATOR: Mary Devega mdevega@stanford.edu. REPORTING INSTRUCTIONS: Where: Course coordinator will send out reporting instructions with syllabus before the start of the clerkship; Time: TBA. CALL CODE: 2 - you will be asked to do one evening session, but no overnight session. OTHER FACULTY: Stanford Medicine faculty and residents from multiple disciplines. LOCATION: SUMC.
Terms: Aut, Spr
| Units: 1
MED 398A:
Clinical Elective in Medicine
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Provides an opportunity for a student in the clinical years to have a clinical experience in one of the fields of Medicine, of a quality and duration to be decided upon by the student and a faculty preceptor in the Department of Medicine. Please note: Students cannot add 398A clerkships directly to their fishbowl schedules through the regular shuffles. Please contact Caroline Cheang in the Office of Medical Student Affairs at cheang@stanford.edu or 650-498-7619 with the faculty preceptor's name and email address to add this clerkship. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 4 students per period. CLERKSHIP DIRECTOR: John Kugler, M.D., jkugler@stanford.edu. CLERKSHIP COORDINATOR: Nancy D'Amico, 650-721-1640, 1215 Welch Road, Mod B, Space #37, MC 5418. REPORTING INSTRUCTIONS: Where: TBA (designated faculty preceptor); Time: TBA. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC, SCVMC, KPMC.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
3 times
(up to 18 units total)
MED 399:
Graduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Advani, R. (PI);
Ahmed, A. (PI);
Ahuja, N. (PI);
Akatsu, H. (PI);
Al-Ahmad, A. (PI);
Alizadeh, A. (PI);
Alsan, M. (PI);
Andrews, J. (PI);
Annes, J. (PI);
Arai, S. (PI);
Artandi, M. (PI);
Artandi, S. (PI);
Asch, S. (PI);
Ashley, E. (PI);
Assimes, T. (PI);
Ayoub, W. (PI);
Banerjee, S. (PI);
Barry, M. (PI);
Basaviah, P. (PI);
Basina, M. (PI);
Basu, S. (PI);
Behal, R. (PI);
Bendavid, E. (PI);
Benjamin, J. (PI);
Berube, C. (PI);
Bhalla, V. (PI);
Bhatt, A. (PI);
Bhattacharya, J. (PI);
Blackburn, B. (PI);
Blaschke, T. (PI);
Blayney, D. (PI);
Blish, C. (PI);
Bloom, G. (PI);
Bollyky, P. (PI);
Bouvier, D. (PI);
Boxer, L. (PI);
Braddock, C. (PI);
Brinton, T. (PI);
Brown, W. (PI);
Bulow, K. (PI);
Carlson, R. (PI);
Cartwright, C. (PI);
Chan, D. (PI);
Chan, G. (PI);
Chang, C. (PI);
Chang, S. (PI);
Chen, A. (PI);
Chertow, G. (PI);
Cheung, R. (PI);
Chi, J. (PI);
Cho-Phan, C. (PI);
Chu, G. (PI);
Chua, K. (PI);
Chung, L. (PI);
Clarke, M. (PI);
Clusin, W. (PI);
Colevas, A. (PI);
Colloff, E. (PI);
Contopoulos-Ioannidis, D. (PI);
Cooke, J. (PI);
Cooper, A. (PI);
Coutre, S. (PI);
Crapo, L. (PI);
Crump, C. (PI);
Cullen, M. (PI);
Das, A. (PI);
Dash, R. (PI);
Daugherty, T. (PI);
David, S. (PI);
Dawson, L. (PI);
Deresinski, S. (PI);
Desai, M. (PI);
Desai, T. (PI);
Dhillon, G. (PI);
Dorman, J. (PI);
Dosiou, C. (PI);
DuBose, A. (PI);
Einav, S. (PI);
Farquhar, J. (PI);
Fathman, C. (PI);
Fearon, W. (PI);
Feldman, D. (PI);
Felsher, D. (PI);
Fisher, G. (PI);
Fitzgerald, P. (PI);
Ford, J. (PI);
Ford, P. (PI);
Fowler, M. (PI);
Frayne, S. (PI);
Friedland, S. (PI);
Fries, J. (PI);
Froelicher, V. (PI);
Gabiola, J. (PI);
Ganjoo, K. (PI);
Garcia, G. (PI);
Gardner, C. (PI);
Gardner, P. (PI);
Gavi, B. (PI);
Genovese, M. (PI);
Gerson, L. (PI);
Gesundheit, N. (PI);
Glaseroff, A. (PI);
Glenn, J. (PI);
Goldhaber-Fiebert, J. (PI);
Goldstein, M. (PI);
Goodman, S. (PI);
Goronzy, J. (PI);
Gotlib, J. (PI);
Gray, G. (PI);
Greenberg, H. (PI);
Greenberg, P. (PI);
Gregory, P. (PI);
Habtezion, A. (PI);
Hallenbeck, J. (PI);
Harman, S. (PI);
Harrington, R. (PI);
Harshman, L. (PI);
Haskell, W. (PI);
Heaney, C. (PI);
Heidenreich, P. (PI);
Henri, H. (PI);
Hernandez-Boussard, T. (PI);
Ho, D. (PI);
Hoffman, A. (PI);
Holman, H. (PI);
Holodniy, M. (PI);
Hopkins, J. (PI);
Horning, S. (PI);
Hsia, H. (PI);
Hunt, S. (PI);
Ioannidis, J. (PI);
Isom, R. (PI);
Jernick, J. (PI);
Ji, H. (PI);
Johnston, L. (PI);
Jones, E. (PI);
Kahn, J. (PI);
Kao, P. (PI);
Kastelein, M. (PI);
Katz, R. (PI);
Katzenstein, D. (PI);
Kenny, K. (PI);
Khatri, P. (PI);
Khazeni, N. (PI);
Khush, K. (PI);
Killen, J. (PI);
Kim, S. (PI);
Kohrt, H. (PI);
Kraemer, F. (PI);
Krishnan, E. (PI);
Kummar, S. (PI);
Kunz, P. (PI);
Kuo, C. (PI);
Kurian, A. (PI);
Kuschner, W. (PI);
Ladabaum, U. (PI);
Lafayette, R. (PI);
Laport, G. (PI);
Lee, D. (PI);
Lee, J. (PI);
Lee, P. (PI);
Leung, L. (PI);
Levin, E. (PI);
Levitt, J. (PI);
Levitt, L. (PI);
Levy, R. (PI);
Levy, S. (PI);
Liang, D. (PI);
Liedtke, M. (PI);
Lindsay, A. (PI);
Lorig, K. (PI);
Lowe, A. (PI);
Lowsky, R. (PI);
Luby, S. (PI);
Lutchman, G. (PI);
Majeti, R. (PI);
McConnell, M. (PI);
McLaughlin, T. (PI);
Medeiros, B. (PI);
Meyer, T. (PI);
Miklos, D. (PI);
Miller, G. (PI);
Milstein, A. (PI);
Mitchell, B. (PI);
Mohabir, P. (PI);
Morioka-Douglas, N. (PI);
Musen, M. (PI);
Narayan, S. (PI);
Neal, J. (PI);
Negrin, R. (PI);
Nevins, A. (PI);
Nguyen, L. (PI);
Nguyen, M. (PI);
Nguyen, P. (PI);
Nicolls, M. (PI);
O' Callahan, P. (PI);
Osterberg, L. (PI);
Owens, D. (PI);
Pao, A. (PI);
Parnes, J. (PI);
Parsonnet, J. (PI);
Pasricha, P. (PI);
Pegram, M. (PI);
Periyakoil, V. (PI);
Petersen, J. (PI);
Phadke, A. (PI);
Pinto, H. (PI);
Pompei, P. (PI);
Popp, R. (PI);
Posley, K. (PI);
Price, E. (PI);
Prochaska, J. (PI);
Puri, MD, MPH, R. (PI);
Quertermous, T. (PI);
Raffin, T. (PI);
Rehkopf, D. (PI);
Relman, D. (PI);
Rizk, N. (PI);
Robinson, B. (PI);
Rockson, S. (PI);
Rodriguez, F. (PI);
Rohatgi, R. (PI);
Rosas, L. (PI);
Rosen, G. (PI);
Rosenberg, S. (PI);
Rudd, P. (PI);
Ruoss, S. (PI);
Rydel, T. (PI);
Salerno, M. (PI);
Scandling, J. (PI);
Schillinger, E. (PI);
Schnittger, I. (PI);
Schoolnik, G. (PI);
Schroeder, J. (PI);
Shafer, R. (PI);
Shah, N. (PI);
Shah, S. (PI);
Sharp, C. (PI);
Shen, K. (PI);
Shieh, L. (PI);
Shizuru, J. (PI);
Shoor, S. (PI);
Sikic, B. (PI);
Singh, B. (PI);
Singh, U. (PI);
Skeff, K. (PI);
Spiekerkoetter, E. (PI);
Srinivas, S. (PI);
Stafford, R. (PI);
Stefanick, M. (PI);
Stertzer, S. (PI);
Stevens, D. (PI);
Stockdale, F. (PI);
Strober, S. (PI);
Studdert, D. (PI);
Tai, J. (PI);
Tamura, M. (PI);
Tan, J. (PI);
Telli, M. (PI);
Tepper, R. (PI);
Tompkins, L. (PI);
Tremmel, J. (PI);
Triadafilopoulos, G. (PI);
Tsao, P. (PI);
Upadhyay, D. (PI);
Utz, P. (PI);
Vagelos, R. (PI);
Valantine, H. (PI);
Verghese, A. (PI);
Wakelee, H. (PI);
Wang, P. (PI);
Warvariv, V. (PI);
Weill, D. (PI);
Weinacker, A. (PI);
Weng, K. (PI);
Weng, W. (PI);
Weyand, C. (PI);
Winkelmayer, W. (PI);
Winkleby, M. (PI);
Winter, T. (PI);
Witteles, R. (PI);
Wu, J. (PI);
Wu, S. (PI);
Yabu, J. (PI);
Yang, P. (PI);
Yeung, A. (PI);
Yock, P. (PI);
Zamanian, R. (PI);
Zehnder, J. (PI);
Zei, P. (PI);
Zolopa, A. (PI);
Zulman, D. (PI);
de Jesus Perez, V. (PI);
Gilon, Y. (GP);
Xu, S. (GP)
MGTECON 200:
Managerial Economics
MGTECON 200 is a base-level course in microeconomics. It covers microeconomic concepts relevant to management, including the economics of relationships, pricing decisions, perfect competition and the "invisible hand," risk aversion and risk sharing, and moral hazard and adverse selection. This year we are piloting a "flipped classroom" where students will be expected to work through the online modules before each class and the time in class will be devoted to solving problems and discussing cases.
Terms: Win
| Units: 3
MGTECON 203:
Managerial Economics - Accelerated
MGTECON 203 is the more quantitative version of MGTECON 200. It uses math tools such as derivatives and algebra to explain economics concepts. No previous knowledge of economics is assumed. The class covers key ideas in economics relating to topics such as game theory, dynamic cooperation, pricing, market power, competitive equilibrium, moral hazard, adverse selection, externalities, risk aversion, and auction theory. The goal of the class is to develop a small number of intellectual tools that enable one to analyze a wide variety of economic problems and business strategies.
Terms: Win
| Units: 3
MGTECON 209:
MSx: Microeconomics
This course is an introduction to Microeconomics, focusing on concepts and topics relevant to managerial decision making. Topics include the economics of relationships (reciprocity, reputation, credibility, and transaction-cost economics), maximization via marginal analysis, price discrimination, double-marginalization and distribution channels, perfect competition and the case (such as it is) for competitive markets, choice under uncertainty, risk sharing and spreading, adverse selection and signaling, and moral hazard and incentives. No prior Economics background is required but students who have not had courses in this area (or not had one in a very long time) may want to "review" at the level of a high-school advanced placement course. Required math background includes ability to solve linear and quadratic equations in one unknown, to solve two simultaneous linear equations, basic differential calculus, ability to work with Excel spreadsheets. It is desirable that students are familiar with the Solver add-on to Excel.
Terms: Sum
| Units: 3
MGTECON 300:
Growth and Stabilization in the Global Economy
This course gives students the background they need to understand the broad movements in the global economy. Key topics include long-run economic growth, technological change, wage inequality, international trade, interest rates, inflation, exchange rates, and monetary policy. By the end of the course, students should be able to read and understand the discussions of economic issues in The Economist, the Wall Street Journal, the New York Times, or the Congressional Budget Office.
Terms: Spr
| Units: 3
MGTECON 328:
Economics of the Media, Entertainment, and Communications Sector
This course analyzes business decisions in current and historical cases from the media, entertainment, and communications sector. Topics include (1) pricing, bundling and tiering of media products, (2) horizontal and vertical integration of content, distribution, and hardware, (3) selling and buying advertising, (4) choosing between subscription-funded, advertising-funded, or mixed revenue models, (5) negotiations between content and distribution, (6) antitrust in media and technology, (7) the effect of technology on the news media business, (8) the labor market for entertainment stars, (9) competition and regulation in communications infrastructure, (10) strategy in spectrum auctions, and more. There is an emphasis on combining concepts from economics and statistics with institutional knowledge about the sector. The course format is case discussion, guest speakers from the industry, and discussion of concepts from economics and statistics. Evaluation is based on class participation, completion of reading and written assignments, and a final paper.
Terms: Win
| Units: 3
MGTECON 331:
Health Law: Finance and Insurance
This course provides the legal, institutional, and economic background necessary to understand the financing and production of health services in the US. Potential topics include: health reform, health insurance (Medicare and Medicaid, employer-sponsored insurance, the uninsured), medical malpractice and quality regulation, pharmaceuticals, the corporate practice of medicine, regulation of fraud and abuse, and international comparisons.
Terms: Win
| Units: 3
MGTECON 349:
Smart Pricing and Market Design
This course is an Advanced Applications option in the Economics menu. The focus of the course is on pricing mechanisms and the design of marketplaces. The pricing component of the course will handle both traditional topics, such as price differentiation, and more modern ones, such as bundling and dynamic pricing. In the market design component of the course, we will consider such topics as auctions (e.g., designing auctions for selling online advertising slots) and matching (e.g., designing mechanisms for matching students to schools).
Terms: Win
| Units: 3
| Repeatable
2 times
(up to 6 units total)
MGTECON 383:
Impact: Measuring Impact in Business and Social
This class provides students with practical skills for measuring impact in business and social enterprise. How large is the impact of raising prices on sales? Is an advertising campaign working? Does a non-profit actually improve people's lives? Students will finish the course with the ability to design, analyze, and skeptically evaluate experiments that can rigorously answer questions like these. Students will learn: how to evaluate claims of causality; how to conduct and analyze experiments and quasi-experiments; the advantages and disadvantages of experiments; how to quantify uncertainty; and what can go wrong in experiments. Students will acquire a conceptual understanding of basic experimental statistics to inform these skills. Students will also be exposed to how leading companies, researchers, and social innovators strategically deploy experiments. Finally, students will conduct their own experiments on a topic of their choosing in small groups. The class will not assume any prior experience or training with statistics, math or R. However, completing short problem sets and participation in weekly lab sessions will entail acquiring basic knowledge of R.
Terms: Win
| Units: 3
MGTECON 526:
Inclusive Economic Growth and Poverty Reduction in Developing Countries
Poverty rates have fallen markedly in countries around the world, as more households have joined the lower middle-class. Indeed, though U.S. income inequality has increased, inequality has fallen around the world. However, by developed country standards, poverty remains pervasive. What has caused the decline in rates of poverty and can we expect further decreases or can we act to accelerate the improvements? One answer is that countries that have experienced inclusive growth, in which the growth of the economy (i.e., GDP) has elevated the incomes of the poor, have done better at creating jobs for the poor, especially in the private sector. Therefore, the class will consider the evidence on the factors that have contributed to inclusive economic growth in developing countries. A second answer as to why poverty has fallen, but remains at high levels, is that governments and aid agencies and foundations have targeted programs to the poor. This course discusses macroeconomic policy, targeted government policies, aid, and entrepreneurship in developing countries. Examples will be given from Latin America, South Asia, and Africa. The course is co-taught by a Stanford economist and a World Bank consultant and will build on examples from recent experiences. The class is aimed at GSB students who are either intellectually curious about the topic or anticipate doing business in developing countries.
Terms: Spr
| Units: 2
MGTECON 600:
Microeconomic Analysis I
This course provides an introduction to the foundations of modern microeconomic theory. Topics include choice theory, with and without uncertainty, consumer and producer theory, dynamic choice and dynamic programming, social choice and efficiency, and fundamentals of general equilibrium.
Terms: Aut
| Units: 3
MGTECON 601:
Microeconomic Analysis II
This course studies the roles of information, incentives and strategic behavior in markets. The rudiments of game theory are developed and applied to selected topics regarding auctions, bargaining, and firms' competitive strategies; information economics; and contracting and market design.
Terms: Win
| Units: 3
MGTECON 602:
Auctions, Bargaining, and Pricing
This course covers mostly auction theory, bargaining theory and related parts of the literature on pricing. Key classic papers covered in the course are Myerson and Satterthwaite on dynamic bargaining, Myerson on optimal auctions, and Milgrom and Weber's classic work, the Coase Conjecture results. We also cover a few more recent developments related to these topics, including dynamic signaling and screening. In some years we also cover topics in matching theory.
Terms: Spr
| Units: 4
MGTECON 603:
Econometric Methods I
This is the first course in the sequence in graduate econometrics. The course covers some of the probabilistic and statistical underpinnings of econometrics, and explores the large-sample properties of maximum likelihood estimators. You are assumed to have introductory probability and statistics and matrix theory, and to have exposure to basic real analysis. Topics covered in the course include random variables, distribution functions, functions of random variables, expectations, conditional probabilities and Bayes' law, convergence and limit laws, hypothesis testing, confidence intervals, maximum likelihood estimation, and decision theory.
Terms: Aut
| Units: 4
MGTECON 604:
Econometric Methods II
Second course in the PhD sequence in econometrics at the Economics Department (as Econ 271) and at the GSB (as MGTECON 604). This course presents modern econometric methods with a focus on regression. Among the topics covered are: linear regression and its interpretation, robust inference, asymptotic theory for maximum-likelihood und other extremum estimators, generalized method of moments, Bayesian regression, high-dimensional and non-parametric regression, binary and multinomial discrete choice, resampling methods, linear time-series models, and state-space models. As a prerequisite, this course assumes working knowledge of probability theory and statistics as covered in Econ 270/MGTECON 603.
Terms: Win
| Units: 4
MGTECON 605:
Econometric Methods III
This course completes the first-year sequence in econometrics. It develops nonparametric, semiparametric and nonlinear parametric models in detail, as well as optimization methods used to estimate nonlinear models. The instructor will discuss identification issues, the statistical properties of these estimators, and how they are used in practice. Depending on student and instructor interest, we will consider advanced topics and applications, including: machine learning, simulation methods and Bayesian estimators.
Terms: Spr
| Units: 3
MGTECON 607:
Methods for Applied Econometrics
The course provides an introduction to modern econometric methods for causal inference. We discuss classical randomized experiments as well as modern methods for experimentation. We als discuss observational methods for cross section settings, including matching, propensity score methods and doubly robust methods. We also cover methods for dealing with selection on unobservables, including regression discontinuity designs, instrumental variables. We also discuss methods for panel data settings including fixed effect methods, difference-in-differences and synthetic controls.
Terms: Spr
| Units: 4
MGTECON 608:
Multiperson Decision Theory
Students and faculty review and present recent research papers on basic theories and economic applications of decision theory, game theory and mechanism design. Applications include market design and analyses of incentives and strategic behavior in markets, and selected topics such as auctions, bargaining, contracting, signaling, and computation.
Terms: Spr
| Units: 3
MGTECON 610:
Macroeconomics
This course covers various topics in macroeconomics and is designed to expose students to macroeconomic methods, classic papers in the field, and the latest research at the frontier. The current focus is on economic growth. Using theoretical and empirical tools, we consider questions like: How do we understand long-run growth in per capita income? Why are some countries so much richer than others? Other topics include misallocation as a source of TFP differences, the direction of technical change, growth and the environment, the rise in health spending, patenting, and international trade. This course satisfies the GSB PhD macro requirement.
Terms: Aut
| Units: 3
MGTECON 612:
Advanced Macroeconomics II
This is an advanced class on monetary economics. We cover empirical evidence, neoclassical models, recent advances in New Keynesian models, monetary policy with heterogeneous agents and financial frictions, alternative models of price setting and other topics. Students enrolled in MGTECON612 take the class for 4 units. Students develop a research proposal and present it to the instructors as the final exam. Prerequisite: Satisfaction of the economics department's core macro requirement or consent of the instructors.
Terms: Win
| Units: 4
MGTECON 617:
Heterogeneity in Macroeconomics
The goal of this course is to introduce students to frontier research in quantitative macroeconomics and finance with heterogeneous agents. We study models with imperfect financial markets and/or search frictions. We emphasize theory and numerical methods as well as tools to confront model predictions with both micro and macro data. Potential applications cover a wide range of topics in household finance, corporate finance and firm dynamics, asset pricing, housing and labor markets, business cycles and growth.
Terms: Win
| Units: 3
MGTECON 618:
Social Insurance and Urban Economics
The course covers various topics relating to social insurance and urban economics. The first half of the course covers the rationale for government interventions into private insurance markets, adverse selection, social insurance design and the intersection between social insurance and intra-family insurance. The second half of the course covers topics in urban economics, such as spatial equilibrium, placed-based policies, and housing policy.
Terms: Win
| Units: 3
MGTECON 626:
Continuous-time Methods in Economics and Finance
Continuous-time methods can, in many cases, lead to more powerful models to understand economic phenomena. The Black-Scholes option-pricing formula is significantly more tractable than discrete- time methods of option pricing based on binomial trees. There is an established tradition in continuous-time asset pricing, and there is increasing use of these methods in other fields, such as game theory, contract theory, market microstructure and macroeconomics.The goal of this class is to explore some of the old classic research as well as new economic models, and to discover areas of economics where continuous-time methods can help. The intention is to give graduate students a tool, which they can use to gain comparative advantage in their research, when they see appropriate.With this goal in mind, 25% of the class will focus on mathematics, but with economically relevant examples to illustrate the mathematical results. Up to one half of the class will cover established models, and the rest will focus on new papers. If students have their own work that uses continuous time, we can take a look at that as well.Coursework will include biweekly problem sets and a take-home final exam. There will also be room for short student presentations (related to homework assignments, economic papers, or definitions and results related to specific math concepts).
Terms: Win
| Units: 3
MGTECON 628:
Reading Group in Industrial Organization
This course meets weekly on Fridays at Noon. The primary purpose of the course is to read and discuss current working papers in Industrial Organization and related fields (e.g., Econometrics, Marketing, and Labor). Students are required to present papers a couple of times per quarter and both students and faculty may also present their own working papers.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
12 times
(up to 12 units total)
MGTECON 629:
Faculty Research Workshop
Each week, a different economics faculty member will discuss his or her important and /or current research. The course is an important introduction to PhD level research topics and techniques. Attendance is mandatory.
Terms: Aut, Win
| Units: 3
| Repeatable
10 times
(up to 30 units total)
MGTECON 630:
Industrial Organization
This is an introductory course in Industrial Organization. The goal is to provide broad general training in the field, introducing you to the central questions around imperfect competition, market structure, innovation and regulation, as well as the models and empirical methods commonly used to tackle these questions.
Terms: Aut
| Units: 4
MGTECON 634:
Machine Learning and Causal Inference
This course will cover statistical methods based on the machine learning literature that can be used for causal inference. In economics and the social sciences more broadly, empirical analyses typically estimate the effects of counterfactual policies, such as the effect of implementing a government policy, changing a price, showing advertisements, or introducing new products. This course will review when and how machine learning methods can be used for causal inference, and it will also review recent modifications and extensions to standard methods to adapt them to causal inference and provide statistical theory for hypothesis testing. We consider causal inference methods based on randomized experiments as well as observational studies, including methods such as instrumental variables and those based on longitudinal data. We consider the estimation of average treatment effects as well as personalized policies. Lectures will focus on theoretical developments, while classwork will consist primarily of empirical applications of the methods. Prerequisites: Prior coursework in empirical methods for causal inference in observational studies, including instrumental variables, fixed effects modeling, regression discontinuity designs, etc. Students should be comfortable reading and engaging with empirical research in economics or related fields.
Terms: Spr
| Units: 3
MGTECON 691:
PhD Directed Reading (ACCT 691, FINANCE 691, GSBGEN 691, HRMGT 691, MKTG 691, OB 691, OIT 691, POLECON 691, STRAMGT 691)
This course is offered for students requiring specialized training in an area not covered by existing courses. To register, a student must obtain permission from the faculty member who is willing to supervise the reading.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Akbarpour, M. (PI);
Athey, S. (PI);
Benkard, L. (PI);
Brown, D. (PI);
Bulow, J. (PI);
Di Tella, S. (PI);
Diamond, R. (PI);
Feinberg, Y. (PI);
Imbens, G. (PI);
Jones, C. (PI);
Kreps, D. (PI);
Ostrovsky, M. (PI);
Oyer, P. (PI);
Reiss, P. (PI);
Saloner, G. (PI);
Sannikov, Y. (PI);
Shaw, K. (PI);
Skrzypacz, A. (PI);
Somaini, P. (PI);
Sugaya, T. (PI);
Tonetti, C. (PI);
Vasserman, S. (PI);
Wilson, R. (PI);
Yurukoglu, A. (PI);
Zhong, W. (PI);
Brown, D. (GP);
Dubon, M. (GP);
Flores, K. (GP);
Flores-Solano, J. (GP);
Garcia, C. (GP);
Lion-Transler, C. (GP);
Lumagui, S. (GP);
Molina, M. (GP);
Rivera, S. (GP);
Sonora, P. (GP);
Yan, J. (GP)
MGTECON 692:
PhD Dissertation Research (ACCT 692, FINANCE 692, GSBGEN 692, HRMGT 692, MKTG 692, OB 692, OIT 692, POLECON 692, STRAMGT 692)
This course is elected as soon as a student is ready to begin research for the dissertation, usually shortly after admission to candidacy. To register, a student must obtain permission from the faculty member who is willing to supervise the research.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Akbarpour, M. (PI);
Athey, S. (PI);
Benkard, L. (PI);
Bulow, J. (PI);
Di Tella, S. (PI);
Diamond, R. (PI);
Feinberg, Y. (PI);
Imbens, G. (PI);
Jones, C. (PI);
Kreps, D. (PI);
Ostrovsky, M. (PI);
Oyer, P. (PI);
Reiss, P. (PI);
Saloner, G. (PI);
Sannikov, Y. (PI);
Shaw, K. (PI);
Skrzypacz, A. (PI);
Somaini, P. (PI);
Sugaya, T. (PI);
Tonetti, C. (PI);
Vasserman, S. (PI);
Yurukoglu, A. (PI);
Zhong, W. (PI);
Brown, D. (GP);
Dubon, M. (GP);
Flores, K. (GP);
Lion-Transler, C. (GP);
Lumagui, S. (GP);
Molina, M. (GP);
Rivera, S. (GP);
Tomasino, J. (GP);
Yan, J. (GP);
Yarnott, C. (GP)
MGTECON 698:
Doctoral Practicum in Teaching
Doctoral Practicum in Teaching
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
50 times
(up to 50 units total)
Instructors: ;
Akbarpour, M. (PI);
Athey, S. (PI);
Benkard, L. (PI);
Brown, D. (PI);
Bulow, J. (PI);
Di Tella, S. (PI);
Diamond, R. (PI);
Feinberg, Y. (PI);
Imbens, G. (PI);
Jones, C. (PI);
Kreps, D. (PI);
Ostrovsky, M. (PI);
Oyer, P. (PI);
Reiss, P. (PI);
Saloner, G. (PI);
Sannikov, Y. (PI);
Shaw, K. (PI);
Skrzypacz, A. (PI);
Somaini, P. (PI);
Sugaya, T. (PI);
Tonetti, C. (PI);
Vasserman, S. (PI);
Yurukoglu, A. (PI);
Zhong, W. (PI);
Dubon, M. (GP);
Flores, K. (GP);
Lumagui, S. (GP);
Molina, M. (GP);
Rivera, S. (GP);
Yan, J. (GP)
MGTECON 699:
Doctoral Practicum in Research
Doctoral Practicum in Research
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
25 times
(up to 50 units total)
Instructors: ;
Akbarpour, M. (PI);
Athey, S. (PI);
Benkard, L. (PI);
Bulow, J. (PI);
Di Tella, S. (PI);
Diamond, R. (PI);
Feinberg, Y. (PI);
Imbens, G. (PI);
Jones, C. (PI);
Kreps, D. (PI);
Ostrovsky, M. (PI);
Oyer, P. (PI);
Reiss, P. (PI);
Saloner, G. (PI);
Sannikov, Y. (PI);
Shaw, K. (PI);
Skrzypacz, A. (PI);
Somaini, P. (PI);
Sugaya, T. (PI);
Tonetti, C. (PI);
Vasserman, S. (PI);
Yurukoglu, A. (PI);
Zhong, W. (PI);
Brown, D. (GP);
Dubon, M. (GP);
Flores, K. (GP);
Flores-Solano, J. (GP);
Garcia, C. (GP);
Lion-Transler, C. (GP);
Long, M. (GP);
Lumagui, S. (GP);
Molina, M. (GP);
Rivera, S. (GP);
Smeton, K. (GP);
Sonora, P. (GP);
Tomasino, J. (GP);
Yan, J. (GP);
Yarnott, C. (GP)
MGTECON 802:
TGR Dissertation (ACCT 802, FINANCE 802, GSBGEN 802, HRMGT 802, MKTG 802, OB 802, OIT 802, POLECON 802, STRAMGT 802)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Akbarpour, M. (PI);
Athey, S. (PI);
Benkard, L. (PI);
Bulow, J. (PI);
Di Tella, S. (PI);
Diamond, R. (PI);
Dubon, M. (PI);
Feinberg, Y. (PI);
Imbens, G. (PI);
Jones, C. (PI);
Kreps, D. (PI);
Ostrovsky, M. (PI);
Oyer, P. (PI);
Reiss, P. (PI);
Saloner, G. (PI);
Sannikov, Y. (PI);
Shaw, K. (PI);
Skrzypacz, A. (PI);
Somaini, P. (PI);
Sugaya, T. (PI);
Tonetti, C. (PI);
Vasserman, S. (PI);
Yurukoglu, A. (PI);
Zhong, W. (PI);
Dubon, M. (GP);
Flores, K. (GP);
Flores-Solano, J. (GP);
Long, M. (GP);
Lumagui, S. (GP);
Molina, M. (GP);
Rivera, S. (GP);
Tomasino, J. (GP);
Yan, J. (GP)
MI 28SC:
Desert Biogeography of Joshua Tree National Park
The course will cover the features which make Joshua Tree National Park unique including the fact that it is at the confluence of two deserts. We will also look at the park in the context of comparative desert biography, including prominent deserts on every continent. Some of the specific issues to be covered include: What is a desert? What is the importance of desert ecosystems? What is their prevalence? What is the geological history of the area? What is the human history of the area? What are some of the key organisms in the Joshua Tree ecosystems? How is Joshua Tree being impacted by climate change? by land development? by species invasion? What is the role of ecotourism in the future of Joshua Tree? And so on. We will spend part of the time at Stanford and part in Joshua Tree. Every day in the park will involve didactic presentations by local experts and by the course director, students presentations, and field trips. There will also be a small research component conducted under the auspices of the park's scientific research director.
Terms: Sum
| Units: 2
MI 70Q:
Photographing Nature
Utilizes the idiom of photography to learn about nature, enhance observation, and explore scientific concepts. Builds upon the pioneering photographic work of Eadweard J. Muybridge on human and animal locomotion. A secondary goal is to learn the grammar, syntax, composition, and style of nature photography to enhance the use of this medium as a form of scientific communication and also to explore the themes of change across time and space. Scientific themes to be explored include: taxonomy, habitat preservation, climate change; species diversity; survival and reproductive strategies; ecological niches and coevolution, carrying capacity and sustainability, population densities, predation, and predator-prey relationships, open-space management, the physics of photography. Extensive use of field trips and class critque.
Terms: Win
| Units: 3
| UG Reqs: WAY-CE
MI 155A:
Humans and Viruses I
Introduction to human virology integrating epidemiology, molecular biology, clinical sciences, social sciences, history, and the arts. Emphasis is on host pathogen interactions and policy issues. Topics: polio and vaccination, smallpox and eradication, yellow fever and history, influenza and genomic diversity, rubella and childhood infections, adenovirus and viral morphology, ebola and emerging infection, lassa fever and immune response.
Terms: Win
| Units: 6
MI 155B:
Humans and Viruses II
Introduction to human virology integrating epidemiology, molecular biology, clinical sciences, social sciences, history, and the arts. Emphasis on host pathogen interactions and policy issues. Topics: measles and viral epidemiology, rotavirus and world health, rabies and infections of the brain, HPV and cancer -causing viruses, herpes simplex and viral latency, CMV and viral teratogenesis, retrovirology and endogenous viral sequences, HIV and viral treatement, viral hepatitis and chronic infections, prions and diseases of life style. Prerequisite: MI155A or HUMBIO 155H.
Terms: Spr
| Units: 6
MI 198:
Directed Reading in Microbiology and Immunology
Fields of study are decided in consultation with sponsoring professor. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Amieva, M. (PI);
Blau, H. (PI);
Boothroyd, J. (PI);
Carette, J. (PI);
Chen, C. (PI);
Chien, Y. (PI);
Contag, C. (PI);
Davis, M. (PI);
Falkow, S. (PI);
Kirkegaard, K. (PI);
Matin, A. (PI);
Monack, D. (PI);
Nolan, G. (PI);
Relman, D. (PI);
Sarnow, P. (PI);
Schneider, D. (PI);
Siegel, R. (PI);
Singh, U. (PI);
Sonnenburg, J. (PI);
Theriot, J. (PI);
Choudhry, S. (GP)
MI 199:
Undergraduate Research
Investigations sponsored by individual faculty members. Possible fields: microbial molecular biology and physiology, microbial pathogenicity, immunology, virology, and molecular parasitology. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Amieva, M. (PI);
Arvin, A. (PI);
Blau, H. (PI);
Bogyo, M. (PI);
Boothroyd, J. (PI);
Carette, J. (PI);
Chen, C. (PI);
Chien, Y. (PI);
Contag, C. (PI);
Davis, M. (PI);
Einav, S. (PI);
Falkow, S. (PI);
Galli, S. (PI);
Glenn, J. (PI);
Greenberg, H. (PI);
Howitt, M. (PI);
Huang, K. (PI);
Idoyaga, J. (PI);
Jackson, P. (PI);
Kirkegaard, K. (PI);
Maecker, H. (PI);
Matin, A. (PI);
McDevitt, H. (PI);
Mocarski, E. (PI);
Monack, D. (PI);
Nolan, G. (PI);
Parham, P. (PI);
Pizzo, P. (PI);
Prober, C. (PI);
Relman, D. (PI);
Sarnow, P. (PI);
Schneider, D. (PI);
Schoolnik, G. (PI);
Siegel, R. (PI);
Singh, U. (PI);
Sonnenburg, J. (PI);
Theriot, J. (PI);
Tompkins, L. (PI);
Yeh, E. (PI);
Choudhry, S. (GP)
MI 200:
Cellular and Molecular Immunology: An Introductory Course (BIO 230, IMMUNOL 200)
Mechanisms of immune responses in health and disease. Innate and adaptive immunity; development of the immune system; molecular biology, structure, and function of antibodies and T-cell receptors; cellular basis and regulation of immune responses; infectious diseases and vaccines; allergy, inflammation, and autoimmunity. COVID-19 will be featured as a major example. Lectures and discussion in class and in sections. For upper class undergraduate and graduate students who have not had an introductory immunology course. Prerequisites for undergraduates: Biology Core, Human Biology Core, or BIO 83 and 86, or consent of instructor. For graduate students: College-level molecular biology, biochemistry, and cell biology, or consent of instructor.
Terms: Aut
| Units: 4
MI 210:
Advanced Pathogenesis of Bacteria, Viruses, and Eukaryotic Parasites
For graduate and medical students, and advanced undergraduates; required of first-year graduate students in Microbiology and Immunology. The molecular mechanisms by which microorganisms invade animal and human hosts, express their genomes, interact with macromolecular pathways in the infected host, and induce disease. Current literature. Undergraduate students interested in taking this class must meet with the instructor to obtain approval before enrolling.
Terms: Spr
| Units: 4
MI 215:
Principles of Biological Technologies
The principles underlying novel as well as commonly utilized techniques to answer biological questions. Lectures and primary literature critiques on topics such as fluorescence microscopy, including applications such as FRET and single-cell analysis; human and murine genetic analysis; FACS; proteomics and analysis of noncoding RNAs. Class participation is emphasized. Prerequisite: biochemistry. Required of first-year graduate students in Microbiology and Immunology and the Immunology program.
Terms: Win
| Units: 3
MI 218:
Computational Analysis of Biological Information: Introduction to Python for Biologists (GENE 218, PATH 218)
Computational tools for processing, interpretation, communication, and archiving of biological information. Emphasis is on sequence and digital microscopy/image analysis. Intended for biological and clinical trainees without substantial programming experience.
Terms: Spr
| Units: 3
MI 221:
Gut Microbiota in Health and Disease (BIOE 221G, GENE 208)
Preference to graduate students. Focus is on the human gut microbiota. Students will receive instruction on computational approaches to analyze microbiome data and must complete a related project.
Terms: Aut
| Units: 3
MI 250:
Frontiers in Microbiology and Immunology
Required of first- and second-year students in Microbiology and Immunology. How to evaluate biological research. Held in conjunction with the Microbiology and Immunology Friday noon seminar series. Before the seminar, students and faculty discuss one or more papers from the speaker's primary research literature on a related topic. After the seminar, students meet informally with the speaker to discuss their research.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
MI 260:
Creative Visualization Studio
In this class, we will teach students to build small, physical explanations of their data for display and use as visual aids in person, at a poster or in a talk. We will use a range of media, including laser cutters, paper cutters, silk screening, CNC routing, 3D printing, jewelry making, embroidery, mold making, stop motion animation, or stained glass cutting. Classes will be split into workshop time¿for learning techniques and brainstorming¿and lab time, where students can work on individual projects. Students will be expected to complete 5 small visualization projects over the course of the quarter. Permission numbers are required to enroll. To obtain a permission number please email Professor David Schneider at dschneid@stanford.edu.
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
6 times
(up to 12 units total)
MI 299:
Directed Reading in Microbiology and Immunology
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Amieva, M. (PI);
Arvin, A. (PI);
Blau, H. (PI);
Bogyo, M. (PI);
Boothroyd, J. (PI);
Carette, J. (PI);
Chen, C. (PI);
Chien, Y. (PI);
Contag, C. (PI);
Davis, M. (PI);
Einav, S. (PI);
Falkow, S. (PI);
Galli, S. (PI);
Glenn, J. (PI);
Greenberg, H. (PI);
Huang, K. (PI);
Idoyaga, J. (PI);
Jackson, P. (PI);
Kirkegaard, K. (PI);
Maecker, H. (PI);
Matin, A. (PI);
McDevitt, H. (PI);
Mocarski, E. (PI);
Monack, D. (PI);
Nolan, G. (PI);
Parham, P. (PI);
Pizzo, P. (PI);
Prober, C. (PI);
Relman, D. (PI);
Sarnow, P. (PI);
Schneider, D. (PI);
Schoolnik, G. (PI);
Siegel, R. (PI);
Singh, U. (PI);
Sonnenburg, J. (PI);
Theriot, J. (PI);
Tompkins, L. (PI);
Yeh, E. (PI);
Choudhry, S. (GP)
MI 343C:
Preparing for Faculty Careers (EDUC 343C)
For graduate students and postdoctoral fellows from all disciplines who are considering a faculty career of any type and at any of a broad range of institutions. Numbers are limited and so whether formally registered (grad students) or attending as auditors (grad students or postdocs), all participants must commit to attending the entire course. Begins with a methodology to help determine if a faculty career is a good fit for the values, interests and abilities of each participant. Progresses to an exploration of different types of faculty roles and different institutional contexts (e.g., tenure-track vs. non-tenure-track; research-intensive vs. teaching-intensive; large vs. small; etc.). Discusses how to identify and land a faculty position. Ends with concrete tips on how to thrive in such a role. May be repeated for credit.
Terms: Spr
| Units: 2
| Repeatable
for credit
MI 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Amieva, M. (PI);
Arvin, A. (PI);
Blau, H. (PI);
Bogyo, M. (PI);
Boothroyd, J. (PI);
Carette, J. (PI);
Chen, C. (PI);
Chien, Y. (PI);
Contag, C. (PI);
Davis, M. (PI);
Einav, S. (PI);
Falkow, S. (PI);
Galli, S. (PI);
Glenn, J. (PI);
Greenberg, H. (PI);
Huang, K. (PI);
Idoyaga, J. (PI);
Jackson, P. (PI);
Kirkegaard, K. (PI);
Maecker, H. (PI);
Matin, A. (PI);
McDevitt, H. (PI);
Mocarski, E. (PI);
Monack, D. (PI);
Nolan, G. (PI);
Parham, P. (PI);
Pizzo, P. (PI);
Prober, C. (PI);
Relman, D. (PI);
Sarnow, P. (PI);
Schneider, D. (PI);
Schoolnik, G. (PI);
Siegel, R. (PI);
Singh, U. (PI);
Sonnenburg, J. (PI);
Theriot, J. (PI);
Tompkins, L. (PI);
Yeh, E. (PI);
Choudhry, S. (GP)
MI 399:
Graduate Research
Students who have completed the necessary foundation courses undertake investigations in general bacteriology, bacterial physiology and ecology, bacterial genetics, microbial pathogenicity, immunology, parasitology, or virology sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Amieva, M. (PI);
Arvin, A. (PI);
Bando, J. (PI);
Bhatt, A. (PI);
Blau, H. (PI);
Bogyo, M. (PI);
Bollyky, P. (PI);
Boothroyd, J. (PI);
Carette, J. (PI);
Chen, C. (PI);
Chien, Y. (PI);
Chiu, W. (PI);
Contag, C. (PI);
Dassama, L. (PI);
Davis, M. (PI);
Dodd, D. (PI);
Egan, E. (PI);
Einav, S. (PI);
Falkow, S. (PI);
Galli, S. (PI);
Glenn, J. (PI);
Greenberg, H. (PI);
Howitt, M. (PI);
Huang, K. (PI);
Idoyaga, J. (PI);
Jackson, P. (PI);
Jagannathan, P. (PI);
Kirkegaard, K. (PI);
Maecker, H. (PI);
Matin, A. (PI);
McDevitt, H. (PI);
Mocarski, E. (PI);
Monack, D. (PI);
Mudgett, M. (PI);
Nolan, G. (PI);
Parham, P. (PI);
Pizzo, P. (PI);
Prober, C. (PI);
Relman, D. (PI);
Sarnow, P. (PI);
Schneider, D. (PI);
Schoolnik, G. (PI);
Siegel, R. (PI);
Singh, U. (PI);
Sonnenburg, J. (PI);
Theriot, J. (PI);
Tompkins, L. (PI);
Wang, T. (PI);
Yang, P. (PI);
Yeh, E. (PI);
Choudhry, S. (GP)
MI 801:
TGR Master's Project
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Amieva, M. (PI);
Arvin, A. (PI);
Blau, H. (PI);
Bogyo, M. (PI);
Boothroyd, J. (PI);
Carette, J. (PI);
Chen, C. (PI);
Chien, Y. (PI);
Contag, C. (PI);
Davis, M. (PI);
Einav, S. (PI);
Falkow, S. (PI);
Galli, S. (PI);
Glenn, J. (PI);
Greenberg, H. (PI);
Huang, K. (PI);
Idoyaga, J. (PI);
Jackson, P. (PI);
Kirkegaard, K. (PI);
Maecker, H. (PI);
Matin, A. (PI);
McDevitt, H. (PI);
Mocarski, E. (PI);
Monack, D. (PI);
Nolan, G. (PI);
Parham, P. (PI);
Pizzo, P. (PI);
Prober, C. (PI);
Relman, D. (PI);
Sarnow, P. (PI);
Schneider, D. (PI);
Schoolnik, G. (PI);
Siegel, R. (PI);
Singh, U. (PI);
Sonnenburg, J. (PI);
Theriot, J. (PI);
Tompkins, L. (PI);
Yeh, E. (PI);
Choudhry, S. (GP)
MI 802:
TGR PhD Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Amieva, M. (PI);
Arvin, A. (PI);
Bhatt, A. (PI);
Blau, H. (PI);
Bogyo, M. (PI);
Bollyky, P. (PI);
Boothroyd, J. (PI);
Carette, J. (PI);
Chen, C. (PI);
Chien, Y. (PI);
Chiu, W. (PI);
Contag, C. (PI);
Davis, M. (PI);
Dodd, D. (PI);
Egan, E. (PI);
Einav, S. (PI);
Falkow, S. (PI);
Galli, S. (PI);
Glenn, J. (PI);
Greenberg, H. (PI);
Huang, K. (PI);
Idoyaga, J. (PI);
Jackson, P. (PI);
Jagannathan, P. (PI);
Kirkegaard, K. (PI);
Maecker, H. (PI);
Matin, A. (PI);
McDevitt, H. (PI);
Mocarski, E. (PI);
Monack, D. (PI);
Nolan, G. (PI);
Parham, P. (PI);
Pizzo, P. (PI);
Prober, C. (PI);
Relman, D. (PI);
Sarnow, P. (PI);
Schneider, D. (PI);
Schoolnik, G. (PI);
Siegel, R. (PI);
Singh, U. (PI);
Sonnenburg, J. (PI);
Theriot, J. (PI);
Tompkins, L. (PI);
Wang, T. (PI);
Yeh, E. (PI);
Choudhry, S. (GP)
MKTG 240:
Marketing Management
The objectives of this course are to introduce students to the substantive and procedural aspects of marketing management and to sharpen skills for critical analytical thinking and effective communication. Specifically, the goals are to introduce students to marketing strategy and to the elements of marketing analysis: customer analysis, competitor analysis, and company analysis; to familiarize students with the elements of the marketing mix (product strategy, pricing, advertising and promotion, and distribution), and to enhance problem solving and decision-making abilities in these operational areas of marketing; and to provide students with a forum (both written and verbal) for presenting and defending their own recommendations, and for critically examining and discussing the recommendations of others.
Terms: Win
| Units: 3
MKTG 243:
Marketing Management, Accelerated
The objective of this course is to introduce you to modern marketing practice at an accelerated level. Marketing is key to the success of an organization and requires an ability to design and execute a coherent strategy across a number of different dimensions. Specifically, we study in depth each of the tactical P's - price, promotion, product, and place (distribution) - and do so through the structural lens of the three C's - customer, competition, and company, with a particular focus on the customer. Going beyond the fundamentals, the course emphasizes two specific areas of specialization and learning throughout. First, it focuses on data-driven techniques for assessing markets and teaches you which of these techniques apply to different marketing decision problems. Second, the course takes seriously the idea that consumers often want different things. It therefore focuses on how you can generate company value by understanding and serving heterogeneous consumer wants and needs.
Terms: Win
| Units: 3
MKTG 326:
Customer Acquisition for New Ventures
The focus of this course is on the strategies and methods used by early-stage companies to acquire customers (through outbound or inbound marketing) and to activate and retain them (i.e., to encourage repeat behavior and/or increase the frequency of interaction). Throughout the course, we will examine topics such as search engine marketing (SEM), content marketing, affiliate marketing, social media campaigns, mobile applications, freemium strategies, and the use of web analytics for tracking customer acquisition and conversion. The focus will be mainly on digital marketing channels, and the emphasis will be more B2C than B2B. Instruction will consist of case discussion, exercises and simulations, and guest lectures, with students working in groups to apply their learning to improve the process of customer acquisition.
Terms: Aut
| Units: 3
MKTG 332:
Persuasion: Principles and Practice
Understanding persuasion is essential to having influence in virtually any environment¿at work, in a sales pitch, in the marketplace, and even at home. Whether you want to get colleagues on board with your idea, clients or investors interested in your company, or even family members to change their health behaviors, having persuasion knowhow will make you more effective. The aim of this course is to provide insight into the psychology of persuasion. We will take an evidence-based approach to explore what persuades and why. The goal is to give you access to the science of persuasion, and to help you identify and design new persuasion strategies that leverage this science. By the end of the course, you will have a deep understanding of persuasion and a toolkit that will help you enhance your persuasive impact in a wide range of situations. This is a 3-unit version of MKTG 532.
Terms: Win
| Units: 3
MKTG 344:
Marketing Research
How large is the market for a product, what is important for the target segment? How does change in the product design affect profitability? This course aims to help students ask such business questions and find data-driven answers to them. The main objectives are to equip students with: 1) an understanding of the value of data - what intelligence it can and cannot provide, 2) exposure to state-of-the-art quantitative tools including conjoint analysis, and unsupervised machine learning techniques such as cluster analysis to analyze the data, and 3) sufficient hands-on experience with these tools for answering students' own marketing research questions from the perspective of an entrepreneur, marketer or a consultant. The course is designed to address substantive marketing problems such as: market segmentation, targeting, forecasting demand, pricing, and developing new products. We will use a mix of lectures, exercises, cases and a project to learn the material.
Terms: Spr
| Units: 3
MKTG 346:
Humor: Serious Business
YOU, oh fearless leader of the future (and maybe present). Are very important. You will make critical and far-reaching economic, political, and social decisions in your quest beyond Stanford to change lives, change organizations, and change the world. That's serious stuff. So, why humor? The late journalist Eric Sevareid said "Next to power without honor, the most dangerous thing in the world is power without humor." Our goal is to pin you down and not let you leave Stanford without a healthy dose of humanity, humility, and intellectual perspective that only humor can bring. This class is about the power (and importance) of humor to make and scale positive change in the world, and also - surprise! - to achieve business objectives, build more effective and innovative organizations, cultivate stronger bonds, and capture more lasting memories. We will explore various aspects of levity and humor, reveal insight into what makes people laugh, and provide tools to harness humor safely and effectively in business. By the end of class, you should: Discover: (Re)discover humor in your stories and life; understand your unique style and the styles of others. Play: Apply techniques from comedians and play with incorporating humor into otherwise unfunny moments. Lead: Embed humor into your leadership style; understand the nuance of how to do this as your status shifts across roles and contexts. Activate: Amplify humor, using it to create cultures of levity in teams, organizations, and in the world. Welcome to your (re)introduction to humor.
Terms: Spr
| Units: 3
MKTG 532:
Persuasion: Principles and Practice
Understanding persuasion is essential to having influence in virtually any environment - at work, in a sales pitch, in the marketplace, and even at home. Whether you want to get colleagues on board with your idea, clients or investors interested in your company, or even family members to change their health behaviors, having persuasion knowhow will make you more effective. The aim of this course is to provide insight into the psychology of persuasion. We will take an evidence-based approach to explore what persuades and why. The goal is to give you access to the science of persuasion, and to help you identify and design new persuasion strategies that leverage this science. By the end of the course, you will have a deep understanding of persuasion and a toolkit that will help you enhance your persuasive impact in a wide range of situations.
Terms: Aut
| Units: 2
MKTG 535:
Product Launch
Our focus is on the question, "When launching a product, what are the framing issues that will help determine success?" In particular, we will provide you with tools to analyze market situations and determine whether it makes sense to launch a product or engage in a marketing-related investment. The course is not designed to cover issues such as execution of a strategy (although we will touch on this a bit), but on whether to enter a market to begin with. Thus, the course is decision oriented; we want you to think about market entry decisions and how you would make them. The tools that you will be provided won't consist of equations; instead, we'll arm you with a set of questions to ask, whose answers will help you make better decisions.This course is an advanced applications marketing course. Unlike the base core course that is designed to cover every basic topic in marketing, here we focus on a number of basic questions and explore them in depth. Although we will have some lectures for background, the bulk of this endeavor will be accomplished through case discussions. In other words, we can't and won't cover everything, as this course is not designed to be comprehensive. We are going to rely on your academic background in marketing to cover the basics; here and there, it is possible that some material will be a review of what you've done before (there's nothing wrong with a little de ja vu). Unfortunately, due to the tight schedule we will not be able to cover any of the basics that are not already included in the course material.The course includes, cases, lectures, and guest lectures.
Terms: Win
| Units: 2
MKTG 575:
Consumer Behavior
Contemporary approaches to marketing emphasize the importance of adopting a consumer focus, from determining consumers' wants and needs, understanding their motivation, to shaping their attitudes and ensuring their loyalty. This course provides insight into consumer psychology and the means by which consumer behavior can be influenced or altered. The course has both theoretical and practical objectives in that we will: (1) explore theory and research that is relevant to understanding consumer psychology, and (2) apply these theories and findings to generate novel ideas for effective marketing techniques. By shedding light on the psychological underpinnings of consumers' motivation, attitudes, preferences, and decision-making styles, this course will help students make more insightful and effective marketing decisions, as well as developing novel ideas for grabbing attention, shaping behavior, and changing people's minds.
Terms: Spr
| Units: 2
MKTG 622:
Behavioral Research in Marketing III: Consumer Behavior Classics
The purpose of this seminar is to provide PhD level coverage of the major research work carried out in consumer behavior. For each topic considered, a selection of articles with a specific focus on "early classics" will be distributed and discussed. For each topic, our goals will be to determine the main ideas and research questions driving work in each topic area, how these authors positioned their work and tested their ideas, what made these papers "classics," where the gaps are, and what ideas for new research those gaps imply.
Terms: Spr
| Units: 3
MKTG 641:
Behavioral Research in Marketing I
This course prepares the student to do empirical behavioral research. It will cover all aspects of the research process, from hypothesis generation to experimental design to data analysis to writing up your results and submitting them for publication.
Terms: Aut
| Units: 3
MKTG 644:
Quantitative Research in Marketing
The goal of this seminar is to familiarize students with the quantitative marketing literature and develop the process of generating research ideas and topics. Sessions will involve a mix of: i) a discussion of papers in a particular area in quantitative marketing; and/or ii) a discussion of students' research ideas with respect to topics.The format will mix student presentations of papers with lectures by the instructor(s). When discussing papers in the literature, the focus will be on the topic and research question and not the methodological approach. When discussing research ideas, students should be able to articulate why their question is interesting, where it fits in the literature and how they would address their question.
Terms: Win
| Units: 3
MKTG 661:
Attitudes and Persuasion
The goal of this course - geared toward graduate students in behavioral marketing, psychology, and related disciplines - is to explore the issues and questions that currently engage researchers in the domain of attitudes and persuasion. We will cover classic topics in this domain, but in each case we will emphasize new findings or recent directions. Students who take this course will become familiar with research methods and major issues in attitudes and persuasion research and will develop a new understanding of how individuals form, use, change, and maintain their attitudes. Throughout the course, students will be encouraged to critique existing research and formulate new research ideas.
Terms: Win
| Units: 3
| Repeatable
4 times
(up to 12 units total)
MKTG 691:
PhD Directed Reading (ACCT 691, FINANCE 691, GSBGEN 691, HRMGT 691, MGTECON 691, OB 691, OIT 691, POLECON 691, STRAMGT 691)
This course is offered for students requiring specialized training in an area not covered by existing courses. To register, a student must obtain permission from the faculty member who is willing to supervise the reading.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Aaker, J. (PI);
Donkor, K. (PI);
Hartmann, W. (PI);
Huang, S. (PI);
Kim, Y. (PI);
Lattin, J. (PI);
Levav, J. (PI);
Nair, H. (PI);
Narayanan, S. (PI);
Sahni, N. (PI);
Shiv, B. (PI);
Simonson, I. (PI);
Tormala, Z. (PI);
Tully, S. (PI);
Wheeler, S. (PI);
Brown, D. (GP);
Davis, S. (GP);
Dubon, M. (GP);
Flores, K. (GP);
Lion-Transler, C. (GP);
Molina, M. (GP);
Pola, M. (GP);
Ponce, S. (GP);
Smith, J. (GP)
MKTG 692:
PhD Dissertation Research (ACCT 692, FINANCE 692, GSBGEN 692, HRMGT 692, MGTECON 692, OB 692, OIT 692, POLECON 692, STRAMGT 692)
This course is elected as soon as a student is ready to begin research for the dissertation, usually shortly after admission to candidacy. To register, a student must obtain permission from the faculty member who is willing to supervise the research.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Aaker, J. (PI);
Donkor, K. (PI);
Hartmann, W. (PI);
Huang, S. (PI);
Kim, Y. (PI);
Lattin, J. (PI);
Levav, J. (PI);
Nair, H. (PI);
Narayanan, S. (PI);
Sahni, N. (PI);
Shiv, B. (PI);
Simonson, I. (PI);
Tormala, Z. (PI);
Tully, S. (PI);
Wheeler, S. (PI);
Brown, D. (GP);
Davis, S. (GP);
Lion-Transler, C. (GP);
Molina, M. (GP);
Smith, J. (GP)
MKTG 698:
Doctoral Practicum in Teaching
Doctoral Practicum in Teaching
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
25 times
(up to 50 units total)
Instructors: ;
Aaker, J. (PI);
Donkor, K. (PI);
Hartmann, W. (PI);
Huang, S. (PI);
Kim, Y. (PI);
Lattin, J. (PI);
Levav, J. (PI);
Narayanan, S. (PI);
Sahni, N. (PI);
Shiv, B. (PI);
Simonson, I. (PI);
Tormala, Z. (PI);
Tully, S. (PI);
Wheeler, S. (PI);
Dubon, M. (GP);
Molina, M. (GP)
MKTG 699:
Doctoral Practicum in Research
Doctoral Practicum in Research
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
25 times
(up to 50 units total)
Instructors: ;
Aaker, J. (PI);
Donkor, K. (PI);
Hartmann, W. (PI);
Huang, S. (PI);
Kim, Y. (PI);
Lattin, J. (PI);
Levav, J. (PI);
Nair, H. (PI);
Narayanan, S. (PI);
Sahni, N. (PI);
Shiv, B. (PI);
Simonson, I. (PI);
Tormala, Z. (PI);
Tully, S. (PI);
Wheeler, S. (PI);
Brown, D. (GP);
Davis, S. (GP);
Dubon, M. (GP);
Flores, K. (GP);
Lion-Transler, C. (GP);
Molina, M. (GP);
Patel, A. (GP);
Pola, M. (GP);
Ponce, S. (GP);
Rodriguez, T. (GP);
Smith, J. (GP);
Vera, K. (GP);
Zweig, S. (GP)
MKTG 802:
TGR Dissertation (ACCT 802, FINANCE 802, GSBGEN 802, HRMGT 802, MGTECON 802, OB 802, OIT 802, POLECON 802, STRAMGT 802)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Aaker, J. (PI);
Donkor, K. (PI);
Hartmann, W. (PI);
Huang, S. (PI);
Kim, Y. (PI);
Lattin, J. (PI);
Levav, J. (PI);
Narayanan, S. (PI);
Reiss, P. (PI);
Sahni, N. (PI);
Shiv, B. (PI);
Simonson, I. (PI);
Tormala, Z. (PI);
Tully, S. (PI);
Wheeler, S. (PI);
Brown, D. (GP);
Davis, S. (GP);
Dubon, M. (GP);
Lion-Transler, C. (GP);
Molina, M. (GP);
Rodriguez, T. (GP);
Smith, J. (GP);
Vera, K. (GP)
MLA 101A:
Foundations I
Required of and limited to first-year MLA students. First of three quarter foundation course. Introduction to the main political, philosophical, literary, and artistic trends that inform the liberal arts vision of the world and that underlie the MLA curriculum.
Terms: Aut
| Units: 4
MLA 101B:
Foundations II: the Middle Ages and Renaissance.
Required of and limited to first-year MLA students. Second of three quarter foundation course. Introduction to the main political, philosophical, literary, and artistic trends that inform the liberal arts vision of the world and that underlie the MLA curriculum.
Terms: Win
| Units: 4
MLA 101C:
Foundations III: the Enlightenment through Modernism
Required of and limited to first-year MLA students. First of three quarter foundation course. Introduction to the main political, philosophical, literary, and artistic trends that inform the liberal arts vision of the world and that underlie the MLA curriculum.
Terms: Spr
| Units: 4
MLA 102:
An Introduction to Interdisciplinary Graduate Study
Limited to and required of second-year MLA students. Historical, literary, artistic, medical, and theological issues are covered. Focus is on skills and information needed to pursue MLA graduate work at Stanford: writing a critical, argumentative graduate paper; conducting library research; expectations of seminar participation. Readings include Homer, Thucydides, Camus, Mann, Kushner, and sacred, scientific, and historical writings.
Terms: Aut
| Units: 4
MLA 278:
James Joyce's Ulysses
Terms: Win
| Units: 4
MLA 300:
Oxford Summer Programme
Terms: Sum
| Units: 2-4
MLA 353:
The Fourth R: Religion, Education and Schooling in America
Terms: Spr
| Units: 4
MLA 362:
Darwin, Evolution, and the Galapagos
Terms: Aut
| Units: 4
MLA 363:
Living on the Edge: Literature of the Western Fringes
Terms: Aut
| Units: 4
MLA 364:
A Short History of Security
Terms: Win
| Units: 4
MLA 365:
The Poetry of Animality: Romantic to Contemporary
Terms: Spr
| Units: 4
MLA 366:
Critical Approaches to Literary and Historical Sources
This seminar aims to introduce students to the complexities of the primary source in its broadest sense, focusing principally on the written word, on images, and on material remains from 1000CE to the present day. We shall investigate how meaning is formed by text in its various physical and historical contexts. Among the major themes that we shall analyse is textual mouvance or variance (how texts change over time at the hands of successive users, whether annotators, readers, performers, editors, translators, or copyists); how paratextual features, such as illustration, typography, codicology and layout both affect and effect our interpretation; and the ways in which meaning can be said to derive from combinations of textual production, reception, and ideological or performative interactions. This course will involve hands-on experience with original sources, and will examine key scholarly approaches to material history.
Terms: Sum
| Units: 4
MLA 367:
Muwekma: Landscape, Archaeology, and the Narratives of California Natives
Terms: Sum
| Units: 4
MLA 398:
MLA Thesis in Progress
Group meetings provide peer critiques, motivations, and advice under the direction of the Associate Dean.
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
8 times
(up to 0 units total)
MLA 399:
MLA Thesis Final Quarter
Students write a 75-100 page thesis that evolves out of work they pursued during their MLA studies.
Terms: Aut, Win, Spr, Sum
| Units: 6
Instructors: ;
Camarillo, A. (PI);
Campbell, J. (PI);
Findlen, P. (PI);
Gelpi, A. (PI);
Gelpi, B. (PI);
Gigante, D. (PI);
Junkerman, C. (PI);
Kessler, E. (PI);
Olivarius, K. (PI);
Phelan, P. (PI);
Robinson, P. (PI);
Treharne, E. (PI);
Key, A. (SI)
MS&E 79SI:
Values and Principles in the Workplace: PEAK Fellows
Extension of the PEAK Fellows program. Serves as an opportunity for students to explore what it means to create and work for principled, entrepreneurial businesses. Through readings and peer-led discussions, students will definentheir personal set of values and principles to serve as a guide in shaping future teams and workplaces. Prerequisite: admission to PEAK Fellows Program. See https://stvp.stanford.edu/peak-fellows.
Terms: Aut
| Units: 1
MS&E 92Q:
International Environmental Policy
Preference to sophomores. Science, economics, and politics of international environmental policy. Current negotiations on global climate change, including actors and potential solutions. Sources include briefing materials used in international negotiations and the U.S. Congress.
Terms: Win
| Units: 3
MS&E 108:
Senior Project
Restricted to MS&E majors in their senior year. Students carry out a major project in groups of four, applying techniques and concepts learned in the major. Project work includes problem identification and definition, data collection and synthesis, modeling, development of feasible solutions, and presentation of results. Cardinal Course certified by the Haas Center. Satisfies the WIM requirement for MS&E majors.
Terms: Win
| Units: 5
MS&E 111:
Introduction to Optimization (ENGR 62, MS&E 211)
Formulation and computational analysis of linear, quadratic, and other convex optimization problems. Applications in machine learning, operations, marketing, finance, and economics. Prerequisite: CME 100 or MATH 51.
Terms: Win, Sum
| Units: 3-4
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR
MS&E 111X:
Introduction to Optimization (Accelerated) (ENGR 62X, MS&E 211X)
Optimization theory and modeling. The role of prices, duality, optimality conditions, and algorithms in finding and recognizing solutions. Perspectives: problem formulation, analytical theory, computational methods, and recent applications in engineering, finance, and economics. Theories: finite dimensional derivatives, convexity, optimality, duality, and sensitivity. Methods: simplex and interior-point, gradient, Newton, and barrier. Prerequisite: CME 100 or MATH 51 or equivalent.
Terms: Aut
| Units: 3-4
| UG Reqs: WAY-AQR
MS&E 112:
Mathematical Programming and Combinatorial Optimization (MS&E 212)
Combinatorial and mathematical programming (integer and non-linear) techniques for optimization. Topics: linear program duality and LP solvers; integer programming; combinatorial optimization problems on networks including minimum spanning trees, shortest paths, and network flows; matching and assignment problems; dynamic programming; linear approximations to convex programs; NP-completeness. Hands-on exercises. Prerequisites: basic concepts in linear algebra, probability theory, CS 106A or X.
Terms: Aut
| Units: 3
MS&E 120:
Introduction to Probability
Probability is the foundation behind many important disciplines including statistics, machine learning, risk analysis, stochastic modeling and optimization. This course provides an in-depth undergraduate-level introduction to fundamental ideas and tools of probability. Topics include: the foundations (sample spaces, random variables, probability distributions, conditioning, independence, expectation, variance), a systematic study of the most important univariate and multivariate distributions (Normal, Multivariate Normal, Binomial, Poisson, etc...), as well as a peek at some limit theorems (basic law of large numbers and central limit theorem) and, time permitting, some elementary markov chain theory. Prerequisite: CME 100 or MATH 51.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-FR
MS&E 121:
Introduction to Stochastic Modeling
Stochastic processes and models in operations research. Discrete and continuous time parameter Markov chains. Queuing theory, inventory theory, simulation. Prerequisite: 120 or equivalent.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-EngrAppSci
MS&E 125:
Introduction to Applied Statistics
An increasing amount of data is now generated in a variety of disciplines, ranging from finance and economics, to the natural and social sciences. Making use of this information, however, requires both statistical tools and an understanding of how the substantive scientific questions should drive the analysis. In this hands-on course, we learn to explore and analyze real-world datasets. We cover techniques for summarizing and describing data, methods for statistical inference, and principles for effectively communicating results. Prerequisite: 120, CS 106A, or equivalents.
Terms: Spr
| Units: 4
MS&E 135:
Networks
This course provides an introduction to how networks underly our social, technological, and natural worlds, with an emphasis on developing intuitions for broadly applicable concepts in network analysis. The course will include: an introduction to graph theory and graph concepts; social networks; information networks; the aggregate behavior of markets and crowds; network dynamics; information diffusion; the implications of popular concepts such as "six degrees of separation", the "friendship paradox", and the "wisdom of crowds".
Terms: Win
| Units: 3
MS&E 140:
Accounting for Managers and Entrepreneurs (MS&E 240)
Non-majors and minors who have taken or are taking elementary accounting should not enroll. Introduction to accounting concepts and the operating characteristics of accounting systems. The principles of financial and cost accounting, design of accounting systems, techniques of analysis, and cost control. Interpretation and use of accounting information for decision making. Designed for the user of accounting information and not as an introduction to a professional accounting career. Enrollment limited. Admission by order of enrollment.
Terms: Aut, Win, Spr, Sum
| Units: 3-4
MS&E 145:
Introduction to Finance and Investment
Introduction to modern quantitative finance and investments. The course focuses on the basic principles underlying financial decision making which are applicable to all forms of investment: stocks, bonds, real estate, corporate finance, etc., and how they are applied in practice. Topics: interest rates; evaluating investments: present value and internal rate of return; fixed-income markets: bonds, yield, duration, portfolio immunization; term structure of interest rates; measuring risk: volatility, value at risk, conditional value at risk; designing optimal security portfolios; the capital asset pricing model, arbitrage pricing theory. Group projects involving financial market data. No prior knowledge of finance required. Prerequisite: basic preparation in probability, statistics, and optimization.
Terms: Aut
| Units: 4
MS&E 146:
Corporate Financial Management (MS&E 249)
Key functions of finance in both large and small companies, and the core concepts and key analytic tools that provide their foundation. Making financing decisions, evaluating investments, and managing cashflow, profitability and risk. Designing performance metrics to effectively measure and align the activities of functional groups and individuals within the firm. Structuring relationships with key customers, partners and suppliers. Recommended: 145, 245A, or equivalent.
Terms: Win
| Units: 3-4
MS&E 149:
Hedge Fund Management
Introduction to hedge fund management. Students actively manage the $1MM Stanford Kudla Fund employing Equity Long/Short, Macro and Quantitative Investment Strategies. Modeled after a hedge fund partnership culture, participation involves significant time commitment, passion for investing, and uncommon teamwork and communication skills. Open to advanced undergraduate and graduate students with continuing participation expectation. Limited to 12 students. Enrollment by application and permission of Instructor.May be repeat for credit.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
15 times
(up to 30 units total)
MS&E 152:
Introduction to Decision Analysis
How to make good decisions in a complex, dynamic, and uncertain world. People often make decisions that on close examination they regard as wrong. Decision analysis uses a structured conversation based on actional thought to obtain clarity of action in a wide variety of domains. Topics: distinctions, possibilities and probabilities, relevance, value of information and experimentation, relevance and decision diagrams, risk attitude. Prerequisites: high school algebra and basic spreadsheet skills.
Terms: Spr
| Units: 3-4
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-FR
MS&E 175:
Innovation, Creativity, and Change
Problem solving in organizations; creativity and innovation skills; thinking tools; creative organizations, teams, individuals, and communities. Limited enrollment.
Terms: Win
| Units: 3-4
MS&E 178:
The Spirit of Entrepreneurship
Is there more to entrepreneurship than inventing the better mouse trap? This course uses the speakers from the Entrepreneurial Thought Leader seminar (MS&E472) to drive research and discussion about what makes an entrepreneur successful. Topics include venture financing, business models, and interpersonal dynamics in the startup environment. Students meet before and after MS&E 472 to prepare for and debrief after the sessions. Enrollment limited to 60 students. Application available at first class session.
Terms: Aut, Win, Spr
| Units: 2
| Repeatable
for credit
MS&E 180:
Organizations: Theory and Management
For undergraduates only; preference to MS&E majors. Classical and contemporary organization theory; the behavior of individuals, groups, and organizations. Limited enrollment. Students must attend and complete an application at the first class session.
Terms: Aut, Win
| Units: 4
MS&E 182A:
Leading Organizational Change
This course blends lecture, case discussions, readings about pertinent research, and hands-on projects to learn about what leaders and senior teams can do to bring about broad-based change in complex organizations. Topics include the role of the CEO and the senior team, organizational growth and scaling, organizational culture, organizational design, and innovation. The course focuses in particular on the causes and cures for dysfunctional organizational friction, and the related question what organizations ought to make difficult or impossible to do. Limited enrollment. For juniors and seniors, with preference given to students who have taken MS&E 180.
Terms: Spr
| Units: 4
MS&E 184:
Future of Work: Issues in Organizational Learning and Design
For over 100 years much of our economic activity was accomplished in bureaucratic organizations. Many theories of management and work design were developed for those settings. Today, economic activities are being reconfigured using new technologies such as online labor markets, crowdsourcing platforms, data, automation, and robotics. We will update and extend theories of management and work design, building from these original theories to explore how work and organizations are changing. Enrollment Limited. Prerequisite: 180.
Terms: Spr
| Units: 4
MS&E 188:
Organizing for Good
Grand challenges of our time will demand entirely new ways of thinking about when, how, and under what conditions organizations are "doing good" and what effects that has. Focus is on the role of organizations in society, the ways that organizations can "do good," the challenges organizations face in attempting to "do good", limitations to current ways of organizing, alternative ways to organize and lead organizations that are "good," and the role and responsibilities of individuals in organizations. Students will reflect on and refine their own values and purpose to identify ways in which they can "do good." This course has been designated as a Cardinal Course by the Haas Center for Public Service. Limited to 40 students, application at first class session.
Terms: Win, Spr
| Units: 4
MS&E 193:
Technology and National Security: Past, Present, and Future (INTLPOL 256, MS&E 293)
Explores the relation between technology, war, and national security policy from early history to modern day, focusing on current U.S. national security challenges and the role that technology plays in shaping our understanding and response to these challenges. Topics include the interplay between technology and modes of warfare; dominant and emerging technologies such as nuclear weapons, cyber, sensors, stealth, and biological; security challenges to the U.S.; and the U.S. response and adaptation to new technologies of military significance.
Terms: Aut
| Units: 3-4
| UG Reqs: WAY-SI
MS&E 201:
Dynamic Systems
Dynamic System: Provides a solid foundation in understanding and modeling the dynamics of change. Differential equations are used as a mathematical language to facilitate discussions on dynamic phenomena. Develop mathematical tools to analyze the dynamic models, and use such tools to think about and manage the dynamics of change. The course covers the notions of equilibrium, stability, growth and limit cycle of dynamic systems and discussed in terms of examples in product market penetration, business competition, ecology and spread of epidemics. The course gives an introduction to Catastrophe Theory, which provides a mathematical model for certain discontinuous phenomena like the crash of the stock market and the extinction of species. The course concludes with optimal control theory and differential games. Optimal economic growth model and optimal dynamic pricing are used to illustrate how the optimal control theory is applied to economic modeling analysis and business application. A platform competition model is used to illustrate how different games can be used to do dynamic competitive analysis. Required a project in dynamic system modeling. Pre-requisite: calculus and linear algebra
Terms: Spr
| Units: 3
MS&E 208A:
Practical Training
MS&E students obtain employment in a relevant industrial or research activity to enhance professional experience, consistent with the degree program they are pursuing. Students submit a statement showing relevance to degree program along with offer letter to the Student Services Office before the start of the quarter, and a 2-3 page final report documenting the work done and relevance to degree program at the conclusion of the quarter. Students may take each course once. To receive a permission code to enroll, please submit this form: https://forms.gle/bFtMtwJMyaCJRhkf8 with statement and offer letter.
Terms: Aut, Win, Spr, Sum
| Units: 1
MS&E 208B:
Practical Training
MS&E students obtain employment in a relevant industrial or research activity to enhance professional experience, consistent with the degree program they are pursuing. Students submit a statement showing relevance to degree program along with offer letter to the Student Services Office before the start of the quarter, and a 2-3 page final report documenting the work done and relevance to degree program at the conclusion of the quarter. Students may take each course once. To receive a permission code to enroll, please submit this form: https://forms.gle/bFtMtwJMyaCJRhkf8 with statement and offer letter.
Terms: Aut, Win, Spr, Sum
| Units: 1
MS&E 208C:
Practical Training
MS&E students obtain employment in a relevant industrial or research activity to enhance professional experience, consistent with the degree program they are pursuing. Students submit a statement showing relevance to degree program along with offer letter to the Student Services Office before the start of the quarter, and a 2-3 page final report documenting the work done and relevance to degree program at the conclusion of the quarter. Students may take each course once. To receive a permission code to enroll, please submit this form: https://forms.gle/bFtMtwJMyaCJRhkf8 with statement and offer letter.
Terms: Aut, Win, Spr, Sum
| Units: 1
MS&E 208D:
Practical Training
MS&E students obtain employment in a relevant industrial or research activity to enhance professional experience, consistent with the degree program they are pursuing. Students submit a statement showing relevance to degree program along with offer letter to the Student Services Office before the start of the quarter, and a 2-3 page final report documenting the work done and relevance to degree program at the conclusion of the quarter. Students may take each course once. To receive a permission code to enroll, please submit this form: https://forms.gle/bFtMtwJMyaCJRhkf8 with statement and offer letter.
Terms: Aut, Win, Spr, Sum
| Units: 1
MS&E 208E:
Part-Time Practical Training
MS&E students obtain employment in a relevant industrial or research activity to enhance professional experience, consistent with the degree program they are pursuing. Students submit a statement showing relevance to degree program along with offer letter to the Student Services Office before the start of the quarter, and a 2-3 page final report documenting the work done and relevance to degree program at the conclusion of the quarter. Course may be repeated for credit. To receive a permission code to enroll, please submit this form: https://forms.gle/bFtMtwJMyaCJRhkf8 with statement and offer letter.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
15 times
(up to 15 units total)
MS&E 211:
Introduction to Optimization (ENGR 62, MS&E 111)
Formulation and computational analysis of linear, quadratic, and other convex optimization problems. Applications in machine learning, operations, marketing, finance, and economics. Prerequisite: CME 100 or MATH 51.
Terms: Win, Sum
| Units: 3-4
MS&E 211X:
Introduction to Optimization (Accelerated) (ENGR 62X, MS&E 111X)
Optimization theory and modeling. The role of prices, duality, optimality conditions, and algorithms in finding and recognizing solutions. Perspectives: problem formulation, analytical theory, computational methods, and recent applications in engineering, finance, and economics. Theories: finite dimensional derivatives, convexity, optimality, duality, and sensitivity. Methods: simplex and interior-point, gradient, Newton, and barrier. Prerequisite: CME 100 or MATH 51 or equivalent.
Terms: Aut
| Units: 3-4
MS&E 212:
Mathematical Programming and Combinatorial Optimization (MS&E 112)
Combinatorial and mathematical programming (integer and non-linear) techniques for optimization. Topics: linear program duality and LP solvers; integer programming; combinatorial optimization problems on networks including minimum spanning trees, shortest paths, and network flows; matching and assignment problems; dynamic programming; linear approximations to convex programs; NP-completeness. Hands-on exercises. Prerequisites: basic concepts in linear algebra, probability theory, CS 106A or X.
Terms: Aut
| Units: 3
MS&E 220:
Probabilistic Analysis
Concepts and tools for the analysis of problems under uncertainty, focusing on structuring, model building, and analysis. Examples from legal, social, medical, and physical problems. Topics include axioms of probability, probability trees, random variables, distributions, conditioning, expectation, change of variables, and limit theorems. Prerequisite: multivariable calculus and some linear algebra.
Terms: Aut, Sum
| Units: 3-4
MS&E 221:
Stochastic Modeling
Focus is on time-dependent random phenomena. Topics: discrete time Markov chains, Markov jump processes, queueing theory, and applications. Emphasis on model-building, computation, and related calibration and statistical issues. Prerequisite: 220 or equivalent, or consent of instructor.
Terms: Spr
| Units: 3
MS&E 223:
Simulation
Discrete-event systems, generation of uniform and non-uniform random numbers, Monte Carlo methods, programming techniques for simulation, statistical analysis of simulation output, efficiency-improvement techniques, decision making using simulation, applications to systems in computer science, engineering, finance, and operations research. Prerequisites: working knowledge of a programming language such as C, C++, Java, Python, or FORTRAN; calculus-base probability; and basic statistical methods.
Terms: Spr
| Units: 3
MS&E 226:
Fundamentals of Data Science: Prediction, Inference, Causality
This course is about understanding "small data": these are datasets that allow interaction, visualization, exploration, and analysis on a local machine. The material provides an introduction to applied data analysis, with an emphasis on providing a conceptual framework for thinking about data from both statistical and machine learning perspectives. Topics will be drawn from the following list, depending on time constraints and class interest: approaches to data analysis: statistics (frequentist, Bayesian) and machine learning; binary classification; regression; bootstrapping; causal inference and experimental design; multiple hypothesis testing. Class lectures will be supplemented by data-driven problem sets and a project. Prerequisites: CME 100 or MATH 51; 120, 220 or STATS 116; experience with R at the level of CME/STATS 195 or equivalent.
Terms: Aut
| Units: 3
MS&E 230:
Market Design for Engineers
Markets are everywhere around us but don't always achieve desired goals. Market failures occur due to a variety of frictions and need design to be fixed. The design of marketplace varies depending on the type of goods and possible transactions. This course will cover methods and classic results to analyze the behavior of a marketplace, whether it is successful and how to fix it, building especially on game theoretic tools. The course will further explore the trade-offs between efficiency and equitable outcomes and how to reach desired outcomes. Applications include matching students to schools, college admissions and the failure the desire to balance equity and merit, assigning vaccines, assigning interns to hospitals, assigning organs to patients, auction designs and pricing, information design, online platforms, allocation of food, transportation, and emissions. The course is intended for undergraduates, masters, but also PhD students who are interested in exposure to market design. Prerequisites: basic mathematical maturity at the level of Math 51, and probability at the level of MS&E 120, 220 or EE 178.
Terms: Spr
| Units: 3
MS&E 232:
Introduction to Game Theory
Examines foundations of strategic environments with a focus on game theoretic analysis. Provides a solid background to game theory as well as topics in behavioral game theory and the design of marketplaces. Introduction to analytic tools to model and analyze strategic interactions as well as engineer the incentives and rules in marketplaces to obtain desired outcomes. Technical material includes non-cooperative and cooperative games, behavioral game theory, equilibrium analysis, repeated games, social choice, mechanism and auction design, and matching markets. Exposure to a wide range of applications. Lectures, presentations, and discussion. Prerequisites: basic mathematical maturity at the level of Math 51, and probability at the level of MS&E 120 or EE 178.
Terms: Win
| Units: 3
MS&E 232H:
Introduction to Game Theory (Accelerated)
Game theory uses mathematical models to study strategic interactions and situations of conflict and cooperation between rational decision-makers. This course provides an accelerated introduction to tools, models and computation in non-cooperative and cooperative game theory. Technical material includes normal and extensive form games, zero-sum games, Nash equilibrium and other solution concepts, repeated games, games with incomplete information, auctions and mechanism design, the core, and Shapley value. Exploration of applications of this material through playing stylized in-class and class-wide games and analyzing real-life applications. Prerequisites: mathematical maturity at the level of MATH51, and probability at the level of MS&E 120, or equivalent.
Terms: Win
| Units: 3
MS&E 234:
Data Privacy and Ethics
This course engages with ethical challenges in the modern practice of data science. The three main focuses are data privacy, personalization and targeting algorithms, and online experimentation. The focus on privacy raises both practical and theoretical considerations. As part of the module on experimentation, students are required to complete the Stanford IRB training for social and behavioral research. The course assumes a strong technical familiarity with the practice of machine learning and and data science. Recommended: 221, 226, CS 161, or equivalents.
Terms: Win
| Units: 3
MS&E 237:
Reinforcement Learning: Behaviors and Applications (EE 277)
Reinforcement learning addresses the design of agents that improve decisions while operating within complex and uncertain environments. This course covers principled and scalable approaches to realizing a range of intelligent learning behaviors. Topics include environment models, planning, abstraction, prediction, credit assignment, exploration, and generalization. Motivating examples will be drawn from web services, control, finance, and communications. Prerequisites: programming (e.g., CS106B), probability (e.g., MS&E 121, EE 178 or CS 109), machine learning (e.g., EE 104/CME 107, MS&E 226 or CS 229).
Terms: Aut
| Units: 3
MS&E 239:
Market Design in Action
This project-based experiential course is designed for advanced undergraduate and masters students familiar either with market design basics or machine learning methods who are interested in studying and potentially building a platform in a specific application domain. Applications of interest include the sharing economy, online advertising, blockchains and decentralized finance, as well as markets for allocating public goods. Prerequisites: 230, 260, CS 230, or equivalents.
Terms: Spr
| Units: 3
MS&E 240:
Accounting for Managers and Entrepreneurs (MS&E 140)
Non-majors and minors who have taken or are taking elementary accounting should not enroll. Introduction to accounting concepts and the operating characteristics of accounting systems. The principles of financial and cost accounting, design of accounting systems, techniques of analysis, and cost control. Interpretation and use of accounting information for decision making. Designed for the user of accounting information and not as an introduction to a professional accounting career. Enrollment limited. Admission by order of enrollment.
Terms: Aut, Win, Spr, Sum
| Units: 3-4
MS&E 241:
Economic Analysis (MS&E 141)
Principal methods of economic analysis of the production activities of firms, including production technologies, cost and profit, and perfect and imperfect competition; individual choice, including preferences and demand; and the market-based system, including price formation, efficiency, and welfare. Practical applications of the methods presented. Recommended: 211, ECON 50.
Terms: Win
| Units: 3-4
MS&E 243:
Energy and Environmental Policy Analysis
Concepts, methods, and applications. Energy/environmental policy issues such as automobile fuel economy regulation, global climate change, research and development policy, and environmental benefit assessment. Group project. Prerequisite: MS&E 241 or ECON 50.
Terms: Spr
| Units: 3
MS&E 245A:
Investment Science
Basic concepts of modern quantitative finance and investments. Focus is on the financial theory and empirical evidence that are useful for investment decisions. Topics: basic interest rates; evaluating investments: present value and internal rate of return; fixed-income markets: bonds, yield, duration, portfolio immunization; term structure of interest rates; measuring risk: volatility and value at risk; designing optimal portfolios; risk-return tradeoff: capital asset pricing model and extensions. No prior knowledge of finance is required. Concepts are applied in a stock market simulation with real data. Prerequisite: basic preparation in probability, statistics, and optimization.
Terms: Aut
| Units: 3-4
MS&E 245B:
Advanced Investment Science
Formerly MS&E 342. Topics: forwards and futures contracts, continuous and discrete time models of stock price behavior, geometric Brownian motion, Ito's lemma, basic options theory, Black-Scholes equation, advanced options techniques, models and applications of stochastic interest rate processes, and optimal portfolio growth. Computational issues and general theory. Teams work on independent projects. Prerequisite: 245A.
Terms: Spr
| Units: 3
MS&E 246:
Financial Risk Analytics
Practical introduction to financial risk analytics. The focus is on data-driven modeling, computation, and statistical estimation of credit and market risks. Case studies based on real data will be emphasized throughout the course. Topics include mortgage risk, asset-backed securities, commercial lending, consumer delinquencies, online lending, derivatives risk. Tools from machine learning and statistics will be developed. Data sources will be discussed. The course is intended to enable students to design and implement risk analytics tools in practice. Prerequisites: MS&E 245A or similar, some background in probability and statistics, working knowledge of R, Matlab, or similar computational/statistical package.
Terms: Win
| Units: 3
MS&E 249:
Corporate Financial Management (MS&E 146)
Key functions of finance in both large and small companies, and the core concepts and key analytic tools that provide their foundation. Making financing decisions, evaluating investments, and managing cashflow, profitability and risk. Designing performance metrics to effectively measure and align the activities of functional groups and individuals within the firm. Structuring relationships with key customers, partners and suppliers. Recommended: 145, 245A, or equivalent.
Terms: Aut, Win
| Units: 3-4
MS&E 250A:
Engineering Risk Analysis
The techniques of analysis of engineering systems for risk management decisions involving trade-offs (technical, human, environmental aspects). Elements of decision analysis; probabilistic risk analysis (fault trees, event trees, systems dynamics); economic analysis of failure consequences (human safety and long-term economic discounting); and case studies such as space systems, nuclear power plants, and medical systems. Public and private sectors. Pre or Co-requisites: probability, decision analysis, stochastic processes, and convex optimization.
Terms: Win
| Units: 3
MS&E 250B:
Project Course in Engineering Risk Analysis
Students, individually or in groups, choose, define, formulate, and resolve a real risk management problem, preferably from a local firm or institution. Oral presentation and report required. Scope of the project is adapted to the number of students involved. Three phases: risk assessment, communication, and management. Emphasis is on the use of probability for the treatment of uncertainties and sensitivity to problem boundaries. Prerequisites: engineering risk analysis, decision analysis, or consent of instructor.
Terms: Spr
| Units: 3
| Repeatable
4 times
(up to 12 units total)
MS&E 252:
Foundations of Decision Analysis
Coherent approach to decision making, using the metaphor of developing a structured conversation having desirable properties, and producing actional thought that leads to clarity of action. Emphasis is on creation of distinctions, representation of uncertainty by probability, development of alternatives, specification of preference, and the role of these elements in creating a normative approach to decisions. Information gathering opportunities in terms of a value measure. Relevance and decision diagrams to represent inference and decision. How to assess the quality of decisions, the role of the decision analysis cycle, framing decisions, the decision hierarchy, biases in assessment, and uncertainty about probability. Sensitivity analysis, joint information, options, flexibility, assessing and using risk attitude, and decisions involving health and safety. Principles are applied to decisions in business, technology, law, and medicine. nPrerequisite: 220 or equivalent.
Terms: Win
| Units: 3-4
MS&E 254:
The Ethical Analyst
We raise awareness of ethically sensitive situations and provide principles and tools for forming coherent ethical judgments regarding individual, government, or organizational actions. Students learn ethical theories and tools from which they create their own personal ethical codes and test them against established ethical principles, class discussion, homework, class presentations, and situations from work and life. The course addresses personal life, human action and relations in society, technology, medicine, coercion, harming, stealing, imposition of risk, deception, and other ethical issues.
Terms: Spr
| Units: 1-3
MS&E 256:
Technology Assessment and Regulation of Medical Devices (BIOE 256)
Regulatory approval and reimbursement for new health technologies are critical success factors for product commercialization. This course explores the regulatory and payer environment in the U.S. and abroad, as well as common methods of health technology assessment. Students will learn frameworks to identify factors relevant to the adoption of new health technologies, and the management of those factors in the design and development phases of bringing a product to market through case studies, guest speakers from government (FDA) and industry, and a course project.
Terms: Spr
| Units: 3
MS&E 256A:
Technology Assessment and Regulation of Medical Devices
Regulatory approval and reimbursement for new medical technologies as a key component of product commercialization. The regulatory and payer environment in the U.S. and abroad, and common methods of health technology assessment. Framework to identify factors relevant to adoption of new medical devices, and the management of those factors in the design and development phases. Case studies; guest speakers from government (FDA) and industry.
Terms: Spr
| Units: 1
MS&E 260:
Introduction to Operations Management
Operations management focuses on the effective planning, scheduling, and control of manufacturing and service entities. This course introduces students to a broad range of key issues in operations management. Topics include determination of optimal facility location, production planning, optimal timing and sizing of capacity expansion, and inventory control. Prerequisites: basic knowledge of Excel spreadsheets, probability.
Terms: Aut
| Units: 3
MS&E 263:
Healthcare Operations Management (PEDS 263)
US health care spending is approximately 18% of GDP, growing rapidly, and driven in large part by prices and waste rather than quality and access. New approaches for improving health care delivery are urgently needed. This class focuses on the use of analytical tools to support efficient health care delivery. Topics include case studies on capacity planning, resource allocation, and scheduling. Methods include queueing, optimization, and simulation. Prerequisites: basic knowledge of Excel, probability, and optimization. For students in the Schools of Medicine, Business, and Law the course includes a variant of the curriculum with less emphasis on the technical material.
Terms: Aut, Win
| Units: 3
MS&E 265:
Introduction to Product Management
Product Managers define a product's functional requirements and lead cross functional teams responsible for development, launch, and ongoing improvement. Uses a learning-by-doing approach covering the following topics: changing role of a PM at different stages of the product life cycle; techniques to understand customer needs and validate demand; user experience design and testing; role of detailed product specifications; waterfall and agile methods of software development. Group projects involve the specification of a technology product though the skills taught are useful for a variety of product roles. No prior knowledge of design, engineering, or computer science required. Limited enrollment.
Terms: Aut, Win
| Units: 3
MS&E 270:
Strategy in Technology-Based Companies
For graduate students only. Introduction to the basic concepts of strategy, with emphasis on high technology firms. Topics: competitive positioning, resource-based perspectives, co-opetition and standards setting, and complexity/evolutionary perspectives. Limited enrollment. Students must attendnand complete an application at the first class session.
Terms: Win
| Units: 3-4
MS&E 272:
Entrepreneurship without Borders
How and why does access to entrepreneurial opportunities vary by geographic borders, racial/gender borders, or other barriers created by where or who you are? What kinds of inequalities are created by limited access to capital or education and what role does entrepreneurship play in upward mobility in societies globally? What are the unique issues involved in creating a successful startup in Europe, Latin America, Africa, China or India? What is entrepreneurial leadership in a venture that spans country borders? Is Silicon Valley-style entrepreneurship possible in other places? How does an entrepreneur act differently when creating a company in a less-developed institutional environment? Learn through forming teams, a mentor-guided startup project focused on developing students' startups in international markets, case studies, research on the unequal access to wealth creation and innovation via entrepreneurship, while also networking with top entrepreneurs and venture capitalists who work across borders.
Terms: Spr
| Units: 3-4
MS&E 273:
Venture Creation for the Real Economy (CEE 246)
A project-based course where teams of 4 prepare for the fundraising and launch of an entrepreneurial venture in the 'real economy', i.e. startups targeted toward users in construction, manufacturing, health care, transportation, energy. Students acquire the experience of an early-stage entrepreneur as they progress through stages of team building, opportunity assessment, product-market fit analysis, business model architecture, product planning and development, go-to-market strategy, financial modeling, and fundraising planning. The course structure includes weekly workshops, guest presentations from seasoned entrepreneurs and industry experts, weekly meetings with the teaching team, and one-on-one support from dedicated business mentors/coaches. The course heavily leverages detailed online material from the SCPD Idea-to-Market program. The experience includes three pitches to panels of VCs and other industry experts starting with Opportunity Assessment, then Operations and Financial Modeling, and finally wrapping with an Investor Pitch to Silicon Valley VCs. By the end of the class, successful students will be equipped with the knowledge and network to evaluate and create impactful business ideas, many of which have been launched from this class. Open to all Stanford students, with a preference for graduate students. No prerequisites. For more information and team application, visit the course website: https://cee.stanford.edu/venture-creation
Terms: Spr
| Units: 3-4
MS&E 274:
Dynamic Entrepreneurial Strategy
Dynamic Entrepreneurial Strategy: Primarily for graduate students. How entrepreneurial strategy focuses on creating structural change or responding to change induced externally. Grabber-holder dynamics as an analytical framework for developing entrepreneurial strategy to increase success in creating and shaping the diffusion of new technology or product innovation dynamics. Topics: First mover versus follower advantage in an emerging market; latecomer advantage and strategy in a mature market; strategy to break through stagnation; and strategy to turn danger into opportunity. Modeling, case studies, and term project.
Terms: Spr
| Units: 3
MS&E 275:
Intelligent Growth in Startups
Explore the foundational and strategic elements needed for startups to be designed for "venture scale" at inception. Themes include controversial and disruptive insights, competitive analysis, network effects, organizational design, and capital deployment. Case studies, expert guests, and experiential learning projects will be used. Primarily for graduate students. Limited enrollment. Admission by application. Recommended: basic accounting.
Terms: Win
| Units: 3
MS&E 276:
Entrepreneurial Management and Finance
For graduate students only with a preference for engineering and science majors. Emphasis on managing high-growth, early-stage ventures, especially those with technology-intensive products and services. Students work in teams to develop skills and approaches necessary to becoming effective entrepreneurial leaders and managers. Key topics involve ethical decision-making when assessing risks, understanding business models, analyzing key operational metrics, modeling cash flow and capital requirements, evaluating sources of financing, structuring and negotiating investments, managing organizational culture and incentives, navigating the trade-offs between control versus growth objectives, and handling adversity and failure. Limited enrollment with admission by an application available on Canvas and due after the first class session. Prerequisite: a college-level financial accounting course (e.g. MS&E 240) or equivalent.
Terms: Aut
| Units: 3
MS&E 277A:
Entrepreneurial Leadership
This course sequence is part of the Accel Leadership Program which accepts 24 technically-minded students from across Stanford. The program focuses on how to lead entrepreneurial ventures, with a focus on startup strategy, organizational structure, securing resources, operating models, and how to build an effective team. There will be skill-building workshops as well as living case studies with startup founders. Each student will be on a team that will tackle a real world business problem for a high growth venture and present their findings to the class. The selection process will run during Fall quarter 2020, and applications will be available at https://stvp.stanford.edu/students
Terms: Win
| Units: 3
MS&E 277B:
Entrepreneurial Leadership
This course sequence is part of the Accel Leadership Program which accepts 24 technically-minded students from across Stanford. The program focuses on how to lead entrepreneurial ventures, with a focus on startup strategy, organizational structure, securing resources, operating models, and how to build an effective team. There will be skill-building workshops as well as living case studies with startup founders. Each student will be on a team that will tackle a real world business problem for a high growth venture and present their findings to the class. The selection process will run during Fall quarter 2020, and applications will be available at https://stvp.stanford.edu/students
Terms: Spr
| Units: 3
MS&E 278:
Patent Law and Strategy for Innovators and Entrepreneurs (ME 208)
This course teaches the essentials for a startup to build a valuable patent portfolio and avoid a patent infringement lawsuit. Jeffrey Schox, who is the top recommended patent attorney for Y Combinator, built the patent portfolio for Twilio (IPO), Cruise ($1B acquisition), and 300 startups that have collectively raised over $3B in venture capital. This course is equally applicable to EE, CS, and Bioengineering students. For those students who are interested in a career in Patent Law, please note that this course is a prerequisite for ME238 Patent Prosecution.
Terms: Aut
| Units: 2-3
MS&E 280:
Organizational Behavior: Evidence in Action
Organization theory; concepts and functions of management; behavior of the individual, work group, and organization. Emphasis is on cases and related discussion. Enrollment limited. Spring Quarter section is restricted to HCP and NDO students.
Terms: Win, Spr
| Units: 3-4
MS&E 284:
Data Science of Organizations
Modern organizations are immersed in data and are turning to data science to address a variety of business problems. Yet the challenge to realizing the potential of data science lies not only in the technology, but in the transformation of teams, structures, culture, and processes. In this course we will develop a framework for understanding the structuring and application of data science in organizations, including themes related to organizational change, experimentation, human-in-the loop data products, workforce development, and data literacy. This course is practice-based and experiential and is geared toward MS&E masters students. Students will complete a quarter-long project in an organizational setting.
Terms: Spr
| Units: 3
MS&E 292:
Health Policy Modeling
Primarily for master's students; also open to undergraduates and doctoral students. The application of mathematical, statistical, economic, and systems models to problems in health policy. Areas include: disease screening, prevention, and treatment; assessment of new technologies; bioterrorism response; and drug control policies.
Terms: Win
| Units: 3
MS&E 293:
Technology and National Security: Past, Present, and Future (INTLPOL 256, MS&E 193)
Explores the relation between technology, war, and national security policy from early history to modern day, focusing on current U.S. national security challenges and the role that technology plays in shaping our understanding and response to these challenges. Topics include the interplay between technology and modes of warfare; dominant and emerging technologies such as nuclear weapons, cyber, sensors, stealth, and biological; security challenges to the U.S.; and the U.S. response and adaptation to new technologies of military significance.
Terms: Aut
| Units: 3-4
MS&E 296:
Technology, Innovation and Great Power Competition
This course explores how technology advances in areas like Cyber, Space, AI, Machine Learning, and Autonomy will create new types of military systems that will be deployed in modern conflicts, and the new operational concepts, organization and strategies that will emerge from these technologies. The course develops an appreciation that innovation in military systems throughout history has followed a repeatable pattern: technology innovation; new weapons; experimentation with new weapons/operational concepts; pushback from incumbents; first use of new operational concepts. Students will apply course concepts and learning to identify opportunities for the U.S. to maintain its technological edge and compete more effectively in this era of great power rivalry. The course builds on concepts presented in MS&E 193/293: Technology and National Security and provides a strong foundation for MS&E 297: Hacking for Defense.
Terms: Aut
| Units: 4
MS&E 297:
"Hacking for Defense": Solving National Security issues with the Lean Launchpad
In a crisis, national security initiatives move at the speed of a startup yet in peacetime they default to decades-long acquisition and procurement cycles. Startups operate with continual speed and urgency 24/7. Over the last few years they've learned how to be not only fast, but extremely efficient with resources and time using lean startup methodologies. In this class student teams will take actual national security problems and learn how to apply lean startup principles, ("business model canvas," "customer development," and "agile engineering) to discover and validate customer needs and to continually build iterative prototypes to test whether they understood the problem and solution. Teams take a hands-on approach requiring close engagement with actual military, Department of Defense and other government agency end-users. Team applications required in February, see hacking4defense.stanford.edu. Limited enrollment.
Terms: Spr
| Units: 3-4
MS&E 301:
Dissertation Research
Prerequisite: doctoral candidacy.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Ashlagi, I. (PI);
Bambos, N. (PI);
Blanchet, J. (PI);
Brandeau, M. (PI);
Eesley, C. (PI);
Eisenhardt, K. (PI);
Giesecke, K. (PI);
Glynn, P. (PI);
Goel, A. (PI);
Hinds, P. (PI);
Johari, R. (PI);
Katila, R. (PI);
Lo, I. (PI);
Pate-Cornell, E. (PI);
Pelger, M. (PI);
Saberi, A. (PI);
Shachter, R. (PI);
Sidford, A. (PI);
Sutton, R. (PI);
Sweeney, J. (PI);
Tse, E. (PI);
Ugander, J. (PI);
Valentine, M. (PI);
Van Roy, B. (PI);
Weyant, J. (PI);
Ye, Y. (PI)
MS&E 302:
Fundamental Concepts in Management Science and Engineering
Each course session will be devoted to a specific MS&E PhD research area. Advanced students will make presentations designed for first-year doctoral students regardless of area. The presentations will be devoted to: illuminating how people in the area being explored that day think about and approach problems, and illustrating what can and cannot be done when addressing problems by deploying the knowledge, perspectives, and skills acquired by those who specialize in the area in question. Area faculty will attend and participate. During the last two weeks of the quarter groups of first year students will make presentations on how they would approach a problem drawing on two or more of the perspectives to which they have been exposed earlier in the class. Attendance is mandatory and performance will be assessed on the basis of the quality of the students¿ presentations and class participation. Restricted to first year MS&E PhD students.
Terms: Aut
| Units: 1
MS&E 310:
Linear Programming
Formulation of standard linear programming models. Theory of polyhedral convex sets, linear inequalities, alternative theorems, and duality. Variants of the simplex method and the state of art interior-point algorithms. Sensitivity analyses, economic interpretations, and primal-dual methods. Relaxations of harder optimization problems and recent convex conic linear programs. Applications include game equilibrium facility location. Prerequisite: MATH 113 or consent of instructor.
Terms: Aut
| Units: 3
MS&E 311:
Optimization (CME 307)
Applications, theories, and algorithms for finite-dimensional linear and nonlinear optimization problems with continuous variables. Elements of convex analysis, first- and second-order optimality conditions, sensitivity and duality. Algorithms for unconstrained optimization, and linearly and nonlinearly constrained problems. Modern applications in communication, game theory, auction, and economics. Prerequisites: MATH 113, 115, or equivalent.
Terms: Win
| Units: 3
MS&E 316:
Discrete Mathematics and Algorithms (CME 305)
Introduction to theoretical foundations of discrete mathematics and algorithms. Emphasis on providing mathematical tools for combinatorial optimization, i.e. how to efficiently optimize over large finite sets and reason about the complexity of such problems. Topics include: graph theory, minimum cut, minimum spanning trees, matroids, maximum flow, non-bipartite matching, NP-hardness, approximation algorithms, spectral graph theory, and Laplacian systems. Prerequisites: CS 161 is highly recommended, although not required.
Terms: Win
| Units: 3
MS&E 319:
Matching Theory
The theory of matching with its roots in the work of mathematical giants like Euler and Kirchhoff has played a central and catalytic role in combinatorial optimization for decades. More recently, the growth of online marketplaces for allocating advertisements, rides, or other goods and services has led to new interest and progress in this area. The course starts with classic results characterizing matchings in bipartite and general graphs and explores connections with other branches of mathematics, including game theory and algebraic graph theory. Those results are complemented with models and algorithms developed for modern applications in market design, online advertising, and ride sharing. May be repeated for credit. Prerequisite: 212, CS 261, or equivalent.
Terms: Spr
| Units: 3
| Repeatable
for credit
MS&E 321:
Stochastic Systems
Topics in stochastic processes, emphasizing applications. Markov chains in discrete and continuous time; Markov processes in general state space; Lyapunov functions; regenerative process theory; renewal theory; martingales, Brownian motion, and diffusion processes. Application to queueing theory, storage theory, reliability, and finance. Prerequisites: 221 or STATS 217; MATH 113, 115.
Terms: Spr
| Units: 3
MS&E 324:
Stochastic Methods in Engineering (CME 308, MATH 228)
The basic limit theorems of probability theory and their application to maximum likelihood estimation. Basic Monte Carlo methods and importance sampling. Markov chains and processes, random walks, basic ergodic theory and its application to parameter estimation. Discrete time stochastic control and Bayesian filtering. Diffusion approximations, Brownian motion and an introduction to stochastic differential equations. Examples and problems from various applied areas. Prerequisites: exposure to probability and background in analysis.
Terms: Spr
| Units: 3
MS&E 334:
Topics in Social Data
In-depth survey of methods for the analysis of large-scale social and behavioral data. Particular focus on recent developments in preference learning. Connections made to graph-theoretic investigations common in the study of social networks. Topics include discrete choice theory, random utility models, item-response theory, rank aggregation, centrality and ranking on graphs, and random graph models of social networks. Intended for Ph.D. students, but masters students with adequate background and interest in research topics are welcome to apply. Strongly recommended: 200-level courses in stochastic modeling (most specifically, Markov chains), optimization, and machine learning (e.g., MS&E 211, 221, 226, and CS161 or equivalents). Limited enrollment. Please complete the application here: https://forms.gle/MWJaehpMKc2hrrU27
Terms: Spr
| Units: 3
MS&E 336:
Computational Social Choice (CS 366)
An in-depth treatment of algorithmic and game-theoretic issues in social choice. Topics include common voting rules and impossibility results; ordinal vs cardinal voting; market approaches to large scale decision making; voting in complex elections, including multi-winner elections and participatory budgeting; protocols for large scale negotiation and deliberation; fairness in societal decision making;nalgorithmic approaches to governance of modern distributed systems such as blockchains and community-mediated social networks; opinion dynamics and polarization. Prerequisites: algorithms at the level of 212 or CS 161, probability at the level of 221, and basic game theory, or consent of instructor.
Terms: Aut
| Units: 3
MS&E 338:
Reinforcement Learning: Frontiers
This class covers subjects of contemporary research contributing to the design of reinforcement learning agents that can operate effectively across a broad range of environments. Topics include exploration, generalization, credit assignment, and state and temporal abstraction. An important component of the class is a research project aimed at understanding a focused issue in reinforcement learning. Can be repeated for credit. Prerequisites: 226, CS 234, or EE 277, and experience with mathematical proofs.
Terms: Spr
| Units: 3
| Repeatable
4 times
(up to 12 units total)
MS&E 346:
Foundations of Reinforcement Learning with Applications in Finance (CME 241)
This course is taught in 3 modules - (1) Markov Processes and Planning Algorithms, including Approximate Dynamic Programming (3 weeks), (2) Financial Trading problems cast as Stochastic Control, from the fields of Portfolio Management, Derivatives Pricing/Hedging, Order-Book Trading (2 weeks), and (3) Reinforcement Learning Algorithms, including Monte-Carlo, Temporal-Difference, Batch RL, Policy Gradient (4 weeks). The final week will cover practical aspects of RL in the industry, including an industry guest speaker. The course emphasizes the theory of RL, modeling the practical nuances of these finance problems, and strengthening the understanding through plenty of programming exercises. No pre-requisite coursework expected, but a foundation in undergraduate Probability, basic familiarity with Finance, and Python programming skills are required.
Terms: Win
| Units: 3
MS&E 355:
Influence Diagrams and Probabilistics Networks
Network representations for reasoning under uncertainty: influence diagrams, belief networks, and Markov networks. Structuring and assessment of decision problems under uncertainty. Learning from evidence. Conditional independence and requisite information. Node reductions. Belief propagation and revision. Simulation. Linear-quadratic-Gaussian decision models and Kalman filters. Dynamic processes. Bayesian meta-analysis. Limited Enrollment. Prerequisites: 220, 252, or equivalents, or consent of instructor.
Terms: Spr
| Units: 3
MS&E 365:
Topics in Market Design (ECON 287)
Primarily for doctoral students. Focus on quantitative models dealing with sustainability and related to operations management. Prerequisite: consent of instructor. May be repeated for credit.
Terms: Win
| Units: 3
| Repeatable
for credit
MS&E 366:
Market Design and Resource Allocation in Non-Profit Settings
Survey of recent research on market design and resource allocation with a focus on under-explored domains in non-profit settings. Will start with classic results in allocation, matching and social choice, and discuss them in the context of relevant objectives such as social welfare and equity. Will then draw on techniques from operations research and economics to explore the design of resource allocation platforms in emerging applications including housing, humanitarian logistics, volunteer coordination, food allocation, conservation and sustainability, and informal markets in the developing world. Prerequisite: consent of instructor; background material will be covered throughout the course as necessary. May be repeated for credit.
Terms: Aut
| Units: 3
| Repeatable
7 times
(up to 21 units total)
MS&E 370:
Current Topics in Strategy, Innovation and Entrepreneurship
This course will cover focused exploration of contemporary readings and classics as relevant in strategy, innovation and entrepreneurship such as platforms, ecosystems, institutional logics, and strategic "games" in nascent markets. The course will include both content and methods discussions, including theory-building from multiple cases. PhD students only. Prerequisite: Consent of instructor.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
21 times
(up to 21 units total)
MS&E 371:
Innovation and Strategic Change
Doctoral research seminar, limited to Ph.D. students. Current research on innovation strategy. Topics: scientific discovery, innovation search, organizational learning, evolutionary approaches, and incremental and radical change. Topics change yearly. Recommended: course in statistics or research methods.
Terms: Win
| Units: 1-3
| Repeatable
for credit
MS&E 379:
Social Data Analysis
Applied introduction to good empirical research and causal inference for social scientists and others analyzing social data. Designed to provide an introduction to some of the most commonly used quantitative techniques for causal inference in social data including: survey design and inference, regression and propensity score matching, instrumental variables, differences-in-differences, regression discontinuity designs, standard errors, and the analysis of big data. Applications: organizations, entrepreneurship, public policy, innovation, economics, online education, visual representations, communication, critique and design of figures, graphs. Does not explicitly cover social network structure or machine learning as these topics are well-covered elsewhere. Students work in groups and individually to design and carry out a small research project based on the use of analytics, large data sets, or other digital innovations related to business or other organizations. Students become acquainted with a variety of approaches to research design, and are helped to develop their own research projects. Course prioritizes a thorough substantively grounded understanding of assumptions over mathematical proofs and derivations. Aimed at PhD students, but open by permission to Master's students and to students in other Stanford programs with relevant coursework or experience in analytics and statistics.
Terms: Spr
| Units: 3
MS&E 388:
Contemporary Themes in Work and Organization Studies
Doctoral research seminar, limited to Ph.D. students. Current meso-level field research on organizational behavior, especially work and coordination. Topics: work design, job design, roles, teams, organizational change and learning, knowledge management, performance. Focus on understanding theory development and research design in contemporary field research. Topics change yearly. Recommended: course in statistics or research methods.
Terms: Spr
| Units: 3
MS&E 390:
Doctoral Research Seminar in Health Systems Modeling
Restricted to PhD students, or by consent of instructor. Doctoral research seminar covering current topics in health policy, health systems modeling, and health innovation. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
MS&E 391:
Doctoral Research Seminar in Energy-Environmental Systems Modeling and Analysis
Restricted to PhD students, or by consent of instructor. Doctoral research seminar covering current topics in energy and environmental modeling and analysis. Current emphasis on approaches to incorporation of uncertainty and technology dynamics into complex systems models. May be repeated for credit.
Terms: Aut
| Units: 1-3
| Repeatable
for credit
MS&E 394:
Advanced Methods in Modeling for Climate and Energy Policy
Design and application of computational models and techniques for assessing climate and energy policy, and for predicting the impacts of climate change. Topics include 1) best practices in research design, model design and selection; 2) types of models available, taxonomy, core concepts, and limitations; 3) interpreting and presenting model results; and 4) advanced topics and recent literature, e.g. representing uncertainty, technological change, distributional change, and cross-sectoral climate impacts. Prerequisites: MS&E 241, MS&E 211, or equivalents.
Terms: Spr
| Units: 3
MS&E 408:
Directed Reading and Research
Directed reading and research on a subject of mutual interest to student and faculty member. Available to undergraduate, master, and doctoral students. Student must clarify deliverables, units, and grading basis with faculty member before applicable deadlines. Prerequisite: consent of instructor
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Ashlagi, I. (PI);
Bambos, N. (PI);
Blanchet, J. (PI);
Brandeau, M. (PI);
Byers, T. (PI);
Eesley, C. (PI);
Eisenhardt, K. (PI);
Giesecke, K. (PI);
Glynn, P. (PI);
Goel, A. (PI);
Hinds, P. (PI);
Johari, R. (PI);
Katila, R. (PI);
Lo, I. (PI);
Pate-Cornell, E. (PI);
Pelger, M. (PI);
Saberi, A. (PI);
Seelig, T. (PI);
Shachter, R. (PI);
Sidford, A. (PI);
Sutton, R. (PI);
Sweeney, J. (PI);
Tse, E. (PI);
Udell, M. (PI);
Ugander, J. (PI);
Valentine, M. (PI);
Van Roy, B. (PI);
Weyant, J. (PI);
Ye, Y. (PI)
MS&E 441:
Policy and Economics Research Roundtable (PERR)
Research in progress or contemplated in policy and economics areas. Emphasis depends on research interests of participants, but is likely to include energy, environment, transportation, or technology policy and analysis. May be repeated for credit.
Terms: Win
| Units: 1
| Repeatable
for credit
MS&E 449:
Buy-Side Investing
In-class lectures and guest speakers who work in the Buy-Side to explore the synergies amongst the various players¿ roles, risk appetites, and investment time and return horizons. We aim to see the forest and the different species of trees growing in the forest known as the Buy-Side, so as to develop a perspective as financial engineers for how the ecosystem functions, what risks it digests, how it generates capital at what rate and amount for the Sell-Side, and how impacts in the real economy are reflected - or should be reflected - in the culture and risk models adopted by the Buy-Side participants.
Terms: Win
| Units: 1-2
MS&E 463:
Healthcare Systems Design (PEDS 463)
Students work on projects to analyze and design various aspects of healthcare delivery including hospital patient flow, clinical risk prediction, physician networks, clinical outcomes, reimbursement incentives, and community health. Students work in small teams under the supervision of the course instructor and partners at the Lucille Packard Children's Hospital, the Stanford Hospital, and other regional healthcare providers. Prerequisite: 263 and a mandatory meeting during the preceding Winter quarter to choose projects.
Terms: Spr
| Units: 3-4
MS&E 472:
Entrepreneurial Thought Leaders' Seminar
Learn about entrepreneurship, innovation, culture, startups and strategy from a diverse lineup of accomplished leaders and entrepreneurs in venture capital, technology, education, philanthropy and more. Open to all Stanford students. Required weekly assignment. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
MS&E 489:
d.Leadership: Leading Disruptive Innovation (ME 368)
d.Leadership is a course that teaches the coaching and leadership skills needed to drive good design process in groups. d.leaders will work on real projects driving design projects within organizations and gain real world skills as they experiment with their leadership style. Take this course if you are inspired by past design classes and want skills to lead design projects beyond Stanford. Preference given to students who have taken other Design Group or d.school classes. Admission by application. See dschool.stanford.edu/classes for more information
Terms: Win
| Units: 3-4
MS&E 494:
The Energy Seminar (CEE 301, ENERGY 301)
Interdisciplinary exploration of current energy challenges and opportunities, with talks by faculty, visitors, and students. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
MS&E 495:
Sustainable Energy Interdisciplinary Graduate Seminar (CEE 372, ENERGY 309)
Graduate students will present their ongoing research to an audience of faculty and graduate students with a diversity of disciplinary perspectives regarding sustainable energy.
Terms: Aut, Win
| Units: 1
| Repeatable
6 times
(up to 6 units total)
MS&E 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Ashlagi, I. (PI);
Bambos, N. (PI);
Blanchet, J. (PI);
Brandeau, M. (PI);
Eesley, C. (PI);
Eisenhardt, K. (PI);
Giesecke, K. (PI);
Glynn, P. (PI);
Goel, A. (PI);
Hinds, P. (PI);
Johari, R. (PI);
Katila, R. (PI);
Lo, I. (PI);
Pate-Cornell, E. (PI);
Pelger, M. (PI);
Saberi, A. (PI);
Shachter, R. (PI);
Sidford, A. (PI);
Sutton, R. (PI);
Sweeney, J. (PI);
Tse, E. (PI);
Ugander, J. (PI);
Valentine, M. (PI);
Van Roy, B. (PI);
Weyant, J. (PI);
Ye, Y. (PI)
MTL 200:
Curricular Practical Training
Terms: Sum
| Units: 1-3
| Repeatable
for credit
MTL 334A:
Concepts of Modernity I: Philosophical Foundations (COMPLIT 334A, ILAC 334A)
In the late eighteenth century, Immanuel Kant proclaimed his epoch to be "the genuine age of criticism." He went on to develop the critique of reason, which set the stage for many of the themes and problems that have preoccupied Western thinkers for the last two centuries. This fall quarter survey is intended as an introduction to these themes and problems. The general course layout draws equal parts on Koselleck's practice of "conceptual history" (Begriffsgeschichte) and on Jameson's "cognitive mapping." After consideration of an important, if often under-appreciated precedent (the baroque), we turn our attention to the conceptual triad of subject, reason and critique, followed by that of revolution, utopia and sovereignty. Authors may include Hegel, Marx, Nietzsche, Weber, Freud, Lukács, and others. This course is the first of a two-course sequence. Priority to graduate students in MTL, ILAC, and English.
Terms: Aut
| Units: 5
MTL 334B:
Concepts of Modernity II: Culture, Aesthetics, and Society in the Age of Globalization (COMPLIT 334B)
Emphasis on world-system theory, theories of coloniality and power, and aesthetic modernity/postmodernity in their relation to culture broadly understood.
Terms: Win
| Units: 5
MTL 334C:
Introduction to Interdisciplinary Studies
Our course serves both as an introduction to graduate studies and as an introduction to interdisciplinary practice for entering PhD students in MTL at Stanford. Required for first-year graduate students, our course examines major historical and theoretical approaches to the interdisciplinary humanities via engagement with the living application of these approaches on campus. Additionally, we attend to contemporary debates about PhD study, higher education, and issues of professional development. At the end of the class you will have a clearer sense of the scholar you want to become and on concrete ways to develop your interests, navigate faculty mentor-grad relations, department cultures, and life-work balance. Non MTL graduate students will be accepted only with permission from the instructors.
Terms: Spr
| Units: 3
MTL 390:
Qualifying Paper
Preparation and writing of the qualifying paper for the Ph.D. in Modern Thought and Literature. nn (Staff)
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Anderson, R. (PI);
Bukatman, S. (PI);
Callan, E. (PI);
Cohen, J. (PI);
Domanska, E. (PI);
Dupuy, J. (PI);
Ebron, P. (PI);
Elam, H. (PI);
Elam, M. (PI);
Ferguson, J. (PI);
Fishkin, S. (PI);
Friedman, M. (PI);
Greif, M. (PI);
Gumbrecht, H. (PI);
Hanretta, S. (PI);
Heise, U. (PI);
Jain, S. (PI);
Kohrman, M. (PI);
Longino, H. (PI);
Lowood, H. (PI);
Lunsford, A. (PI);
Majumdar, S. (PI);
Malkki, L. (PI);
McGinn, R. (PI);
Meyler, B. (PI);
Moya, P. (PI);
Palumbo-Liu, D. (PI);
Proctor, R. (PI);
Roberts, R. (PI);
Saldivar, J. (PI);
Saldivar, R. (PI);
Schiebinger, L. (PI);
Sohn, S. (PI);
Stacy, H. (PI);
Turner, F. (PI);
Weisberg, R. (PI);
White, R. (PI);
Woloch, A. (PI);
Yarbro-Bejarano, Y. (PI)
MTL 398:
Graduate Independent Study
Students pursue a special subject of investigation under supervision of a member of the committee or another faculty member. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Anderson, R. (PI);
Belt, R. (PI);
Brody, J. (PI);
Bukatman, S. (PI);
Callan, E. (PI);
Chang, G. (PI);
Cohen, J. (PI);
Daughton, J. (PI);
Domanska, E. (PI);
Duffey, C. (PI);
Dupuy, J. (PI);
Ebron, P. (PI);
Elam, H. (PI);
Elam, M. (PI);
Eshel, A. (PI);
Ferguson, J. (PI);
Fishkin, S. (PI);
Frank, Z. (PI);
Friedman, M. (PI);
Greif, M. (PI);
Gumbrecht, H. (PI);
Hanretta, S. (PI);
Harrison, R. (PI);
Heise, U. (PI);
Hoyos, H. (PI);
Jain, S. (PI);
Jimenez, T. (PI);
Jordan, A. (PI);
Kronengold, C. (PI);
Kumar, A. (PI);
Levi, P. (PI);
Longino, H. (PI);
Lowood, H. (PI);
Lunsford, A. (PI);
Majumdar, S. (PI);
Malkki, L. (PI);
McGinn, R. (PI);
McGurl, M. (PI);
Menon, J. (PI);
Meyler, B. (PI);
Minian Andjel, A. (PI);
Moya, P. (PI);
Mullaney, T. (PI);
Ngai, S. (PI);
Obenzinger, H. (PI);
Palumbo-Liu, D. (PI);
Proctor, R. (PI);
Quayson, A. (PI);
Reich, R. (PI);
Roberts, R. (PI);
Rose, J. (PI);
Saldivar, J. (PI);
Saldivar, R. (PI);
Schiebinger, L. (PI);
Sheehan, T. (PI);
Sohn, S. (PI);
Stacy, H. (PI);
Taylor, J. (PI);
Turner, F. (PI);
Weisberg, R. (PI);
White, R. (PI);
Wight, G. (PI);
Woloch, A. (PI);
Yarbro-Bejarano, Y. (PI)
MTL 399:
Reading for Orals
Reading in preparation for the University Oral Examination. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Anderson, R. (PI);
Brody, J. (PI);
Bukatman, S. (PI);
Callan, E. (PI);
Chang, G. (PI);
Cohen, J. (PI);
Daub, A. (PI);
Domanska, E. (PI);
Dupuy, J. (PI);
Ebron, P. (PI);
Elam, H. (PI);
Elam, M. (PI);
Eshel, A. (PI);
Ferguson, J. (PI);
Fishkin, S. (PI);
Frank, Z. (PI);
Friedman, M. (PI);
Garcia, A. (PI);
Greif, M. (PI);
Gumbrecht, H. (PI);
Hanretta, S. (PI);
Harrison, R. (PI);
Hecht, G. (PI);
Heise, U. (PI);
Hills, D. (PI);
Jain, S. (PI);
Jimenez, T. (PI);
Kumar, A. (PI);
Landy, J. (PI);
Levi, P. (PI);
Longino, H. (PI);
Lowood, H. (PI);
Lunsford, A. (PI);
Majumdar, S. (PI);
Malkki, L. (PI);
McGinn, R. (PI);
McGurl, M. (PI);
Menon, J. (PI);
Meyler, B. (PI);
Minian Andjel, A. (PI);
Moya, P. (PI);
Mullaney, T. (PI);
Ngai, S. (PI);
Palumbo-Liu, D. (PI);
Proctor, R. (PI);
Roberts, R. (PI);
Saldivar, J. (PI);
Saldivar, R. (PI);
Schiebinger, L. (PI);
Sohn, S. (PI);
Stacy, H. (PI);
Turner, F. (PI);
Weisberg, R. (PI);
White, R. (PI);
Woloch, A. (PI);
Yarbro-Bejarano, Y. (PI)
Terms: Aut, Sum
| Units: 0
| Repeatable
for credit
MTL 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Anderson, R. (PI);
Brody, J. (PI);
Bukatman, S. (PI);
Callan, E. (PI);
Camarillo, A. (PI);
Chang, G. (PI);
Cohen, J. (PI);
Dupuy, J. (PI);
Ebron, P. (PI);
Elam, H. (PI);
Elam, M. (PI);
Eshel, A. (PI);
Ferguson, J. (PI);
Fishkin, S. (PI);
Frank, Z. (PI);
Friedman, M. (PI);
Gumbrecht, H. (PI);
Hanretta, S. (PI);
Harrison, R. (PI);
Heise, U. (PI);
Hills, D. (PI);
Hoyos, H. (PI);
Jain, S. (PI);
Jimenez, T. (PI);
Jones, G. (PI);
Kwon, M. (PI);
Landy, J. (PI);
Lee, P. (PI);
Longino, H. (PI);
Lowood, H. (PI);
Lunsford, A. (PI);
Majumdar, S. (PI);
Malkki, L. (PI);
Markus, H. (PI);
McGurl, M. (PI);
Meyler, B. (PI);
Moya, P. (PI);
Ngai, S. (PI);
Palumbo-Liu, D. (PI);
Proctor, R. (PI);
Quayson, A. (PI);
Rasberry, V. (PI);
Roberts, R. (PI);
Saldivar, J. (PI);
Saldivar, R. (PI);
Schiebinger, L. (PI);
Sohn, S. (PI);
Stacy, H. (PI);
Turner, F. (PI);
Weisberg, R. (PI);
White, R. (PI);
Woloch, A. (PI);
Yarbro-Bejarano, Y. (PI)
MUSIC 1SI:
Introduction to Indian Classical Music
This is an introductory course in the classical music of India, with emphasis on learning to listen to and appreciate Indian classical music concerts. It will cover a broad overview of the two main genres of Indian classical music - Carnatic and Hindustani. We will have several in-class demonstrations of instruments unique to the Indian classical music tradition. Class meetings will include discussions of landmark performances and artists as well as fundamentals of this music style, such as Raaga (melody), Taala (rhythm), song structure, and improvisation.
Terms: Spr
| Units: 1
MUSIC 2C:
An Introduction to Opera
The lasting appeal of opera as a lavishly hybrid genre from the 1600s to the present. How and why does opera set its stories to music? What is operatic singing? Who is the audience? How do words, music, voices, movement, and staging collaborate in different operatic eras and cultures? Principal works by Monteverdi, Handel, Mozart, Verdi, Wagner, Strauss, Britten, and Adams. Class studies and attends two works performed by the San Francisco Opera.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II
MUSIC 4SI:
Taiko as performance, social justice, and a therapeutic modality
Taught by Stanford Taiko members. Techniques and history. No experience necessary. May be repeated for credit. This course was initiated by Mitchell Fukumoto and Stanford Taiko.
Terms: Win
| Units: 1
| Repeatable
5 times
(up to 5 units total)
MUSIC 6F:
Art is My Occupation: Professional Development in Music
Open to majors and non-majors. This course is designed for students who are considering careers in performance or the music industry to explore their personal and artistic identity. Weekly guest speakers provide real world insight on topics related to professional advancement.
Terms: Win
| Units: 1
MUSIC 11Q:
Art in the Metropolis (ARTSINST 11Q, ENGLISH 11Q, TAPS 11Q)
This seminar is offered in conjunction with the annual "Arts Immersion" trip to New York that takes place over the spring break and is organized by the Stanford Arts Institute (SAI). Participation in the trip is a requirement for taking part in the seminar (and vice versa). The trip is designed to provide a group of students with the opportunity to immerse themselves in the cultural life of New York City guided by faculty and SAI staff. Students will experience a broad range and variety of art forms (visual arts, theater, opera, dance, etc.) and will meet with prominent arts administrators and practitioners, some of whom are Stanford alumni. For further details and updates about the trip, see https://arts.stanford.edu/for-students/academics/arts-immersion/new-york/.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II
MUSIC 12A:
Introductory Piano Class
(A=level 1; B=level 2; C=level 3) There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fee and signup information. Class is closed by design. Please register on the waitlist and show up on the first day of class to receive a permission number for enrollment. Preference to department majors. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
MUSIC 12AZ:
Introductory Piano Class
(A=level 1; B=level 2; C=level 3) There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fee and signup information. Class is closed by design. Please register on the waitlist and show up on the first day of class to receive a permission number for enrollment. Preference to department majors. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.May be repeat for credit for 0 unit and total completion allowed 99.
Terms: Aut, Win, Spr
| Units: 0
MUSIC 12B:
Introductory Piano Class
This class is closed by design. To enroll, please sign up on the Axess waitlist and show up on the first day to receive a permission number for re-enrollment. Your place on the waitlist will be considered a reservation. If the waitlist is closed, there are no more spaces in the class. (A=level 1; B=level 2; C=level 3) There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fee and signup information. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
MUSIC 12BZ:
Introductory Piano Class
This class is closed by design. To enroll, please sign up on the Axess waitlist and show up on the first day to receive a permission number for re-enrollment. Your place on the waitlist will be considered a reservation. If the waitlist is closed, there are no more spaces in the class. (A=level 1; B=level 2; C=level 3) There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fee and signup information. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 0
MUSIC 12C:
Introductory Piano Class
This class is closed by design. To enroll, please sign up on the Axess waitlist and show up on the first day to receive a permission number for re-enrollment. Your place on the waitlist will be considered a reservation. If the waitlist is closed, there are no more spaces in the class. (A=level 1; B=level 2; C=level 3.) May be repeated for credit a total of 14 times. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fee and signup information. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 15 units total)
MUSIC 12CZ:
Introductory Piano Class
This class is closed by design. To enroll, please sign up on the Axess waitlist and show up on the first day to receive a permission number for re-enrollment. Your place on the waitlist will be considered a reservation. If the waitlist is closed, there are no more spaces in the class. (A=level 1; B=level 2; C=level 3.). There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fee and signup information. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 0
MUSIC 14N:
Women Making Music (FEMGEN 13N)
Preference to freshmen. Women's musical activities across times and cultures; how ideas about gender influence the creation, performance, and perception of music.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-EDP
MUSIC 16AX:
Wild Sound Explorers
This course is an interdisciplinary workshop which explores the intersection between music, technology, and the natural sciences. Students will develop an essential understanding of the use of natural sound in art, including its origins, types, manifestations, and aesthetic concerns as they have appeared throughout the Western musical canon and through to our modern era. Working closely with a master composer and field recording artist, students will learn to apply relevant practical skills, theoretical knowledge, and philosophical wisdom in the pursuit of meaningful artistic and academic endeavors.<br><br>Through a mixture of lectures, field recording sessions, hands-on training, and reading, writing and listening assignments, students will gain skills in (1) listening to, understanding, analyzing, and discussing natural sound, (2) field recording ¿ including an introduction to portable recording devices and mobile recording techniques, and (3) compositional techniques. Field sessions will take place at nearby locations, ripe with a diverse reservoir of natural sound, including Stanford University's Lake Lagunita and Jasper Ridge Biological Preserve. Each student should develop a personal approach to the use of natural sound in art, by making original field recordings from which to creatively respond.
Terms: Sum
| Units: 2
| UG Reqs: WAY-CE
MUSIC 17AX:
Key-Notes: A Piano Exploration
The objective of the course is to teach piano, improve music reading skills and music theory knowledge. The course is designed for a multi-level class room, so complete beginners and intermediate pianists can learn in this self-paced course. There will be an element of course tailoring for the needs of individual student.<br><br>Goals and objectives of the class are: to learn/improve keyboard technique: fingering, hand position, touch etc., to improve sight reading and sight singing skills, to play examples of classical, jazz and popular piano literature, to participate in ensemble playing and singing.<br><br> Since this is a skills-based course, ongoing work daily and regular class attendance will be essential.
Terms: Sum
| Units: 2
| UG Reqs: WAY-CE
MUSIC 18A:
Jazz History: Ragtime to Bebop, 1900-1940 (AFRICAAM 18A)
From the beginning of jazz to the war years.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II
MUSIC 18AX:
Audiovisual Performance
The unification of music and visual arts has been attempted throughout history, opera being one example. In the 20th Century, sounds and moving images have been syncretized in various art forms, such as film or video art, as well as in popular culture (television, music video, the Internet, etc.). Today, with fast technological developments and the convenience of hardware/software tools, media artists employ both sonic and visual elements in their performance practice. What are the interrelations between music, video, and themselves as performers?n<br>Students will perform with music and video in synergy. The course explores various theories and practices of engaging audiovisual media in the context of stage performance. Examples come from the scenes of experimental music and multimedia performance. Other audiovisual categories to be approached: avant-garde film, visual music, video art, music video, etc. Readings, listening-viewings, discussions, and analyses of relevant works will provide a conceptual framework. Labs and assignments will give students hands-on experience in crafting and performing their own audiovisual works. The course culminates with a public show.
Terms: Sum
| Units: 2
MUSIC 18B:
Jazz History: Bebop to Present, 1940-Present (AFRICAAM 18B, AMSTUD 18B)
Modern jazz styles from Bebop to the current scene. Emphasis is on the significant artists of each style.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II
MUSIC 19A:
Introduction to Music Theory
For non-music majors and Music majors or minors unable to pass the proficiency test for entry to MUSIC 21. The fundamentals of music theory and notation, basic sight reading, sight singing, ear training, keyboard harmony; melodic, rhythmic, and harmonic dictation. Skill oriented, using piano and voice as basic tools to develop listening and reading skills.
Terms: Aut, Win
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-CE
MUSIC 19B:
Intermediate Music Theory
This course is an introduction to music theory geared toward students who have basic literacy skills (i.e. fundamental notation, identifying major and minor scales, keys, etc). Using musical materials from repertoire selected from campus and area concerts, and incorporating the opportunity to attend these concerts, the course will introduce elements of harmony, melody, form, orchestration and arrangement. The course is an appropriate successor to Music 19A. Students who successfully complete Music 19B can go on directly to Music 21.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-CE
MUSIC 20A:
Jazz Theory (AFRICAAM 20A)
Introduces the language and sounds of jazz through listening, analysis, and compositional exercises. Students apply the fundamentals of music theory to the study of jazz. Prerequisite: Music 19, consent of instructor, or satisfactory demonstration of basic musical skills proficiency on qualifying examination on first day of class. This class is closed by design. Please register on the waitlist and show up on the first day of class to receive a permission number for enrollment.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-CE
MUSIC 20C:
Jazz Arranging and Composition
Jazz arranging and composition for small ensembles. Foundation for writing for big band. Prerequisite: 20A or consent of instructor.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II, WAY-CE
MUSIC 21:
Elements of Music I
Preference to majors. Introduction to tonal theory. Practice and analysis. Diatonic harmony focusing on melodic and harmonic organization, functional relationships, voice-leading, and tonal structures. Students must concurrently enroll in an Ear-training and musicianship lab (MUSIC 24a, 24b, or 24c as appropriate). Music majors must take 4 courses in ear training, and pass an ear training exit exam in their Junior year. Enrollment limited to 40. Prerequisites: (1) Piano Proficiency Exam (must be passed within the first two weeks of the term) or MUSIC 12A (may be taken concurrently); (2) Passing grade on a basic musical skills proficiency examination on the first day of class or MUSIC 19.
Terms: Aut, Win
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-CE
MUSIC 22:
Elements of Music II
Preference to majors. Introduction to chromatic harmony focusing on secondary functions, modulations, harmonic sequences, mode mixture, and the Neapolitan, and augmented sixth chords. Analysis of musical forms and harmonizations complemented by harmonic and melodic dictation, sight singing, and other practical skills. Students must concurrently enroll in an Ear-training and musicianship lab (MUSIC 24a, 24b, or 24c as appropriate). Music majors must take 4 courses in ear training, and pass an ear training exit exam in their Junior year. Prerequisites: (1) MUSIC 21; (2) Piano Proficiency Exam or MUSIC 12B (may be taken concurrently).
Terms: Win, Spr
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-CE
MUSIC 23:
Elements of Music III
Preference to majors. Continuation of chromatic harmony and complex forms of late Romantic period. Students must concurrently enroll in an Ear-training and musicianship lab (MUSIC 24a, 24b, or 24c as appropriate). Music majors must take 4 courses in ear training, and pass an ear training exit exam in their Junior year. Prerequisites: (1) MUSIC 22; (2) Piano Proficiency Exam or MUSIC 12C (may be taken concurrently).
Terms: Aut, Spr
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-CE
MUSIC 24A:
Ear Training I
Class is closed by design. Please contact instructor Erika Arul (mailto:earul@stanford.edu) for permission to enroll. Preference to Music majors and minors.
Terms: Aut, Win
| Units: 1-2
MUSIC 24B:
Ear Training II
Class is closed by design. Please contact instructor Erika Arul (mailto:earul@stanford.edu) for permission to enroll. Preference to Music majors and minors.
Terms: Aut, Win, Spr
| Units: 1-2
MUSIC 24C:
Ear Training III
Class is closed by design. Please contact instructor Erika Arul (mailto:earul@stanford.edu) for permission to enroll. Preference to Music majors and minors.
Terms: Aut, Win, Spr
| Units: 1-2
MUSIC 24Z:
Ear Training
Class is closed by design. Please contact instructor Erika Arul (mailto:earul@stanford.edu) for permission to enroll. Preference to Music majors and minors.
Terms: Aut, Win, Spr
| Units: 0
MUSIC 25:
Decoding Anime
Anime as an artistic form often boasts highly imaginative graphics, striking music, vibrant characters, and fantastical stories. The course aims at decoding the expressive power of anime by applying a method of multimedia analysis that focuses on the interaction between its component elements: story, image, sound and music. Through close reading of works by five leading and innovative directors the students will develop tools to analyze anime and interpret it in a larger cultural context.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II
MUSIC 31N:
Behind the Big Drums: Exploring Taiko (ASNAMST 31N)
Preference to Freshman. Since 1992 generations of Stanford students have heard, seen, and felt the power of taiko, big Japanese drums, at Admit Weekend, NSO, or Baccalaureate. Taiko is a relative newcomer to the American music scene. The contemporary ensemble drumming form, or kumidaiko, developed in Japan in the 1950s. The first North American taiko groups emerged from the Japanese American community shortly after and coincided with increased Asian American activism. In the intervening years, taiko has spread into communities in the UK, Europe, Australia, and South America. What drives the power of these drums? In this course, we explore the musical, cultural, historical, and political perspectives of taiko through readings and discussion, conversations with taiko artists, and learn the fundamentals of playing. With the taiko as our focal point, we find intersections of Japanese music, Japanese American history, and Asian American activism, and explore relations between performance, cultural expression, community, and identity.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II
MUSIC 32N:
Sculpting with Sounds, Images, and Words
Throughout history and from East to West, cultures abound in multimedia forms. Whether in Coldplay's Music Video or Fantasia, Pepsi TV adds or Wagner's opera, Miyazaki anime or traditional Noh Theater of Japan, the three modes of expression (sounds, images, and word) are interwoven in distinctive ways. What are their individual and combined powers? How can one harness them in an online context? Can Web be a stage for multimedia theater? What is unique about the poetry of intermodal metaphor? The course will be an opportunity to face these questions in creative web-based projects as well as through in-class viewing of multimedia works, analysis and debates, readings, and student presentations. The seminar will be taught at the Center for Computer Research in Music and Acoustics where students will have access to new media technologies. Prior experience in music, literature, art practice or computer programming is welcome but not required.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-CE
MUSIC 34N:
Performing America: The Broadway Musical
Musical theater as a site for the construction of American identity in the twentieth century to the present. Issues of class, race, gender, and sexuality; intersections with jazz, rock, and pop; roles of lyricist, composer, director, choreographer, producer, performers. Individual shows (Showboat, Oklahoma, West Side Story, Funny Girl, Company, Les Misérables, Wicked, Hamilton, Dear Evan Hansen, A Strange Loop); musical theater "song types" across eras; show tunes in jazz, cabaret, and recital contexts; musicals on film, television, and social media. Opportunities for performance and attending local productions.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-CE
MUSIC 36H:
Dangerous Ideas (ARTHIST 36, COMPLIT 36A, EALC 36, ENGLISH 71, ETHICSOC 36X, FRENCH 36, HISTORY 3D, PHIL 36, POLISCI 70, RELIGST 36X, SLAVIC 36, TAPS 36)
Ideas matter. Concepts such as equality, tradition, and Hell have inspired social movements, shaped political systems, and dramatically influenced the lives of individuals. Others, like race, gender, and technology play an important role in contemporary debates in the United States. All of these ideas are contested, and they have a real power to change lives, for better and for worse. In this one-unit class we will examine these "dangerous" ideas. Each week, a faculty member from a different department in the humanities and arts will explore a concept that has shaped human experience across time and space.
Terms: Spr
| Units: 1
MUSIC 40:
Music History to 1600
Pre- or corequisite: 21.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
MUSIC 41:
Music History 1600-1830
Pre- or corequisite: 22.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
MUSIC 42:
Music History Since 1830
Pre- or corequisite: 23.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
MUSIC 60:
How We Sing: The Voice, How It Functions, and the Singer's Mind (TAPS 60)
A weekly lecture course for singers, pianists, directors, conductors, and anyone who is interested in the art and craft of the voice. The voice is an instrument whose sounds are determined by its structure and the choices the singer makes. Students will learn how the voice works: the physiology of the instrument, breathing, resonance, and adjustments the singer makes to the instrument to produce sounds appropriate for various styles of vocal music. This course is intended for singers, pianists, conductors, musical directors and directors of groups that include singers, regardless of style or size of ensemble, with the goal of promoting excellent and healthy vocal performance. Ability to sing and/or read music is not required; this is not a voice class.
Terms: Spr
| Units: 1
| UG Reqs: WAY-CE
MUSIC 65A:
Voice Class I
Group (7 students to a section) beginning voice (A = level 1; B = level 2). May be repeated for credit. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and signup information. This class is closed by design. Please register on the waitlist and show up on the first day of class to receive a permission number for enrollment. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 15 units total)
MUSIC 65AS:
Voice Class 1: Beginning Voice, Level 1 (Group)
Group (6 students to a section) beginning voice. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Sum
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
5 times
(up to 5 units total)
MUSIC 65AZ:
Voice Class I
Group (7 students to a section) beginning voice (A = level 1; B = level 2). There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and signup information. This class is closed by design. Please register on the waitlist and show up on the first day of class to receive a permission number for enrollment. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. May be repeated for credit for 0 unit and total completion allowed 99.
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
15 times
(up to 0 units total)
MUSIC 65B:
Voice Class II
Group (7 students to a section) beginning voice for the non-major (A = level 1; B = level 2). May be repeated for credit. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and signup information. This class is closed by design. Please register on the waitlist and show up on the first day of this audition-based class to enroll. Interested students, including former MUS 65A students wanting to enroll in MUS 65B, must audition. Prepare a piece to sing with sheet music to the first class. Zero unit enrollment option available with instructor permission. See website: (https://music.stanford.edu/ensembles-lessons/applied-music-policies-and-resources) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 15 units total)
MUSIC 65BS:
Voice Class 2: Beginning Voice, Level 2 (Group)
Complete registration form available at: https://tinyurl.com/5n63y97k . May be repeated for credit 5 times. Zero unit enrollment option available with instructor permission. See website: (http://tinyurl.com/posmuhn) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Sum
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
5 times
(up to 5 units total)
MUSIC 65BZ:
Voice Class II
Group (7 students to a section) beginning voice for the non-major (A = level 1; B = level 2). There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and signup information. This class is closed by design. Please register on the waitlist and show up on the first day of class to receive a permission number for enrollment. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. May be repeat for credit for 0 units and total completion of 99
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
15 times
(up to 0 units total)
MUSIC 65SZ:
Beginning Voice
Beginning Voice (zero-unit option). Complete registration form available for download at: http://tinyurl.com/q43c48g. May be repeated 5 times. Zero unit enrollment option available with instructor permission. See website: (http://tinyurl.com/posmuhn) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Sum
| Units: 0
MUSIC 70:
Stories and music of refugees
As part of a creative project to gather cultural materials of people who inhabited the shores of the Mekong River, this course will combine ethnomusicology, anthropology, and cultural history with creative projects based upon gathering and compiling first hand materials through interviews and recordings of people around the Bay Area, and perhaps beyond, who were transplanted from their native homes in the Mekong region.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II
MUSIC 72A:
Intermediate Piano Class
For intermediate students. May be repeated for credit a total of 14 times. Prerequisites: 12C or equivalent, audition. This class is closed by design. Please register on the waitlist and meet with Dr. Zerlang in room 111, or contact him at timzer@stanford.edu or (650) 723-1549 to receive a permission number for enrollment. Zero unit enrollment option available with instructor permission. See website:(http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 15 units total)
MUSIC 72AZ:
Intermediate Piano Class
For intermediate students. Prerequisites: 12C or equivalent, audition. This class is closed by design. Please register on the waitlist and show up on the first day of class to receive a permission number for enrollment. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
15 times
(up to 0 units total)
MUSIC 72C:
Harpsichord Class
For beginning harpsichord students who have keyboard skills. May be repeated for credit a total of 14 times. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and signup information. Admission based on instructor consent. Contact instructor prior to enrolling to discuss availability. Class meets in Braun 201. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 15 units total)
MUSIC 72CZ:
Harpsichord Class
For beginning harpsichord students who have keyboard skills. Admission based on instructor consent. Contact instructor prior to enrolling to discuss availability. Class meets in Braun 201. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
15 times
(up to 0 units total)
MUSIC 72D:
Jazz Piano Class
There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fee and signup information. To enroll, please register on the waitlist and contact the instructor (murlow@stanford.edu) to receive a permission number for enrollment. Priority to majors and jazz-ensemble participants. Zero unit enrollment option available with instructor permission. For prerequisites and full description, please visit https://music.stanford.edu/music-72d-introductory-jazz-piano. Course meets for one hour per week at the mutual convenience of the class participants, sometime on Wed 10-9 PM or Friday 10-3 PM. Exact time to be determined during first week of instruction. Course to be taught online when COVID restrictions are in effect. Live class meeting participation is encouraged, but all classes will be recorded for convenience. Student should have access to a piano to complete assignments. Students on campus who do not have such access, please contact instructor for further information.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
MUSIC 72DZ:
Jazz Piano Class
There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fee and signup information. To enroll, please register on the waitlist and contact the instructor (murlow@stanford.edu) to receive a permission number for enrollment. Priority to majors and jazz-ensemble participants. Zero unit enrollment option available with instructor permission. For prerequisites and full description, please visit https://music.stanford.edu/music-72d-introductory-jazz-piano. Course meets for one hour per week at the mutual convenience of the class participants, sometime on Wed 10-9 PM or Friday 10-3 PM. Exact time to be determined during first week of instruction. Course to be taught online when COVID restrictions are in effect. Live class meeting participation is encouraged, but all classes will be recorded for convenience. Student should have access to a piano to complete assignments. Students on campus who do not have such access, please contact instructor for further information.
Terms: Aut, Win, Spr
| Units: 0
MUSIC 72G:
Gu-Zheng Class
Introduction to Chinese music through learning how to play Gu-Zheng, a 21-stringed traditional Chinese instrument. The cultural, social, and historical significance of Gu-Zheng. 15 Gu-Zheng techniques, how to read Chinese music and Gu-Zheng notation, and two simple classic Gu-Zheng pieces. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fee information. All participants must enroll. May be repeated for credit a total of 14 times. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 15 units total)
MUSIC 72GZ:
Gu-Zheng Class
Introduction to Chinese music through learning how to play Gu-Zheng, a 21-stringed traditional Chinese instrument. The cultural, social, and historical significance of Gu-Zheng. 15 Gu-Zheng techniques, how to read Chinese music and Gu-Zheng notation, and two simple classic Gu-Zheng pieces. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fee information. All participants must enroll. May be repeated for credit a total of 14 times. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
15 times
(up to 0 units total)
MUSIC 73:
Intermediate Voice Class
For intermediate students. Admission by audition. May be repeated for credit a total of 14 times. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and signup information. This class is closed by design. Please register on the Axess waitlist and show up on the first day of class to receive a permission number for enrollment. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 15 units total)
MUSIC 73Z:
Intermediate Voice Class
For intermediate students. Admission by audition. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and signup information. This class is closed by design. Please register on the Axess waitlist and show up on the first day of class to receive a permission number for enrollment.
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
15 times
(up to 0 units total)
MUSIC 74C:
Classical Guitar Class
May be repeated for credit a total of 14 times. There is a fee for this class. Please visit https://music.stanford.edu/ensembles-lessons/applied-music-policies/applied-music-fees-and-policies for class fee information. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 15 units total)
MUSIC 74CZ:
Classical Guitar Class
There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and signup information. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
15 times
(up to 0 units total)
MUSIC 74D:
Harp Class
May be repeated for credit a total of 14 times. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and signup information. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 15 units total)
MUSIC 74DZ:
Harp Class
There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and signup information. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
15 times
(up to 1 units total)
MUSIC 75B:
Renaissance Wind Instruments Class
May be repeated for credit. There is a fee for this class. Please visit http://music.stanford.edu for class fees and signup information. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 15 units total)
MUSIC 75BZ:
Renaissance Wind Instruments Class
May be repeated for credit. There is a fee for this class. Please visit http://music.stanford.edu for class fees and signup information. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
15 times
(up to 0 units total)
MUSIC 76:
Brass Instruments Class
May be repeated for credit a total of 14 times. There is a fee for this class. Please visit http://music.stanford.edu for class fees and signup information. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 15 units total)
MUSIC 76A:
Tuba Class
Basic brass techniques as they apply to the tuba including warmups, breathing, and developing a daily routine. For beginning through intermediate players. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. May be repeated for credit
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 15 units total)
MUSIC 76AZ:
Tuba Class
Basic brass techniques as they apply to the tuba including warmups, breathing, and developing a daily routine. For beginning through intermediate players. This course includes a fee of $175 for Music majors and minors, and $200 for non Music majors. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.May be repeated for credit for 0 unit.
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
15 times
(up to 0 units total)
MUSIC 76Z:
Brass Instruments Class
May be repeated for credit a total of 14 times. There is a fee for this class. Please visit http://music.stanford.edu for class fees and signup information. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
15 times
(up to 0 units total)
MUSIC 77:
Percussion Class
May be repeated for credit a total of 14 times. There is a fee for this class. Please visit http://music.stanford.edu for class fees and signup information. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 15 units total)
MUSIC 77Z:
Percussion Class
There is a fee for this class. Please visit http://music.stanford.edu for class fees and signup information. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
15 times
(up to 0 units total)
MUSIC 101:
Introduction to Creating Electronic Sounds
Introduction to Creating Electronic Sounds enables students from a wide variety of backgrounds to cultivate conceptual and technical skills within the production of electronic sound and music composition. Lectures, readings, and group discussions will examine the evolution of recording technology as it relates to music within historical, social, and contemporary contexts. Over the course of ten weeks students will develop and produce a portfolio of creative projects, wherein the integration of one's life experiences, imagination, and musical preferences are encouraged. In addition to regular coursework, students who choose to enroll in the class for 4 units will create and publish a 12-20 minute EP according to their own musical taste and technical abilities. Please note: This is not a production class with an in-depth technical focus during class time, however technical support is offered outside of regular class time.This course is a prerequisite for MUSIC 192A: Foundations of Sound Recording Technology. No previous experience required. Enrollment by permission number only. Permission numbers will be distributed during the first week of classes.
Terms: Aut, Win, Spr
| Units: 3-4
| UG Reqs: WAY-CE
MUSIC 103:
Music Listening Lab (TAPS 130M)
How do we listen differently to different musical genres? How do the technologies with which we listen shape our experience? What's the difference between attending a live concert and listening to a recording? How do we communicate our own private listening experiences with others? In this one-unit course, we will explore these questions by listening to recorded and live-streamed performances, discussing our listening experiences and aesthetic preferences, and thinking critically about how we listen across different genres and media. Assessment will be based on attendance, discussion participation, and short written reflections. No prior experience in music is expected--just bring your ears.
Terms: Spr
| Units: 1
MUSIC 112:
Film Scoring
Through analysis and technical exercises that involve click tracks, spotting, scoring under dialogue and picture, and the creative use of overlap cues, among others, students will learn how to develop and synchronize an engaging music score that supports visual events. Prerequisite: The students will be expected to: Know how to read and write music; Know how to create scores using a music editor such as Finale, Sibelius, among others; Be familiar with MIDI sequencing; and, Be familiar with DAW such as Logic Pro X, Pro Tools, among others.
Terms: Spr
| Units: 3
| UG Reqs: WAY-CE
MUSIC 113:
Introduction to Instrumental Composition
Students compose weekly exercises to improve creative fluency and develop basic control of instruments. Audio examples of diverse compositional techniques are introduced, analyzed and emulated. Prerequisite: Music 19A or Instructor's permission.
Terms: Aut
| Units: 2-3
MUSIC 115:
Individual Undergraduate Projects in Jazz
Students may pursue individual projects in jazz performance, theory, history, etc. Prerequisite: Music 20A or permission of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 120D:
Jazz Improvisation
This class will focus on developing a deeper understanding of, and capacity for, jazz improvisation -- as it relates to individual expression as well as group interaction, communication, and cohesion. In-class soloing and ensemble playing; guided listening; ear training; internalization; personalization; and an awareness of the historical evolution of the jazz improvisational language will all be emphasized. The coursework will be primarily based on actual instrumental performance and practice; with an extensive listening list; and possibly some complementary composition, transcribing, self-evaluation; reading and writing assignments. Limited enrollment: Audition required. Students auditioning for Music 120D may submit the same audition material for consideration for Music 120E and vice-versa, but they are asked to make clear that they are applying for both (or, alternatively, for just one of the two, and if so, which one.) This class will be closed to enrollment, so students wishing to enroll must join the Axess waiting list. You will then be contacted with audition instructions. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Win
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
4 times
(up to 12 units total)
MUSIC 120DZ:
Jazz Improvisation
This class will focus on developing a deeper understanding of, and capacity for, jazz improvisation -- as it relates to individual expression as well as group interaction, communication, and cohesion. In-class soloing and ensemble playing; guided listening; ear training; internalization; personalization; and an awareness of the historical evolution of the jazz improvisational language will all be emphasized. The coursework will be primarily based on actual instrumental performance and practice; with an extensive listening list; and possibly some complementary composition, transcribing, self-evaluation; reading and writing assignments. Limited enrollment: Audition required. Students auditioning for Music 120D may submit the same audition material for consideration for Music 120E and vice-versa, but they are asked to make clear that they are applying for both (or, alternatively, for just one of the two, and if so, which one.) This class will be closed to enrollment, so students wishing to enroll must join the Axess waiting list. You will then be contacted with audition instructions. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Win
| Units: 0
| Repeatable
4 times
(up to 0 units total)
MUSIC 120E:
Advanced Jazz Improvisation
This class will focus on broadening the participants' fluency with established improvisational languages, encouraging them to trust and develop their own unique improvisational voices, and deepening their capacities for integrating those individual voices into a collaborative musical framework -- working and playing together as a group, forging a collective identity, finding a band sound. In-class soloing and ensemble playing; guided listening; ear training; internalization; personalization; transcription, composition and arranging will all be emphasized. The coursework will be primarily based on actual instrumental performance and practice; with an extensive list of tracks to listen to and tunes to learn. The class will spend ample time focusing on the repertoire from the jazz "canon" (works by jazz masters such Ellington, Monk, Parker, Shorter, Mingus, Coltrane, Coleman, etc, as well as "standards" from the American popular songbook). Participants will be encouraged to submit for consideration by the group their own ideas for material, including, but not limited to, their own original compositions or arrangements. Limited enrollment: Audition required. Students auditioning for Music 120E may submit the same audition material for consideration for Music 120D and vice-versa, but they are asked to make clear that they are applying for both (or, alternatively, for just one of the two, and if so, which one.) All who are interested are strongly encouraged to apply, with the understanding that some priority may be given to those who have already completed Music 120D. This class will be closed to enrollment, so students who would like to enroll must join the Axess wait list. You will then be contacted with audition instructions.
Terms: Win
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
4 times
(up to 12 units total)
MUSIC 120EZ:
Advanced Jazz Improvisation
This class will focus on broadening the participants' fluency with established improvisational languages, encouraging them to trust and develop their own unique improvisational voices, and deepening their capacities for integrating those individual voices into a collaborative musical framework -- working and playing together as a group, forging a collective identity, finding a band sound. In-class soloing and ensemble playing; guided listening; ear training; internalization; personalization; transcription, composition and arranging will all be emphasized. The coursework will be primarily based on actual instrumental performance and practice; with an extensive list of tracks to listen to and tunes to learn. The class will spend ample time focusing on the repertoire from the jazz "canon" (works by jazz masters such Ellington, Monk, Parker, Shorter, Mingus, Coltrane, Coleman, etc, as well as "standards" from the American popular songbook). Participants will be encouraged to submit for consideration by the group their own ideas for material, including, but not limited to, their own original compositions or arrangements. Limited enrollment: Audition required. Students auditioning for Music 120E may submit the same audition material for consideration for Music 120D and vice-versa, but they are asked to make clear that they are applying for both (or, alternatively, for just one of the two, and if so, which one.) All who are interested are strongly encouraged to apply, with the understanding that some priority may be given to those who have already completed Music 120D. This class will be closed to enrollment, so students who would like to enroll must join the Axess wait list. You will then be contacted with audition instructions.
Terms: Win
| Units: 0
| Repeatable
4 times
(up to 0 units total)
MUSIC 122A:
Counterpoint
Analysis and composition of contrapuntal styles from the Renaissance and Baroque periods. Use of keyboard, ear training, and sight singing underlies all written work. Prerequisites: MUSIC 23 and MUSIC 24C; passing piano-proficiency examination; or, consent of instructor.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
MUSIC 122B:
Analysis of Tonal Music
Complete movements, or entire shorter works of the 18th and 19th centuries, are analyzed in a variety of theoretical approaches. Prerequisites: MUSIC 23 and MUSIC 24C; passing piano-proficiency examination; or, consent of instructor.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
MUSIC 122C:
Introduction to Post-Tonal Analysis
Survey and analysis of a broad array of 20th-century examples, including compositional options. Prerequisites: MUSIC 23 and MUSIC 24C; passing piano-proficiency examination; or, consent of instructor.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
MUSIC 122D:
Analysis for Performance
Prerequisites: 23 or consent of instructor, successful completion of the ear-training and piano-proficiency examinations.
Terms: Aut
| Units: 2
MUSIC 123A:
Undergraduate Seminar in Composition: Rhythmic Design
Students compose weekly exercises to develop creative fluency and personal style. The course focuses on listening to examples, analysis and emulation of diverse compositional techniques involving rhythm.
Terms: Aut, Win
| Units: 1-2
| UG Reqs: WAY-CE
MUSIC 123B:
Undergraduate Seminar in Composition: Pitch Design
Students compose weekly exercises to develop creative fluency and personal style. The course focuses on listening to examples, analysis and emulation of diverse compositional techniques involving pitch.
Terms: Win, Spr
| Units: 1-2
| UG Reqs: WAY-CE
MUSIC 123E:
Electronic Music Composition
This course is designed to introduce students to the use of electronics in music composition. Students will gain skills in electronic music performance and composition, including the use of live electronics, audio production, and electroacoustic orchestration. In a series of creative projects, students will (1) learn to use modern audio technology, such as sound recording equipment and digital audio workstations, (2) experiment with various approaches to electronic sound generation, processing, and analysis, and (3) begin to incorporate electronic and electroacoustic composition techniques into their music practice(s).
Terms: Spr
| Units: 3-4
| UG Reqs: WAY-CE
MUSIC 123F:
Wild Sound Explorers (MUSIC 223)
This is an interdisciplinary course that explores the intersection between music and sound art, audio technology, and the natural sciences. Students develop a personal approach to the use of natural sound as art by making original field recordings from which to creatively respond. Students will gain skills in (1) listening to, understanding, and discussing natural sound, (2) field recording, including an introduction to portable recording devices and advanced mobile recording techniques, and (3) electronic music composition. Field recording sessions will take place at natural settings such as Stanford's Jasper Ridge Biological Preserve.
Terms: Spr
| Units: 3-4
| UG Reqs: WAY-CE
MUSIC 124A:
Songwriters Workshop
Laboratory for composers of any kind of vernacular music: singer-songwriters; folk singers; laptop dance music composers; rock and pop bands; rappers; writers of instrumentals or music with lyrics; solo artists and collaborators; etc. Compositional strategies for songwriting, overview of exemplars, discussion of aesthetic issues, and development of artistic personae. Weekly critique session for students and faculty to share work and offer feedback. Music theory and literacy not required. Aimed, however, at those with at least some experience as writers, whether casual or extensive. For bands at least half of members must be enrolled.
Terms: Win
| Units: 1-2
| UG Reqs: WAY-CE
| Repeatable
2 times
(up to 4 units total)
MUSIC 125:
Individual Undergraduate Projects in Composition
May be repeated for credit a total of 14 times. Prerequisites: Music123A and Music123B or Instructor's permission.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 126A:
Thoroughbass Accompaniment
The development of continuo techniques and skills for figured-bass realization. Performance and analysis of selected repertoire, using thoroughbass principles and exercises based on historical theoretical treatises. Prerequisite: 21.
Terms: Aut
| Units: 1-3
| Repeatable
3 times
(up to 7 units total)
MUSIC 127A:
Instrumentation and Orchestration
Individual instruments, instrumental groups within the orchestra, and combinations of groups. Arrangements from piano to orchestral music. Score analysis with respect to orchestration. Practical exercises using chamber ensembles and school orchestra. Prerequisite: Music23, or permission of the instructor.
Terms: Aut, Win
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-CE
MUSIC 127B:
Advanced Orchestration
Through analysis and writing exercises, students develop proficiency in advanced orchestration practices. The course covers techniques currently used in film scoring as well as form basis for new experimental orchestral composition.
Terms: Spr
| Units: 3
| UG Reqs: WAY-CE
MUSIC 127C:
Band Arranging
Develop skills and techniques related to arranging for marching and concert bands; emphasizes instrumentation, transposition, and voicing.
Terms: Spr
| Units: 3
MUSIC 128:
Stanford Laptop Orchestra: Composition, Coding, and Performance (CS 170)
Classroom instantiation of the Stanford Laptop Orchestra (SLOrk) which includes public performances. An ensemble of more than 20 humans, laptops, controllers, and special speaker arrays designed to provide each computer-mediated instrument with its sonic identity and presence. Topics and activities include issues of composing for laptop orchestras, instrument design, sound synthesis, programming, and live performance. May be repeated four times for credit. Space is limited; see https://ccrma.stanford.edu/courses/128 for information about the application and enrollment process. May be repeat for credit
Terms: Spr
| Units: 1-5
| UG Reqs: WAY-CE
| Repeatable
4 times
(up to 20 units total)
MUSIC 129K:
Advanced Keyboard Musicianship
Score-reading at the keyboard, for pianists. Students will learn to read and reduce as necessary, score examples from a variety of ensembles, including music for strings, choir, winds, and orchestra. Practice reading associated clefs and transpositions will enable students to demonstrate short passages from ensemble repertoire effectively at the keyboard.
Terms: Spr
| Units: 1-2
MUSIC 130B:
Elementary Instrumental Conducting
What do conductors do and how do they do it? In this course, students are introduced to the theory, technique, and practice of instrumental conducting. Students will develop the art of physical gesture by conducting an ensemble made up of class members. Topics include baton technique, rehearsal procedure, and structural analysis. Studies in clef reading and transposition will foster the skills needed to read orchestral scores. Students will study and conduct instrumental music for strings, winds, and full orchestra primarily from the Baroque, Classical, and Romantic periods. Following preliminary work with the class ensemble, each student will conduct Stanford Philharmonia and the Stanford Symphony Orchestra in rehearsal as their final project. Prerequisite: Instructor's permission.
Terms: Aut
| Units: 2-3
| UG Reqs: WAY-CE
MUSIC 130C:
Elementary Choral Conducting
Techniques specific to the conducting of choral ensembles: warm-ups, breathing, balance, blend, choral tone, isolation principles, recitative conducting, preparation, and conducting of choral/orchestral works.
Terms: Win
| Units: 2
| UG Reqs: WAY-CE
MUSIC 136:
Intermediate Conducting: Music Since 1900
The art of reading and conducting scores from the Impressionist, late Romantic, and Modern periods to the present, with emphasis on orchestral and choral works that involve changing meters, advanced harmonic vocabulary, and modern instrumental and vocal practices. Topics include clef reading and transposition, baton technique, and rehearsal procedure. Prerequisite: MUSIC 130B, or 130C; or instructor's permission.
Terms: Spr
| Units: 2-3
MUSIC 141K:
Josquin at 500 (MUSIC 241K)
Last summer marked 500 years since the death of Josquin des Prez. This singer-composer, the son of a crooked cop, brought into being a wealth of musical techniques that we still cherish, and take for granted, today. Drawing on exciting new findings and the tools of the Josquin Research Project (josquin.stanford.edu), this writing-in-the-major course asks what makes Josquin's music special while delving into longstanding problems concerning his life and works. Students will learn about one of the most important figures in the history of music, develop skills in reading, writing, and musical analysis, and improve their ability to reason well. Prerequisites: MUSIC 21, MUSIC 40. (WIM at 4-unit level only.)
Terms: Spr
| Units: 3-5
MUSIC 146N:
Transcultural Perspectives of South-East Asian Music and Arts (COMPLIT 148, COMPLIT 267, FRENCH 260A, MUSIC 246N)
This course will explore the links between aspects of South-East Asian cultures and their influence on modern and contemporary Western art and literature, particularly in France; examples of this influence include Claude Debussy (Gamelan music), Jacques Charpentier (Karnatak music), Auguste Rodin (Khmer art) and Antonin Artaud (Balinese theater). In the course of these interdisciplinary analyses - focalized on music and dance but not limited to it - we will confront key notions in relation to transculturality: orientalism, appropriation, auto-ethnography, nostalgia, exoticism and cosmopolitanism. We will also consider transculturality interior to contemporary creation, through the work of contemporary composers such as Tran Kim Ngoc, Chinary Ung and Tôn-Thât Tiêt. Viewings of sculptures, marionette theater, ballet, opera and cinema will also play an integral role. To satisfy a Ways requirement, this course must be taken for at least 3 units. WIM credit in Music at 4 units and a letter grade.
Terms: Win
| Units: 2-4
| UG Reqs: WAY-A-II
MUSIC 147K:
Studies in Music, Media, and Popular Culture: Music and Urban Film (CSRE 147D, MUSIC 247K)
How music and sound work in urban cinema. What happens when music's capacity to transform everyday reality combines with the realism of urban films? Provides an introduction to traditional theories of film music and film sound; considers how new technologies and practices have changed the roles of music in film. Readings discuss film music, realistic cinema, urban musical practices and urban culture. Viewing includes action/adventure, Hindi film, documentary, film noir, hip hop film, the musical, and borderline cases by Jean-Luc Godard, Spike Lee, Wong Kar-Wai and Tsai Ming-Liang. Pre- or corequisite (for music majors): MUSIC 22. (WIM at 4 unit level only.)
Terms: Aut
| Units: 3-4
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-EDP
MUSIC 151B:
Red Vest Band
A small ensemble of the Leland Stanford Junior University Marching Band open to members of the LSJUMB by audition and consent of instructor. Members perform at multiple Stanford Athletics events, multiple community events, and travel to some away and post-season games. Weekly rehearsals focus on introduction of new student arrangements and the LSJUMB's repertoire of rock, funk, and traditional styles. May be repeated for credit a total of 12 times.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
12 times
(up to 12 units total)
MUSIC 151BZ:
Red-Vest Band
A small ensemble of the Leland Stanford Junior University Marching Band open to members of the LSJUMB by audition and consent of instructor. Members perform at multiple Stanford Athletics events, multiple community events, and travel to some away and post-season games. Weekly rehearsals focus on introduction of new student arrangements and the LSJUMB's repertoire of rock, funk, and traditional styles. May be repeated for credit a total of 12 times.
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
12 times
(up to 0 units total)
MUSIC 153C:
Fly Folk in the Buttermilk: A Black Music and Culture Writing Workshop (AFRICAAM 163, CSRE 163)
This course in honor of the late, great music journalist and thinker, Greg Tate, is designed to introduce popular music writing as a genre to students from all academic backgrounds. From cultural criticism, liner notes, music journalism, and DJ scholarship and more - this course explores the art of music writing with lectures, discussion and ongoing feedback on student writing from Special Guest Artists DJ Lynnée Denise and Daniel Gray-Kontar. Students will also have the opportunity to read and analyze various types of music writing in public and scholarly venues, and if they choose, to build a portfolio of their own working across several possible genres. Nationally and internationally renowned guests will visit with the class regularly to share their journeys as writers and offer their views on craft, aesthetics, and principles for writers to consider as they work on their own craft. These guests will include: Cheo Hodari Coker, journalist at The Source Magazine turned television/film writer of Creed II; Joan Morgan, long-time music and culture writer who coined the phrase Hip-Hop Feminism; Fredara Hadley, ethnomusicology professor at The Juilliard School; Scott Poulsen Bryant, co-founding editor of Vibe Magazine, and others. This spring course is presented by the Institute for Diversity in the Arts, IDA.
Terms: Spr
| Units: 1-4
MUSIC 154A:
Sound Art I (ARTSTUDI 131)
Acoustic, digital and analog approaches to sound art. Familiarization with techniques of listening, recording, digital processing and production. Required listening and readings in the history and contemporary practice of sound art. (lower level)
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-CE
MUSIC 155:
Intermedia Workshop (ARTSTUDI 239, MUSIC 255)
Students develop and produce intermedia works. Musical and visual approaches to the conceptualisation and shaping of time-based art. Exploration of sound and image relationship. Study of a wide spectrum of audiovisual practices including experimental animation, video art, dance, performance, non-narrative forms, interactive art and installation art. Focus on works that use music/sound and image as equal partners. Limited enrollment. Prerequisites: consent of instructors, and one of FILMPROD 114, ARTSTUDI 131, 138, 167, 177, 179, or MUSIC 123, or equivalent. May be repeated for credit
Terms: Win
| Units: 4
| UG Reqs: WAY-A-II, WAY-CE
| Repeatable
2 times
(up to 8 units total)
MUSIC 155A:
Piano Literature (MUSIC 255A)
An exploration of the repertoire for piano and keyboards, providing experience with and context for this literature while engaging practical, technical and analytical features of the works. Each quarter will cover focused areas defined by time, place, composer, stylistic tradition, formal type, etc. Students will perform works in class, as well as listen to and compare performances through videos and recordings. Assignments include reading, listening, and a final project. Prerequisite: Private lesson proficiency level in piano, or consent of instructor.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
14 times
(up to 14 units total)
MUSIC 155AZ:
Piano Literature
An exploration of the repertoire for piano and keyboards, providing experience with and context for this literature while engaging practical, technical and analytical features of the works. Each quarter will cover focused areas defined by time, place, composer, stylistic tradition, formal type, etc. Students will perform works in class, as well as listen to and compare performances through videos and recordings. Assignments include reading, listening, and a final project. Prerequisite: Private lesson proficiency level in piano, or consent of instructor.
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
14 times
(up to 0 units total)
MUSIC 155S:
String Literature (MUSIC 255S)
An exploration of the repertoire for stringed instruments, providing experience with and context for this literature while engaging practical, technical and analytical features of the works. Each quarter will cover focused areas defined by time, place, composer, stylistic tradition, formal type, etc. Students will perform works in class, as well as listen to and compare performances through videos and recordings. Assignments include reading, listening, and a final project. Prerequisite: Private lesson proficiency level in piano, or consent of instructor.
Terms: Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
14 times
(up to 14 units total)
MUSIC 156:
"sic": Improvisation Collective
Small ensemble devoted to learning trans-idiomatic improvisation techniques and composing indeterminate pieces in a workshop setting. One major concert. Prerequisite: access to an instrument. Improvisational experience and conventional instrumental virtuosity not required. May be repeated for credit for a total of 3 times.
Terms: Win
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
4 times
(up to 4 units total)
MUSIC 156Z:
"sic": Improvisation Collective
Small ensemble devoted to learning trans-idiomatic improvisation techniques and composing indeterminate pieces in a workshop setting. One major concert. Prerequisite: access to an instrument. Improvisational experience and conventional instrumental virtuosity not required. May be repeated for credit for a total of 3 times.
Terms: Win
| Units: 0
| Repeatable
4 times
(up to 0 units total)
MUSIC 157:
Cardinal Calypso--Steelpan Ensemble
This course introduces students to steelpan as an instrument and as a culture. Over the course of the year students will gain fundamental knowledge of the pitched percussion instrument, background knowledge of the culture of Trinidad and Tobago that created this instrument, and the opportunity to expand and share that knowledge through rehearsals, lecture topics/discussion, performances, and guest performers. Soca and Calypso music are genres of focus, but we will cover a diverse range of other genres as well.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
12 times
(up to 12 units total)
MUSIC 157Z:
Cardinal Calypso -- Steelpan Ensemble
This course introduces students to steelpan as an instrument and as a culture. Over the course of the year students will gain fundamental knowledge of the pitched percussion instrument, background knowledge of the culture of Trinidad and Tobago that created this instrument, and the opportunity to expand and share that knowledge through rehearsals, lecture topics/discussion, performances, and guest performers. Soca and Calypso music are genres of focus, but we will cover a diverse range of other genres as well.
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
12 times
(up to 0 units total)
MUSIC 159:
Early Music Singers
Small choir specializing in Medieval, Renaissance, and early Baroque vocal music. One major concert per quarter. May be repeated for credit for a total of 15 times. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
15 times
(up to 15 units total)
MUSIC 159Z:
Early Music Singers
Small choir specializing in Medieval, Renaissance, and early Baroque vocal music. One major concert per quarter. May be repeated for credit for a total of 15 times for 0 unit. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
15 times
(up to 0 units total)
MUSIC 160:
Stanford Symphony Orchestra
Large symphony orchestra (ca. 100 members) that rehearses two evenings per week (M/Th) and performs repertoire primarily from the Classical Period to the present. Usually prepares 1-2 programs per quarter, and presents 2-3 performances each quarter in Bing Concert Hall. Enrollment based on audition; for audition information, please refer to the Stanford Orchestra website at https://web.stanford.edu/group/sso/cgi-bin/orchestras/how-to-join/auditions/. May be taken for credit up to 15 times. Zero-unit enrollment option (MUSIC 160Z) available with instructor permission. See website (orchestra.stanford.edu) for further information. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 15 units total)
MUSIC 160A:
Stanford Philharmonia
Chamber orchestra (ca. 45 members) that rehearses one evening per week (Tu) and performs repertoire primarily from the Baroque Period to the present. Usually prepares 1-2 programs per quarter, and presents 1-2 performances each quarter in Bing Concert Hall. Enrollment based on audition; for audition information, please refer to the Stanford Orchestra website at https://web.stanford.edu/group/sso/cgi-bin/orchestras/how-to-join/auditions/. May be taken for credit up to 15 times. Zero-unit enrollment option (MUSIC 160AZ) available with instructor permission. See website (orchestra.stanford.edu) for further information. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 15 units total)
MUSIC 160AZ:
Stanford Philharmonia
Chamber orchestra (ca. 45 members) that rehearses one evening per week (Tu) and performs repertoire primarily from the Baroque Period to the present. Usually prepares 1-2 programs per quarter, and presents 1-2 performances each quarter in Bing Concert Hall. Enrollment based on audition; for audition information, please refer to the Stanford Orchestra website at https://web.stanford.edu/group/sso/cgi-bin/orchestras/how-to-join/auditions/. May be taken for credit up to 15 times. Zero-unit enrollment option (MUSIC 160AZ) available with instructor permission. See website (orchestra.stanford.edu) for further information. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
15 times
(up to 0 units total)
MUSIC 160B:
Stanford New Ensemble
Performing compositions of the 20th century, recent works of this century, and new works by Stanford faculty and student composers. Musicians collaborate with composers and artists visiting and performing at Stanford. One concert per quarter. Admission and enrollment based on audition. For audition and contact information, please refer to the SSO/SPO/SNE website at (http://www.stanford.edu/group/sso/cgi-bin/wordpress/member-login/). All participants must register. May be repeated for credit a total of 14 times. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 15 units total)
MUSIC 160BZ:
Stanford New Ensemble
Performing compositions of the 20th century, recent works of this century, and new works by Stanford faculty and student composers. Musicians collaborate with composers and artists visiting and performing at Stanford. One concert per quarter. Admission and enrollment based on audition. For audition and contact information, please refer to the SSO/SPO/SNE website at (http://www.stanford.edu/group/sso/cgi-bin/wordpress/member-login/). All participants must register. May be repeated for credit a total of 14 times. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
15 times
(up to 0 units total)
MUSIC 160C:
Stanford Baroque Soloists
Elite string group focusing on chamber music of the Baroque era, c. 1600-1750. Concerti, overtures, suites, solo & trio sonatas for your instrument, quartet music from the pre-history of the string quartet. Each member expected to solo as well as play backup. Performances each quarter, played standing, student-led without conductor. Coaching will emphasize leadership and ensemble techniques, intonation and blend, particulars of eighteenth century notation and performance practice. Modern instruments, modern pitch, baroque bows as available. Limited to six violins, three violas, three cellos, bass, admission by audition. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. Contact instructor for audition and enrollment information: apmartin@stanford.edu. May be repeated for credit for total completion of 15 and total 15 units. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 15 units total)
MUSIC 160CZ:
Stanford Baroque Soloists
Elite string group focusing on chamber music of the Baroque era, c. 1600-1750. Solo & trio sonatas for your instrument, quartet music from the pre-history of the string quartet. Coaching will emphasize leadership and ensemble techniques, intonation and blend, particulars of seventeenth & eighteenth century notation & performance practice. Modern instruments, modern pitch, baroque bows are available. Limited enrollment, admission by audition. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. Contact instructor for audition and enrollment information: apmartin@stanford.edu. May be repeated for credit for total completion of 15 and total 15 units. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
15 times
(up to 0 units total)
MUSIC 160S:
Stanford Summer Symphony
See website for details: https://music.stanford.edu/academic-programs/summer-studies-stanford-music/summer-session-ensembles-chorus-and-symphony. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Sum
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
6 times
(up to 6 units total)
MUSIC 160SZ:
Stanford Summer Symphony
See website for details: https://music.stanford.edu/academic-programs/summer-studies-stanford-music/summer-session-ensembles-chorus-and-symphony. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Sum
| Units: 0
| Repeatable
6 times
(up to 0 units total)
MUSIC 160Z:
Stanford Symphony Orchestra
Large symphony orchestra (ca. 100 members) that rehearses two evenings per week (M/Th) and performs repertoire primarily from the Classical Period to the present. Usually prepares 1-2 programs per quarter, and presents 2-3 performances each quarter in Bing Concert Hall. Enrollment based on audition; for audition information, please refer to the Stanford Orchestra website at https://web.stanford.edu/group/sso/cgi-bin/orchestras/how-to-join/auditions/. May be taken for credit up to 15 times. Zero-unit enrollment option (MUSIC 160Z) available with instructor permission. See website (orchestra.stanford.edu) for further information. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
15 times
(up to 0 units total)
MUSIC 161A:
Stanford Wind Symphony
40- to 50-member ensemble performing transcriptions of symphonic music, brass band music, and repertoire composed specifically for symphonic band. One concert per quarter. May be repeated for credit a total of 14 times. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 15 units total)
MUSIC 161AZ:
Stanford Wind Symphony
40- to 50-member ensemble performing transcriptions of symphonic music, brass band music, and repertoire composed specifically for symphonic band. One concert per quarter. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
15 times
(up to 0 units total)
MUSIC 161B:
Jazz Orchestra
Jazz Orchestra is an undergraduate large ensemble performance class. Admission is by audition and/or permission of instructor. The class meets three times per week and presents a minimum of one formal concert per quarter with a major jazz artist. The class endeavors to provide students with the opportunity to perform, at the highest level, jazz compositions and arrangements of a serious nature, and provide opportunities for challenging and creative improvisational situations. Emphasis is placed on the understanding of the structural, psychological, and emotional components of the materials studied and performed. Zero unit enrollment option available with instructor permission. See website: ( http://music.stanford.edu) for policy and procedure. May be repeated for total of 15 times. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 15 units total)
MUSIC 161BZ:
Jazz Orchestra
Jazz Orchestra is an undergraduate large ensemble performance class. Admission is by audition and/or permission of instructor. The class meets three times per week and presents a minimum of one formal concert per quarter with a major jazz artist. The class endeavors to provide students with the opportunity to perform, at the highest level, jazz compositions and arrangements of a serious nature, and provide opportunities for challenging and creative improvisational situations. Emphasis is placed on the understanding of the structural, psychological, and emotional components of the materials studied and performed. Zero unit enrollment option available with instructor permission. See website: ( http://music.stanford.edu) for policy and procedure. May be repeated for total of 15 times. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
15 times
(up to 0 units total)
MUSIC 161D:
Stanford Brass Ensemble
Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. Performance of works for full brass choir and for smaller ensembles of brass instruments. Once weekly rehearsals. May be repeated for credit. Prerequisite: audition and consent of instructor. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 15 units total)
MUSIC 161DZ:
Stanford Brass Ensemble
Performance of works for full brass choir and for smaller ensembles of brass instruments. Once weekly rehearsals. May be repeated for credit. Prerequisite: audition and consent of instructor. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
15 times
(up to 0 units total)
MUSIC 161E:
Stanford Afro-Latin Jazz Orchestra
Ensemble dedicated to the performance, interpretation and study of Afro-Latin music and its fusion with North American jazz. Repertoire includes the music of Brazil, Cuba, Dominican Republic, Puerto Rico, Peru and Argentina, as well as the United States. Idioms studied include Latin Jazz, Danzon, Son Montuno, Samba, Bossa, Traditional and Modern Salsa, Timba, Lando, and Candombe. African roots of the music are also presented including songs and rhythms from the Lucumi and Arara traditions. Focus is placed on learning rhythms, associated syncopations and also clave phrasing. One weekly rehearsal and a concert are required per quarter. Other playing opportunities available at the discretion of the group. Regular openings for brass/wind players, drummers, percussionists, pianists, bassists, and vocalists. Guest openings on violin, guitar and vibraphone. Inclusion of other instruments at the discretion of the director. Members should have basic reading ability and some related ensemble experience (e.g, jazz band). Ability to read and play complex syncopations are mandatory. Percussionists with experience in bongo, congas, timbales and pandeiro desired. Vocalists with fluency or exposure to Spanish and/or Portuguese also preferred. May be repeat for credit. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University. While COVID restrictions are in effect, class will be a mixture of live sectionals, interactive sessions over Zoom and Jacktrip, and a possible live stream concert.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 15 units total)
MUSIC 161EZ:
Stanford Afro-Latin Jazz Orchestra
Ensemble dedicated to the performance, interpretation and study of Afro-Latin music and its fusion with North American jazz. Repertoire includes the music of Brazil, Cuba, Dominican Republic, Puerto Rico, Peru and Argentina, as well as the United States. Idioms studied include Latin Jazz, Danzon, Son Montuno, Samba, Bossa, Traditional and Modern Salsa, Timba, Lando, and Candombe. African roots of the music are also presented including songs and rhythms from the Lucumi and Arara traditions. Focus is placed on learning rhythms, associated syncopations and also clave phrasing. One weekly rehearsal and a concert are required per quarter. Other playing opportunities available at the discretion of the group. Regular openings for brass/wind players, drummers, percussionists, pianists, bassists, and vocalists. Guest openings on violin, guitar and vibraphone. Inclusion of other instruments at the discretion of the director. Members should have basic reading ability and some related ensemble experience (e.g, jazz band). Ability to read and play complex syncopations are mandatory. Percussionists with experience in bongo, congas, timbales and pandeiro desired. Vocalists with fluency or exposure to Spanish and/or Portuguese also preferred. May be repeat for credit. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University. While COVID restrictions are in effect, class will be a mixture of live sectionals, interactive sessions over Zoom and Jacktrip, and a possible live stream concert.
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
15 times
(up to 0 units total)
MUSIC 161F:
Ottoman Music ensemble
Stanford's Ottoman Music Ensemble introduces select music played in the present day that hearkens back to musical practices from diverse communities of Ottoman Constantinople or Istanbul. Much of this music has now fallen under the guise of Turkish art, folk, or classical music. Through oral transmission and collective practice, we will attune our voices, instruments, and ears to hear and play select Ottoman pieces. Ensemble members will additionally be introduced to the microtonal (makam) music theory system and to the arts of solo improvisation (taksim) during the course. No previous experience required. The course culminates in a final end-of-quarter concert.
Terms: Spr
| Units: 1
| Repeatable
5 times
(up to 5 units total)
MUSIC 161FZ:
Ottoman Music Ensemble
Stanford's Ottoman Music Ensemble introduces select music played in the present day that hearkens back to musical practices from diverse communities of Ottoman Constantinople or Istanbul. Much of this music has now fallen under the guise of Turkish art, folk, or classical music. Through oral transmission and collective practice, we will attune our voices, instruments, and ears to hear and play select Ottoman pieces. Ensemble members will additionally be introduced to the microtonal (makam) music theory system and to the arts of solo improvisation (taksim) during the course. No previous experience required. The course culminates in a final end-of-quarter concert.
Terms: Spr
| Units: 0
| Repeatable
5 times
(up to 0 units total)
MUSIC 162:
Symphonic Chorus
180- to 200-voice choral ensemble, performing major choral masterworks with orchestra. One concert per quarter. May be repeated for credit a total of 14 times. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 15 units total)
MUSIC 162Z:
Symphonic Chorus
180- to 200-voice choral ensemble, performing major choral masterworks with orchestra. One concert per quarter. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
15 times
(up to 0 units total)
MUSIC 163:
Memorial Church Choir
Official choir of Memorial Church, furnishing music for Sunday services and special occasions in the church calendar. May be repeated for credit a total of 14 times. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 15 units total)
MUSIC 163Z:
Memorial Church Choir
Official choir of Memorial Church, furnishing music for Sunday services and special occasions in the church calendar. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
15 times
(up to 0 units total)
MUSIC 165:
Chamber Chorale
Select 24-voice choral ensemble, specializing in virtuoso choral repertoire from all periods of Western art music. Annual touring commitment required. May be repeated for credit a total of 14 times. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 15 units total)
MUSIC 165Z:
Chamber Chorale
Select 24-voice choral ensemble, specializing in virtuoso choral repertoire from all periods of Western art music. Annual touring commitment required. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
15 times
(up to 0 units total)
MUSIC 167:
University Singers
Select, 50-voice choral ensemble, performing choral repertoire from all periods of Western art music. May be repeated for credit a total of 14 times. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 15 units total)
MUSIC 167S:
Summer Chorus
150-voice non-auditioned ensemble performing major choral masterworks and choral repertoire from all periods of Western art music. Concert: August 6, 2022 in Bing Concert Hall. Details at: https://music.stanford.edu/choral-ensembles-2021%E2%80%932022. Zero unit enrollment option available with instructor permission. See website (https://music.stanford.edu/ensembles-lessons/applied-music-policies-and-resources) for policy and procedure. May be repeated for credit for a total of 0 (zero) unit. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Sum
| Units: 1
| Repeatable
6 times
(up to 6 units total)
MUSIC 167SZ:
Summer Chorus
80- to 100-voice non-auditioned ensemble, performing major choral masterworks and choral repertoire from all periods of Western art music. For details see: https://music.stanford.edu/academic-programs/summer-studies-stanford-music/summer-session-ensembles. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. May be repeated for credit for a total of 0 (zero) unit. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Sum
| Units: 0
| Repeatable
6 times
(up to 0 units total)
MUSIC 167Z:
University Singers
Select, 50-voice choral ensemble, performing choral repertoire from all periods of Western art music. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
15 times
(up to 0 units total)
MUSIC 169:
Stanford Taiko
Select 15- to 18-member North American taiko ensemble, performing all-original repertoire for Japanese drums. Multiple performances in Winter and Spring quarters, also touring; instrument construction and maintenance. Admission by audition in Autumn Quarter only. May be repeated for credit a total of 14 times. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 15 units total)
MUSIC 169Z:
Stanford Taiko
Select 15- to 18-member North American taiko ensemble, performing all-original repertoire for Japanese drums. Multiple performances in Winter and Spring quarters, also touring; instrument construction and maintenance. Admission by audition in Autumn Quarter only. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
15 times
(up to 0 units total)
MUSIC 170:
Collaborative Piano
Performance class in a workshop setting, exploring the art of collaboration with other musicians. Practical techniques will be addressed in highly varied repertoire. Admission is by audition only. Private-lesson proficiency level in piano is a prerequisite.
Terms: Aut
| Units: 1
| UG Reqs: WAY-CE
MUSIC 171:
Chamber Music
Admission based on audition. Placements according to availability. 3 hr/weekly time commitment minimum. (Two hours of in-person or remote ensemble rehearsal plus one-hour remote coaching from Music department faculty.) Classical string quartets and piano/string groups supervised by the SLSQ. All participants must enroll. Zero unit enrollment option available with instructor permission. See website for policy, procedure, and audition sign up: http://music.stanford.edu/. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
24 times
(up to 24 units total)
Instructors: ;
Abrefah, A. (PI);
Arul, K. (PI);
Bar-David, E. (PI);
Berger, T. (PI);
Brandenburg, M. (PI);
Brotzman, S. (PI);
Catsalis, M. (PI);
Costanza, C. (PI);
Costigan-Kerns, L. (PI);
Dahl, L. (PI);
Dalby, O. (PI);
Doheny, A. (PI);
Ellison, G. (PI);
Ferguson, C. (PI);
Fong, D. (PI);
Harms, D. (PI);
Harrison, S. (PI);
Hawley, A. (PI);
Henderson, D. (PI);
Hillhouse, W. (PI);
Holmes, M. (PI);
Jimenez, N. (PI);
Kenley, M. (PI);
Luftman, A. (PI);
Martin, A. (PI);
May, C. (PI);
Morgan, R. (PI);
Moyer, B. (PI);
Muncy, S. (PI);
Myers, H. (PI);
Nuttall, G. (PI);
Olivier, R. (PI);
Ragent, L. (PI);
Robertson, L. (PI);
Schultz, T. (PI);
Sharp, R. (PI);
Sohn, L. (PI);
Taubl, A. (PI);
Ulman, E. (PI);
Van Dyke, K. (PI);
Weldy, F. (PI);
Zerlang, T. (PI)
MUSIC 171Z:
Chamber Music
Admission based on audition. Placements according to availability. 3 hr/weekly time commitment minimum. (Two hours of in-person or remote ensemble rehearsal plus one-hour remote coaching from Music department faculty.) Classical string quartets and piano/string groups supervised by the SLSQ. All participants must enroll. Zero unit enrollment option available with instructor permission. See website for policy, procedure, and audition sign up: http://music.stanford.edu/. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
15 times
(up to 0 units total)
Instructors: ;
Abrefah, A. (PI);
Arul, K. (PI);
Bar-David, E. (PI);
Berger, T. (PI);
Brandenburg, M. (PI);
Brotzman, S. (PI);
Catsalis, M. (PI);
Costanza, C. (PI);
Costigan-Kerns, L. (PI);
Dahl, L. (PI);
Dalby, O. (PI);
Doheny, A. (PI);
Ellison, G. (PI);
Ferguson, C. (PI);
Fong, D. (PI);
Harms, D. (PI);
Harrison, S. (PI);
Hawley, A. (PI);
Henderson, D. (PI);
Hillhouse, W. (PI);
Holmes, M. (PI);
Jimenez, N. (PI);
Kenley, M. (PI);
Luftman, A. (PI);
Martin, A. (PI);
May, C. (PI);
Morgan, R. (PI);
Moyer, B. (PI);
Muncy, S. (PI);
Myers, H. (PI);
Nuttall, G. (PI);
Olivier, R. (PI);
Ragent, L. (PI);
Robertson, L. (PI);
Schultz, T. (PI);
Sharp, R. (PI);
Sohn, L. (PI);
Taubl, A. (PI);
Ulman, E. (PI);
Van Dyke, K. (PI);
Weldy, F. (PI);
Worley, J. (PI);
Zerlang, T. (PI)
MUSIC 172A:
Piano
Private lessons and group master class weekly. May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 172B:
Organ
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 172C:
Harpsichord
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 172D:
Jazz Piano
Admission is by audition and/or invitation only; priority to majors and jazz-ensemble participants. All participants must enroll. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. Zero unit enrollment option available with instructor permission. May be repeated for credit a total of 14 times. Lessons meet for one hour per week at the mutual convenience of the instructor and student. Exact time to be determined during the first week of classes. Course to be taught online when COVID restrictions are in effect as a live private interactive session. Student should have access to a piano during the lesson. Students on campus who do not have such access,nplease contact instructor for further information.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 172E:
Fortepiano
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. edit Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 172F:
Carillon
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 172G:
Gu-Zheng
Private lessons weekly. May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 173:
Voice
Private lessons and group master classes weekly. May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 174A:
Violin
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 174B:
Viola
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 174C:
Violoncello
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 174D:
Contrabass
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 174E:
Viola Da Gamba
Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 174F:
Classical Guitar
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 174G:
Harp
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 174H:
Baroque Violin
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 174I:
Jazz Bass
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 174J:
Jazz & Contemporary Guitar
An application of the performance techniques developed by the innovative, genius, and radical guitarists from 1930 to 2020. Improvising, comping, reading, repertoire, and technique will be studied in depth. Rhythm styles, the application of modern theory, transcribing solos, and chord melody arranging are developed through the course of study. May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 175A:
Flute
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 175B:
Oboe
May be repeated for credit a total of 15 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 175C:
Clarinet
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 175D:
Bassoon
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 175E:
Recorder/Early Winds
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 175F:
Saxophone
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 175G:
Baroque Flute
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 175H:
Jazz Saxophone
May be repeated for credit a total of 15 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 176A:
French Horn
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 176B:
Trumpet
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 176C:
Trombone
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 176D:
Tuba
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 176E:
Jazz Trumpet
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 177:
Percussion
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 177A:
Drum Set Lessons
These lessons will be geared toward the individual student's desires and needs. All levels are welcome, but students should contact instructor to set up initial meeting, prior to enrolling in the course. Students will explore drumset technique, coordination, reading and a study various styles including, Jazz, Rock, R&B, Blues, Latin and Brazilian music. Students will use different texts as needed. These texts may include: Syncopation by Ted Reed, Modern Reading Text in 4/4 by Louis Bellson, A Funky Primer by Charles Dowd, Advanced Techniques for the Modern Drummer by Jim Chapin, and others. Students will also use material created by David for his classes "Around the World on a Drumset" and "Chart Reading Demystified." These lessons are designed to be both fun and challenging. Students will play along with recordings and are encouraged to bring in recordings of music that they enjoy. May be repeated for credit a total of 15 times. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 45 units total)
MUSIC 179Z:
Applied Music Private Lessons
Students enroll in appropriate instructor section for private instrumental/vocal lessons using this zero unit enrollment option. Available only with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information.
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
15 times
(up to 0 units total)
Instructors: ;
Arul, K. (PI);
Bar-David, E. (PI);
Brandenburg, M. (PI);
Brotzman, S. (PI);
Clements, T. (PI);
Costanza, C. (PI);
Costigan-Kerns, L. (PI);
Dahl, L. (PI);
Dalby, O. (PI);
Doheny, A. (PI);
Ellison, G. (PI);
Ferguson, C. (PI);
Fong, D. (PI);
Harms, D. (PI);
Harrison, S. (PI);
Hawley, A. (PI);
Henderson, D. (PI);
Hillhouse, W. (PI);
Holmes, M. (PI);
Jennings, K. (PI);
Jimenez, N. (PI);
Kenley, M. (PI);
Lee, J. (PI);
Linduska, M. (PI);
Liupaogo, B. (PI);
Low, M. (PI);
Luftman, A. (PI);
Martin, A. (PI);
May, C. (PI);
McCarthy, C. (PI);
Morgan, R. (PI);
Moyer, B. (PI);
Muncy, S. (PI);
Myers, H. (PI);
Nuttall, G. (PI);
Olivier, R. (PI);
Ragent, L. (PI);
Robertson, L. (PI);
Rokeach, D. (PI);
Schultz, T. (PI);
Sharp, R. (PI);
Taubl, A. (PI);
Thurston-Milgrom, J. (PI);
Vandivier, R. (PI);
Weldy, F. (PI);
Worley, J. (PI);
You, H. (PI);
Zerlang, T. (PI)
MUSIC 181:
Jazz Combos
Admission based on audition. These small jazz ensembles meet weekly and typically include coaching, one masterclass and one performance per quarter. May be repeated for credit. All participants must enroll. Zero unit enrollment option available with instructor permission. See website for policy, procedure, and audition information: https://music.stanford.edu/stanford-jazz-combos
Terms: Aut, Win, Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
15 times
(up to 15 units total)
MUSIC 181Z:
Jazz Combos
Admission based on audition. These small jazz ensembles meet weekly and typically include coaching, one masterclass and one performance per quarter. May be repeated for credit. All participants must enroll. Zero unit enrollment option available with instructor permission. See website for policy, procedure, and audition information: https://music.stanford.edu/stanford-jazz-combos
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
15 times
(up to 0 units total)
MUSIC 182:
Diction for Singers
The international phonetic alphabet and its application to German, French, and Italian vocal literature. Open also to pianists interested in vocal coaching and choral conducting.
Terms: Win
| Units: 1
MUSIC 183A:
German Art Song Interpretation
By audition only. For advanced singers and pianists as partners. Performance class in a workshop setting. Composers include Beethoven, Schubert, Wolf and Strauss. May be repeated for credit a total of 2 times. Enrollment limit: 20 (ten singers maximum). Prerequisite: consent of instructor. Recommended prerequisite: 170 (pianists) or 182 (singers).
Terms: Spr
| Units: 1
| UG Reqs: WAY-CE
| Repeatable
2 times
(up to 2 units total)
MUSIC 183E:
Singing for Musicals (TAPS 183E)
Do you love singing in musicals? Do you know how to sing in musicals? This course provides training in vocal technique and acting for students interested in performing musical theater. Students will learn about the physical process of singing, including posture, breath support, and vocal exercises. They will incorporate vocal technique with the study of phrasing in different styles of Broadway repertoire, and apply both to the art of acting the song. Through understanding vocal technique, students will become more confident and joyful performers. Admission to the course is by audition or permission of the instructor. Due to the COVID-19 situation, Singing for Musicals classes will be taught online during Spring 2021. As this can pose a problem with students in various time zones and internet arrangements, the instructor will contact all waitlisted students with more detailed information regarding video auditions and a questionnaire prior to the first class.
Last offered: Spring 2021
| Units: 2
| UG Reqs: WAY-CE
| Repeatable
4 times
(up to 8 units total)
MUSIC 183F:
Songs of Love and Longing (COMPLIT 141, COMPLIT 241B, MUSIC 283F)
This course will take us on a journey from the Balkans to South Asia as we explore the nexus of poetry and song practiced by bards across a vast geographic and cultural space. Specifically, we will survey the Persianate genre of ghazal lyric, the storytelling traditions of Central Asia, the spiritual concert of certain Sufi orders, the mystical poems and music of Alevi ashiks in Turkey and the Balkans, the life and legend of Armenian poet-composer Sayat Nova, the spiritual practices of the Kurdish Ahl-e Haqq in Iran, the art forms of khyal and qawwali in India and Pakistan, and the syncretistic mysticism of the Bauls of Bengal. Students will engage in listening exercises, analysis of cinematic examples, and a comparison with the European troubadour tradition. There are no prerequisites for this course apart from a desire to engage with poetry as an existential performance. Taught in English.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II
MUSIC 184A:
Editing and Performing Early Music
This course is a practical workshop in early music vocal repertoire. The main focus of this course is to use original source material to explore editorial practice. Having prepared the score, students learn to perform the piece from an historically informed performance practice point of view. In addition to broadening the student's knowledge of vocal repertoire, the following skills are developed: text preparation, foreign language translation and diction; rehearsal for performance and/or recording. Enrollment by audition only. Prerequisite: vocal or instrumental instruction, as the class is open to singers or collaborative artists. May be repeated for credit a total of 4 times. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Win
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
4 times
(up to 12 units total)
MUSIC 184AZ:
Editing and Performing Early Music
This course is a practical workshop in early music vocal repertoire. The main focus of this course is to use original source material to explore editorial practice. Having prepared the score, students learn to perform the piece from an historically informed performance practice point of view. In addition to broadening the student's knowledge of vocal repertoire, the following skills are developed: text preparation, foreign language translation and diction; rehearsal for performance and/or recording. Enrollment by audition only. Prerequisite: vocal or instrumental instruction, as the class is open to singers or collaborative artists. All participants must enroll. May be repeated for a total of 4 times. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Win
| Units: 0
| Repeatable
4 times
(up to 0 units total)
MUSIC 184B:
Topics on the Musical Stage
This course is a practical workshop in vocal repertoire for the stage. Each quarter's offering emphasizes a specific genre or period, therefore the course can be repeated with permission of the instructor. In addition to broadening the student's knowledge of vocal repertoire, the following skills are developed: text preparation, foreign language translation and diction; rehearsal etiquette for performance and/or recording. Enrollment by audition only. Prerequisite: vocal or instrumental instruction, as the class is open to singers or collaborative artists. May be repeated for credit a total of 4 times. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 1-3
| UG Reqs: WAY-CE
| Repeatable
4 times
(up to 12 units total)
MUSIC 184BZ:
Topics on the Musical Stage
This course is a practical workshop in vocal repertoire for the stage. Each quarter's offering emphasizes a specific genre or period, therefore the course can be repeated with permission of the instructor. In addition to broadening the student's knowledge of vocal repertoire, the following skills are developed: text preparation, foreign language translation and diction; rehearsal etiquette for performance and/or recording. Enrollment by audition only. Prerequisite: vocal or instrumental instruction, as the class is open to singers or collaborative artists. May be repeated for credit a total of 4 times. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
4 times
(up to 0 units total)
MUSIC 184C:
Dramatic Vocal Arts: Songs and Scenes Onstage (TAPS 184C)
Studies in stagecraft, acting and performance for singers, culminating in a public performance. Repertoire to be drawn from the art song, opera, American Songbook and musical theater genres. Enrollment by audition only. May be repeated for credit a total of 4 times. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Spr
| Units: 1-2
| UG Reqs: WAY-CE
| Repeatable
4 times
(up to 8 units total)
MUSIC 184CZ:
Dramatic Vocal Arts: Songs and Scenes Onstage
Studies in stagecraft, acting and performance for singers, culminating in a public performance. Repertoire to be drawn from the art song, opera, American Songbook and musical theater genres. Enrollment by audition only. May be repeated for credit a total of 4 times. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Spr
| Units: 0
| Repeatable
4 times
(up to 0 units total)
MUSIC 186B:
American Song in the 20th Century and after (AMSTUD 186B, MUSIC 286B)
Critical and creative exploration of song in the Americas. About twenty-five key examples will guide discussion of the interactions between words, music, performance and culture. Weekly listening, reading and assignments will be organized around central themes: love, sex and romance; war and politics; labor and money; place; identity; society and everyday life. Genres include art song; blues, gospel, jazz and country; pop, soul, rock and hip-hop; bossa nova, nueva canción and salsa; electronic and experimental. Takehome and in-class assignments will include critical and creative writing, and music composition, production and performance; final projects may emphasize any of the above.
Terms: Win
| Units: 3-4
| UG Reqs: WAY-A-II, WAY-CE
MUSIC 186F:
Broadway Songbook (TAPS 186F)
Close study of about two dozen of the songs from across the history of the Broadway musical: from the Tin Pan Alley era (Jerome Kern, the Gershwins, Cole Porter, Harold Arlen) through the so-called "Golden Age" (Rodgers & Hammerstein, Lerner & Lowe, Kander and Ebb) to Stephen Sondheim, Andrew Lloyd Webber, Stephen Schwartz, Lin-Manuel Miranda, Pasek and Paul. Analysis of lyrics, melody, harmony, instrumental/vocal arrangements, classic and contemporary performances. Workshop development of 2-3 songs per student including arrangement, performance, and discussion.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II
MUSIC 192A:
Foundations of Sound-Recording Technology
This course serves as an introduction to the recording facilities and technology at CCRMA. Through lectures and assignments students learn and practice various studio recording techniques. They also become familiarized with home and field recording practices. The course addresses various audio engineering topics: room acoustics, studio operation and maintenance, microphone selection and placement, analog and digital recording, audio editing and mixing, and audio effects processing (equalization, compression, convolution reverb, etc.). Prerequisite: MUSIC 101 or consent of instructor.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-SMA
MUSIC 192C:
Session Recording
Independent engineering of recording sessions combined with instruction in the use and maintenance of other CCRMA audio/studio facilities and equipment that is required for the realization of studio informed artistic projects. Students will explore how ideas such as acoustic phenomena, interactivity, or new instruments can augment their studio practice. May be repeated for credit a total of 14 times (1 unit per quarter throughout the year - recommended - or 3 units in Spring). Prerequisite: Consent of instructor.
Terms: Spr
| Units: 1-3
| Repeatable
15 times
(up to 30 units total)
MUSIC 197:
Undergraduate Teaching Apprenticeship
Work in an apprentice-like relationship with faculty teaching a student-initiated course. Prerequisite: consent of instructor. (Staff)
Terms: Aut, Win, Spr
| Units: 1-2
MUSIC 198:
Concentrations Project
For concentration program participants only. Must be taken in senior year. Multiple concentrators may enroll in one section of 198 per concentration.
Terms: Aut, Win, Spr
| Units: 2
| Repeatable
5 times
(up to 20 units total)
Instructors: ;
Alessandrini, P. (PI);
Applebaum, M. (PI);
Aquilanti, G. (PI);
Arul, E. (PI);
Arul, K. (PI);
Berger, J. (PI);
Berger, K. (PI);
Berger, T. (PI);
Chafe, C. (PI);
Costanza, C. (PI);
Dahl, L. (PI);
DeMarinis, P. (PI);
Fujioka, T. (PI);
Gill, D. (PI);
Grey, T. (PI);
Hadlock, H. (PI);
Harrison, S. (PI);
Hinton, S. (PI);
Kapuscinski, J. (PI);
Kretz, H. (PI);
Kronengold, C. (PI);
Mahrt, W. (PI);
Nadel, J. (PI);
Nuttall, G. (PI);
Phillips, P. (PI);
Robertson, L. (PI);
Rodin, J. (PI);
Rose, F. (PI);
Sano, S. (PI);
Schultz, T. (PI);
Sharp, R. (PI);
Smith, J. (PI);
Ulman, E. (PI);
Wang, G. (PI);
Weldy, F. (PI);
Zerlang, T. (PI)
MUSIC 199:
Independent Study
For advanced undergraduates and graduate students who wish to do work outside the regular curriculum. Before registering, student must present specific project and enlist a faculty sponsor. May be repeated for credit a total of 14 times.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
15 times
(up to 75 units total)
Instructors: ;
Abel, J. (PI);
Alessandrini, P. (PI);
Applebaum, M. (PI);
Aquilanti, G. (PI);
Arul, E. (PI);
Arul, K. (PI);
Bar-David, E. (PI);
Berger, J. (PI);
Berger, K. (PI);
Berger, T. (PI);
Berners, D. (PI);
Bosi, M. (PI);
Brandenburg, M. (PI);
Catsalis, M. (PI);
Chafe, C. (PI);
Chowning, J. (PI);
Clements, T. (PI);
Costanza, C. (PI);
Dahl, L. (PI);
DeMarinis, P. (PI);
Doheny, A. (PI);
Ferguson, C. (PI);
Fong, D. (PI);
Fujioka, T. (PI);
Gill, D. (PI);
Grey, T. (PI);
Hadlock, H. (PI);
Harms, D. (PI);
Harrison, S. (PI);
Hawley, A. (PI);
Hinton, S. (PI);
Holmes, M. (PI);
Kapuscinski, J. (PI);
Kenley, M. (PI);
Kretz, H. (PI);
Kronengold, C. (PI);
Lee, J. (PI);
Linduska, M. (PI);
Lopez-Lezcano, F. (PI);
Low, M. (PI);
Luftman, A. (PI);
Mahrt, W. (PI);
Martin, A. (PI);
Morgan, R. (PI);
Moyer, B. (PI);
Myers, H. (PI);
Mysore, G. (PI);
Nadel, J. (PI);
Nuttall, G. (PI);
Olivier, R. (PI);
Phillips, P. (PI);
Ragent, L. (PI);
Robertson, L. (PI);
Rodin, J. (PI);
Rose, F. (PI);
Sano, S. (PI);
Schultz, T. (PI);
Selfridge-Field, E. (PI);
Sharp, R. (PI);
Slaney, M. (PI);
Smith, J. (PI);
Ulman, E. (PI);
Uyechi, L. (PI);
Van Dyke, K. (PI);
Virzi, N. (PI);
Wang, G. (PI);
Weldy, F. (PI);
Wright, M. (PI);
You, H. (PI);
Zerlang, T. (PI)
MUSIC 200A:
Proseminar in Musicology and Music Bibliography
Introduction to research in music, bibliographical materials, major issues in the field, philosophy, and methods in music history. Guest lecturers and individual research topics.
Terms: Aut
| Units: 3-4
MUSIC 200B:
Proseminar in Ethnomusicology
A graduate-level introduction to the field of ethnomusicology. Issues and debates are traced through the history of the discipline, with emphasis on influences from anthropology, performance studies, linguistics, and cultural studies. Topics include music and: social organization, "culture," structure, practice, comparison, representation, globalization, identity, transcription, and embodiment.
Terms: Win
| Units: 3-5
MUSIC 201:
CCRMA Colloquium
Weekly review of work being done in the field, research taking place at CCRMA, and tools to make the most of the CCRMA technical facilities.
Terms: Aut
| Units: 1
MUSIC 203:
Audiovisual Performance
Students perform with music and video in synergy. This course explores various theories and practices of engaging audiovisual media in the context of stage performance. Examples come from the scenes of experimental music and multimedia performance. Other audiovisual categories to be approached: avant-garde film, visual music, video art, music video, etc. Readings, listening-viewings, discussions, and analyses of relevant works provide a conceptual framework. Labs and assignments give students hands-on experience in crafting and performing their own audiovisual works. The course culminates with a public show. A background in either music or visual arts is strongly recommended, but not required.
Terms: Aut
| Units: 3-4
| UG Reqs: WAY-CE
MUSIC 205:
Enchanted Images: Medieval Art and Its Sonic Dimension (ARTHIST 205, ARTHIST 405, CLASSICS 113, CLASSICS 313, MUSIC 405)
Explores the relationship between chant and images in medieval art. Examples are sourced from both Byzantium and the Latin West including the Holy Sepulchre in Jerusalem, Hagia Sophia in Constantinople, Ste. Foy at Conques, and Santiago de Compostela. We will explore how music sharpens the perception of the spatial, visual programs and liturgical objects.
Terms: Aut
| Units: 5
MUSIC 220A:
Fundamentals of Computer-Generated Sound
What are the basic tools that computer music researchers and artists use to create sound? This course will include a summary of digital synthesis techniques (additive, subtractive, wavetable, frequency modulation and physical-modeling), signal processing techniques for digital effects, (reverberation, panning, filters), and basic psychoacoustics. Programming experience is recommended, but not required. Majors (undergraduate or graduate) must take for 4 units. See https://ccrma.stanford.edu/courses/220a/.
Terms: Aut
| Units: 2-4
MUSIC 220B:
Compositional Algorithms, Psychoacoustics, and Computational Music
The use of high-level programming language as a compositional aid in creating musical structures. Advanced study of sound synthesis techniques. Simulation of a reverberant space and control of the position of sound within the space. To satisfy a Ways requirement, this course must be taken for at least 3 units. See http://ccrma.stanford.edu/. Prerequisite: 220A.
Terms: Win
| Units: 2-4
| UG Reqs: WAY-A-II
MUSIC 220C:
Research Seminar in Computer-Generated Music
Individual projects in composition, psychoacoustics, or signal processing. See http://ccrma.stanford.edu. May be repeated for credit. Prerequisite: 220B.
Terms: Spr
| Units: 2-4
| Repeatable
4 times
(up to 16 units total)
MUSIC 220D:
Research in Computer-Generated Music
Independent research projects in composition, psychoacoustics, or signal processing. See http://ccrma.stanford.edu/. May be repeated for credit. Prerequisite: 220C.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Abel, J. (PI);
Alessandrini, P. (PI);
Berger, J. (PI);
Berners, D. (PI);
Bosi, M. (PI);
Chafe, C. (PI);
Chowning, J. (PI);
DeMarinis, P. (PI);
Fujioka, T. (PI);
James, D. (PI);
Kaneshiro, B. (PI);
Kapuscinski, J. (PI);
Lopez-Lezcano, F. (PI);
Michon, R. (PI);
Mysore, G. (PI);
Sapp, C. (PI);
Selfridge-Field, E. (PI);
Slaney, M. (PI);
Smith, J. (PI);
Wang, G. (PI);
Wright, M. (PI)
MUSIC 223:
Wild Sound Explorers (MUSIC 123F)
This is an interdisciplinary course that explores the intersection between music and sound art, audio technology, and the natural sciences. Students develop a personal approach to the use of natural sound as art by making original field recordings from which to creatively respond. Students will gain skills in (1) listening to, understanding, and discussing natural sound, (2) field recording, including an introduction to portable recording devices and advanced mobile recording techniques, and (3) electronic music composition. Field recording sessions will take place at natural settings such as Stanford's Jasper Ridge Biological Preserve.
Terms: Spr
| Units: 3-4
MUSIC 230:
Advanced Orchestral Conducting
Advanced study of orchestral conducting through individual weekly meetings with the instructor. Develop skills in score reading and analysis, baton technique and the physical art of conducting, performance practice, and rehearsal technique. Expand knowledge of the orchestral repertoire through score study plus reading and listening assignments. This course is intended primarily for juniors, seniors, and graduate students with prior conducting experience. Prerequisites: MUSIC 130B and MUSIC 136, or two equivalent beginning and intermediate conducting courses. May be taken for credit a maximum of 6 times.
Terms: Aut, Win, Spr
| Units: 2
| Repeatable
6 times
(up to 12 units total)
MUSIC 231:
Advanced Choral Conducting
Individual instruction continuing trajectory of Music 130C. Focus on gestural technique and analysis of works by genre and historical period. May be repeated for credit a total of 8 times. Prerequisite: 130C.
Terms: Aut, Win, Spr
| Units: 2-3
| Repeatable
9 times
(up to 27 units total)
MUSIC 236:
Future Media, Media Archaeologies (ARTSTUDI 136A, ARTSTUDI 236)
Hand-on. Media technologies from origins to the recent past. Students create artworks based on Victorian era discoveries and inventions, early developments in electronic media, and orphaned technologies. Research, rediscover, invent, and create devices of wonder and impossible objects. Readings in history and theory. How and what media technologies mediate.
Terms: Win
| Units: 3-4
MUSIC 241K:
Josquin at 500 (MUSIC 141K)
Last summer marked 500 years since the death of Josquin des Prez. This singer-composer, the son of a crooked cop, brought into being a wealth of musical techniques that we still cherish, and take for granted, today. Drawing on exciting new findings and the tools of the Josquin Research Project (josquin.stanford.edu), this writing-in-the-major course asks what makes Josquin's music special while delving into longstanding problems concerning his life and works. Students will learn about one of the most important figures in the history of music, develop skills in reading, writing, and musical analysis, and improve their ability to reason well. Prerequisites: MUSIC 21, MUSIC 40. (WIM at 4-unit level only.)
Terms: Spr
| Units: 3-5
MUSIC 246N:
Transcultural Perspectives of South-East Asian Music and Arts (COMPLIT 148, COMPLIT 267, FRENCH 260A, MUSIC 146N)
This course will explore the links between aspects of South-East Asian cultures and their influence on modern and contemporary Western art and literature, particularly in France; examples of this influence include Claude Debussy (Gamelan music), Jacques Charpentier (Karnatak music), Auguste Rodin (Khmer art) and Antonin Artaud (Balinese theater). In the course of these interdisciplinary analyses - focalized on music and dance but not limited to it - we will confront key notions in relation to transculturality: orientalism, appropriation, auto-ethnography, nostalgia, exoticism and cosmopolitanism. We will also consider transculturality interior to contemporary creation, through the work of contemporary composers such as Tran Kim Ngoc, Chinary Ung and Tôn-Thât Tiêt. Viewings of sculptures, marionette theater, ballet, opera and cinema will also play an integral role. To satisfy a Ways requirement, this course must be taken for at least 3 units. WIM credit in Music at 4 units and a letter grade.
Terms: Win
| Units: 2-4
MUSIC 247K:
Studies in Music, Media, and Popular Culture: Music and Urban Film (CSRE 147D, MUSIC 147K)
How music and sound work in urban cinema. What happens when music's capacity to transform everyday reality combines with the realism of urban films? Provides an introduction to traditional theories of film music and film sound; considers how new technologies and practices have changed the roles of music in film. Readings discuss film music, realistic cinema, urban musical practices and urban culture. Viewing includes action/adventure, Hindi film, documentary, film noir, hip hop film, the musical, and borderline cases by Jean-Luc Godard, Spike Lee, Wong Kar-Wai and Tsai Ming-Liang. Pre- or corequisite (for music majors): MUSIC 22. (WIM at 4 unit level only.)
Terms: Aut
| Units: 3-4
MUSIC 250A:
Physical Interaction Design for Music
This lab and project-based course explores how we can physically interact with real-time electronic sound. Students learn to use and design sensors, circuits, embedded computers, communication protocols and sound synthesis. Advanced topics include real-time media, haptics, sound synthesis using physical model analogs, and human-computer interaction theory and practice. Course culminates in musical performance with or exhibition of completed design projects. An $80 lab fee will be added to your bill upon enrollment in this course. See https://ccrma.stanford.edu/courses/250a
Terms: Win
| Units: 3-4
| Repeatable
3 times
(up to 10 units total)
MUSIC 251:
Psychophysics and Music Cognition
Lecture, lab and experiment-based course in perception, psychoacoustics, cognition, and neuroscience of music. (WIM at 4 or 5 units only.)
Terms: Spr
| Units: 1-5
MUSIC 253:
Symbolic Musical Information (CS 275A)
Properties of symbolic data for music applications including advanced notation systems, data durability, mark-up languages, optical music recognition, and data-translation tasks. Hands-on work involves these digital score formats: Guido Music Notation, Humdrum, MuseData, MEI, MusicXML, SCORE, and MIDI internal code.
Terms: Win
| Units: 2-4
MUSIC 254:
Computational Music Analysis (CS 275B)
Leveraging off three synchronized sets of symbolic data resources for notation and analysis, the lab portion introduces students to the open-source Humdrum Toolkit for music representation and analysis. Issues of data content and quality as well as methods of information retrieval, visualization, and summarization are considered in class. Grading based primarily on student projects. Prerequisite: 253 or consent of instructor.
Terms: Spr
| Units: 2-4
MUSIC 255A:
Piano Literature (MUSIC 155A)
An exploration of the repertoire for piano and keyboards, providing experience with and context for this literature while engaging practical, technical and analytical features of the works. Each quarter will cover focused areas defined by time, place, composer, stylistic tradition, formal type, etc. Students will perform works in class, as well as listen to and compare performances through videos and recordings. Assignments include reading, listening, and a final project. Prerequisite: Private lesson proficiency level in piano, or consent of instructor.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
14 times
(up to 14 units total)
MUSIC 256A:
Music, Computing, Design: The Art of Design (CS 476A)
This course explores the artful design of software tools, toys, games,ninstruments, and experiences. Topics include programming, audiovisualndesign, strategies for crafting interactive systems, game design, asnwell as aesthetic and social considerations of shaping technology in ournworld today. Course work features several programming assignments withnan emphasis on critical design feedback, reading responses, and an"design your own" final project. Prerequisite: experience in C/C++/Javanor Unity/C#. See https://ccrma.stanford.edu/courses/256a/
Terms: Aut
| Units: 3-4
MUSIC 257:
Neuroplasticity and Musical Gaming
What changes in a musician's brain after hours and years of daily practice? How do skills that make a great violinist transfer to other abilities? Can directed neuroplasticity be used to target skill learning? This course will include fundamentals of psychoacoustics and auditory neuroscience. Focus will be development of video games that use perceptually motivated tasks to drive neural change. Emphasis will be on music, linguistic, and acoustic based skills. Programming experience is highly recommended, but not required.
Terms: Spr
| Units: 3-5
MUSIC 264:
Musical Engagement
A cross-disciplinary and cross-cultural research seminar focused on methods to study, evaluate and analyze how humans engage with music both as listeners and as performers.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
4 times
(up to 12 units total)
MUSIC 269:
Research in Performance Practices
Directed reading and research. May be repeated for credit a total of 5 times.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
6 times
(up to 30 units total)
MUSIC 272A:
Advanced Piano
Private lessons and group masterclass weekly. May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 272B:
Advanced Organ
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 272C:
Advanced Harpsichord
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 272D:
Advanced Jazz Piano
Admission is by audition and/or invitation only; priority to majors and jazz-ensemble participants. All participants must enroll. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. Zero unit enrollment option available with instructor permission. May be repeated for credit a total of 14 times. Lessons meet for one hour per week at the mutual convenience of the instructor and student. Exact time to be determined during the first week of classes. Course to be taught online when COVID restrictions are in effect as a live private interactive session. Student should have access to a piano during the lesson. Students on campus who do not have such access, please contact instructor for further information.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 272E:
Advanced Fortepiano
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 272F:
Advanced Carillon
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 272G:
Advanced Gu-Zheng
Private lesson weekly. May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 273:
Advanced Voice
Private lessons and group master class weekly. May be repeated for credit. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
45 times
(up to 135 units total)
MUSIC 274A:
Advanced Violin
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 274B:
Advanced Viola
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 274C:
Advanced Violoncello
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 274D:
Advanced Contrabass
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 274E:
Advanced Viola da Gamba
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.htmlfor class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 274F:
Advanced Classical Guitar
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 274G:
Advanced Harp
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 274H:
Advanced Baroque Violin
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 274I:
Advanced Jazz Bass
Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 274J:
Advanced Jazz & Contemporary Guitar
An application of the performance techniques developed by the innovative, genius, and radical guitarists from 1930 to 2020. Improvising, comping, reading, repertoire, and technique will be studied in depth. Rhythm styles, the application of modern theory, transcribing solos, and chord melody arranging are developed through the course of study. May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 275A:
Advanced Flute
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 275B:
Advanced Oboe
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 275C:
Advanced Clarinet
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 275D:
Advanced Bassoon
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 275E:
Advanced Recorder/Early Winds
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. http://music.stanford.edu/Academics/LessonSignups.html
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 275F:
Advanced Saxophone
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. http://music.stanford.edu/Academics/LessonSignups.html
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 275G:
Advanced Baroque Flute
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 275H:
Advanced Jazz Saxophone
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 276A:
Advanced French Horn
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 276B:
Advanced Trumpet
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 276C:
Advanced Trombone
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 276D:
Advanced Tuba
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 276E:
Advanced Jazz Trumpet
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 277:
Advanced Percussion
May be repeated for credit a total of 14 times. Admission is by audition only. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 277A:
Advanced Drum Set
May be repeated for credit a total of 15 times. There is a fee for this class. Please visit http://music.stanford.edu/Academics/LessonSignups.html for class fees and audition information. All participants must enroll. Zero unit enrollment option available with instructor permission. See website: ( http://music.stanford.edu) for policy and procedure.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
14 times
(up to 42 units total)
MUSIC 280:
TA Training Course
Required for doctoral students serving as teaching assistants. Orientation to resources at Stanford, guest presentations on the principles of common teaching activities, supervised teaching experience. Students who entered in the Autumn should take 280 in the Spring prior to the Autumn they begin teaching.
Terms: Spr
| Units: 1
MUSIC 283F:
Songs of Love and Longing (COMPLIT 141, COMPLIT 241B, MUSIC 183F)
This course will take us on a journey from the Balkans to South Asia as we explore the nexus of poetry and song practiced by bards across a vast geographic and cultural space. Specifically, we will survey the Persianate genre of ghazal lyric, the storytelling traditions of Central Asia, the spiritual concert of certain Sufi orders, the mystical poems and music of Alevi ashiks in Turkey and the Balkans, the life and legend of Armenian poet-composer Sayat Nova, the spiritual practices of the Kurdish Ahl-e Haqq in Iran, the art forms of khyal and qawwali in India and Pakistan, and the syncretistic mysticism of the Bauls of Bengal. Students will engage in listening exercises, analysis of cinematic examples, and a comparison with the European troubadour tradition. There are no prerequisites for this course apart from a desire to engage with poetry as an existential performance. Taught in English.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II
MUSIC 285:
Intermedia Lab
The Intermedia Lab is a space to develop projects bridging sound with other media through technology. Projects may involve instrument design, physical computing, audiovisual interaction, immersive audio engaging with acoustic environments, and/or other intermedial projects that engage listening in tandem with other senses. Students will be encouraged to develop creative projects using resources at CCRMA such as those of the Max Lab, Listening Room, and Stage. Lab sessions will focus on skill-sharing, consideration of mapping strategies, critique sessions and problem-solving related to projects, contextualized by discussions of readings. It will feature guest-workshops and open studio project presentations. This course is part of the P3D project, which means that all students enrolled in the course are eligible to receive a portable 3D printer for home use.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
9 times
(up to 9 units total)
MUSIC 286B:
American Song in the 20th Century and after (AMSTUD 186B, MUSIC 186B)
Critical and creative exploration of song in the Americas. About twenty-five key examples will guide discussion of the interactions between words, music, performance and culture. Weekly listening, reading and assignments will be organized around central themes: love, sex and romance; war and politics; labor and money; place; identity; society and everyday life. Genres include art song; blues, gospel, jazz and country; pop, soul, rock and hip-hop; bossa nova, nueva canción and salsa; electronic and experimental. Takehome and in-class assignments will include critical and creative writing, and music composition, production and performance; final projects may emphasize any of the above.
Terms: Win
| Units: 3-4
MUSIC 298:
MA/MST CAPSTONE PROJECT
The MA/MST capstone is intended to gather and focus skills acquired throughout the program toward an exploratory project aimed at bridging between the student¿s residency and whatever will follow beyond the MA. Mentorship can include your advisor augmented, should you chose, by any other faculty member from CCRMA or in other programs. The project can be in applied research areas such as design projects and/or mentored internships. Also, the capstone can be considered as a more flexible form of a master¿s thesis, aiming to produce research and publication(s). Students can also pursue the artistic projects to enhance the creative portfolio.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
3 times
(up to 15 units total)
Instructors: ;
Abel, J. (PI);
Alessandrini, P. (PI);
Applebaum, M. (PI);
Berger, J. (PI);
Berners, D. (PI);
Bosi, M. (PI);
Catsalis, M. (PI);
Chafe, C. (PI);
Chowning, J. (PI);
Costanza, C. (PI);
DeMarinis, P. (PI);
Fujioka, T. (PI);
James, D. (PI);
Kaneshiro, B. (PI);
Kapuscinski, J. (PI);
Lopez-Lezcano, F. (PI);
Michon, R. (PI);
Mysore, G. (PI);
Phillips, P. (PI);
Rodin, J. (PI);
Sano, S. (PI);
Sapp, C. (PI);
Selfridge-Field, E. (PI);
Slaney, M. (PI);
Smith, J. (PI);
Wang, G. (PI);
Weldy, F. (PI);
Wright, M. (PI)
MUSIC 299:
Independent Study
For advanced undergraduates and graduate students who wish to do work outside the regular curriculum. Before registering, student must present specific project and enlist a faculty sponsor. May be repeated for credit a total of 14 times.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
14 times
(up to 14 units total)
Instructors: ;
Abel, J. (PI);
Alessandrini, P. (PI);
Applebaum, M. (PI);
Aquilanti, G. (PI);
Arul, E. (PI);
Arul, K. (PI);
Bar-David, E. (PI);
Berger, J. (PI);
Berger, K. (PI);
Berger, T. (PI);
Berners, D. (PI);
Bosi, M. (PI);
Brandenburg, M. (PI);
Catsalis, M. (PI);
Chafe, C. (PI);
Chowning, J. (PI);
Clements, T. (PI);
Costanza, C. (PI);
Dahl, L. (PI);
DeMarinis, P. (PI);
Doheny, A. (PI);
Ferguson, C. (PI);
Fong, D. (PI);
Fujioka, T. (PI);
Gill, D. (PI);
Grey, T. (PI);
Hadlock, H. (PI);
Harms, D. (PI);
Harrison, S. (PI);
Hawley, A. (PI);
Hinton, S. (PI);
Holmes, M. (PI);
Kapuscinski, J. (PI);
Kenley, M. (PI);
Kretz, H. (PI);
Kronengold, C. (PI);
Lee, J. (PI);
Linduska, M. (PI);
Lopez-Lezcano, F. (PI);
Low, M. (PI);
Luftman, A. (PI);
Mahrt, W. (PI);
Martin, A. (PI);
Morgan, R. (PI);
Moyer, B. (PI);
Myers, H. (PI);
Mysore, G. (PI);
Nadel, J. (PI);
Nuttall, G. (PI);
Olivier, R. (PI);
Phillips, P. (PI);
Ragent, L. (PI);
Robertson, L. (PI);
Rodin, J. (PI);
Rose, F. (PI);
Sano, S. (PI);
Schultz, T. (PI);
Selfridge-Field, E. (PI);
Sharp, R. (PI);
Slaney, M. (PI);
Smith, J. (PI);
Ulman, E. (PI);
Uyechi, L. (PI);
Van Dyke, K. (PI);
Wang, G. (PI);
Weldy, F. (PI);
Wright, M. (PI);
You, H. (PI);
Zerlang, T. (PI)
MUSIC 300A:
Medieval Notation
Western notation of the Middle Ages and Renaissance: principles, purposes, and transcription.
Terms: Aut
| Units: 3-4
MUSIC 300B:
Renaissance Notation
Western notation of the Middle Ages and Renaissance: principles, purposes, and transcription.
Terms: Win
| Units: 3-4
MUSIC 300D:
Music Ethnography
This graduate seminar serves as an introduction to the methodologies and theoretical approaches for the ethnography of sound and musical practices. While we center on research problems, ethics, and methods in the field of ethnomusicology, ethnographic field research on sound and sounding has long been an interdisciplinary venture. We will additionally draw on performance studies, critical ethnography, anthropology, and critical race and gender studies to broaden our exposure to diverse methods and approaches. Throughout the seminar, we will pay close attention to the multiple ethical implications of crafting ethnographies about musicians, music-making, sound, performance, and listening practices.
Terms: Spr
| Units: 3-5
MUSIC 300E:
Analysis and Repertoire: Medieval and Renaissance
Analytical approaches to genres, styles, forms, and techniques of Western music from [chant and early polyphony through the sixteenth century]. Issues of aesthetics, history, and interpretation viewed through representative repertoire, readings, and analytical methods.
Terms: Aut, Spr
| Units: 3-4
MUSIC 300G:
Analysis and Repertoire: Late-Romantic to Contemporary
Analytical approaches to genres, styles, materials and techniques of Western music from the mid-nineteenth century through the present. Questions of aesthetics, history and performance explored through musical analysis. Representative repertoire and readings, and a range of analytical methods.
Terms: Spr
| Units: 3-4
MUSIC 300I:
Aesthetics and Criticism of Music, Contemporaries: Heidegger to Today
For graduate students. Primary texts focusing on the nature, purposes, and uses of music and other arts.
Terms: Win
| Units: 3-4
MUSIC 302:
Research in Musicology
Directed reading and research. May be repeated for credit a total of 14 times.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
14 times
(up to 70 units total)
MUSIC 305D:
Analysis from a Compositional Perspective
Introduction to analysis, examining diverse examples in part chosen from, otherwise supplementing and illuminating, the graduate composers' qualifying exam list; consideration of aesthetic premises and motivations, and of implications for contemporary compositional practice.
Terms: Aut
| Units: 4
MUSIC 310:
Research Seminar in Musicology
For graduate students. Topics vary each quarter. May be repeated for credit a total of 8 times.
Terms: Spr
| Units: 3-5
| Repeatable
9 times
(up to 45 units total)
MUSIC 319:
Research Seminar on Computational Models of Sound Perception
All aspects of auditory perception, often with emphasis on computational models. Topics: music perception, signal processing, auditory models, pitch perception, speech, binaural hearing, auditory scene analysis, basic psychoacoustics, and neurophysiology. See http://ccrma.stanford.edu/courses/. May be repeated for credit a total of 14 times.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
15 times
(up to 45 units total)
MUSIC 320A:
Introduction to Audio Signal Processing Part I: Spectrum Analysis
Digital signal representations and transforms for music and audio research. Topics: complex numbers, sinusoids, spectrum representation, sampling and aliasing, the Discrete Fourier Transform (DFT), Fourier theorems, the Short-time Fourier Transform (STFT) and audio analysis/synthesis, and introduction to the associated Python software. See http://ccrma.stanford.edu/courses/320/.
Terms: Aut
| Units: 3-4
MUSIC 320B:
Introduction to Audio Signal Processing Part II: Digital Filters
Digital filters for music and audio research. Topics: digital filter structures, frequency response, z transforms, transfer-function analysis, and associated Matlab software. See http://ccrma.stanford.edu/courses/320/.
Terms: Win
| Units: 3-4
MUSIC 320C:
Audio DSP Projects in Faust and C++
Course focuses on developing an audio signal-processing plugin or stand-alone application in C++. Prior experience is assumed with programming in Matlab/Octave and C/C++, and signal processing theory on the level of Music 320. Class time is devoted to presenting use of the Faust programming language for generating C++, the JUCE framework for creating audio plugins or stand-alone applications, related theory and projects, project progress reports, and project final presentations.
Terms: Spr
| Units: 1-10
MUSIC 321:
Readings in Music Theory
Directed reading and research. May be repeated for credit a total of 15 times.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
15 times
(up to 75 units total)
Instructors: ;
Alessandrini, P. (PI);
Applebaum, M. (PI);
Aquilanti, G. (PI);
Berger, J. (PI);
Berger, K. (PI);
Berger, T. (PI);
Chafe, C. (PI);
Gill, D. (PI);
Grey, T. (PI);
Hadlock, H. (PI);
Hinton, S. (PI);
Kapuscinski, J. (PI);
Kronengold, C. (PI);
Mahrt, W. (PI);
Rodin, J. (PI);
Smith, J. (PI);
Ulman, E. (PI);
Wang, G. (PI)
MUSIC 323:
Doctoral Seminar in Composition
Illustrated discussions of compositional issues and techniques. Presentation of relevant topics, including students' own compositional practice. May be repeated for credit a total of 14 times.
Terms: Aut, Win
| Units: 3-4
| Repeatable
15 times
(up to 60 units total)
MUSIC 324:
Graduate Composition Forum
Community forum for all graduate student composers. Discussion of completed and in-progress work by students, faculty, and visiting composers. Repertoire listening sessions. Planning of upcoming Department events. Special area exam topic presentations, final doctoral project presentations, and review of portfolios. Many sessions are open to the public.May be repeated for credit
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
18 times
(up to 18 units total)
MUSIC 325:
Individual Graduate Projects in Composition
May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
25 times
(up to 75 units total)
MUSIC 330:
Musicology Dissertation Colloquium
Weekly meetings for all musicology students 4th year and beyond to discuss research and writing strategies, share and critique work in progress, and discuss issues in professional development (preparing abstracts, conference papers, C.V. and job interviews, book reviews, submitting articles for publication). Open to 3rd-year students.
Terms: Win
| Units: 1-4
| Repeatable
4 times
(up to 16 units total)
MUSIC 332:
Philosophy, Literature, and the Arts Core Seminar (DLCL 333, ENGLISH 333, PHIL 333)
This course serves as the Core Seminar for the PhD Minor in Philosophy, Literature, and the Arts. It introduces students to a wide range of topics at the intersection of philosophy with literary and arts criticism. The seminar is intended for graduate students. It is suitable for theoretically ambitious students of literature and the arts, philosophers with interests in value theory, aesthetics, and topics in language and mind, and other students with strong interest in the psychological importance of engagement with the arts. In this year's installment, we will focus on issues about the nature of fiction, about the experience of appreciation and what it does for us, about the ethical consequences of imaginative fictions, and about different conceptions of the importance of the arts in life more broadly. May be repeated for credit.
Terms: Win
| Units: 2-4
| Repeatable
5 times
(up to 20 units total)
MUSIC 341:
Ph.D Dissertation
May be repeated for credit a total of 5 times.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
6 times
(up to 60 units total)
Instructors: ;
Alessandrini, P. (PI);
Applebaum, M. (PI);
Berger, J. (PI);
Berger, K. (PI);
Chafe, C. (PI);
Fujioka, T. (PI);
Gill, D. (PI);
Grey, T. (PI);
Hadlock, H. (PI);
Hinton, S. (PI);
Kapuscinski, J. (PI);
Kronengold, C. (PI);
Mahrt, W. (PI);
Myers, H. (PI);
Phillips, P. (PI);
Rodin, J. (PI);
Sano, S. (PI);
Smith, J. (PI);
Ulman, E. (PI);
Wang, G. (PI)
MUSIC 351A:
Seminar in Music Perception and Cognition I
A seminar on topics in music perception and cognition. Students will study and discuss recent research as well as design and implement experiments.
Terms: Aut
| Units: 1-3
| Repeatable
10 times
(up to 30 units total)
MUSIC 390:
Practicum Internship
On-the-job training under the guidance of experienced, on-site supervisors. Meets the requirements for curricular practical training for students on F-1 visas. Students submit a concise report detailing work activities, problems worked on, and key results. May be repeated for credit. Prerequisite: qualified offer of employment and consent of adviser.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
15 times
(up to 15 units total)
Instructors: ;
Abel, J. (PI);
Applebaum, M. (PI);
Berger, J. (PI);
Berger, K. (PI);
Cai, J. (PI);
Chafe, C. (PI);
Fujioka, T. (PI);
Grey, T. (PI);
Hadlock, H. (PI);
Hinton, S. (PI);
Kapuscinski, J. (PI);
Mahrt, W. (PI);
Rodin, J. (PI);
Sano, S. (PI);
Smith, J. (PI);
Ulman, E. (PI);
Wang, G. (PI)
MUSIC 398:
PhD Dissertation Proposal
Students have to identify a research advisor and enroll in this course with her/him to develop the dissertation proposal. By the end of this required course or its series (repeatable for three times), students are expected to have identified a) a special area exam committee, b) the structure of the dissertation proposal, and c) the scope of the thesis with the depth and breadth of the research field.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
3 times
(up to 9 units total)
Instructors: ;
Alessandrini, P. (PI);
Applebaum, M. (PI);
Berger, J. (PI);
Berger, K. (PI);
Berners, D. (PI);
Bosi, M. (PI);
Chafe, C. (PI);
Chowning, J. (PI);
DeMarinis, P. (PI);
Fujioka, T. (PI);
Gill, D. (PI);
Grey, T. (PI);
Hadlock, H. (PI);
Hinton, S. (PI);
Kapuscinski, J. (PI);
Kronengold, C. (PI);
Mahrt, W. (PI);
Mysore, G. (PI);
Phillips, P. (PI);
Rodin, J. (PI);
Sano, S. (PI);
Selfridge-Field, E. (PI);
Slaney, M. (PI);
Smith, J. (PI);
Wang, G. (PI)
MUSIC 399:
D.M.A. Final Project
May be repeated for credit a total of 5 times.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
6 times
(up to 60 units total)
Instructors: ;
Alessandrini, P. (PI);
Applebaum, M. (PI);
Aquilanti, G. (PI);
Berger, J. (PI);
Chafe, C. (PI);
DeMarinis, P. (PI);
Ferneyhough, B. (PI);
Kapuscinski, J. (PI);
Rose, F. (PI);
Ulman, E. (PI);
Wang, G. (PI)
MUSIC 405:
Enchanted Images: Medieval Art and Its Sonic Dimension (ARTHIST 205, ARTHIST 405, CLASSICS 113, CLASSICS 313, MUSIC 205)
Explores the relationship between chant and images in medieval art. Examples are sourced from both Byzantium and the Latin West including the Holy Sepulchre in Jerusalem, Hagia Sophia in Constantinople, Ste. Foy at Conques, and Santiago de Compostela. We will explore how music sharpens the perception of the spatial, visual programs and liturgical objects.
Terms: Aut
| Units: 5
MUSIC 422:
Perceptual Audio Coding
History and basic principles: development of psychoacoustics-based data-compression techniques; perceptual-audio-coder applications (radio, television, film, multimedia/internet audio, DVD, EMD). In-class demonstrations: state-of-the-art audio coder implementations (such as AC-3, MPEG) at varying data rates; programming simple coders. Topics: audio signals representation; quantization; time to frequency mapping; introduction to psychoacoustics; bit allocation and basic building blocks of an audio codec; perceptual audio codecs evaluation; overview of MPEG-1, 2, 4 audio coding and other coding standards (such asAC-3). Prerequisites: knowledge of digital audio principles, familiarity with C programming. Recommended: 320, EE 261. See http://ccrma.stanford.edu/.
Terms: Win
| Units: 3
MUSIC 423:
Graduate Research in Music Technology
Research discussion, development, and presentation by graduate students, visiting scholars, and CCRMA faculty in the areas of music and/or audio technology. Permission of instructor required. See http://ccrma.stanford.edu/courses/423/ for latest information. May be repeated for credit.
Terms: Spr
| Units: 1-10
| Repeatable
10 times
(up to 50 units total)
MUSIC 424:
Signal Processing Techniques for Digital Audio Effects
Techniques for dynamic range compression, reverberation, equalization and filtering, panning and spatialization, digital emulation of analog processors, and implementation of time-varying effects. Single-band and multiband compressors, limiters, noise gates, de-essers, convolutional reverberators, parametric and linear-phase equalizers, wah-wah and envelope-following filters, and the Leslie. Students develop effects algorithms of their own design in labs. Prerequisites: digital signal processing, sampling theorem, digital filtering, and the Fourier transform at the level of 320 or EE 261; Matlab and modest C programming experience. Recommended: 420 or EE 264; audio effects in mixing and mastering at the level of 192.
Terms: Spr
| Units: 3-4
MUSIC 451A:
Basics in Auditory and Music Neuroscience
Understanding basic concepts and techniques in cognitive neuroscience using electroencephalography (EEG) specific to auditory perception and music cognition via seminar and laboratory exercise work. Acquiring and practicing skills in experimental design, data analysis, and interpretation, writing for scientific reports and research proposals, and giving a critical review of others' scientific work. Seminar discusses related literature in neuroanatomy, neurophysiology, psychology, and neuroimaging. Laboratory focuses on electroencephalography (EEG) techniques, classic paradigms for recording evoked response, and associated data analysis methods.
Terms: Aut
| Units: 2-5
MUSIC 451C:
Auditory EEG Research III: Coordinated Actions and Hyperscanning
Advancing EEG research skills in cognitive neuroscience specific to music cognition by conducting a group research project. In particular, this course focuses on basics for 2-person EEG (hyperscanning) paradigms and explores how coordinated actions and social interactions during musical ensemble are processed in the two brains. Laboratory works covers advanced electroencephalography (EEG) recording and analysis techniques specifically for oscillation and phase coherence across brain areas and between subjects. Seminar activities include surveying literature, discussing research articles and giving criticisms, and writing research reports. Lab scheduled separately Prerequisite: Music 451A
Terms: Win
| Units: 2-5
| Repeatable
4 times
(up to 20 units total)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
25 times
(up to 0 units total)
Instructors: ;
Alessandrini, P. (PI);
Applebaum, M. (PI);
Berger, J. (PI);
Berger, K. (PI);
Chafe, C. (PI);
DeMarinis, P. (PI);
Grey, T. (PI);
Hadlock, H. (PI);
Hinton, S. (PI);
Kapuscinski, J. (PI);
Mahrt, W. (PI);
Phillips, P. (PI);
Rodin, J. (PI);
Sano, S. (PI);
Smith, J. (PI);
Ulman, E. (PI);
Wang, G. (PI)
MUSIC 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
25 times
(up to 0 units total)
Instructors: ;
Alessandrini, P. (PI);
Applebaum, M. (PI);
Berger, J. (PI);
Berger, K. (PI);
Chafe, C. (PI);
Fujioka, T. (PI);
Gill, D. (PI);
Grey, T. (PI);
Hadlock, H. (PI);
Hinton, S. (PI);
Kapuscinski, J. (PI);
Kronengold, C. (PI);
Mahrt, W. (PI);
Phillips, P. (PI);
Rodin, J. (PI);
Sano, S. (PI);
Smith, J. (PI);
Ulman, E. (PI);
Wang, G. (PI)
NATIVEAM 5A:
Muwekma House Seminar
Terms: Aut
| Units: 1
NATIVEAM 5B:
Muwekma House Seminar
Second Quarter of Muwekma House Seminar.
Terms: Win
| Units: 1
NATIVEAM 17:
Indigenous Peacemaking: A Framework for Learning and Practice at Stanford
The course explores Indigenous Peacemaking as a framework to promote understanding, conflict resolution, and change on campus, and outside of the academy in tribal and other courts. Content will address issues of cultural appropriation and knowledge, and will include Peacemaking as a way of personal and community health and Indigenous future building.
Terms: Aut
| Units: 3-4
NATIVEAM 100:
Decolonizing Methodologies: Introduction to Native American Studies
***Formerly known as Native Americans in the 21st-century Anthro16 or Nativeam16What does it mean to be a Native American in the 21st century? Beyond traditional portrayals of military conquests, cultural collapse, and assimilation, the relationships between Native Americans and American society. Focus is on three themes leading to in-class moot court trials: colonial encounters and colonizing discourses; frontiers and boundaries; and sovereignty of self and nation. Topics include gender in native communities, American Indian law, readings by native authors, and Indians in film and popular culture.
Terms: Aut
| Units: 5
NATIVEAM 109A:
Federal Indian Law (CSRE 109A)
Cases, legislation, comparative justice models, and historical and cultural material. The interlocking relationships of tribal, federal, and state governments. Emphasis is on economic development, religious freedom, and environmental justice issues in Indian country.
Terms: Win
| Units: 3
NATIVEAM 111B:
Muwekma: Landscape Archaeology and the Narratives of California Natives (ANTHRO 111C, ARCHLGY 111B)
This course explores the unique history of San Francisco Bay Area tribes with particular attention to Muwekma Ohlone- the descendent community associated with the landscape surrounding and including Stanford University. The story of Muwekma provides a window into the history of California Indians from prehistory to Spanish exploration and colonization, the role of Missionaries and the controversial legacy of Junipero Serra, Indigenous rebellions throughout California, citizenship and land title during the 19th century, the historical role of anthropology and archaeology in shaping policy and recognition of Muwekma, and the fight for acknowledgement of Muwekma as a federally recognized tribe. We will visit local sites associated with this history and participate in field surveys of the landscape of Muwekma.
Terms: Spr
| Units: 3-5
NATIVEAM 115:
Introduction to Native American History
This course incorporates a Native American perspective in the assigned readings and is an introduction to Native American History from contact with Europeans to the present. History, from a Western perspective, is secular and objectively evaluative whereas for most Indigenous peoples, history is a moral endeavor (Walker, Lakota Society 113). A focus in the course is the civil rights era in American history when Native American protest movements were active. Colonization and decolonization, as they historically occurred are an emphasis throughout the course using texts written from the perspective of the colonized at the end of the 20th century in addition to the main text. Students will be encouraged to critically explore issues of interest through two short papers and one longer paper that is summarized in a 15-20 minute presentation on a topic of interest relating to the course.
Terms: Win
| Units: 5
| UG Reqs: GER:EC-AmerCul, WAY-EDP
NATIVEAM 117S:
History of Native Americans in California (CSRE 117S, HISTORY 250A)
This course examines the political histories and cultural themes of Native Americans in California, 1700s1950s. Throughout the semester we will focus on: demographics, diversity of tribal cultures; regional environmental backgrounds; the Spanish Era and missionization; the Mexican Era and secularization; relations with the United States Government and the State of California, including the gold rush period, statehood, unratified treaties, origin of reservations/rancherias, and other federal policies, e.g., Allotment Act, Indian Reorganization Act and termination.
Terms: Aut
| Units: 3-5
| UG Reqs: GER:EC-AmerCul, WAY-EDP
NATIVEAM 120:
Is Pocahontas a Myth? Native American Women in History
This course will look at notable Native American Women in Native American history starting with Native American oral tradition narratives about important women in specific tribal narratives including origin narratives used in Native American tribal history. Native American history is not required in any national curriculum and as a result, Native American people(s) encounter many stereotypes and false beliefs about indigenous peoples of the United States. This course will focus on the role of women in Native American history including historic narratives in oral tradition as maintained in specific Native American histories (as told from a Native American perspective).
Terms: Aut
| Units: 3-5
NATIVEAM 121:
Discourse of the Colonized: Native American and Indigenous Voices (CSRE 121)
Using the assigned texts covering the protest movements in the 20th century to the texts written from the perspective of the colonized at the end of the 20th century, students will engage in discussions on decolonization. Students will be encouraged to critically explore issues of interest through two short papers and a 15-20 minute presentation on the topic of interest relating to decolonization for Native Americans in one longer paper. Approaching research from an Indigenous perspective will be encouraged throughout.
Terms: Spr
| Units: 5
| UG Reqs: GER:EC-AmerCul
NATIVEAM 126:
Mo'olelo Aloha Aina: Hawaiian Perspectives on Storytelling, Land, and Sovereignty
This course will introduce a wide variety of topics pertaining to the culture and history of the Hawaiian Islands and the aboriginal people of Hawai¿i (k¿naka maoli). Topics will range from Hawaiian perspectives on genealogies, Hawaiian conceptions of land governance, brief overview of Hawaiian Kingdom history, case studies of modern Hawaiian activism, and more. Students will be introduced to surface-level coverage of included topics through a variety of readings and interactive assignments.
Terms: Spr
| Units: 2
NATIVEAM 161:
Entrepreneurship for Social and Racial Equity (CSRE 161P)
This course is designed for students of all backgrounds and provides an introduction to business ownership and an entrepreneurial mindset with a focus on operating businesses with racial equity as a core principle and/or within diverse communities with an aim to create social impact for future generations as well as profitability and sustainability models. The course will introduce the beginning elements of creating a business concept (formation, product, business strategy) as well as the additional overlay of social impact and cultural considerations. Types of financing as well as effective pitching will also be covered. Course materials will include instructor presentations, case studies, homework assignments, creation of students own business concept plan and guest interviews with successful professionals working within social impact and diverse communities. Business considerations related to culture, finance, policy and advocacy will also be covered.
Terms: Spr
| Units: 3
NATIVEAM 200R:
Directed Research
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
NATIVEAM 200W:
Directed Reading
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
NATIVEAM 240:
Psychology and American Indian/Alaska Native Mental Health (EDUC 340, PSYCH 272)
Western medicine's definition of health as the absence of sickness, disease, or pathology; Native American cultures' definition of health as the beauty of physical, spiritual, emotional, and social things, and sickness as something out of balance. Topics include: historical trauma; spirituality and healing; cultural identity; values and acculturation; and individual, school, and community-based interventions. Prerequisite: experience working with American Indian communities.
Terms: Spr
| Units: 3-5
NBIO 101:
Social and Ethical Issues in the Neurosciences (NBIO 201)
Foundational scientific issues and philosophical perspectives related to advances in the study of brain and behavior. Implications of new insights from the neurosciences for medical therapy, social policy, and broader conceptions of human nature including consciousness, free will, personal identity, and moral responsibility. Topics include ethical issues related to genetic screening and editing, desire and addiction, criminal behavior, the biology of sexuality, fetal pain, aging and neurodegenerative disease, brain-computer interfaces, and neural enhancement and the human future. May be taken for 2 units without a research paper. Undergraduates must enroll in NBIO101. This course will NOT fulfill the Ways-ER requirement for spring 2022. Application required: http://bit.ly/NBIOApplication
Terms: Spr
| Units: 2-3
NBIO 198:
Directed Reading in Neurobiology
Prerequisite: consent of instructor. (Staff)
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Baccus, S. (PI);
Clandinin, T. (PI);
Druckmann, S. (PI);
Giocomo, L. (PI);
Haroush, K. (PI);
Huberman, A. (PI);
Hurlbut, W. (PI);
Knudsen, E. (PI);
Moore, T. (PI);
Newsome, W. (PI);
Raymond, J. (PI);
Shatz, C. (PI)
NBIO 199:
Undergraduate Research
Investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Baccus, S. (PI);
Clandinin, T. (PI);
Druckmann, S. (PI);
Giocomo, L. (PI);
Haroush, K. (PI);
Huberman, A. (PI);
Knudsen, E. (PI);
Moore, T. (PI);
Newsome, W. (PI);
Raymond, J. (PI);
Shah, N. (PI);
Shatz, C. (PI);
Duong, L. (GP)
NBIO 201:
Social and Ethical Issues in the Neurosciences (NBIO 101)
Foundational scientific issues and philosophical perspectives related to advances in the study of brain and behavior. Implications of new insights from the neurosciences for medical therapy, social policy, and broader conceptions of human nature including consciousness, free will, personal identity, and moral responsibility. Topics include ethical issues related to genetic screening and editing, desire and addiction, criminal behavior, the biology of sexuality, fetal pain, aging and neurodegenerative disease, brain-computer interfaces, and neural enhancement and the human future. May be taken for 2 units without a research paper. Undergraduates must enroll in NBIO101. This course will NOT fulfill the Ways-ER requirement for spring 2022. Application required: http://bit.ly/NBIOApplication
Terms: Spr
| Units: 2-3
NBIO 206:
The Nervous System
Structure and function of the nervous system, including neuroanatomy, neurophysiology, and systems neurobiology. Topics include the properties of neurons and the mechanisms and organization underlying higher functions. Framework for general work in neurology, neuropathology, clinical medicine, and for more advanced work in neurobiology. Lecture and lab components must be taken together.
Terms: Win
| Units: 6
NBIO 227:
Understanding Techniques in Neuroscience
Students will learn to select and evaluate multidisciplinary techniques for approaching modern neuroscience questions. A combination of lectures and small group paper discussions will introduce techniques from molecular, genetic, behavioral, electrophysiological, imaging, and computational neuroscience. Students will be expected to complete homework assignments analyzing primary literature and attend optional laboratory demonstrations. Intended for graduate students, postdocs, and staff from any discipline; and for advanced undergraduates in the biosciences, engineering, or medicine.
Terms: Aut
| Units: 2
NBIO 228:
Mathematical Tools for Neuroscience
Student-instructed. This course aims to equip biosciences graduate students with the fundamental skills in quantitative modeling and data analysis necessary for neuroscience research. It covers techniques including linear algebra, Fourier transforms, probability and statistics, signal detection, statistical inference, information theory, and introductory machine learning using deep neural networks. Students will get hands-on practice with these techniques through a coding component included in the homework assignments. This course is open to all graduate students. Undergraduates may enroll by special request. This course may be used towards the advanced neuroscience course requirement for Neurosciences IDP students.
Terms: Spr
| Units: 2
NBIO 299:
Directed Reading in Neurobiology
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Baccus, S. (PI);
Clandinin, T. (PI);
Druckmann, S. (PI);
Giocomo, L. (PI);
Haroush, K. (PI);
Huberman, A. (PI);
Knudsen, E. (PI);
Moore, T. (PI);
Newsome, W. (PI);
Raymond, J. (PI);
Shatz, C. (PI)
NBIO 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Baccus, S. (PI);
Barres, B. (PI);
Clandinin, T. (PI);
Dolmetsch, R. (PI);
Druckmann, S. (PI);
Giocomo, L. (PI);
Haroush, K. (PI);
Huberman, A. (PI);
Knudsen, E. (PI);
Moore, T. (PI);
Newsome, W. (PI);
Raymond, J. (PI);
Shatz, C. (PI)
NBIO 399:
Graduate Research
Investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Baccus, S. (PI);
Barres, B. (PI);
Clandinin, T. (PI);
Dolmetsch, R. (PI);
Druckmann, S. (PI);
Giocomo, L. (PI);
Haroush, K. (PI);
Huberman, A. (PI);
Knudsen, E. (PI);
Moore, T. (PI);
Newsome, W. (PI);
Raymond, J. (PI);
Shatz, C. (PI);
Ting, A. (PI)
NEEL 1:
Raise Your Voice: Learn to Write Successfully for College and Beyond
This course prepares students to use writing as a tool for understanding and analyzing the world and for making arguments about ideas. Through a series of increasingly complex writing challenges, culminating in an extended essay, students will engage in college-level coursework in the humanities and social sciences. Students will read and parse across several genres, learning academic style, tone, and structure, with attention to their purposes. They will develop their voices and skills as creatively analytical academic writers.
Terms: Spr
| Units: 3
NENS 67N:
Intracellular Trafficking and Neurodegeneration
Preference to freshmen. Cell structures and functions, the intracellular trafficking system that maintains exchanges of materials and information inside cells, and clinical features and pathologies of neurodegenerative diseases. Techniques for examining cellular and subcellular structures, especially cytoskeletons; functional insights generated from structural explorations. Prerequisite: high school biology.
Terms: Win
| Units: 3
| UG Reqs: WAY-SMA
NENS 199:
Undergraduate Research
Students undertake research sponsored by an individual faculty member. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Albers, G. (PI);
Andreasson, K. (PI);
Baumer, F. (PI);
Bronte-Stewart, H. (PI);
Buckwalter, M. (PI);
Cho, S. (PI);
Cho, Y. (PI);
Cowan, R. (PI);
Day, J. (PI);
Dorfman, L. (PI);
Duane, D. (PI);
Dunn, J. (PI);
Elbers, J. (PI);
Finley Caulfield, A. (PI);
Fisher, P. (PI);
Fisher, R. (PI);
George, P. (PI);
Graber, K. (PI);
Greicius, M. (PI);
Hahn, J. (PI);
Han, M. (PI);
Hotson, J. (PI);
Huang, T. (PI);
Huguenard, J. (PI);
James, M. (PI);
Jaradeh, S. (PI);
Kerchner, G. (PI);
Knowles, J. (PI);
Lansberg, M. (PI);
Lee, L. (PI);
Longo, F. (PI);
Lopez, J. (PI);
McQuillen, M. (PI);
Meador, K. (PI);
Monje-Deisseroth, M. (PI);
Olivot, J. (PI);
Olson, D. (PI);
Parvizi, J. (PI);
Patel, C. (PI);
Poston, K. (PI);
Prince, D. (PI);
Rando, T. (PI);
Recht, L. (PI);
Reimer, R. (PI);
Schwartz, N. (PI);
So, Y. (PI);
Steinman, L. (PI);
Van Haren, K. (PI);
Venkatasubramanian, C. (PI);
Vora, N. (PI);
Wijman, C. (PI);
Wusthoff, C. (PI);
Wyss-Coray, T. (PI);
Yang, Y. (PI)
NENS 204:
Stroke Seminar
Standing at the intersection of many fields of medicine, including neurology, internal medicine, cerebrovascualr surgery, diagnostic and interventional radiology, and emergency medicine, stroke is a critical topic for all practitioners of medicine and is the third leading cause of death and disability, This seminar draws upon Stanford's leaders in stroke research to present and discuss the causes, presentation, treatment, and imaging characteristics of the disease.
Terms: Win
| Units: 1
| Repeatable
for credit
NENS 206:
Introduction to Neurology Seminar
Exploration of aspects of neurology, including subspecialties. Current issues, clinical cases, and opportunities in the field.
Terms: Aut
| Units: 1
| Repeatable
for credit
NENS 299:
Directed Reading in Neurology and Neurological Science
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Albers, G. (PI);
Andreasson, K. (PI);
Baumer, F. (PI);
Bronte-Stewart, H. (PI);
Buckwalter, M. (PI);
Cho, S. (PI);
Cho, Y. (PI);
Cowan, R. (PI);
Day, J. (PI);
Dorfman, L. (PI);
Duane, D. (PI);
Dunn, J. (PI);
Elbers, J. (PI);
Finley Caulfield, A. (PI);
Fisher, P. (PI);
Fisher, R. (PI);
Graber, K. (PI);
Greicius, M. (PI);
Hahn, J. (PI);
Han, M. (PI);
Hotson, J. (PI);
Huang, T. (PI);
Huguenard, J. (PI);
Jaradeh, S. (PI);
Kerchner, G. (PI);
Lansberg, M. (PI);
Lee, L. (PI);
Longo, F. (PI);
Lopez, J. (PI);
McQuillen, M. (PI);
Monje-Deisseroth, M. (PI);
Olivot, J. (PI);
Olson, D. (PI);
Parvizi, J. (PI);
Poston, K. (PI);
Prince, D. (PI);
Rando, T. (PI);
Recht, L. (PI);
Reimer, R. (PI);
Schwartz, N. (PI);
So, Y. (PI);
Steinman, L. (PI);
Venkatasubramanian, C. (PI);
Wijman, C. (PI);
Wusthoff, C. (PI);
Wyss-Coray, T. (PI);
Yang, Y. (PI)
NENS 301A:
Neurology Core Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Required. DESCRIPTION: The Neurology Core Clerkship is designed to train students in the systematic, logical approach to clinical neurology via the comprehension and application of the neurologic history and physical exam in the evaluation and management of neurological diseases. Responsibilities differ among the clerkship sites, however a common core of teaching and exposure to a variety of neurologic patients encounters and experiences will be presented to all students. Complete evaluation of neurologic patients through competent performance and interpretation of the neurologic history and examination and command of the practical knowledge of clinical conditions affecting the nervous system is anticipated by the end of the clerkship. Students are assigned to the following locations for training: Stanford Hospital Neurology Inpatient Wards; Stanford Neurology Adult Outpatient Clinics; Stanford Hospital Neurology Intensive Care Unit; Stanford Neurosurgery service; Lucile Packard Children's Hospital Child Neurology Inpatient Consultation service; Santa Clara Valley Medical Center (SCVMC) Neurology Inpatient Consultation and Outpatient Clinic services; the Palo Alto Veterans Administration (PAVA) Inpatient Consultation and Outpatient Clinic services. Selection of a 2 week experience at the Stanford Hospital Neurology Inpatient Ward, Stanford Hospital Neurology Intensive Care Unit, Stanford Neurosurgery, or Lucile Packard Children's Hospital Child Neurology Consultation service sites will be automatically paired with a 2 week experience in the Stanford Neurology Adult Outpatient Clinics to ensures clinical exposure to both inpatient and outpatient neurology at every clerkship site and all these venues satisfy the core graduation requirement for the Required Neurology Clerkship. Regardless of site location, students are expected to attend the core didactics of the clerkship in person at Stanford School of Medicine main campus (or virtually during the COVID19 pandemic) that take place once weekly on Wednesdays and end at 6:00PM, as well as a mandatory in-person, full-day orientation on the first day of the period. Passing of the NBME Subject Exam in Neurology is a required component of the clerkship and materials for study are provided to each student in support of this effort. PREREQUISITES: None. For students requesting placement on neurosurgery service, preference is given to students who have completed the core surgical clerkship. However, student must have completed formal OR SCRUB TRAINING. Advanced students with clerkship experience are preferred for the neurocritical care (ICU) site placement. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 4-9 students per period. CLERKSHIP DIRECTOR: Kenneth Leung, M.D., leungk25@stanford.edu; Associate Clerkship Director: Brian J. Scott, M.D., bjscott@stanford.edu. CLERKSHIP COORDINATOR: Melody King, melodyk@stanford.edu. REPORTING INSTRUCTIONS: Where: TBA; Time: TBA. CALL CODE: 1. OTHER FACULTY: Neurology, Neurosurgery and Neuro Pediatrics staff. LOCATION: SUMC, PAVAMC, SCVMC, LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 6
NENS 307A:
Advanced Clinical Elective in Child Neurology
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: The advanced clerkship in child neurology is geared toward the student drawn toward a residency in child neurology or another specialty field in the neurosciences. The student will be asked and required to function at an intern level. During the month, the student will meet with our division chief, residency director, clerkship director, and resident buddy, and will receive a book stipend. Specific requirements will include: 1. Being the primary source of contact for his or her assigned hospital patients. 2. First on-call (from 0800 until 1700, with close resident back-up) for the Child Neurology service (team A or team B) at LPCH on at least 2 weekdays during a 3-week block. 3. Documenting in the Electronic Medical Record at least 5 (five) inpatient consultations. 4. Availability for weekend rounds and/or consults on 1 weekend. 5. Presentation/facilitation of one primary research article at the Thursday noon Journal Watch conference. 6. Presentation of one morning report on Tuesday morning 7. Attendance of pediatric neurology clinics, if desired, may occur during 1-2 weeks of the rotation. This clerkship requires prior approval by Clerkship Director. Visiting students wishing to do this clerkship must receive prior approval from Clerkship Director before submitting their application. This clerkship is not open to international students. PREREQUISITES: A prior Neurology clerkship and special approval by the Clerkship Director. For approval, please submit a current CV, transcript with clerkship evaluations, and prepare a brief statement of intent for review by clerkship director. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1-2 students per period. CLERKSHIP DIRECTOR: Susy Jeng, M.D., 650-736-0885, sjeng@stanford.edu. CLERKSHIP COORDINATOR: Melody King, melodyk@stanford.edu. REPORTING INSTRUCTIONS: Where: TBA; Time: TBA. CALL CODE: 2. OTHER FACULTY: Neurology, Neurosurgery and Pediatrics staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
NENS 308A:
Advanced Clinical Elective in Adult Neurology
VISITING: Open to visitors and SCORE applicants. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: This clerkship provides an opportunity for students in the clinical years to have an advanced clinical experience in Adult Neurology. The student will be expected to perform at a "subinternship" level on the Stanford Inpatient Consultation, Stroke, and/or ICU service, where students will be often evaluating undifferentiated patients with neurologic symptoms and will have increased independence as a student member of the team. In rare circumstances, we may ask applicants to consider an outpatient clinical or inpatient specialty experience as space allows. In addition to this advanced clinical and professional role, the student will have an opportunity to be a near-peer mentor and educator for the neurology clerkship students if they chose. This elective is often selected by those students interested in pursuing future residency training and career in neurology or the neurosciences. This is a 4-week rotation in which the schedule strictly conforms to Stanford School of Medicine period dates. This clerkship requires completion of the Required Neurology Clerkship at Stanford (NENS301A) or an equivalent neurology clerkship from an outside institution. Visiting students wishing to apply for a position in this clerkship experience must receive prior approval from Clerkship Director before submitting an application by sending a curriculum vitae and statement of purpose for review. Students should also indicate which period(s) they are available to rotate and any flexibility they may have. Students must adhere to the predefined Stanford School of Medicine period dates without exception. PREREQUISITES: A prior Neurology clerkship and advance approval by the Clerkship Director. PERIODS AVAILABLE: 1-12 as space allows, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: TBD/TBA. CLERKSHIP COORDINATOR: Christine Hopkins, 650-766-7553, chopkins@stanford.edu. REPORTING INSTRUCTIONS: Where: TBA; Time: TBA. CALL CODE: 1 - No call, but rounds on weekends. OTHER FACULTY: Neurology, Neurosurgery and Neuro Pediatrics staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
NENS 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Albers, G. (PI);
Andreasson, K. (PI);
Bronte-Stewart, H. (PI);
Buckwalter, M. (PI);
Cho, S. (PI);
Cho, Y. (PI);
Cowan, R. (PI);
Day, J. (PI);
Dorfman, L. (PI);
Duane, D. (PI);
Dunn, J. (PI);
Elbers, J. (PI);
Finley Caulfield, A. (PI);
Fisher, P. (PI);
Fisher, R. (PI);
Graber, K. (PI);
Greicius, M. (PI);
Hahn, J. (PI);
Han, M. (PI);
Han, S. (PI);
Hotson, J. (PI);
Huang, T. (PI);
Huguenard, J. (PI);
Jaradeh, S. (PI);
Kerchner, G. (PI);
Lansberg, M. (PI);
Lee, L. (PI);
Longo, F. (PI);
Lopez, J. (PI);
McQuillen, M. (PI);
Monje-Deisseroth, M. (PI);
Olivot, J. (PI);
Olson, D. (PI);
Parvizi, J. (PI);
Poston, K. (PI);
Prince, D. (PI);
Rando, T. (PI);
Recht, L. (PI);
Reimer, R. (PI);
Schwartz, N. (PI);
So, Y. (PI);
Steinman, L. (PI);
Venkatasubramanian, C. (PI);
Wijman, C. (PI);
Wusthoff, C. (PI);
Wyss-Coray, T. (PI);
Yang, Y. (PI)
NENS 398A:
Advanced Clinical Elective in Neurology
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The Advanced Clinical Elective in Neurology provides an opportunity for a student in the clinical years to have an advanced clinical, applied or translational clinical research experience in Neurology. The structure and duration of the elective will be decided by both the student and a faculty preceptor in the Department of Neurology. It is the student's responsibility to identify the faculty preceptor, and the goals of the special projects elective defined and approved consensually by the student and faculty mentor in advance. This must then be approved in advance by the Clerkship Director. Please note: Students cannot add 398A clerkships directly to their fishbowl schedules through the regular shuffles. Please contact Caroline Cheang in the Office of Medical Student Affairs at cheang@stanford.edu or 650-498-7619 with the faculty preceptor's name and email address to add this clerkship. PREREQUISITES: A prior Neurology clerkship or special approval by the Clerkship Director. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Kenneth Leung, M.D., leungk25@stanford.edu; Associate Clerkship Director: Brian J. Scott, M.D., bjscott@stanford.edu. CLERKSHIP COORDINATOR: Melody King, melodyk@stanford.edu. REPORTING INSTRUCTIONS: Where: TBA; Time: TBA. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC, SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
3 times
(up to 18 units total)
NENS 399:
Graduate Research
Students undertake research sponsored by individual faculty members. Includes laboratory work in neurophysiology and neurochemistry.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Albers, G. (PI);
Andreasson, K. (PI);
Bronte-Stewart, H. (PI);
Buckwalter, M. (PI);
Cho, S. (PI);
Cho, Y. (PI);
Cowan, R. (PI);
Day, J. (PI);
Dorfman, L. (PI);
Duane, D. (PI);
Dunn, J. (PI);
Elbers, J. (PI);
Finley Caulfield, A. (PI);
Fisher, P. (PI);
Fisher, R. (PI);
Graber, K. (PI);
Greicius, M. (PI);
Hahn, J. (PI);
Han, M. (PI);
Hotson, J. (PI);
Huang, T. (PI);
Huguenard, J. (PI);
Jaradeh, S. (PI);
Kerchner, G. (PI);
Lansberg, M. (PI);
Lee, L. (PI);
Longo, F. (PI);
Lopez, J. (PI);
McQuillen, M. (PI);
Monje-Deisseroth, M. (PI);
Olivot, J. (PI);
Olson, D. (PI);
Parvizi, J. (PI);
Poston, K. (PI);
Prince, D. (PI);
Rando, T. (PI);
Recht, L. (PI);
Reimer, R. (PI);
Schwartz, N. (PI);
So, Y. (PI);
Steinman, L. (PI);
Venkatasubramanian, C. (PI);
Wijman, C. (PI);
Wusthoff, C. (PI);
Wyss-Coray, T. (PI);
Yang, Y. (PI)
NEPR 201:
Neuro-Cellular Core
Focuses on fundamental aspects of cellular neurophysiology. Topics include exploration of electrophysiological properties of neurons, synaptic structure and function and synaptic plasticity. The course consists of didactic lectures and student-led discussions of classical papers. Incorporates simulation program Neuron. Enrollment restricted to students enrolled in Neurosciences Graduate Program.
Terms: Win
| Units: 2
NEPR 202:
Neurosciences Development Core
For first-year Neurosciences graduate students; open to other graduate students as space permits with preference given to Neuroscience students. Introductory course covers all aspects of nervous system development, from cell fate determination, axon guidance, synapse development and critical periods to neurodevelopmental diseases. The goal is to understand what kinds of questions are asked in developmental neurobiology and how researchers use different tools and model systems to answer these questions. Overview of neural development, experimental approaches, and model organisms; signaling pathways regulating neural development; neural stem cell and neurogenesis during embryonic and adult life
Terms: Win
| Units: 2
NEPR 203:
Neuroscience Systems Core
Open to first-year neuroscience graduate students and to other qualified students by permission of the instructors. Introduction to encoding and processing of information by neural systems. Focus is on sensory and motor circuits.
Terms: Spr
| Units: 2
NEPR 204:
Neuroscience Molecular Core
For first-year Neurosciences graduate students; open to other graduate students as space permits with preference given to Neuroscience students. Course provides an overview of molecular neuroscience by focusing on a few selected key topics, such as molecular neuroscience methods, voltage-gated ion channels, synaptic transmission, neuronal gene expression, and signal transduction pathways.
Terms: Win
| Units: 2
NEPR 205:
Neurosciences Anatomy Core
For first-year Neuroscience graduate students; open to other graduate students as space permits with preference given to Neuroscience students. Focus is on the anatomical organization underlying the principal functions of the nervous system, including sensation, perception, emotions, autonomic responses and movement. Students also learn modern techniques for studying neuroanatomical circuits, in the peripheral nervous system, spinal cord, and brain, and using different model systems.
Terms: Aut
| Units: 2
NEPR 207:
Neurosciences Cognitive Core
For first-year Neurosciences graduate students; open to other graduate students as space permits with preference given to Neuroscience students. Focus is on several domains of cognitive function where cognitive neuroscience approaches have been successfully applied across many different model systems from mice to monkeys to humans: attention, decision-making, and memory.
Terms: Spr
| Units: 2
NEPR 208:
Neuroscience Computational Core
For first-year Neurosciences graduate students; open to other graduate students as space permits with preference given to Neurosciences students. Introduces students to computational and theoretical methods in neuroscience. Emphasis on what questions are important, and how those questions can be answered with quantitative methods. Topics range from cellular/molecular to cognitive, and emphasizes similarity and differences of methods across neural scales.
Terms: Spr
| Units: 2
NEPR 209:
Introduction to Mathematical Tools in Neuroscience
Student-instructed. This course serves as a primer to computational approaches used in neuroscience. The main focus will be on introductory linear algebra and its implementation in software such as Python. As an introductory course no specific mathematical background is assumed. For first year Neurosciences IDP students. Open to other graduate students as space permits with course director approval.
Terms: Win
| Units: 1
| Repeatable
3 times
(up to 3 units total)
NEPR 212:
Responsible Conduct of Neuroscience Research
Enrollment restricted to Neurosciences IDP students. Responsible conduct of research and ethics as it relates to research in neuroscience. Topics are in accord with NIH guidelines. Each topic has guest lecturers with specific insight into the particular topic.
Terms: Aut
| Units: 1
NEPR 213:
Neurogenetics Core
For first-year Neurosciences graduate students; open to other graduate students as space permits with preference given to Neurosciences students. Intensive introduction to genetics. Classical and modern genetics with an emphasis on their application to neurosciences research. Topics include: model organisms, genetic screens, genome editing, genetically-encoded tools, GWAS, next-generation sequencing, epigenetics, genetic interactions, human genetics, and neurological disease genetics. Interactive class with student-led discussions, presentations, and group work, including next-generation sequencing workshops and data analysis tutorials. Limited enrollment.
Terms: Aut
| Units: 2
NEPR 280:
Neuroscience Journal Club and Professional Development Series
Neuroscience Journal Club and Professional Development Series New description: Required of Neurosciences Ph.D. students in Autumn, Winter, and Spring of the first three years of study. Recent papers in neuroscience literature presented by graduate student
Terms: Win, Spr
| Units: 1-2
| Repeatable
for credit
NEPR 288:
Cellullar/Molecular Neuroscience Laboratory
Stanford Immersive Neuroscience is a laboratory course on cellular and molecular neuroscience. It features lectures and laboratories and covers topics such as cloning, hybridization, vector design, immunohistochemistry, fluorescence microscopy, electrophysiology, optogenetics and imaging of activity sensors such as GCaMP. It is the entry course for incoming graduate students in neuroscience and enrollment is limited to this group. Goals are (1) to provide all students from diverse backgrounds with a foundation in basic principles of neuroscience for as they enter this graduate program, (2) to bring students and faculty together in team-based problem solving in a laboratory setting, and (3) to provide hands-on experience with both established and cutting-edge methods in neuroscience. Students will work in multiple small teams with direct faculty engagement across all aspects of the course.
Terms: Sum
| Units: 1-10
| Repeatable
4 times
(up to 40 units total)
NEPR 299:
Directed Reading in Neurosciences
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Abu-Remaileh, M. (PI);
Airan, R. (PI);
Andreasson, K. (PI);
Baccus, S. (PI);
Barres, B. (PI);
Bejerano, G. (PI);
Blau, H. (PI);
Boahen, K. (PI);
Boroditsky, L. (PI);
Bronte-Stewart, H. (PI);
Brunet, A. (PI);
Brunger, A. (PI);
Buckmaster, P. (PI);
Buckwalter, M. (PI);
Cao, R. (PI);
Chan, P. (PI);
Chen, L. (PI);
Chen, X. (PI);
Cheng, A. (PI);
Chichilnisky, E. (PI);
Cho, Y. (PI);
Clandinin, T. (PI);
Cobos Sillero, M. (PI);
Cochran, J. (PI);
Darian-Smith, C. (PI);
Deisseroth, K. (PI);
Delp, S. (PI);
Dhabhar, F. (PI);
Ding, J. (PI);
Dolmetsch, R. (PI);
Dror, R. (PI);
Druckmann, S. (PI);
Eshel, N. (PI);
Etkin, A. (PI);
Feldman, H. (PI);
Feldman, M. (PI);
Fernald, R. (PI);
Fisher, R. (PI);
Ganguli, S. (PI);
Gardner, J. (PI);
Garner, C. (PI);
Giardino, W. (PI);
Giffard, R. (PI);
Gilly, W. (PI);
Giocomo, L. (PI);
Gitler, A. (PI);
Glover, G. (PI);
Goodman, M. (PI);
Gotlib, I. (PI);
Graef, I. (PI);
Greenleaf, W. (PI);
Greicius, M. (PI);
Grill-Spector, K. (PI);
Gross, J. (PI);
Han, M. (PI);
Haroush, K. (PI);
Heller, H. (PI);
Heller, S. (PI);
Hestrin, S. (PI);
Huang, T. (PI);
Huberman, A. (PI);
Huguenard, J. (PI);
Jarosz, D. (PI);
Kaltschmidt, J. (PI);
Keller, C. (PI);
Ketter, T. (PI);
Kim, S. (PI);
Kingsley, D. (PI);
Knowles, J. (PI);
Knudsen, E. (PI);
Knutson, B. (PI);
Kobilka, B. (PI);
Kopito, R. (PI);
Krasnow, M. (PI);
Kundaje, A. (PI);
Lee, J. (PI);
Lewis, R. (PI);
Li, F. (PI);
Liao, Y. (PI);
Lin, M. (PI);
Linderman, S. (PI);
Longo, F. (PI);
Lu, B. (PI);
Luo, L. (PI);
Lyons, D. (PI);
MacIver, M. (PI);
Mackey, S. (PI);
Madison, D. (PI);
Maduke, M. (PI);
Malenka, R. (PI);
McClelland, J. (PI);
McClure, S. (PI);
McConnell, S. (PI);
McNab, J. (PI);
Menon, V. (PI);
Meyer, T. (PI);
Mignot, E. (PI);
Mochly-Rosen, D. (PI);
Monje-Deisseroth, M. (PI);
Moore, T. (PI);
Mormino, E. (PI);
Mustapha, M. (PI);
Newsome, W. (PI);
Norcia, A. (PI);
Nuyujukian, P. (PI);
O'Connell, L. (PI);
Owen, S. (PI);
Palmer, T. (PI);
Parker, K. (PI);
Parvizi, J. (PI);
Pasca, S. (PI);
Penn, A. (PI);
Plant, G. (PI);
Poldrack, R. (PI);
Poston, K. (PI);
Prince, D. (PI);
Rando, T. (PI);
Rasgon, N. (PI);
Raymond, J. (PI);
Recht, L. (PI);
Reimer, R. (PI);
Reiss, A. (PI);
Ricci, A. (PI);
Rodriguez, C. (PI);
Saggar, M. (PI);
Sapolsky, R. (PI);
Scherrer, G. (PI);
Schnitzer, M. (PI);
Scott, M. (PI);
Shah, N. (PI);
Shatz, C. (PI);
Shen, K. (PI);
Shenoy, K. (PI);
Smith, S. (PI);
Sobel, R. (PI);
Steinberg, G. (PI);
Steinman, L. (PI);
Sudhof, T. (PI);
Sullivan, E. (PI);
Suppes, P. (PI);
Tawfik, V. (PI);
Tessier-Lavigne, M. (PI);
Tharin, S. (PI);
Thompson, S. (PI);
Ting, A. (PI);
Tsien, R. (PI);
Wagner, A. (PI);
Wandell, B. (PI);
Wang, S. (PI);
Wang, X. (PI);
Wernig, M. (PI);
Williams, L. (PI);
Wine, J. (PI);
Wyss-Coray, T. (PI);
Yamins, D. (PI);
Yang, Y. (PI);
Yeomans, D. (PI);
Zeineh, M. (PI);
Zeitzer, J. (PI);
Zhao, H. (PI);
Zuchero, B. (PI);
de Lecea, L. (PI);
Duong, L. (TA);
Duong, L. (GP);
Jung, C. (GP);
Kay-Sherrard, E. (GP);
Misener, C. (GP);
Ramalho, D. (GP);
Riley, R. (GP)
NEPR 399:
Graduate Research
StudenInvestigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Airan, R. (PI);
Andreasson, K. (PI);
Baccus, S. (PI);
Barres, B. (PI);
Blau, H. (PI);
Boahen, K. (PI);
Boroditsky, L. (PI);
Bronte-Stewart, H. (PI);
Brunet, A. (PI);
Brunger, A. (PI);
Buckmaster, P. (PI);
Buckwalter, M. (PI);
Chan, P. (PI);
Chen, L. (PI);
Chen, X. (PI);
Cheng, A. (PI);
Chichilnisky, E. (PI);
Cho, Y. (PI);
Clandinin, T. (PI);
Cochran, J. (PI);
Darian-Smith, C. (PI);
Deisseroth, K. (PI);
Delp, S. (PI);
Dhabhar, F. (PI);
Ding, J. (PI);
Dolmetsch, R. (PI);
Druckmann, S. (PI);
Etkin, A. (PI);
Feldman, H. (PI);
Feldman, M. (PI);
Fernald, R. (PI);
Fisher, R. (PI);
Ganguli, S. (PI);
Gao, X. (PI);
Gardner, J. (PI);
Garner, C. (PI);
Giffard, R. (PI);
Gilly, W. (PI);
Giocomo, L. (PI);
Gitler, A. (PI);
Glover, G. (PI);
Goldberg, J. (PI);
Goodman, M. (PI);
Gotlib, I. (PI);
Graef, I. (PI);
Greicius, M. (PI);
Grill-Spector, K. (PI);
Gross, J. (PI);
Han, M. (PI);
Haroush, K. (PI);
Heller, H. (PI);
Heller, S. (PI);
Hestrin, S. (PI);
Huang, T. (PI);
Huberman, A. (PI);
Huguenard, J. (PI);
Kaltschmidt, J. (PI);
Keller, C. (PI);
Ketter, T. (PI);
Kim, S. (PI);
Kingsley, D. (PI);
Knudsen, E. (PI);
Knutson, B. (PI);
Kobilka, B. (PI);
Kopito, R. (PI);
Krasnow, M. (PI);
Kundaje, A. (PI);
Lee, J. (PI);
Lewis, R. (PI);
Li, F. (PI);
Liao, Y. (PI);
Lin, M. (PI);
Longo, F. (PI);
Lu, B. (PI);
Luo, L. (PI);
Lyons, D. (PI);
MacIver, M. (PI);
Mackey, S. (PI);
Madison, D. (PI);
Maduke, M. (PI);
Malenka, R. (PI);
McCandliss, B. (PI);
McClelland, J. (PI);
McClure, S. (PI);
McConnell, S. (PI);
Menon, V. (PI);
Meyer, T. (PI);
Mignot, E. (PI);
Mochly-Rosen, D. (PI);
Monje-Deisseroth, M. (PI);
Moore, T. (PI);
Mormino, E. (PI);
Mustapha, M. (PI);
Newsome, W. (PI);
Norcia, A. (PI);
Nuyujukian, P. (PI);
Owen, S. (PI);
Palmer, T. (PI);
Parker, K. (PI);
Parvizi, J. (PI);
Pasca, S. (PI);
Penn, A. (PI);
Plant, G. (PI);
Poldrack, R. (PI);
Poston, K. (PI);
Prince, D. (PI);
Rando, T. (PI);
Rasgon, N. (PI);
Raymond, J. (PI);
Recht, L. (PI);
Reimer, R. (PI);
Reiss, A. (PI);
Ricci, A. (PI);
Rodriguez, C. (PI);
Sapolsky, R. (PI);
Scherrer, G. (PI);
Schnitzer, M. (PI);
Scott, M. (PI);
Shah, N. (PI);
Shatz, C. (PI);
Shen, K. (PI);
Shenoy, K. (PI);
Singh, M. (PI);
Smith, S. (PI);
Sobel, R. (PI);
Steinberg, G. (PI);
Steinman, L. (PI);
Sudhof, T. (PI);
Sullivan, E. (PI);
Suppes, P. (PI);
Tawfik, V. (PI);
Tessier-Lavigne, M. (PI);
Tharin, S. (PI);
Thompson, S. (PI);
Tsien, R. (PI);
Wagner, A. (PI);
Wall, D. (PI);
Wandell, B. (PI);
Wang, X. (PI);
Wernig, M. (PI);
Williams, L. (PI);
Wine, J. (PI);
Wu, J. (PI);
Wyss-Coray, T. (PI);
Yamins, D. (PI);
Yang, Y. (PI);
Yeomans, D. (PI);
Zeitzer, J. (PI);
Zhao, H. (PI);
Zuchero, B. (PI);
de Lecea, L. (PI);
Duong, L. (GP);
Jung, C. (GP);
Misener, C. (GP);
Riley, R. (GP)
NEPR 464:
Measuring Learning in the Brain (EDUC 464, PSYCH 279, SYMSYS 195M)
Everything we learn - be it a historical fact, the meaning of a new word, or a skill like reading, math, programming or playing the piano - depends on brain plasticity. The human brain's incredible capacity for learning is served by a variety of learning mechanisms that all result in changes in brain structure and function over different time scales. The goal of this course is to (a) provide an overview of different learning systems in the brain, (b) introduce methodologies and experiments that have led to new discoveries linking human brain plasticity and learning, (3) design an experiment, collect neuroimaging data, and measure the neurobiological underpinnings of learning in your own brain with MRI. The first section of the course will involve a series of lectures and discussions on the foundations of plasticity and learning with particular attention to experimental methods used in human neuroimaging studies. The second part of the course will involve workshops on designing and implementing experiments in MATLAB/Psychtoolbox or Python/PsychoPy. During this part of the course students will design, present and implement their own experiments as group projects. Finally, students will learn how to collect and analyze MRI data by being participants in their own fMRI experiments or analyzing publicly available datasets. Requirements: This class is designed for students who are interested in gaining hands-on experience with measuring the neurobiological underpinnings of learning. Student projects will involve designing experiments, collecting and analyzing data. So some experience with MATLAB/Python or an equivalent programming language is required. Some background in neuroscience (at least 1 course) is also required as we will assume basic knowledge.
Terms: Spr
| Units: 3
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Andreasson, K. (PI);
Baccus, S. (PI);
Barres, B. (PI);
Blau, H. (PI);
Boahen, K. (PI);
Boroditsky, L. (PI);
Bronte-Stewart, H. (PI);
Brunet, A. (PI);
Brunger, A. (PI);
Buckmaster, P. (PI);
Buckwalter, M. (PI);
Chan, P. (PI);
Chen, L. (PI);
Chen, X. (PI);
Cheng, A. (PI);
Chichilnisky, E. (PI);
Cho, Y. (PI);
Clandinin, T. (PI);
Cochran, J. (PI);
Darian-Smith, C. (PI);
Deisseroth, K. (PI);
Delp, S. (PI);
Dhabhar, F. (PI);
Ding, J. (PI);
Dolmetsch, R. (PI);
Etkin, A. (PI);
Feldman, H. (PI);
Feldman, M. (PI);
Fernald, R. (PI);
Fisher, R. (PI);
Ganguli, S. (PI);
Garner, C. (PI);
Giffard, R. (PI);
Gilly, W. (PI);
Giocomo, L. (PI);
Gitler, A. (PI);
Glover, G. (PI);
Goodman, M. (PI);
Gotlib, I. (PI);
Graef, I. (PI);
Greicius, M. (PI);
Grill-Spector, K. (PI);
Gross, J. (PI);
Han, M. (PI);
Heller, H. (PI);
Heller, S. (PI);
Hestrin, S. (PI);
Huang, T. (PI);
Huguenard, J. (PI);
Ketter, T. (PI);
Kim, S. (PI);
Kingsley, D. (PI);
Knudsen, E. (PI);
Knutson, B. (PI);
Kobilka, B. (PI);
Kopito, R. (PI);
Lee, J. (PI);
Lewis, R. (PI);
Li, F. (PI);
Liao, Y. (PI);
Lin, M. (PI);
Longo, F. (PI);
Lu, B. (PI);
Luo, L. (PI);
Lyons, D. (PI);
MacIver, M. (PI);
Mackey, S. (PI);
Madison, D. (PI);
Maduke, M. (PI);
Malenka, R. (PI);
McClelland, J. (PI);
McClure, S. (PI);
McConnell, S. (PI);
McMahan, U. (PI);
Menon, V. (PI);
Meyer, T. (PI);
Mignot, E. (PI);
Mochly-Rosen, D. (PI);
Monje-Deisseroth, M. (PI);
Moore, T. (PI);
Mustapha, M. (PI);
Newsome, W. (PI);
Norcia, A. (PI);
Palmer, T. (PI);
Parker, K. (PI);
Parvizi, J. (PI);
Pasca, S. (PI);
Penn, A. (PI);
Plant, G. (PI);
Poston, K. (PI);
Prince, D. (PI);
Rando, T. (PI);
Rasgon, N. (PI);
Raymond, J. (PI);
Recht, L. (PI);
Reimer, R. (PI);
Reiss, A. (PI);
Ricci, A. (PI);
Sanger, T. (PI);
Sapolsky, R. (PI);
Scherrer, G. (PI);
Schnitzer, M. (PI);
Scott, M. (PI);
Shatz, C. (PI);
Shen, K. (PI);
Shenoy, K. (PI);
Smith, S. (PI);
Sobel, R. (PI);
Steinberg, G. (PI);
Steinman, L. (PI);
Sudhof, T. (PI);
Sullivan, E. (PI);
Suppes, P. (PI);
Thompson, S. (PI);
Tsien, R. (PI);
Wagner, A. (PI);
Wandell, B. (PI);
Wang, X. (PI);
Wernig, M. (PI);
Williams, L. (PI);
Wine, J. (PI);
Wyss-Coray, T. (PI);
Yamins, D. (PI);
Yang, Y. (PI);
Yeomans, D. (PI);
Zeitzer, J. (PI);
Zhao, H. (PI);
de Lecea, L. (PI);
Jung, C. (GP);
Misener, C. (GP);
Riley, R. (GP)
NEPR 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Airan, R. (PI);
Andreasson, K. (PI);
Baccus, S. (PI);
Barres, B. (PI);
Blau, H. (PI);
Boahen, K. (PI);
Boroditsky, L. (PI);
Bronte-Stewart, H. (PI);
Brunet, A. (PI);
Brunger, A. (PI);
Buckmaster, P. (PI);
Buckwalter, M. (PI);
Chan, P. (PI);
Chen, L. (PI);
Chen, X. (PI);
Cheng, A. (PI);
Chichilnisky, E. (PI);
Cho, Y. (PI);
Clandinin, T. (PI);
Cochran, J. (PI);
Darian-Smith, C. (PI);
Deisseroth, K. (PI);
Delp, S. (PI);
Dhabhar, F. (PI);
Ding, J. (PI);
Dolmetsch, R. (PI);
Druckmann, S. (PI);
Etkin, A. (PI);
Feldman, H. (PI);
Feldman, M. (PI);
Fernald, R. (PI);
Fisher, R. (PI);
Ganguli, S. (PI);
Gao, X. (PI);
Gardner, J. (PI);
Garner, C. (PI);
Giffard, R. (PI);
Gilly, W. (PI);
Giocomo, L. (PI);
Gitler, A. (PI);
Glover, G. (PI);
Goldberg, J. (PI);
Goodman, M. (PI);
Gotlib, I. (PI);
Graef, I. (PI);
Greicius, M. (PI);
Grill-Spector, K. (PI);
Gross, J. (PI);
Han, M. (PI);
Heller, H. (PI);
Heller, S. (PI);
Hestrin, S. (PI);
Huang, T. (PI);
Huberman, A. (PI);
Huguenard, J. (PI);
Kaltschmidt, J. (PI);
Ketter, T. (PI);
Kim, S. (PI);
Kingsley, D. (PI);
Knudsen, E. (PI);
Knutson, B. (PI);
Kobilka, B. (PI);
Kopito, R. (PI);
Krasnow, M. (PI);
Lee, J. (PI);
Lewis, R. (PI);
Li, F. (PI);
Liao, Y. (PI);
Lin, M. (PI);
Longo, F. (PI);
Lu, B. (PI);
Luo, L. (PI);
Lyons, D. (PI);
MacIver, M. (PI);
Mackey, S. (PI);
Madison, D. (PI);
Maduke, M. (PI);
Malenka, R. (PI);
McCandliss, B. (PI);
McClelland, J. (PI);
McClure, S. (PI);
McConnell, S. (PI);
Menon, V. (PI);
Meyer, T. (PI);
Mignot, E. (PI);
Mochly-Rosen, D. (PI);
Monje-Deisseroth, M. (PI);
Moore, T. (PI);
Mormino, E. (PI);
Mustapha, M. (PI);
Newsome, W. (PI);
Norcia, A. (PI);
Owen, S. (PI);
Palmer, T. (PI);
Parker, K. (PI);
Parvizi, J. (PI);
Pasca, S. (PI);
Penn, A. (PI);
Plant, G. (PI);
Poldrack, R. (PI);
Poston, K. (PI);
Prince, D. (PI);
Rando, T. (PI);
Rasgon, N. (PI);
Raymond, J. (PI);
Recht, L. (PI);
Reimer, R. (PI);
Reiss, A. (PI);
Ricci, A. (PI);
Sapolsky, R. (PI);
Scherrer, G. (PI);
Schnitzer, M. (PI);
Scott, M. (PI);
Shah, N. (PI);
Shatz, C. (PI);
Shen, K. (PI);
Shenoy, K. (PI);
Singh, M. (PI);
Smith, S. (PI);
Sobel, R. (PI);
Steinberg, G. (PI);
Steinman, L. (PI);
Sudhof, T. (PI);
Sullivan, E. (PI);
Suppes, P. (PI);
Tawfik, V. (PI);
Tessier-Lavigne, M. (PI);
Tharin, S. (PI);
Thille, C. (PI);
Thompson, S. (PI);
Tsien, R. (PI);
Wagner, A. (PI);
Wall, D. (PI);
Wandell, B. (PI);
Wang, X. (PI);
Wernig, M. (PI);
Williams, L. (PI);
Wine, J. (PI);
Wu, J. (PI);
Wyss-Coray, T. (PI);
Yamins, D. (PI);
Yang, Y. (PI);
Yeomans, D. (PI);
Zeitzer, J. (PI);
Zhao, H. (PI);
Zuchero, B. (PI);
de Lecea, L. (PI);
Duong, L. (GP);
Jung, C. (GP);
Misener, C. (GP);
Riley, R. (GP)
NSUR 81N:
Mitochondrial Transport and Function in Neuronal Health and Death
As our population continues to age, age-dependent neurodegenerative diseases such as Parkinson¿s, Alzheimer¿s, and ALS are becoming more prevalent and thus pose a daunting danger to public health nationwide. Effective treatments are desperately needed, however, we still know very little about how neurons die in those diseases. One organelle that is especially important to neuronal health is mitochondria, the power plants for the cell. In this IntroSem, we will learn how neurons employ molecular machinery to regulate, transport, and distribute mitochondria, and importantly, how these fundamental regulations are compromised in neurological disorders. A hands-on laboratory section is available for students who are interested in learning imaging mitochondrial transport in live cells using confocal microscopy, sample preparation, and dissection.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SMA
NSUR 199:
Undergraduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Adler, J. (PI);
Chan, P. (PI);
Chang, S. (PI);
Chen, L. (PI);
Cheshier, S. (PI);
Chichilnisky, E. (PI);
Choi, C. (PI);
Chopko, B. (PI);
Creasey, G. (PI);
Ding, J. (PI);
Dodd, R. (PI);
Doty, J. (PI);
Edwards, M. (PI);
Ghajar, J. (PI);
Grant, G. (PI);
Guzman, R. (PI);
Halpern, C. (PI);
Harraher, C. (PI);
Harris, O. (PI);
Harsh, G. (PI);
Hayden Gephart, M. (PI);
Henderson, J. (PI);
Kaltschmidt, J. (PI);
Katznelson, L. (PI);
Lee, M. (PI);
Li, G. (PI);
Lieberson, R. (PI);
Lifshutz, J. (PI);
Mindea, S. (PI);
Nuyujukian, P. (PI);
Palmer, T. (PI);
Park, J. (PI);
Peoples, R. (PI);
Petritsch, C. (PI);
Plant, G. (PI);
Popp, A. (PI);
Ratliff, J. (PI);
Ropacki, S. (PI);
Rustamzadeh, E. (PI);
Shamloo, M. (PI);
Shuer, L. (PI);
Skirboll, S. (PI);
Soltesz, I. (PI);
Steinberg, G. (PI);
Tass, P. (PI);
Tharin, S. (PI);
Torres, R. (PI);
Veeravagu, A. (PI);
Wang, X. (PI);
Wong, A. (PI);
Yu, H. (PI);
Zhao, H. (PI);
Zuchero, B. (PI);
Siauciunas, E. (GP)
NSUR 200:
Narratives in Neurosurgery
Introduces medical, non-medical graduate and undergraduate students to careers in neurosurgery. Focuses on a progressive walk through the educational milestones of a neurosurgical career, starting with perspectives of 4th year medical students and working up to day-to-day functions and lifestyles of senior neurosurgical faculty. Additional topics covered include: global health neurosurgery, private practice neurosurgery, and academic neurosurgery.
Terms: Aut
| Units: 1
NSUR 210:
Operative Neuroanatomy Using Virtual Reality and Cadaver Lab
This course will employ virtual reality (VR) tools in parallel with cadaveric specimens to demonstrate techniques used in neurosurgical oncology (including skull-based tumors and cortical tumors,) treatment of brain aneurysms, arteriovenous malformations, cavernomas, and more. Lab sessions will first introduce the relevant neuroanatomy using the VR headsets, and then give students an opportunity to analyze the pathological findings in VR, discuss, and evaluate different methods of repair. Relevant anatomy and surgical approaches will also be discussed using prepared cadaveric specimens. the course is comprised of four three-hour-long evening lab sessions at the Stanford Neurosurgical Simulation and Virtual Reality Center.
Terms: Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
NSUR 239:
NeuroTech Training Seminar (STATS 242)
This is a required course for students in the NeuroTech training program, and is also open to other graduate students interested in learning the skills necessary for neurotechnology careers in academia or industry. Over the academic year, topics will include: emerging research in neurotechnology, communication skills, team science, leadership and management, intellectual property, entrepreneurship and more.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
9 times
(up to 9 units total)
NSUR 249:
Experimental Immersion in Neuroscience (STATS 249)
This course provides students from technical backgrounds (e.g., physics, applied physics, electrical or chemical engineering, bioengineering, computer science, statistics) the opportunity to learn how they can apply their expertise to advancing experimental research in the neurosciences. Students will visit one neuroscience lab per week to watch experiments, understand the technical apparatus and animal models being used, discuss the questions being addressed, and interact with students and others conducting the research. This course is strongly encouraged for students who wish to apply to the NeuroTech graduate training program. Our course has limited enrollment, therefore, if you are interested in registering please complete the form here: https://forms.gle/r2YhEwRqZtEQe5cf6 prior and someone will follow-up with you with a permission code accordingly.
Terms: Aut
| Units: 1
NSUR 280:
Early Clinical Experience in Neurosurgery
Provides an observational experience as formulated by the instructor and student. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
for credit
Instructors: ;
Adler, J. (PI);
Chan, P. (PI);
Chang, S. (PI);
Chen, L. (PI);
Cheshier, S. (PI);
Chichilnisky, E. (PI);
Choi, C. (PI);
Chopko, B. (PI);
Creasey, G. (PI);
Dodd, R. (PI);
Doty, J. (PI);
Edwards, M. (PI);
Ghajar, J. (PI);
Grant, G. (PI);
Guzman, R. (PI);
Halpern, C. (PI);
Harraher, C. (PI);
Harris, O. (PI);
Harsh, G. (PI);
Hayden Gephart, M. (PI);
Henderson, J. (PI);
Katznelson, L. (PI);
Lee, M. (PI);
Li, G. (PI);
Lieberson, R. (PI);
Lifshutz, J. (PI);
Mindea, S. (PI);
Palmer, T. (PI);
Park, J. (PI);
Peoples, R. (PI);
Plant, G. (PI);
Popp, A. (PI);
Ratliff, J. (PI);
Ropacki, S. (PI);
Rustamzadeh, E. (PI);
Shamloo, M. (PI);
Shuer, L. (PI);
Skirboll, S. (PI);
Soltesz, I. (PI);
Steinberg, G. (PI);
Tharin, S. (PI);
Torres, R. (PI);
Wang, X. (PI);
Wong, A. (PI);
Yu, H. (PI);
Zhao, H. (PI);
Siauciunas, E. (GP)
NSUR 290:
Curricular Practical Training
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
NSUR 299:
Directed Reading in Neurosurgery
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Adler, J. (PI);
Chan, P. (PI);
Chang, S. (PI);
Chen, L. (PI);
Cheshier, S. (PI);
Chichilnisky, E. (PI);
Choi, C. (PI);
Chopko, B. (PI);
Creasey, G. (PI);
Dodd, R. (PI);
Doty, J. (PI);
Edwards, M. (PI);
Ghajar, J. (PI);
Grant, G. (PI);
Guzman, R. (PI);
Halpern, C. (PI);
Harraher, C. (PI);
Harris, O. (PI);
Harsh, G. (PI);
Hayden Gephart, M. (PI);
Henderson, J. (PI);
Kaltschmidt, J. (PI);
Katznelson, L. (PI);
Lee, M. (PI);
Li, G. (PI);
Lieberson, R. (PI);
Lifshutz, J. (PI);
Mahaney, K. (PI);
Mindea, S. (PI);
Palmer, T. (PI);
Park, J. (PI);
Peoples, R. (PI);
Plant, G. (PI);
Popp, A. (PI);
Prolo, L. (PI);
Ratliff, J. (PI);
Ropacki, S. (PI);
Rustamzadeh, E. (PI);
Shamloo, M. (PI);
Shuer, L. (PI);
Skirboll, S. (PI);
Soltesz, I. (PI);
Steinberg, G. (PI);
Tharin, S. (PI);
Torres, R. (PI);
Veeravagu, A. (PI);
Wang, X. (PI);
Wong, A. (PI);
Yu, H. (PI);
Zhao, H. (PI);
Siauciunas, E. (GP)
NSUR 304A:
Neurosurgery Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: An advanced clerkship designed to actively engage the student in the diagnosis, operative treatment, and post-operative care of patients suffering from a wide variety of neurosurgical problems including tumors of the brain and spine, cerebrovascular abnormalities, infection, trauma, and congenital abnormalities of the central and peripheral nervous system. Students assume a high level of responsibility, essentially functioning at the level of a first-year resident (intern), managing complex, acutely ill patients, scrubbing in on cases in the operating room, and functioning as an accountable team member. Among the responsibilities are: (1) primary work-ups of new patients; (2) writing orders, managing patients in conjunction with a resident or attending, and conducting appropriate intern-level procedures; (3) taking night call; (4) writing notes and dictating summaries as assigned by the supervising resident(s). PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 5 students per period. CLERKSHIP DIRECTOR: John Ratliff, M.D. CLERKSHIP COORDINATOR: Shanna Selsor, 650-725-0701, selsor@stanford.edu. REPORTING INSTRUCTIONS: Where: Meet neurosurgery residents at the L4 Conference Room at 500P; Time: 5:45 am. CALL CODE: 2 - voluntary call for emergency cases at night. OTHER FACULTY: V. Buch, S. Chang, A. Desai, R. Dodd, J. Fernandez-Miranda, J. Ghajar, O. Harris, M. Hayden-Gephart, J. Henderson, D. Hong, M. Lee, G. Li, M. Lim, K. Mahaney, J. Park, L. Prolo, J. Ratliff, L. Shuer, H. Singh, S. Skirboll, G. Steinberg, S. Tharin, A. Veeravagu, T. Wilson and C. Zygourakis. LOCATION: SHC, LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 6
NSUR 304B:
Neurosurgery Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Acquaints students with the diagnosis, operative treatment, and postoperative care of patients suffering injuries to or diseases of the central or peripheral nervous system. Students work closely with faculty and the resident staff at the PAVAMC, evaluating patients in the outpatient clinic and in the hospital. The student participates in diagnostic procedures, observes during surgery, and participates in postoperative care. The PAVAMC rotation involves neither pediatric nor trauma cases. and the amount of acute trauma is minimal. There will be teaching and work rounds, tutorial sessions, and weekly teaching conferences at Stanford University Medical Center, focused on neurosurgery, neurology and neuroradiology. A 4 week full-time clerkship is recommended for students considering neurosurgery as a career. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Stephen Skirboll, M.D. CLERKSHIP COORDINATOR: Hansni Prasad, 650-493-5000 x65709, Building 100, Third floor, B3 Surgical service offices. REPORTING INSTRUCTIONS: Where: PAVAMC, Building 100, Third floor, surgical service offices, B3-129; Time: 8:00 am. CALL CODE: 1. OTHER FACULTY: S. Skirboll, H. Yu. LOCATION: PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
NSUR 304C:
Neurosurgery Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Neurosurgery at SCVMC offers the student to fully participate in all areas of the service. One third year neurosurgery resident help run the service, which therefore allows greater exposure and time for the student with patients and the neurosurgical faculty. We usually have one or two medical students at a time and the students work closely with all members of the team, including the attending. The student is typically exposed to a wide spectrum of neurosurgical conditions, especially brain and spine trauma, brain tumors, cerebrovascular conditions and degenerative spine disease. During their clerkships, students are very much a member of the team and participate actively on the ward, clinic and OR. All faculty lead research projects at SCVMC and Stanford. Students are welcome to participate in these but most research projects will require longer term commitment beyond the one month clinical clerkship. Other educational activities include weekly neuroscience grand rounds, neuroradiology conference and tumor board. The advanced and diverse pathology seen and the often challenging patient population cared for at SCVMC compliments that experienced at SUMC. We welcome visiting students and early planning for this clerkship is recommended. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1-2 students per period. CLERKSHIP DIRECTOR: Harminder Singh, M.D., FACS, FAANS. CLERKSHIP COORDINATOR: Monica Tachibana at Monica.Tachibana@hhs.sccgov.org, Valley Specialty Center, Room 3Q169, SCVMC. REPORTING INSTRUCTIONS: Where: SCVMC, Trauma ICU, 2nd floor main building; Time: 7:00 am. CALL CODE: 0. OTHER FACULTY: T. Cage, M. Lee, J. Menon. LOCATION: SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
NSUR 318A:
Subinternship in Neurosurgery
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: An advanced clerkship designed to actively engage the student in the diagnosis, operative treatment, and post-operative care of patients suffering from a wide variety of neurosurgical problems including tumors of the brain and spine, cerebrovascular abnormalities, infection, trauma, and congenital abnormalities of the central and peripheral nervous system. Subintern students assume a high level of responsibility, essentially functioning at the level of a first-year resident (intern), managing complex, acutely ill patients, scrubbing in on cases in the operating room, and functioning as an accountable team member. Among the responsibilities are: (1) primary work-ups of new patients; (2) writing orders, managing patients in conjunction with a resident or attending, and conducting appropriate intern-level procedures; (3) taking night call; (4) writing notes and dictating summaries as assigned by the supervising resident(s). Please note: Visiting students must obtain approval from the Department prior to applying for this clerkship. Email requests to Shanna Selsor at selsor@stanford.edu along with your CV, cover letter, at least 1 letter of recommendation. PREREQUISITES: SURG 300A. PERIODS AVAILABLE: 1-5 & 12, full-time for 4 weeks, 5 students per period. CLERKSHIP DIRECTOR: John Ratliff, M.D. CLERKSHIP COORDINATOR: Shanna Selsor, 650-725-0701, selsor@stanford.edu. REPORTING INSTRUCTIONS: Where: Meet neurosurgery residents at the L4 Conference Room at 500P; Time: 5:45 am. CALL CODE: 2 - voluntary call for emergency cases at night. OTHER FACULTY: V. Buch, S. Chang, A. Desai, R. Dodd, J. Fernandez-Miranda, J. Ghajar, O. Harris, M. Hayden-Gephart, J. Henderson, D. Hong, M. Lee, G. Li, M. Lim, K. Mahaney, J. Park, L. Prolo, J. Ratliff, L. Shuer, H. Singh, S. Skirboll, G. Steinberg, S. Tharin, A. Veeravagu, T. Wilson and C. Zygourakis. LOCATION: SHC, LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 6
NSUR 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Adler, J. (PI);
Chan, P. (PI);
Chang, S. (PI);
Chen, L. (PI);
Cheshier, S. (PI);
Chichilnisky, E. (PI);
Choi, C. (PI);
Chopko, B. (PI);
Creasey, G. (PI);
Dodd, R. (PI);
Doty, J. (PI);
Edwards, M. (PI);
Ghajar, J. (PI);
Grant, G. (PI);
Guzman, R. (PI);
Halpern, C. (PI);
Harraher, C. (PI);
Harris, O. (PI);
Harsh, G. (PI);
Hayden Gephart, M. (PI);
Henderson, J. (PI);
Hernandez-Boussard, T. (PI);
Katznelson, L. (PI);
Lee, M. (PI);
Li, G. (PI);
Lieberson, R. (PI);
Lifshutz, J. (PI);
Lim, M. (PI);
Mahaney, K. (PI);
Mindea, S. (PI);
Palmer, T. (PI);
Park, J. (PI);
Peoples, R. (PI);
Petritsch, C. (PI);
Plant, G. (PI);
Popp, A. (PI);
Prolo, L. (PI);
Ratliff, J. (PI);
Ropacki, S. (PI);
Rustamzadeh, E. (PI);
Shamloo, M. (PI);
Shuer, L. (PI);
Skirboll, S. (PI);
Soltesz, I. (PI);
Steinberg, G. (PI);
Tharin, S. (PI);
Thomas, R. (PI);
Torres, R. (PI);
Wang, X. (PI);
Wong, A. (PI);
Yu, H. (PI);
Zhao, H. (PI);
Siauciunas, E. (GP)
NSUR 398A:
Clinical Elective in Neurosurgery
VISITING: Closed to visitors.TYPE OF CLERKSHIP: Elective. DESCRIPTION: Provides an opportunity for a student in the clinical years to have a clinical experience in one of the fields of Neurosurgery, of a quality and duration to be decided upon by the student and a faculty preceptor in the Department of Neurosurgery. Please note: Students cannot add 398A clerkships directly to their fishbowl schedules through the regular shuffles. Please contact Caroline Cheang in the Office of Medical Student Affairs (cheang@stanford.edu) and Shanna Selsor (selsor@stanford.edu) with the faculty preceptor's name and email address to add this clerkship. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, 4 students per period. CLERKSHIP DIRECTOR: John Ratliff, M.D. CLERKSHIP COORDINATOR: Shanna Selsor, 650-725-0701, selsor@stanford.edu. REPORTING INSTRUCTIONS: Where: Meet neurosurgery residents at the L4 Conference Room at 500P; Time: 5:45 AM. CALL CODE: 1. OTHER FACULTY: V. Buch, S. Chang, A. Desai, R. Dodd, J. Fernandez-Miranda, J. Ghajar, O. Harris, M. Hayden-Gephart, J. Henderson, D. Hong, M. Lee, G. Li, M. Lim, K. Mahaney, J. Park, L. Prolo, J. Ratliff, L. Shuer, H. Singh, S. Skirboll, G. Steinberg, S. Tharin, A. Veeravagu, T. Wilson and C. Zygourakis. LOCATION: SHC, LPCH, PAVAMC, SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
3 times
(up to 18 units total)
NSUR 399:
Graduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Adler, J. (PI);
Buch, V. (PI);
Chan, P. (PI);
Chang, S. (PI);
Chen, L. (PI);
Cheshier, S. (PI);
Chichilnisky, E. (PI);
Choi, C. (PI);
Chopko, B. (PI);
Creasey, G. (PI);
Dodd, R. (PI);
Doty, J. (PI);
Edwards, M. (PI);
Ghajar, J. (PI);
Grant, G. (PI);
Guzman, R. (PI);
Halpern, C. (PI);
Harraher, C. (PI);
Harris, O. (PI);
Harsh, G. (PI);
Hayden Gephart, M. (PI);
Henderson, J. (PI);
Katznelson, L. (PI);
Lee, M. (PI);
Li, G. (PI);
Lieberson, R. (PI);
Lifshutz, J. (PI);
Mindea, S. (PI);
Nuyujukian, P. (PI);
Palmer, T. (PI);
Park, J. (PI);
Peoples, R. (PI);
Plant, G. (PI);
Popp, A. (PI);
Ratliff, J. (PI);
Ropacki, S. (PI);
Rustamzadeh, E. (PI);
Shamloo, M. (PI);
Shuer, L. (PI);
Skirboll, S. (PI);
Soltesz, I. (PI);
Steinberg, G. (PI);
Tass, P. (PI);
Tharin, S. (PI);
Torres, R. (PI);
Wang, X. (PI);
Wong, A. (PI);
Yu, H. (PI);
Zhao, H. (PI);
Siauciunas, E. (GP)
NSUR 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
OB 118N:
Us and Them: The Psychology of Intergroup Relations
Why do individuals participate in intergroup conflict? Should we celebrate differences or de-emphasize them to improve intergroup interactions? What roles do gender, race, and culture play in everyday workplace interactions, such as networking and negotiating? Intergroup relations in the 21st century raise significant theoretical and practical questions related to intergroup conflict and cooperation, prejudice and discrimination, and the interests, identities, ideologies and institutions that shape interactions between "us" and "them". Together, we will explore cognitive, affective, behavioral, social and organizational processes that shape how we navigate intergroup interactions. This course builds on concepts and research findings from social psychology, judgment and decision making, sociology, cognitive science, and management. You will have opportunities to present, discuss and debate classic and current research findings in this field. You will also have opportunities to play an active role in intergroup exercises and simulations (e.g., a cross-cultural negotiation). By the end of this course, you should have a deeper understanding of the problems and the solutions that social scientists work on in the domain of intergroup relations, as well as of how academic research relates to ongoing efforts to promote JEDI (Justice, Equity, Diversity, and Inclusion) initiatives and policies in organizations and society at large. Your final grade in this course will be based on evaluation of your brief reflection write-ups, in-class participation in our activities, and final paper.
Terms: Spr
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
OB 205:
Managing Groups and Teams
This course introduces you to the science of teams. Particularly, the class focuses on the structures and processes that affect team performance, highlighting common pitfalls associated with working in teams and introducing strategies to maximize team potential. Topics include team composition and diversity, team creativity and decision-making, team leadership and influence, intra-team and inter-team conflict, and team member coordination. You will participate in a number of exercises to illustrate principles of teamwork and to give you practice not only diagnosing team problems but also taking action to improve total team performance.
Terms: Aut
| Units: 1
OB 206:
Organizational Behavior
Building on the discipline of social psychology, this course helps you cultivate mindsets and build skills to understand the ways in which organizations and their members affect one another. You will learn frameworks for diagnosing and resolving problems in organizational settings. The course relates theory and research to organizational problems by reviewing basic concepts such as individual motivation and behavior; decision making; interpersonal communication and influence; small group behavior; and dyadic, individual, and inter-group conflict and cooperation.
Terms: Aut
| Units: 2
OB 209:
Leadership Laboratory
In the Leadership Labs class we ask you to consider the question, "Why would someone follow YOU?" This is a course in which you consider what kind of leader you want to be, what kind of leader you are, and how to align your leadership behavior with your leadership goals. In this class you will have an opportunity to share in the leadership of your squad and, in doing so, to discover your strengths and challenges as a leader. You will receive feedback about your approach to leadership and have the opportunity to try out new skills and tools. Students will be placed into 5-6 person "squads" with the majority of class time spent in these squads. Your squad will engage in a Squad Culture Setting design and work on basic leadership challenges (e.g. individual and group dynamics and differences, assessing a team's progress). Working on the Squad Culture Setting design and on weekly Labs assignments will provide you the opportunity to solicit a great deal of feedback so you can achieve a deeper understanding of the impact of your behavior on others. The squads will design their culture, engage in role-play cases and group exercises designed to help you think more deeply about the dynamics in your workgroup and to allow you to practice and experiment with new ways of leading. In each Lab session, one squad member will be the Meeting Lead for the session. MBA1 squad members will rotate through the Meeting Lead position. Your squad will have a dedicated MBA2 Leadership Fellow who will also be present for these meetings in order to provide coaching to the meeting lead and to the squad as whole. A number of activities in the weekly Lab will focus on assessing and reflecting on how you and your squad are working together in the Labs. Finally, the quarter culminates with the Executive Challenge, an opportunity for you to further refine your leadership skills by engaging with alumni judges in role plays that test your ability to lead effectively. The alumni will provide you feedback and evaluate your performance.
Terms: Aut
| Units: 2
OB 278:
MSx: Organizational Behavior
Building on the discipline of social psychology, this course helps you cultivate mindsets and build skills to understand the ways in which organizations and their members affect one another. You will learn frameworks for diagnosing and resolving problems in organizational settings. The course relates theory and research to organizational problems by reviewing basic concepts such as individual motivation and behavior; decision making; interpersonal communication and influence; small group behavior; and dyadic, individual, and inter-group conflict and cooperation.
Terms: Sum
| Units: 2
OB 289:
MSx: Negotiations
Effective managers and leaders should be familiar with the strategy and psychology of conflict and negotiate effectively with other persons, departments, organizations, and stakeholders. Hence, the first aim of the course is to develop your ability to analyze conflict and negotiation situations. Concepts from the course will enable us to look beneath the surface rhetoric of a conflict, to isolate the important underlying interests at stake, and to determine what sort of negotiated settlement (if any) is feasible in a given situation. In addition to understanding how to analyze conflict and negotiation situations, to manage effectively, you must have a broad repertoire of behavioral skills that can be applied to the various conflict and negotiation situations you are likely to encounter. Therefore, a second aim of the course is to allow you to experience various bargaining situations by playing a role in simulated negotiations. Our exercises will allow you to try out tactics that might feel uncomfortable trying in an actual negotiation, get constructive feedback from your counterparts and classmates, and learn how you come across. This course is an intense, compact version of longer negotiation courses (electives OB381 and OB581); thus, students should not take either of these courses as there is considerable overlap among the three. Attendance and participation in the negotiation exercises are mandatory.
Terms: Win, Sum
| Units: 2
OB 313:
Beyond Disruption: Entrepreneurial Leadership Within Existing Organizations
Why do large, successful companies often have such difficulty in disrupting themselves (e.g., Kodak, Blockbuster, Borders)? How do you maintain an entrepreneurial edge within an existing enterprise? How do you sustain core businesses while simultaneously adapting to disruptive threats? In this course, students will build the skills to spot threats and opportunities earlier and capture them faster. The course will take a look at some of the most successful ¿creators within corporations¿ and discern why some strategies succeed when others do not. We will explore the framework that some companies have developed to simultaneously compete in their core business while exploring new ones. To do this we will interact with guests from firms like Walmart, Amazon, General Motors, Flex and IBM as well as venture capitalists and entrepreneurs. Our objective is to help students understand in some detail what it takes to help organizations stay ahead of disruptive threats and to avoid problems that often lead companies into decline. (Previously offered as OB 513)
Terms: Aut
| Units: 3
OB 330:
Leadership Fellows I
The Arbuckle Leadership Fellows Program plays an integral role in the GSB leadership curriculum by bringing together a group of talented second years to support the leadership development of the first-year class. OB330, an 8 unit two-quarter MBA2 elective course (in combination with OB331), is the academic component of this program and runs the entirety of both Autumn and Winter Quarters. Both quarters must be completed to receive any units of credit. The course is open only to those students who have applied and been accepted into the Leadership Fellows Program. Interested students apply at the start of Winter Quarter of their first year and undergo a competitive application process, after which successful applicants are invited to take part in the program. Informational meetings are held late in Autumn Quarter and during the first week of Winter Quarter and Fellows are selected from the first year class in mid- Winter Quarter. Knowing how to develop others is a crucial leadership competency. In this class, Fellows develop the advanced leadership skills of leading leaders and developing others through coaching and mentoring. Among the competencies developed in this class are: 1) Team Coaching Skills (e.g. facilitating a group, diagnosing group dynamics, debriefing, coaching without undermining the leader), 2) Individual Coaching Skills (e.g. effective inquiry, asking powerful questions, balancing support and challenge, providing effective feedback, holding others accountable, utilizing, valuing and connecting across differences and power differentials, using oneself in service of another's development) and 3) Personal Development Skills (e.g. self-reflection and self-awareness, leveraging strengths, stretching outside one's comfort zone.) In the Autumn Quarter Fellows are assigned to a squad of six MBA1s in Leadership Labs. Fellows guide their MBA1 squad through the learning process in the Labs and provide both individual and team coaching to their MBA1 squad members. In addition to the work with their MBA 1 squad, Fellows provide in-depth 1:1 coaching to three additional MBA1 students who are not members of their squad. This 1:1 coaching begins after Autumn midterms and continues through the end of Winter Quarter. Fellows classes meet twice a week for 105 minutes. There will be a reading list of conceptual material which will be supplemented during class with lectures discussions and activities. Students will apply concepts through role-playing and experiential exercises during class time as well as in their coaching and mentoring of their MBA1 coachees. Additionally, Fellows will attend weekly Leadership Labs with the first year squad to which they have been assigned and meet 1:1 with MBA1 coachees. Fellows meet regularly with five of their peers in "clinics," standing groups led by Leadership Labs Instructors who are also GSB Leadership Coaches. Fellows meet with their Leadership Coach and clinic approximately every other week during regular class time to discuss specific strategies for working with their first year students. Fellows also periodically meet with their Leadership Coach one-on-one to hone their skills and explore their areas for specific improvement. Note: OB374, Interpersonal Dynamics, is a PRE-REQUISITE for this course; students who want to be Fellows are advised to assess whether that is a class they want to take in the spring quarter of their first year. Additionally, signing up for 1:1 coaching by a Fellow as an admit strengthens a MBA1 student's application to the Arbuckle Leadership Fellows program.
Terms: Aut
| Units: 4
OB 331:
Leadership Fellows II
This course is the continuation of Leadership Fellows I, an 8-unit course that begins in Autumn Quarter. During this quarter Fellows will continue to deepen their coaching and mentoring skills, and will focus exclusively on in-depth 1:1 coaching with three MBA1 coachees (who were not members of their MBA1 squad.) Classes and clinics continue as in Autumn Quarter.
Terms: Win
| Units: 4
OB 345:
Leadership Coaching
The ability to coach others is an often over-looked core competency for leaders. This course will give students an opportunity to learn the fundamental skills of coaching, so they can become coaching leaders. This course is designed to be very experiential. While conceptual frameworks will be introduced through readings, lectures, demonstrations and discussions, the only real way to learn coaching skills is to both practice coaching, and to be coached. Every class session will provide opportunities to do both: coach and be coached. Because the in-class coaching practice will not be role plays but will actually be real coaching sessions between students, this course will demand a high level of engagement and participation from each student.
Terms: Spr
| Units: 3
OB 348:
Leading and Managing Health Care Organizations: Innovation and Collaboration in High Stakes Settings
Leading and managing in complex, high stakes settings, like health care, where lives and livelihoods are on the line, presents distinctive challenges and constraints. This course challenges you to apply seminal and contemporary theories in organizational behavior to evaluate managerial decisions and develop evidence-based strategies for leading and managing health care teams and organizations. Topics include leading systems that promote learning; implementing change; and interdisciplinary problem-solving, decision-making, and collaboration. Group work and exercises will simulate high pressure and risk-taking under uncertainty. While this course will focus on application to health care situations, cases are drawn from multiple sectors and lessons are relevant to other settings including consulting, banking, and high tech, and prior experience in the health sector is not required.
Terms: Win
| Units: 3
OB 363:
Leadership Perspectives
What does it mean to be a principled leader? What role do values play in an organization, and how do successful leaders apply their values in their daily business lives? This course examines the concept of principled leadership and the various ways that leaders try to institutionalize particular values within the organizations they lead. Equally important, it explores the difficult challenges that leaders sometimes face when trying to apply their principles in a tough, fast-paced business environment, where others may not share the same expectations. Through assigned readings, interactive lectures with visiting executives, and weekly small group discussions, students will learn how practicing leaders implement their principles, while reflecting the realities of different cultural expectations and meeting business demands. The course will provide a forum for students to learn directly from practicing leaders and to think introspectively about their own personal values, leadership styles, and long-term aspirations.
Terms: Aut
| Units: 3
OB 372:
High-Performance Leadership
This course asks the question: "What does it take to build high-performance?" The focus is on middle and upper-middle management in contemporary organizations that have complex tasks, exist in a rapidly changing environment, and have highly skilled subordinates. The premise of the course is that traditional methods of management may produce adequate levels of performance but prevent excellence from developing. New approaches to leadership will be presented that are more likely to lead to a truly high-performing system. Time will be spent discussing the components of effective leadership, what a manager can do to build a compelling vision, strong teams, and mutual influence sideways and upwards as well as with direct reports. Also, what members can do to support the leader who wants to initiate such changes. In addition to class, students will meet for 2 1/2 hours each week in a Skill Development Group to apply the course material to their own personal development. (While there is minimal overlap in content between OB 372 and OB 374 and these two classes are highly complementary, both require Journals and an evening group. We recommend against taking both classes in the same quarter for workload reasons.) Students will have a choice as to when their SDG will meet. The expectation is full attendance at all SDG meetings. Only one excused class absence. Attendance is required in EIS Simulation and the Consulting Project classes.
Terms: Spr
| Units: 4
OB 374:
Interpersonal Dynamics
PRE-QUALIFICATION IS REQUIRED BY THE DEADLINE (APPROXIMATELY FIVE WEEKS BEFORE THE QUARTER BEGINS). The focus of this course is to increase one's competencies in building more effective relationships. Learning is primarily through interactions with other T-group members. This course is very involving, and, at times, can be quite emotional. However, this course is not a substitute for therapy. If you are in therapy, please talk this over with your therapist and get their advice before enrolling in this course. T-groups meet during part of class-time as well as in the evening. T-groups for all sections will meet for 3 hours in the evening. For 1-day/week sections groups will meet the same evening as class. For 2-day/week sections, please see course details. The class has a weekend retreat toward the end of the quarter (check section details for specific dates). It is very important to note that when you decide to take this course, you make an explicit contract to be actively involved. ATTENDANCE: Because of the highly interactive nature of this course, it is very important that all students attend all sessions. Missing class, class T-group, evening T-group, or any portion of the weekend for an unexcused absence will negatively influence your grade and may result in your grade being dropped one grade level (for each absence). Attendance to the first class is required for all sections and failure to attend the first class will result in an automatic drop. Some sections of the 2-day/week version of the course also require attendance at the second or third class to remain enrolled. See individual instructor for details. Students who are waitlisted must attend the first meeting of each section they are waitlisted for in order to secure a place in the course should space open up. It is the student's responsibility to notify respective OB 374 faculty of your attendance and wish to fulfill your waitlist requirement. PRE-QUALIFICATION: Students must pre-qualify before taking the class through an assignment on Canvas (due approximately five weeks prior to the quarter). Go to https://canvas.stanford.edu/enroll/H8WJ8X, then select "Enroll in Course".
Terms: Aut, Win, Spr
| Units: 5
OB 377:
The Paths to Power
Power and influence processes are ubiquitous and important in organizations, so leaders need to be able both to understand power and to act on that knowledge. This course has three objectives: 1) increasing students' ability to diagnose and analyze power and politics in organizational situations; 2) increase students' skills in exercising power effectively; and 3) helping students come to terms with the inherent dilemmas and choices, and their own ambivalence, involved in developing and exercising influence. Topics covered include: the sources of power, including individual attributes and structural position; dealing with resistance and conflict; obtaining allies and supporters; maintaining power; how and why power is lost; living in the limelight--the price of having power; preparing oneself to obtain power; and the use of language and body language in exercising power. The class involves a reasonably large number of written, self-reflective assignments as well as one individual project--a doing power project using the class material during the quarter to build power in some group or organization. The class emphasis is on both learning the conceptual material and also incorporating it into one's own strategies and behaviors.
Terms: Win
| Units: 3
OB 381:
Conflict Management and Negotiation
Conflict is unavoidable in every organization. The key question is how it will be handled: will it escalate to dysfunctional levels or will it be effectively managed? Hence, a first aim of the course is to develop your ability to analyze conflicts, to look beneath the surface rhetoric of a conflict, to isolate the important underlying interests, and to determine what sort of agreement (if any) is feasible. We'll analyze which negotiation strategies are effective in different conflicts. We'll also examine psychological and structural factors that create conflict and often pose a barrier to its resolution. But understanding how to analyze a conflict is not enough. To manage conflict effectively, you need a broad repertoire of behavioral skills. Developing these is the second aim of the course. To achieve this, negotiation exercises are used in every session. When playing a role in a simulated conflict, you will be free to try out tactics that might feel uncomfortable in a real one. You will get feedback from your classmates about how you come across. In sum, you can use this course to expand your repertoire of skills, to hone your skills, and to become more adept in choosing when to apply each skill.
Terms: Spr
| Units: 3
OB 383:
Lives of Consequence: How Individuals Create Happy, Meaningful and Successful Lives
This Bass Seminar and Experiential Workshop will examine what it means to live a life of consequence. Using theories and evidence from the latest and best research on happiness, meaning and success, we will collectively develop a conceptual framework for thinking about how you personally can design a happier and more meaningful life for yourself. In addition to building a solid conceptual foundation on which to think about your life, you will have substantial opportunities to work individually and in small groups on a variety of reflective and experiential exercises designed to stimulate your imagination regarding how to create greater happiness and meaning in your own life. These engaging and enjoyable exercises include personal writing and public speaking exercises, as well as out-of-class experiential exercises. The seminar will be very discussion oriented and student participation quite lively. The goal of this seminar and workshop is to change how you think about yourself and your life! THIS WORKSHOP IS AVAILABLE ONLY TO FIRST- AND SECOND- YEAR MBA STUDENTS at the GSB. NO EXCEPTIONS WILL BE PERMITTED AND AUDITING IS NOT PERMITTED.
Terms: Spr
| Units: 3
OB 388:
Leadership in the Entertainment Industry
The entertainment industry is of enormous importance - both from a business and cultural standpoint and has influence on virtually every spare of our society. It is characterized by tremendous opportunities and great uncertainties. The industry is continually changing as a result of emergent technology, new business models, and expanding markets. This dynamic industry creates opportunities for entrepreneurial students interested in leaving an artistic and/or creative imprint on the world. This course is designed to help prepare students for careers in the media industries, and to explore leadership within them. The industry is truly an intersection of art and commerce, and the major portion of the course will involve bringing to the class leaders who represent key areas of the entertainment industry, on both the business and creative sides. As with any business, the entertainment industry is driven by the vision of its leaders. These leaders make financial and artistic decisions daily, and manage staff and productions with the goal of producing entertainment product meant to be seen as widely as possible, and meant to make a profit. It is hoped that through interaction with these speakers, students will see the potential of strong leadership and how it works to advance entertainment companies and the films and television programming they produce. Topics to be examined include project development, production, marketing and distribution; emerging technologies and platforms, and their impact on the industry; the roles of studio, network and gaming executives, directors, producers, television showrunners, writers, actors, agents, talent managers, and others; and the intersection of Silicon Valley and Hollywood. The class will also cover the social changes occurring in the industry, such as the rise of #MeToo, and the importance of leaders creating workplaces and entertainment product that is inclusive and ethical. The theory behind this course is that by listening to, and questioning the class speakers, coupled with class research papers, students will emerge with a deeper understanding of the entertainment industry. The class is also intended to give students a view of first-rate leadership in general, and to present what it takes to be a successful, inspiring, and forward-thinking leader in entertainment.
Terms: Spr
| Units: 3
OB 518:
Leading Through Culture
This course examines organization culture, how and why managers can use culture to maximize results within an organization, and how culture can undermine results. The course begins by situating cultural leadership and management within a culture-shaping framework and the opportunities, obligations and methods for leaders to impact culture. It also focuses on what is different in cultural management and why so many contemporary firms attempt to use it. We analyze the relationship between culture and strategy, seeking alignment between the two. The course also explores different kinds of cultures seen in high performing and low performing organizations, and seeks to understand how cultural content affects behavior and business results. Students will be asked to describe and define the culture of an organization needed for a given business and strategy, and to define the role of executives in shaping culture. The class identifies and analyzes the tools or levers that leaders can use to build an effective culture. We will spend a session on each of the following: culture and strategy alignment, architecture for shaping culture, selecting people for cultural alignment, aligning organizational practices, culture and society, cultural inflection points from start-up to scale, cultural aspects of high performance and cultural diagnostics. The course will end with a session on culture issues in merger and acquisition.
Terms: Aut, Win
| Units: 2
OB 533:
Acting with Power
This course combines insights from psychological research and theater practice to explore how power and status play a role in most social and professional interactions. Exercises drawn from actor training will illustrate how power is decoded and performed, while lectures from organizational behavior highlight the most relevant conceptual frameworks and empirical findings. Students will use scenes from actual plays, and situations they have found especially challenging to experiment with new ways of showing up. In the process, this course will allow students to explore their comfort with playing high vs. low power, to consider the associations they have with power, and to question the potential tension between behaving authentically and acting in ways that best serve their group and values.
Terms: Aut
| Units: 2
OB 581:
Negotiations
This course is designed to improve students' skills in all phases of a negotiation: understanding prescriptive and descriptive negotiation theory as it applies to dyadic and multiparty negotiations, to buyer-seller transactions and the resolution of disputes, to the development of negotiation strategy and to the management of integrative and distributive aspects of the negotiation process. The course is based on a series of simulated negotiations in a variety of contexts including one-on-one, multi-party, and team negotiations. When playing a role in a simulated conflict, you will be free to try out tactics that might feel uncomfortable in a real one. You will get feedback from your classmates about how you come across. You will have an opportunity to reflect on your experience in your negotiation paper. In sum, you can use this course to expand your repertoire of conflict management and negotiation skills, to hone your skills, and to become more adept in choosing when to apply each skill. This course represents a shorter, more intense version of OB 381-Conflict Management and Negotiations. Students should not take both courses, as there is considerable overlap in course content. Attendance and participation in the negotiation exercises is mandatory.
Terms: Aut, Win, Spr
| Units: 2
OB 602:
Diversity, Equity, and Inclusion in Academe: Confronting Bias
This seminar will explore the ways in which conscious and unconscious bias impacts the careers of underrepresented minority, LGBTQ, and women academics. We will study topics such as unconscious bias, stereotype threat, ambient belonging, microaggressions, and everyday racism with a lens toward understanding how these impact academics. We will also consider ways to confront bias so that we can design a more equitable and diverse academe for the future.
Terms: Win
| Units: 2
OB 626:
Strategy and Organizations
Why are some organizations more competitive than others? This is the defining questions of the interdisciplinary research field known as 'strategic management.' In this PhD seminar, we will survey the field of strategic management as seen from the perspective of 'macro' organizational behavior. The course takes a broad view of the field of strategic management, reflecting the diversity of perspectives that is seen in this field worldwide. Across this diversity, however, it is possible to identify four distinct theoretical approaches by noting the mechanisms that researchers think are generating outcomes. The course is structured around these four theoretical approaches, and one of the main objectives of the course is to help you identify, critique, and improve these theoretical approaches. Most work in strategic management pays less attention to particular theoretical perspectives, and is organized more by the topic - the phenomenon being studied - such as market exit, growth, performance, mergers and acquisitions, innovation, and the like. I have catalogued the research in strategic management both according to theoretical perspective and topic, and the skeleton of that structure can be seen in this syllabus. I encourage you to use a similar structure as you try to make sense out of the strategy field.
Terms: Win
| Units: 3
OB 632:
Social Movements
Social movement activists frequently target organizations (e.g., corporations, universities) in order to bring about political and social change. Because most organizations are not democracies, movements must find ways to penetrate their closed boundaries if they are to have an influence inside organizations. At the same time, social movements create organizational structures that help them carry out their goals, reproduce their missions and tactics, and effectively generate collective action. The purpose of this course is to examine the complex relationship between social movements and organizations. In order to understand the empirical link between movements and organizations, we will rely on social movement and organizational theory. Like the phenomena they seek to explain, these theories are strongly intertwined. In this course, we will cover topics related to how movements use organizations to propel change, and topics related to how movements help generate social change by targeting organizations. We will also evaluate the theoretical developments at the nexus of these two literatures, identifying the major innovations as well as looking for new research opportunities.
Terms: Win
| Units: 3
OB 636:
Economic Sociology of Markets and Organizations
This PhD course provides an overview of economic sociology as it pertains to the behavior of individuals as atomistic agents and collective actors, in the context of markets and organizations. Students will study foundational texts as well as recent research in order to gain an understanding of how to further advance the field. Topics include networks, categories, labor markets, product markets, inequality, and others. Throughout the course students will be expected to generate "mental maps" to demonstrate they have gained a comprehensive understanding of the field, weekly memos, and to complete a final project.
Terms: Spr
| Units: 3
OB 637:
Modeling Culture
What is culture, and how can we model it? This course will survey theoretical frameworks for studying culture from a multidisciplinary perspective, ranging from evolutionary biology through sociology to economics. We will explore various methods for measuring culture and modeling cultural processes, including ethnography and survey data. Our focus, however, will be on measurement and modeling strategies that are made possible by the internet revolution and big data, including agent-based modeling, natural language processing and machine learning. Our class discussions will transition between theoretical abstraction and hands-on data analysis.
Terms: Win
| Units: 3
OB 654:
Organizational Behavior Pro Seminar
This pro-seminar is primarily for OB PhD students who are developing dissertation ideas. The pro-seminar covers the main research areas of OB faculty and aims to help students develop their theoretical ideas for their dissertation research. OB PhD students are required to take the pro-seminar in all years prior to the approval of their dissertation proposal.
Terms: Aut, Win
| Units: 1
| Repeatable
6 times
(up to 6 units total)
OB 660:
Topics in Organizational Behavior: Individual Processes
This course will focus on psychological processes that occur within individuals that cannot be seen but whose existence can be inferred on the basis of people's behavior. Such processes, referred to as individual processes, include personality, emotions, perception, and learning. This course aims to introduce Ph.D. students to both theoretical and applied background on individual processes, with a special emphasis on person vs situation and nature vs nurture debates, evolutionary perspective, and free will. Additionally, we will discuss psychological assessment and its principles, and review both traditional (e.g., tests and questionnaires) and modern (e.g., digital behavioral footprints) approaches to collecting data and measuring psychological constructs.
Terms: Aut
| Units: 3
OB 662:
Topics in Organizational Behavior: Intergroup Processes
The primary objective of this course is to provide an overview and organizing framework of the micro-organizational behavior literature. This entails reading many foundational pieces that will cover the classic areas of research in the field. We will also read more cutting-edge papers that reanalyze and reframe many of the classic variables of micro-OB, trying to alter the dominant perspective, bring in new theory, and integrate conflicting approaches.
Terms: Spr
| Units: 3
OB 670:
Designing Social Research
This is a course in the design of social research, with a particular emphasis on research field (i.e., non-laboratory) settings. As such, the course is a forum for discussing and developing an understanding of the different strategies social theorists employ to explain social processes, develop theories, and make these theories as believable as possible. In general, these issues will be discussed in the context of sociological research on organizations, but this will not be the exclusive focus of the course. A range of topics will be covered, for example: formulating and motivating research questions; varieties of explanation; experimental and quasi-experimental methods, including natural experiments; counterfactual models; conceptualization and measurement; sampling and case selection; qualitative and quantitative approaches. This course is particularly oriented toward developing an appreciation of the tradeoffs of different approaches. It is well suited to Ph.D. students working on qualifying papers and dissertation proposals.
Terms: Aut
| Units: 3
OB 673:
Perspectives on the Social Psychology of Organizations
Dawn of the Machines: Behavioral Approaches to Artificial Intelligence. In Spring 2022, this seminar will explore how psychologists and micro-OB scholars can engage with the emergence of AI. Noting that the treatment of AI varies widely in behavioral research (as a social phenomenon, a target of judgment, a statistical tool, a model for humans, etc.), we will discuss recent papers and identify opportunities for research. No lecturing. Instruction is based entirely on reading and discussing published papers. Prerequisites: Requires no technical expertise in AI or programming, but familiarity with social psychological concepts and methods is needed. Enrollment in a PhD Program required. Cannot be audited or taken Pass/Fail.
Terms: Spr
| Units: 3
OB 678:
The Design and Process of Experimental Research
This year-long course takes a hands-on approach to learning about experimental research. It will cover the entire process of experimental research from idea and hypothesis generation to study design, analysis, and publication. The topical content will be customized to the specific interests of the enrolled students, but generally will be concerned with questions about behavioral phenomena in organizational contexts.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
15 times
(up to 15 units total)
OB 691:
PhD Directed Reading (ACCT 691, FINANCE 691, GSBGEN 691, HRMGT 691, MGTECON 691, MKTG 691, OIT 691, POLECON 691, STRAMGT 691)
This course is offered for students requiring specialized training in an area not covered by existing courses. To register, a student must obtain permission from the faculty member who is willing to supervise the reading.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Atwell, J. (PI);
Barnett, W. (PI);
Berg, J. (PI);
Burgelman, R. (PI);
Carroll, G. (PI);
Clement, J. (PI);
Flynn, F. (PI);
Gelfand, M. (PI);
Goldberg, A. (PI);
Greer, L. (PI);
Gruenfeld, D. (PI);
Halevy, N. (PI);
Kosinski, M. (PI);
Kramer, R. (PI);
Lowery, B. (PI);
Martin, A. (PI);
Miller, D. (PI);
Monin, B. (PI);
O'Reilly, C. (PI);
Pfeffer, J. (PI);
Ranganathan, A. (PI);
Rao, H. (PI);
Sorensen, J. (PI);
Soule, S. (PI);
Sterling, A. (PI);
Davis, S. (GP);
Flores-Solano, J. (GP);
Kankolongo Ngoba, N. (GP);
Long, M. (GP);
Lumagui, S. (GP);
Mattish, P. (GP);
Pola, M. (GP);
Rivera, S. (GP);
Vera, K. (GP);
Williams, J. (GP);
Zweig, S. (GP)
OB 692:
PhD Dissertation Research (ACCT 692, FINANCE 692, GSBGEN 692, HRMGT 692, MGTECON 692, MKTG 692, OIT 692, POLECON 692, STRAMGT 692)
This course is elected as soon as a student is ready to begin research for the dissertation, usually shortly after admission to candidacy. To register, a student must obtain permission from the faculty member who is willing to supervise the research.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Atwell, J. (PI);
Barnett, W. (PI);
Berg, J. (PI);
Burgelman, R. (PI);
Carroll, G. (PI);
Clement, J. (PI);
Flynn, F. (PI);
Gelfand, M. (PI);
Goldberg, A. (PI);
Greer, L. (PI);
Gruenfeld, D. (PI);
Halevy, N. (PI);
Kosinski, M. (PI);
Kramer, R. (PI);
Lowery, B. (PI);
Martin, A. (PI);
Miller, D. (PI);
Monin, B. (PI);
O'Reilly, C. (PI);
Pfeffer, J. (PI);
Ranganathan, A. (PI);
Rao, H. (PI);
Sorensen, J. (PI);
Soule, S. (PI);
Sterling, A. (PI);
Davis, S. (GP);
Flores-Solano, J. (GP);
Kankolongo Ngoba, N. (GP);
Pola, M. (GP);
Rivera, S. (GP);
Smeton, K. (GP);
Williams, J. (GP);
Zweig, S. (GP)
OB 698:
Doctoral Practicum in Teaching
Doctoral Practicum in Teaching
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
25 times
(up to 50 units total)
Instructors: ;
Atwell, J. (PI);
Barnett, W. (PI);
Berg, J. (PI);
Burgelman, R. (PI);
Carroll, G. (PI);
Clement, J. (PI);
Flynn, F. (PI);
Gelfand, M. (PI);
Goldberg, A. (PI);
Greer, L. (PI);
Gruenfeld, D. (PI);
Halevy, N. (PI);
Kosinski, M. (PI);
Kramer, R. (PI);
Lowery, B. (PI);
Martin, A. (PI);
Miller, D. (PI);
Monin, B. (PI);
O'Reilly, C. (PI);
Pfeffer, J. (PI);
Ranganathan, A. (PI);
Rao, H. (PI);
Sorensen, J. (PI);
Soule, S. (PI);
Sterling, A. (PI);
Davis, S. (GP);
Pola, M. (GP);
Rivera, S. (GP)
OB 699:
Doctoral Practicum in Research
Doctoral Practicum in Research
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
25 times
(up to 50 units total)
Instructors: ;
Atwell, J. (PI);
Barnett, W. (PI);
Berg, J. (PI);
Burgelman, R. (PI);
Carroll, G. (PI);
Clement, J. (PI);
Flynn, F. (PI);
Gelfand, M. (PI);
Goldberg, A. (PI);
Greer, L. (PI);
Gruenfeld, D. (PI);
Halevy, N. (PI);
Kosinski, M. (PI);
Kramer, R. (PI);
Lowery, B. (PI);
Martin, A. (PI);
Miller, D. (PI);
Monin, B. (PI);
O'Reilly, C. (PI);
Pfeffer, J. (PI);
Ranganathan, A. (PI);
Rao, H. (PI);
Sorensen, J. (PI);
Soule, S. (PI);
Sterling, A. (PI);
Davis, S. (GP);
Flores-Solano, J. (GP);
Kankolongo Ngoba, N. (GP);
Long, M. (GP);
Lumagui, S. (GP);
Mattish, P. (GP);
Pola, M. (GP);
Rivera, S. (GP);
Smeton, K. (GP);
Vera, K. (GP);
Williams, J. (GP);
Zweig, S. (GP)
OB 802:
TGR Dissertation (ACCT 802, FINANCE 802, GSBGEN 802, HRMGT 802, MGTECON 802, MKTG 802, OIT 802, POLECON 802, STRAMGT 802)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Atwell, J. (PI);
Barnett, W. (PI);
Berg, J. (PI);
Burgelman, R. (PI);
Carroll, G. (PI);
Clement, J. (PI);
Dubon, M. (PI);
Flynn, F. (PI);
Gelfand, M. (PI);
Goldberg, A. (PI);
Greer, L. (PI);
Gruenfeld, D. (PI);
Halevy, N. (PI);
Kosinski, M. (PI);
Kramer, R. (PI);
Lowery, B. (PI);
Martin, A. (PI);
Miller, D. (PI);
Monin, B. (PI);
O'Reilly, C. (PI);
Pfeffer, J. (PI);
Ranganathan, A. (PI);
Rao, H. (PI);
Rodriguez, T. (PI);
Sorensen, J. (PI);
Soule, S. (PI);
Sterling, A. (PI);
Tapia, M. (PI);
Davis, S. (GP);
Lumagui, S. (GP);
Mattish, P. (GP);
Pola, M. (GP);
Rivera, S. (GP);
Williams, J. (GP)
OBGYN 81Q:
Perspectives on the Abortion Experience in Western Fiction
Explores the role of media in delivering abortion-related messages as well as the broader questions of how abortion and related issues are fundamentally integrated into the social fabric of US and global societies. Abortion remains one of the most controversial and polarizing challenges of our time. Yet, it has been a clinical, social, political, and cultural fact in a broad swath of societies for centuries. As is common for such lightning rod issues, the topic of abortion has featured prominently in novels and films. Each treatment provides a unique perspective on at least one aspect of abortion, whether it be clinical, social, political or cultural. How abortion is portrayed in novels and films provides the student of history, anthropology, and biology with insights into the author's or director's perspectives, and into societal attitudes and mores.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II
OBGYN 82Q:
Demystifying Pregnancy: Physiology, Policy and Politics
A unique course designed to educate future leaders in diverse fields on maternal health and pregnancy related issues. We encourage enrollment for students of all majors and genders. Students will learn strategies for searching and evaluating health information. We will discuss behavioral, social, cultural and economic factors that affect maternal and fetal wellbeing, along with the impact of health disparities, health promotion, disease prevention strategies and future health challenges. Material will include introductory basic science of maternal and fetal physiology, prenatal care, labor and birth, breastfeeding, nutrition and exercise, the pregnant athlete, advanced maternal age, assisted reproduction, surrogacy, teratogens, toxins and environmental change, genetics and epigenetics. We will touch on potentially controversial topics such as prenatal diagnostic testing, ethics and health policy, access to care and health disparities in both fetal and maternal outcomes, homelessness and incarceration, domestic violence and reproductive coercion, teen pregnancy, LGBTQ pregnancy, BMI and eating disorders, substance abuse, problems related to employment, cultural beliefs, myths misconceptions, pregnancy in history as shown in art, and issues of the future. Prerequisites are not necessary. This is meant to be an introductory course for non science majors who wish to incorporate knowledge of maternal health into their future careers as policy makers and thought leaders.
Terms: Aut
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
OBGYN 199:
Undergraduate Research in Reproductive Biology
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Aziz, N. (PI);
Baker, V. (PI);
Behr, B. (PI);
Berek, J. (PI);
Bianco, Y. (PI);
Blenko, K. (PI);
Blumenfeld, Y. (PI);
Blumenthal, P. (PI);
Boddy, M. (PI);
Bowker, C. (PI);
Brodzinsky, L. (PI);
Byrne, J. (PI);
Chen, B. (PI);
Chitkara, U. (PI);
Chueh, J. (PI);
Cohen, E. (PI);
Crowe, S. (PI);
Daniels, K. (PI);
DeTata, C. (PI);
Dorigo, O. (PI);
Druzin, M. (PI);
Duggal, N. (PI);
El-Sayed, Y. (PI);
Faig, J. (PI);
Fantl, W. (PI);
Harney, K. (PI);
Hillard, P. (PI);
Hopkins, F. (PI);
Hsueh, A. (PI);
Hu, M. (PI);
Husain, A. (PI);
Jacobson, M. (PI);
Karam, A. (PI);
Lathi, R. (PI);
Lyell, D. (PI);
Milki, A. (PI);
Millheiser, L. (PI);
Nakajima, S. (PI);
Nayak, N. (PI);
Ness, A. (PI);
Nguyen, P. (PI);
Nicosia, A. (PI);
Norton, M. (PI);
Rankin, E. (PI);
Reijo Pera, R. (PI);
Rode, M. (PI);
Sebastiano, V. (PI);
Shefren, J. (PI);
Siegler, D. (PI);
Sokol, E. (PI);
Solone, M. (PI);
Spencer, R. (PI);
Taslimi, M. (PI);
Teng, N. (PI);
Wang, J. (PI);
Westphal, L. (PI);
Winn, V. (PI);
Wong, M. (PI)
OBGYN 216:
Current Issues in Reproductive Health
Reproductive Health is a broad subject encompassing many concepts and practices. Issues and services within the context of reproductive health include such diverse topics as fertility, pregnancy, contraception, abortion, sexuality, menopause and parenting. Course focuses on topics related to abortion services, fertility and contraception; current research and practices in family planning; legislation and issues of access.
Terms: Win
| Units: 1
| Repeatable
for credit
OBGYN 222:
Obstetrics and Gynecologic Skills Simulation
This course will give students the opportunity to develop the necessary skills critical to practicing Ob/Gyn clinicians. Simulations will be used to help students practice procedures and apply knowledge without risk of injury to patients. A variety of simulation models will be used to practice a range of possible Ob/Gyn conditions and procedures, including but not limited to deliveries, family planning, ultrasound & pre-natal care, and infertility care. Each sessions will include an introductory didactic lecture, followed by simulation practice.
Terms: Win
| Units: 1-2
OBGYN 256:
Current Topics and Controversies in Women's Health (FEMGEN 256, HUMBIO 125)
(HUMBIO students must enroll in HUMBIO 125. PhD minor in FGSS must enroll in FEMGEN 256. Med students must enroll in OBGYN 256.) Interdisciplinary. Focus is primarily on the U.S., with selected global women's health topics. Topics include: leading causes of morbidity and mortality across the life course; reproductive (e.g. gynecologic & obstetric) health issues; sexual function; importance of lifestyle (e.g. diet, exercise, weight control), including eating disorders; mental health; sexual and relationship abuse; issues for special populations. In-class Student Debates on key controversies in women's health. Guest lecturers. Undergraduates must enroll for 3 units. PhD minor in FGSS should enroll for 2 - 3 units. Med students can enroll for 2 units. To receive a letter grade in any listing, students must enroll for 3 units. This course must be taken for a letter grade and a minimum of 3 units to be eligible for Ways credit. Enrollment limited to students with sophomore academic standing or above. Undergraduate prerequisite: Human Biology Core or Biology Foundations or equivalent or consent of instructor.
Terms: Spr
| Units: 2-3
OBGYN 280:
Early Clinical Experience in Obstetrics and Gynecology
Provides an observational experience as determined by the instructor and student. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
for credit
Instructors: ;
Aziz, N. (PI);
Baker, V. (PI);
Behr, B. (PI);
Berek, J. (PI);
Bianco, Y. (PI);
Blenko, K. (PI);
Blumenfeld, Y. (PI);
Blumenthal, P. (PI);
Boddy, M. (PI);
Bowker, C. (PI);
Brodzinsky, L. (PI);
Byrne, J. (PI);
Chen, B. (PI);
Chitkara, U. (PI);
Chueh, J. (PI);
Cohen, E. (PI);
Crowe, S. (PI);
Daniels, K. (PI);
DeTata, C. (PI);
Dorigo, O. (PI);
Druzin, M. (PI);
Duggal, N. (PI);
El-Sayed, Y. (PI);
Faig, J. (PI);
Fantl, W. (PI);
Harney, K. (PI);
Hillard, P. (PI);
Hopkins, F. (PI);
Hsueh, A. (PI);
Hu, M. (PI);
Husain, A. (PI);
Jacobson, M. (PI);
Karam, A. (PI);
Lathi, R. (PI);
Lyell, D. (PI);
Milki, A. (PI);
Millheiser, L. (PI);
Nakajima, S. (PI);
Nayak, N. (PI);
Ness, A. (PI);
Nguyen, P. (PI);
Nicosia, A. (PI);
Norton, M. (PI);
Rankin, E. (PI);
Reijo Pera, R. (PI);
Rode, M. (PI);
Sebastiano, V. (PI);
Shefren, J. (PI);
Siegler, D. (PI);
Sokol, E. (PI);
Spencer, R. (PI);
Taslimi, M. (PI);
Teng, N. (PI);
Wang, J. (PI);
Westphal, L. (PI);
Winn, V. (PI);
Wong, M. (PI)
OBGYN 299:
Directed Reading in Obstetrics and Gynecology
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Aziz, N. (PI);
Baker, V. (PI);
Behr, B. (PI);
Berek, J. (PI);
Bianco, Y. (PI);
Blenko, K. (PI);
Blumenfeld, Y. (PI);
Blumenthal, P. (PI);
Boddy, M. (PI);
Bowker, C. (PI);
Brodzinsky, L. (PI);
Byrne, J. (PI);
Chen, B. (PI);
Chitkara, U. (PI);
Chueh, J. (PI);
Cohen, E. (PI);
Crowe, S. (PI);
Daniels, K. (PI);
DeTata, C. (PI);
Dorigo, O. (PI);
Druzin, M. (PI);
Duggal, N. (PI);
El-Sayed, Y. (PI);
Faig, J. (PI);
Fantl, W. (PI);
Harney, K. (PI);
Hillard, P. (PI);
Hopkins, F. (PI);
Hsueh, A. (PI);
Hu, M. (PI);
Husain, A. (PI);
Jacobson, M. (PI);
Karam, A. (PI);
Lathi, R. (PI);
Lyell, D. (PI);
Milki, A. (PI);
Millheiser, L. (PI);
Nakajima, S. (PI);
Nayak, N. (PI);
Ness, A. (PI);
Nguyen, P. (PI);
Nicosia, A. (PI);
Norton, M. (PI);
Rankin, E. (PI);
Reijo Pera, R. (PI);
Rode, M. (PI);
Sebastiano, V. (PI);
Shefren, J. (PI);
Siegler, D. (PI);
Sokol, E. (PI);
Spencer, R. (PI);
Taslimi, M. (PI);
Teng, N. (PI);
Wang, J. (PI);
Westphal, L. (PI);
Winn, V. (PI);
Wong, M. (PI)
OBGYN 300A:
Obstetrics and Gynecology Core Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Required. DESCRIPTION: Provides the student with skills and knowledge needed to provide comprehensive OBGYN for patients across the lifetime age-spectrum, including preventative care, gynecologic care, and perinatal care from preconception counseling through pregnancy, labor & delivery, and the postpartum period. The clerkship is a full-time, 6-week rotation at one of 3 clinical sites: Stanford University Medical Center, Santa Clara Valley Medical Center, and Kaiser Santa Clara. Emphasis is placed on history and physical examination skills pertinent to preventative care and OBGYN specialty care. The student will learn about the evaluation and management of pregnancy, antepartum and intrapartum conditions, participate in deliveries, and participate in ambulatory gynecologic care and gynecologic surgical procedures through the outpatient clinics and inpatient settings including Labor and Delivery and the operating room. The student participates in academic functions of the department including conferences, grand rounds, lectures, and weekly case studies. The first day of the clerkship is a full day orientation which includes the syllabus review, core didactics and a hands-on simulation of OB and Surgical skills. Student participation is mandatory for the first day orientation and skills simulation lab, weekly case-based didactic sessions, and the NBME shelf exam. The NBME shelf exam is held on the last day of the clerkship; to allow for special accommodations, the student may be allowed to take the NBME shelf exam after the clerkship ends on a case by base basis after discussion with the Clerkship Director. No drops allowed. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full-time for 6 weeks, 14 students per period. CLERKSHIP DIRECTOR: Rachel Chan Seay, M.D. CLERKSHIP COORDINATOR: Yedda Prophet, yprophe1@stanford.edu, Melody King, 857-928-6624. REPORTING INSTRUCTIONS: Where: HH330, Ob/Gyn Conference Room, students will be sent information by e-mail; Time: 8:00 am. CALL CODE: 2 (Stanford students rotate through Obstetrics for 2 weeks. During these 2 weeks students are assigned two weekend calls from 8am-7pm. Kaiser and Valley students take 1 weekend call as well as 1 week of night float. OTHER FACULTY: Staff. LOCATION: SUMC, SCVMC, KPMC.
Terms: Aut, Win, Spr, Sum
| Units: 9
OBGYN 302A:
Pediatric Adolescent Gynocology
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Pediatric and Adolescent Gynecologist (PAG) clerkship will give students opportunities to care for patients with reproductive health concerns from infancy through adolescence and young adulthood. Common issues encountered include: The management of contraception and hormone therapy in medically complex teens, Müllerian anomalies, Endometriosis, Differences of sex development, Gynecologic malignancies, Gender dysphoria, Fertility preservation, Reproductive endocrine disorders. Additionally, the PAG clerkship student will gain skills in translating pediatric and adolescent development into competent, sensitive, compassionate, and empathetic care for patients in the contexts of their families, with awareness of the cultural, social, sexual, and psychological contexts of their lives. Note: Visiting students must obtain approval through Melody King, Clerkship Coordinator prior to applying for the clerkship. Interested students must send their CV, USMLE score(s), current transcript and a letter of recommendation from their Ob/Gyn Clerkship Director attesting to clinical abilities (i.e., proficient H&Ps and exam skills) at least 4-6 weeks prior to the start of the period in which the student would like to enroll. The letter of recommendation must be emailed to Melody by the letter writer or their supporting administrative assistant. PREREQUISITES: OBGYN 300A. PERIODS AVAILABLE: 1-6, full-time for 2 weeks or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Nichole Tyson, M.D. CLERKSHIP COORDINATOR: Melody King, melodyk@stanford.edu, 453 Quarry Road Palo Alto, CA 94304. REPORTING INSTRUCTIONS: Where: Upon acceptance of your application, please contact coordinator to obtain detailed information; Time: 8:00 am. CALL CODE: 2. OTHER FACULTY: Staff. LOCATION: Stanford Sunnyvale Clinic.
Terms: Sum
| Units: 3-6
OBGYN 304A:
Inpatient Gynecology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: Exposes students to advanced care of benign gynecologic diseases in the inpatient and operative settings with full-time faculty and community physicians at Stanford University Medical Center. As part of this rotation, students will also have the unique opportunity to care for the Pediatric and Adolescent Gynecology (PAG) patient and work closely with the PAG faculty. Students are expected to perform as a core member of the benign gynecology team. Expect to be involved in inpatient care including rounding, consultations and surgical cases, Emergency Room care including consultations and procedures, and outpatient care including routine visits and triage. Students participate in departmental teaching, lectures, and grand rounds. They will practice presenting at the weekly preop conference and are expected to present a case discussion or topic highlighting a notable clinical experience or patient. Note: Visiting students must obtain approval through Melody King, Clerkship Coordinator prior to applying for the clerkship. Interested students must send their CV, USMLE score(s), current transcript and a letter of recommendation from their Ob/Gyn Clerkship Director attesting to clinical abilities (i.e. proficient H&Ps and exam skills) at least 4-6 weeks prior to the start of the period in which the student would like to enroll. The letter of recommendation must be emailed to Melody by the letter writer or their supporting administrative assistant. PREREQUISITES: OBGYN 300A. PERIODS AVAILABLE: 1-6, full-time for 2 weeks or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Nichole Tyson, M.D. CLERKSHIP COORDINATOR: Melody King, melodyk@stanford.edu, 453 Quarry Road Palo Alto, CA 94304. REPORTING INSTRUCTIONS: Where: Upon acceptance of your application, please contact coordinator to obtain detailed information; Time: 8:00 am. CALL CODE: 0. OTHER FACULTY: J. Junn, M. Khan, K Mishra, M. Hugin J. Obedin-Maliver, K. Sanserino, R. Seay, K. Shaw, J. Shorter, E. Cahill, L. Goldthwaite, S Cizek, A. Voedisch,. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
OBGYN 305A:
Complex Family Planning Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Open to highly motivated students, including visitors. Students will have the opportunity learn about complex contraception and abortion care, including long-acting reversible methods, contraception for the medically complex patient, medication abortion, and surgical abortion . Students will work with Faculty and Fellows in Complex Family Planning Division at a variety of clinical settings, including Stanford ambulatory clinic and operating room, as well as community locations such as Planned Parenthood. Please note: ALL students must obtain approval through Melody King, Clerkship Coordinator prior to applying for this clerkship. Please e-mail requests to melodyk@stanford.edu. To apply for approval, visiting students must send their CV, a paragraph explaining their interest in learning about contraception and abortion specifically along with USMLE score(s), current transcript and a letter of recommendation from the Ob/Gyn Clerkship Director or a faculty mentor attesting to clinical abilities (i.e. proficient H&Ps and exam skills). The letter of recommendation must be emailed to Melody by the letter writer or their supporting administrative assistant. Stanford students must submit only a paragraph explaining their interest in learning about contraception and abortion specifically. All required documents must be received at least 4-6 weeks prior to the start of the period in which the student would like to enroll. PREREQUISITES: OBGYN 300A and SURG 300A. PERIODS AVAILABLE: 1-12, full-time for 2 weeks, 1 student per period. CLERKSHIP DIRECTOR: Erica P. Cahill, M.D. CLERKSHIP COORDINATOR: Melody King, melodyk@stanford.edu. REPORTING INSTRUCTIONS: Where: 300 Pasteur Dr, Room G332; Time: 9:00 am. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
OBGYN 306A:
Reproductive Endocrinology-Infertility Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Exposes students to the work-up and management of infertility and common reproductive endocrinology problems. Includes extensive exposure to assisted reproductive technologies and some exposure to ambulatory surgery. Note: Visiting students must obtain approval through Melody King, Clerkship Coordinator, prior to applying for this clerkship. Please e-mail requests to melodyk@stanford.edu. Interested students must send their CV, USMLE score(s), current transcript and a letter of recommendation from the Ob/Gyn Clerkship Director or a faculty mentor attesting to clinical abilities (i.e. proficient H&Ps and exam skills). The letter of recommendation must be emailed to Melody by the letter writer or their supporting administrative assistant. These items must be sent at least 4-6 weeks prior to the start of the period in which the student would like to enroll. Students should check with Dr. Milki's office regarding the schedule for in vitro fertilization. Not recommended to take this clerkship in P2A, P2B and P3A -- light schedule. PREREQUISITES: OBGYN 300A. PERIODS AVAILABLE: 1-12, full-time for 2 weeks, 1 student per period. CLERKSHIP DIRECTOR: Amin Milki, M.D. CLERKSHIP COORDINATOR: Melody King, melodyk@stanford.edu. REPORTING INSTRUCTIONS: Where: Stanford Fertility and Reproductive Health, 1195 West Fremont Ave, Sunnyvale, CA 94087; Time: 8:00 am. CALL CODE: 2 (no call, weekend operating). OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
OBGYN 307A:
Maternal-Fetal Medicine Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: Provides a focused experience in the care of ambulatory and hospitalized high-risk obstetric patients at Stanford University Medical Center. The student serves as a sub-intern with responsibility for ongoing care of assigned patients with problem pregnancies, under the supervision of the faculty of the Division of Maternal-Fetal Medicine. Note: Visiting students must obtain approval through Melody King, Clerkship Coordinator, prior to applying for this clerkship. Please e-mail requests to melodyk@stanford.edu. Interested students must send their CV, USMLE score(s), current transcript and a letter of recommendation from the Ob/Gyn Clerkship Director or a faculty mentor attesting to clinical abilities (i.e. proficient H&Ps and exam skills). The letter of recommendation must be emailed to Melody by the letter writer or their supporting administrative assistant. These must be sent at least 4-6 weeks prior to the start of the period in which the student would like to enroll. PREREQUISITES: OBGYN 300A. PERIODS AVAILABLE: 1-12, full-time for 2 weeks or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Dr. Charlotte Conturie, M.D. CLERKSHIP COORDINATOR: Melody King (melodyk@stanford.edu), HH333. REPORTING INSTRUCTIONS: Where: L & D Conference Room, LPCH, 725 Welch Road, Palo Alto, CA; (MFM faculty member on rounds); Time: 7:00 am. CALL CODE: 2 (1-2 weekend rounding). OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
OBGYN 308A:
Gynecologic Oncology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: Rotation where one student will function as a subintern on the gynecologic oncology service. Involves evaluation of outpatients in gynonc clinic with opportunities for extensive history and physical, review of radiologic studies. Involves care of hospitalized patients and post-operative care. Involves operating room experience in radical surgery for gynecologic cancers. Students have a multi-disciplinary exposure with teaching rounds. Presentations may be required at teaching rounds and journal clubs. Note: Visiting students must obtain approval through Melody King, Clerkship Coordinator, prior to applying for this clerkship. Please e-mail requests to melodyk@stanford.edu. Interested students must send their CV, USMLE score(s), current transcript and a letter of recommendation from the Ob/Gyn Clerkship Director or a faculty mentor attesting to clinical abilities (i.e. proficient H&Ps and exam skills). The letter of recommendation must be emailed to Melody by the letter writer or their supporting administrative assistant. These must be sent at least 4-6 weeks prior to the start of the period in which the student would like to enroll. PREREQUISITES: OBGYN 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Babak Litkouhi, M.D. CLERKSHIP COORDINATOR: Melody King, melodyk@stanford.edu. REPORTING INSTRUCTIONS: Where: Page the gyn/onc fellow or intern (pager 12825) for reporting instructions; Time: 6:00 am. CALL CODE: 1. OTHER FACULTY: J. Berek, E. Diver, O. Dorigo, A. Karam, B. Litkouhi, M. Renz. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
OBGYN 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Aziz, N. (PI);
Baker, V. (PI);
Behr, B. (PI);
Berek, J. (PI);
Bianco, Y. (PI);
Blenko, K. (PI);
Blumenfeld, Y. (PI);
Blumenthal, P. (PI);
Boddy, M. (PI);
Bowker, C. (PI);
Brodzinsky, L. (PI);
Byrne, J. (PI);
Chen, B. (PI);
Chitkara, U. (PI);
Chueh, J. (PI);
Cohen, E. (PI);
Crowe, S. (PI);
Daniels, K. (PI);
DeTata, C. (PI);
Diver, E. (PI);
Dorigo, O. (PI);
Druzin, M. (PI);
Duggal, N. (PI);
El-Sayed, Y. (PI);
Faig, J. (PI);
Fantl, W. (PI);
Harney, K. (PI);
Hillard, P. (PI);
Hopkins, F. (PI);
Hsueh, A. (PI);
Hu, M. (PI);
Husain, A. (PI);
Jacobson, M. (PI);
Karam, A. (PI);
Lathi, R. (PI);
Lyell, D. (PI);
Milki, A. (PI);
Millheiser, L. (PI);
Nakajima, S. (PI);
Nayak, N. (PI);
Ness, A. (PI);
Nguyen, P. (PI);
Nicosia, A. (PI);
Norton, M. (PI);
Rankin, E. (PI);
Reijo Pera, R. (PI);
Rode, M. (PI);
Sebastiano, V. (PI);
Shaw, K. (PI);
Shefren, J. (PI);
Siegler, D. (PI);
Sokol, E. (PI);
Spencer, R. (PI);
Taslimi, M. (PI);
Teng, N. (PI);
Wang, J. (PI);
Westphal, L. (PI);
Winn, V. (PI);
Wong, M. (PI)
OBGYN 398A:
Clinical Elective in Gynecology & Obstetrics
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Provides an opportunity for a student to have a clinical experience in one of the fields of Gynecology and Obstetrics, of a quality and duration to be decided upon by the student and a faculty preceptor in the Department of Gynecology and Obstetrics. For a clerkship experience in Prenatal Genetics and Obstetrics, please contact clinical Preceptor Katherine Bianco, MD. Please note: Students cannot add 398A clerkships directly to their fishbowl schedules through the regular shuffles. Please contact Caroline Cheang in the Office of Medical Student Affairs at cheang@stanford.edu or 650-498-7619 with the faculty preceptor's name and email address to add this clerkship. PREREQUISITES: OBGYN 300A, consent of the designated faculty preceptor, and approval by Advisor. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 4 students per period. CLERKSHIP DIRECTOR: Rachel Chan Seay, M.D. CLERKSHIP COORDINATOR: Melody King, 857-928-6624. REPORTING INSTRUCTIONS: Where: As soon as you are enrolled, please email Melody King, (melodyk@stanford.edu). If you're paired with an OBGYN preceptor, please include your preceptors name and email address; Time: TBA. CALL CODE: 2 (varies with preceptor). OTHER FACULTY: K. Bianco. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
3 times
(up to 18 units total)
OBGYN 399:
Graduate Research in Reproductive Biology
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Aziz, N. (PI);
Baker, V. (PI);
Behr, B. (PI);
Berek, J. (PI);
Bianco, Y. (PI);
Blenko, K. (PI);
Blumenfeld, Y. (PI);
Blumenthal, P. (PI);
Boddy, M. (PI);
Bowker, C. (PI);
Brodzinsky, L. (PI);
Byrne, J. (PI);
Chen, B. (PI);
Chitkara, U. (PI);
Chueh, J. (PI);
Cohen, E. (PI);
Crowe, S. (PI);
Daniels, K. (PI);
DeTata, C. (PI);
Dorigo, O. (PI);
Druzin, M. (PI);
Duggal, N. (PI);
El-Sayed, Y. (PI);
Faig, J. (PI);
Fantl, W. (PI);
Harney, K. (PI);
Hillard, P. (PI);
Hopkins, F. (PI);
Hsueh, A. (PI);
Hu, M. (PI);
Husain, A. (PI);
Jacobson, M. (PI);
Karam, A. (PI);
Lathi, R. (PI);
Lyell, D. (PI);
Milki, A. (PI);
Millheiser, L. (PI);
Nakajima, S. (PI);
Nayak, N. (PI);
Ness, A. (PI);
Nguyen, P. (PI);
Nicosia, A. (PI);
Norton, M. (PI);
Rankin, E. (PI);
Reijo Pera, R. (PI);
Rode, M. (PI);
Sebastiano, V. (PI);
Shaw, K. (PI);
Shefren, J. (PI);
Siegler, D. (PI);
Sokol, E. (PI);
Spencer, R. (PI);
Taslimi, M. (PI);
Teng, N. (PI);
Wang, J. (PI);
Westphal, L. (PI);
Winn, V. (PI);
Wong, M. (PI)
OIT 245:
Optimization and Simulation Modeling
This course provides basic skills in quantitative modeling. The objective is to familiarize students with the main steps in an analytical approach to business decision making: constructing an abstract model for a relevant business problem, formulating it in a spreadsheet environment such as Microsoft Excel, and using the tools of optimization, Monte Carlo simulation and sensitivity analysis to generate and interpret recommendations. The class will be taught in a lab style, with short in-class exercises done in small teams, focusing on a variety of applications drawn from online advertising, healthcare, finance, supply chain management, revenue and yield optimization.
Terms: Aut
| Units: 3
OIT 247:
Optimization and Simulation Modeling - Accelerated
The course is aimed at students who already have a background or demonstrated aptitude for quantitative analysis, and thus are comfortable with a more rapid coverage of the topics, in more depth and breadth, than in OIT 245.
Terms: Aut
| Units: 3
OIT 248:
Optimization And Simulation Modeling - Advanced
This course constitutes an advanced option in the menu of classes satisfying the Management Perspectives requirement in Optimization and Simulation Modeling (OSM). The course is an advanced version of OIT 245 and OIT 247, covering a similar set of basic concepts of OSM (such as modelling for optimization, math programming, Monte Carlo simulations and decision tree). But here we use Python, instead of Excel. By the end of the course, students should develop the basic mental framework of optimization and leave with a good understanding of different types of optimization and simulation. The class is taught in an interactive style, focusing on a variety of applications drawn from advertising, healthcare, finance, supply chain management, revenue management and pricing, scheduling, and risk management. In terms of software, we will use Python as the basic software, complemented with Gurobi for formulating and solving optimization models. Note well, however, that this is not a course on Python, but on modelling and optimization. Students should be comfortable using these software packages by the end of the class, but no specific prior experience with these packages is necessary. Some prior coding experience is helpful, but is not a strict requirement for the course.
Terms: Aut
| Units: 3
OIT 249:
MSx: Data and Decisions
Data and Decisions teaches you how to use data and quantitative reasoning to make sound decisions in complex and uncertain environments. The course draws on probability, statistics, and decision theory. Probabilities provide a foundation for understanding uncertainties, such as the risks faced by investors, insurers, and capacity planners. We will discuss the mechanics of probability (manipulating some probabilities to get others) and how to use probabilities to make decisions about uncertain events. Statistics allows managers to use small amounts of information to answer big questions. For example, statistics can help predict whether a new product will succeed or what revenue will be next quarter. The third topic, decision analysis, uses probability and statistics to plan actions, such as whether to test a new drug, buy an option, or explore for oil. In addition to improving your quantitative reasoning skills, this class seeks to prepare you for later classes that draw on this material, including finance, economics, marketing, and operations. At the end we will discuss how this material relates to machine learning and artificial intelligence.
Terms: Sum
| Units: 2
OIT 262:
Operations
This course focuses on basic managerial issues arising in the operations of both manufacturing and service industries. The objectives of the course are to familiarize students with the problems and issues confronting operations managers and to introduce language, conceptual models, and analytical techniques that are broadly applicable in confronting such problems. The spectrum of different process types used to provide goods and services is developed and then examined through methods of process analysis and design.
Terms: Spr
| Units: 3
OIT 269:
MSx: Operations and Strategies
Operations refer to the processes through which businesses produce and deliver products or services. Managing operations well is necessary in order for these processes to be completed in a timely manner, consume minimal resources and costs, and achieve their goal effectively. This course focuses on managerial issues arising in the operations of manufacturing and service industries. The objectives of the course are to introduce operational problems and challenges faced by managers, as well as language, conceptual models, analytical techniques and strategies that are broadly applicable in confronting such problems.
Terms: Win
| Units: 3
OIT 271:
Operations - Accelerated
This course, which is an accelerated version of OIT 262 (Operations), focuses on basic managerial issues arising in the operations of both manufacturing and service industries, and on strategic issues arising in global supply chains. The objectives of the course are to familiarize students with the problems and issues confronting operations managers and to introduce language, conceptual models, and analytical techniques that are broadly applicable in confronting such problems.
Terms: Spr
| Units: 3
OIT 272:
Online Marketplaces
How does Uber match drivers to passengers? How does Airbnb select the set of listings to show to a guest in a search? How does eBay manage trust and reputation between buyers and sellers? How does Google optimize auctions for billions of dollars' worth of online advertising? This course focuses on the basic analytic and data science tools used to address these and other challenges encountered in the most exciting online marketplaces in the world. With hands-on exercises we will open and understand the "black-box" of online marketplaces' operations. We will cover application areas such as transportation, rentals, sharing, e-commerce, labor markets, and advertising, leveraging tools from D&D, OSM, and Micro (all base). In particular, the course will use tools from R covered in D&D. Overall, the course will provide basic business knowledge for future investors, product managers, sales and marketing managers, operation managers, and anyone interested on online marketplaces.
Terms: Spr
| Units: 2
OIT 274:
Data and Decisions - Base (Flipped Classroom)
Base Data and Decisions is a first-year MBA course in statistics and regression analysis. The course is taught using a flipped classroom model that combines extensive online materials with a lab-based classroom approach. Traditional lecture content will be learned through online videos, simulations, and exercises, while time spent in the classroom will be discussions, problem solving, or computer lab sessions. Content covered includes basic probability, sampling techniques, hypothesis testing, t-tests, linear regression, and prediction models. The group regression project is a key component of the course, and all students will learn the statistical software package R.
Terms: Win
| Units: 3
OIT 275:
Online Marketplaces, Accelerated
How does Uber match drivers to passengers? How does Airbnb select the set of listings to show to a guest in a search? How does eBay manage trust and reputation between buyers and sellers? How does Google optimize auctions for billions of dollars' worth of online advertising? This course focuses on analytics and data science tools used to address these and other challenges encountered in the most exciting online marketplaces in the world. With hands-on exercises we will open and understand the "black-box" of online marketplaces' operations. We will cover application areas such as transportation, rentals, sharing, e-commerce, labor markets, and advertising, leveraging tools from D&D, OSM, and Micro. In particular, the course will use tools from R covered in D&D. Overall, the course will provide business knowledge for future investors, product managers, sales and marketing managers, operation managers, and anyone interested on online marketplaces. [This is the accelerated version of OIT 272 and knowledge from D&D and OSM is expected at the accelerated (or advanced) level.]
Terms: Spr
| Units: 2
OIT 276:
Data and Decisions - Accelerated (Flipped Classroom)
Accelerated Data and Decisions is a first-year MBA course in statistics and regression analysis. The course is taught using a flipped classroom model that combines extensive online materials with a more lab-based classroom approach. Traditional lecture content will be learned through online videos, simulations, and exercises, while time spent in the classroom will be discussions, problem solving, or computer lab sessions. Content covered includes sampling techniques, hypothesis testing, t-tests, linear regression, and prediction models. The group regression project is a key component of the course, and all students will learn the statistical software package R. The accelerated course is designed for students with strong quantitative backgrounds. Students taking this course need to be comfortable with mathematical notation, algebra, and basic probability. Students without quantitative backgrounds should consider enrolling in the base version of the course.
Terms: Win
| Units: 3
OIT 333:
Design for Extreme Affordability
Design for Extreme Affordability is a two-quarter project-based course hosted by Stanford's d.school and jointly offered by the Graduate School of Business and the School of Mechanical Engineering. We focus on the development of products and services to improve the lives of the our poorest citizens. This multidisciplinary project-based experience creates an enabling environment in which students learn to design products and services that will change lives. Topics include user empathy, product and service design, rapid prototype engineering and testing, social entrepreneurship, business modeling, ethics, equity, partnerships, team dynamics and project management. Since the course was first offered, we have executed 167 projects with 71 partners. Many of the projects have been implemented and are achieving significant social impact. This year we will focus on local Bay Area partners and communities to address some of their challenges, We will continue to publish latest information for prospective students here: https://extreme.stanford.edu/prospective-students. Cardinal Course certified by the Haas Center
Terms: Win
| Units: 4
OIT 334:
Design for Extreme Affordability
Design for Extreme Affordability is a two-quarter project-based course hosted by Stanford's d.school and jointly offered by the Graduate School of Business and the School of Mechanical Engineering. We focus on the development of products and services to improve the lives of the our poorest citizens. This multidisciplinary project-based experience creates an enabling environment in which students learn to design products and services that will change lives. Topics include user empathy, product and service design, rapid prototype engineering and testing, social entrepreneurship, business modeling, ethics, equity, partnerships, team dynamics and project management. Since the course was first offered, we have executed 167 projects with 71 partners. Many of the projects have been implemented and are achieving significant social impact. This year we will focus on local Bay Area partners and communities to address some of their challenges, We will continue to publish latest information for prospective students here: https://extreme.stanford.edu/prospective-students. Cardinal Course certified by the Haas Center
Terms: Spr
| Units: 4
OIT 356:
Digital Business
The course focuses on the analysis and design of business models that are enabled by Information Technology (IT). It considers the impact of IT on multiple industries and ways to take advantage of new opportunities that are enabled by new technologies. Preparation includes case studies involving both qualitative and quantitative analyses; homework assignments involving quantitative and some qualitative analyses; pre-class online quizzes and most importantly, a group project involving the design of a new business model that takes advantage of modern IT. Some classes will cover an aspect of a business model which is enabled by IT in an industry which is or was transformed by information technology. Others will focus on the application of these concepts to new business models (e.g., the ones developed in the final project). Students opting to go into technology would probably benefit the most from the course, but this will require a significant time commitment.
Terms: Spr
| Units: 3
OIT 364:
Global Operations
Globalization of businesses has resulted in companies having to manage global networks of suppliers, integrators, contract manufacturers, logistics service providers, distributors, and service support operators in geographically dispersed locations. The customer network is also globally distributed. This course will focus on (1) how global and international companies can overcome the geographical, cultural, and organizational barriers, and leverage the strengths of the network to create values, (2) how these companies should best structure their network, like in-sourcing or outsourcing, and off-shoring or on-shoring, to give the best competitive advantage, and (3) how operations can support the overall business strategies.. The course will be based on cases on innovative strategies and tactics used by global and international companies, including how they can do so in emerging economies.
Terms: Spr
| Units: 3
OIT 367:
Business Intelligence from Big Data
The objective of this course is to analyze real-world situations where significant competitive advantage can be obtained through large-scale data analysis, with special attention to what can be done with the data and where the potential pitfalls lie. Students will be challenged to develop business-relevant questions and then solve for them by manipulating large data sets. Problems from advertising, eCommerce, finance, healthcare, marketing, and revenue management are presented. Students learn to apply software (such as Python and SQL) to data sets to create knowledge that will inform decisions. The course covers fundamentals of statistical modeling, machine learning, and data-driven decision making. Students are expected to layer these topics over an existing facility with mathematical notation, algebra, calculus, probability, and basic statistics.
Terms: Win
| Units: 3
OIT 384:
Biodesign Innovation: Needs Finding and Concept Creation
In this two-quarter course series (OIT 384/5), multidisciplinary student teams from medicine, business, and engineering work together to identify real-world unmet healthcare needs, invent new health technologies to address them, and plan for their development and implementation into patient care. During the first quarter (winter 2021), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring 2021), teams screen their ideas, select a lead solution, and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent health technology industry experts and investors. Class sessions include faculty-led instruction and case studies, coaching sessions by industry specialists, expert guest lecturers, and interactive team meetings. Enrollment is by application only, and students are expected to participate in both quarters of the course. Visit http://biodesign.stanford.edu/programs/stanford-courses/biodesign-innovation.html to access the application, examples of past projects, and student testimonials. More information about Stanford Biodesign, which has led to the creation of more than 50 venture-backed healthcare companies and has helped hundreds of students launch health technology careers, can be found at http://biodesign.stanford.edu/.
Terms: Win
| Units: 4
Instructors: ;
Yock, P. (PI);
Denend, L. (SI);
Makower, J. (SI);
Saul, G. (SI);
Venook, R. (SI);
Watkins, F. (SI);
Berry, C. (TA);
Piper, S. (TA);
Ponce, S. (GP);
Pradhan, P. (TA);
Xu, S. (TA)
OIT 385:
Biodesign Innovation: Concept Development and Implementation
In this two-quarter course series (OIT 384/5), multidisciplinary student teams from medicine, business, and engineering work together to identify real-world unmet healthcare needs, invent new health technologies to address them, and plan for their development and implementation into patient care. During the first quarter (winter 2022), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring 2022), teams screen their ideas, select a lead solution, and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent health technology industry experts and investors. Class sessions include faculty-led instruction and case studies, coaching sessions by industry specialists, expert guest lecturers, and interactive team meetings. Enrollment is by application only, and students are expected to participate in both quarters of the course. Visit http://biodesign.stanford.edu/programs/stanford-courses/biodesign-innovation.html to access the application, examples of past projects, and student testimonials. More information about Stanford Biodesign, which has led to the creation of more than 50 venture-backed healthcare companies and has helped hundreds of students launch health technology careers, can be found at http://biodesign.stanford.edu/.
Terms: Spr
| Units: 4
Instructors: ;
Yock, P. (PI);
Denend, L. (SI);
Makower, J. (SI);
Saul, G. (SI);
Venook, R. (SI);
Watkins, F. (SI);
Berry, C. (TA);
Piper, S. (TA);
Ponce, S. (GP);
Pradhan, P. (TA);
Xu, S. (GP)
OIT 521:
Data Science for Platforms
This is an MBA compressed course that covers analytic and data science tools that are currently being used to operate some of the most exciting online platforms and marketplaces in the world. This course will consist of guest lectures from industry leaders involved in these efforts, emphasizing practical challenges associated with implementing analytics and data science projects. Guest lecturers will be heads of data science, heads of product, founders, or investors, among others. We will cover online platforms and marketplaces in diverse application areas such as transportation, rentals, sharing, e-commerce, labor markets, media, and advertising.
Terms: Spr
| Units: 2
OIT 611:
The Drift Method: from Stochastic Networks to Machine Learning
This course is an exploration of the drift method: a family of simple, yet surprisingly powerful, meta-algorithms that in each step the greedily and incrementally minimizes a certain potential function. Manifested in different forms, MaxWeight, c-mu rule, EXP3, policy gradient, to name a few, the drift method powers some of the most popular algorithmic paradigms in queueing networks, optimization and machine learning. Using the drift method as a unifying theme, we will explore major developments in these areas to understand what features can explain the method¿s effectiveness, how we can rigorously evaluate its performance, and what are some of the emerging research topics. We will develop rigorous probabilistic and optimization methodologies for answering these questions, such as Lyapunov stability theory, state-space collapse, and weak convergence. Applications to be covered include dynamic control and scheduling in queueing networks, delay and stability analysis of stochastic networks, stochastic approximation, and online/supervised/reinforcement learning. The course will be primarily taught in a lecture format, along with some guest lectures and student project presentations. Objective: For students to acquire fundamental methodologies that can be applied to pursuing research topics in theoretical or applied areas. Target Audience: The course is intended for PhD students in Business, Engineering and Economics. The students should have a good background in probability and stochastic processes (e.g., Stat 310A / MS&E 321). Most topics will be self-contained.
Terms: Win
| Units: 3
OIT 644:
Research in Operations, Information and Technology
This year-long course takes a hands-on approach to learning about conducting research in Operations, Information and Technology. It will cover a broad spectrum of cutting-edge research in OIT from conceiving an idea to formulating a research problem, deriving results, and publication. The topical content will be customized to the specific interests of the enrolled students, but generally will be concerned with questions of operational interest.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
12 times
(up to 12 units total)
Instructors: ;
Gur, Y. (PI);
Mendelson, H. (PI);
Weintraub, G. (PI);
Spiess, J. (SI);
Wager, S. (SI);
Zenios, S. (SI);
Lion-Transler, C. (GP);
Lumagui, S. (GP);
Ponce, S. (GP);
Zweig, S. (GP)
OIT 648:
Empirics of Online Markets
In this course we cover current research on data-driven approaches to the market design of online platforms. We cover diverse topics such as search, matching, demand estimation, learning under strategic behavior, and pricing. We will do so in the context of different application domains such as rentals, sharing, e-commerce, and advertising. The course is eclectic in terms of approaches, using reduced-form and structural econometrics, machine learning, and experimentation. The course mostly consists of recent papers presented by the instructor, guests, and students. Some background knowledge required to understand current work is provided as needed.
Terms: Aut
| Units: 2
OIT 652:
OIT Modeling
This course is designed for OIT students of all cohorts. It will focus on alternative approaches to modeling the types of problems that arise in OIT research, based on the analysis of papers in the area.
Terms: Spr
| Units: 3
OIT 664:
Asymptotics in Operations Management
This course provides an overview of asymptotic models and methods used in various areas of operations management. It includes traditional heavy traffic asymptotics for queueing networks, the Halfin-Whitt regime, the supermarket model, inventory theory, revenue management, applications of measure-valued processes in queues, and applications of mean field equilibrium models in matching markets and auctions for ad exchanges. The lectures will focus on modeling and performance analysis, and not on convergence proofs. Prerequisites: Statistics 217 and 218, or consent of instructor; some prior exposure to stochastic models in general, and queueing theory in particular, is useful but not essential.
Terms: Spr
| Units: 3
OIT 691:
PhD Directed Reading (ACCT 691, FINANCE 691, GSBGEN 691, HRMGT 691, MGTECON 691, MKTG 691, OB 691, POLECON 691, STRAMGT 691)
This course is offered for students requiring specialized training in an area not covered by existing courses. To register, a student must obtain permission from the faculty member who is willing to supervise the reading.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Bayati, M. (PI);
Bimpikis, K. (PI);
Gur, Y. (PI);
Iancu, D. (PI);
Lee, H. (PI);
Mendelson, H. (PI);
Plambeck, E. (PI);
Saban, D. (PI);
Spiess, J. (PI);
Wager, S. (PI);
Wein, L. (PI);
Weintraub, G. (PI);
Xu, K. (PI);
Zenios, S. (PI);
Davis, S. (GP);
Lion-Transler, C. (GP);
Lumagui, S. (GP);
Ponce, S. (GP);
Rivera, S. (GP);
Smeton, K. (GP);
Zweig, S. (GP)
OIT 692:
PhD Dissertation Research (ACCT 692, FINANCE 692, GSBGEN 692, HRMGT 692, MGTECON 692, MKTG 692, OB 692, POLECON 692, STRAMGT 692)
This course is elected as soon as a student is ready to begin research for the dissertation, usually shortly after admission to candidacy. To register, a student must obtain permission from the faculty member who is willing to supervise the research.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Bayati, M. (PI);
Bimpikis, K. (PI);
Gur, Y. (PI);
Iancu, D. (PI);
Lee, H. (PI);
Mendelson, H. (PI);
Plambeck, E. (PI);
Saban, D. (PI);
Spiess, J. (PI);
Wager, S. (PI);
Wein, L. (PI);
Weintraub, G. (PI);
Xu, K. (PI);
Zenios, S. (PI);
Davis, S. (GP);
Rivera, S. (GP);
Vera, K. (GP);
Zweig, S. (GP)
OIT 698:
Doctoral Practicum in Teaching
Doctoral Practicum in Teaching
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
25 times
(up to 50 units total)
Instructors: ;
Bayati, M. (PI);
Bimpikis, K. (PI);
Gur, Y. (PI);
Iancu, D. (PI);
Lee, H. (PI);
Mendelson, H. (PI);
Plambeck, E. (PI);
Saban, D. (PI);
Spiess, J. (PI);
Wager, S. (PI);
Wein, L. (PI);
Weintraub, G. (PI);
Whang, S. (PI);
Xu, K. (PI);
Zenios, S. (PI);
Lion-Transler, C. (GP);
Lumagui, S. (GP);
Ponce, S. (GP);
Rivera, S. (GP);
Smeton, K. (GP);
Vera, K. (GP);
Zweig, S. (GP)
OIT 699:
Doctoral Practicum in Research
Doctoral Practicum in Research
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
25 times
(up to 50 units total)
Instructors: ;
Bayati, M. (PI);
Bimpikis, K. (PI);
Gur, Y. (PI);
Iancu, D. (PI);
Lee, H. (PI);
Mendelson, H. (PI);
Plambeck, E. (PI);
Saban, D. (PI);
Spiess, J. (PI);
Wager, S. (PI);
Wein, L. (PI);
Weintraub, G. (PI);
Xu, K. (PI);
Zenios, S. (PI);
Alvarez, G. (GP);
Davis, S. (GP);
Flores-Solano, J. (GP);
Lion-Transler, C. (GP);
Lumagui, S. (GP);
Patel, A. (GP);
Ponce, S. (GP);
Rivera, S. (GP);
Smeton, K. (GP);
Vera, K. (GP);
Zweig, S. (GP)
OIT 802:
TGR Dissertation (ACCT 802, FINANCE 802, GSBGEN 802, HRMGT 802, MGTECON 802, MKTG 802, OB 802, POLECON 802, STRAMGT 802)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Bayati, M. (PI);
Bimpikis, K. (PI);
Gur, Y. (PI);
Iancu, D. (PI);
Lee, H. (PI);
Mendelson, H. (PI);
Plambeck, E. (PI);
Saban, D. (PI);
Spiess, J. (PI);
Wager, S. (PI);
Wein, L. (PI);
Weintraub, G. (PI);
Xu, K. (PI);
Zenios, S. (PI);
Davis, S. (GP);
Flores-Solano, J. (GP);
Lion-Transler, C. (GP);
Lumagui, S. (GP);
Patel, A. (GP);
Rivera, S. (GP);
Smeton, K. (GP);
Vera, K. (GP)
OPHT 199:
Undergraduate Research
Allows for qualified students to undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Alcorn, D. (PI);
Blumenkranz, M. (PI);
Chang, R. (PI);
Cooper, T. (PI);
Egbert, J. (PI);
Fredrick, D. (PI);
Goldberg, J. (PI);
Goldschmidt, L. (PI);
Jack, R. (PI);
Kim, J. (PI);
Kossler, A. (PI);
Liao, Y. (PI);
Mahajan, V. (PI);
Manche, E. (PI);
Marmor, M. (PI);
Montague, A. (PI);
Moshfeghi, D. (PI);
Moss, H. (PI);
Myung, D. (PI);
Palanker, D. (PI);
Pershing, S. (PI);
Sanislo, S. (PI);
Singh, K. (PI);
Sun, Y. (PI);
Ta, C. (PI);
Wong, I. (PI);
Wu, A. (PI)
OPHT 201:
Clinical Topics in Ophthalmology
Introduction to the professional opportunities available to the ophthalmologist in the areas of clinical research, community health, biotech and pharmaceutical development, international blindness prevention, graduate and post-graduate education.
Terms: Aut
| Units: 1
OPHT 202:
Clinical Topics in Ophthalmology
(Continuation of 201) Professional opportunities available to the ophthalmologist in the areas of clinical research, community health, biotech and pharmaceutical development, international blindness prevention, graduate and post-graduate education.
Terms: Spr
| Units: 1
OPHT 280:
Early Clinical Experience in Ophthalmology
Provides an observational experience as formulated by the instructor and student. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
for credit
Instructors: ;
Alcorn, D. (PI);
Blumenkranz, M. (PI);
Chang, R. (PI);
Cooper, T. (PI);
Egbert, J. (PI);
Fredrick, D. (PI);
Goldberg, J. (PI);
Goldschmidt, L. (PI);
Jack, R. (PI);
Kim, J. (PI);
Kossler, A. (PI);
Liao, Y. (PI);
Manche, E. (PI);
Marmor, M. (PI);
Montague, A. (PI);
Moshfeghi, D. (PI);
Moss, H. (PI);
Palanker, D. (PI);
Pershing, S. (PI);
Sanislo, S. (PI);
Singh, K. (PI);
Ta, C. (PI);
Wong, I. (PI)
OPHT 299:
Directed Reading in Ophthalmology
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Alcorn, D. (PI);
Blumenkranz, M. (PI);
Chang, R. (PI);
Cooper, T. (PI);
Egbert, J. (PI);
Fisher, A. (PI);
Fredrick, D. (PI);
Goldberg, J. (PI);
Goldschmidt, L. (PI);
Jack, R. (PI);
Kim, J. (PI);
Kossler, A. (PI);
Liao, Y. (PI);
Manche, E. (PI);
Marmor, M. (PI);
Montague, A. (PI);
Moshfeghi, D. (PI);
Moss, H. (PI);
Mruthyunjaya, P. (PI);
Palanker, D. (PI);
Pershing, S. (PI);
Sanislo, S. (PI);
Singh, K. (PI);
Ta, C. (PI);
Wong, I. (PI)
OPHT 300A:
Ophthalmology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: This clinical clerkship provides brief broad exposure to general and subspecialty ophthalmology at Stanford University. The clerkship consists of spending time in clinic, the OR, and teaching sessions. Designed to accommodate students of differing levels of interest from those wanting a long-term career in ophthalmology to those who are just starting out and want to know how to spell ophthalmology. Rotation provides exposure at three clinical sites: Byers Eye Institute (Stanford), the Palo Alto VA, and Santa Clara Valley Medical Center. Students will visit each of the locations over the course of the rotation, spending your first and fourth weeks at one site, and the 2nd and 3rd weeks at each of the other two locations. Credentialing: Because of the exposure at three different clinical sites, students need to obtain site access prior to the start of the rotation. We have a streamlined process, but for visiting students, you will need to fill out the paperwork 6-8 weeks before the rotation begins. Please note: Visiting students are welcome. This clerkship is designed to provide broad exposure to ophthalmology training at Stanford. It will offer a glimpse into a training program that differs from your home institution and will hopefully aid in your residency selection process. FULL DISCLOSURE: For visiting students, participation in this clinical clerkship has a minimal, if any, impact on the likelihood of matching as a Stanford Ophthalmology resident. Because the rotation provides broad ophthalmic exposure, it results in spending shorter sessions with many different attendings. While we are not trying to dissuade students from visiting the Stanford program, we do want to be transparent that the rotation is not designed nor does it serve as a stepping stone into the residency program for visiting students. Broadly, this rotation is best suited for students who come from medical schools without large academic ophthalmology programs. For such students, this rotation provides an idea of what such a program feels like first hand and can aid in their future residency selection process. For students who are interested in more in depth interactions in a subspecialty of ophthalmology, the Ophto 398A may be more amenable by providing a 1-on-1 preceptorship opportunity for four weeks. Visiting students must obtain preapproval to apply from Dr. Euna Koo prior to applying for this clerkship. Please email requests to Mark Gavartin at gavartin@stanford.edu. PREREQUISITES: Because of the rotation between sites, students must have access to some form transportation (it is a long bike ride between Byers and the VA, but you need a car to get to SCVMC). At all sites, parking is free. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 3 students per period. CLERKSHIP DIRECTOR: Euna Koo, M.D., eunakoo@stanford.edu. CLERKSHIP COORDINATOR: Mark Gavartin, gavartin@stanford.edu. Please email Euna Koo with questions at: eunakoo@stanford.edu. REPORTING INSTRUCTIONS: Where: You will receive information regarding location and time the week prior to the start of the rotation; Time: TBA. CALL CODE: 2. OTHER FACULTY: The rotation is designed to provide broad exposure to the ophthalmic subspecialties at each of the three clinical sites. LOCATION: SUMC, PAVAMC, SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
OPHT 300E:
Ophthalmology Clerkship
VISITING: Open to visitors.TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Does the thought of evaluating diplopia, eye pain, or vision loss in a patient give you palpitations? This is the rotation for you. Offers a hands on, comprehensive experience focused on sharpening clinical eye examination skills and rationally evaluating ophthalmic conditions and problems. Students will examine patients with a variety of common and uncommon eye conditions, teach patients about their eye diseases, and learn to recognize situations that warrant referral to an ophthalmologist. Learning is enhanced through digital imaging techniques based on anterior and posterior segment ocular visualization, as well as newer modalities such as optical coherence tomography. Location is in lovely wine country in Livermore, with a cottage available for lodging, so your commute is to walk across the driveway, avoiding the wild turkeys. In addition to educational materials supplied during the rotation, students can also access Vaughan & Asbury's General Ophthalmology 16th Edition, by Paul Riordan-Eva and John P. Whitcher, online at http://lane.stanford.edu, then click on "Students" and then "USMLEasy.com" and then "Ophthalmology." Directions from Stanford: Take 84 across the Dumbarton bridge and continue straight on Decoto Rd. Turn right on Alvarado-Niles, left on Nursery Ave, right on Mission Blvd. Make a left on Niles Canyon Rd (highway 84) and follow the signs to Livermore. Stay on 84 and make a right at Wetmore (the road past E. Vineyard), then a right at Arroyo. Continue up Arroyo into the hills; you'll see the white hospital in the distance on your right, 4951 Arroyo Rd. Total drive time is approximately one hour. Weekly schedule, Bldg 62: Monday: 8:30 am-4:30 pm, work with community ophthalmologists or VA staff. Tuesday: 8:30 am - 4:30 pm, work with VA ophthalmologists, usually at VA Palo Alto. Wednesday: 8:00 am, Palo Alto VA surgery suite #4 for surgery, followed by Livermore clinic 1 pm. Thursday and Friday: 8:30 am - 4:30 pm, Livermore clinic with Dr. Goldschmidt. A short presentation on a topic of the student's choice is requested at the end of the rotation. Phone numbers: Call locally to the VA Palo Alto Health Care System Livermore Division at 925-373-4700, press 3 for Livermore Division, and enter extension 35116, for making arrangements to stay at the cottage. PREREQUISITES: One core clerkship. PERIODS AVAILABLE: 2B-12B, full-time for 2 weeks, 1 student per period. CLERKSHIP DIRECTOR: Leonard Goldschmidt, M.D., Ph.D. CLERKSHIP COORDINATOR: Leonard Goldschmidt, M.D., Ph.D., 925-373-4700 x35640, 4951 Arroyo Road (11), Livermore, CA 94550. REPORTING INSTRUCTIONS: Where: VAPAHCS, Livermore Division, 4951 Arroyo Road (11), Livermore; Time: 8:30 a.m. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: VAPAHCS Livermore Division.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
OPHT 301A:
Introduction to Ophthalmology Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This clinical clerkship provides brief exposure to general and subspecialty ophthalmology at Stanford University. The clerkship consists of spending time in clinic, the OR, and teaching sessions at Byers Eye Institute and the Palo Alto VA. Designed to provide an an initial exposure to ophthalmology. For students interested in pursuing ophthalmology, the rotation can be taken prior to taking the longer 300A rotation. For the non-ophthalmologist, the rotation is an excellent way to learn more about ophthalmology. PREREQUISITES: Because of the rotation between sites, students must have access to some form transportation (its a long bike ride between Byers and the VA, but you need a car to get to SCVMC). At all sites, parking is free. PERIODS AVAILABLE: 1-12. Full-time for 2 weeks, 2 students per period. CLERKSHIP DIRECTOR: Euna Koo M.D., eunakoo@stanford.edu. CLERKSHIP COORDINATOR: Solange Maia Im, sim2@stanford.edu. Please email Euna Koo with questions at: eunakoo@stanford.edu. REPORTING INSTRUCTIONS: Where: You will receive information regarding location and time the week prior to the start of the rotation; Time: 9:00 am. CALL CODE: 2. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC, SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
OPHT 302A:
Bay Area Ophthalmology Course: Fundamentals in Clinical and Visual Science
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Intensive instruction in the basic sciences underlying ophthalmic practice and research. An internationally-recognized collaboration among ophthalmology teaching programs within the Bay Area, with participation by experts from other institutions. Emphasis on theoretical and practical understanding of the basic vision sciences. At the conclusion of the clerkship, participants are expected to have basic knowledge in both introductory and applied fundamentals of ophthalmology and vision science. Daily lectures. Laboratory sessions include optics, orbital anatomy, pathology, and Phacoemulsification wet Lab. Elements stressed include visual optics; genetics; microbiology; epidemiology; anatomy; pathology, pharmacology; ocular inflammation; glaucoma; neuro-ophthalmology; testing and imaging modalities; refractive surgery and contact lens; ocular motility, strabismus and amblyopia; disorders of the cornea and ocular surface, anterior segment and lens, pupil, retina and vitreous, optic nerve, eyelids and orbit. PREREQUISITES: None. PERIODS AVAILABLE: Period 1 only, full-time for 4 weeks, 30 students per period. CLERKSHIP DIRECTOR: Steven Sanislo, M.D. and Wen-Shin Lee, M.D. CLERKSHIP COORDINATOR: Bettina M. Canuto-Len, Byers Eye Institute at Stanford, 2370 Watson Court, Palo Alto, CA 94303, bcanuto@stanford.edu. REPORTING INSTRUCTIONS: Where: Contact Bettina M. Canuto-Len at bcanuto@stanford.edu; Time: TBA. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Sum
| Units: 6
OPHT 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Alcorn, D. (PI);
Blumenkranz, M. (PI);
Chang, R. (PI);
Cooper, T. (PI);
Dubra, A. (PI);
Egbert, J. (PI);
Fredrick, D. (PI);
Goldberg, J. (PI);
Goldschmidt, L. (PI);
Jack, R. (PI);
Kim, J. (PI);
Kossler, A. (PI);
Leng, T. (PI);
Liao, Y. (PI);
Manche, E. (PI);
Marmor, M. (PI);
Montague, A. (PI);
Moshfeghi, D. (PI);
Moss, H. (PI);
Palanker, D. (PI);
Pershing, S. (PI);
Sanislo, S. (PI);
Singh, K. (PI);
Ta, C. (PI);
Tabin, G. (PI);
Wong, I. (PI)
OPHT 398A:
Elective in Ophthalmology
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The 398A clinical clerkship is best described as a preceptorship. Unlike 300A and 301A which provide broad exposure to both general and subspecialty ophthalmology, in 398A, the student spends 4 weeks with a single physician. The preceptor can work at any of the three clinical sites: Byers Eye Center, Palo Alto VA, or Santa Clara Valley Medical Center. 398A can be an excellent rotation to form a more substantive relationship with a mentor. Please note: Stanford students cannot add 398A clerkships directly to their fishbowl schedules through the regular shuffles. Please contact Caroline Cheang in the Office of Medical Student Affairs at cheang@stanford.edu with the faculty preceptor's name and email address to add this clerkship. Credentialing: Students require site access at their preceptor's location prior to the start of the rotation. Because of the exposure at three different clinical sites, students need to obtain site access prior to the start of the rotation. We have a streamlined process, but for visiting students, you will need to fill out the paperwork 6-8 weeks before the rotation begins. Visiting students are welcome. Full Disclosure: For visiting students, participation in this clinical clerkship has a minimal, if any, impact on the likelihood of matching as a Stanford Ophthalmology resident. Visiting students must have a confirmed preceptor in the Department of Ophthalmology and obtain preapproval to apply from Dr. Euna Koo prior to applying for this clerkship. Please email requests to Mark Gavartin at gavartin@stanford.edu. PREREQUISITES: A preceptor MUST be identified and secured by the student prior to the start of the rotation. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 3 students per period. CLERKSHIP DIRECTOR: Euna Koo, M.D., eunakoo@stanford.edu. CLERKSHIP COORDINATOR: Mark Gavartin, gavartin@stanford.edu. Please email Euna Koo with questions at: eunakoo@stanford.edu. REPORTING INSTRUCTIONS: Where: You will coordinate with your preceptor regarding start times, locations, and responsibilities; Time: TBA. CALL CODE: 2 (varies according to preceptor). OTHER FACULTY: The rotation is designed to provide in depth exposure to one aspect of ophthalmology (dictated by the specialty of your preceptor). LOCATION: SUMC, PAVAMC, SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
3 times
(up to 18 units total)
OPHT 399:
Graduate Research
Students to undertake investigations sponsored by individual faculty members. Opportunities are available at both predoctoral and postdoctoral levels. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Alcorn, D. (PI);
Blumenkranz, M. (PI);
Chang, R. (PI);
Cooper, T. (PI);
Dubra, A. (PI);
Egbert, J. (PI);
Fredrick, D. (PI);
Goldberg, J. (PI);
Goldschmidt, L. (PI);
Jack, R. (PI);
Kim, J. (PI);
Kossler, A. (PI);
Liao, Y. (PI);
Manche, E. (PI);
Marmor, M. (PI);
Montague, A. (PI);
Moshfeghi, D. (PI);
Moss, H. (PI);
Mruthyunjaya, P. (PI);
Myung, D. (PI);
Palanker, D. (PI);
Pershing, S. (PI);
Sanislo, S. (PI);
Singh, K. (PI);
Ta, C. (PI);
Wong, I. (PI)
ORALCOMM 105:
Voice and Articulation Intensive for Non-Native English Speakers
Workshop focusing on exercises designed to help foreign students improve their articulation and delivery in English. Work includes breath, sound, enunciation, melody, and colloquialism. Course was previously offered as CTL 105.
Terms: Win
| Units: 1-2
| Repeatable
2 times
(up to 4 units total)
ORALCOMM 115:
Voice Workshop (ORALCOMM 215)
Focus is on breath, voice production, expansion of vocal range and stamina, and clarity of articulation. Geared toward public speaking including presentations, lectures, and job talks. May be taken in conjunction with ORALCOMM 117. ORALCOMM 115/215 was previously listed as CTL 115/215.
Terms: Aut, Spr
| Units: 1-2
ORALCOMM 117:
The Art of Effective Speaking (ORALCOMM 217)
The principles and practice of effective oral communication. Through formal and informal speaking activities, students develop skills framing and articulating ideas through speech. Strategies for speaking extemporaneously, preparing and delivering multimedia presentations, formulating persuasive arguments, refining critical clarity of thought, and enhancing general facility and confidence in oral self-expression. ORALCOMM 117/217 was previously listed as CTL 117/217.
Terms: Win
| Units: 3
ORALCOMM 118:
Public Speaking: Romancing the Room
A practical approach to the art of public speaking. Emphasis is on developing skills in speech types including impromptu, personal experience, interviewing, demonstration, persuasive, and special occasion. Materials include videotape, texts of famous speeches, and a final dinner program of speeches. Students evaluate presentations by others. $55 materials fee. Course was previously offered as CTL 118.
Terms: Sum
| Units: 3
| Repeatable
for credit
ORALCOMM 119:
Oral Communication Tutor Teaching Practicum
Seminar. For students with a strong background in public speaking who wish to train as public speaking tutors for the Oral Communication Program. Readings, exercises, and supervised teaching refine speaking skills. Preparation to serve as a peer tutor in a variety of academic disciplines. Prerequisite: application and consent of instructor. Course was previously offered as CTL 119.
Terms: Spr, Sum
| Units: 1-2
ORALCOMM 177:
Performance of Power: Oratory and Authority from the Ancient World to the Postmodern
Speech as action has long been seen as essential to leadership. Theories and examples of oratory, from Aristotle to Barack Obama, assessing each as model of voice-activated authority. The impact of mass media technologies as they transform the public space of oratory. Course was previously offered as CTL 177. This class fulfills the Writing & Rhetoric 2 requirement. Prerequisite: PWR 1.
Terms: Aut, Spr
| Units: 4
| UG Reqs: Writing 2
ORALCOMM 215:
Voice Workshop (ORALCOMM 115)
Focus is on breath, voice production, expansion of vocal range and stamina, and clarity of articulation. Geared toward public speaking including presentations, lectures, and job talks. May be taken in conjunction with ORALCOMM 117. ORALCOMM 115/215 was previously listed as CTL 115/215.
Terms: Aut, Spr
| Units: 1-2
ORALCOMM 217:
The Art of Effective Speaking (ORALCOMM 117)
The principles and practice of effective oral communication. Through formal and informal speaking activities, students develop skills framing and articulating ideas through speech. Strategies for speaking extemporaneously, preparing and delivering multimedia presentations, formulating persuasive arguments, refining critical clarity of thought, and enhancing general facility and confidence in oral self-expression. ORALCOMM 117/217 was previously listed as CTL 117/217.
Terms: Win
| Units: 3
ORALCOMM 219:
Oral Communication for Graduate Students
(Formerly CTL 219.) Graduate student speaking activities such as teaching (delivering lectures, guiding discussion, and facilitating small groups), professional presentations and conference papers, and preparing for oral exams and defenses. In-class projects, discussion, and individual evaluation assist students in developing effective techniques for improving oral communication skills.
Terms: Sum
| Units: 1-2
ORTHO 97Q:
Sport, Exercise, and Health: Exploring Sports Medicine
Preference to sophomores. Sports medicine is the practice of clinical medicine at the interface between health and performance, competition and well-being. While sports medicine had its origins in providing care to athletes, medical advances developed in care of athletes exerted a great effect on the nature and quality of care to the broader community. Topics include sports injuries, medical conditions associated with sport and exercise, ethics, coaching, women's issues, fitness and health, and sports science. Case studies.
Terms: Win, Spr
| Units: 3
| UG Reqs: Writing 2
ORTHO 102:
Orthopaedic Surgical Anatomy (ORTHO 202)
Open to medical, graduate and undergraduate students. Opportunity to enhance knowledge of anatomy as it pertains to the practice of Orthopaedic Surgery and to improve dissection skills. Follows the surgical anatomy syllabus used by the Stanford Orthopaedic Surgery Residency Program. Sessions led by Stanford Orthopaedic Surgery attendings and residents. Didactic sessions, prosection review, dissection.
Terms: Sum
| Units: 2
ORTHO 110:
Practical Sports Medicine and Orthopaedic Exam (ORTHO 210)
Designed for students considering a career in sports medicine, orthopaedics, physical medicine and rehabilitation, emergency medicine, internal medicine, family practice, or physical therapy. Focus is on diagnosis and treatment of the most common injuries encountered in sports medicine, from head to toe and from acute trauma to chronic overuse. Students gain competence performing an efficient sports medicine exam, developing a differential diagnosis, and a treatment plan on how to safely return athletes back to their sport. Focused physical exam skills are taught for the neck, shoulder, elbow, wrist and hand, low back, hip, knee, leg, ankle and foot. Most sessions consist of anatomy review, case discussion, and hands-on exam practice in small groups. A few sessions cover specific hot topics in sports medicine such as concussion, athletic heart syndrome, and advanced performance techniques. Students enrolling for two units prepare an in-class presentation or short review paper.
Terms: Aut, Spr
| Units: 1-2
ORTHO 120:
Introduction to Lifestyle Medicine (ORTHO 220)
Lifestyle medicine is an exciting new movement to empower practicing clinicians and aspiring physicians to facilitate behavioral change and promote a culture of health and wellness in patients. Focus is on both concrete, evidence-based findings and tangible, practical tools to readily translate into everyday clinical practice. A series of leading experts and guest lectures guide students through interactive, patient-focused activities in topics including, but not limited to: nutrition, exercise, sleep, motivational interviewing, meditation, and mindfulness techniques. Students enrolling for 2 units use a fitness and lifestyle monitoring wristband and prepare a Subject: ORTHO report on your results.
Terms: Win
| Units: 1-2
| Repeatable
for credit
ORTHO 199:
Undergraduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Abrams, G. (PI);
Alamin, T. (PI);
Amanatullah, D. (PI);
Avedian, R. (PI);
Bellino, M. (PI);
Bhutani, N. (PI);
Bishop, J. (PI);
Carragee, E. (PI);
Chang, J. (PI);
Cheng, I. (PI);
Cheung, E. (PI);
Chou, L. (PI);
Chu, C. (PI);
Costouros, J. (PI);
Curtin, C. (PI);
Dragoo, J. (PI);
Duong, T. (PI);
Fanton, G. (PI);
Fredericson, M. (PI);
Gamble, J. (PI);
Gardner, M. (PI);
Garza, D. (PI);
Giap, B. (PI);
Giori, N. (PI);
Gold, G. (PI);
Goodman, S. (PI);
Hoffinger, S. (PI);
Hu, S. (PI);
Huddleston, J. (PI);
Hunt, K. (PI);
Imrie, M. (PI);
Kamal, R. (PI);
Kennedy, D. (PI);
Kiratli, B. (PI);
Ladd, A. (PI);
Lowenberg, D. (PI);
Maloney, W. (PI);
Matheson, G. (PI);
McAdams, T. (PI);
Mills, P. (PI);
Mohler, D. (PI);
Rinsky, L. (PI);
Rose, J. (PI);
Safran, M. (PI);
Smith, R. (PI);
Smuck, M. (PI);
Wood, K. (PI);
Woolson, S. (PI);
Yang, F. (PI);
Yang, Y. (PI);
Yao, J. (PI)
ORTHO 201:
Musculoskeletal Exam Practicum
Student initiated course. Opportunity to enhance knowledge and skills for conducting musculoskeletal exams. Sessions led by Stanford Orthopaedic Surgery attendings and residents. Didactic introductions followed by hands-on practice of specific aspects of the musculoskeletal exam.
Terms: Win
| Units: 1
ORTHO 202:
Orthopaedic Surgical Anatomy (ORTHO 102)
Open to medical, graduate and undergraduate students. Opportunity to enhance knowledge of anatomy as it pertains to the practice of Orthopaedic Surgery and to improve dissection skills. Follows the surgical anatomy syllabus used by the Stanford Orthopaedic Surgery Residency Program. Sessions led by Stanford Orthopaedic Surgery attendings and residents. Didactic sessions, prosection review, dissection.
Terms: Sum
| Units: 2
ORTHO 205:
Introduction to Orthopedic Surgery
This seminar is designed to give preclinical medical students a broad overview of orthopaedic surgery and provide insight into life as an orthopaedic surgeon. The wide array of orthopaedic surgery subspecialties covered during the course include: sports medicine, hand, shoulder/elbow, tumor, joints, pediatrics, spine, and foot/ankle. Each session, an expert in their respective field of orthopaedic surgery will discuss their subspecialty and provide unique perspective about how to successfully navigate their field. The format of this course is lectures, and student participation in discussions is encouraged.
Terms: Aut
| Units: 1
ORTHO 210:
Practical Sports Medicine and Orthopaedic Exam (ORTHO 110)
Designed for students considering a career in sports medicine, orthopaedics, physical medicine and rehabilitation, emergency medicine, internal medicine, family practice, or physical therapy. Focus is on diagnosis and treatment of the most common injuries encountered in sports medicine, from head to toe and from acute trauma to chronic overuse. Students gain competence performing an efficient sports medicine exam, developing a differential diagnosis, and a treatment plan on how to safely return athletes back to their sport. Focused physical exam skills are taught for the neck, shoulder, elbow, wrist and hand, low back, hip, knee, leg, ankle and foot. Most sessions consist of anatomy review, case discussion, and hands-on exam practice in small groups. A few sessions cover specific hot topics in sports medicine such as concussion, athletic heart syndrome, and advanced performance techniques. Students enrolling for two units prepare an in-class presentation or short review paper.
Terms: Aut, Spr
| Units: 1-2
ORTHO 220:
Introduction to Lifestyle Medicine (ORTHO 120)
Lifestyle medicine is an exciting new movement to empower practicing clinicians and aspiring physicians to facilitate behavioral change and promote a culture of health and wellness in patients. Focus is on both concrete, evidence-based findings and tangible, practical tools to readily translate into everyday clinical practice. A series of leading experts and guest lectures guide students through interactive, patient-focused activities in topics including, but not limited to: nutrition, exercise, sleep, motivational interviewing, meditation, and mindfulness techniques. Students enrolling for 2 units use a fitness and lifestyle monitoring wristband and prepare a Subject: ORTHO report on your results.
Terms: Win
| Units: 1-2
| Repeatable
for credit
ORTHO 250:
Orthopedic Surgery Radiology Rounds
An interactive seminar focused on increasing radiology fluency and early exposure to orthopedic medical decision making. The format will be largely case-based learning with didactic components interspersed as necessary for foundational material. Topics covered include radiology interpretation, orthopedic anatomy and physiology, and the basics of fracture management. While the focus of this class is to build fundamental knowledge in orthopedics, students will be exposed to a variety of subspecialties within the field including pediatrics, trauma, sports medicine, and musculoskeletal tumor.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
6 times
(up to 6 units total)
ORTHO 270:
Orthopaedic Tissue Engineering
Biological principles underlying the use of engineering strategies and biocompatible materials for tissue repair and regeneration. Structure, physiology, and mechanics of articular cartilage, bone, and dense soft connective tissues. Current ideas, approaches, and applications being implemented as therapeutic regimens for arthritis, spinal deformities, and limb salvage. Multidisciplinary constraints on the design and creation of tissue constructs. Students enrolling for 2 units prepare a presentation and final project. Prerequisite: familiarity with basic cell and molecular mechanisms underlying tissue differentiation.
Terms: Win
| Units: 1-2
ORTHO 280:
Early Clinical Experience in Orthopedic Surgery
Provides an observational experience in a surgical specialty. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
for credit
Instructors: ;
Abrams, G. (PI);
Alamin, T. (PI);
Amanatullah, D. (PI);
Avedian, R. (PI);
Bellino, M. (PI);
Bhutani, N. (PI);
Bishop, J. (PI);
Carragee, E. (PI);
Chang, J. (PI);
Cheng, I. (PI);
Cheung, E. (PI);
Chou, L. (PI);
Chu, C. (PI);
Costouros, J. (PI);
Curtin, C. (PI);
Dragoo, J. (PI);
Duong, T. (PI);
Fanton, G. (PI);
Fredericson, M. (PI);
Gamble, J. (PI);
Garza, D. (PI);
Giap, B. (PI);
Giori, N. (PI);
Gold, G. (PI);
Goodman, S. (PI);
Hoffinger, S. (PI);
Hu, S. (PI);
Huddleston, J. (PI);
Hunt, K. (PI);
Imrie, M. (PI);
Kamal, R. (PI);
Kennedy, D. (PI);
Kiratli, B. (PI);
Ladd, A. (PI);
Lowenberg, D. (PI);
Maloney, W. (PI);
Matheson, G. (PI);
McAdams, T. (PI);
Mills, P. (PI);
Mohler, D. (PI);
Rinsky, L. (PI);
Rose, J. (PI);
Safran, M. (PI);
Smith, R. (PI);
Smuck, M. (PI);
Wood, K. (PI);
Woolson, S. (PI);
Yang, F. (PI);
Yang, Y. (PI);
Yao, J. (PI)
ORTHO 290:
Introductory Clinical Mentorship
Preclinical elective designed to increase early clinical exposure to Orthopaedic Surgery for medical students. The elective provides opportunities for students to participate in the operating room, on surgery rounds and in surgical clinics. It will also include mentoring from attendings, residents and fellows. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1
ORTHO 299:
Directed Reading in Orthopedic Surgery
Consists of studies in progress including circulatory problems; hemostatic disorders; homotransplantation; orthopedic pathology; bone growth; radiation injury; immunology; bacteriology; nasal function; muscular and nerve disorders and their effect on function, hand kinetics and hand function. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Abrams, G. (PI);
Alamin, T. (PI);
Amanatullah, D. (PI);
Avedian, R. (PI);
Bellino, M. (PI);
Bhutani, N. (PI);
Bishop, J. (PI);
Carragee, E. (PI);
Chang, J. (PI);
Cheng, I. (PI);
Cheung, E. (PI);
Chou, L. (PI);
Chu, C. (PI);
Costouros, J. (PI);
Curtin, C. (PI);
Dragoo, J. (PI);
Duong, T. (PI);
Fanton, G. (PI);
Fredericson, M. (PI);
Gamble, J. (PI);
Gardner, M. (PI);
Garza, D. (PI);
Giap, B. (PI);
Giori, N. (PI);
Gold, G. (PI);
Goodman, S. (PI);
Hoffinger, S. (PI);
Hu, S. (PI);
Huddleston, J. (PI);
Hunt, K. (PI);
Imrie, M. (PI);
Kamal, R. (PI);
Kennedy, D. (PI);
Kiratli, B. (PI);
Ladd, A. (PI);
Lowenberg, D. (PI);
Maloney, W. (PI);
Matheson, G. (PI);
McAdams, T. (PI);
Mills, P. (PI);
Mohler, D. (PI);
Rinsky, L. (PI);
Rose, J. (PI);
Safran, M. (PI);
Shea, K. (PI);
Smith, R. (PI);
Smuck, M. (PI);
Wood, K. (PI);
Woolson, S. (PI);
Yang, F. (PI);
Yang, Y. (PI);
Yao, J. (PI)
ORTHO 303C:
Clinical Clerkship in Rehabilitation Medicine
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: The Rehabilitation Center at Santa Clara Valley Medical Center (SCVMC) is a national leader in the advancement of rehabilitation and a core training site for the Stanford Physical Medicine & Rehabilitation Residency (PM&R) program. The Rehabilitation Center at SCVMC is accredited by the Commission of the Accreditation of Rehabilitation Facilities, and we have treated individuals with brain injury, spinal cord injury, stroke, and other disabling neurological conditions since 1971. Our clerkship emphasizes an interdisciplinary approach to the patient severely disabled by acute spinal cord injury, traumatic brain injury, stroke, major trauma, and other neurologic disabilities. Concentration is on clinical evaluation, prevention of complications and participation in long-term planning for maximum independence and improving the quality of life for the patient.The student functions integrally as a member of the treatment team and participates in all aspects of patient care, including acute admissions of spinal cord-injured patients, multidisciplinary evaluations of new admissions, patient care rounds, teaching and team conferences, therapy sessions, formal case presentations, neuroscience grand rounds, journal club and didactic lectures. The team approach, using multiple medical and therapeutic modalities, is key to our patients' success. Students will observe and participate in routinely performed procedures that aide in optimizing function including peripheral joint injections, chemodenervation, peripheral nerve blocks and intrathecal baclofen pump management for spasticity. Additionally, they may participate in electrodiagnostic studies that aide in diagnosis of peripheral nervous system pathology. Students may also have the opportunity to study the lifestyles of outpatients when they return to the community, investigate community resources and assess the ongoing medical issues of individuals with disabilities in PM&R outpatient clinics. Clerkships are available in spinal cord injury, brain injury, inpatient consults, and outpatient PM&R clinics and must be scheduled in advance by calling the clerkship coordinator listed below before registering. PREREQUISITES: MED 300A. Will accept third and fourth year students. PERIODS AVAILABLE: 1-12, full-time for 4 or 8 weeks, 1 student per period. CLERKSHIP DIRECTOR: James Crew, M.D. CLERKSHIP COORDINATOR: Jovanah Bonilla, jovanah.bonilla@hhs.sccgov.org and Teresa Goodman, (408) 885-2030. REPORTING INSTRUCTIONS: Where: SCVMC, Room 1A012 (Sobrato Pavilion) Visitors call (408) 885-2100. Proof of PPD, Rubella and malpractice insurance required; Time: 8:00 am. CALL CODE: 0. OTHER FACULTY: J. Crew, K. Shem, S. McKenna, M. Mian, E. Chaw, T. Duong, H. Huie, E. Huang, R. Wang, P. Varma. LOCATION: SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
ORTHO 304A:
Physical Medicine and Rehabilitation Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Our clerkship emphasizes an interdisciplinary approach to the patient severely disabled by acute spinal cord injury, traumatic brain injury, stroke, major trauma, and other neurologic disabilities. Concentration is on clinical evaluation, prevention of complications and participation in long-term planning for maximum independence and improving the quality of life for the patient. The student functions integrally as a member of the treatment team and participates in all aspects of patient care, including acute admissions of spinal cord-injured patients, multidisciplinary evaluations of new admissions, patient care rounds, teaching and team conferences, therapy sessions, formal case presentations, neuroscience grand rounds, journal club and didactic lectures. The team approach, using multiple medical and therapeutic modalities, is key to our patients' success. Students will observe and participate in routinely performed procedures that aide in optimizing function including peripheral joint injections, chemodenervation, peripheral nerve blocks and/or intrathecal baclofen pump management for spasticity. Additionally, they may observe and participate in electrodiagnostic studies that aide in diagnosis of peripheral nervous system pathology. Students may also have the opportunity to study the lifestyles of outpatients when they return to the community, investigate community resources, and assess the ongoing medical issues of individuals with disabilities in PM&R outpatient clinics. There are several locations for this four-week rotation in which having personal transportation would be highly advisable but not required. Students will spend two weeks at Santa Clara Valley Medical Center, one week at the Veteran Administration Hospital, and one week at various Stanford Outpatient Clinics throughout the Bay area. Please note: Visiting students must obtain approval before applying for this clerkship. To request approval, please contact Erin Hart at ejhart@stanford.edu. We are often able to accommodate visiting students whose medical school calendars do not align with the Stanford calendar, so please let Erin Hart know if you wish to rotate off-cycle. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full-time for 2 weeks or 4 weeks, 4 students per period. CLERKSHIP DIRECTOR: Theodore Scott, M.D. and Vivian Shih, M.D. CLERKSHIP COORDINATOR: Erin Hart, ejhart@stanford.edu, 650-721-7627, Stanford Medicine Outpatient Center. REPORTING INSTRUCTIONS: Where: Unless otherwise instructed, Palo Alto VA building 7 ward D resident room; Time: 7:50 am. CALL CODE: 2 (Weekend and overnight call). OTHER FACULTY: students might be working with depending on the rotation can be found here: https://pmr.stanford.edu/faculty.html. LOCATION: SUMC, PAVAMC, SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
ORTHO 306A:
Orthopedics Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Students will rotate at Stanford and at either Palo Alto Veterans Administration (PAVA) or Santa Clara Valley Medical Center (SCVMC). This clerkship teaches students (1) how to take the basic orthopedic history and perform a physical examination of the musculoskeletal system; (2) how to diagnose and treat common adult orthopedic problems; (3) the basics of fracture treatment, including cast application; (4) the basic principles of total joint replacement surgery; and (5) the management of postoperative orthopedic patients. Students are assigned to Arthritis/Joints, Foot/Ankle, Hand, Peds, Shoulder/Elbow, Spine, Sports, Trauma or Tumor service, attend daily rounds and clinics, and go to the operating room. Students must attend all regularly scheduled conferences. While on the Stanford rotation outpatient clinics will take place at the Stanford Medicine Outpatient Center (SMOC) in Redwood City and surgeries will be at either the main campus or Redwood City location depending on the service. PREREQUISITES: SURG 300A. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 12 students per period. CLERKSHIP DIRECTOR: Steven L. Frick, M.D. CLERKSHIP COORDINATOR: Sue Gokey Gonzalez, 650-721-7616, sgokey@stanford.edu, Stanford Medicine Outpatient Center, 450 Broadway Street - MC 6342, Redwood City, CA 94063. REPORTING INSTRUCTIONS: Where: Stanford Hospital, Location and time to be provided; Time: TBA. CALL CODE: 4. OTHER FACULTY: R. Avedian (Residency Director), J. Bishop (Associate Residency Director), and other division faculty (Arthritis/Joints, Foot/Ankle, Hand, Peds, Shoulder/Elbow, Spine, Sports, Trauma or Tumor). LOCATION: SHC, PAVAMC, SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
ORTHO 310A:
Hand Surgery Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Designed to introduce the student to the principles of diagnosis and treatment of problems of the hand and upper limb as carried out in a multidisciplinary clinic (faculty from plastic surgery and orthopaedic surgery). The student will serve in the role of senior medical student in the Hand Clinics at Stanford Redwood City campus (SMOC), and the children's hospital (LPCH), assisting residents, fellows, and attending physicians. The clinical experience includes exposure to common and complex hand problems, as well as congenital hand disorders both in the office and operative setting. The student may experience microsurgery cases with revascularization and replantation of amputated parts, as well as flap coverage. Please note: Visiting students wishing to do this clerkship must receive prior approval from the Clerkship Director before submitting their application. Please email your USMLE and school transcripts in official form to dsanjuan@stanford.edu. PREREQUISITES: Surgery 300A or equivalent, Honors desired. PERIODS AVAILABLE: 1-12, full time for 2 weeks, 1 student per period. CLERKSHIP DIRECTOR: Amy Ladd, M.D. CLERKSHIP COORDINATOR: Donna San Juan, 650-721-7626, 450 Broadway, Redwood City, CA 94063. REPORTING INSTRUCTIONS: Where: 450 Broadway, Hand and Upper Extremity Clinic, Building A, Redwood City, CA 94063; Time: 8:00 am. CALL CODE: 3 (to rotate with residents every 2-4 nights, call from home). OTHER FACULTY: J. Chang, M. Cooke, C. Curtin, B. Evans, P. Fox, R. Kamal, S. Sen, J. Yao. LOCATION: SUMC, PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
ORTHO 318A:
Subinternship in Orthopedic Surgery
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: Students will rotate at Stanford University and either Palo Alto Veterans Administration (PAVA) in Palo Alto, CA or Santa Clara Valley Medical Center (SCVMC) in San Jose, CA. An in-patient and outpatient experience, intended for medical students in their final year who have completed a basic Orthopedics clerkship. Students work alongside residents to build upon skills learned in the basic clerkship with increased responsibility; students perform primary workup of new patients, perform procedures such as: seeing patients and taking a basic orthopedic history, perform physical examination of the musculoskeletal system, improve their ability to manage complex patient presentations including diagnosing and treating common adult and pediatric orthopedic problems. Students are assigned to Arthritis/Joints, Foot/Ankle, Hand, Peds, Shoulder/Elbow, Spine, Sports, Trauma or Tumor service, attend daily rounds and clinics, and go to the operating room to assist in cases and learn basic surgical skills. Effort is made to accommodate student requests to be on a particular service. Students participate in rounds, take night call, and writes notes. The main O.R. and some conferences are located at Stanford Hospital. Students will attend Wednesday morning grand rounds and lectures each week, and will also have one hour of lecture per week dedicated to medical students. Students will attend any resident surgical skills labs scheduled during their rotation. During the rotation, students will meet with the Chairman and/or Vice Chair- Education, and Residency Program Director, and will be interviewed for the Stanford Orthopaedic Residency program. Preapproval Required: Visiting students wishing to do this sub-I must receive prior approval before submitting their application to the School of Medicine. Please email to sgokey@stanford.edu your USMLE, school transcripts and CV and indicate the specific period for which you would like to be considered. PREREQUISITES: Successful completion of ORTHO 306A or an equivalent introductory orthopaedic clerkship. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 8 students per period. CLERKSHIP DIRECTOR: Steven L. Frick, MD. CLERKSHIP COORDINATOR: Sue Gokey Gonzalez, 650-721-7616, sgokey@stanford.edu, Stanford Medicine Outpatient Center, 450 Broadway Street - MC 6342, Redwood City, CA 94063. REPORTING INSTRUCTIONS: Where: Stanford Hospital - Location and time to be provided; Time: TBD. CALL CODE: 4. OTHER FACULTY: R. Avedian (Residency Director), J. Bishop (Associate Residency Director), and other faculty in our Divisions (Arthritis/Joints, Foot/Ankle, Hand, Peds, Shoulder/Elbow, Spine, Sports, Trauma or Tumor). LOCATION: SHC, PAVAMC, SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
ORTHO 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Abrams, G. (PI);
Alamin, T. (PI);
Amanatullah, D. (PI);
Avedian, R. (PI);
Bellino, M. (PI);
Bhutani, N. (PI);
Bishop, J. (PI);
Carragee, E. (PI);
Chang, J. (PI);
Cheng, I. (PI);
Cheung, E. (PI);
Chou, L. (PI);
Chu, C. (PI);
Costouros, J. (PI);
Curtin, C. (PI);
Dragoo, J. (PI);
Duong, T. (PI);
Fanton, G. (PI);
Fredericson, M. (PI);
Frick, S. (PI);
Gamble, J. (PI);
Gardner, M. (PI);
Garza, D. (PI);
Giap, B. (PI);
Giori, N. (PI);
Gold, G. (PI);
Goodman, S. (PI);
Hoffinger, S. (PI);
Hu, S. (PI);
Huddleston, J. (PI);
Hunt, K. (PI);
Imrie, M. (PI);
Kamal, R. (PI);
Kennedy, D. (PI);
Kiratli, B. (PI);
Ladd, A. (PI);
Lowenberg, D. (PI);
Maloney, W. (PI);
Matheson, G. (PI);
McAdams, T. (PI);
Mills, P. (PI);
Mohler, D. (PI);
Rinsky, L. (PI);
Rose, J. (PI);
Safran, M. (PI);
Smith, R. (PI);
Smuck, M. (PI);
Wood, K. (PI);
Woolson, S. (PI);
Yang, F. (PI);
Yang, Y. (PI);
Yao, J. (PI)
ORTHO 398A:
Clinical Elective in Orthopedic Surgery
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Provides an opportunity for a student in the clinical years to have a clinical experience in Orthopedic Surgery, of a quality and duration to be decided upon by the student and a faculty preceptor in the Department of Orthopedic Surgery. Please note: Students cannot add 398A clerkships directly to their fishbowl schedules through the regular shuffles. Please contact Caroline Cheang in the Office of Medical Student Affairs at cheang@stanford.edu or 650-498-7619 with the faculty preceptor's name and email address to add this clerkship. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 4 students per period. CLERKSHIP DIRECTOR: Steven L. Frick, M.D. CLERKSHIP COORDINATOR: Sue Gokey Gonzalez, 650-721-7616, Stanford Medicine Outpatient Center, 450 Broadway Street - MC 6342, Redwood City, CA 94063. REPORTING INSTRUCTIONS: Where: TBD (designated faculty preceptor); Time: TBD. CALL CODE: 2 (varies according to preceptor). OTHER FACULTY: Staff. LOCATION: SHC, LPCH, PAVAMC, SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
3 times
(up to 18 units total)
ORTHO 399:
Graduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Abrams, G. (PI);
Alamin, T. (PI);
Amanatullah, D. (PI);
Avedian, R. (PI);
Bellino, M. (PI);
Bhutani, N. (PI);
Bishop, J. (PI);
Carragee, E. (PI);
Chang, J. (PI);
Cheng, I. (PI);
Cheung, E. (PI);
Chou, L. (PI);
Chu, C. (PI);
Costouros, J. (PI);
Curtin, C. (PI);
Dragoo, J. (PI);
Duong, T. (PI);
Fanton, G. (PI);
Fredericson, M. (PI);
Gamble, J. (PI);
Garza, D. (PI);
Giap, B. (PI);
Giori, N. (PI);
Gold, G. (PI);
Goodman, S. (PI);
Hoffinger, S. (PI);
Hu, S. (PI);
Huddleston, J. (PI);
Hunt, K. (PI);
Imrie, M. (PI);
Kamal, R. (PI);
Kennedy, D. (PI);
Kiratli, B. (PI);
Ladd, A. (PI);
Lowenberg, D. (PI);
Maloney, W. (PI);
Matheson, G. (PI);
McAdams, T. (PI);
Mills, P. (PI);
Mohler, D. (PI);
Rinsky, L. (PI);
Rose, J. (PI);
Safran, M. (PI);
Smith, R. (PI);
Smuck, M. (PI);
Wood, K. (PI);
Woolson, S. (PI);
Yang, F. (PI);
Yang, Y. (PI);
Yao, J. (PI)
OSPAUSTL 10:
Coral Reef Ecosystems
Key organisms and processes, and the complexity of coral reef ecosystems. Students explore the Great Barrier Reef from the southern end which demonstrates the physical factors that limit coral reefs, to the northern reef systems which demonstrate key aspects of these high biodiversity ecosystems. Human-related changes. Emphasis is on research experiences and development of analytical skills. Two units only counted for the Biology major.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-SMA
OSPAUSTL 28:
Terrestrial Ecology and Conservation
Examination of the rain forest and sclerophyll ecosystems in far north Queensland. Methodology for classification of key terrestrial ecosystems in lectures and then use of multiple field-based techniques to put theory to the test in the field. Ecosystem health is assessed using bioindicators under differing fire regimes and disturbance levels. Globally, terrestrial ecosystems and their associated fauna are affected by many of the same anthropogenic impacts and these are explored using Australian case studies and hands-on field activities. How both the plants and animals of Australian ecosystems came to be so utterly unique, in the context of the long evolution of 'the island continent' from the prehistoric rain forests that once covered the ancient super-continent of Gondwana
Terms: Aut
| Units: 3
OSPAUSTL 32:
Coastal Ecosystems
Field course that takes place on North Stradbroke Island, located in Moreton Bay. Physical and biological factors that influence ecosystems of the coastal zone. Lectures, field activities and discussions to increase knowledge of coastal ecosystems, their structure, including knowledge of the communities of flora and fauna, their importance to human communities, their management and the threats that negatively affect them. Coastal ecosystems of Moreton Bay used as an example, considering how both natural and human factors influence coastal ecosystems. Multiple field activities on the island observing various marine animals and plant communities, and exploring the range of coastal ecosystems of North Stradbroke Island.
Terms: Aut
| Units: 3
OSPAUSTL 40:
Australian Studies: History, Society and Culture Down Under
Introduction to Australian society, history, culture, politics, and identity. Social and cultural framework and working understanding of Australia in relationship to the focus on coastal environment in other program courses. Field trips.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-EDP, WAY-SI
OSPAUSTL 50:
Individual Research Project
Prior to arriving in Australia, students establish a link with University of Queensland faculty to develop project ideas that combine personal interests and career goals with opportunities presented by the Australian Coastal Studies program, such as how mangrove roots find sediment rich zones of the shore, or the dynamics of ecotourism in southern and northern coastal Queensland. Project report and presentation in Australia.
Terms: Aut, Spr
| Units: 4
OSPBER 1Z:
Accelerated German: First and Second Quarters
A jump start to the German language, enabling students with no prior German to study at the Berlin Center. Covers GERLANG 1 and 2 in one quarter.
Terms: Aut, Win
| Units: 8
OSPBER 2Z:
Accelerated German, Second and Third Quarters
Covers GERLANG 2 and 3 in one quarter. Qualifies students for participation in an internship following the study quarter. Emphasis is on communicative patterns in everyday life and in the German work environment, including preparation for interviews.
Terms: Aut, Win, Spr
| Units: 8
| UG Reqs: Language
OSPBER 3B:
German Language and Culture
Completion and refinement of First-Year grammar, vocabulary building, reading literature and news, writing skills, esp. journal. Extensive use of current materials, such as local Berlin and national news, and emphasis on building speaking skills for everyday situations and discussions.
Terms: Aut, Win, Spr
| Units: 7
| UG Reqs: Language
OSPBER 17:
Split Images: A Century of Cinema
20th-century German culture through film. The silent era, Weimar, and the instrumentalization of film in the Third Reich. The postwar era: ideological and aesthetic codes of DEFA, new German cinema, and post-Wende filmmaking including Run Lola Run and Goodbye Lenin. Aesthetic aspects of the films including image composition, camera and editing techniques, and relation between sound and image.
Terms: Win
| Units: 3-4
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II
OSPBER 19:
Expressing Ideas: Academic German for 2nd year learners
This class is designed for students enrolled in a 3-5 unit theme course taught in German in Berlin who have not previously taken German 21. The class focuses on vocabulary enrichment and how to articulate observations and formulate arguments, including learning figures of speech.
Terms: Aut, Win, Spr
| Units: 2
OSPBER 21B:
Intermediate German
German language skills for Intermediate students. Refinement of German grammar; vocabulary building, writing practice via journal and essays; German culture, including current news and issues, literature and films. Special emphasis on comprehension and speaking skills for discussions, everyday situations, and in-class presentations. Prerequisite: completion of first-year German.
Terms: Aut, Win, Spr
| Units: 4
| UG Reqs: Language
OSPBER 24B:
Advanced German Grammar
Syntax and organizational patters (connectors, structuring and cohesive devices) for various types of texts and arguments, contrastive vocabulary practice, and reading strategies. Skills for writing well-structured critical essays, giving effective presentations, and reading extensively as well as intensively.
Terms: Spr
| Units: 2
OSPBER 29:
Topics in German Music and Culture
Weimar Culture The recommended textbook for this independent study is Weimar Republic Sourcebook, ed. Anton Kaes (Berkeley: U of California P, 1994), an excellent collection of contemporaneous texts that is still in print and available as a reasonably priced paperback. Topics for particular study could include "expressionism," "phenomenology," "Neue Sachlichkeit," the Bauhaus, "epic theater," proletarian art, and early German cinema, more or less following the organization of the Sourcebook. The syllabus will be tailored to any relevant cultural events in Berlin and neighboring cities planned for the quarter in question. Students will be encouraged to base their written projects on these events and on research at local archives, such as the Deutsche Kinemathek and the Bauhaus-Museum. Trips to institutions in other cities (Dessau, Weimar, etc.) could also be considered. Primarily in English, but some topics might require German. n nThe Symphony Material covered in this independent study could be adjusted to the student's interest and knowledge, depending on his/her level of musical literacy. He/she could focus on cultural history or on more technical, analytical issues. The aim will be to trace the history of the genre from its roots in the early 18th century to the present day using mainly works from the established repertory as examples. Visits to live performances in Berlin may also be included. n nBeethoven in German Culture Following last year's elections in Germany, the draft coalition contract included the following statement: "The 250th birthday of Ludwig van Beethoven in 2020 offers excellent opportunities for profiling German culture at home and abroad. Preparing for this important anniversary is thus of national concern." How and why did Beethoven become so crucially important in German culture? In trying to answer this question, the course will begin with a survey of Beethoven's life and works, and then focus on his legacy via key moments in reception history. Primarily in English, but some topics might require German.
Terms: Win
| Units: 3-5
OSPBER 30:
Berlin vor Ort: A Field Trip Module
This weekly field trip course, a favorite at Stanford in Berlin since the earliest beginnings of the Program, is mandatory for all students. It provides the optimal basis for further coursework by providing firsthand, on-site exploration of the weave of cultures and histories that we know as the city of Berlin. The course is taught in alternating quarters with a history (autumn quarters) or a cityscape (winter and spring) focus.
Terms: Aut, Win, Spr
| Units: 1
OSPBER 31:
Ways of Hearing: Exploring Berlin Through its Music
Introduction to the diverse Berlin music scene and its interwoven roots, exploring the intimate connections between music and German identity. Why music of all kinds is of such profound importance in Germany and how the German musical tradition has influenced the entire world and has, in turn, integrated impulses from many different cultures. Enrollment limited.
Terms: Aut
| Units: 1
OSPBER 33:
The Politics of Memorializing World War II
This course will explore the politics of memorializing World War II specifically in the city of Berlin, as the city offers numerous examples of how the past is rendered present. Students will consider debates surrounding the Holocaust Memorial established once the Wall came down. They will engage the ethical conundrums of memorializing perpetrators along with victims, and the political issues of memorializing the resistance. Finally, memorializing mass murder and genocide also raises a number of aesthetic conundrums. All these issues will be engaged by visiting a variety of memorials in Berlin, along with an introduction to the relevant literature and documentation.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-ER
OSPBER 40M:
An Intro to Making: What is EE
Is a hands-on class where students learn to make stuff. Through the process of building, you are introduced to the basic areas of EE. Students build a "useless box" and learn about circuits, feedback, and programming hardware, a light display for your desk and bike and learn about coding, transforms, and LEDs, a solar charger and an EKG machine and learn about power, noise, feedback, more circuits, and safety. And you get to keep the toys you build. Prerequisite: CS 106A.
Terms: Aut, Win, Spr
| Units: 5
| UG Reqs: WAY-SMA
OSPBER 50M:
Introductory Science of Materials
Topics include: the relationship between atomic structure and macroscopic properties of man-made and natural materials; mechanical and thermodynamic behavior of surgical implants including alloys, ceramics, and polymers; and materials selection for biotechnology applications such as contact lenses, artificial joints, and cardiovascular stents. No prerequisite.
Terms: Aut, Win, Spr
| Units: 4
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-SMA
OSPBER 60:
Cityscape as History: Architecture and Urban Design in Berlin
Diversity of Berlin's architecture and urban design resulting from its historical background. Architect Ludwig Mies van der Rohe and his artistic ancestors. Role of the cultural exchange between Germany and the U.S. Changing nature of the city from the 19th century to the present.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-Hum, WAY-A-II
OSPBER 66:
Theory from the Bleachers: Reading German Sports and Culture
German culture past and present through the lens of sports. Intellectual, societal, and historical-political contexts. Comparisons to Britain, France, and the U.S. The concepts of Körperkultur, Leistung, Show, Verein, and Haltung. Fair play, the relation of team and individual, production and deconstruction of sports heroes and heroines, and sports nationalism. Sources include sports narrations and images, attendance at sports events, and English and German texts. Will be taught in German if there are enough students with sufficient knowledge of German.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-A-II
OSPBER 71:
EU in Crisis
Challenges confronting Europe as a whole and the EU in particular: impact of the sovereign debt crisis of the Eurozone, mass migration, external and internal security challenges, as well as political and social needs for reform. How the EU and its members respond and if the opportunities of these crises are constructively used for reform - or wasted (Crisis = Danger + Opportunity). Analyse institutions, interests and competing narratives to explain the current situation in Europe. Excursion to other European capital to get a non-German perspective on the crises.
Terms: Spr
| Units: 4-5
| UG Reqs: WAY-SI
OSPBER 77:
Understanding Intl' Politics Today:Â From the German Philosophers to Modern Social Science
International politics is beset by problems. States go to war. The global economy is volatile and unequal. The human community is divided into multiple nation-states. Some states dominate others. People commit acts of evil. Luckily, we are not the first people to have noticed that international politics is not characterized exclusively by peace and harmony. War, capitalism, racism, and totalitarianism have all been subjects about which German thinkers - many based in Berlin - have made profound contributions over the last two centuries. Do their ideas and arguments stand up in the cold light of modern social science? What can we learn from them - and what do we need to discard? This course will introduce students to perennial problems in international politics from two perspectives: those of key German political thinkers, and those of modern social science. It is structured around five core questions: Why do states go to war and what could be the basis for a lasting peace? If war is unavoidable, what is the role of morality in war? How can/should the world be governed in the absence of a world state? How has international politics been transformed by capitalism? What role has been and is played by race and racism in international politics?
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-A-II, WAY-SI
OSPBER 82:
Globalization and Germany
Main channels of globalization¿movement of capital, goods, people and ideas¿and their history. Arguments in favor and against economic integration and relationship between globalization and domestic political processes. Key industries of the German export economy; how globalization relates to current debates on migration and social policy. Germany's position in the European Union, as well as the world economy; Germany and its role in future globalization
Terms: Win
| Units: 4-5
| UG Reqs: WAY-SI
OSPBER 86:
The Integration of Refugees in Europe: German Education Settings
Experiences of refugees as they enter German secondary and post-secondary education settings. Using a social-psychological lens, learn how refugees understand their experiences in German schools and interactions with native students and teachers; how they are seen and treated; barriers to better relationships and outcomes; and how these can be overcome. Learn from popular commentary reports; scholarly writings from social-psychology and related fields on diversity, bias, belonging, and psychologically "wise" interventions. Experiential learning opportunities, including conversations with refugee students and educators working with refugees.
Terms: Spr
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
OSPBER 88:
Religion & the Third Reich
This course investigates the role of established religion and new religious ideologies in Nazi Germany. Students learn about religious ideologies employed by the Nazis in service of fascism (paganism, occultism, and "Positive Christianity") and the policies they implemented to promote their nationalistic vision and absolutist politics, ranging from Gleichschaltung, to the Reich Concordat Treaty with the Vatican, to the Final Solution. Students also study the impact of these policies on German Protestants, Catholics, Jews, and other religious minorities, and about the range of responses that Nazi religious propaganda and programs evoked, from accommodation to cooperation to resistance. The course facilitates this investigation in three ways: (1) discussion of common readings and video content in a weekly seminar setting; (2) regular local site visits for experience learning; (3) frequent, short written reflection in the form of responses to readings, video content, and site visits (Academic Journal).
Terms: Aut
| Units: 4
| UG Reqs: WAY-A-II, WAY-SI
OSPBER 99:
German Language Specials
May be repeat for credit
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
2 times
(up to 10 units total)
OSPBER 101A:
Contemporary Theater
Texts of plays supplemented by theoretical texts or reviews. Weekly theater visits and discussions with actors, directors, or other theater professionals. In German. Prerequisite: completion of GERLANG 3 or equivalent.
Terms: Aut, Spr
| Units: 5
| UG Reqs: GER:DB-Hum, WAY-A-II
OSPBER 104:
Berlin University Lecture Series 1
May be repeat for credit.
Terms: Aut, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
OSPBER 105:
Berlin University Lecture Series 2
Terms: Aut, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
OSPBER 126X:
A People's Union? Money, Markets, and Identity in the EU
The institutional architecture of the EU and its current agenda. Weaknesses, strengths, and relations with partners and neighbors. Discussions with European students. Field trips; guest speakers.
Terms: Win
| Units: 4-5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-SI
OSPBER 174:
Sports, Culture, and Gender in Comparative Perspective
Theory and history of mass spectator sports and their role in modern societies. Comparisons with U.S., Britain, and France; the peculiarities of sports in German culture. Body and competition cultures, with emphasis on the entry of women into sports, the modification of body ideals, and the formation and negotiation of gender identities in and through sports. The relationship between sports and politics, including the 1936 Berlin Olympic Games. In German. Prerequisite: completion of GERLANG 3 or equivalent.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-EDP
OSPBER 198D:
Humboldt Universitat: Humanities 2
Course may be repeated for credit.
Terms: Aut, Spr
| Units: 2-3
| Repeatable
for credit
OSPBER 198F:
Humboldt Universitat: Social Sciences 2
Terms: Aut, Spr
| Units: 2-3
| Repeatable
for credit
OSPBER 198H:
Freie Universitat: Humanities 3
Course may be repeated for credit.
Terms: Spr
| Units: 2-3
| Repeatable
3 times
(up to 9 units total)
OSPBER 199A:
Directed Reading A
Course may be repeated for credit.
Terms: Aut, Win, Spr
| Units: 2-4
| Repeatable
for credit
OSPBER 199B:
Directed Reading B
Course may be repeated for credit.
Terms: Aut, Win, Spr
| Units: 2-3
| Repeatable
for credit
OSPBER 199C:
Directed Reading C
Terms: Aut
| Units: 1-3
| Repeatable
9 times
(up to 3 units total)
OSPBER 199D:
Humboldt Universitat: Humanities
Course may be repeated for credit.
Terms: Aut, Spr
| Units: 2-3
| Repeatable
6 times
(up to 18 units total)
OSPBER 199F:
Humboldt Universitat: Social Sciences
Course may be repeated for credit.
Terms: Aut, Spr
| Units: 2-3
| Repeatable
for credit
OSPBER 199G:
Freie Universitat: Social Sciences 1
Course may be repeated for credit.
Terms: Aut, Spr
| Units: 2-3
| Repeatable
for credit
OSPBER 199H:
Freie Universitat: Humanities 1
Course may be repeated for credit.
Terms: Aut, Spr
| Units: 2-3
| Repeatable
for credit
OSPBER 199J:
Freie Universitat: Natural Sciences 1
Course may be repeated for credit.
Terms: Aut, Spr
| Units: 2-3
| Repeatable
for credit
OSPBER 199K:
Freie Universitat: Social Sciences 2
Course may be repeated for credit.
Terms: Aut, Spr
| Units: 2-3
| Repeatable
for credit
OSPBER 199L:
Freie Universitat: Humanities 2
Course may be repeated for credit.
Terms: Aut, Spr
| Units: 2-3
| Repeatable
for credit
OSPBER 199M:
Freie Universitat: Natural Sciences 2
Course may be repeated for credit.
Terms: Aut, Spr
| Units: 2-3
| Repeatable
for credit
OSPCPTWN 15:
INDIGENOUS PEOPLES, LAW
This seminar will examine the history of Indigenous peoples and their legal status in some of the settler colonies of the British Empire, including the United States, Canada, New Zealand, Australia, and South Africa. It will consider shared histories of Indigenous dispossession and struggles over land tenure, contests over sovereignty and the meaning of treaties, issues of citizenship and subjecthood, and efforts at the destruction of Indigenous culture through the criminalization of traditional religious practices and the forcible removal of Indigenous children; it will also explore histories of Indigenous resistance to settler policies. The course will conclude with a comparative survey of the law governing Indigenous communities in these settler states today, as well as ongoing struggles for Indigenous rights.
Terms: Aut
| Units: 3
OSPCPTWN 20:
Social Dynamics of Health in South Africa: A Medical Anthropological Perspective
This seminar introduces students to the field of anthropology's intersection with Health, Illness and Medical Histories. Drawing on discourses in Body politics, feminist theories of health and medical anthropological approaches to research, this seminar series seeks to question and explore the nature of health realities in South Africa and Africa more broadly. Essentially, it provides an intersectional exploration into how health is comparatively conceptualised using anthropology as the model of analysis. The series is presented discursively and students' lived-experience and critical reflections are welcomed. Topics covered in the course include anthropological configurations of 'the body' (including phenomenology and biopower) as well as the history and geography of medicine (something of a broad sweep of the impact of European medicinal encounters in Africa). The theoretical approach adopted will consider postcolonial theory, development theory, and feminist theories to unpack health realities in South Africa and Africa more broadly. Typical to studies in health and well-being, the seminar series is interdisciplinary in its delivery and students are encouraged to engage critically with a broad range of literature and texts in order to grapple with the content. Thus, there are no prerequisites for doing the course and we welcome students with varying majors. The course will consist of weekly seminar sessions across 8 weeks (2 seminars per week, 16 seminar sessions in total)Instructor: Dr Efua Prah
Terms: Win
| Units: 4
| UG Reqs: WAY-EDP, WAY-SI
OSPCPTWN 23:
Foundations of Public Health
This interdisciplinary core course examines public health and healthcare in the US and globally using a social justice lens and emphasizing the interconnectedness of population and individual health. Using public health and healthcare delivery as the overarching framework, the course will cover foundational elements of public health and historical contributions. The course will cover the ethical bases, key terms and concepts, system organization; and the social, behavioral, environmental, and biological factors that contribute to specific individual and community health outcomes through interactive learning strategies and the application and integration of concepts to understand and prevent current public health problems and those facing public health.
Terms: Win
| Units: 2
OSPCPTWN 30:
Introduction to Contemporary Issues in South Africa
This compulsory course provides a brief introduction to social issues in contemporary South Africa. It explores the impact of historical legacies in a post-Apartheid context. Drawing from a range of disciplines, this course provides insights into the form and content of South Africa's socio-political-historic and economic landscapes
Terms: Aut, Win, Spr, Sum
| Units: 1-2
OSPCPTWN 35:
In and Out of the Margins: The Plays of Athol Fugard
This seminarfocuseson the plays of Athol Fugard, the most well-known, influential, and accomplished of South African playwrights. His innovative dramatic style (drawing orignally on improvisation, Brecht, and Greek tragedy,before shifting into realistic situations and dialogue);his apartheid-challenging collaborations with black South African theater artists (especially Zekes Mokei, John Kani, and Winston N'Tshona);and his extraordinarily long career (over the past sevendecades) makehis work of particular interest to students of history, theater, and politics. Through Fugard's plays, students confront signifcant issues in apartheid and post-apartheid South Africa. Set in the confines of the theater, these confrontations paradoxically generate a fuller engagement with the issues than we often get from accounts in the disciplines of history orpolitcal science. As Picasso once said, "Art is the lie that tells the truth," and Fugard's theater tries to do that. In studying his plays, students will learn a different kind of truth about social and historical realities that have faced South Africans over the past six decades.
Terms: Win
| Units: 4
OSPCPTWN 36:
The Archaeology of Southern African Hunter Gatherers
Archaeology, history and ethnography of the aboriginal hunter gatherers of southern Africa, the San people. Formative development of early modern humans and prehistory of hunters in southern Africa before the advent of herding societies; rock paintings and engravings of the subcontinent as situated in this history. Spread of pastoralism throughout Africa. Problems facing the descendants of recent hunter gatherers and herders in southern Africa, the Khoisan people.
Terms: Aut, Spr
| Units: 4
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-SI
OSPCPTWN 42:
White South-African Writers
I would be thrilled to work with students on an independent study that addressed the work of white South-African writers whose fiction (and in some cases their political activism) challenged the South African apartheid government. I would imagine a directed reading of white South-African novelists ¿Alan Paton, Nadinne Gordimer, and J.M. Coetzee¿whose work (and in some cases whose lives) constituted resistance to apartheid. The many possibilities include Alan Paton's Cry, The Beloved Country(a new film adaptation, starring Mark Rylance and Johnny Depp, is set to be released this year) and Ah, but Your Land is Beautiful; Nadinee Gordimer's The Conservationist, Occasion for Loving, The Burgher's Daughter, Get a Life, and The Pickup(2001); J.M. Coetzee Waiting for the Barbarians,Disgrace, The Life & Times of Michael K, and essays from White Writing. Interested students could undertake reading and discussing works by a single author, or a combination of the titles listed above by different writers.
Terms: Win
| Units: 1-3
| Repeatable
10 times
(up to 30 units total)
OSPCPTWN 45:
Transitional Justice and Transformation Debates in South Africa
Exploration of transitional justice through critical discussion of contemporary South Africa. Conflicting perspectives of the South African transition through an exploration of the creation of the "rainbow nation" as well as discussions over whether a denial of justice for apartheid-era crimes prevails. Decisions made post-apartheid over how best to confront the large-scale human rights abuses of the past, including South Africa's recent past through the lens of the "pillars" of transitional justice: truth seeking, criminal justice, reparations and institutional reform. Issues of structural violence and the legacies of apartheid in order to question to what extent we can consider South Africa to have realised the promises of its transition
Terms: Aut, Spr, Sum
| Units: 4
| UG Reqs: WAY-EDP, WAY-SI
OSPCPTWN 49:
Foundations of Public Health and Social Justice
This course will examine public health and healthcare in the US, South Africa and globally using a social justice lens and emphasizing the interconnectedness of population and individual health. Using public health and healthcare delivery as the overarching framework, the course will cover foundational elements of public health, historical contributions and incorporate elements of social justice throughout the course. Students will learn about the social determinants of health and the influence this has on the health of a society. Students will gain an understanding of the complex nature of the person in the environment taking into consideration the dynamics of social oppression, diversity and social functioning and how biases, prejudice and oppression have led to health disparities. Through active learning in class, field trips and community engagement, students will be guided in becoming effective leaders to promote social justice and healthy communities. Course Director: Lars Osterberg, MD, MPH https://profiles.stanford.edu/lars-osterberg larso@stanford.edu
Terms: Sum
| Units: 4
| UG Reqs: WAY-EDP, WAY-SI
OSPCPTWN 67:
ICT4D: An Introduction to the Use of ICTs for Development
Overview of selected ICT4D initiatives in Africa and South Africa. Engage critically with the optimism that follows technology invention to evaluate context and the digital knowledge gap. Themes such as the notion of technological colonization, co-design, SDG ICT agenda, policy and frameworks and other fundamentals in the field.
Terms: Win, Spr, Sum
| Units: 4
| UG Reqs: WAY-SI
OSPCPTWN 79:
Creative Cityness in the Global South
Critical exploration of culture-led urban development in postapartheid Cape Town and beyond. Introduction to the rise of the creative economy in South Africa and Cape Town; current local development of Woodstock. Ways and forms of conflict but also new social interfaces between the new creative tenants and the old established community, on the one hand pointing to problematic issues like lingering gentrification, sociospatial polarisation and lopsided cultural representation while also trying to flesh out some of the opportunities for finding the right frequency of engagement between creative industries and spaces of vernacular creativity within Cape Town's post-apartheid urban realm.
Terms: Sum
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
OSPCPTWN 83:
From Cape to California: Settler Colonialism and the Genocide of Indigenous Peopes
Two major social and historical phenomena: genocide and settler colonialism, contextualized within the broad contours of world history as well as the making of European colonialism and Western global domination from the start of European colonial expansion in the fifteenth century to the twentieth century. Emphasis on developing global comparative perspectives focusing on southern African, North and Latin American, as well as Australian case studies. Histories of the place from which students come, California, as well as the place they currently find themselves, the Cape, and the links both have to settler colonialism and the genocidal destruction of indigenous peoples
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-EDP, WAY-SI
OSPCPTWN 88:
Computational Education
In 2022 there is a unique opportunity to build better learning experiences that serve more students. In this research-level course we explore ways to leverage; modern AI, online platforms and large datasets to address challenges in education for learners around the world. Imagining and contributing to education's digital future is an open challenge and as such this course is designed to encourage your creativity.
Terms: Spr
| Units: 4
OSPFLOR 1A:
Accelerated First-Year Italian, Part 1
Accelerated sequence that completes first-year Italian in two rather than three quarters. For students with previous knowledge of Italian or with a strong background in another Romance language. Prerequisite: advanced-level proficiency in another Romance language Prerequisite: Placement .
Terms: Aut, Win, Spr
| Units: 5
OSPFLOR 1F:
First-Year Italian, First Quarter
All-in-Italian communicative and interactive approach. Emphasis is on the development of appropriate discourse in contemporary cultural contexts. Interpretation of authentic materials, written and oral presentations, and plenty of conversational practice. Language lab, multimedia, and online activities.
Terms: Aut, Win, Spr
| Units: 5
OSPFLOR 2A:
Accelerated First-Year Italian, Part 2
Continuation of ITALLANG 1A. Accelerated sequence that completes first-year Italian in two rather than three quarters. For students with previous knowledge of Italian or with a strong background in another Romance language. Prerequisite: Placement Test, ITALLANG 1A or consent of instructor. Fulfills the University language requirement.
Terms: Aut, Win, Spr
| Units: 5
| UG Reqs: Language
OSPFLOR 2F:
First-Year Italian, Second Quarter
Continuation of ITALLANG 1. All-in-Italian communicative and interactive approach. Emphasis is on the development of appropriate discourse in contemporary cultural contexts. Interpretation of authentic materials, written and oral presentations, and plenty of conversational practice. Language lab, multimedia, and online activities. Prerequisite: Placement Test, ITALLANG 2
Terms: Aut, Win, Spr
| Units: 5
OSPFLOR 3F:
First-Year Italian, Third Quarter
Continuation of ITALLANG 2. All-in-Italian communicative and interactive approach. Emphasis is on the development of appropriate discourse in contemporary cultural contexts. Interpretation of authentic materials, written and oral presentations, and plenty of conversational practice. Language lab, multimedia, and online activities. Prerequisite: Placement Test, ITALLANG 2 or consent of instructor. Fulfills the University language requirement.
Terms: Aut, Win, Spr
| Units: 5
| UG Reqs: Language
OSPFLOR 11:
Film, Food and the Italian Identity
Food in Italian cinema staged as an allegory of Italy's social, political and cultural milieu. Intersections between food, history and culture as they are reflected in and shaped by Italian cinema from the early 1900s until today. Topics include: farmer's tradition during Fascism; lack of food during WWII and its aftermath; the Economic Miracle; food and the Americanization of Italy; La Dolce Vita; the Italian family; ethnicity, globalization and the re-discovery of regional culinary identity in contemporary Italy. Impact of cinema in both reflecting and defining the relationship between food and culture.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II
OSPFLOR 13:
Galileo, Leonardo da Vinci, and the Scientific Revolution in Italy
Italy was central to the Scientific Revolution during the Renaissance. The work of Galileo Galilei, Leonardo da Vinci, and others in Italy and across Europe, catalyzed the emergence of modern science, with profound changes in our worldview. The work of these Italians contributed to the rise of the scientific method, the development of modern sciences (especially astronomy, biology, physics, and mathematics), and the study of human anatomy and medicine. Technologic innovations, such as the telescope, microscope, accurate timepieces, and the printing press, were also pivotal for the Scientific Revolution. In this course we will explore the emergence of science and technology during the Renaissance and their connections to modern day scientific practice and principles, with a focus on key Italian pioneers. We will take advantage of Florence's location to visit museums and sites, and better appreciate their contributions to scientific methods and thinking.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI
OSPFLOR 15:
The Italy Around You: Society, Politics, the Arts and the Economy
Today's Italy through a series of thematic lectures covering a wide range of subjects, from politics to contemporary art and from sexual mores to the Mafia. Nature of contemporary Italian society, insights into the economic challenges facing Italy, as well as keys to deciphering Italian politics, and the elements required to make sense of what can be read, seen and heard in the Italian media. Assesing modern Italian culture in terms of the society that has produced it.
Terms: Aut, Win, Spr
| Units: 2
OSPFLOR 15M:
Accademia del Maggio Musicale Fiorentino
Individual instrumental or voice lessons with a private instructor at the Accademia del Maggio Musicale Fiorentino. Repeatable for credit.
Terms: Aut, Win, Spr
| Units: 3
| Repeatable
for credit
OSPFLOR 19:
Florence for Foodies: Discovering the Italian Culinary Tradition
A look at modern Florentine and Italian cuisine in light of historical heritage and foreign influences. Hands-on participation in three cooking classes with professional chefs. Understanding of the past and present of Italian food culture and its most important governing principles: the Mediterranean Diet, fresh and local ingredients, the market culture, and the Slow Food philosophy
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
OSPFLOR 21F:
Accelerated Second-Year Italian, Part A
Review of grammatical structures; grammar in its communicative context. Listening, speaking, reading, and writing skills practiced and developed through authentic material such as songs, newspaper articles, video clips, and literature. Insight into the Italian culture and crosscultural understanding. Prerequisite: one year of college Italian or ITALLANG 21
Terms: Aut, Win, Spr
| Units: 5
OSPFLOR 22F:
Accelerated Second-Year Italian Part B
Grammatical structures, listening, reading, writing, speaking skills, and insight into the Italian culture through authentic materials. Intermediate to advanced grammar. Content-based course, using songs, video, and literature, to provide cultural background for academic courses. Prerequisite: ITALLANG 21 within two quarters of arriving in Florence or ITALLANG 21A or OSPFLOR 21F
Terms: Aut, Win, Spr
| Units: 5
OSPFLOR 26:
Economics of the EU
Discussion and analysis of the European Crisis, which started in Greece in 2009 and continues. Critical comprehension of the inner functioning of the European Union's economics, politics and institutions, understanding of the reasons for the crisis and the solutions undertaken. Comparative analysis with the United States to show the complexity entailed in having one monetary policy and nineteen distinct national budgets. Discussion of key challenges in Europe and next steps in the progress of European integration.
Terms: Win
| Units: 5
| UG Reqs: WAY-SI
OSPFLOR 31F:
Advanced Oral Communication: Italian
Refine language skills and develop insight into Italian culture using authentic materials. Group work and individual meetings with instructor. Minimum enrollment required. Prerequisite: ITALLANG 22A, 23 or placement.
Terms: Aut, Win, Spr
| Units: 3
OSPFLOR 33:
The Body of Love: Romance, Love and Sex in Italian Cinema
This course looks at the many ways in which cinema has represented and thematized the seemingly universal concept of love. Discussion of the "love" genres of classical Hollywood melodrama. Focus on Italian cinema and its multifaceted portrayals of love, many of which question and challenge the Hollywood canon.
Terms: Spr
| Units: 4
| UG Reqs: WAY-A-II
OSPFLOR 45:
Europe: The State of the Union
Learn about, debate, and analyze the most pressing and critical issues that Italy and the EU are facing today. As former Prime Minister, and in current capacity as head of the Democratic Party, the instructor has been dealing with these issues firsthand for a number of years. On questions such as the current migrant/refugee crises, issues of citizenship and national identity, the Euro, and Brexit (just to name a few), the approach will be informed by political and economic theories and will be presented in an objective academic context; the instructor will also share not only his take on these questions but also his experiences in addressing them as an insider.
Terms: Win
| Units: 2
OSPFLOR 50M:
Introductory Science of Materials
Topics include: the relationship between atomic structure and macroscopic properties of man-made and natural materials; mechanical and thermodynamic behavior of surgical implants including alloys, ceramics, and polymers; and materials selection for biotechnology applications such as contact lenses, artificial joints, and cardiovascular stents. No prerequisite.
Terms: Aut, Win, Spr
| Units: 4
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-SMA
OSPFLOR 51:
Globalization and Social Divisions
The course examines how social diversity and inequality are produced, understood, and enacted in the context of growing global integration. It will explore how existing social arrangements create and maintain social differences among people ¿ social class; race and ethnicity; age, gender and sexuality; citizenship and nationality ¿ and are influenced by cultural, economic and political processes that are increasingly spanning across borders. Analyzing the implications of global forces, relations, and institutions ¿ e.g. the media and cultural industry, tourism, religion, social movements and the human rights regime ¿ will help students understand why the social construction of diversity and inequality today should overcome the "methodological nationalism" that often characterizes the study of social divisions. nnInstructor: Paola Bonizzoni
Terms: Win, Spr
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
OSPFLOR 54:
High Renaissance and Mannerism: the Great Italian Masters of the 15th and 16th Centuries
The development of 15th- and early 16th-century art in Florence and Rome. Epochal changes in the art of Michelangelo and Raphael in the service of Pope Julius II. The impact of Roman High Renaissance art on masters such as Fra' Bartolomeo and Andrea del Sarto. The tragic circumstances surrounding the early maniera: Pontormo and Rosso Fiorentino and the transformation of early Mannerism into the elegant style of the Medicean court. Contemporary developments in Venice.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
OSPFLOR 56:
University of Florence Courses
May be repeated for credit.
Terms: Aut
| Units: 1-5
| Repeatable
for credit
OSPFLOR 57:
Accademia Italiana
The Accademia Italiana is an international institute of art, fashion and design with an Italian and international student body. Students coming to Florence in the fall quarter can choose from a selection of courses they offer in the applied arts. Courses are taught in English, some laboratory-based design classes are taught in both English and Italian.nnCourse Website:https://www.accademiaitaliana.com/en/school/florence
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
10 times
(up to 50 units total)
OSPFLOR 67:
The Celluloid Gaze: Gender, Identity and Sexuality in Cinema
Film in the social construction of gender through the representation of the feminine, the female, and women. Female subjects, gaze, and identity through a historical, technical, and narrative frame. Emphasis is on gender, identity, and sexuality with references to feminist film theory from the early 70s to current methodologies based on semiotics, psychoanalysis, and cultural studies. Advantages and limitations of methods for textual analysis and the theories which inform them.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-EDP
OSPFLOR 70:
The Value of Life: Philosophical Foundations
Analysis of the value of life from a philosophical point of view, presenting lay foundations of bioethics. Three main steps. 1) The notion of life, which can be seen from different angles and with diverse intentions; comparative analysis of plural interpretations of the notion of life, economic, scientific, religious, and the limits of the notion itself. 2) Ethics as a theory of value, the metaphysical background of life, and the structure of bioethics; a vision of life as a "critical choice", which implies respect for life and individual responsibility; some non-Western ideas on the value of life. 3) Practical issues such as the meaning of death, abortion and euthanasia
Terms: Aut
| Units: 4
| UG Reqs: WAY-ER
OSPFLOR 74:
The Politics of Race in Italy
This course approaches the politics of race in Italy from an anthropological and historical perspective. It focuses on the historical formation of the range of attitudes, ideas and sentiments of race, including racism, found in Italy today. By taking an explicitly comparative approach to racial formation and racism, it requires students to critically reevaluate their understandings of race, identity, racial politics and racism. This includes rethinking not only what are conventionally viewed as "minority" racial identities but also white racial identity. The learning objectives of the course are: a) to understand the political and social history that has led to the formation of current attitudes, ideas and political stances on race in Italy; b) to understand the regional variation in these attitudes, ideas and political stances; and c) to extend this new understanding to the political and social history of race in the U.S.
Terms: Win
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
OSPFLOR 78:
The Impossible Experiment: Politics and Policies of the New European Union
Institutional design of EU, forthcoming changes, and comparison of the old and new designs. Interactions between the EU, member states, organized interests, and public opinion. Major policies of the EU that affect economics such as competition or cohesion policies, market deregulation, and single currency. Consequences of the expansion eastwards. The role of institutions as a set of constraints and opportunities for the economic actors; relationships between political developments and economic change in the context of regional integration; lessons for other parts of the world.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-SI
OSPFLOR 84:
Entrepreneurship and the Renaissance
This course is intended for sophomores, juniors, and seniors of all majors. With an emphasis on the wisdom of ethical behavior,it is a rigorous introduction to both the entrepreneurial process and the role of the individual and teams within high-growth ventures. Case studies, lectures, workshops and projects cover ventures involving science and technology, with special attention on both the historical significance of the Renaissance and today's opportunity in Italy. No prerequisites are necessary. This course is based upon Engineering 145(http://e145.stanford.edu), which was first offered in 1999 and now given multiple times each year at Stanford.
Terms: Spr
| Units: 4
OSPFLOR 87:
What is Love? The Amorous Discourse from Dante to Ferrante
Talking about love was the main reason humans ever began to speak in the first place. From the moment words were invented, they have been used to interpret and describe, in verse and prose, this powerful and mysterious force, in an attempt to interpret and describe our very selves. Lyric poetry was specifically designed for that, but even when telling stories about war, adventure, or the meaning of life and death, as well as when narrating comic or tragic events, countless writers have often endeavored to answer the question: What is love? By combining close readings of texts with a study of their literary, cultural, and historical context, and by paying attention to individual innovations as well as one's dialogue with tradition (a gendered tradition, that nonetheless stimulates fluid and even queer responses from the Renaissance forward), we will discover Dante's love, a means of damnation or salvation; Petrarch's love, which is sinful distraction, the source of poetry, and a path to glory; Boccaccio's love, so sensual and yet so deeply rooted in the human soul as to cause the greatest joy or the deepest despair; Ariosto's love, a dangerous force that can drive people to madness in a world where, after all, everyone is somehow in love and therefore partly (and delightfully) crazy; Machiavelli's love, which can sharpen one's wits and bring with it great achievements, unless it clouds one's judgement and leads to failure; Aretino's love, so unabashedly physical and graphically explicit as to cause scandal and amazement all over Europe. We will also look at how love is described by Veronica Gambara, Vittoria Colonna, Gaspara Stampa and other women poets of the Renaissance who renewed the lyrical code from within, giving new meanings to old words. We will also listen to the various kinds of love put to music in operas from Don Giovanni to Traviata and Bohème, and we will investigate how love interrelates with history in Manzoni's Promessi sposi and other Romantic historical novels. Finally, we will explore how the previous (male) narratives about love were reconfigured and reinvented by female novelists of the 20th century such as Goliarda Sapienza, Natalia Ginzburg and Elsa Morante, who will lead us to delve into Elena Ferrante's works, where love constantly interplays with friendship, and often confirms that, for better or for worse, appearances can be deceiving. Instructor: L. Degl'Innocenti
Terms: Sum
| Units: 4
| UG Reqs: WAY-A-II
OSPFLOR 88:
Made in Italy: Heritage, Creativity, Sustainability
This course discusses how the unique Italian heritage in manufacturing and in creative industry has been translated in economic value for the fashion and luxury industry. The module deals with the origin, development and evolution of Made in Italy by approaching its main characteristics, i.e. creativity, innovation and exclusivity. The course will offer students a comprehensive overview of the Made in Italy concept, of its actual implementation and present evolution within a globalized economy, looking in particular at the territorial dimension in the specific case of Tuscany and Florence. Students will be exposed to the fundamental theories relevant to understand the Made in Italy phenomenon but also to "live cases" related to Italian success stories that characterize Italian reputation. This approach will ensure students an in depth understanding of how territory, craftsmanship and heritage have strategically contributed to the shaping of "Made in Italy" and to its unique positioning on a global scale. Instructors: N. Bellini & S. Rovai
Terms: Spr, Sum
| Units: 4
| UG Reqs: WAY-SI
OSPFLOR 89:
The Dark Side of the Renaissance: Contagion, Emotions, Beliefs in times of Epidemics
Terms: Win
| Units: 4
| UG Reqs: WAY-SI
OSPFLOR 90:
Ma(s)king Race in Contemporary Post and Decolonial Italy
The course aims to introduce students to contemporary academic debates on race and racism in Italy. Issues of race, ethnicity and belonging will be explored through a sociological approach and an intersectional lens. Gender and class, as well as other particular - systemic and not - oppressions, will be taken into account in order to define how they interlock with each other in 2020 Italy. Instructor: Mackda Ghebremariam Tesfau'
Terms: Spr
| Units: 4
| UG Reqs: WAY-EDP
OSPFLOR 94:
"Brothers of Italy": The Gendered and Racial Making of the Italian Nation
This course introduces an interdisciplinary understanding of the concepts of gender and race and their intersectionality as a theoretical tool to trace a gendered and racial genealogy of the Italian nation. The aim of the course is to work through a variety of disciplinary approaches, from history to sociology to political philosophy, to learn to critically employ the concepts of gender, race, and nation by understanding their relationality, reciprocity, and their specific application in the field of contemporary Italian history. The course therefore includes a first part of work on the conceptual history of gender and race as well as their roots and key articulations in political history and modern philosophical thought. The work focuses on the main texts and authors of critical political thought on race and gender, with particular reference to Black feminist epistemology, decolonial philosophy and critical race theories. Critical analysis of primary sources and moments of collective debates will cross the learning path. The second part focuses on Italy as a gendered and colonial construction both in material and symbolic terms. Sources from feminist philosophy, political sociology, and Italian colonial and postcolonial history will provide tools for critical analysis and guided exercises. The third part will involve the applicative use of the whole conceptual apparatus. Participatory research and social inquiry will pivot on some past and present biographical trajectories of historical and political significance in contemporary Italian history from an intersectional perspective. The historical and social framework in which biographies are inscribed will provide a critical application field for the conceptual apparatus mastered during the course.
Terms: Aut
| Units: 4
| UG Reqs: WAY-EDP, WAY-SI
OSPFLOR 99:
Independent Study in Medicine and Health
Students will develop an independent project, meeting weekly with the instructor. Potential topics could include: a) health care systems in Italy and the United States; b) topics in the history of science or medicine; c) aspects of the epidemiology, prevention, or treatment of heart disease; d) nutrition and health; and e) evaluation of medical technology.
Terms: Spr
| Units: 1-2
OSPFLOR 111Y:
From Giotto to Michelangelo: The Birth and Flowering of Renaissance Art in Florence
Lectures, site visits, and readings reconstruct the circumstances that favored the flowering of architecture, sculpture, and painting in Florence and Italy, late 13th to early 16th century. Emphasis is on the classical roots; the particular relationship with nature; the commitment to human expressiveness; and rootedness in the real-world experience, translated in sculpture and painting as powerful plasticity, perspective space, and interest in movement and emotion.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
OSPFLOR 115Y:
Building the Cathedral and the Town Hall: Constructing and Deconstructing Symbols of a Civilization
The history, history of art, and symbolism of the two principal monuments of Florence: the cathedral and the town hall. Common meaning and ideological differences between the religious and civic symbols of Florence's history from the time of Giotto and the first Guelf republic to Bronzino and Giovanni da Bologna and the Grand Duchy.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
OSPGEN 10:
Introduction to Japan: History, Religion, Culture
This course provides a broad introduction to the history, religion, and culture of Japan from prehistory until the death of the Meiji Emperor in 1912, with emphasis on Japan's relations with the continent (especially China) and the wider world and how those relations changed over time in the context of successive waves of globalization. The course is experience-intensive, taking full advantage of the historical and cultural treasures of Kyoto and environs through multiple field trips per week.
Terms: Sum
| Units: 2
OSPGEN 14:
Faith, Science and the Classical Tradition in Renaissance Florence
The story of the Renaissance can be told as a shift from a god-centered world to a human-centered one, a shift that began with the rediscovery of the classical humanist tradition (especially the philosopher-poet Lucretius) and led eventually to the scientific revolution. It is quintessentially the story of Florence. This course presents the story by using the city itself to look at the ways people represented their relationship with God and their understanding of what it is to be human and rational. That in turn leads us to a larger question: how to understand belief itself.
Terms: Sum
| Units: 2
OSPGEN 26:
Interdisciplinary Introduction to African Urban Studies
The main idea for this course will beto use Accra as a way to illuminate cities of the students'own choice.This meansthat the course will be inherently comparative andfeatures of Accra will be usedto ignite students¿understanding of details of the urbanin general.Features of other African cities such as Cairo,Lagos, Kinshasa, and Johannesburg will beintroduced primarily through literary, anthropological,and other humanistic texts. And spatial concepts such asspatial morphology, spatial traversal and the means of locomotion, space-time anamorphism (for science fiction), topoanalysis (from phenomenology), and chronotopes(from Bakhtin)will be progressively introduced and applied to different urban features. The course will be a combination of classroom discussions and various fieldwork walking and bus tours of Accra. These will help to further ground the spatial concepts they will have been introduced to in class.There willalsobetrips to the Elmina and Cape Coast Castles, old seats of the European trading presence on the Gold Coast/Ghanaand sites of the slave trade.
Terms: Sum
| Units: 2
OSPGEN 28:
Can a Start-Up Culture and Technology Heal the World?
Israel's health system is one of the most admired in the world. Despite its small size, Israel is home to a disproportionate number of start-ups.Through this immersive seminar, students will gain an understanding of how socio-cultural conditions, including political, regulatory, military, and academic institutions; geographical, historical, and environmental conditions; and human cultures and activities have shaped the health innovation ecosystem in Israel into one of the world's most productive centers; and an appreciation of the advantages and disadvantages faced by entrepreneurs in Israel, how they have evolved, and how they compare to the experience of entrepreneurs elsewhere.
Terms: Sum
| Units: 2
OSPGEN 29:
A cultural, ethical, medical and legal exploration of Japanese and American Societies
How can someone be dead in America but alive in Japan? Why does Japan have among the lowest rates of life-saving organ transplantation in the world despite being a highly developed society? While death is broadly considered an absolute biological event, the space between life and death may be blurry and influenced by often-competing forces. This course will explore historical, anthropological, ethical, and medical constructs around death and dying, brain death and organ transplantation. Through in-classroom and experiential learning, we will compare the US and Japanese perspectives and will include unique cultural, ethical, and medical experiences in Osaka and Kyoto, Japan.
Terms: Sum
| Units: 2
OSPGEN 48:
Jordanian Futurities between Ancient Antiquities and Performances of Urban Life
Present-day Hashemite Kingdom of Jordan is the site of remarkable civilizations of Antiquity. In Jordan, the Eastern civilizations of Ammon, Moab, Canaan, Assyria, and Babylon thrived as did the Romans and the Persians. Today, the most visible of Jordan's ancient world are the Roman, Nabatean, and Islamic civilizations. The proposed course takes cultural artifacts as the foundational blocks of the Levant, asking a fundamental question about how a contemporary state exists on top and beside the ancient past, by exploring three cities: Petra, Jerash, and Amman. All three cities have large Amphitheatres that suggest a particular pattern of growth over time, and play a major role in how these cities function today as tourist attractions and geography for performances of everyday life. In these three case studies, students will investigate how theatre and performance, along with culture in its broadest definition, have shaped the destiny of the Levant historically and the present-day Hashemite Kingdom. We will ask: How did three major metropolitan cities that stretch back to antiquity develop into very different urban living spaces today? Why do all of them have a massive theatrical space in their midst? What conclusions can be drawn from the stunted development of Petra, the semi-developed city of Jerash, and the highly developed capital city, Amman, based on the position and the level of activity in their theatrical spaces over time?
Terms: Spr, Sum
| Units: 2
OSPGEN 53:
Corals of Palau: Ecology, the Physical Environment, and Reefs at Risk
Coral reef ecology, biogeochemistry, physics with a view towards developing science-based solutions for coral reef protection and management.
Terms: Sum
| Units: 2
OSPGEN 259:
Community Health in Oaxaca
Close observation of clinicians at work in community health settings in Oaxaca and service with local community health organizations. Combination of classroom study and discussion with cultural immersion, language training, clinical shadowing, and community service. Topics include: Mexican healthcare system; cultural, socioeconomic and educational factors impacting health of Mexicans and Mexican immigrants to U.S.; Mexican cultural and health beliefs; Mexican migration as a multi-ethnic process.
Terms: Sum
| Units: 2
| Repeatable
3 times
(up to 6 units total)
OSPHONGK 14:
China's Strategic and Diplomatic Cultures
This course looks at the ways in which diplomacy and strategy have developed in the Chinese context. It examines Chinese strategic and diplomatic cultures through key historical texts, case studies, and contested ideas about Chinese approaches to international politics in peace and war. A theme of the course will be the question of how history and culture are understood in the present and what this can tell us about contemporary China. CUHK Course code: CHES3006, Enrollment limited.
Terms: Aut
| Units: 4
OSPHONGK 15:
State and Market in Modern China
This course examines the political economy of China's development from the perspective of state-market relations. It situates China's case in the broader context and debates on the role of the state and markets in economic development and transition. It will cover topics including the political logic of China's economic reform, the institutional foundations of China's growth miracle, China's corporate sector reforms, China's industrial and innovation policy, corruption/anti-corruption, China's integration into the world economy, Chinese financial reforms, among others. Students will gain a deeper understanding of why and how China has reformed and grown rapidly; and to what extent China's experience may be generalized as a model for other developing countries. CUHK Course code: CHES2109. Enrollment limited
Terms: Aut
| Units: 4
OSPHONGK 20:
Financialization and China's Development
This course examines the political economy of China's transition and development from the perspective of financialization. It situates China's case in the broader context and debates on the role of financialization in reshaping the contemporary socio-economic governance and the relations between the financial sector and real sector economy. It will cover topics including the logics of financialization, financial repression and financial liberalization, China's financial governance, industrial policy and financialization, corporate governance, commercial banking and shadow banking, development finance, capital market, public investment, law and finance, risk management, innovation and regulation as well as RMB internationalization. CUHK Course code: CHES3011, Enrollment limited
Terms: Aut
| Units: 4
OSPHONGK 25:
Cultural History of China
Multi-disciplinary approach to the study of Chinese cultural history conceived of as a succession of modes of rationality (philosophical, bureaucratic, and economic processes of rationalization). Focus on the moments of paradigm shift from one mode of rationality to another. For moment, examine cultural facts and artifacts¿thought, literature, ritual¿in relationship to changing social, political, and economic systems. This semester, focus on the emergence of modern China in the Song-Yuan (960-1368) and of today's China 1850 to the present. How the modern attack on religion, redefined as "superstition", led not only to religious reform movements but also to a society in which science and the nation became the primary value systems promoted by the state.
Terms: Aut
| Units: 4
| UG Reqs: WAY-A-II
OSPHONGK 28:
An Introduction to the Development of Science and Technology in China
Science and technology in China from antiquity to the present is surveyed through the study of selected topics in some depth. Particular emphasis is given to science and technology as a window to appreciate certain aspects of Chinese culture and history. Two important questions are explored through contrasting China with the West: the conditions for the development of modern science and the central role of science and technology in modernization.
Terms: Aut
| Units: 4
OSPHONGK 29:
The Rise of China in the Global Context I: Diplomacy, Trade, and Soft Power
The "Rise of China" from the perspective of Global Governance, shedding light on its diplomatic, trade and cultural relations with others in the Global Community. Critical analysis of the transformation of Chinese foreign policies since the establishment of the People's Republic of China and the momentum behind this change of practices. Topics include: history and evolution of Chinese foreign policies; analytical framework of policy-making process in China, particularly in handling foreign and security affairs; foreign relations with both the developed and developing nations; booming economy and integration with the global economy; assessment of the rhetoric of "Peaceful Rise" and "Charm Offensive" with reference to the Confucius Institute.
Terms: Aut
| Units: 4
| UG Reqs: WAY-SI
OSPHONGK 30:
Investigating Hong Kong Through Multidisciplinary Lens
ntroduction to Hong Kong society with a particular focus on the social and cultural dynamics of contemporary Hong Kong. Some of the central questions include: What is so unique about Hong Kong? How do a Hong Kong in the past and some of the special features of the Hong Kong society contribute to a transforming China? Topics may include: (1) historical trajectory of Hong Kong; (2) identity formation: from migrants to local Hong Kong; (3) the making of Hong Kong: urban development as a case; (4) the paradise of capitalism and the Hong Kong miracle; (5) governance and politics; (6) foodways and heritage; (7) religion and folk beliefs; (8) the great transformation: Guangdong-Hong Kong-Macao Greater Bay Area initiatives
Terms: Aut
| Units: 2
OSPHONGK 41:
Introduction to Creative and New Media
Introduction to the creative aspects of the mass media, media art, new media and popular culture. Enhance students' creative, aesthetic as well as intellectual ability to evaluate different media art forms and expression. Topics include art theory, aesthetics, theories on creativity, technical and commercial aspects of various forms of production and popular culture.
Terms: Aut
| Units: 4
| UG Reqs: WAY-CE
OSPHONGK 42:
Gender and Sexuality in Contemporary Society
Examination of gender and sexuality from a contemporary and regional perspective. Based on a cross-cultural perspective, read and analyze different meanings of gender and sexuality, and how these meanings are constructed. How gender relations and sexual politics are related with historical backgrounds, cultural heritage, market expansion, ideological shifts, and capitalist dynamics in a context of modernization campaigns and globalization processes. The topics of gender and sexuality interwoven with that of migration, work, family, popular culture, mass media, and consumerism.
Terms: Aut
| Units: 4
| UG Reqs: WAY-EDP, WAY-SI
OSPHONGK 44:
Medical Sociology
From a sociological perspective, dissect issues such as conflicts between patients and doctors; safety of medical treatments and reliability of medical knowledge; inequality in health and longevity; and ever-increasing health care spending. Questions such as: What counts as illness? How do people understand illness? How does illness affect people's life? Who gets ill and why? What is the role of medical technology in fostering health? Why do doctors and patients have trouble communicating? How should health care systems be organized? Also examine some of these issues in the contexts of Chinese societies, such as China and Hong Kong with comparative perspectives.
Terms: Aut
| Units: 4
| UG Reqs: WAY-SI
OSPHONGK 45:
Chinese Culture and Society
An anthropological approach to China. Discussions concentrate on major cultural and social institutions of China, both traditional and contemporary, such as family, marriage, kinship, lineage and clan, economic system, religion and value orientation.
Terms: Aut
| Units: 4
| UG Reqs: WAY-SI
OSPHONGK 47:
China on Screen
Many 20th-century Chinese films were concerned with issues of nationhood, identity, trauma, and a national past. In recent years, however, while some directors have continued to focus on the nation's past, others have chosen to look at the present and the effects of globalization on Chinese society and culture. This course asks that students begin to understand Chinese cinema(s) as transnational, a triangular composite of Mainland, Taiwan, and Hong Kong cinema that has also been influenced by Hollywood, Japanese and Korean cinema, amongst others. Students will be introduced to Chinese film history and criticism via an examination of a number of films directed by some of Greater China's most skilled directors. CUHK Course code: CHES3101, Enrollment limited.
Terms: Aut
| Units: 4
OSPHONGK 50:
Survival Cantonese
An introductory course designed to provide international or exchange students a comprehensive Cantonese training covering basic vocabulary and grammar points through various kinds of speaking practices in a casual manner. The course focuses on students' speaking and listening skills. Real life settings are introduced such as shopping, introducing yourself, asking directions, etc. Not equivalent to home campus courses.nCUHK Course code: CLCP1000A, or CLCP1000BnIf you enroll in OSPHONGK 50, you cannot simultaneously enroll in OSPHONGK 51, 52, 53, 54AnEnrollment limited.
Terms: Aut
| Units: 1
OSPHONGK 51:
Beginner Putonghua/Mandarin Level 1
An elementary course combining the use of basic vocabulary and grammar points with a focus on communication. Focus on appropriateness in application. Vocabulary based on everyday conversation and daily usage and communication in real life settings such as shopping, introducing family members, and asking directions. Not equivalent to home campus courses. nnCUHK Course code: CLCP1133A, or CLCP1133BnIf you enroll in OSPHONGK 51, you cannot simultaneously enroll in nOSPHONGK 50nEnrollment limited.
Terms: Aut
| Units: 4
OSPHONGK 52:
Beginning Putonghua/Mandarin Level 1 Upper
The course aims to enrich students' vocabulary and grammar points through language tasks/activities and contextualized exercises. Students will be able to collect information through asking and answering questions and communicate in real-life contexts. Topics include simple self- introduction, common questions related to traveling and providing information, etc.nnCUHK Course code: CLCP1133A, or CLCP1133BnIf you enroll in OSPHONGK 52, you cannot simultaneously enroll in OSPHONGK 50nEnrollment limited.
Terms: Aut
| Units: 4
OSPHONGK 53:
Immediate Putonghua/Mandarin Level 2
Course contents focus on familiarizing students with the use of more vocabulary and grammar points. Vocabulary and grammar points introduced in this course are based on everyday conversations and daily usage. Focus will be on appropriateness in application.nnCUHK course Code: CLCP2213nIf you enroll in OSPHONGK 53, you cannot simultaneously enroll in nOSPHONGK 50nEnrollment limited.
Terms: Aut
| Units: 4
OSPHONGK 54A:
Intermediate Putonghua/Mandarin Level 2 Upper: Communication in Context II
An intermediate course designed to familiarize students with newly acquired vocabulary and grammar points through language tasks/activities and contextualized exercises in real life settings. Not equivalent to home campus courses. nnCUHK course code: CLCP2233. nEnrollment limited.nIf you enroll in OSPHONGK 54A, you cannot simultaneously enroll in nOSPHONGK 50
Terms: Aut
| Units: 4
OSPHONGK 55A:
Intermediate Putonghua/Mandarin Level 3: Application of Vocabulary and Grammar III
An upper intermediate course designed to familiarize students with the use of newly acquired vocabulary and grammar points. Focus will be on appropriateness in application. Topics include various aspects on Chinese language and culture. Not equivalent to home campus courses. Also enroll in CUHK course# CLCP3313
Terms: Aut
| Units: 4
OSPHONGK 66:
Chinese Culture and Society in Transformation
This English-taught, introductory course provides a survey of Chinese culture and society. It focuses on basic social institutions and cultural norms in traditional Chinese society and their modern transformations. The readings, drawn mainly from the disciplines of history and anthropology, cover topics of family and kinship, marriage and gender relations, popular religion and rituals, ethnicity, community institutions, state power and its political control, and rural and urban political economies. The second half of the course draws particular attention to China's constant modernizing efforts in the past century, especially during the socialist revolution and post-Mao reforms, as well as their bearings upon contemporary Chinese social practices and cultural patterns. CUHK Course code: CHES2002, Enrollment limited.
Terms: Aut
| Units: 4
OSPKYOCT 103A:
Third-Year Japanese I
Preparation for function beyond basic level in a Japanese-speaking environment by developing and enhancing communicative competence through: review of basic grammar; new grammar; reading short essays and articles with help of dictionary; short writing and speaking assignments using formal style to describe, explain, and discuss sociocultural topics; enhancing listening comprehension.
Terms: Aut
| Units: 12
OSPKYOCT 103B:
Third-Year Japanese II
Preparation for function beyond basic level in a Japanese-speaking environment by developing and enhancing communicative competence through: review of basic grammar; new grammar; reading short essays and articles with help of dictionary; short writing and speaking assignments using formal style to describe, explain, and discuss sociocultural topics; enhancing listening comprehension.
Terms: Win
| Units: 12
OSPKYOCT 104A:
Fourth-Year Japanese I
Emphasis on applications of correct grammar and strengthening academic communication skills through: reading longer essays, articles, and novels with some dictionary work; reading and writing assignments in paragraph format using formal style to describe, explain and discuss sociocultural topics; developing listening comprehension.
Terms: Aut
| Units: 12
OSPKYOCT 104B:
Fourth-Year Japanese II
Emphasis on applications of correct grammar and strengthening academic communication skills through: reading longer essays, articles, and novels with some dictionary work; reading and writing assignments in paragraph format using formal style to describe, explain and discuss sociocultural topics; developing listening comprehension.
Terms: Win
| Units: 12
OSPKYOCT 105A:
Fifth-Year Japanese I
For students with advanced proficiency. Goals include advanced command of grammar, composition, and stylistics. Emphasis is on academic Japanese preparing students to audit classes at a Japanese university.
Terms: Aut
| Units: 12
OSPKYOCT 105B:
Fifth-Year Japanese II
For students with advanced proficiency. Goals include advanced command of grammar, composition, and stylistics. Emphasis is on academic Japanese preparing students to audit classes at a Japanese university.
Terms: Win
| Units: 12
OSPKYOCT 112:
Ritual practices and daily rituals: an introduction to the anthropology of Japan
The role of ritual practices in a country that has more than one festival on any given day ofnthe year cannot be denied. It is a highly significant one that has pervaded the everyday life,nwhere many gestures have acquired a ritual meaning, be it social or sacred. The presentncourse aims to offer an overview of contemporary Japanese society with a focus onnsacred rituals (related to religious practices) and profane rituals, those daily practices thatnhave gained ritual characteristics: cyclic repetition in a pre-determined space, with predetermined participants, roles, and activities.
Terms: Aut
| Units: 6
OSPKYOCT 114:
The Eight Million Divinities of Kyoto: Introduction to Japanese Religions
Are there really "eight million divinities of Kyoto?" What is the difference between antemple and a shrine? What is a matsuri? Do Japanese people really believe in kaminand Buddhas? How many religions are there in Japan? How much money is there innJapanese religions? What do members of Japanese new religions believe? DonJapanese religions share features in common with other traditions you may know?nIf you take this class, we will explore the answers to these questions together in thenmost fun way possible¿by stepping out into one of the most beautiful cities onnearth to find the answers.
Terms: Aut
| Units: 6
OSPKYOCT 127K:
Gender in Japanese Culture
his course introduces students to the workings of gender roles and images in Japanese culture and society from ancient times to the present day. We will begin with a general introduction to key terms: the notions of gender and the body, gender relations, power, performance, cultural re/presentation, sexuality and eroticism. Then we will address various gender issues in Japan from a historical and cultural perspective, focusing on the complexity of gender images and functions in Japanese history, exploring in particular the role of women in the cultural processes. We will also make references to similar gender topics in Western and other Asian societies.
Terms: Win, Spr
| Units: 6
OSPKYOCT 142:
Japan in East Asia
Japan in East Asia
Terms: Aut
| Units: 6
OSPKYOCT 156:
Kyoto and the Meiji Restoration
Kyoto's seminal role between 1850 and 1868 in triggering the Restoration, and the Restoration's seminal role in reinventing Kyoto as both a modern city and the cradle of Japan's traditional culture. The city's transformation from staging ground for the Restoration, to early victim of the new government's drive to modernize (which included relocating the imperial court from Kyoto to Tokyo), to its eventual rejuvenation as Japan's iconic bridge between past and present, traditional and modern. How the "legacy of Meiji" has been commemorated, debated and represented over the past 150 years.
Terms: Aut
| Units: 6
OSPKYOCT 179:
Kyoto Artisans and their Worlds
Focus on materials - bamboo, wood, clay, cloth, metal and paper - and the processes by which they turn into objects of beauty - splitting, smoothing, shaping, dyeing, casting, carving and printing. Study blinds and archery bows, architectural and interior accents, tea bowls and vases, kimono and obi, screens, scrolls, even artisanal foodstuffs. Classes are focused around weekly fieldtrips backed by brief lectures and readings providing historical, cultural, and technical background for each topic.
Terms: Aut, Spr
| Units: 6
OSPKYOCT 199:
The Public Space Potential of Kyoto's Urban Cemeteries
With a decreasing birth rate and an aging population, increasingly dense urban areas in Japan are searching for new burial methods and spaces. Potential alternatives include vertical cemeteries, scattering ashes, decomposition, and more. If these solutions are implemented, cemeteries could be reconstructed into better public spaces.
Terms: Win, Spr
| Units: 6
| Repeatable
for credit
OSPKYOTO 1K:
First-Year Japanese Language, Culture, and Communication, First Quarter
Terms: Win
| Units: 5
OSPKYOTO 2K:
First-Year Japanese Language, Culture, and Communication, Second Quarter
Continuation of JAPANLNG 1. First-year sequence enables students to converse, write, and read essays on topics such as personal history, experiences, familiar people. Prerequisite: JAPANLNG 1 if taken 2012-13 of later (JAPANLNG 7 if taken 2011-12 or earlier)
Terms: Aut
| Units: 5
OSPKYOTO 3K:
First-Year Japanese Language, Culture, and Communication, Third Quarter
(Formerly OSPKYOTO 9K). Continuation of 2K. First-year sequence enables students to converse, write, and read essays on topics such as personal history, experiences, familiar people. Fulfills University Foreign Language Requirement. Prerequisite: JAPANLNG 2 or OSPKYOTO 2K if taken 2012-13 or later (JAPANLNG 8 if taken 2011-13 or earlier)
Terms: Spr
| Units: 5
| UG Reqs: Language
OSPKYOTO 5B:
News Shaping Japan Today
Examine a wide range of topical themes affecting Japan and its society through selected stories from news media as these stories emerge. As such, this course is entirely reactive to national events as they unfold. Students have a significant amount of choice of topics they address, as they are able to select stories that interest them from a list of news articles, which changes each week.
Terms: Aut, Win, Spr
| Units: 1
OSPKYOTO 13:
Contemporary Religion in Japan's Ancient Capital: Sustaining and Recasting Tradition
Japanese attitudes to religion and popular forms of religiosity. Syncretic nature of beliefs and practices drawn on a variety of interwoven concepts, beliefs, customs and religious activities of native Japanese, Korean, Chinese, and Indian origins as background. Topics include: pursuit of worldly benefits, religion and healing, fortune-telling, ascetic practices, pilgrimage, festivals (matsuri), new religions and their image, impact of the internet, response of religion in times of crisis.
Terms: Spr
| Units: 3-4
| UG Reqs: GER:DB-Hum, WAY-A-II
OSPKYOTO 19:
Zazen: A Practicum in Zen Meditation
Zen teaching through practice and experience. Condensed practicum course where students receive zazen training and experience monastic life in Myoshinji, the largest Zen complex in Japan, under the guidance of Rev. Daiko Matsuyama, Deputy Head Priest of Taizo-in temple. Over one week, regular early morning zazen training sessions on site in Taizo-in temple plus visit to World Cultural Heritage site Ryoanji with a private viewing and workshop. Other aspects of monastic life such as temple cleaning, and learning how to rake and care for the dry gardens at Taizo-in. Course culminates in an overnight zazen training session in Myoshinji's magnificent Hatto Dharma Hall. Enrollment limited.
Terms: Aut, Win
| Units: 1
OSPKYOTO 21K:
Second-Year Japanese Language, Culture, and Communication, First Quarter
(Formerly OSPKYOTO 17K.) Goal is to further develop and enhance spoken and written Japanese in order to handle advanced concepts such as comparison and contrast of the two cultures, descriptions of incidents, and social issues. 800 kanji, 1,400 new words, and higher-level grammatical constructions. Readings include authentic materials such as newspaper articles, and essays. Prerequisite: JAPANLNG 3 if taken 2012-13 or later (JAPANLNG 7 if taken 2011-12 or earlier)
Terms: Aut
| Units: 5
| UG Reqs: Language
OSPKYOTO 23K:
Second-Year Japanese Language, Culture, and Communication, Third Quarter
Formerly OSPKYOTO 19K). Goal is to further develop and enhance spoken and written Japanese in order to handle advanced concepts such as comparison and contrast of the two cultures, descriptions of incidents, and social issues. 800 kanji, 1,400 new words, and higher-level grammatical constructions. Readings include authentic materials such as newspaper articles, and essays. Prerequisite: JAPANLNG 22 or OSPKYOTO 22K if taken 2012-13 or later (JAPANLNG 18 if taken 2011-12 or earlier)
Terms: Spr
| Units: 5
OSPKYOTO 25:
Japan and China in the Early Modern World
Japan and China during their transition to modernity, in the context of successive waves of interaction and globalization. By the 16th century, when Europeans reached East Asia, China's Ming Dynasty and Japan's Muromachi Shogunate ruled over two of the most populous, urbanized, and sophisticated societies in the world with China the superior regional power. In the late 19th century, that longstanding status quo was abruptly upended. European and American steamships dominated the Pacific, China was in the throes of social and political upheaval, and Japan had begun its modernization and march to empire. Using short primary sources (fiction, memoirs, and historical documents) and field trips, we will study the dynamics of Japanese and Chinese societies, highlighting connections and contrasts, as well as the impact that each has had on the other. How did Sino-Japanese relations in the early modern era lay the foundations for the current fraught relationship between these two East Asian powers? Confucianism, and the Chinese model of statecraft, which can be seen in the temples and other historical sites of Kyoto, as well as in the layout of the city (modeled on the Tang capital of Chang'an). By the 16th century, when European merchants and missionaries first reached East Asia, the Ming Empire and the Muromachi Shogunate comprised two of the most populous, urbanized, economically advanced, and culturally sophisticated societies in the world-with China clearly the superior regional power. By the early twentieth century, that status quo had been turned on its head. European and American steamships now dominated the Pacific, China was in the throes of social and political upheaval, and Japan had begun its modernization and march to empire. Japan's defeat of China in 1895 marked its debut as a major power; soon Japan would seize Korea and begin encroaching on China's Manchurian territories. Using textual sources (fiction, memoirs, and historical documents in English translation), as well as field trips to historical sites and museums, we will study the historical dynamics of Japanese and Chinese societies during these centuries, highlighting their connections and contrasts, as well as the profound impact that each has had on the other. How did Sino-Japanese relations in the early modern era lay the foundations for the current fraught relationship between these two East Asian powers?
Terms: Aut, Win
| Units: 5
OSPKYOTO 28:
Kyoto and Traditional Japanese Tea Practice
Explore chanoyu, the traditional practice of tea, through field trips to the many venues in Kyoto related to this practice, such as the tea room, tea field, pottery studio, and art museums. Topics to be discussed include the evolution of chanoyu, the influence of the poetic canon of Japanese waka on tea, and the aesthetics of meibutsu (famed objects) such as jars and containers. Students participate in and learn about multiple temae (tea practices), and gain an appreciation for the tea room as a place of discovery, shared communication, and community. Enrollment limited.
Terms: Spr
| Units: 1-2
OSPKYOTO 39:
Capturing Concepts: A Photographic Exploration of the Origins of Kanji
Under guidance of official photographer for KYOTOGRAPHIE International Photography Festival, photograph scenes from everyday life in Kyoto to portray contemporary versions of the ancient forms and original meanings of ten different kanji. Develop observational, interpretive and creative abilities as well as improve technical skills (including picture composition and image editing). Enrollment limited.
Terms: Aut, Win
| Units: 2
| UG Reqs: WAY-CE
OSPKYOTO 41:
Queer Culture and Life in Japan
Exploration of queer lives and cultural practices in Japan through diverse materials from film, literature, theater, art, as well as newspapers and personal testimonies. What it means to be queer in Japan and how it might signify differently from a US context. Looking at each text, examine how gender norms and sexual politics intersect and operate in Japanese society.
Terms: Aut, Win
| Units: 4
| UG Reqs: WAY-EDP, WAY-SI
OSPKYOTO 42:
Gardens of Kyoto: Spaces of Aesthetic and Spiritual Contemplation
Chronological stroll through Japanese gardens of different types and functions, spanning from the Heian period (794¿1185), when the ancient capital of Kyoto was established, through to contemporary times. Weekly field trips to a selection of Kyoto gardens and garden-related activities, in order to gain an understanding of the historical development and functions of Japanese gardens, including their design principles, techniques, and elements.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II
OSPKYOTO 43:
Music and Marginalized Communities in Japan
This course provides a platform for students to explore the relevance of music activities for marginalized communities in Japan who struggle for self-expression and human rights. Particular attention will be paid to the Okinawan, Buraku and Zainichi Korean communities. Class lectures are combined with film screenings, and active participation in class discussion will be vital. Field visits to the communities will also be an important component of the class: students attend musical performances, interact directly with members of the respective community, and learn how they use musical expression as a tangible force in their social and political movements.
Terms: Spr
| Units: 3
| UG Reqs: WAY-EDP
OSPKYOTO 55:
Exploring Japan's Media Landscape
This course will examine Japanese media through the lenses of economics, politics, and media studies. A key goal: understand the forces that shape the creation of content across different demands that individuals in Japan have for information as consumers, producers, entertainment seekers, and voters. Broad themes include the ways that markets transform information into news, the operation of the marketplace of ideas, the economics of digital entertainment markets, and the operation of social networks. Distinctive features of Japanese media include anime, manga, national newspapers, and the NHK public broadcasting system. Media coverage of preparations for the 2020 Olympics in Tokyo will be a key focal point for discussion. (Note: no previous study of economics, politics, or media studies required).
Terms: Spr
| Units: 3-4
| UG Reqs: WAY-SI
OSPKYOTO 58:
A Journey into the Buddhist Visual Arts of Japan
Impact of Buddhism on the arts and culture of Japan as seen in the ancient capital of Kyoto. Image production, iconography, representational strategies, as well as the ritual and visual functions of Buddhist sculpture and painting with a focus on selected historical temples and their icons. Also examination of architectural and landscape elements of temple layouts, within which iconographic programs are framed, images are enlivened, and practices centered on these devotional and ritual art.
Terms: Aut, Win
| Units: 4
| UG Reqs: WAY-A-II
OSPKYOTO 69:
Feeling in Japan: Culture, Emotion, and Brain
How does culture shape our feelings? This course will examine emotions from a cross cultural perspective and has three course objectives: (1) to increase students' awareness of how cultural ideas and practices shape their emotions by comparing their experiences in Kyoto with those in the U.S., (2) to teach students to apply a scientific understanding of culture and emotion to their experiences in Kyoto, and (3) to teach students how to formulate and test hypotheses about emotions in Japan vs. U.S. The proposed course will be comprised of three sections. The first section will focus on dominant theories of culture and emotions and the ways in which they are scientifically measured using a variety of self-report, behavioral, and physiological/neural measures. The second section will cover three patterns that emerge from the scientific literature regarding U.S.-East Asian differences in the focus of emotion, views of emotional expression, and values regarding emotional experience. Because much of the literature on culture and emotion focuses on U.S. and Japanese comparisons, the empirical findings will be directly applicable to the students studying at Kyoto. The third section will focus on the role of culture and emotion in applied settings (work, educational, and clinical) in the US and Japan. Students' structured and unstructured experiences and observations living in Kyoto will be the basis of our class discussions and will be linked to course material. For instance, students may be asked to analyze the themes and narratives of popular Japanese anime, art, and architecture based on methods introduced in class. As a comparison, students will identify products and practices in the U.S. that illustrate similarities and differences between the two cultures. Students will write short papers each week linking their experiences to the assigned material. At the end of the quarter, students will make short presentations about another aspect of emotion they hypothesize varies in the U.S. and Japan, based on their own experiences in Kyoto, and discuss how they might design a study to test their hypotheses. Readings will include sections from popular books and accessible academic chapters and empirical articles.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI
OSPKYOTO 101K:
Third-Year Japanese Language, Culture, and Communication, First Quarter
Goal is to express thoughts and opinions in paragraph length in spoken and written forms. Materials include current Japanese media and literature for native speakers of Japanese. Cultural and social topics related to Japan and its people. Prerequisite: Placement Tests, JAPANLNG 23. See http://japanese.stanford.edu/?page_id=39.
Terms: Aut
| Units: 5
OSPKYOTO 103K:
Third-Year Japanese Language, Culture, and Communication, Third Quarter
(Formerly OSPKYOTO 119K). Continuation of 118K. Goal is to express thoughts and opinions in paragraph length in spoken and written forms. Materials include current Japanese media and literature for native speakers of Japanese. Cultural and social topics related to Japan and its people. Prerequisite: JAPANLNG 102 or OSPKYOTO 102K if taken 2012-13 or later (JAPANLNG 118 if taken 2011-12 or earlier)
Terms: Spr
| Units: 5
| UG Reqs: Language
OSPKYOTO 199:
Directed Reading
Course may be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-4
| Repeatable
for credit
OSPKYOTO 210K:
Advanced Japanese
Terms: Aut
| Units: 5
OSPKYOTO 221K:
Artificial Intelligence: Principles and Techniques
Artificial intelligence (AI) has had a huge impact in many areas, including medical diagnosis, speech recognition, robotics, web search, advertising, and scheduling. This course focuses on the foundational concepts that drive these applications. In short, AI is the mathematics of making good decisions given incomplete information (hence the need for probability) and limited computation (hence the need for algorithms). Specific topics include search, constraint satisfaction, game playing, Markov decision processes, graphical models, machine learning, and logic. Same as CS 221. Prerequisites: CS 103 or CS 103B/X, CS 106B or CS 106X, CS 107, and CS 109 (algorithms, probability, and programming experience)
Terms: Aut
| Units: 3-4
OSPMADRD 8A:
Cities and Creativity: Cultural and Architectural Interpretations of Madrid
Architecture and the city, with a focus on recent currents in the progress of both, such as sustainability, environmentalism and the relationship with nature. Topics underpinned by discussion of theory, and illustrated by a study of the city of Madrid: an example of a hybrid architectural/planning experiential environment that looks to the future with an ambition for modernization.
Terms: Aut
| Units: 4
| UG Reqs: WAY-A-II
OSPMADRD 8B:
Debating Design: Spanish and International Fashion
Culture and society in Spain as viewed through the lens of the fashion industry. Social changes, trends, and the evolution of life styles. Industrial, commercial and media involvement in the internationalization of the industry.
Terms: Win
| Units: 2
OSPMADRD 8C:
Appreciating Spanish Music
Unique aspects of Spanish art music. Participation in concert outings and field trips for live performances of studied repertoire. No previous knowledge of music required.
Terms: Aut
| Units: 2
OSPMADRD 11:
Directed Reading on Spanish Language
Expand knowledge of Spanish language by doing research on a specific linguistic topic from any perspective (e.g. grammar, phonology, history, sociolinguistics, dialectology, etc.). A Directed Reading Proposal must be submitted to the Overseas Studies Office and to the Program Director at least two months prior to the quarter of intended study. A directed reading may be taken only in addition to twelve units of regular coursework offered directly by the Center. May be repeated for credit. Prerequisite: SPANLANG 102 or equivalent placement. Approval of instructor.
Terms: Aut, Win, Spr
| Units: 1-5
OSPMADRD 12M:
Accelerated Second-Year Spanish I
Intensive sequence integrating language, culture, and geo/sociopolitics of Spain. Emphasis is on achieving advanced proficiency in oral and written discourse, including formal and informal situations, presentational language, and appropriate forms in academic and professional contexts. Prerequisite: one year of college Spanish or 11 or 21B more than two quarters (six months) prior to arriving in Madrid, or equivalent placement.
Terms: Aut, Win, Spr
| Units: 5
OSPMADRD 13M:
Accelerated Second-Year Spanish II
Intensive sequence integrating language, culture, and geo/sociopolitics of Spain. Emphasis is on achieving advanced proficiency in oral and written discourse, including formal and informal situations, presentational language, and appropriate forms in academic and professional contexts. Prerequisite: 11 or 21B within two quarters (six months) of arriving in Madrid or 12 or 22B, or equivalent placement.
Terms: Aut, Win, Spr
| Units: 5
OSPMADRD 14:
Introduction to Spanish Culture
Required for all Madrid students. Lectures and activities covering a wide selection of culturally and academically significant topics to understand Spain, as well as its international context. Requirements include orientation, study trip, and language pledge compliance.
Terms: Aut, Win, Spr
| Units: 2
| Repeatable
for credit
OSPMADRD 15:
Flamenco Dance
Practical instruction. The rhythms and styles of flamenco and the expression of feelings proper to this art form which synthesizes song, music, and dance. Zapateado (footwork), braceo (arm positions and movement technique), and choreographies, including Rumba flamenca and Sevillanas. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 2
| UG Reqs: WAY-CE, way_ce
| Repeatable
for credit
OSPMADRD 17:
Directed Reading on Catalan, Galizian, or Basque Languages
For students interested in studying one of the languages spoken in Spain other than Spanish. A Directed Reading Proposal must be submitted to the Overseas Studies Office and to the Program Director at least two months prior to the quarter of intended study. This directed reading may be taken only in addition to twelve units of regular coursework offered directly by the Center.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
3 times
(up to 15 units total)
OSPMADRD 18:
Exploring Music and Society: Understanding Flamenco
Origins and history of flamenco and its place in Spanish culture, including both theory and actual dance instruction.
Terms: Win, Spr
| Units: 3
| UG Reqs: WAY-A-II
OSPMADRD 20:
Independent Study in Machine Translation
Students will explore modern deep-learning methods for machine translation. They will read, and re-implement, methods such as seq2seq, attention-windows, and weakly-supervised translation. The goal will be to build an English-Spanish translator from scratch, inspired by his or her own experience of key translation difficulties. (Programing background equivalent to a CS sophomore is required.)
Terms: Win
| Units: 2-4
OSPMADRD 27:
Canarian Night Skies
Exploration of night skies in Spain's Canary Islands as well as those seen from California. Science for non-majors. Constellations, Solar System, Galactic and Extragalactic objects. Unique characteristics of the Canary Islands as astronomical reserve studied prior to field trip to the Canary Islands. Comparison of naked-eye Canarian and Californian night skies. Study and exploration of relevant astronomical instrumentation as well as representative celestial objects. Astrophotography-related activities. Enrollment is limited. n**Please email Claudia Elizabeth Sanchez Solis for inquiries on permission numbers for this course at: cesanchez@stanford.edu. A permission number is required to enroll in this course
Terms: Win
| Units: 4
| UG Reqs: WAY-SMA
OSPMADRD 45:
Women in Art: Case Study in the Madrid Museums
Viewing the collections at the Prado Museum through study and analysis of the representations of women. Contemporary literary texts and images that situate paintings in the historical, social, and political conditions that produced the works.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-EDP
OSPMADRD 46:
Drawing with Four Spanish Masters: Goya, Velazquez, Picasso and Dali
Approaches, techniques, and processes in drawing. Visits to Madrid museums to study paintings and drawings by Goya, Velázquez, Picasso, and Dalí and to explore the experience of drawing. Subject matter: the figure, still life, interiors, landscape, and non-representational drawing. No previous experience required. Enrollment limited.
Terms: Aut
| Units: 4
| UG Reqs: WAY-CE
OSPMADRD 47:
Cultural Relations between Spain and the United States:Historical Perceptions and Influences, 1776-2
Critical historical thinking about international cultural relations, using Spain and U.S. as case studies examples, with references to Atlantic world contexts, from 1776 to the present. Insights into the continuing social and political relevance of their contested legacies. interpretive perspectives grounded in different ideologies, interests and collective identities within both societies. Introduction to pertinent social scientific theory regarding identity formation, self-image, and perceptions of and interactions with ethnic and cultural otherness. Differences between history, historiography and memory through consideration of diverse forms of expression and vehicles of transmission of collective memory.
Terms: Spr
| Units: 4
| UG Reqs: WAY-A-II, WAY-SI
OSPMADRD 48:
Migration and Multiculturality in Spain
Dimensions of recent migratory phenomena in Spain. Changes in past decades from a country of emigration to one of immigration, and vice versa. North Africa, Latin America, and Eastern Europe on the one side and the rest of Europe on the other. Social concern and public debate resulting from these changes.
Terms: Win
| Units: 4
| UG Reqs: WAY-EDP
OSPMADRD 54:
Contemporary Spanish Economy and the European Union
Concepts and methods for analysis of a country's economy with focus on Spain and the EU. Spain's growth and structural change; evolution of Spain's production sectors, agriculture, industry, and services; institutional factors such as the labor market and public sector; Spain's economic international relations, in particular, development of the EU, institutional framework, economic and monetary union, policies related to the European economic integration process, and U.S.-EU relationship.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-SI
OSPMADRD 55:
Latin Americans in Spain: Cultural Identities, Social Practices, and Migratory Experience
Shift in recent decades from Spain being a country of emigration to one attractive for immigration, especially for people coming from Latin America. Transnational processes of interculturality, integration and assimilation as illustrated by the different ways that immigrant Spaniards relate to Spanish society in Spain.
Terms: Spr
| Units: 4
| UG Reqs: WAY-EDP, WAY-SI
OSPMADRD 57:
Health Care: A Contrastive Analysis between Spain and the U.S.
History of health care and evolution of the concept of universal health care based on need not wealth. Contrast with system in U.S. Is there a right to health care and if so, what does it encompass? The Spanish health care system; its major successes and shortcomings. Issues and challenges from an interdisciplinary perspective combining scientific facts with moral, political, and legal philosophy.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-ER
OSPMADRD 60:
Integration into Spanish Society: Service Learning and Professional Opportunities
Engagement with the real world of Madrid through public service work with NGOs and public service professions such as teaching. Depending on availability, topics relevant to present-day Spain may include: the national health plan, educational system, immigration, prostitution, refugees, youth, and fair trade. Fieldwork, lectures, and research paper. Limited enrollment. May be repeated for credit. Prerequisite: completion of SPANLANG 11 or 21B or placement.
Terms: Aut, Win, Spr
| Units: 4
| Repeatable
3 times
(up to 15 units total)
OSPMADRD 61:
Society and Cultural Change: The Case of Spain
Complexity of socio-cultural change in Spain during the last three decades. Topics include: cultural diversity in Iberian world; social structure; family in Mediterranean cultures; ages and generations; political parties and ideologies; communication and consumption; religion; and leisure activities.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-SI
OSPMADRD 67:
Dissimilar Early Modern Bodies: the visual representation of the "Other".
Dissimilar Early Modern Bodies: the visual representation of the "Other".
Terms: Aut
| Units: 4
| UG Reqs: WAY-A-II, WAY-EDP
OSPMADRD 74:
Islam in Spain and Europe: 1300 Years of Contact
Primary problems and conflicts in the contemporary Islamic world and its relations with the West, as well as the relationship between Spain and Islam throughout history. Special attention to the history of al-Andalus, an Islamic state in the Iberian Peninsula during the Middle Ages, evaluating the importance of its legacy in Europe and in contemporary Spain. Spain's leading role in relations between Europe and the Mediterranean Islamic states from the Modern Era to the present day.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-SI
OSPMADRD 75:
Sefarad: The Jewish Community in Spain
The legacy of Sefarad, the Jewish community in Spain. Historical evolution of the Sephardic community, under both Muslim and Christian rule, including the culmination of Anti-Semitism in 1492 with the expulsion of the Jews. Cultural contribution of the Hebrew communities in their condition as a social minority, both in al-Andalus, the peninsular Islamic State, and in the peninsular Christian kingdoms.
Terms: Aut
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
OSPMADRD 84:
Madrid Through My Eyes: A Theoreticl/Practical Documentary Film Workshop
Theoretical and practical view of Spanish language documentary cinema; potential of this type of film making as a form of personal expression. Tools for understanding and analyzing this type of cinema. Creative and analytical reflection on student 's Madrid experience; develop individual visual discourse to portray life in the city by filming a short documentary.
Terms: Spr
| Units: 4
| UG Reqs: WAY-A-II, WAY-CE
OSPMADRD 89:
Environmental Policy
This course examines policies in the U.S. and Spain, focusing on climate, energy, air and water pollution, toxics, fertility, and other policies. I would expect a sizeable portion of the class to detail Spain's renewable energy efforts, as well as its role in Europe's cap and trade system. It would be conducted in a seminar format, with guest lectures and field trips to appropriate government offices.
Terms: Spr
| Units: 4
OSPMADRD 92:
Clinical Internship
In this academic internship, pre-med students shadow a doctor in a leading private hospital network. All medical and surgical specialties are available. In addition to the 50 practicum hours, students will have 5 different thematic sessions with a local physician and faculty member to reflect and build upon their experiences. Students enrolled in the Madrid Program will receive an email from the Director with information about this clinical internship opportunity, including the application process.
Terms: Win, Spr
| Units: 5
| Repeatable
5 times
(up to 25 units total)
OSPMADRD 93:
New Worlds and Old: The biogeography of the Age of Discovery as the foundation for later insights in
Biogeography, the study of the distribution of life in time and space, was a crucial foundation for the recognition of the evolutionary processes at work in our world. Quite simply, Darwin and Wallace needed the access to the tropics that opened up with the Age of Discovery in order to recognize the mechanisms of evolution. Class sessions will alternate between discussions and lectures. However, rather than modern primary literature or textbooks, the readings will come from three classic texts: Charles Darwin's Voyage of the Beagle (1839), Henry Walter Bates' The Naturalist on the River Amazons (1863), and Alfred Russel Wallace's Malay Archipelago (1869). These three books cover much of the geography of the Iberian colonies founded in the Age of Discovery: respectively, Spanish South America and the Portuguese Amazon and Southeast Asia. No matter what "mid-19th century popular science/travelogue" might suggest, these books are highly readable and show how insights sprang from individuals who confronted a newly available world with rigorous curiosity. (And they also highlight how much the tropics have changed and how oblivious people can be to the consequences of their actions.) The lectures will then bring up to date the science that developed from the explorations described in the texts. And Spain is the perfect location for a local focus to demonstrate the enormity of the geologic forces involved in what can otherwise feel like biogeographic abstractions. Imagine contact of North Africa and Iberia sealing off the Mediterranean, allowing it to dry down to brine in a hole more than 3 km deep and imagine Gibraltar being carved by its catastrophic reflooding, it all happened more than once and can be expected surely to happen again.
Terms: Win
| Units: 3
OSPMADRD 102M:
Composition and Writing Workshop for Students in Madrid
Advanced. Writing as craft and process, emphasizing brainstorming, planning, outlining, drafting, revising, style, diction, and editing. Students choose topics related to their studies. Prerequisite: 13, 23B, or equivalent placement.
Terms: Aut, Win, Spr
| Units: 3-5
| UG Reqs: WAY-A-II
OSPMADRD 190:
Madrid University: Humanities and Arts
Humanities or Arts course at a local Spanish university. Students enrolled in the Madrid Program will receive an email from Madrid Program Director with information about these course opportunities at local partner institutions, including the action to take for applying. Prerequisite: completion of SPANLANG 13 or 23B or equivalent placement.
Terms: Aut
| Units: 2-6
| Repeatable
2 times
(up to 12 units total)
OSPMADRD 191:
Madrid University: Social Sciences
Social Sciences course at a local Spanish university. Students enrolled in the Madrid Program will receive an email from Madrid Program Director with information about these course opportunities at local partner institutions, including the action to take for applying. Prerequisite: completion of SPANLANG 13 or 23B or equivalent placement.
Terms: Aut
| Units: 2-6
| Repeatable
2 times
(up to 12 units total)
OSPMADRD 192:
Madrid University: Engineering
Engineering course at a local Spanish university. Students enrolled in the Madrid Program will receive an email from Madrid Program Director with information about these course opportunities at local partner institutions, including the action to take for applying. Prerequisite: completion of SPANLANG 13 or 23B or equivalent placement.
Terms: Aut
| Units: 2-6
| Repeatable
2 times
(up to 12 units total)
OSPMADRD 193:
Madrid University: Natural Sciences
Natural Sciences course at a local Spanish university. Students enrolled in the Madrid Program will receive an email from Madrid Program Director with information about these course opportunities at local partner institutions, including the action to take for applying. Prerequisite: completion of SPANLANG 13 or 23B or equivalent placement.
Terms: Aut
| Units: 2-6
| Repeatable
2 times
(up to 12 units total)
OSPMADRD 194:
Madrid University: Earth Energy & Environmental Science
Earth, Energy & Environmental Science course at a local Spanish university. Students enrolled in the Madrid Program will receive an email from Madrid Program Director with information about these course opportunities at local partner institutions, including the action to take for applying. Prerequisite: completion of SPANLANG 13 or 23B or equivalent placement.
Terms: Aut
| Units: 2-6
| Repeatable
2 times
(up to 12 units total)
OSPMADRD 195:
Madrid University: Interdisciplinary
Interdisciplinary course at a local Spanish university. Students enrolled in the Madrid Program will receive an email from Madrid Program Director with information about these course opportunities at local partner institutions, including the action to take for applying. Prerequisite: completion of SPANLANG 13 or 23B or equivalent placement.
Terms: Aut
| Units: 2-6
| Repeatable
2 times
(up to 12 units total)
OSPMADRD 199A:
Directed Reading
Terms: Win, Spr
| Units: 1-5
| Repeatable
for credit
OSPOXFRD 12:
Economics and Strategy in Crisis Management
This course will equip students with academic and professional skills necessary for understanding crisis management in the 21st century. This will be approached by drawing on a series of case studies, from the perspective of both firms and public policy actors. Case studies will cover topics spanning fiscal stimulus, monetary policy, welfare policy, strategy, and risk management, and deal with pertinent issues such as COVID-19, the climate emergency, and cyber warfare. It will include excursions and opportunities for student-led interviews which will draw on Thomas's access to public and private sector actors involved in decision making.
Terms: Sum
| Units: 4-5
| UG Reqs: WAY-SI
OSPOXFRD 16:
Creative Writing and Human Rights
Human rights concepts through their emergence in literary form(s), using creative writing, including nonfiction, fiction and poetry, to explore empathy and the most effective ways of inducing it in readers.
Terms: Spr
| Units: 4-5
| UG Reqs: WAY-CE, WAY-EDP
OSPOXFRD 26:
Contemporary Feminist Philosophy
This course engages with the work of most prominent English feminist thinkers (including founders of British feminist thought who were pioneers of feminism in the English speaking world), and will stage 'conversations' between them and influential feminist thinkers in the U.S.
Terms: Win
| Units: 4-5
OSPOXFRD 28:
Oxford and Abroad: Travel Narratives and Historiography of an Academic City
Rich history of Oxford, the place in which students are studying; skills to become aware of the profound influences the experience of living and studying abroad can have on self-conceptions. Appreciation of study in a town with such a marvelous tradition of scholarship through understanding of the history of learning in Oxford. How Oxford came to be the university town it is today.
Terms: Win
| Units: 4-5
| UG Reqs: WAY-SI
OSPOXFRD 32:
Philosophy of Language
Introduction to contemporary analytic philosophy of language, examining some of its central concepts, including reference, meaning, and context. Students explore these concepts, by studying some of the major questions in the field, including: How do expressions esp. names secure their referents? What are the connections and differences between literal meaning and speaker meaning? What is the role of context in language? How philosophy of language impacts other areas in philosophy, by covering such topics as Meaning Externalism (metaphysics), Contextualism about 'know' (epistemology), and Propositional Attitudes (philosophy of mind).
Terms: Aut
| Units: 4-5
OSPOXFRD 40:
Migration, Forced Displacement, and Human Rights
Contemporary life is hard to imagine without migration and mobility. As an almost constant topic in our political discourse, the movement of people across borders is not one of the most policed areas of modern life. This course will introduce you to some of the topics central to understanding the global migration regime and help you to understand how it fits into the broader framework of human rights protection. We will consider various aspects of migration and mobility, including forced displacement, securitization, border controls, immobility, climate change, and queer displacement.
Terms: Sum
| Units: 4-5
| UG Reqs: WAY-SI
OSPOXFRD 41:
Western Thought: Origins of Twentieth Century Semiotics
Story of semiotic exploration, its contributions to literary critical theory, Marxist critique and feminist critique, in development of twentieth century thought. Close look at principle authors and circumstances that engendered their writings. Questions about the relationship between thought and environment, and between ideology and action raised by looking at the way twentieth century events influenced thinkers to consider the purposes of language in society, in identity , and in authority.
Terms: Spr
| Units: 4-5
| UG Reqs: WAY-A-II, WAY-SI
OSPOXFRD 45:
British Economic Policy since World War II
Development of British economic policy making from 1945, focusing on political economy including: ideological motives of governments; political business cycle; and the influence of changing intellectual fashions. Policy areas: attitude to the pound; control of the business cycle; and the role of the state in the economy. Prerequisite: ECON 50.
Terms: Win
| Units: 4-5
| UG Reqs: GER:DB-SocSci, WAY-SI
OSPOXFRD 48:
Causality, Counterfactuals and AI
The ability to reason about what might have been is one of the most central aspects of intelligence, and is a key part of what enables people to generalize from prior experience to inform their future decisions. This issue has captivated multiple communities and also is central to areas from healthcare to economics. In this course we will introduce the dominant approaches in machine learning and AI, with also reference to statistics and econometrics. Classes will combine lectures and discussions. Assignments will involve reasoning about the alternate frameworks and the questions they can address, using presented approaches to infer treatment effects in existing datasets, and essays arguing in favor of one of the particular frameworks for causal and counterfactual reasoning.
Terms: Spr
| Units: 4-5
| UG Reqs: WAY-AQR
OSPOXFRD 51:
The Visionary and Illuminated World of William Blake
This course will provide an introduction to the illuminated world of William Blake - poet, prophet, mythmaker, and visionary artist. Blake was also a critic of capitalist modernity writing in an age of industrialization and urbanization, political revolution, religious doubt and doomsdayism, scientific breakthroughs in fields like chemistry and biology, the making of feminism, the birth of animal rights, agitation for the abolition of slavery, challenges to class hierarchy, and the commodification of life. Students will gain familiarity with Blake's illuminated poetry, including The Songs of Innocence and Experience; The Marriage of Heaven and Hell; The Book of Thel; Visions of the Daughters of Albion; The Book of Urizen; America a Prophecy; and Europe a Prophecy. We'll visit places important to the development of these artworks in London, including St. Paul's Cathedral and the Royal Academy of Arts. We'll also have a private tour of Blake's work in the Tate Britain. Students will gain familiarity with Blake's symbolic artwork, the basic principles of his belief system and ideology, and the unique method of illuminated printing peculiar to him as a poet, visual artist, engraver, and bookmaker.
Terms: Win
| Units: 4-5
OSPOXFRD 52:
Shakespeare and Performance
This class is designed to enhance students' understanding of Shakespeare's place in the UK performance (and political landscape) through analysis of landmark productions on British stages and screens. We will apply range of scholarly approaches to these works and their lives on film and in the theatre, including close reading, performance studies, critical race studies, queer studies, and gender studies. Students will be introduced to these methodological frameworks early in the course, and are free to apply any of them in their assignments. Throughout our exploration of these canonical works, we will consider how today's theatre and film makers, as well as their audiences, engage with these plays to make new meanings and interventions in contemporary culture. Central to our discussion will be an interrogation of the place of Shakespeare in contemporary British culture, chiefly through analysis of performances of his plays and those of his contemporaries in major national institutions: Shakespeare's Globe, the National Theatre, the Royal Shakespeare Company, the BBC, and the mainstream film industry. At the same time, however, we will be equally concerned with how marginalised groups, including minority ethnic and queer artists, have turned to Shakespeare's plays in order to reposition his works, and themselves, on the global and political stage. These in-class discussions, supported by study-group preparation, will prepare students for the written assignments, which are designed to allow students to interpret these plays and their theatrical/filmic afterlives, with a particular focus on the social and political implications of staging and screening these plays in today's diverse British society. Each week, students will be expected to have read the set text (a play by either Shakespeare or his contemporaries) and, in one of three 'study groups,' to have engaged with a critical or interpretative response to that text based on assigned reading or viewing (usually a scholarly reading, or a film or theatrical adaptation).
Terms: Sum
| Units: 4-5
| UG Reqs: WAY-A-II, WAY-EDP
OSPOXFRD 61:
Entrepreneurship in the Arts
What is it like to start your own company? Creative industries and arts consulting are often overlooked by those with an entrepreneurial spirit. Changemakers, meanwhile, look onto big arts institutions with exasperation. This course teaches the fundamentals of starting an arts business from the ground up, and offers students a chance to meet successful entrepreneurs in the UK and learn from their experiences
Terms: Sum
| Units: 4-5
| UG Reqs: WAY-SI
OSPOXFRD 66:
A Model Island in Practice
This course builds on the concepts explored in 'A Model Island' with cultural engagement activities in Oxford and UK and an individual enquiry into the culture as you experience it on the BOSP Oxford Programme.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
OSPOXFRD 67:
Pandemics in Cultural Context
A pandemic is a biological and medical event, but it is also a social one. Medical anthropology studies these intersections and the biosocial and cultural dimensions of health, illness, and disease. This course uses anthropological theory, social science research methods, writing across the humanities, and visual representations to help us understand infectious disease. We will explore broad debates in medical anthropology, though the focus will remain on recent pandemics. In this course, we will explore and unpack many large questions which shape our lives: what is it to be ill? To be healthy? How do we experience and narrate pain and illness, and how might others do so differently? How might health disparities and outcomes be culturally created? In probing these questions, this course will provide students with a framework for critically engaging with discourse on infectious diseases, as well as approaching the social challenges illuminated by the Covid-19 pandemic. Through this course we will learn to approach disease and illness within their specific cultural, political, economic, and ecological contexts.
Terms: Sum
| Units: 4-5
| UG Reqs: WAY-EDP, WAY-SI
OSPOXFRD 72:
Oxford Fantasists
The lives and selected fantasy literature of famous Oxford alumni William Morris (Exeter College), Lewis Carroll (Christ Church), Oscar Wilde (Magdalen), C.S. Lewis (University and Magdalen), and J.R.R. Tolkien (Exeter, Pembroke, and Merton), looking at each writer's unique take on the fantasy genre. To place readings in context, this course will also explore and compare selected source materials used by these writers, including examples of classic "high" and "low" fairy tales, selections from Norse and Welsh mythology, and Arthurian romance.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-A-II, WAY-EDP
OSPOXFRD 75:
Creative Non-Fiction: Self expression as a means and an end.
The value of writing as a form of self expression and self analysis has been highlighted in recent months. In this course students will embark on an exploration of the practical uses of writing (journalism, therapy, communicating policies) while also cultivating their own writing skills. In this small seminar students will be able to grow their own writing skills with a variety of assignments tailored to their interests, meet other writers and learn how recent global events have changed the employment landscape for a burgeoning wordsmith.
Terms: Sum
| Units: 4-5
| UG Reqs: WAY-A-II, WAY-CE
OSPOXFRD 76:
Access, Distinction and Material Culture through Coffee
Each object we come in contact with over the course of any given day brings with it its own accumulation of significances and histories, and helps us to shape our identities. The study of things and their constituent materials is a means to examine exchange, power, identity, and the practices through which things become meaningful. Through the close inspection of a single good we can see the complex accumulation and contestation of themes, meanings, and global connections. Issues of access, inequality, and social capital as explored through the world of goods, beginning with a globally-traded commodity with a rich local history: coffee.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-SI
OSPOXFRD 81:
Displacement and Identity in 20th Century Europe
In Europe, Twentieth Century population movements brought about by war and destruction, and enabled by unifications and peace. Using the methods of cultural history, examine the memoirs and biographies of European academics and intellectuals, with a special focus on those who relocated to Oxford University, as they reflect on the meaning of these relocations for their sense of self.
Terms: Aut
| Units: 4-5
OSPOXFRD 86:
From the hills to the sea
This course would focus on the Thames River, at least since Roman times arguably the most important waterway in Britain. The basis of the class would be an exploration of the Thames from different angles both scientific and historical. The science side of the course would consider the following topics: the geology/geographic setting that gave rise to the Thames; its hydrology including a history of its floods and droughts as well as climate change trends; aspects of the hydrodynamics of tides and the estuarine environment of the Thames; the effects on the Thames of human modification such as loss of wetlands associated with building of the Docklands in the 18th and 19th centuries; sea level rise and the Thames including the design basis of the Thames Tidal Barrier. The history side of the course would consider how the Thames has played a role in the history of Britain, e.g., as an inland transportation corridor, as a barrier between states, as the site of the signing of the Magna Carta, as the heart of the global trade enterprise that built the British Empire, as a challenge to important engineering feats in Victorian London, as a subject for landscape painters like Turner, and as a spur of public policies of environmental protection and restoration.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-AQR
OSPOXFRD 97:
Museum Anthropology and Digital Technologies
Engage with material cultural theory debates of the late 20th century and examine the impact of the digital revolution on the way we exhibit culture two decades into the third millennium. Reflect upon the transformation of the politics and poetics of museum display analysing readings and exhibitions from the 1990s to the present day. Digital interfaces in our daily lives have altered the way we seek information and the way we communicate with each other. What have we learned about representing cultures in museum spaces and what have we put into practice? Examine contemporary issues and contentions relating to cultural display in relation to exhibits in Western art and anthropology museums.
Terms: Spr
| Units: 4-5
| UG Reqs: WAY-A-II, WAY-SI
OSPOXFRD 99:
Unsettling Museum Spaces: Decolonisation, Diversity, and Discourse.
The past year has presented serious challenges to those who work in cultural heritage, not only has tourism and site attendance been disrupted by the Covid-19 pandemic, but social justice movements have raised critical awareness of these sites. What is the purpose of the museum? This course explores the ways the British museum sector has adapted and responded to criticism, and analyses the underlying purpose of cultural sites. This course invites students to learn about british history while also learning about objections to its typical portrayal in the public spaces of britain.
Terms: Sum
| Units: 4-5
| UG Reqs: WAY-A-II, WAY-SI
OSPOXFRD 114Z:
Political Violence and International Order
Human history is a story of violence and its effects. Scholars have theorized on violence with little agreement. Debates range from definitions of violence to its causes and effects. Scholar or not, every individual has their own conceptualization of violence, which they employ in their daily lives. For many, violence is a harm to be avoided. Depending on the person, this threat can be distant or close. To others, violence is a tool to be used for an objective. Those who use violence intentionally often publicly justify their action. As such, there is a normative element to violence, evidenced in that it is considered something to condemn.Instructor: Samuel Ritholtz
Terms: Spr
| Units: 4-5
| UG Reqs: WAY-EDP
OSPOXFRD 195A:
Tutorial in Anthropology
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
for credit
OSPOXFRD 195B:
Tutorial in Biology
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
3 times
(up to 21 units total)
OSPOXFRD 195F:
Tutorial in Economics
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
3 times
(up to 21 units total)
OSPOXFRD 195H:
Tutorial in Engineering
May be repeat for credit.
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
3 times
(up to 21 units total)
OSPOXFRD 195J:
Tutorial in Law
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
for credit
OSPOXFRD 195L:
Tutorial in Health Care
May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
3 times
(up to 21 units total)
OSPOXFRD 195N:
Tutorial in Human Biology
OXPOXFRD 195N - Tutorial in Human Biology
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
6 times
(up to 42 units total)
OSPOXFRD 195P:
Tutorial: Interdisciplinary
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
for credit
OSPOXFRD 195R:
Tutorial in International Relations (Introduction)
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
for credit
OSPOXFRD 195S:
Tutorial in Computer Studies
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
3 times
(up to 21 units total)
OSPOXFRD 195T:
Tutorial in Literature
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
for credit
OSPOXFRD 195U:
Tutorial in Music
OSPOXFRD 195 U - Tutorial in Music
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
6 times
(up to 42 units total)
OSPOXFRD 195V:
Tutorial in Philosophy
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
for credit
OSPOXFRD 195W:
Tutorial in Physics
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
for credit
OSPOXFRD 195Z:
Tutorial in Political Science
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
for credit
OSPOXFRD 196A:
Tutorial in Psychology
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
for credit
OSPOXFRD 196B:
Tutorial in Theology
Course may be repeated for credit.
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
for credit
OSPOXFRD 196E:
Tutorial in History
Course may be repeated for credit.
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
for credit
OSPOXFRD 196G:
Tutorial in Chemistry
Course may be repeated for credit.
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
for credit
OSPOXFRD 196J:
Tutorial in Interdisciplinary Area Studies
Course may be repeated for credit.
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
3 times
(up to 21 units total)
OSPOXFRD 196K:
Tutorial in Zoology
Course may be repeated for credit.
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
for credit
OSPOXFRD 196L:
Tutorial in Education
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
for credit
OSPOXFRD 196M:
Tutorial in Public Policy
Course may be repeated for credit.
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
for credit
OSPOXFRD 196N:
Tutorial in Mathematics
Course may be repeated for credit.
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
for credit
OSPOXFRD 196P:
Tutorial in International Development
Course may be repeated for credit.
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
3 times
(up to 21 units total)
OSPOXFRD 196Q:
Tutorial in Computer Science
May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
3 times
(up to 21 units total)
OSPOXFRD 196R:
Tutorial in Geography
May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
3 times
(up to 21 units total)
OSPOXFRD 196S:
Tutorial in Business
Course may be repeated for credit.
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
3 times
(up to 21 units total)
OSPOXFRD 196V:
Tutorial in Medieval and Modern Languages
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
3 times
(up to 21 units total)
OSPOXFRD 197A:
Tutorial in Archaeology
Course may be repeated for credit.
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
for credit
OSPOXFRD 197B:
Tutorial in Biochemistry
Course may be repeated for credit.
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
for credit
OSPOXFRD 197C:
Tutorial in Classics
Course may be repeated for credit.
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
for credit
OSPOXFRD 197J:
Tutorial in Law
Course may be repeated for credit.
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
for credit
OSPOXFRD 197R:
Tutorial in International Relations
Course may be repeated for credit.
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
for credit
OSPOXFRD 197S:
Tutorial in Computer Studies
Terms: Win
| Units: 6-7
OSPOXFRD 197T:
Tutorial in Creative Writing
Course may be repeated for credit.
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
for credit
OSPOXFRD 197V:
Tutorial in Philosophy (Advanced)
May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
for credit
OSPOXFRD 197Z:
Tutorial in Political Science (Advanced)
May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
for credit
OSPOXFRD 198C:
Tutorial in Sociology
May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
for credit
OSPOXFRD 198E:
Tutorial in History (Advanced)
May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
for credit
OSPOXFRD 198F:
Tutorial in History of Art
May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
for credit
OSPOXFRD 198N:
Tutorial in Mathematics
May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 6-7
| Repeatable
3 times
(up to 21 units total)
OSPOXFRD 199A:
Directed Reading A
Course may be repeated for credit.
Terms: Aut, Win, Spr
| Units: 2-4
| Repeatable
for credit
OSPOXFRD 199B:
Directed Reading B
Course may be repeated for credit.
Terms: Aut, Win, Spr
| Units: 2-5
| Repeatable
for credit
OSPOXFRD 199D:
Directed Reading in Russian History
Course may be repeated for credit.
Terms: Aut, Win, Spr
| Units: 2-5
| Repeatable
for credit
OSPPARIS 1A:
Accelerated First-Year French, Part 1
Completes first-year language sequence in two rather than three quarters. All-in-French communicative and interactive approach. Emphasis on the development of French in a contemporary cultural context. Interpretation of diversified materials, written and oral presentations.
Terms: Win
| Units: 5
OSPPARIS 2A:
Accelerated First-Year French, Part 2
Continuation of FRENLANG 1A. Completes first-year language sequence in two rather than three quarters. All-in-French communicative and interactive approach. Emphasis is on the development of French in a contemporary cultural context. Interpretation of diversified materials, written and oral presentations. Prerequisite: French 1A
Terms: Win
| Units: 5
| UG Reqs: Language
OSPPARIS 10A:
Engineering Research Internship
For Paris Program students with academic experience in electronics, telecommunications or signal and image processing. Under direct guidance of researchers at Institut Supérieur d'Electronique de Paris (ISEP), and where applicable, in collaboration with other French and international graduate students, contribute to the ISEP's ongoing research projects. In French or English
Terms: Aut, Win, Spr
| Units: 5
| Repeatable
3 times
(up to 15 units total)
OSPPARIS 10B:
Biology and Bio-Engineering Research Internship
Biology research opportunity at the Brain & Spinal Cord Institute (ICM) located within the Hospital Pitié-Salpetrière. Team focuses on understanding the disease mechanism of Amyotrophic Lateral Sclerosis (ALS or Lou Gehrig's disease). Direct access to patient samples. Cutting-edge experimental methods. Prior research experience in biology lab work required. Students will be expected to work actively two full days a week in the lab, and provide a research report to the instructor at the end of the quarter. Language of instruction: French or English according to student's proficiency.
Terms: Aut
| Units: 5
OSPPARIS 11:
Special Internship
These internships are often initiated by personal special contacts made between students and people in the professional world in France. Prerequisites: written permission from the program director is necessary before any enrolling in this experience can be envisaged.
Terms: Aut, Win, Spr
| Units: 1-6
OSPPARIS 12:
Paris Photography Workshop
Exploration of Paris through camera and lab techniques. Both theoretical and practical aspects of creative photography. Extensive field work. Students must bring camera or phone with camera. Enrollment limited. Taught in English.
Terms: Win
| Units: 3
| UG Reqs: WAY-CE
OSPPARIS 16A:
French Schooling Internship
Working with French schoolchildren in one of three settings: a neighborhood support association in the outskirts of Paris; or two after-school support association in the city. Commitment for a minimum of three hours a week on site plus meetings with internship instructor and a final paper. Number of placements depends on the needs of the sponsoring institutions. Previous work with children advised. Prerequisite: placement into French 22 or higher upon arrival in Paris.
Terms: Aut, Win, Spr
| Units: 2-3
OSPPARIS 17:
Green Urban Planning Internship
Intern in a local public company that oversees the city of Issy-les-Moulineaux's communication and innovation services in the immediate vicinity of Paris. Projects related to the Smart City Project (smart grid, smart mobility, smart government, etc.). Possible projects include: contributing to the city's editorial initiatives, taking active part in organizing events or conferences, doing documentary research on innovation, helping with European Union's co-funded projects. Speaking French a plus, but not a requirement.
Terms: Aut, Win
| Units: 4
OSPPARIS 18:
Health Policy and Health Care System Design
This course examines the structures of health care systems, from the perspective of the choices that those designing health care systems face. Topics include the overall goals of health care systems, health insurance programs and government programs financing care, the structure and organization of health care providers like doctor practices and hospitals, provider payment, patient cost sharing, coverage of new and emerging treatments and technology, and quality improvement. We particularly emphasize examples from the US and France.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI
OSPPARIS 22P:
Intermediate French I
Prerequisite: one year of college French if completed within two quarters of arriving in Paris, or FRENLANG 21C
Terms: Aut, Win, Spr
| Units: 4
| UG Reqs: Language
OSPPARIS 23P:
Intermediate French II
Prerequisite: FRENLANG 21C within two quarters of arriving in Paris, or FRENLANG 22C or OSPPARIS 22P
Terms: Aut, Win, Spr
| Units: 4
| UG Reqs: Language
OSPPARIS 24:
Introduction to French Society
Required for Paris program participants. Exploration of meaningful aspects of French society and culture through lectures on history of France, participation in on-site cultural projects with French students, and a series of special encounters, venues and activities through the quarter. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 2
| Repeatable
for credit
OSPPARIS 27:
Art and Politics in Modern France
This course proposes to explore art and politics in France from the revolution to the present. Through a multimedia approach - including sculptures, paintings, prints, commemorative monuments, architecture, street art and photographs - we will retrace the changing forms that some of the most salient political messages have taken in modern French art. The course will follow a chronological progression, from Revolution to Empire, followed by the rise and fall of the IInd Empire, and the resulting thirst for revenge. We will then broach the 20th century, including the politics of the avant-garde, the art of colonialism, the varied aesthetic responses to the rise of totalitarianism, on display at the 1937 World's Fair in Paris, and evident in the art of collaboration and resistance produced in Occupied and Vichy France during the Second World War. The art of 1960s countercultural contestation - anti-capitalist, anti-colonial, feminist, etc.--will then be studied, before examining recent initiatives in the realm of commemorative art and cultural display that approach issues facing contemporary French society today, including terrorism and constructively confronting its colonial legacy.
Terms: Win
| Units: 4
| UG Reqs: WAY-A-II
OSPPARIS 30:
The Avant Garde in France through Literature, Art, and Theater
Multiple artistic trends and esthetic theories from Baudelaire to the Nouveau Roman, from the Surrealists to Oulipo, from the theater of cruelty to the theater of the absurd, from the Impressionists to Yves Klein. Interdisciplinary approach to reflect on the meaning of avant garde and modernity in general, and on the question of why revolutionary artists in France remained in search of institutional recognition, nonetheless.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
OSPPARIS 36:
French Writing Workshop
Offered upon request for students who have completed an Advanced French course. Focus on French writing style, enabling students to understand and master the subtleties of French writing.
Terms: Aut, Win, Spr
| Units: 3
| UG Reqs: WAY-CE
OSPPARIS 41:
EAP: Perspective, Volume, and Design
Mastering the techniques of spatial representation and developing a good visualization of volume. Offered by a major studio arts school in Paris, the "Ecole d'Arts Plastiques" (EAP). Preference for Art Practice, Art History, Product Design, Architecture or STS majors or minors with good language skills. In French. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 2
| Repeatable
for credit
OSPPARIS 41E:
EAP: Sculpture
Control of volume through use of materials such as clay or plaster in order to master three dimensioned representations. Offered by a major studio arts school in Paris, the ¿Ecole d¿Arts Plastiques¿ (EAP).Preference for Art Practice, Art History, Product Design, Architecture or STS majors or minors with good language skills. In French. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 2
| Repeatable
5 times
(up to 10 units total)
OSPPARIS 42:
EAP: Drawing with Live Models
Solid foundation in drawing; concepts of proportions, composition and analysis through observation. Perception of space, movement and forms. Techniques include: graphite, charcoal, chalk, pastel, watercolor, monotype, markers. Offered by a major studio arts school in Paris, the "Ecole d'Arts Plastiques" (EAP). Preference for Art Practice, Art History, Product Design, Architecture or STS majors or minors with good language skills. In French. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 2
| Repeatable
for credit
OSPPARIS 43:
EAP: Painting and Use of Color
Different painting techniques for pictorial representation through various themes supporting the development of creativity. Offered by a major studio arts school in Paris, the "Ecole d'Arts Plastiques" (EAP). Preference for Art Practice, Art History, Product Design, Architecture or STS majors or minors with good language skills. In French. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 2
| Repeatable
for credit
OSPPARIS 44:
EAP: Analytical Drawing and Graphic Art
Focus on observation of a model to be copied. Analysis of one aspect of a general structure while using various materials and techniques in a limited amount of time. Offered by a major studio arts school in Paris, the "Ecole d'Arts Plastiques" (EAP). Preference for Art Practice, Art History, Product Design, Architecture or STS majors or minors with good language skills. In French. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 2
| Repeatable
for credit
OSPPARIS 44E:
EAP: Computer Art
Learn and develop efficient technique of modern graphic design. Offered by a major studio arts school in Paris, the "Ecole d'Arts Plastiques" (EAP).Preference for Art Practice, Art History, Product Design, Architecture or STS majors or minors with good language skills. In French. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 2
| Repeatable
5 times
(up to 10 units total)
OSPPARIS 50M:
Introductory Science of Materials
Topics include: the relationship between atomic structure and macroscopic properties of man-made and natural materials; mechanical and thermodynamic behavior of surgical implants including alloys, ceramics, and polymers; and materials selection for biotechnology applications such as contact lenses, artificial joints, and cardiovascular stents. No prerequisite.
Terms: Aut, Win
| Units: 4
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-SMA
OSPPARIS 52:
French Media and Film Workshop
The workshop will give students the opportunity to learn about France through the prism of its television and documentary production. This comparative approach to media and film will encourage students to analyze the ethical stakes surrounding creative and editorial decisions in France and the United States. Through visits to television sets and control rooms, interviews with producers and directors, and screenings of documentaries and films, students will learn to decipher French culture through the specific storytelling techniques used in news reports, series, documentaries and films. Each class session will focus on a television program, news broadcast, documentary or fiction film. Industry professionals working in television and film will be invited to class to share their expertise and interact with students. With more than 373 movie theaters located throughout 20 arrondissements, Paris, is truly the world capital of Cinema. Approximately a hundred theaters are considered independent movie houses, some of which are classified as historical monuments. This unique situation will allow students to learn about the origins of cinema and the importance of film to French culture during class field trips. The professor will provide technical guidance about news reporting and film production in general and how to make a short documentary. As a final project each student will create a personal 2-3 minute short film using their smart phone about a theme relating to their time in Paris. Class time will be spent on finding a story idea, creating an outline, and filming and editing their film. Language of Instruction: French, Prerequisites: none
Terms: Aut, Win, Spr
| Units: 3
OSPPARIS 53:
Electricity, Magnetism and Optics with Laboratory
How are electric and magnetic fields generated by static and moving charges, and what are their applications? How is light related to electromagnetic waves? Represent and analyze electric and magnetic fields to understand electric circuits, motors, and generators. Wave nature of light to explain interference, diffraction, and polarization phenomena; geometric optics to understand how lenses and mirrors form images. Workings and limitations of optical systems such as the eye, corrective vision, cameras, telescopes, and microscopes. Discussions based on the language of algebra and trigonometry. An integrated version of Physics 23 and 24, targeted to premedical students who are studying abroad with integrated labs. Prerequisite: PHYSICS 21 or 21S. This course meets the STEM track requirement for the Paris Program during Winter Quarter 2019-2020.
Terms: Win
| Units: 5
| UG Reqs: WAY-SMA
OSPPARIS 61:
The Science of MythBusters
How do scientists actually go about answering practical questions? How does science function as a way of understanding our world, and - importantly - how does it differ from other approaches? As its point of departure, this course will examine and critique selected episodes of the television series, MythBusters (Discovery Channel), which tests the validity of many popular beliefs in a variety of imaginative ways, including myths, rumors, traditions, and stories. We will take the opportunity to delve more deeply into the applicability of the scientific method in understanding a vast range of real-world problems, and into the practical acquisition of fact-based knowledge, which together form the cornerstone of all science. The intellectual framework of this course will be based, first and foremost, on skeptical inquiry, combined with the other key ingredients of good science, which include: framing the question well, careful experimental design, meticulous observation and measurement, quantitative analysis and modeling, the evaluation of statistical significance, recovery from failure, disseminating findings, and the continuous cycle of hypothesis and testing. This course is taught at an introductory level, but it pays serious attention to the quantitative treatment of experimental data and associated tests of statistical significance. All students taking the course will be expected to learn, and to work a series of problems in, basic probability and statistics. There is also a hands-on, "dorm lab" component that involves some fabrication and a significant amount of individual testing and measurement. The final course project will involve developing and writing a scientific grant proposal to test a myth.
Terms: Win
| Units: 4
OSPPARIS 63:
Places, Images and Sounds of the French at War (18th through 21st centuries)
How have wars shaped the French Society? How have French men and women gone through these traumatic times, since the French Revolution until today? Beyond addressing a history of Wars per se, explore what French society represents within this context. What was the relationship between the "Citoyen-soldat" and "The Other": Women, the Colonized, the Enemy? Through this three-centuries panorama of French conflicts, gain a knowledge of both French society and the various methods and approaches to better understand the phenomenon of war, in all its universal complexity. In French.
Terms: Win
| Units: 4
| UG Reqs: WAY-SI
OSPPARIS 72:
The Ceilings of Paris
Seventeenth century transformation of the ceilings of Paris, private and public. Itinerary of this transformation from artists' initial drawings to their finished work. Under the guidance of the curator of 17th century French Drawings in the Louvre Museum, study the original drawings as well as the venues in and around Paris. Sites vary from the most illustrious (Versailles) to the lesser known (Hotel Lauzun). Reflection on the changing social and political aspirations as represented in these new artistic forms. Language of instruction: French.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
OSPPARIS 77:
Literature and Philosophy of Place
Themes of place and displacement in literature and philosophy of the larger French-speaking world, focusing on diasporic writers. Paris as a magnet for artists and thinkers seeking freedom from restrictive environments. Contrast the experiences of characters who are at "home" and those who are "away," the anxieties of exile and of colonialism, how one person's claim on home can be another's experience of being invaded,. Philosophers' analyses of the interdependence of place and identity, place and belonging, the sometimes contradictory nature of 'home,' as they pertain to the literary (fiction, essay, poetry) texts we will read.
Terms: Spr
| Units: 4-5
| UG Reqs: WAY-A-II, WAY-EDP
OSPPARIS 78A:
Independent Study Topics in Philosophy
French feminist philosophy: Reading and understanding the contributions to feminist thought of Beauvoir, Wittig, Irigaray, and others.
Terms: Spr
| Units: 2-4
OSPPARIS 78B:
Independent Study Topics in Literary (Creative) Writing
Spirit of Place in Short Fiction/ Spirit of Place in Memoir. Students are invited to work with the professor developing such skills as characterization, plot, dialogue, figurative language, structure and pacing. All narratives will, of course, explore place (Paris and other parts of France) in new and interesting ways.
Terms: Spr
| Units: 1-2
OSPPARIS 91:
The Future of Globalization: Economics, Politics and the Environment
Economic and political impact of globalization on France and the EU and influence of France and the EU on the process of globalization. Issues of sovereignty and national identity for France; protection from versus integration into the network of globalization.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-SI
OSPPARIS 103A:
French Lecture Series 1
May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
OSPPARIS 104A:
French Lecture Series 2
May be repeated for credit.
Terms: Aut, Win
| Units: 1
| Repeatable
for credit
OSPPARIS 180:
Paris Special Topics
May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-6
| Repeatable
3 times
(up to 18 units total)
OSPPARIS 195A:
Paris University 1
May be repeated for credit
Terms: Aut
| Units: 1-6
| Repeatable
2 times
(up to 12 units total)
OSPPARIS 195B:
Paris University 2
May be repeated for credit
Terms: Aut
| Units: 1-6
| Repeatable
2 times
(up to 12 units total)
OSPPARIS 199A:
Directed Reading A
Terms: Aut, Win, Spr
| Units: 1-6
| Repeatable
for credit
OSPPARIS 199B:
Directed Reading B
Terms: Aut, Win, Spr
| Units: 1-6
| Repeatable
for credit
OSPSANTG 1A:
Accelerated First-Year Spanish, Part 1: Chilean Emphasis
Accelerated First-Year Spanish, Part 1: Chilean Emphasis is the first part of an accelerated sequence that completes first-year Spanish in two rather than three quarters. Designed for students with prior knowledge of Spanish, the course will emphasize the development of basic speaking, listening and writing skills while living an immersive experience. Students will use the same text and online tools used by the first-year Spanish language courses on campus. Prerequisite: Placement test.
Terms: Win, Spr, Sum
| Units: 5
OSPSANTG 1S:
First-Year Spanish, 1st Quarter: Chilean Emphasis
First-Year Spanish, 1st Quarter: Chilean Emphasis is an intensive language course designed to introduce students to the Spanish language. It is the first course in the first-year sequence and emphasis is on the development of basic speaking, listening and writing skills while living an immersive experience. Students will use the same text and online tools used by the first-year Spanish language courses on campus.
Terms: Win, Spr, Sum
| Units: 5
OSPSANTG 2A:
Accelerated First-Year Spanish, Part 2: Chilean Emphasis
Accelerated First-Year Spanish, Part 2: Chilean Emphasis is the second part of an accelerated sequence that completes first-year Spanish in two rather than three quarters. Designed for students with prior knowledge of Spanish, the course will emphasize the development of basic speaking, listening and writing skills while living an immersive experience. Students will use the same text and online tools used by the first-year Spanish language courses on campus. Prerequisite: Placement test, SPANLANG 1A
Terms: Win, Spr, Sum
| Units: 5
OSPSANTG 3S:
First-Year Spanish, 3rd Quarter: Chilean Emphasis
First-Year Spanish, 3rd Quarter: Chilean Emphasis is an intensive language course with an emphasis on the development of basic speaking, listening and writing skills while living an immersive experience. Students will use the same text and online tools used by the first-year Spanish language courses on campus. Prerequisite: SPANLANG 1 or placement test.
Terms: Win, Spr, Sum
| Units: 5
OSPSANTG 12S:
Accelerated Second-Year Spanish, Part I: Chilean Emphasis
Intensive sequence integrating language, culture, and sociopolitics of Chile. Emphasis is on achieving advanced proficiency in oral and written discourse including formal and informal situations, presentational language, and appropriate forms in academic and professional contexts. Prerequisite: one year of college Spanish, or 11 or 21B if taken more than two quarters prior to arriving in Santiago.
Terms: Aut, Win, Spr, Sum
| Units: 5
OSPSANTG 13S:
Accelerated Second-Year Spanish, Part II: Chilean Emphasis
Intensive sequence integrating language, culture, and sociopolitics of Chile. Emphasis is on achieving advanced proficiency in oral and written discourse including formal and informal situations, presentational language, and appropriate forms in academic and professional contexts. Prerequisite: 11 or 21B within two quarters of arriving in Santiago, or 12 or 22B.
Terms: Aut, Win, Spr, Sum
| Units: 5
OSPSANTG 20:
Comparative Law & Society: Conflicts in the Structuring of Democratic Polities across Latin America
This course examines how different democratic polities with their own distinct, historically rooted traditions have used the law to promote shared goals of liberty and equality. Chile is widely seen as an exemplar in the successful deployment of law to enable the transition from an authoritarian to a democratic society. Topics include: how history has shaped inherited legal institutions and concepts across Latin America, Europe, and the United States; constitutional review; administrative regulation; criminal justice; debates over free speech, as well as ongoing struggles to promote racial, ethnic, and gender equality. Visits to a number of key sights: the Museo de la Memoria y los Derechos Humanos; the Universidad de Chile; and the Tribunal Constitucional de Chile.
Terms: Sum
| Units: 4-5
| UG Reqs: WAY-SI
OSPSANTG 23:
Topics in Literature of the Americas
Students may choose from the following topics: Roberto Bolaño and the Legacies of 1968, Amuleto (1999) Junot Díaz's Global Dystopias. Students meet with faculty member to select a set of readings. Regular meetings to review progress. Both topic courses on Roberto Bolaño and Junot Díaz as prisms of globalization and world literature, as sources of the heteronomy of literature, and as literary archives.
Terms: Aut
| Units: 1-2
OSPSANTG 29:
Sustainable Cities: Comparative Transportation Systems in Latin America
Energy and environmental challenges resulting from the growing size and complexity in Latin American cities. Key issues: way in which public authorities deal with the dynamics of urban growth and complexity; related environmental and energy issues, particularly related to different public transportation models. Systemic approach as seen in Curtiba, Bogota, Santiago, and Medellin. Analysis centering on different approaches used to tackle these related issues; different institutional strategies.
Terms: Sum
| Units: 5
| UG Reqs: WAY-SI
OSPSANTG 30:
Short Latin American Fiction of the 20th Century
Introduction to short narrative fiction produced in Latin America during the 20th Century. Key features of the short story genre, as defined by Chekhov in the 19th Century and redefined by Kafka and Borges in the 20th Century. Main literary movements of the period in Latin America, including Regionalism, Social Realism, the Avant-Garde, the Boom of the 1960s and Magical Realism, the Post-Boom, etc. Close reading course with strong emphasis on analysis and discussion of the required texts. Readings placed in the context of the main developments in Latin American history and culture in the period.
Terms: Aut
| Units: 4-5
| UG Reqs: GER:DB-Hum, WAY-A-II
OSPSANTG 33:
Spanish Language Tutorial
Prerequisite: two years of college Spanish or equivalent placement.May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 2
| Repeatable
for credit
OSPSANTG 40:
Academic Internship
May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 2
| Repeatable
for credit
OSPSANTG 44:
Introduction to Borderlands Literature of the Americas
Comparative dialogue regarding a variety of perspectives from Chicano/a and LatinAmerican literary studies. Examine autobiographies, fiction, and cultural productions from writers such as Roberto Bolaño (2666), Yuri Herrera (Señales que precederán al fin del mundo), Gloria Anzaldúa (Borderlands/La Frontera), Sara Uribe (Antígona González), Américo Paredes (The Hammon and the Beans), Sandra Cisneros (La casa en Mango), and Helena Viramontes ("The Cariboo Café"). Also focus on the Chilean dictatorship novel Nocturna de Chile by Roberto Bolaño and the Dominican dictatorship novel The Brief Wondrous Life of Oscar Wao by Junot Díaz.
Terms: Aut, Spr
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
OSPSANTG 56:
Cultural Literacy: Chile
This mandatory course (2 units) provides students with essential elements to understand the history, politics, and culture of modern Chile. In addition to readings, there will be discussions of films and literature. Field trips will include visits to the General Cemetery, the Museum of Memory, Pablo Neruda's house in Isla Negra, and street art from Barrio Yungay. Field trips to Cerro San Cristobal to explore conservation issues will also be included.
Terms: Aut, Win
| Units: 2
OSPSANTG 57:
Sexual and Reproductive Health Rights and Public Policy in Chile
This course aims to provide an overview of the relationship between public policies, sexual and reproductive health, gender and social determinants of health within the framework of people's rights in Chile, a country has only recently taken on the issues. Projects include group projects, reading controls and a final paper.nInstructor: Claudia Dides
Terms: Spr
| Units: 5
| UG Reqs: WAY-EDP
OSPSANTG 58:
Global Change in Chile
Physical, ecological, and human geography of Chile. Perceptions of the Chilean territory and technologies of study. Flora, fauna, and human adaptations to regional environments. Guest lectures; field trips; workshops.
Terms: Aut, Win, Spr
| Units: 5
| UG Reqs: GER:DB-EngrAppSci, WAY-SMA
OSPSANTG 62:
Topics in Chilean History
Independent study topics concerning any aspect of Chilean history such as independence and nation building, social and economic development, ideas and culture, dictatorship and democracy. Research paper based on primary and secondary sources.
Terms: Spr
| Units: 4-5
OSPSANTG 67:
Patagonia in Literature and Film
The course will explore the cultures and histories of Patagonia through literature and film, including historical documents, travel literature, poetry, historical and contemporary short stories and novels, narrative and documentary films to help students become acquainted with the unique geography, heritage and contemporary life of the region. The familiarization with ¿and open discussions around¿ these materials will complement instruction in situ during an extensive visit to Patagonia.
Terms: Aut, Win, Spr
| Units: 4-5
| UG Reqs: WAY-A-II, WAY-EDP
OSPSANTG 68:
The Emergence of Nations in Latin America
Major themes of 19th-century Latin American history, including independence from Spain, the emergence of nation states, and the development of a new social, political, and economic order.
Terms: Aut, Win, Sum
| Units: 4-5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-SI
OSPSANTG 71:
Santiago: Urban Planning, Public Policy, and the Built Environment
Santiago's growth and development over time and in comparison to other mega cities in the world; impact of urban highways on the built environment; shopping malls and the development of new urban sub-centers. Topics: brief history of the city, from 1541 to1940; urban development since 1940; the 1960 Inter-communal Urban Plan; planning and the configuration of modern Santiago; housing policy as an instrument to combat poverty; social housing policy and Santiago's built environment.
Terms: Aut
| Units: 5
| UG Reqs: WAY-SI
OSPSANTG 75:
Chilean Energy and Climate Policies
This course will examine the design and evaluation of energy and climate policies in the context of Chile, a developing country that faces various significant environmental, economic and social challenges. The course will explore the dynamics of an effective strategy to reduce the impacts of climate change through development of an energy system that meets both global and local pollution standards, and properly addresses social, political and cultural challenges. Topics include the development of the Chilean energy industry, leading global energy trends, local and global environmental challenges associated with energy, socio-economic challenges such as energy poverty and inequality, and the current challenges Chile faces with its energy and climate policies. A field trip to a local power plant will complement the course's assigned readings and discussions.
Terms: Win, Sum
| Units: 4-5
OSPSANTG 79:
Topics in European Legal History
This is an independent study/reading course that explores such core topics in European legal history as (1) the Roman-canon law tradition; (2) the history of constitutionalism (16th-century to present); (3) the rise of modern natural law and codification; (4) absolutism and the rise of the centralized, administrative state; and (5) Enlightenment and revolution.We will meet once per week to discuss readings. Students who wish to take the course for 2 units have the option of also writing four response papers to the readings (as detailed above).
Terms: Sum
| Units: 1-2
OSPSANTG 85:
Marine Ecology of Chile and the South Pacific
Relationships among physical processes in the ocean, biological productivity, and the exploitation of resources by high-thropic-level predators including human beings. Characterization of ecological patterns; identification of processes operating on marine systems. Open ocean ecosystems, intertidal and benthic regions of the world's oceans, and ecological research developed along coastal regions, focusing on Chile's 4,000 km coastline.
Terms: Aut
| Units: 5
| UG Reqs: GER: DB-NatSci, WAY-SMA
OSPSANTG 102S:
Composition and Writing Workshop for Students in Santiago
Advanced. Writing as craft and process: brainstorming, planning, outlining, drafting, revising, style, diction, and editing. Non-Spanish majors or minors may choose topics related to their studies. Prerequisite: SPANLANG 13C, 13R, 13S, 23B, or equivalent.
Terms: Aut
| Units: 3-5
OSPSANTG 116X:
Contemporary Chilean Political Culture
Chile's strides towards becoming a developed country have engendered high levels of alienation and disaffection among significant sectors of the population. The roots of this apparent paradox of modernization, focusing on newly emerging actors in the Chilean political scene: Mapuche organizations, women's groups, the environmental movement, and new features of the established ones like trade unions and human rights activists.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-SI
OSPSANTG 119X:
The Market and the State: Chile's Path to Economic Development
The Chilean economy in five stages, taking into account: the international economic position of Chile; internal economic structures closely related to the inherited historical conditions and to the changing international economic position of the country; and the economic strategies prevalent during the period and the concrete development policies conducted by government authorities.
Terms: Sum
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-SI
OTOHNS 199:
Undergraduate Research
Students undertake investigations sponsored by individual faculty members.Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Blevins, N. (PI);
Capasso, R. (PI);
Chang, K. (PI);
Cheng, A. (PI);
Colevas, A. (PI);
Damrose, E. (PI);
DiRenzo, E. (PI);
Divi, V. (PI);
Fee, W. (PI);
Fischbein, N. (PI);
Fitzgerald, M. (PI);
Girod, S. (PI);
Goode, R. (PI);
Grillet, N. (PI);
Harsh, G. (PI);
Heller, S. (PI);
Holsinger, C. (PI);
Hwang, P. (PI);
Jackler, R. (PI);
Kaplan, M. (PI);
Koltai, P. (PI);
Lalakea, M. (PI);
Le, Q. (PI);
Liu, S. (PI);
Makarewycz, B. (PI);
Messner, A. (PI);
Minor, L. (PI);
Most, S. (PI);
Mustapha, M. (PI);
Nadeau, K. (PI);
Nayak, J. (PI);
Nekhendzy, V. (PI);
Nicolson, T. (PI);
O Maoileidigh, D. (PI);
Oghalai, J. (PI);
Orloff, L. (PI);
Patel, Z. (PI);
Pepper, J. (PI);
Pinto, H. (PI);
Ricci, A. (PI);
Rosenthal, E. (PI);
Sajjadi, H. (PI);
Santa Maria, P. (PI);
Shepard, K. (PI);
Shorago, G. (PI);
Sidell, D. (PI);
Sirjani, D. (PI);
Sung, C. (PI);
Sunwoo, J. (PI);
Valdez, T. (PI);
Yao, M. (PI)
OTOHNS 200:
Introduction to Otolaryngology-Head and Neck Surgery
Seminar series designed to expose students to the field, including its subspecialties and commonly performed procedures. Goals: supplement anatomical knowledge with clinical correlates; understand basic diagnosis, pathophysiology, and management of ENT problems commonly seen in primary care practice; how to perform a thorough head and neck examination. Seminars, given by faculty experts, cover major topics relating to each of the subdivisions within ENT. Attendance to a minimum of seven sessions is required to receive credit for the course. May be repeated for credit.
Terms: Win
| Units: 1
| Repeatable
for credit
OTOHNS 204:
Biology and Physics of Hearing
Biology and Physics of Hearing is an introduction to hearing and balance. Open to medical students and graduate students. A background in biology or physics is not required. Instruction will include lectures and lab work. Topics: Sound waves, localization, and perception. Anatomy and physiology of the ear. Outer and middle-ear mechanics. Cochlear and vestibular mechanics. Hair cell, hair bundle, mechanotransduction. Synapses, neurons, neural encoding of sound. Genetics, genes, and development of the inner ear. Diagnosis and treatment of hearing loss / deafness. Molecular biology, electron microscopy. Auditory evoked potentials, otoacoustic emissions. Sensory neuroscience. Mechanobiology. Biophysics. Physiology.
Terms: Spr
| Units: 3
OTOHNS 206:
Augmenting Human Senses: Enhancing Perception with Technology and Bioscience
This course will introduce the neuroscience of human sensory perception (hearing, balance, vision, smell, taste, touch) and explore avenues by which technology and bioscience will enhance and augment these human senses. Employing artificial intelligence, emerging devices with embedded sensors may afford perceptual and cognitive abilities beyond the limits of our biological systems. We will consider emerging multi-functional devices with capabilities beyond their sensory functions via connection within an ecosystem of technologies to characterize activities (e.g., physical, social), enhance safety (e.g., fall alerts, balance improvement), track health (e.g., multi-sensory biometric monitoring), enhance communication (e.g., speech enhancement, language translation, virtual assistant), augment cognition (e.g., memory, understanding), and monitor emotional wellbeing (e.g., sentiment, depression). We will also review simulated multisensory stimuli towards achieving immersive experiences with virtual and augmented reality technologies.
Terms: Aut
| Units: 3
OTOHNS 209:
Facial Plastic and Reconstructive Surgery
Facial palsy describes the clinical problem of unilateral facial paralysis or weakness. It is surprisingly common, with approximately 150,000 cases per year in the United States. Despite this, clinical scoring of paralysis severity is cumbersome. Given recent advances in AI-driven computer vision, it is feasible to employ computer vision for facial landmark detection and track movement of these landmarks over time. These data can then be used to score the severity of facial paralysis. If accurate in comparison to human landmark annotations, these measures will be compared to trained clinician scores of disease severity. In its final form, this algorithm will permit remote, accurate analysis of facial paralysis. This is an important step forward in clinical triage and gauging the efficacy of different treatments for this disease.
Terms: Spr, Sum
| Units: 1-2
| Repeatable
4 times
(up to 8 units total)
OTOHNS 220:
Inner Ear Biology
Inner Ear Biology is an introduction to hearing and balance. Open to medical students and graduate students. A background in biology is not required. Online lectures will be divided into theory and experimental techniques. Topics include: sound waves, sound localization, sound perception, anatomy and physiology of the ear, outer and middle-ear mechanics, cochlear and vestibular mechanics, hair cells, hair bundles, neural encoding of sound and head movement, genetics and development of the inner ear, diagnosis and treatment of hearing loss, molecular biology of and imaging the inner ear, auditory evoked potentials, and otoacoustic emissions. Enrollment limited to 15.
Terms: Spr
| Units: 1
OTOHNS 299:
Directed Reading in Otolaryngology
Prerequisite: constent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Blevins, N. (PI);
Capasso, R. (PI);
Chang, K. (PI);
Cheng, A. (PI);
Colevas, A. (PI);
Damrose, E. (PI);
DiRenzo, E. (PI);
Divi, V. (PI);
Fee, W. (PI);
Fischbein, N. (PI);
Fitzgerald, M. (PI);
Girod, S. (PI);
Goode, R. (PI);
Grillet, N. (PI);
Harsh, G. (PI);
Heller, S. (PI);
Holsinger, C. (PI);
Hwang, P. (PI);
Jackler, R. (PI);
Kaplan, M. (PI);
Koltai, P. (PI);
Lalakea, M. (PI);
Le, Q. (PI);
Liu, S. (PI);
Makarewycz, B. (PI);
Messner, A. (PI);
Minor, L. (PI);
Most, S. (PI);
Mustapha, M. (PI);
Nadeau, K. (PI);
Nayak, J. (PI);
Nekhendzy, V. (PI);
Nicolson, T. (PI);
O Maoileidigh, D. (PI);
Oghalai, J. (PI);
Orloff, L. (PI);
Patel, Z. (PI);
Pepper, J. (PI);
Pinto, H. (PI);
Ricci, A. (PI);
Rosenthal, E. (PI);
Sajjadi, H. (PI);
Shepard, K. (PI);
Shorago, G. (PI);
Sidell, D. (PI);
Sirjani, D. (PI);
Sung, C. (PI);
Sunwoo, J. (PI);
Valdez, T. (PI);
Yao, M. (PI)
OTOHNS 307A:
Otolaryngology/Head and Neck Surgery Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Provides students with a clinical experience in the field of otolaryngology and head and neck surgery. Students are exposed to the techniques of examination of the ear, nose, nasopharynx, mouth, larynx, and neck. They will have clinical experiences with the hearing and vestibular system, maxillofacial trauma, facial cosmetics, pediatric otolaryngology, head and neck cancer, skull base surgery, sleep surgery, voice disorders, as well as the more routine problems of otitis media, head and neck infections, chronic sinusitis, and the like. As with most surgical services, emphasis is placed on the surgical experience; in addition, students will have ample exposure to the outpatient clinic and will be expected to actively participate in pre- and postoperative patient care including ward rounds. Interested students are encouraged to assist in the operating room and take an active role in selected surgical procedures if they demonstrate the necessary skills. The rotation is divided into weekly rotations among the following subspecialties: Head & Neck Oncology, Laryngology, Rhinology, Sleep Surgery, Facial Plastics, Otology & Neurotology, and Pediatric Otolaryngology. Students will be based at Stanford Medical Center, but may also be scheduled to rotate at the Santa Clara Valley Medical Center and/or the Palo Alto VA hospital. Students will be expected to round on all of the patients on the service to which they are assigned. Students must also attend resident education sessions held on Monday mornings and some Thursday afternoons, as well as grand rounds on Thursday evenings and medical student didactic sessions, held throughout the week. Students with interest in a specific subspecialty/service may indicate such to the course coordinator. The rotation is identical to the two-week subspecialty elective within the SURG 300A General Surgery Core Clerkship, therefore it may not be repeated by students who have taken the subspecialty elective. Stanford students who have taken the subspecialty elective or visiting students who have taken a previous otolaryngology rotation and wish to have further otolaryngology experience should enroll in OTOHNS 336A (Sub-internship in Otolaryngology/Head and Neck Surgery) or OTOHNS 398A (Clinical Elective in Otolaryngology/Head & Neck Surgery Clerkship). Visiting students must be pre-approved for this course to be eligible. Please send a medical school transcript to Xiaoyu Feng, xyfeng@stanford.edu. Note: Students enrolling in this two-week course may neither repeat it, nor enroll in the subspecialty elective as part of SURG 300A, unless the second rotation is approved at an affiliated site. You will receive an email from Xiaoyu Feng the week before you start. PREREQUISITES: All scrub course/training needs to be completed prior to starting clerkship. PERIODS AVAILABLE: 1-12, full-time for 2 or 4 weeks, 2 students per period (availability depends on the number of sub-interns during the period). CLERKSHIP DIRECTOR: Uchechukwu Megwalu, M.D. CLERKSHIP COORDINATOR: Xiaoyu Feng, 650-497-3856, xyfeng@stanford.edu, 801 Welch Road, 2nd Floor. REPORTING INSTRUCTIONS: Where: 801 Welch Road, 2nd Floor; Time: 8:00 am. CALL CODE: 1. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC, SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
OTOHNS 336A:
Subinternship in Otolaryngology/Head and Neck Surgery
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: This is an advanced clerkship designed to give the senior medical student an intense exposure to the field of Otolaryngology-Head and Neck Surgery. Students will be expected to accomplish the following goals: (1) assume a high level of patient care responsibility, functioning essentially at an intern level (but with supervision from the residents and faculty); (2) strengthen their clinical and procedural skills and; (3) function as an integral member of the otolaryngology team. Students will be expected to round on all of the patients on the service to which they are assigned. While on the head & neck service, they will be permitted to perform selected simple procedures. Other rotations may include: laryngology, rhinology, sleep surgery, facial plastics, otology & neurotology, pediatric, and comprehensive otolaryngology. Students will be expected to participate in all clinics and ORs on the services in which they are rotating. Small group didactic sessions with other students are offered several times a week. Students must also attend resident education sessions held on Monday mornings and some Thursday afternoons, as well as grand rounds on Thursday evenings. Students will be stationed at Stanford Medical Center, but may also spend time at the Stanford Ear Institute located in East Palo Alto. During months with a high volume of students there is a possibility he or she may be scheduled to rotate at the Santa Clara Valley Medical Center or the Palo Alto VA hospital. Visiting students will be informed of acceptance at least two weeks prior to the desired rotation. Please note that completing a Sub-I does not guarantee a residency interview with the department. You will receive an email from Xiaoyu Feng, xyfeng@stanford.edu the week before you start. PREREQUISITES: SURG 300A, 2-week Otolaryngology elective or OTOHNS 307A. Visiting students must have completed an Otolaryngology rotation prior to Stanford subinternship. OHNS Application Materials (submit to Xiaoyu Feng at xyfeng@stanford.edu) - a medical school transcript, proof of previous otolaryngology rotation, USMLE scores, CV/resumé, a brief one paragraph statement of interest (no more than 250 words), and a headshot size photo. OHNS Application Deadlines (based on the quarter of enrollment) For summer quarter (Periods 1-3) April 1. For autumn quarter (Periods 4-6) July 1. For winter quarter (Periods 7-9) October 1. For spring quarter (Periods 10-12) January 1. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 4 students per period. CLERKSHIP DIRECTOR: Uchechukwu Megwalu, M.D. CLERKSHIP COORDINATOR: Xiaoyu Feng, 650-497-3856, xyfeng@stanford.edu, 801 Welch Road, 2nd Floor. REPORTING INSTRUCTIONS: Where: 801 Welch Road, 2nd Floor; Time: 8:00 am.CALL CODE: 1. OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
OTOHNS 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Blevins, N. (PI);
Capasso, R. (PI);
Chang, K. (PI);
Cheng, A. (PI);
Colevas, A. (PI);
Damrose, E. (PI);
DiRenzo, E. (PI);
Divi, V. (PI);
Fee, W. (PI);
Fischbein, N. (PI);
Fitzgerald, M. (PI);
Girod, S. (PI);
Goode, R. (PI);
Grillet, N. (PI);
Harsh, G. (PI);
Heller, S. (PI);
Holsinger, C. (PI);
Hwang, P. (PI);
Jackler, R. (PI);
Kaplan, M. (PI);
Koltai, P. (PI);
Lalakea, M. (PI);
Le, Q. (PI);
Liu, S. (PI);
Makarewycz, B. (PI);
Megwalu, U. (PI);
Messner, A. (PI);
Minor, L. (PI);
Most, S. (PI);
Mustapha, M. (PI);
Nadeau, K. (PI);
Nayak, J. (PI);
Nekhendzy, V. (PI);
Oghalai, J. (PI);
Orloff, L. (PI);
Patel, Z. (PI);
Pinto, H. (PI);
Ricci, A. (PI);
Rosenthal, E. (PI);
Sajjadi, H. (PI);
Shepard, K. (PI);
Shorago, G. (PI);
Sidell, D. (PI);
Sirjani, D. (PI);
Sung, C. (PI);
Sunwoo, J. (PI);
Valdez, T. (PI);
Yao, M. (PI)
OTOHNS 398A:
Clinical Elective in Otolaryngology/Head and Neck Surgery Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Provides an opportunity for a student to have an individualized clinical experience in Otolaryngology - Head & Neck Surgery. This subspecialty experience is a one-on-one rotation for 2-4 weeks with faculty among the following otolaryngology subspecialties: Otology / Neurotology (Skull Base); Pediatric Otolaryngology; Head & Neck; Rhinology (Sinus); Facial Plastics; Laryngology (Voice); Sleep Surgery and Comprehensive ENT. The duration of the elective will be decided between the student and the faculty preceptor. Visiting and Stanford students should apply to 398A by contacting Xiaoyu Feng at xyfeng@stanford.edu or 650-497-3856. Note: Stanford students cannot add 398A clerkships directly to their fishbowl schedules through the regular shuffles. Please contact Caroline Cheang in the Office of Medical Student Affairs at cheang@stanford.edu with the faculty preceptor's name and email address to add this clerkship. Visiting students must have completed an otolaryngology rotation prior to starting the Stanford preceptorship. Visiting students are required to submit the following: the most recent medical school transcript, USMLE scores, CV/resume and a one-paragraph statement of interest. Please note that completing this course does not guarantee a residency interview. PREREQUISITES: None. PERIODS AVAILABLE: 1-12 (for Stanford students); 5-11 (for visiting students), 4 students per period. CLERKSHIP DIRECTOR: Uchechukwu Megwalu, M.D. CLERKSHIP COORDINATOR: Xiaoyu Feng, 650-497-3856, xyfeng@stanford.edu, 801 Welch Road, 2nd Floor. REPORTING INSTRUCTIONS: Where: 801 Welch Road, 2nd Floor; Time: 8:00 am. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC, SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
3 times
(up to 18 units total)
OTOHNS 399:
Graduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Blevins, N. (PI);
Capasso, R. (PI);
Chang, K. (PI);
Cheng, A. (PI);
Colevas, A. (PI);
Damrose, E. (PI);
DiRenzo, E. (PI);
Divi, V. (PI);
Fee, W. (PI);
Fischbein, N. (PI);
Fitzgerald, M. (PI);
Girod, S. (PI);
Goode, R. (PI);
Grillet, N. (PI);
Harsh, G. (PI);
Heller, S. (PI);
Holsinger, C. (PI);
Hwang, P. (PI);
Jackler, R. (PI);
Kaplan, M. (PI);
Koltai, P. (PI);
Lalakea, M. (PI);
Le, Q. (PI);
Liu, S. (PI);
Makarewycz, B. (PI);
Messner, A. (PI);
Minor, L. (PI);
Most, S. (PI);
Mustapha, M. (PI);
Nadeau, K. (PI);
Nayak, J. (PI);
Nekhendzy, V. (PI);
Nicolson, T. (PI);
O Maoileidigh, D. (PI);
Oghalai, J. (PI);
Orloff, L. (PI);
Patel, Z. (PI);
Pinto, H. (PI);
Ricci, A. (PI);
Rosenthal, E. (PI);
Sajjadi, H. (PI);
Shepard, K. (PI);
Shorago, G. (PI);
Sidell, D. (PI);
Sirjani, D. (PI);
Sung, C. (PI);
Sunwoo, J. (PI);
Valdez, T. (PI);
Yao, M. (PI)
OTOHNS 802:
Terminal Graduate Student (TGR) Research
Doctoral students who have been admitted to candidacy, completed all required courses and degree requirements other than the University oral exam and dissertation, completed 135 units or 10.5 quarters of residency (if under the old residency policy), and submitted a Doctoral Dissertation Reading Committee form, may request Terminal Graduate Registration (TGR) status after admission to candidacy, completion of all require courses, and completion of 90 units or six quarters of residency (if under the old residency policy). Students enrolled in master's programs with a required project or thesis may apply for TGR status upon completion of all required courses and completion of 45 units. Students with more than one active graduate degree program must complete residency units between all active/completed degree programs in order to apply for TGR status.
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
(up to 99 units total)
OUTDOOR 10:
Rock Climbing I: Beginning
This course is an introductory course. Students will learn skills necessary to get started exploring the world of indoor climbing. These skills include technical safety skills for bouldering and top-roped climbing, essential physical and mental skills, and strategies for training. Students will be taught with industry standard best practices in regards to safety, and provided with a multi-disciplinary approach to overall health and wellness. No experience necessary.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
8 times
(up to 8 units total)
OUTDOOR 11:
Rock Climbing II: Intermediate
In this course students will have the opportunity to build upon basic principles associated with rock climbing. Student will further explore variations in climbing efficiency techniques, crack climbing techniques, and training methodologies to enhance their climbing experience and help prevent injuries. Students will be taught with industry standard best practices in regards to safety, and provided with a multi-disciplinary approach to overall health and wellness.nPrerequisites: Rock Climbing 1 or at least 3 months previous climbing experience, current top-rope belay certification at the Stanford Climbing Wall
Terms: Aut, Spr
| Units: 1
| Repeatable
8 times
(up to 8 units total)
OUTDOOR 14:
Rock Climbing: Gym to CRAG
Learn how to transition from indoor climbing facilities to outdoor rock climbing venues. Emphasis will be placed on evaluating risk, along with constructing and assessing safe anchoring systems using natural and bolted anchors.
Terms: Aut, Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
OUTDOOR 30:
Sea Kayaking I: Introduction to Sea Kayaking
Learn the fundamental skills and safety pracices for coastal sea kayaking. Topics include essential gear, strokes and maneuvering, rescues and recoveries, and understanding tides and currents. This course will consist of several trips to Half Moon Bay and other near by coastal kayak areas. Active participation is required. Course culminates in a student-planned trip to a local kayaking destination.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
8 times
(up to 8 units total)
OUTDOOR 43:
Strength & Conditioning for Climbing
This course is for the intermediate to advanced climber looking to increase their climbing fitness. Students will be exposed to both general and climbing specific training principles to help improve climbing fitness and prevent common overuse injuries. Students will be taught with industry standard best practices with regards to safety and provided with a multi-disciplinary approach to overall health and wellness.
Terms: Win
| Units: 1
| Repeatable
8 times
(up to 8 units total)
OUTDOOR 103:
Foundations of Outdoor Education (LEAD 123)
Explore topics about adventure activity risk assessment, leadership style and values, industry standards, and wilderness equity and inlcusion through class activites, discussions, and reflections. Develop essential skills for individual and group sustainability in a backcountry setting including shelter in outdoor environments, equipment selection and use, travel techniques, water and nutrition needs, planning and preparation, and risk management. Course includes the participation in a weekend backcountry experience.
Terms: Aut, Win, Spr
| Units: 2
OUTDOOR 106:
Outdoor Leadership Practicum (LEAD 126)
Outdoor education and leadership theory integration through intensive field-based experiences. During these field-based experiences, students will engage with critical self-assessment process to better understand their own levels of competence leading others. Prerequisite: OUTDOOR 103
Terms: Win, Spr
| Units: 1-2
OUTDOOR 119:
Outdoor Educator Apprenticeship (LEAD 129)
This course provides the student an opportunity to lead a multi-day outdoor experiences in an official capacity. Experience includes: outdoor living skills, planning and logistics, leadership, risk management, environmental integration, and education. Students will plan and co-lead field outings. Prerequisites: OUTDOOR 103
Terms: Aut
| Units: 1-2
OUTDOOR 198:
Directed Reading and Individual Studies: Outdoor
Translate theoretical knowledge and acquired skills into actionable projects or initiatives that make positive impact within and/or beyond the Stanford community. Students work in collaborative groups or individually under the mentorship of the course instructor(s) to design, deliver, and evaluate an initiative or project.
Terms: Aut, Win, Sum
| Units: 1-2
| Repeatable
3 times
(up to 6 units total)
OUTDOOR 199:
Selected Topics: Outdoor
Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular quarter. May be repeated with change of content. For more information regarding specific course titles and topics, please refer to the notes of each course section.
Terms: Aut, Win, Sum
| Units: 1-2
| Repeatable
3 times
(up to 6 units total)
PAS 201:
Foundations of Clinical Medicine
This course explores fundamental concepts of biochemistry, genetics, microbiology, and immunology as applied to clinical medicine in a mostly "flipped classroom" format. This course will help to establish a foundation for understanding the pathophysiology of disease and the targets for therapeutic interventions. Discipline topics include: Biochemistry: thermodynamics, enzyme kinetics, vitamins and cofactors, metabolism of carbohydrates, lipids, amino acids and nucleotides, and the integration of metabolic pathways. Genetics: basic principles of inheritance and risk assessment, illustrated with the use of clinical examples from many areas of medicine including prenatal, pediatric, adult and cancer genetics. Microbiology: Basic bacteriology, virology, mycology and parasitology, including pathogenesis and clinical scenarios associated with infectious diseases. Immunology: concepts and applications of adaptive and innate immunity and the role of the immune system in human disease. Enrollment is limited to MSPA students.
Terms: Aut
| Units: 4
PAS 202:
Foundations of Clinical Neurosciences
Foundations of Clinical Neurosciences introduces students to the structure and function of the nervous system, including neuroanatomy and neurophysiology. Applications to clinical medicine and neurology are emphasized. Enrollment is limited to MSPA students. Prerequisite: PAS 201.
Terms: Win
| Units: 2
PAS 212:
Principles of Clinical Medicine I
This is the first in a four-course sequence presenting organ-system based physiology, pathology and pathophysiology. Each organ-specific block includes a review of the anatomy and related histology, normal function of that organ system, how the organ system is affected by and responds to disease, and how diseases of that organ system are treated. In PAS 212, the focus is on the structure, function, disease and corresponding therapeutics of several "primary care" topics, particularly the musculoskeletal and dermatologic systems. In addition, basic neurology, otorhinolaryngology, and ophthalmology will be covered.
Terms: Win
| Units: 8
PAS 213:
Principles of Clinical Medicine II
This is the second in a four-course sequence presenting organ-system based physiology, pathology and pathophysiology. Each organ-specific block includes a review of the anatomy and related histology, normal function of that organ system, how the organ system is affected by and responds to disease, and how diseases of that organ system are treated. In PAS 213, the focus is on the structure, function, disease, and corresponding therapeutics of the pulmonary and cardiovascular systems.
Terms: Spr
| Units: 8
PAS 214:
Principles of Clinical Medicine III
This is the third in a four-course sequence presenting organ-system based physiology, pathology, and pathophysiology. Each organ-specific block includes a review of the anatomy and related histology, normal function of that organ system, how the organ system is affected by and responds to disease, and how diseases of that organ system are treated. In PAS 213, the focus is on the structure, function, disease, and corresponding therapeutics of the renal, gastroenterological, endocrine, and reproductive systems.
Terms: Aut
| Units: 12
PAS 215:
Principles of Clinical Medicine IV
This is the fourth in a four-course sequence presenting organ-system based physiology, pathology, and pathophysiology. Each organ-specific block includes a review of the anatomy and related histology, normal function of that organ system, how the organ system is affected by and responds to disease, and how diseases of that organ system are treated. In PAS 214, the focus is on the structure, function, disease, and corresponding therapeutics of the neurologic, psychiatric, hematologic, oncologic, and autoimmune/rheumatologic systems.
Terms: Win
| Units: 10
PAS 222:
Clinical Therapeutics I
This course will provide a foundation for learning pharmacology and clinical therapeutics/disease state management related to subjects covered in the Principles of Clinical Medicine I course. The first segment will cover general pharmacokinetic/pharmacodynamic principles and review drug-drug interaction principles. Disease state topics will include skin and soft tissue infections, dermatological disorders, bone/joint disorders, and ENT conditions.
Terms: Win
| Units: 2
PAS 223:
Clinical Therapeutics II
This course will provide a foundation for learning pharmacology and clinical therapeutics/disease state management for cardiovascular and pulmonary diseases as covered in the Principles of Clinical Medicine II course. Disease state topics will include asthma, COPD, hypertension, hyperlipidemia, coronary artery disease, acute coronary syndrome, heart failure, arrhythmias, and pneumonia.
Terms: Spr
| Units: 2
PAS 224:
Clinical Therapeutics III
This is the third course of a 4-part series focused on pharmacology and clinical therapeutics with topics related to subjects covered in the Principles of Clinical Medicine III course. Topics will include renal, gastrointestinal, endocrine, and men's/women's health. The pharmacology component will focus on mechanism of action, clinical use, contraindications, adverse reactions, and clinically significant drug interactions of various drug classes. The clinical therapeutics component will focus on medical management of diseases with an emphasis on patient specific drug management.
Terms: Aut
| Units: 3
PAS 225:
Clinical Therapeutics IV
This course will provide a foundation for learning pharmacology and clinical therapeutics/ disease state management for neurologic, psychiatric, and hematologic conditions as covered in the Principles of Clinical Medicine IV course. Disease state topics will include headache, stroke, sleep disorders, delirium, Parkinson¿s, venous thromboembolism, epilepsy, schizophrenia, depression, bipolar disorder, ADHD, anxiety disorders, and chronic pain management. A general overview of cancer drugs such as chemotherapies, antimetabolites, antitumor antibiotics, and other anticancer drugs is also provided.
Terms: Win
| Units: 2
PAS 255:
Introduction to Qualitative Research I
This course will provide the physician assistant student with an introduction to qualitative manuscripts, describing types of qualitative research methods, and discussing their own tentative qualitative research questions/designs.Prerequisites: Enrollment in the Master of Science in Physician Assistant Studies program
Terms: Win
| Units: 2
PAS 256:
Introduction to Qualitative Research II
This course will provide the physician assistant students with an introduction to qualitative research methods, specifically data analysis, with significant time focused on thematic analysis coding. This course focuses on analysis of students' individual qualitative data sets. Prerequisites: successful completion of PAS 255. Additionally, students should not enroll in this course unless they will have IRB approval and qualitative data available for analysis prior to the start of the course.
Terms: Aut
| Units: 2
PAS 257:
Introduction to Quantitative Research I
This course will provide the physician assistant student with an introduction to quantitative research, describing types of common statistical tests and quantitative research methods, and discussing their own tentative quantitative research questions. Prerequisites: Enrollment in the Master of Science in Physician Assistant Studies program
Terms: Win
| Units: 2
PAS 282:
AHEC Scholars Program
Acceptance into the AHEC Scholars Program.
Terms: Win
| Units: 2
PAS 291:
PAs in Health Care I
This course provides an overview of the PA profession. The first portion of the course covers the history of the PA profession, the role of the PA within the health care team, and an overview of the laws, regulations and committees that provide oversight to the profession. The second portion of the course focuses on health disparities, social determinants of health and undeserved communities, and the role of the PA in the care of these populations. It includes development of the awareness, knowledge, and skills needed in order to practice culturally competent and sensitive health care.
Terms: Aut
| Units: 1
PAS 292:
PAs in Health Care II
The PAHC II course provides an opportunity to learn advanced clinical skills and provides an introduction to clerkships. Students will be provided an overview on several clerkships. They will learn telemedicine skills, suturing, and advanced cardiac life support. In addition, lectures on special considerations for caring for pediatric and geriatric patients as well as caring for patients at end-of-life will be provided.
Terms: Aut
| Units: 2
PAS 293:
PAs in Health Care III: Transition to Clerkships
The PAs in Health Care III course provides the skills necessary for a smooth transition from didactic learning to clerkship experiences. The course will focus on clerkship expectations, the PA student role as a member of the health care team, avoiding medical errors, and improving quality. There will be three advanced procedural skills training workshops.
Terms: Win
| Units: 2
PAS 294:
PAs in Healthcare IV: Leadership, Advocacy, and Preparation for Practice
The final course in the PAs in Health Care series will provide students with the skills necessary for transition from PA student to practicing PA and will continue to expand on leadership skills. One portion of the course will focus on preparation for the transition to clinical practice, which will include requirements for licensure and certification, medical liability, and ethics. Another thread will consist of lectures on advanced and novel topics in medicine. Additionally, there will be a thread for development of leadership skills and advocacy. The culmination of the Capstone research project will also occur during this course.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
4 times
(up to 4 units total)
PAS 299:
Directed Reading in PA Studies
Faculty and students collaborate to design an individualized study course in one or more selected topics in physician assistant studies. Prerequisites: Successful completion of PAS 214
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
3 times
(up to 30 units total)
PAS 301:
Internal Medicine Clerkship I
Teaches the natural history, pathophysiology, diagnosis, and treatment of a wide range of medical illnesses. Emphasis is placed on acquiring the understanding, skills, and attitudes desirable in a scientific and compassionate PA. Students will perform histories and physical examinations, identify appropriate orders, order and interpret appropriate diagnostics studies to develop a differential diagnosis, and interpret information gathered from the patient assessment data to formulate a patient-centered treatment plan. Developing sound clinical reasoning skills is continuously emphasized. Students will be able to provide an accurate verbal presentation to the rotation preceptor, counsel patients about therapeutic procedures; and help to coordinate medical consultations by sub-specialty providers as needed to take appropriate care. Students will follow the progress of patients through their hospitalization, write a note appropriate for the patient¿s medical record and develop a discharge plan. Students will attend and participate in medical rounds and conferences.
Terms: Aut, Win, Spr, Sum
| Units: 6
PAS 302:
Internal Medicine Clerkship II
Teaches the natural history, pathophysiology, diagnosis, and treatment of a wide range of medical illnesses. Emphasis is placed on acquiring the understanding, skills, and attitudes desirable in a scientific and compassionate PA. Students will perform histories and physical examinations, identify appropriate orders, order and interpret appropriate diagnostics studies to develop a differential diagnosis, and interpret information gathered from the patient assessment data to formulate a patient-centered treatment plan. Developing sound clinical reasoning skills is continuously emphasized. Students will be able to provide an accurate verbal presentation to the rotation preceptor, counsel patients about therapeutic procedures; and help to coordinate medical consultations by subspecialty providers as needed to take appropriate care. Students will follow the progress of patients through their hospitalization, write a note appropriate for the patient¿s medical record and develop a discharge plan. Students will attend and participate in medical rounds and conferences.
Terms: Aut, Win, Spr, Sum
| Units: 6
PAS 303:
Family Medicine/ Primary Care Medicine I
During the outpatient medicine rotation students will be involved in the initial and ongoing assessment of patients in all age groups. In addition to routine health maintenance, students will become familiar with common primary care and urgent care problems. Students will be responsible for taking medical histories, performing physical examinations, ordering appropriate diagnostic testing, interpreting results and forming a plan. The student will provide an accurate, pertinent and time-effective verbal presentation to the rotation preceptor and will write an accurate note suitable for inclusion in the patient's medical record. Patient education, counseling, and coordination of additional resources for patient care will also be included. The outpatient medicine rotations may take place in private offices, family practices, urgent care clinics, hospitals, or other ambulatory care clinics.
Terms: Aut, Win, Spr, Sum
| Units: 6
PAS 304:
Family Medicine/ Primary Care Medicine II
During the outpatient medicine rotation students will be involved in the initial and ongoing assessment of patients in all age groups. In addition to routine health maintenance, students will become familiar with common primary care and urgent care problems. Students will be responsible for taking medical histories, performing physical examinations, ordering appropriate diagnostic testing, interpreting results and forming a plan. The student will provide an accurate, pertinent and time-effective verbal presentation to the rotation preceptor and will write an accurate note suitable for inclusion in the patient's medical record. Patient education, counseling, and coordination of additional resources for patient care will also be included. The outpatient medicine rotations may take place in private offices, family practices, urgent care clinics, hospitals, or other ambulatory care clinics.
Terms: Aut, Win, Spr, Sum
| Units: 6
PAS 311:
Pediatrics
The Pediatrics rotation will take place in outpatient pediatric clinics and private pediatric offices. The clerkship provides an introduction to a wide range of clinical problems in pediatrics and arms students with the basic skills needed to work with children and families. The rotation will emphasize caring for a child from birth through late adolescence. Students will assess, evaluate and develop a patient-centered treatment plan according to published guidelines when appropriate. Students will provide an accurate verbal presentation to the rotation preceptor and write an accurate note suitable for inclusion in the patient's medical record. The rotation will stress diagnosis and treatment of common childhood illnesses and assessment of growth and development. Students will develop skills to counsel parents about well-visits, immunizations, nutrition, growth and development.
Terms: Aut, Win, Spr, Sum
| Units: 6
PAS 320:
Surgery
Provides PA students with clinical experience in the evaluation and treatment of a wide variety of surgical diseases. Emphasis is placed on teaching students to recognize and manage basic clinical problems. As members of the surgical team, students participate in preoperative management, including patient education and procedures necessary to prepare patients for surgery. Students will perform admitting histories and physical examinations, identify appropriate admitting orders for surgical patients and identify appropriate diagnostic studies required prior to surgical procedures. In the operating room setting, students will assist surgeons and have an opportunity to become familiar with protocols and equipment. Students will be involved in pre-operative, intra-operative and post-operative care. The clerkship offers an opportunity for students to integrate their knowledge of anatomy, physiology and physical diagnosis into a treatment plan for patients with surgical diseases. When possible, students attend surgical grand rounds and other surgically-oriented conferences.
Terms: Aut, Win, Spr, Sum
| Units: 6
PAS 321:
Emergency Medicine
Provides students with exposure to common problems encountered in an emergency room setting. Students will be responsible for taking medical histories, performing physical examinations, ordering and interpreting appropriate diagnostic testing, performing diagnostic and therapeutic procedures as needed under appropriate supervision, and forming a patient-centered care plan for patients seen for emergent and non-emergent issues. The student will provide an accurate, pertinent and time-effective verbal presentation to the rotation preceptor and will write an accurate note suitable for inclusion in the patient's medical record. Students will identify criteria for hospital admission and coordinate the admission to the appropriate setting and service. During the Emergency Medicine rotation students may also be exposed to patients with life-threatening conditions such as cardiac/respiratory failure, trauma, shock, overdose, poisoning, allergic reactions, seizures.
Terms: Aut, Win, Spr, Sum
| Units: 6
PAS 331:
Women's Health including Prenatal and Gynecologic Care
Provides the student with skills and knowledge needed to care for patients with common gynecological problems, the well-woman examination, and pregnancy from prenatal care through delivery and postpartum. As an active member of the obstetrical and gynecological care team, students will be exposed to a wide range of common gynecological problems. They will perform histories and physical examinations, order and interpret diagnostic testing, and formulate a patient- centered treatment plan. Emphasis is placed on history and physical examination skills in the evaluation and management of pregnancy, vaginal delivery, and both office gynecology and gynecologic surgical procedures through exposure to patients in the outpatient clinics, Labor and Delivery, and the operating room. They will learn the role of a surgical assistant for gynecologic procedures and how to counsel patients on family planning and contraception. For obstetrical patients, students will develop prenatal plans for uncomplicated pregnancies, assist with deliveries and develop skills to supervise and manage labor and delivery in an emergency situation.
Terms: Aut, Win, Spr, Sum
| Units: 6
PAS 336:
Behavioral Medicine/ Mental Health
Provides students with exposure to a wide range of mental health issues in hospital and/or clinic-based settings. The clerkship is designed to solidify the knowledge of psychiatry that students have acquired in the Practice of Medicine course, as students gain practical skills in the application of this knowledge to clinical situations. Students will perform thorough histories including a mental status examination and will use tools for cognitive testing, order appropriate diagnostic studies, interpret information gathered from patient assessment data, and formulate a patient-centered treatment plan including pharmacological treatment when appropriate. The course will also offer an overview of psychosocial and biological treatment modalities for the major psychiatric disorders. Students will be required to recognize the various types of mental health issues that require referral to a specialist and to know which mental health problems can be handled by the non-specialist.
Terms: Aut, Win, Spr, Sum
| Units: 6
Terms: Aut, Win, Spr, Sum
| Units: 6
PAS 352:
MSPA Elective II
Terms: Aut, Win, Spr, Sum
| Units: 6
PAS 353:
MSPA Elective III
Terms: Aut, Win, Spr, Sum
| Units: 6
PAS 399:
Directed Reading in PA Studies
Students organize an individualized study program in physician assistant studies.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
3 times
(up to 30 units total)
PATH 21N:
The Living Genome: Implications for Biology and Beyond
IntroSem with Freshmen preference. The human genome carries the instructions for normal human development and reproduction. But it also carries predispositions to disease and clues to our evolution, ancestry, and identity. The genome may also be pliable to environmental influences and genetic engineering. Through directed readings, discussion, and activities, students will learn about the human genome and applications of genome science and technology across diverse disciplines including medicine, comparative biology, evolutionary biology, paternity testing, and forensics. The broad goal is to become informed and engaged about genome science and its implications for both the individual and society. Prerequisites: High School Biology
Terms: Win
| Units: 3
| UG Reqs: WAY-SMA
PATH 51:
Human Anatomy (Online)
This online, self-paced course covers the basic anatomy of the human body. Through the use of pre-recorded lecture videos and 3D models, students will learn the anatomic terminology, structure, and function of the musculoskeletal, cardiopulmonary, gastrointestinal, genitourinary, nervous, endocrine, and immune systems. This course includes all content from the four separate 1-unit Regional Anatomy (Online) courses PATH 51A, 51B, 51C, and 51D.
Terms: Aut, Win, Spr, Sum
| Units: 4
PATH 51A:
Regional Anatomy (Online): Musculoskeletal System
This online, self-paced course covers the basic anatomy of the musculoskeletal system. Through the use of pre-recorded lecture videos and 3D models, students will learn the anatomic terminology, structure, and function of the upper limb, lower limb, and back. The course is asynchronous, and there is no in-class component.
Terms: Aut, Win, Spr, Sum
| Units: 1
PATH 51B:
Regional Anatomy (Online): Cardiopulmonary System
This online, self-paced course covers the basic anatomy of the cardiopulmonary system. Through the use of prerecorded lecture videos and 3D models, students will learn the anatomic terminology, structure, and function of the heart, blood, lungs, and other contents of the thorax. The course is asynchronous, and there is no in-class component.
Terms: Aut, Win, Spr, Sum
| Units: 1
PATH 51C:
Regional Anatomy (Online): Gastrointestinal and Genitourinary Systems
This online, self-paced course covers the basic anatomy of the gastrointestinal and genitourinary systems. Through the use of pre-recorded lecture videos and 3D models, students will learn the anatomic terminology, structure, and function of the gastrointestinal tract, digestive organs, kidneys, urinary tract, reproductive organs, and other contents of the abdominal cavity. The course is asynchronous, and there is no in-class component.
Terms: Aut, Win, Spr, Sum
| Units: 1
PATH 51D:
Regional Anatomy (Online): Nervous, Endocrine, and Immune Systems
This online, self-paced course covers the basic anatomy of the nervous, endocrine, and immune systems. Through the use of pre-recorded lecture videos and 3D models, students will learn the anatomic terminology, structure, and function of the brain, spinal cord, special sense organs, and endocrine glands. The course is asynchronous, and there is no in-class component.
Terms: Aut, Win, Spr, Sum
| Units: 1
PATH 101:
Cancer Biology (CBIO 101)
Experimental approaches to understanding the origins, diagnosis, and treatment of cancer. Focus on key experiments and discoveries with emphasis on genetics, molecular biology, and cell biology. Topics include carcinogens, tumor virology, oncogenes, tumor suppressor genes, cell cycle regulation, angiogenesis, invasion and metastasis, cancer genomics, cancer epidemiology, and cancer therapies. Discussion sections based on primary research articles that describe key experiments in the field. Satisfies Central Menu Areas 1 or 2 for Bio majors. Prerequisite: Biology or Human Biology core or equivalent, or consent of instructor.
Terms: Spr
| Units: 4
PATH 199:
Undergraduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Allison, K. (PI);
Anderson, M. (PI);
Angelo, M. (PI);
Atwater, S. (PI);
Axelrod, J. (PI);
Banaei, N. (PI);
Bendall, S. (PI);
Berry, G. (PI);
Bogyo, M. (PI);
Born, D. (PI);
Bowen, R. (PI);
Boyd, S. (PI);
Butcher, E. (PI);
Cherry, A. (PI);
Cleary, M. (PI);
Cockerham, G. (PI);
Cong, L. (PI);
Connolly, A. (PI);
Cornbleet, J. (PI);
Cowan, T. (PI);
Crabtree, G. (PI);
Engleman, E. (PI);
Faix, J. (PI);
Fernandez Vina, M. (PI);
Fire, A. (PI);
Folkins, A. (PI);
Fontaine, M. (PI);
Foung, S. (PI);
Fox, E. (PI);
Galel, S. (PI);
Galli, S. (PI);
Geaghan, S. (PI);
George, T. (PI);
Gonzalez, C. (PI);
Goodnough, L. (PI);
Graef, I. (PI);
Gratzinger, D. (PI);
Haber, S. (PI);
Haddix, T. (PI);
Hazard, F. (PI);
Hendrickson, M. (PI);
Higgins, J. (PI);
Jensen, K. (PI);
Kambham, N. (PI);
Kao, C. (PI);
Kempson, R. (PI);
Kim, J. (PI);
Kong, C. (PI);
Lin, J. (PI);
Lipsick, J. (PI);
Long, J. (PI);
Long, S. (PI);
Longacre, T. (PI);
Lu, B. (PI);
Manning, M. (PI);
McKenney, A. (PI);
McKenney, J. (PI);
Merker, J. (PI);
Michie, S. (PI);
Montgomery, S. (PI);
Montine, T. (PI);
Natkunam, Y. (PI);
Oh, D. (PI);
Ohgami, R. (PI);
Pai, R. (PI);
Pando Rigal, M. (PI);
Pinsky, B. (PI);
Plowey, E. (PI);
Pollack, J. (PI);
Regula, D. (PI);
Rouse, R. (PI);
Satpathy, A. (PI);
Schrijver, I. (PI);
Schwartz, E. (PI);
Shan, H. (PI);
Shi, R. (PI);
Sibley, R. (PI);
Sidow, A. (PI);
Sobel, R. (PI);
Sundram, U. (PI);
Sussman, H. (PI);
Svensson, K. (PI);
Tan, B. (PI);
Tyan, D. (PI);
Viele, M. (PI);
Vogel, H. (PI);
Wang, T. (PI);
Warnke, R. (PI);
Weissman, I. (PI);
Wernig, G. (PI);
Wernig, M. (PI);
West, R. (PI);
Yeh, E. (PI);
Zambrano, E. (PI);
Zehnder, J. (PI);
van de Rijn, M. (PI);
Fox, E. (SI);
Jones, D. (GP)
PATH 215:
Cardiovascular Pathology
In this course we will review the basic anatomy, histology, and development of the cardiovascular system before moving on to explore various clinical pathologies including ischemic heart disease, aneurysm and dissection, cardiomyopathies and more. We will learn from a mix of short lectures and hands-on lab session with normal and abnormal cardiovascular pathology specimens.
Terms: Spr
| Units: 2
PATH 218:
Computational Analysis of Biological Information: Introduction to Python for Biologists (GENE 218, MI 218)
Computational tools for processing, interpretation, communication, and archiving of biological information. Emphasis is on sequence and digital microscopy/image analysis. Intended for biological and clinical trainees without substantial programming experience.
Terms: Spr
| Units: 3
PATH 240:
Clinical Studies in Pathology I
A broad exposure to the practice of pathology in an academic medical center. Students are assigned a faculty mentor and work closely with pathology residents, fellows and faculty. Two months are spent in surgical pathology where students help examine surgical resection specimens and biopsies and participate in making a final diagnosis. One month is spent in autopsy pathology where students perform autopsy prosections and formulate final anatomic diagnoses under the supervision of faculty. This course must be combined with Clinical Studies in Pathology II, and two additional quarters of PATH 399, Directed Research, to fulfill a 12 month Post-Sophomore year Fellowship in Pathology. Prerequisite: MD candidate; instructor consent.
Terms: Aut, Win, Spr, Sum
| Units: 3-9
PATH 241:
Clinical Studies in Pathology II
An in-depth exposure to the practice of pathology for students who have completed Clinical Studies in Pathology I. Students are assigned a faculty mentor and work closely with pathology residents, fellows and faculty. Two months are spent in surgical pathology where students help examine surgical resection specimens and biopsies and participate in making a final diagnosis. One month is spent in sub-specialty areas of pathology that include dermatopatholgy, neuropathology, renal pathology, lymph node pathology or cytology. This course must be combined with Clinical Studies in Pathology I and two additional quarters of PATH 399, Directed Research, to fulfill a 12-month Post-Sophomore year Fellowship in Pathology. Prerequisite: consent of instructor and successful completion of Clinical Studies in Pathology I (PATH 240).
Terms: Aut, Win, Spr, Sum
| Units: 3-9
PATH 280:
Early Clinical Experience in Pathology
Provides an observational experience as determined by the instructor and student. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
for credit
Instructors: ;
Allison, K. (PI);
Anderson, M. (PI);
Angelo, M. (PI);
Atwater, S. (PI);
Axelrod, J. (PI);
Banaei, N. (PI);
Bendall, S. (PI);
Berry, G. (PI);
Bogyo, M. (PI);
Born, D. (PI);
Bowen, R. (PI);
Boyd, S. (PI);
Butcher, E. (PI);
Cherry, A. (PI);
Cleary, M. (PI);
Cockerham, G. (PI);
Connolly, A. (PI);
Cornbleet, J. (PI);
Cowan, T. (PI);
Crabtree, G. (PI);
Engleman, E. (PI);
Faix, J. (PI);
Fernandez Vina, M. (PI);
Fire, A. (PI);
Folkins, A. (PI);
Fontaine, M. (PI);
Foung, S. (PI);
Galel, S. (PI);
Galli, S. (PI);
Geaghan, S. (PI);
George, T. (PI);
Gonzalez, C. (PI);
Goodnough, L. (PI);
Graef, I. (PI);
Gratzinger, D. (PI);
Haber, S. (PI);
Haddix, T. (PI);
Hazard, F. (PI);
Hendrickson, M. (PI);
Higgins, J. (PI);
Jensen, K. (PI);
Kambham, N. (PI);
Kao, C. (PI);
Kempson, R. (PI);
Kim, J. (PI);
Kong, C. (PI);
Lipsick, J. (PI);
Long, S. (PI);
Longacre, T. (PI);
Lu, B. (PI);
Manning, M. (PI);
McKenney, A. (PI);
McKenney, J. (PI);
Merker, J. (PI);
Michie, S. (PI);
Montgomery, S. (PI);
Natkunam, Y. (PI);
Oh, D. (PI);
Ohgami, R. (PI);
Pai, R. (PI);
Pando Rigal, M. (PI);
Pinsky, B. (PI);
Plowey, E. (PI);
Pollack, J. (PI);
Regula, D. (PI);
Rouse, R. (PI);
Schrijver, I. (PI);
Schwartz, E. (PI);
Shan, H. (PI);
Shi, R. (PI);
Sibley, R. (PI);
Sidow, A. (PI);
Sobel, R. (PI);
Sundram, U. (PI);
Sussman, H. (PI);
Tan, B. (PI);
Tyan, D. (PI);
Viele, M. (PI);
Vogel, H. (PI);
Wang, T. (PI);
Warnke, R. (PI);
Weissman, I. (PI);
Wernig, G. (PI);
Wernig, M. (PI);
West, R. (PI);
Zambrano, E. (PI);
Zehnder, J. (PI);
van de Rijn, M. (PI);
Jones, D. (GP)
PATH 290:
Pediatric Nonmalignant Hematology and Stem Cell Biology
Pediatric hematologic disorders provide an important paradigm to study other developmental systems. Subjects covered include hematopoiesis, basic stem cell biology, endothelial cell development, alternative models to study nonmalignant hematology and stem cell biology (zebrafish and drosophila), defects in white cell function, basic research in stem cell transplantation, state of the art methods in nonmalignant hematology and stem cell biology (genomics, proteomics, and gene therapy), and bioinformatics. The course is also open to graduate students and junior and senior undergraduate students who are pre-med.
Terms: Aut
| Units: 2
PATH 299:
Directed Reading in Pathology
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Allison, K. (PI);
Anderson, M. (PI);
Angelo, M. (PI);
Atwater, S. (PI);
Axelrod, J. (PI);
Banaei, N. (PI);
Bendall, S. (PI);
Berry, G. (PI);
Bogyo, M. (PI);
Born, D. (PI);
Bowen, R. (PI);
Boyd, S. (PI);
Butcher, E. (PI);
Cherry, A. (PI);
Cleary, M. (PI);
Cockerham, G. (PI);
Connolly, A. (PI);
Cornbleet, J. (PI);
Cowan, T. (PI);
Crabtree, G. (PI);
Engleman, E. (PI);
Faix, J. (PI);
Fernandez Vina, M. (PI);
Fire, A. (PI);
Folkins, A. (PI);
Fontaine, M. (PI);
Foung, S. (PI);
Galel, S. (PI);
Galli, S. (PI);
Geaghan, S. (PI);
George, T. (PI);
Gonzalez, C. (PI);
Goodnough, L. (PI);
Graef, I. (PI);
Gratzinger, D. (PI);
Haber, S. (PI);
Haddix, T. (PI);
Hazard, F. (PI);
Hendrickson, M. (PI);
Higgins, J. (PI);
Jensen, K. (PI);
Kambham, N. (PI);
Kao, C. (PI);
Kempson, R. (PI);
Kim, J. (PI);
Kong, C. (PI);
Lipsick, J. (PI);
Long, S. (PI);
Longacre, T. (PI);
Lu, B. (PI);
Manning, M. (PI);
McKenney, A. (PI);
McKenney, J. (PI);
Merker, J. (PI);
Michie, S. (PI);
Montgomery, S. (PI);
Natkunam, Y. (PI);
Oh, D. (PI);
Ohgami, R. (PI);
Pai, R. (PI);
Pando Rigal, M. (PI);
Pinsky, B. (PI);
Plowey, E. (PI);
Pollack, J. (PI);
Regula, D. (PI);
Rouse, R. (PI);
Salmi, D. (PI);
Satpathy, A. (PI);
Schrijver, I. (PI);
Schwartz, E. (PI);
Shan, H. (PI);
Shi, R. (PI);
Sibley, R. (PI);
Sidow, A. (PI);
Sobel, R. (PI);
Sundram, U. (PI);
Sussman, H. (PI);
Tan, B. (PI);
Tyan, D. (PI);
Viele, M. (PI);
Vogel, H. (PI);
Wang, T. (PI);
Warnke, R. (PI);
Weissman, I. (PI);
Wernig, G. (PI);
Wernig, M. (PI);
West, R. (PI);
Zambrano, E. (PI);
Zehnder, J. (PI);
van de Rijn, M. (PI);
Casal, C. (GP);
Jones, D. (GP)
PATH 302A:
Pathology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The purpose of this clerkship is to introduce students to pathology clinical services. The clerkship is customizable based on student interests, with experiences on services in both anatomic and clinical pathology or just one of these fields. For students contemplating a career in pathology, this clerkship provides an excellent opportunity for exposure to the field and to the residency program in pathology at Stanford. Students interested in other fields will learn how pathology interfaces with other areas in medicine, as well as the basic sciences. Student rotations are typically by week on a specific service. Anatomic Pathology services include surgical pathology subspecialties (breast, CT/ENT, GYN, GI, Pediatric, Bone/Soft tissue and GU pathology), intra-operative consultation/frozens service, cytopathology, dermatopathology, neuropathology, hematopathology and autopsy. Clinical Pathology services include hematology, coagulation, transfusion medicine, chemistry/immunology, biochemical genetics, cytogenetics, microbiology/virology, and molecular diagnostics. Exposure to some services may be limited based on service specific scheduling. Students are expected to work-up cases and review findings with faculty at signout times. Occasional presentations on educational cases/topics are also sometimes a component of the clerkship depending on rotation/service. AP rotations may require handing gross specimens and learning the basics of gross dissection for pathology diagnosis (with supervision). Attendance at pathology conferences is an essential part of the clerkship. Internal Rotators: please download the Department of Pathology Clerkship Application and return to pathology clerkship coordinator as soon as your registration is complete, or you receive an approval from the program director. Visiting Rotators: must complete the Department of Pathology Clerkship Application at: http://med.stanford.edu/pathology/education.html and submit for approval to the clerkship coordinator, prior to applying for this course. Score Program: This clerkship participates in the SCORE program, a diversity promotion program run by the Stanford Clerkship Office that provides other support for outside rotators. Please note that if you are a visiting student and a minority, you may qualify for this program. Please see the following for further details: https://med.stanford.edu/clerkships/score-program.html. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 4 students per period (location and rotation dependent). CLERKSHIP DIRECTOR: Kimberly H Allison, M.D. (650-723-7211 or 650-498-6460), John Higgins, M.D. (650-724-4340) Niaz Banaei, M.D. (650-736-8052). CLERKSHIP COORDINATOR: Gabby Barela, 650-721-5755, gbarela@stanford.edu, Markell Stine, 650-497-6371, markell@stanford.edu. REPORTING INSTRUCTIONS: Where: will be arranged by Chief Resident; Time: 8:00 am. CALL CODE: 2 (weekend review of cases for Monday morning signout). OTHER FACULTY: G. Berry, T. Longacre, B. Howitt, G. Bean, M. Van de Rijn, C. Kong, N. Kambham, M. Troxell, D. Bingham, H. Vogel, R. Sibley, K. Hazard, A. Folkins, R. West, T. Cowan, T. Cherry, J. Zehnder, Y. Natkunam, B. Pinsky, CJ. Suarez, N. Shah, M. Virk, H. Shan, D. Gratzinger, J. Oak, S. Fernandez-Pol, B. Tan, C. Kunder, R. Bowen, J. Kurzer, T. Goodnough, K. Jensen. LOCATION: SHC, LPCH, PAVMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
PATH 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Allison, K. (PI);
Anderson, M. (PI);
Angelo, M. (PI);
Atwater, S. (PI);
Axelrod, J. (PI);
Banaei, N. (PI);
Bendall, S. (PI);
Berry, G. (PI);
Bogyo, M. (PI);
Born, D. (PI);
Bowen, R. (PI);
Boyd, S. (PI);
Butcher, E. (PI);
Cherry, A. (PI);
Cleary, M. (PI);
Cockerham, G. (PI);
Connolly, A. (PI);
Cornbleet, J. (PI);
Cowan, T. (PI);
Crabtree, G. (PI);
Engleman, E. (PI);
Faix, J. (PI);
Fernandez Vina, M. (PI);
Fire, A. (PI);
Folkins, A. (PI);
Fontaine, M. (PI);
Foung, S. (PI);
Galel, S. (PI);
Galli, S. (PI);
Geaghan, S. (PI);
George, T. (PI);
Gonzalez, C. (PI);
Goodnough, L. (PI);
Graef, I. (PI);
Gratzinger, D. (PI);
Haber, S. (PI);
Haddix, T. (PI);
Hazard, F. (PI);
Hendrickson, M. (PI);
Higgins, J. (PI);
Jensen, K. (PI);
Kambham, N. (PI);
Kao, C. (PI);
Kempson, R. (PI);
Kim, J. (PI);
Kong, C. (PI);
Lipsick, J. (PI);
Long, S. (PI);
Longacre, T. (PI);
Lu, B. (PI);
Manning, M. (PI);
McKenney, A. (PI);
McKenney, J. (PI);
Merker, J. (PI);
Michie, S. (PI);
Mischel, P. (PI);
Montgomery, S. (PI);
Natkunam, Y. (PI);
Oh, D. (PI);
Ohgami, R. (PI);
Pai, R. (PI);
Pando Rigal, M. (PI);
Pinsky, B. (PI);
Plowey, E. (PI);
Pollack, J. (PI);
Regula, D. (PI);
Rouse, R. (PI);
Schrijver, I. (PI);
Schwartz, E. (PI);
Shan, H. (PI);
Shen, K. (PI);
Shi, R. (PI);
Sibley, R. (PI);
Sidow, A. (PI);
Sobel, R. (PI);
Sundram, U. (PI);
Sussman, H. (PI);
Tan, B. (PI);
Tyan, D. (PI);
Viele, M. (PI);
Vogel, H. (PI);
Wang, T. (PI);
Warnke, R. (PI);
Weissman, I. (PI);
Wernig, G. (PI);
Wernig, M. (PI);
West, R. (PI);
Zambrano, E. (PI);
Zehnder, J. (PI);
van de Rijn, M. (PI);
Jones, D. (GP)
PATH 398A:
Clinical Elective in Pathology
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Provides an opportunity for a student in the clinical years to have an in-depth experience in one of the fields of Pathology, of a quality and duration to decide upon by the student and a faculty preceptor in the Department of Pathology. Please note: Students cannot add 398A clerkships directly to their fishbowl schedules through the regular shuffles. Please contact Caroline Cheang in the Office of Medical Student Affairs at cheang@stanford.edu or 650-498-7619 with the faculty preceptors name and email address to add this clerkship. Please note: INTERNAL ROTATORS: please download the Department of Pathology Clerkship Application at: http://med.stanford.edu/pathology/education.html and return to pathology clerkship coordinator as soon as your registration is complete, or you receive an approval from the program director. VISITING ROTATORS: must complete the Department of Pathology Clerkship Application at: http://med.stanford.edu/pathology/education.html and submit for approval to the clerkship coordinator, prior to applying for this course. PREREQUISITES: None. PERIODS AVAILABLE: 1-12. CLERKSHIP DIRECTOR: Kimberly Allison, M.D. CLERKSHIP COORDINATOR: Gabby Barela, 650-721-5755, gbarela@stanford.edu. REPORTING INSTRUCTIONS: Where: TBA (designated faculty preceptor); Time: TBA. CALL CODE: 2 (varies according to preceptor). OTHER FACULTY: Staff. LOCATION: SHC.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
3 times
(up to 18 units total)
PATH 399:
Graduate Research
Students undertake investigations sponsored by individual faculty members. Opportunities at the molecular, cellular, and clinicopathologic levels. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Allison, K. (PI);
Anderson, M. (PI);
Angelo, M. (PI);
Atwater, S. (PI);
Axelrod, J. (PI);
Banaei, N. (PI);
Bendall, S. (PI);
Berry, G. (PI);
Bogyo, M. (PI);
Born, D. (PI);
Bowen, R. (PI);
Boyd, S. (PI);
Butcher, E. (PI);
Cherry, A. (PI);
Cleary, M. (PI);
Cockerham, G. (PI);
Connolly, A. (PI);
Cornbleet, J. (PI);
Cowan, T. (PI);
Crabtree, G. (PI);
Engleman, E. (PI);
Faix, J. (PI);
Fernandez Vina, M. (PI);
Fire, A. (PI);
Folkins, A. (PI);
Fontaine, M. (PI);
Foung, S. (PI);
Galel, S. (PI);
Galli, S. (PI);
Geaghan, S. (PI);
George, T. (PI);
Gonzalez, C. (PI);
Goodnough, L. (PI);
Graef, I. (PI);
Gratzinger, D. (PI);
Haber, S. (PI);
Haddix, T. (PI);
Hazard, F. (PI);
Hendrickson, M. (PI);
Higgins, J. (PI);
Jensen, K. (PI);
Kambham, N. (PI);
Kao, C. (PI);
Kempson, R. (PI);
Kim, J. (PI);
Kong, C. (PI);
Lipsick, J. (PI);
Long, S. (PI);
Longacre, T. (PI);
Lu, B. (PI);
Manning, M. (PI);
McKenney, A. (PI);
McKenney, J. (PI);
Merker, J. (PI);
Michie, S. (PI);
Montgomery, S. (PI);
Natkunam, Y. (PI);
Oh, D. (PI);
Ohgami, R. (PI);
Pai, R. (PI);
Pando Rigal, M. (PI);
Patterson, B. (PI);
Pinsky, B. (PI);
Plowey, E. (PI);
Pollack, J. (PI);
Regula, D. (PI);
Rouse, R. (PI);
Satpathy, A. (PI);
Schrijver, I. (PI);
Schwartz, E. (PI);
Shan, H. (PI);
Shi, R. (PI);
Sibley, R. (PI);
Sidow, A. (PI);
Sobel, R. (PI);
Sundram, U. (PI);
Sussman, H. (PI);
Tan, B. (PI);
Tyan, D. (PI);
Viele, M. (PI);
Vogel, H. (PI);
Wang, T. (PI);
Warnke, R. (PI);
Weissman, I. (PI);
Wernig, G. (PI);
Wernig, M. (PI);
West, R. (PI);
Yeh, E. (PI);
Zambrano, E. (PI);
Zehnder, J. (PI);
van de Rijn, M. (PI);
Jones, D. (GP)
PE 1:
Indoor Cycling
This course is designed to teach students basic concepts associated with indoor cycling as well as build cardio-respiratory endurance, muscular strength, and flexibility through structured individually paced indoor cycling workouts. Instructors motivate participants through intervals, hill climbs and coasts for the ultimate workout. This course will utilize class discussions, class assignments and student participation to enable students to: (1) Understand basic components of health-related physical fitness, (2) Develop physical fitness and motor skills, and (3) Develop a positive attitude toward wellness and physical activity which will facilitate a healthy lifestyle.
Terms: Aut
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 2:
Cross-training
Students will be introduced to full-body conditioning training that targets the health-related components of physical fitness including: cardiorespiratory endurance, muscular strength, muscular endurance, and flexibility. A variety of mode of exercises such as weight training, core training, TRX, aqua fitness, and cycling will be incorporated in this course. Students will be able to design an exercise programs for lifelong fitness.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 3:
Keep Calm, Jog On
Students will learn proper running mechanics (posture and gait), and how to condition and pace themselves throughout a variety of workouts such as tempo runs, easy runs, interval training (speed and hills) and other training methods. At the end of the quarter, students will have the tools to develop their own training programs. Students will also gain knowledge on how to make intelligent choices that contribute to a healthy active lifestyle. nPrerequisite: Students should be able to run continuously for at least 1.5 miles. If students can't run for 1.5 miles continuously, we recommend taking the following conditioning classes: PE 1: Indoor Cycling, PE 2: Cross-training, PE 5: TRX, PE 14: FUNctional Fitness Training, PE 7: Core Training, PE 8: Healthy Heart, PE 12 or 13: Weight Training, or PE 17: Total Body Training.
Terms: Aut, Win
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 4:
Walk 'N Roll
Students will engage in a variety of campus walks that will help improve their overall physical, mental and emotional wellbeing by engaging in a variety of workouts such as easy walks, power walking, intervals (speed and hills), and other training methods. Students will learn proper walking posture and gait. Students will also learn how to foam roll and its benefits. This course will also utilize class instruction, assignments and student participation to enable students to: (1) Understand the basic components of fitness, health and wellness. (2) Develop a positive attitude toward wellness and physical activity, (3) Gain knowledge to make intelligent choices that contribute to a healthy active lifestyle.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 5:
Fundamentals of TRX
Students will learn a variety of exercises that focuses on total body resistance exercise. This class allows you to move, stretch and strengthen the entire body. Exercising on the TRX utilizes gravity and movement to generate neuromuscular responses to changes in body position and mechanical advantage. Movements using the TRX integrate strength and balance into a single dynamic format. This course will utilize class discussions, class assignments and student participation to enable students to: (1) Understand basic components of health-related physical fitness such as: cardiovascular fitness, muscular strength and endurance and flexibility (2) Develop physical fitness and motor skills, and (3) Develop a positive attitude toward wellness and physical activity which will facilitate a healthy lifestyle.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 6:
Barre Fusion
Students will learn a mix of Barre exercises, Pilates exercises, Yoga poses and stretching specifically designed to increase strength and muscle tone in the entire body and overall flexibility. We focus on proper alignment and improving posture. The exercises are intense and effective yet extremely accessible. This course will also utilize class instruction, assignments and student participation to enable students to: (1) Acquire knowledge of the basic components of health and wellness. (2) Develop physical fitness and motor skills, and (3) Develop a positive attitude toward wellness and physical activity which will facilitate a healthy lifestyle.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 7:
Core Training
Learn and practice methods and techniques to improve body mechanics, stability, and overall core (abdominals, lower back and pelvis) strength. A strong torso is an essential component in posture, performance (sports, leisure activities, or hobbies), and activities of daily living. Students will engage in variety of upper-body, lower-body and core exercises, utilizing the three planes of motion on a stable and unstable surface to intensify the work load and challenge balance. This course will utilize class discussions, class assignments and student participation to enable students to: (1) Understand basic components of health-related physical fitness such as muscle strength and endurance (2) Develop physical fitness skills and (3) Develop a positive attitude toward wellness and physical activity which will facilitate a healthy lifestyle.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 12:
Weight Training: Beginning
This course is designed to teach the fundamentals of weight training, including equipment use, exercise technique and safety procedures. By the end of the course, students should be able to safely demonstrate a variety of exercise techniques, as well as have a general appreciation for the benefits of strength training.
Terms: Aut
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 13:
Weight Training: Intermediate
This course will allow students to expand upon skills learned in Beginning Weight Training. Students will learn to design and develop a balanced weight training program to meet their goals. This course also provides an opportunity to develop skills in specific areas of strength training, endurance, and power. This course will utilize class discussions, class assignments and student participation to enable students to: (1) Understand basic components of health-related physical fitness such as: muscular strength and endurance, power, and flexibility (2) Develop physical fitness and motor skills, and (3) Develop a positive attitude toward wellness and physical activity which will facilitate a healthy lifestyle.nnPrerequisite: Students should have taken one of the following PE classes prior to registering for this course (PE 12: Beginning Weight Training, PE 5: TRX, PE 7: Core Training, PE 14: FUNctional Fitness Training, PE16: Circuit Training and PE 17: Total Body Training) or have prior weight/resistance training experience and a understanding of the fundamental principles associated with weight/resistance training
Terms: Win
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 14:
FUNctional Fitness Training
Students will learn how to correctly utilize a variety of modalities to improve their cardiorespiratory fitness, muscular strength and endurance, core strength, balance, flexibility, and joint range of motion. A variety of fitness equipment (free weights, weight machines, stability and medicine balls, cardiorespiratory machines, foam roller, TRX, resistance bands, etc.) will be utilized. Learning multiple modalities will provide students with the understanding of how to optimally move their bodies through multiple movement planes and prevent injuries. Through class discussions, assignments, assessments and student participation, students will leave with an (1) Understanding of basic components of health-related components of physical fitness (2) Ability to perform activities of daily life effortlessly and without injuries, and improve their overall health, fitness and wellbeing. (3) A positive attitude toward wellness and physical activity, which will facilitate a healthy lifestyle.
Terms: Spr
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 15:
Fundamentals of Resistance Training
Students will be introduced to the fundamental principles of resistance training and will learn how to properly use a wide variety of exercise equipment such as free-weights, machines, TRX, stability and medicine balls and more. Proper technique, stretching, and injury prevention will also be discussed to aid in the design of an exercise program for lifelong fitness.
Terms: Win, Spr
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 20:
Badminton: Beginning
This course is designed to teach the basic skills necessary to play the game of badminton. Fitness and training principles will be discussed as well as singles and doubles strategy. This course will utilize class discussions, class assignments and student participation to enable students to: (1) Understand basic components of skill-related and health-related physical fitness (2) Develop physical fitness and motor skills, and (3) Develop a positive attitude toward wellness and physical activity which will facilitate a healthy lifestyle.
Terms: Aut, Spr
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 21:
Badminton: Intermediate
TThis course will introduce the student to more advanced skills and strategies of the game of badminton. Emphasis will be placed on conditioning, shot selection, court positioning, and singles and doubles play. This course will utilize class discussions, class assignments and student participation to enable students to: (1) Understand basic components of skill-related and health-related physical fitness (2) Develop physical fitness and motor skills, and (3) Develop a positive attitude toward wellness and physical activity which will facilitate a healthy lifestyle.
Terms: Win
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 24:
Pickleball: Beginning
Students will learn and develop the essential stroke techniques with emphasis on posture and control. This course will also cover the biomechanics associated with pickleball, as well as the rules and etiquette. This course will utilize class discussions, class assignments, and student participation to enable students to: (1) Acquire knowledge of basic structures of the human anatomy to optimally perform the skills (2) Develop an understanding of exercises, stretches, and conditioning exercises to allow for more efficient movements, and (3) Understand and practice behaviors that contribute to a healthy lifestyle.
Terms: Win
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 26:
Tennis: Beginning
Students will learn and develop the essential stroke techniques with emphasis on control. This course will also incorporate rules, etiquette, and basic play. This course will utilize class discussions, class assignments and student participation to enable students to: (1) Understand basic components of health-related physical fitness, cardiovascular fitness, muscular strength and endurance and flexibility (2) Develop physical fitness and motor skills, and (3) Develop a positive attitude toward wellness and physical activity which will facilitate a healthy lifestyle.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 27:
Tennis: Advanced Beginning
Students will review and strengthen stroke techniques with emphasis on control, depth, and direction. This course will also incorporate rules, etiquette, and basic strategy and tactics. This course will utilize class discussions, class assignments and student participation to enable students to: (1) Understand basic components of health-related physical fitness, cardiovascular fitness, muscular strength and endurance and flexibility (2) Develop physical fitness and motor skills, and (3) Develop a positive attitude toward wellness and physical activity which will facilitate a healthy lifestyle. Prerequisites: 26, or knowledge of rules and scoring and average ability in fundamental strokes but limited playing experience.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 28:
Tennis: Intermediate
Students will review and strengthen stroke techniques with more emphasis on depth, direction, and spin. This course will also incorporate basic to advance strategies and tactics with performance enhancing cooperative and competitive drills. This course will utilize class discussions, class assignments and student participation to enable students to: (1) Understand basic components of health-related physical fitness, cardiovascular fitness, muscular strength and endurance and flexibility (2) Develop physical fitness and motor skills, and (3) Develop a positive attitude toward wellness and physical activity which will facilitate a healthy lifestyle. Prerequisites: 27 or average ability in fundamental strokes, and regular playing experience.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 29:
Tennis: Advanced
Students will refine stroke techniques with more emphasis on spin, power, and variety. This course will also incorporate advance strategies and tactics with performance enhancing competitive drills. This course will utilize class discussions, class assignments and student participation to enable students to: (1) Understand basic components of health-related physical fitness, cardiovascular fitness, muscular strength and endurance and flexibility (2) Develop physical fitness and motor skills, and (3) Develop a positive attitude toward wellness and physical activity which will facilitate a healthy lifestyle.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 33:
Golf: Beginning
This course is designed to teach the fundamentals of the golf swing; putting, chipping, and sand play. We will also cover golf etiquette and rules. This course will utilize class discussions, class assignments and student participation to enable students to: (1) Understand basic components of skill-related and health-related physical fitness, (2) Develop physical fitness and motor skills, and (3) Develop a positive attitude toward wellness and physical activity which will facilitate a healthy lifestyle.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 34:
Golf: Advanced Beginning
This course allows students to further develop their golf swing and short game. This course will also review golf concepts, rules and etiquette. This course will utilize class discussions, class assignments and student participation to enable students to: (1) Understand basic components of skill-related and health-related physical fitness, (2) Develop physical fitness and motor skills, and (3) Develop a positive attitude toward wellness and physical activity which will facilitate a healthy lifestyle. Prerequisite: PE 33 or golf experience.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 35:
Golf: Intermediate
This course allows students to further develop their golf game by engaging in various golf drills and the opportunity to practice on all facets of golf. Students will learn how to lower scores and manage the game on the course. This course will utilize class discussions, class assignments and student participation to enable students to: (1) Understand basic components of skill-related and health-related physical fitness, (2) Develop physical fitness and motor skills, and (3) Develop a positive attitude toward wellness and physical activity which will facilitate a healthy lifestyle. Prerequisite: 34 or equivalent.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 36:
Golf: Advanced
This course is designed to refine the golf swing and increase power, distance, and accuracy. This course will also cover topics such as: course management, mental preparation and visualization techniques. This course will utilize class discussions, class assignments and student participation to enable students to: (1) Understand basic components of skill-related and health-related physical fitness, (2) Develop physical fitness and motor skills, and (3) Develop a positive attitude toward wellness and physical activity which will facilitate a healthy lifestyle. Prerequisite: PE 35 or experience playing and practicing, and the ability to hit shots with relative accuracy and distance.
Terms: Aut, Spr
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 43:
F.I.T (Fun, Integrated, Training)
Incorporates multiple modes of physical activity to allow students to learn how to integrate assessments and programming to facilitate adherence and behavior change, while also improving posture, movement techniques, flexibility, balance, core function, cardiorespiratory fitness, muscular endurance and muscular strength. This course will utilize class instruction, assignments, and student participation to enable students to: (1) Acquire knowledge of basic structures of the human anatomy and assess faulty movement patterns (2) Develop an understanding of exercises, stretches, and soft tissue work to allow for better movement, and (3) Understand and practice behaviors that contribute to a healthy lifestyle
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 50:
Swimming: Beginning I
This class is for first time swimmers and for individuals who have fear, anxiety or discomfort in water. This class is also designed for individuals who have previously taken beginning swim courses and have had little/no success or who struggle to move through water. A foundation of basic balance and movement skills will be developed through a series of fundamental water exercises. When safety or balance in the water is in question, so is the ability to move, and to some extent, the ability to breathe comfortably. As comfort and balance improves, the easier it is to accept breathing and movement skills. The goal is for a swimmer to become comfortable and in control in both shallow and deep water. The fundamental skills learned in this course will provide a foundation for learning stroke technique, such as freestyle, in an effortless manner. Prerequisites: None
Terms: Aut, Spr, Sum
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 51:
Swimming: Beginning II
In this class you will learn how to relax in the water, breath effectively, float and tread, swim 4-5 strokes (freestyle, backstroke, sidestroke, elementary backstroke, and breaststroke, time permitting), jump in the water from the deck, use swimming equipment (kickboards, pull buoys, fins) and swim across a 25-yard pool. This course will utilize class discussions, class assignments, and student participation to enable students to: (1) Swim each stroke with proper form and technique (2) Develop an understanding of how to stay healthy and conditioned to further enhance swim strokes and decrease the risk of injuries. (3) Develop a positive attitude toward wellness and physical activity, which will facilitate a healthy lifestyle. n Prerequisite: Successfully completed PE 50: Swimming: Beginning I or able to satisfactorily complete all skills during the assessment.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 52:
Swimming: Intermediate
This class is for those who can swim across a 50-yard pool. In this class you will learn how to: breathe effectively, tread water, dive in from the edge and use swimming equipment (kick boards, pull buoys, hand paddles, fins). You will be introduced to and gain further development of the 4 competitive swimming strokes (Freestyle, Backstroke, Breaststroke & Butterfly). An introduction to flipturns and intervals (50 yard repeats) will be taught. Underwater videotaping and stroke review and analysis will occur. Prerequisite: Ability to swim across a 50-yard pool continuously. You MUST be comfortable in deep water, if you are uncomfortable in deep water please take PE 50 or 51 Beginning Swim I or II.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 54:
Swimming: Stroke Refinement
Review and fine tune the 4 competitive strokes (freestyle, backstroke, butterfly, and breaststroke), with a primary emphasis on improving freestyle stroke efficiency. Flipturn refinement. Drill and technique work will be heavily emphasized. On average, 1000 meters will be swum per class. Prerequisite: Ability to tread deep water for 5 minutes, swim 100 meter intervals of freestyle, backstroke, and breaststroke with rhythmic breathing, and swim 200 meters continuously under 5 minutes.
Terms: Aut
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 55:
Swim Conditioning
The primary focus of this course is to enable swimmers to improve their overall cardiovascular endurance and muscular strength and endurance by engaging in both drill and techniques of the four competitive strokes (freestyle, backstroke, butterfly, and breaststroke). This course covers the mechanics of each strokes, training methods, and the training principles. On average, 1000 meters will be swum per class. nnPrerequisite: Ability to tread deep water for 5 minutes, swim 5x 100 meter intervals of freestyle, backstroke, and breaststroke with rhythmic breathing, and swim 500 meters continuously under 9 minutes.
Terms: Win, Spr
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 65:
Introduction to Horsemanship
Students will learn how horses communicate and interact with the world in a way completely different than us and how we can communicate and work with them. Emphasis is placed on safety and a proper understanding of equine communication and behavior. The first 5 weeks will focus on unmounted work to acquaint riders with horses, so they feel confident and safe around horses so they can more easily communicate with them. The last 3 weeks will have both mounted and unmounted portions of class. The mounted portion of class focuses on learning correct position while riding at the walk, proper use of the aids to communicate with the horse, as well as balance and strength-building exercises. This course will utilize class discussion, assignments, and student participation to develop each student into a rider who can work with a horse both mounted and unmounted at an introductory level. English and Western styles of riding will be offered, with an emphasis on western riding.nnPrerequisite: All levels of rider's are welcome.
Terms: Aut, Win
| Units: 1
| Repeatable
for credit
PE 66:
Beginning Horsemanship
Students will learn how to work with and communicate with horses, despite differences. Riders will develop this understanding and work with horses in new and more advanced ways. Emphasis is placed on safety and a proper understanding of equine communication and behavior both in and out of the saddle. The unmounted portion of class focuses on how to safely halter, lead, groom and tack the horse before & after riding. The mounted portion of class includes work at the walk, trot and understanding the foundations of jumping and advanced flat work. This class will utilize class discussion, class assignments and student participation to develop each student into a rider who can confidently work with a horse both mounted and unmounted. This course will utilize class discussion, assignments, and student participation to develop each student into a rider who can confidently work with a horse both mounted and unmounted. English and Western styles of riding will be offered, with an emphasis on western riding.nnPrerequisite: Over 15 hours of riding time or completion of PE 65. Riders who have not successfully completed PE 65 must submit information on their previous work with horses and may be asked to come out for an assessment of abilities before the first class.
Terms: Spr
| Units: 1
| Repeatable
for credit
PE 67:
Horsemanship: Intermediate Riding
Students will focus on furthering their riding and horsemanship skills. Emphasis will be placed on safety and proper understanding of equine communication both in and out of the saddle. The mounted portion of each class will focus on each rider's individual improvement through exercises in strength, balance, and communicating with the horse. If time and if the rider's level allows goals can include cantering, jumping and/or advanced trail patterns. During the unmounted portion riders are expected to properly groom, tack-up, untack and clean tack on their own with minimal to no assistance. This course will utilize class discussion, assignments, and student participation to develop each student into a rider who can confidently work with a horse both mounted and unmounted. English and Western styles of riding will be offered. Prerequisite: Able to ride at the walk, trot, canter and groom and tack-up a horse without assistance. Prerequisite: Over 20 hours of riding time or completion of PE 66. Riders will need to email a description of their previous riding experience. If rider is unable to perform at the needed level for PE 67, they will be encouraged to join a different PE class.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
PE 70:
Introduction to Martial Arts
This course will focus on techniques, training methods, history, and culture of Asian martial arts. Throughout the quarter, students will learn proper warm-ups, fundamental techniques, basic application, and conditioning. This course will focus on the development of (1) Martial Art skills for physical fitness and positive exercise experience, and (2) understanding of benefits of Martial Arts toward a positive attitude toward wellness and physical activity which will facilitate an active and healthy lifestyle.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 75:
Self-Defense
Develop fundamental self-defense awareness, knowledge, and strategies for handling violent crimes under a variety of conditions. Improve physical self-defense skills on different types of common physical attacks and applications via hands-on experience in simulated situations. Incorporate self-defense skill practice in daily physical activity routines for an active lifestyle.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 81:
Yoga: Beginning
Students will learn basic yoga poses and how to reduce tension, increase energy levels, move efficiently, reconnect to self-awareness, and learn about the body. The poses are adaptable and can be personalized for any level of fitness. The emphasis of the class will be on asanas (poses) for increased flexibility, improved health, relaxation, and reduced stress in daily living. Students will also be exposed to the language, philosophy, history, and concepts of Yoga. A typical class will include breathing techniques, meditation and asana practice, including standing, balancing, stretching and some inverted poses. At the end of the quarter students will have: (1) Acquired knowledge of the basic components of health and wellness. (2) Developed physical fitness and motor skills, and (3) A positive attitude toward wellness and physical activity which will facilitate a healthy lifestyle.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 82:
Stretch, Release, Relax
Learn how to increase flexibility by performing proper stretching exercises and techniques as well as utilizing myofascial release (foam rolling) techniques to decrease mental stress and muscular tension; stimulate blood circulation; and improve flexibility, mobility and range of motion. Paired with mindful meditation, students will be equipped with tools for a complete self-care stretch, release and relaxation program. Course format include class discussions, class assignments and student participation. Students will be able to: (1) Understand basic components of health-related physical fitness with a focus on flexibility and mobility (2) Develop physical fitness and proper movement techniques, and (3) Develop a positive attitude toward wellness and physical activity which will facilitate a healthy lifestyle.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 84:
Yoga/Pilates Fusion
This class will focus on practicing yoga poses and Pilates exercises to enhance one's sense of proprioception, mind-body awareness, and muscular strength and endurance. This course will utilize class instruction, assignments, and student participation to enable students to: (1) Acquire knowledge of the basic health-related components of physical fitness and the different dimensions of wellness. (2) Develop the skill-related components of fitness, and (3) Understand and practice the behaviors that contribute to a healthy lifestyle.
Terms: Win
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 86:
Power Yoga
Power yoga combines dynamic breathing and flowing sequences of asanas that focus on strengthening the entire body. Core muscle activation and stabilization is emphasized to ensure safe body mechanics. Power yoga will provide students with information and practical experience that will enable students to: (1) Acquire knowledge of the basic components of health and wellness. (2) Develop physical fitness and motor skills, and (3) Develop a positive attitude toward wellness and physical activity, which will facilitate a healthy lifestyle.
Terms: Aut, Spr
| Units: 1
| Repeatable
8 times
(up to 8 units total)
PE 101:
Fitness for Life
Learn about the essential concepts related to fitness and exercise (i.e. biomechanics, exercise nutrition, setting SMART goals, injury prevention, flexibility, stress management, cardiovascular health, lower back care and principles of weight training). Students will apply these concepts in class by engaging in a variety of physical activities such as: weight-training, Pilates, yoga, H.I.I.T, plyometric-training, speed and agility training, aerobic-endurance activities and TRX.
Terms: Aut
| Units: 1
| Repeatable
3 times
(up to 3 units total)
PE 102:
Nutrition for Lifelong Physical Activity (WELLNESS 102)
Understanding the bodies' nutritional needs in all capacities of human movement and daily physical activity is fundamental in achieving health and overall well-being. Learn how to nourish their body to build and maintain their health and well-being throughout their lives. Utilize class discussions, class assignments, and student participation to: identify basic principles of healthy eating to prevent disease and promote optimal health and performance; recognize the role of food and contexts in which food choices are made; and make confident and intelligent eating decisions that will contribute to building and maintaining a well-nourished body, meeting its changing needs.
Terms: Win
| Units: 1
PE 103:
Foundations of Health and Performance Psychology (WELLNESS 103)
Drawing upon research and models of sport and exercise psychology, this course examines the personal and social psychology of health and performance, in what ways they are interdependent, and how we can utilize mental skills techniques to boost performance in various areas of our lives.
Terms: Win
| Units: 1
PE 105:
Physical Activity and Exercise: Injury Awareness, Treatment and Management
Provides a practical and basic overview of injury prevention, treatment, and management arising from physical activity in the general population. Covers fundamental anatomy/physiology and injury processes. Examines the management of acute injuries as well as considerations for more serious injuries that require further medical care or surgeries. Additionally covers strategies to prevent injuries through the concepts of proper movement.
Terms: Win
| Units: 1
PE 198:
Directed Reading and Individual Studies: PE
Translate theoretical knowledge and acquired skills into actionable projects or initiatives that make positive impact within and/or beyond the Stanford community. Students work in collaborative groups or individually under the mentorship of the course instructor(s) to design, deliver, and evaluate an initiative or project.
Terms: Aut, Win
| Units: 1-2
| Repeatable
3 times
(up to 6 units total)
PE 199:
Selected Topics: PE
Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular quarter. May be repeated with change of content. For more information regarding specific course titles and topics, please refer to the notes of each course section.
Terms: Aut, Win
| Units: 1-2
| Repeatable
3 times
(up to 6 units total)
PEDS 60Q:
United Nations Peacekeeping (INTNLREL 60Q)
Focus is on an examination of United Nations peacekeeping, from its inception in 1956 in the wake of the Suez Crisis, to its increasingly important role as an enforcer of political stability in sub-Saharan Africa. Examines the practice of "classic" peacekeeping as it developed during the Cold War, the rise and fall of "second-generation" peacekeeping, and the reemergence of a muscular form of peacekeeping in sub-Saharan Africa more recently. Topics include the basic history of the United Nations since 1945, he fundamentals of the United Nations Charter, and the historical trajectory of U.N. peaeckeeping and the evolving arguments of its proponents and critics over the years.
Terms: Win
| Units: 3
| UG Reqs: WAY-EDP
PEDS 65N:
Understanding Children's Health Disparities
The social and economic factors that affect children and their health status. The principal sources of disparities in the health of children in the U.S. are not biologic, but social and economic. Topics include ethnic, cultural, and behavioral factors that affect children's health, both directly and indirectly; lack of health insurance; and current proposals for health care reform, focusing specifically on how they will impact existing health disparities among children.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
PEDS 124:
Global Child Health (HUMBIO 124C, MED 124)
(HUMBIO students must enroll in HUMBIO 124C. Med/Graduate students must enroll in MED 124 or PEDS 124.) This course introduces students to key challenges to the health and well being of children worldwide. We explicitly focus on child and public health problems in low- and middle-income countries (LMIC) to reflect the global burden of disease among children. We will review the scope and magnitude of the leading causes of morbidity and mortality, as well as examine regional variations. We will then identify both medical and non-medical causes, effects of, as well as interventions to address, some of the biggest child health problems. The course will also prevent an overview of the role of culture, gender, and non-state actors (NGOs, foundations, etc.) on health and health policy. Optional: The course will be taught in conjunction with an optional two-unit community engaged learning component. Please view the course syllabus for more information. Upper division course with preference given to upperclassmen. Prerequisites: Human Biology Core or equivalent or Biology Foundations.
Terms: Aut
| Units: 3-5
PEDS 150:
Social and Environmental Determinants of Health (PEDS 250)
Race, ethnicity, and socioeconomic status are just a few of the social determinants that contribute to health disparities. Apply a racial equity lens to drive a deeper understanding of how vulnerable populations are uniquely at risk for poorer health outcomes. Explore how where we live, work, learn, and play influences health status, and examine the processes through which social and environmental determinants adversely affect health and drive inequities across the lifespan. With experts from multiple sectors, this course will discuss innovative clinical, public health, policy, advocacy, and community engaged solutions to advance health equity. Explore the unique role of health professionals in addressing health inequities.
Terms: Win
| Units: 3
| UG Reqs: WAY-EDP
PEDS 199:
Undergraduate Directed Reading/Research
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Aby, J. (PI);
Agarwal, R. (PI);
Alexander, S. (PI);
Almond, C. (PI);
Alvira, C. (PI);
Amieva, M. (PI);
Ammerman, S. (PI);
Amylon, M. (PI);
Anand, S. (PI);
Anderson, C. (PI);
Anoshiravani, A. (PI);
Ariagno, R. (PI);
Arvin, A. (PI);
Avila, J. (PI);
Aye, T. (PI);
Bacchetta, R. (PI);
Bachrach, L. (PI);
Balagtas, J. (PI);
Barr, D. (PI);
Bass, D. (PI);
Benitz, W. (PI);
Bentley, B. (PI);
Bergman, D. (PI);
Bernstein, D. (PI);
Bernstein, J. (PI);
Berquist, W. (PI);
Bhargava, S. (PI);
Bhutani, V. (PI);
Bland, R. (PI);
Blankenberg, F. (PI);
Blankenburg, R. (PI);
Bonifacio, S. (PI);
Bressack, M. (PI);
Browne, M. (PI);
Buckingham, B. (PI);
Buckway, C. (PI);
Burgos, T. (PI);
Butte, A. (PI);
Campbell, C. (PI);
Carlson, J. (PI);
Carmichael, S. (PI);
Castillo, R. (PI);
Castro, R. (PI);
Ceresnak, S. (PI);
Chamberlain, L. (PI);
Chang, K. (PI);
Chen, S. (PI);
Cheng, A. (PI);
Chin, C. (PI);
Chiu, B. (PI);
Cho, M. (PI);
Chock, V. (PI);
Cohen, H. (PI);
Cohen, R. (PI);
Conrad, C. (PI);
Contag, C. (PI);
Contopoulos-Ioannidis, D. (PI);
Cornfield, D. (PI);
Cox, K. (PI);
Crain, L. (PI);
Crawley, L. (PI);
Czechowicz, A. (PI);
DOSSANTOS, L. (PI);
Dahl, G. (PI);
Darmstadt, G. (PI);
Davis, K. (PI);
Dekker, C. (PI);
Dorenbaum, A. (PI);
Druzin, M. (PI);
Dubin, A. (PI);
Edwards, M. (PI);
Egan, E. (PI);
El-Sayed, Y. (PI);
Enns, G. (PI);
Feinstein, J. (PI);
Feldman, B. (PI);
Feldman, H. (PI);
Fisher, J. (PI);
Ford, J. (PI);
Frankel, L. (PI);
Frankovich, J. (PI);
Franzon, D. (PI);
Friedman, I. (PI);
Gans, H. (PI);
Garcia-Careaga, M. (PI);
Geertsma, F. (PI);
Gifford, C. (PI);
Glader, B. (PI);
Glasscock, G. (PI);
Gloyn, A. (PI);
Golden, N. (PI);
Gomez-Ospina, N. (PI);
Gould, J. (PI);
Govindaswami, B. (PI);
Grady Jr., S. (PI);
Grimm, P. (PI);
Gruber, T. (PI);
Gutierrez, K. (PI);
Halamek, L. (PI);
Halpern-Felsher, B. (PI);
Hammer, G. (PI);
Hammer, L. (PI);
Harris, S. (PI);
Hintz, S. (PI);
Hong, D. (PI);
Hood, K. (PI);
Horwitz, S. (PI);
Hsu, J. (PI);
Hudgins, L. (PI);
Huffman, L. (PI);
Hurwitz, M. (PI);
Imperial, J. (PI);
Ismail, M. (PI);
Jameson, S. (PI);
Jeng, M. (PI);
Joshi, S. (PI);
Kache, S. (PI);
Kahana, M. (PI);
Kapphahn, C. (PI);
Kaufman, B. (PI);
Kay, M. (PI);
Kerner, J. (PI);
Kharbanda, S. (PI);
Kim, J. (PI);
King, B. (PI);
Koltai, P. (PI);
Kraus, E. (PI);
Krawczeski, C. (PI);
Krensky, A. (PI);
Kumar, M. (PI);
Kuo, C. (PI);
LaBeaud, D. (PI);
Lacayo, N. (PI);
Lee, H. (PI);
Lee, T. (PI);
Leonard, M. (PI);
Lewis, D. (PI);
Limon, J. (PI);
Lin, M. (PI);
Link, M. (PI);
Lock, J. (PI);
Loe, I. (PI);
Longhurst, C. (PI);
Loutit, C. (PI);
Lowe, H. (PI);
Lowe, J. (PI);
Luna-Fineman, S. (PI);
Maahs, D. (PI);
Magnus, D. (PI);
Majzner, R. (PI);
Maldonado, Y. (PI);
Manning, M. (PI);
Marina, N. (PI);
Mark, J. (PI);
Marsden, A. (PI);
Mathur, M. (PI);
McCarty, J. (PI);
McGhee, S. (PI);
McNamara, N. (PI);
Mellins, E. (PI);
Mendoza, F. (PI);
Milla, C. (PI);
Misra, S. (PI);
Moss, R. (PI);
Murphy, D. (PI);
Murphy, J. (PI);
Nadeau, K. (PI);
Narla, A. (PI);
Neely, E. (PI);
O'Brodovich, H. (PI);
Oghalai, J. (PI);
Olson, I. (PI);
Pageler, N. (PI);
Park, K. (PI);
Pasca, A. (PI);
Peng, L. (PI);
Penn, A. (PI);
Perry, S. (PI);
Pertofsky, C. (PI);
Phibbs, C. (PI);
Pico, E. (PI);
Pizzo, P. (PI);
Porteus, M. (PI);
Potter, D. (PI);
Priest, J. (PI);
Prober, C. (PI);
Profit, J. (PI);
Punn, R. (PI);
Rabinovitch, M. (PI);
Ragavan, N. (PI);
Rangaswami, A. (PI);
Reddy, S. (PI);
Rhine, W. (PI);
Robinson, T. (PI);
Rodriguez, E. (PI);
Roncarolo, M. (PI);
Rosen, M. (PI);
Rosenthal, D. (PI);
Roth, S. (PI);
Ruiz-Lozano, P. (PI);
Sage, J. (PI);
Sakamoto, K. (PI);
Sandborg, C. (PI);
Sanders, L. (PI);
Sarwal, M. (PI);
Scheinker, D. (PI);
Schrijver, I. (PI);
Schroeder, A. (PI);
Seidel, F. (PI);
Shah, A. (PI);
Sharek, P. (PI);
Shaw, G. (PI);
Shaw, R. (PI);
Shepard, E. (PI);
Shin, A. (PI);
Sibley, E. (PI);
Sivakumar, D. (PI);
Smith, A. (PI);
Song, D. (PI);
Sourkes, B. (PI);
Spunt, S. (PI);
Stevenson, D. (PI);
Stirling, J. (PI);
Stuart, E. (PI);
Sutherland, S. (PI);
Sweet-Cordero (PI);
Tacy, T. (PI);
Thienemann, M. (PI);
Tierney, S. (PI);
Twist, C. (PI);
Van Meurs, K. (PI);
Wall, D. (PI);
Wang, C. (PI);
Weinacht, K. (PI);
Weinberg, K. (PI);
Willert, J. (PI);
Wilson, D. (PI);
Wiryawan, B. (PI);
Wise, P. (PI);
Wong, C. (PI);
Wright, G. (PI);
Wu, S. (PI);
Wusthoff, C. (PI);
Yen, S. (PI);
Yuan, N. (PI);
Contag, C. (SI);
Travis, K. (GP)
PEDS 202A:
Practical Applications for Qualitative Data Analysis
First quarter of a two-quarter course. Gain experience analyzing qualitative data using qualitative analysis software (i.e. Nvivo, Dedoose). Conduct analysis using your own or existing data sources. Explore multiple qualitative data analysis topics through class lectures, foundational readings and hands-on learning. Core topics include: grounded theory, qualitative data analysis approaches, software-based analysis, cleaning and coding of data, and interpreting data. Note: Preference will be given to medical students and undergraduate students that have successfully completed an introductory qualitative methods course. Enrollment in subsequent PEDS 202B required.
Terms: Aut
| Units: 3
PEDS 202B:
Practical Applications for Qualitative Data Analysis
Second quarter of a two-quarter course provides hands-on experience summarizing qualitative data and describing findings for dissemination. Final course product will be a draft manuscript for submission with students listed as co-authors. Core topics include: identifying themes and representative quotes, community-engaged dissemination, abstract submission, posters, oral presentations, manuscript writing, and journal selection. Prerequisite: Successful completion of PEDS 202A.
Terms: Win
| Units: 3
PEDS 202C:
Qualitative Research Methods and Study Design
In-depth introduction to qualitative research methods and study design. Gain theoretical and practical knowledge necessary to design and implement a qualitative study. Explore qualitative methods through class lectures, foundational readings and hands-on learning. Core topics include: theoretical frameworks, research questions, methodological approaches (i.e. interviews, focus groups, participant observation, photovoice), data collection, sampling, reliability and validity, and IRB protocols. Students enrolled for 2-units participate in journal club-style discussions of literature employing qualitative methods to gain an appreciation for how qualitative projects are conducted, and what settings and research questions are relevant to qualitative inquiry. Students enrolled for 3-units plan and design an independent research project (i.e. Med Scholars, dissertation, honors thesis), receiving extensive support and feedback to further develop individual study designs and data collection instruments. Prerequisite: Consent from instructor for undergraduates.
Terms: Spr
| Units: 2-3
PEDS 212:
Challenges of Human Migration: Health and Health Care of Migrants and Autochthonous Populations (HUMBIO 122M)
(HUMBIO students must enroll in HUMBIO 122M. Med/Graduate students enroll in PEDS 212) An emerging area of inquiry. Topics include: global migration trends, health Issues/aspects of migration, healthcare and the needs of immigrants in the US, and migrants as healthcare providers: a new area of inquiry in the US. Class is structured to include: lectures lead by the instructor and possible guest speakers; seminar, discussion and case study sessions led by students. Upper division course with preference given to upperclassmen.
Terms: Spr
| Units: 3
PEDS 220:
Covid-19 Elective
The purpose of this course is to localize information surrounding the COVID-19 pandemic to stay informed and better advise our patients, families, friends, and broader community. We will focus on aspects of the virus including virology, pathogenesis, clinical presentation, and prognosis. We will also be looking at the epidemiology, diagnostic tools, current clinical research, and the societal and economic impacts of COVID-19. Students will engage in lectures from faculty in the School of Medicine. A 2-unit option is available for students who want to work on mentored projects related to COVID-19. A 3-unit option is available for students who want to submit a first draft of an article describing the broader implications of their COVID-19 project. See the course syllabus for details. Cardinal Course certified by the Haas Center.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
4 times
(up to 9 units total)
PEDS 222:
Beyond Health Care: the effects of social policies on health (HUMBIO 122)
(HUMBIO students must enroll in HUMBIO 122. Med/Graduate students must enroll in PEDS 222.) Available evidence at the national and cross-country level linking social welfare interventions and health outcomes. If and how non-health programs and policies could have an impact on positive health outcomes. Evaluation of social programs and policies that buffer the negative health impact of economic instability and unemployment among adult workers and their children. Examination of safety nets, including public health insurance, income maintenance programs, and disability insurance. Open to both undergraduate and graduate students. Prerequisites: HUMBIO 3B or equivalent, and some background in research methods and statistics, or consent of instructor.
Terms: Aut
| Units: 3
PEDS 223:
Human Rights and Global Health
Open to medical students, graduate students, and advanced undergraduates. Examines the newly emerging field of human rights and global health, beginning with the essential background into the field of human rights, and the recent emergence of health as a human right. Emphasis is on the pioneering work of Dr. Paul Farmer and Partners in Health and the challenge he and his organization have posed to the conventional wisdom about approaches to combating poor health and disease worldwide. Topics include the "big three" infectious diseases -- tuberculosis, malaria, and HIV/AIDS -- as well as emerging infectious diseases, clean water and sanitation, and malnutrition and famine.
Terms: Spr
| Units: 3
PEDS 224:
Genocide and Humanitarian Intervention (HISTORY 224C, HISTORY 324C, JEWISHST 284C, JEWISHST 384C)
Open to medical students, graduate students, and undergraduate students. Traces the history of genocide in the 20th century and the question of humanitarian intervention to stop it, a topic that has been especially controversial since the end of the Cold War. The pre-1990s discussion begins with the Armenian genocide during the First World War and includes the Holocaust and Cambodia under the Khmer Rouge in the 1970s. Coverage of genocide and humanitarian intervention since the 1990s includes the wars in Bosnia, Rwanda, Kosovo, the Congo and Sudan.
Terms: Win
| Units: 3
PEDS 225:
Humanitarian Aid and Politics
Open to medical students, graduate students, and undergraduate students. Examines the moral dilemmas and political realities that complicate the delivery of humanitarian aid, especially when undertaken by the United Nations and non-governmental organizations (NGOs). Emphasis is on what humanitarians call "complex humanitarian emergencies": crises often characterized by famine and/or epidemic disease and typically the result of war and/or civil war. Provides background into the history of humanitarian aid, though focus is on the post-Cold War era, up to the recent crises in Libya and Syria.
Terms: Aut
| Units: 3
PEDS 226:
Famine in the Modern World (HISTORY 226E, HISTORY 326E)
Open to medical students, graduate students, and undergraduate students. Examines the major famines of modern history, the controversies surrounding them, and the reasons that famine persists in our increasingly globalized world. Focus is on the relative importance of natural, economic, and political factors as causes of famine in the modern world. Case studies include the Great Irish Famine of the 1840s; the Bengal famine of 1943-44; the Soviet famines of 1921-22 and 1932-33; China's Great Famine of 1959-61; the Ethiopian famines of the 1970s and 80s, and the Somalia famines of the 1990s and of 2011.
Terms: Win
| Units: 3
PEDS 227:
Introduction to Pediatric Specialties
The aim of this course is to provide pre-clinical MD students with exposure to the wide variety of medical specialties within pediatrics. Weekly lectures will feature physicians from fields such as Pediatric Cardiology, Pediatric Neurology, Pediatric Infectious Disease, and Pediatric Surgery. Physician speakers will discuss their daily work, why they selected their chosen field, their career path, and their pursuits outside of clinical medicine. The physicians will also provide students with advice and guidance on how to define and successfully pursue their goals.
Terms: Aut
| Units: 1
| Repeatable
2 times
(up to 2 units total)
PEDS 229:
Reducing Health Disparities and Closing the Achievement Gap through Health Integration in Schools (EDUC 429, HUMBIO 122E)
(HUMBIO students must enroll in HUMBIO 122E. Med/Graduate students must enroll in PEDS 229.) Health and education are inextricably linked. If kids aren't healthy, they won't realize their full potential in school. This is especially true for children living in poverty. This course proposes to: 1) examine the important relationship between children's health and their ability to learn in school as a way to reduce heath disparities; 2) discuss pioneering efforts to identify and address manageable health barriers to learning by integrating health and education in school environments.
Terms: Win
| Units: 3
PEDS 240:
Re-Examining Special Education through Multiple Lenses (CSRE 340, EDUC 440)
This seminar, intended to grow and shift with the changing landscape of education, with particular focus on students with learning differences and the interests of our doctoral students and faculty, begins by exploring three questions: (1) How can scholars and scientists support the growth and development of students with learning differences? (2) How do we define and critique evidence-based practices (EDPs), including what counts as evidence and in what ways do EDPs support change in school outcomes? (3) In what ways do the Americans with Disabilities Act (ADA) and the Individuals with Disabilities Education Act (IDEA) provide direction and support progress in creating fully inclusive communities across the U.S.? What are the missed opportunities, misdirections, and barriers to fully emancipated and connected lives? Conveners will likely change each quarter along with topics
Terms: Spr
| Units: 1-3
| Repeatable
12 times
(up to 36 units total)
PEDS 242:
(Re)Framing Difference: Interdisciplinary Perspectives on Disability, Race and Culture (AFRICAAM 442, CSRE 343, EDUC 442, FEMGEN 442)
This course uses social theories of difference to examine the intersections of disability, race and culture. The course will examine these concepts drawing from scholarship published in history, sociology of education, urban sociology, cultural studies, disability studies, social studies of science, cultural psychology, educational and cultural anthropology, comparative education and special education. Implications for policy, research and practice will be covered.
Terms: Aut
| Units: 4
PEDS 246D:
Re(positioning) Disability: Historical, Cultural, and Social Lenses (AFRICAAM 244, CSRE 143, EDUC 144)
This course is designed to introduce undergraduate students of any major to important theoretical and practical concepts regarding special education, disability, and diversity. This course primarily addresses the social construction of disability and its intersection with race and class through the critical examination of history, law, social media, film, and other texts. Students will engage in reflection about their own as well as broader U.S. discourses moving towards deeper understanding of necessary societal and educational changes to address inequities. Successful completion of this course fulfills one requirement for the School of Education minor in Education.
Terms: Aut
| Units: 3
PEDS 250:
Social and Environmental Determinants of Health (PEDS 150)
Race, ethnicity, and socioeconomic status are just a few of the social determinants that contribute to health disparities. Apply a racial equity lens to drive a deeper understanding of how vulnerable populations are uniquely at risk for poorer health outcomes. Explore how where we live, work, learn, and play influences health status, and examine the processes through which social and environmental determinants adversely affect health and drive inequities across the lifespan. With experts from multiple sectors, this course will discuss innovative clinical, public health, policy, advocacy, and community engaged solutions to advance health equity. Explore the unique role of health professionals in addressing health inequities.
Terms: Win
| Units: 3
PEDS 251A:
Medical Ethics I
Required for Scholarly Concentration in Biomedical Ethics and Medical Humanities. The field of bioethics, including theoretical approaches to bioethical problems. Contemporary controversies and clinical cases. Values that arise in different situations and clinical encounters. Issues include: genetics and stem cell research, rationing, ethical issues in care at the end of life, organ transplantation issues.
Terms: Win
| Units: 2
PEDS 254:
Pediatric Physical Findings Rounds
Pediatric patients with specific physical findings and hospitalized at LPCH are identified and introduced to students. Students in small groups examine patients at the bedside to note the physical finding and discuss it within the context of the patient's clinical problem. Emphasis is on basic science discussion to understand the cause of the finding.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
PEDS 257:
Clinical Teaching Seminar Series
The Clinical Teaching Seminar Series (CTSS) is a year-long program in medical education, designed to introduce clinical educators to fundamental concepts in education. The seminars are high-yield, relevant, and interactive, providing practical tips for bedside teaching, curriculum development, and education research. The HONORS CERTIFICATE PROGRAM IN MEDICAL EDUCATION is meant to recognize participants with a dedication to medical education, who regularly attend the seminars and complete a scholarly project. The Honors Program is a multi-disciplinary program open to all medical students, residents, fellows, staff, and faculty with an interest in medical education.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
4 times
(up to 16 units total)
PEDS 263:
Healthcare Operations Management (MS&E 263)
US health care spending is approximately 18% of GDP, growing rapidly, and driven in large part by prices and waste rather than quality and access. New approaches for improving health care delivery are urgently needed. This class focuses on the use of analytical tools to support efficient health care delivery. Topics include case studies on capacity planning, resource allocation, and scheduling. Methods include queueing, optimization, and simulation. Prerequisites: basic knowledge of Excel, probability, and optimization. For students in the Schools of Medicine, Business, and Law the course includes a variant of the curriculum with less emphasis on the technical material.
Terms: Aut, Win
| Units: 3
PEDS 280:
Early Clinical Experience
Provides students an opportunity to see patients and correlate clinical findings with preclinical coursework. Students spend a half day or a full day in a pediatric subspecialty clinic (e.g., infectious diseases, endocrine, gastroenterology), participate in conferences and accompany attending physicians. Students have directed reading and meet with faculty for one hour per week to discuss their reading.
Terms: Aut, Win, Spr, Sum
| Units: 2-4
| Repeatable
for credit
Instructors: ;
Aby, J. (PI);
Agarwal, R. (PI);
Alexander, S. (PI);
Almond, C. (PI);
Alvira, C. (PI);
Amieva, M. (PI);
Ammerman, S. (PI);
Amylon, M. (PI);
Anand, S. (PI);
Anderson, C. (PI);
Ariagno, R. (PI);
Arvin, A. (PI);
Aye, T. (PI);
Bacchetta, R. (PI);
Bachrach, L. (PI);
Balagtas, J. (PI);
Barr, D. (PI);
Bass, D. (PI);
Benitz, W. (PI);
Bentley, B. (PI);
Bergman, D. (PI);
Bernstein, D. (PI);
Bernstein, J. (PI);
Berquist, W. (PI);
Bhargava, S. (PI);
Bhutani, V. (PI);
Bland, R. (PI);
Blankenberg, F. (PI);
Blankenburg, R. (PI);
Bonifacio, S. (PI);
Bressack, M. (PI);
Browne, M. (PI);
Buckingham, B. (PI);
Buckway, C. (PI);
Burgos, T. (PI);
Butte, A. (PI);
Carlson, J. (PI);
Carmichael, S. (PI);
Castillo, R. (PI);
Castro, R. (PI);
Ceresnak, S. (PI);
Chamberlain, L. (PI);
Chang, K. (PI);
Chen, S. (PI);
Cheng, A. (PI);
Chin, C. (PI);
Cho, M. (PI);
Chock, V. (PI);
Cohen, H. (PI);
Cohen, R. (PI);
Conrad, C. (PI);
Contag, C. (PI);
Contopoulos-Ioannidis, D. (PI);
Cornfield, D. (PI);
Cox, K. (PI);
Crain, L. (PI);
Crawley, L. (PI);
DOSSANTOS, L. (PI);
Dahl, G. (PI);
Darmstadt, G. (PI);
Dekker, C. (PI);
Dorenbaum, A. (PI);
Druzin, M. (PI);
Dubin, A. (PI);
Edwards, M. (PI);
Egan, E. (PI);
El-Sayed, Y. (PI);
Enns, G. (PI);
Feinstein, J. (PI);
Feldman, B. (PI);
Feldman, H. (PI);
Fisher, J. (PI);
Ford, J. (PI);
Frankel, L. (PI);
Frankovich, J. (PI);
Franzon, D. (PI);
Friedman, I. (PI);
Gans, H. (PI);
Garcia-Careaga, M. (PI);
Geertsma, F. (PI);
Glader, B. (PI);
Glasscock, G. (PI);
Golden, N. (PI);
Gould, J. (PI);
Govindaswami, B. (PI);
Grady Jr., S. (PI);
Grimm, P. (PI);
Gutierrez, K. (PI);
Halamek, L. (PI);
Halpern-Felsher, B. (PI);
Hammer, G. (PI);
Hammer, L. (PI);
Harris, S. (PI);
Hintz, S. (PI);
Hong, D. (PI);
Hood, K. (PI);
Horwitz, S. (PI);
Hsu, J. (PI);
Hudgins, L. (PI);
Huffman, L. (PI);
Hurwitz, M. (PI);
Imperial, J. (PI);
Ismail, M. (PI);
Jameson, S. (PI);
Jeng, M. (PI);
Joshi, S. (PI);
Kache, S. (PI);
Kahana, M. (PI);
Kapphahn, C. (PI);
Kaufman, B. (PI);
Kay, M. (PI);
Kerner, J. (PI);
Kharbanda, S. (PI);
Kim, J. (PI);
Koltai, P. (PI);
Krawczeski, C. (PI);
Krensky, A. (PI);
LaBeaud, D. (PI);
Lacayo, N. (PI);
Lee, H. (PI);
Lee, T. (PI);
Leonard, M. (PI);
Lewis, D. (PI);
Limon, J. (PI);
Lin, M. (PI);
Link, M. (PI);
Lock, J. (PI);
Loe, I. (PI);
Longhurst, C. (PI);
Loutit, C. (PI);
Lowe, H. (PI);
Lowe, J. (PI);
Luna-Fineman, S. (PI);
Magnus, D. (PI);
Maldonado, Y. (PI);
Manning, M. (PI);
Marina, N. (PI);
Mark, J. (PI);
Marsden, A. (PI);
McCarty, J. (PI);
McGhee, S. (PI);
McNamara, N. (PI);
Mellins, E. (PI);
Mendoza, F. (PI);
Milla, C. (PI);
Misra, S. (PI);
Moss, R. (PI);
Murphy, D. (PI);
Murphy, J. (PI);
Nadeau, K. (PI);
Narla, A. (PI);
Neely, E. (PI);
O'Brodovich, H. (PI);
Oghalai, J. (PI);
Olson, I. (PI);
Pageler, N. (PI);
Park, K. (PI);
Peng, L. (PI);
Penn, A. (PI);
Perry, S. (PI);
Phibbs, C. (PI);
Pico, E. (PI);
Pizzo, P. (PI);
Porteus, M. (PI);
Potter, D. (PI);
Prober, C. (PI);
Profit, J. (PI);
Punn, R. (PI);
Rabinovitch, M. (PI);
Ragavan, N. (PI);
Rangaswami, A. (PI);
Reddy, S. (PI);
Rhine, W. (PI);
Robinson, T. (PI);
Rodriguez, E. (PI);
Roncarolo, M. (PI);
Rosenthal, D. (PI);
Roth, S. (PI);
Ruiz-Lozano, P. (PI);
Sage, J. (PI);
Sakamoto, K. (PI);
Sandborg, C. (PI);
Sanders, L. (PI);
Sarwal, M. (PI);
Schrijver, I. (PI);
Schroeder, A. (PI);
Seidel, F. (PI);
Shah, A. (PI);
Sharek, P. (PI);
Shaw, G. (PI);
Shaw, R. (PI);
Shepard, E. (PI);
Shin, A. (PI);
Sibley, E. (PI);
Sivakumar, D. (PI);
Smith, A. (PI);
Song, D. (PI);
Sourkes, B. (PI);
Spunt, S. (PI);
Stevenson, D. (PI);
Stirling, J. (PI);
Stuart, E. (PI);
Sutherland, S. (PI);
Sweet-Cordero (PI);
Tacy, T. (PI);
Tierney, S. (PI);
Twist, C. (PI);
Van Meurs, K. (PI);
Wall, D. (PI);
Wang, C. (PI);
Weinberg, K. (PI);
Willert, J. (PI);
Wilson, D. (PI);
Wiryawan, B. (PI);
Wise, P. (PI);
Wong, C. (PI);
Wright, G. (PI);
Wu, S. (PI);
Wusthoff, C. (PI);
Yen, S. (PI);
Yuan, N. (PI)
PEDS 281:
Childhood Chronic Illness: Impact on Family Development
The Pals Program is a volunteer activity serving Lucile Packard Children's Hospital chronically ill patients and their siblings. Modeled after the Big Brother/Big Sister Program, Pals matches first- and second-year medical students with pediatric patients or their siblings. The patients and/or their siblings enjoy the support and companionship of their Pals, and the medical students learn firsthand about the emotional and social aspects of chronic illness during childhood. Pals meet regularly throughout the year to participate in fun activities such as movies, ball games, museums, and picnics. The activities and personal relationships are overseen by the LPCH Pals social worker. Bimonthly class meetings introduce the students to pediatric chronic diseases such as leukemia, cystic fibrosis and pulmonary hypertension. The class brings in physicians to give the medical perspective as well as patients and families to get their perspective. Prerequisite: approval of the LPCH social worker for Pals.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
PEDS 299:
Directed Reading in Pediatrics
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Aby, J. (PI);
Agarwal, R. (PI);
Alexander, S. (PI);
Almond, C. (PI);
Alvira, C. (PI);
Amieva, M. (PI);
Ammerman, S. (PI);
Amylon, M. (PI);
Anand, S. (PI);
Anderson, C. (PI);
Ariagno, R. (PI);
Arvin, A. (PI);
Aye, T. (PI);
Bacchetta, R. (PI);
Bachrach, L. (PI);
Balagtas, J. (PI);
Barr, D. (PI);
Bass, D. (PI);
Benitz, W. (PI);
Bentley, B. (PI);
Bergman, D. (PI);
Bernstein, D. (PI);
Bernstein, J. (PI);
Berquist, W. (PI);
Bhargava, S. (PI);
Bhutani, V. (PI);
Bland, R. (PI);
Blankenberg, F. (PI);
Blankenburg, R. (PI);
Bonifacio, S. (PI);
Bressack, M. (PI);
Browne, M. (PI);
Buckingham, B. (PI);
Buckway, C. (PI);
Burgos, T. (PI);
Butte, A. (PI);
Carlson, J. (PI);
Carmichael, S. (PI);
Castillo, R. (PI);
Castro, R. (PI);
Ceresnak, S. (PI);
Chamberlain, L. (PI);
Chang, K. (PI);
Chen, S. (PI);
Cheng, A. (PI);
Chin, C. (PI);
Cho, M. (PI);
Chock, V. (PI);
Cohen, H. (PI);
Cohen, R. (PI);
Conrad, C. (PI);
Contag, C. (PI);
Contopoulos-Ioannidis, D. (PI);
Cornfield, D. (PI);
Cox, K. (PI);
Crain, L. (PI);
Crawley, L. (PI);
DOSSANTOS, L. (PI);
Dahl, G. (PI);
Darmstadt, G. (PI);
Davis, K. (PI);
Dekker, C. (PI);
Dorenbaum, A. (PI);
Druzin, M. (PI);
Dubin, A. (PI);
Edwards, M. (PI);
Egan, E. (PI);
El-Sayed, Y. (PI);
Enns, G. (PI);
Feinstein, J. (PI);
Feldman, B. (PI);
Feldman, H. (PI);
Fisher, J. (PI);
Ford, J. (PI);
Frankel, L. (PI);
Frankovich, J. (PI);
Franzon, D. (PI);
Friedman, I. (PI);
Gans, H. (PI);
Garcia-Careaga, M. (PI);
Geertsma, F. (PI);
Glader, B. (PI);
Glasscock, G. (PI);
Golden, N. (PI);
Gomez-Ospina, N. (PI);
Gould, J. (PI);
Govindaswami, B. (PI);
Grady Jr., S. (PI);
Grimm, P. (PI);
Gutierrez, K. (PI);
Halamek, L. (PI);
Halpern-Felsher, B. (PI);
Hammer, G. (PI);
Hammer, L. (PI);
Harris, S. (PI);
Hintz, S. (PI);
Hong, D. (PI);
Hood, K. (PI);
Horwitz, S. (PI);
Hsu, J. (PI);
Hudgins, L. (PI);
Huffman, L. (PI);
Hurwitz, M. (PI);
Imperial, J. (PI);
Ismail, M. (PI);
Jameson, S. (PI);
Jeng, M. (PI);
Joshi, S. (PI);
Kache, S. (PI);
Kahana, M. (PI);
Kapphahn, C. (PI);
Kaufman, B. (PI);
Kay, M. (PI);
Kerner, J. (PI);
Kharbanda, S. (PI);
Kim, J. (PI);
Koltai, P. (PI);
Krawczeski, C. (PI);
Krensky, A. (PI);
Kumar, M. (PI);
LaBeaud, D. (PI);
Lacayo, N. (PI);
Lee, H. (PI);
Lee, T. (PI);
Leonard, M. (PI);
Lewis, D. (PI);
Limon, J. (PI);
Lin, M. (PI);
Link, M. (PI);
Lock, J. (PI);
Loe, I. (PI);
Longhurst, C. (PI);
Loutit, C. (PI);
Lowe, H. (PI);
Lowe, J. (PI);
Luna-Fineman, S. (PI);
Magnus, D. (PI);
Maldonado, Y. (PI);
Manning, M. (PI);
Marina, N. (PI);
Mark, J. (PI);
Marsden, A. (PI);
Mathur, M. (PI);
McCarty, J. (PI);
McGhee, S. (PI);
McNamara, N. (PI);
Mellins, E. (PI);
Mendoza, F. (PI);
Milla, C. (PI);
Misra, S. (PI);
Moss, R. (PI);
Murphy, D. (PI);
Murphy, J. (PI);
Nadeau, K. (PI);
Narla, A. (PI);
Neely, E. (PI);
O'Brodovich, H. (PI);
Oghalai, J. (PI);
Olson, I. (PI);
Pageler, N. (PI);
Park, K. (PI);
Peng, L. (PI);
Penn, A. (PI);
Perry, S. (PI);
Phibbs, C. (PI);
Pico, E. (PI);
Pizzo, P. (PI);
Porteus, M. (PI);
Potter, D. (PI);
Priest, J. (PI);
Prober, C. (PI);
Profit, J. (PI);
Punn, R. (PI);
Rabinovitch, M. (PI);
Ragavan, N. (PI);
Rangaswami, A. (PI);
Reddy, S. (PI);
Rhine, W. (PI);
Robinson, T. (PI);
Rodriguez, E. (PI);
Roncarolo, M. (PI);
Rosen, M. (PI);
Rosenthal, D. (PI);
Roth, S. (PI);
Ruiz-Lozano, P. (PI);
Sage, J. (PI);
Sakamoto, K. (PI);
Sandborg, C. (PI);
Sanders, L. (PI);
Sarwal, M. (PI);
Scheinker, D. (PI);
Schrijver, I. (PI);
Schroeder, A. (PI);
Seidel, F. (PI);
Shah, A. (PI);
Sharek, P. (PI);
Shaw, G. (PI);
Shaw, R. (PI);
Shepard, E. (PI);
Shin, A. (PI);
Sibley, E. (PI);
Sivakumar, D. (PI);
Smith, A. (PI);
Song, D. (PI);
Sourkes, B. (PI);
Spunt, S. (PI);
Stevenson, D. (PI);
Stirling, J. (PI);
Stuart, E. (PI);
Sutherland, S. (PI);
Sweet-Cordero (PI);
Tacy, T. (PI);
Tierney, S. (PI);
Twist, C. (PI);
Van Meurs, K. (PI);
Wall, D. (PI);
Wang, C. (PI);
Weinberg, K. (PI);
Willert, J. (PI);
Wilson, D. (PI);
Wiryawan, B. (PI);
Wise, P. (PI);
Wong, C. (PI);
Wright, G. (PI);
Wu, S. (PI);
Wusthoff, C. (PI);
Yen, S. (PI);
Yuan, N. (PI)
PEDS 300A:
Pediatrics Core Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Required. DESCRIPTION: Pediatrics 300A is an eight-week core clerkship. Students spend four weeks on an inpatient service and four weeks in a variety of ambulatory settings. The clerkship provides an introduction to a wide range of clinical problems and equips students with the basic skills needed to work with children and families. The overarching goal of the clerkship is to enable students to bring the core values and principles of pediatrics to the care of all patients, across disciplines. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full-time for 8 weeks, 16 students per period. CLERKSHIP DIRECTOR: Elizabeth Stuart, M.D.; Associate Director: Kevin Chi, M.D. CLERKSHIP COORDINATOR: Julia Arndt, jarndt@stanford.edu. REPORTING INSTRUCTIONS: Where: will be sent prior to start of clerkship; Time: TBA. CALL CODE: 2 - one weekend day. OTHER FACULTY: Staff. LOCATION: LPCH, SCVMC, KPMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
| Repeatable
2 times
(up to 12 units total)
PEDS 301A:
Medical Genetics Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The clerkship provides a comprehensive introduction to the field of clinical genetics. Students have the opportunity to learn about a range of genetic disorders, genetic diagnostics methodologies and genetic counseling by participating in the evaluation of children and adults in the General Genetics Clinic, Metabolic Genetics Clinic, Down Syndrome clinic and Cleft & Craniofacial Center. Students are also encouraged to participate in the activities of the inpatient consult service. By special arrangement students may also observe in the Neurogenetics Clinic, Neurometabolic Clinic, Adult Cancer Genetic Risk-Assessment Clinic, Connective Tissue Disorder clinic, Differences of Sexual Development, or the Prenatal Genetic Counseling. For students with a particular interest in diagnostics and/or molecular pathology, additional time in biochemical genetics, cytogenetics and/or molecular genetics laboratories may be arranged. At the conclusion of the rotation students will deliver a presentation on a topic of their interest in genetic medicine. This clerkship requires preapproval for all students. Students wishing to do this clerkship must receive prior approval from the Clerkship Director before registering or submitting their applications. Please email CV and a Statement of Interest to Dr. Dena Matalon at matalon@stanford.edu. PREREQUISITES: Pediatrics 300A or permission of director. PERIODS AVAILABLE: 2-12, full time for 2 weeks or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Dena Matalon, M.D. & Chung Lee, M.D. CLERKSHIP COORDINATOR: Leanne Rodriguez, leannem@stanford.edu, 650-724-6094. REPORTING INSTRUCTIONS: Where: A071 or 730 Welch Road, Mary L. Johnson Clinic, Medicine Specialties. Call Leanne Rodriguez (650-724-6094) 1 week prior to arrival to review reporting; Time: 8:00AM. CALL CODE: 0. OTHER FACULTY: J. Bernstein, G. Enns, N. Gomez-Ospina, L. Hudgins, C. Lee, M. Manning, D. Matalon, D. Stevenson. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
PEDS 302A:
Pediatric Rheumatology Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Contact office for special requests. Offers extensive education on musculoskeletal exam. Acquaints students with the rheumatic diseases of childhood. Students attend 3 clinics per week, daily inpatient rounds, and weekly didactic sessions. The use of allied health professions in hospitals and local communities will be demonstrated. On days there is no outpatient rheumatology clinic, students can attend occupational & physical therapy sessions at LPCH. PREREQUISITES: Pediatrics 300A or permission of director. PERIODS AVAILABLE: 3A, 3B, 5A, 5B, 7A, 7B, 9A, 9B, 11A, 11B, full-time for 2 weeks or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Tzielan Lee, M.D. CLERKSHIP COORDINATOR: Wendy Cardamone, 650-725-0887, wendyc@stanford.edu. REPORTING INSTRUCTIONS: Where: Call Pediatric Rheumatology office for information at 650-723-8295 or email Tzielan Lee at tzlee@stanford.edu; Time: TBA. CALL CODE: 0. OTHER FACULTY: C. Sandborg, T. Lee, I. Balboni, J. Hsu, J. Frankovich, D. Gerstbacher. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
PEDS 303A:
Pediatric Cardiology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The Pediatric Cardiology Clerkship provides students with a hemodynamic and developmental approach to the cardiovascular problems of childhood. Students actively participate in all pediatric cardiology activities in the clinic, the wards, and the ICUs of the Lucile Packard Children's Hospital. The program emphasizes history-taking, physical examination, and interpretation of electrocardiograms and X-rays. Rotations include exposure to echocardiography, cardiac catheterization, and electrophysiologic studies. Students will learn principles of medical and surgical therapy, and will have the opportunity to spend time in the operating room with the cardiology team. Prospective applicants should visit http://med.stanford.edu/clerkships/apply.html to begin the application process. PREREQUISITES: Pediatrics 300A. Visiting students must have completed a General Pediatrics clerkship equivalent to Pediatrics 300A, and a General Medicine clerkship equivalent to Medicine 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period; additional students must be approved by the Clerkship Director. CLERKSHIP DIRECTOR: Inger Olson, M.D., 650-723-7913. CLERKSHIP COORDINATOR: Alda Hernandez, aldavh1@stanford.edu, Cell: 408-605-4753, Office: 650-725-3161. REPORTING INSTRUCTIONS: Where: Students will receive reporting instructions via e-mail approximately 1 week prior to the beginning of their clerkship; Time: TBA. CALL CODE: 0. OTHER FACULTY: Stanford Pediatric Cardiology faculty. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 6
PEDS 304A:
Pediatric Endocrinology and Diabetes Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Provides an in-depth exposure to the endocrine disorders and diabetes in children. The clinical experience is primarily in the pediatric endocrine and diabetes clinics at the Lucile Packard Children's Hospital and satellite clinics in Sunnyvale and Los Gatos under the direct guidance of the faculty. An active conference schedule and supervised reading program ensure exposure to all areas of endocrinology. Students are encouraged to explore a special interest within the field of endocrinology and deliver a brief presentation on the topic. Students who wish to do this clerkship MUST get pre-approval from clerkship director. PREREQUISITES: Pediatrics 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks. 1 student per period except with permission of the course director. CLERKSHIP DIRECTOR: Laura Bachrach, M.D., lkbach@stanford.edu, 650-723-5791. CLERKSHIP COORDINATOR: Kim Vo, 650-736-2005, ktvo@stanford.edu. REPORTING INSTRUCTIONS: Where: G331; Time: 9:00 am. CALL CODE: 0. OTHER FACULTY: A. Addala, T. Aye, L. Bachrach, B. Buckingham, C. Buckway, M. Grover, R. Lal, D. Maahs, P. Prahalad, H. Seeley, S. Shah, D. Stafford, D. Wilson. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 6
PEDS 305A:
Pediatric Hematology-Oncology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This clerkship offers an individualized tutorial experience in the diagnosis, care, and clinical investigation of children with hematologic diseases. It is designed as an ambulatory rotation with an emphasis on pediatric hematology. Clinical activities include participation in the hematology clinic, and inpatient hematology consultations. Teaching activities include small group discussions of clinical problems, instruction on reading peripheral blood smears and bone marrow aspirates, as well as participation in the regularly scheduled hematology and oncology conferences. Students are expected to prepare a 45 minute presentation on a topic of their choosing at one of these conferences. The workload permits time for independent reading and the learning of special hematologic techniques. PREREQUISITES: Pediatrics 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Clara Lo, M.D. CLERKSHIP COORDINATOR: Gretchen Shawver, 650-723-5535, gshawver@stanford.edu. REPORTING INSTRUCTIONS: Where: Pediatric Heme/Onc Office, 1000 Welch Road Suite 300; Time: 9:00 am. CALL CODE: 0. OTHER FACULTY: C. Aftandilian, G. Dahl, K. Davis, M. Chien, B. Glader, M. Jeng, A. Kamdar, S. Kreimer, N. Lacayo, M. Link, C. Lo, A. Narla, A. Pribnow, L. Schultz. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 6
PEDS 306A:
Pediatric Nephrology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Offers inpatient and outpatient experience in the management of a variety of acute and chronic diseases of the kidney, including patients recieving acute or chronic dialysis and renal transplant. Additional exposure is gained through consultations on pediatric patients with renal, hypertensive, and complex fluid and electrolyte complications of other diseases. Emphasis is on teaching clinical-pathological correlations and pathophysiology as they relate to the diagnosis and treatment of renal disease. Also emphasized are problems experienced by patients and their parents in adjusting to chronic renal disease. PREREQUISITES: Pediatrics 300A. PERIODS AVAILABLE: 1-12, full-time for 2 weeks or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Steve Alexander, M.D. CLERKSHIP COORDINATOR: Kim Sands, 650-723-7903, G306. REPORTING INSTRUCTIONS: Where: G306, Pediatric Nephrology Office; Time: 9:00 am. CALL CODE: 0. OTHER FACULTY: S. Alexander, A. Chandhuri, O.M. Couloures, P. Grimm, M. Leonard, D. Potter, K. Sutha, S. Sutherland, E. Talley, C. Wong. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
PEDS 308A:
Pediatric Gastroenterology and Nutrition Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Provides students with both inpatient and extensive outpatient experience in the management of a variety of acute and chronic diseases of the intestinal tract and liver. In addition, students are taught the importance of nutrition intervention in these disorders. The GI Service works closely with Pediatric Radiology, Pediatric Surgery, the Pediatric Liver and Small Bowel Transplant Service, and the Lucile Packard Children's Hospital's pediatric nutritionists. Daily inpatient rounds can be made with the attending, fellow, and pediatric housestaff. Nutrition Support Team rounds are held weekly. Clinical teaching conferences are held weekly. A joint Pediatric G-I/Pediatric Surgery/Pediatric Radiology Conference and joint Pediatric G-I/Pathology Conference are held monthly. Opportunities exist to observe GI procedures (e.g., upper endoscopy, colonoscopy). Clinics are held ten half-days per week. Students evaluate patients in clinic where they will spend the majority of their time and present to one of the clinic attendings. Students also see new inpatient consults and present to the attending and fellow. This clerkship requires preapproval for all students. Students wishing to do this clerkship must receive prior approval from the Clerkship Director before registering. PREREQUISITES: Pediatrics 300A and prior email consent from Dr. Kerner. PERIODS AVAILABLE: 2-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: John Kerner, M.D. CLERKSHIP COORDINATOR: Megan Christofferson (650-725-9813), 750 Welch Road, Suite 116. REPORTING INSTRUCTIONS: Where: 750 Welch Rd., Suite 116; Time: 8:00 AM on first day of clerkship (almost always will be a Monday). CALL CODE: 0. OTHER FACULTY: M. Abu El Haija, L. Alrabadi, D. Bass, R. Bensen, W. Berquist, N. Ebel, A. Goyal, R. Gugig, S. Husain, S. Khan, N. Khavari, S. Mostamand, S. Namjoshi, , A. Narang, M. Phadke, M. Rosen, Z. Sellers, A. Yeh. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 6
PEDS 312A:
Pediatric Infectious Diseases Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Students gain clinical experience working with patients with infectious diseases, including newborns, children, adolescents, and pediatric patients with underlying malignancies, immunological deficiencies, organ transplants, chronic illness and orthopedic problems. Clinical rounds are held daily and outpatient clinic is held once a week. General principles applicable to the management of infections in all age groups are emphasized, as well as basic ID-specific laboratory results such as cultures, antibiotics, susceptibility data and diagnostic studies. In addition, students participate in a variety of weekly didactic sessions, clinical conferences and laboratory rounds. Students also should attend the Pediatric Residency Program's Morning Report, Noon Didactics and Grand Rounds as the schedule allows. Opportunities exist to explore interests in antimicrobial stewardship, infection control and prevention, as well as other facets of being a Pediatric Infectious Disease specialist. PREREQUISITES: Pediatrics 300A and Medicine 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: David M. Vu, M.D., 650-498-9118, davidvu@stanford.edu. CLERKSHIP COORDINATOR: Kim Vo, 650-736-2005, ktvo@stanford.edu. REPORTING INSTRUCTIONS: Where: Stanford University Hospital, Peds ID Division Offices, Room G312. Contact Dr. Vu at davidvu@stanford.edu prior to start date; Time: 8:30 am. CALL CODE: 0 (no call or rounding on weekends). OTHER FACULTY: M. Amieva, S. Chen, D. Contopoulos-Ioannidis, E. Egan, D. LaBeaud, G. Lee, R. Mathew, S. Nadimpalli, H. Schwenk, N. Srinivas, D. Vu. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 6
PEDS 313A:
Neonatal Intensive Care Subinternship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: Medical students in their third or fourth clinical year are offered the opportunity to enrich their pediatric training in the 40-bed Neonatal Intensive Care Unit (NICU) located on the 2nd floor of LPCH. The NICU offers an intensive experience in the management of premature and sick term neonates admitted from the delivery room, community physicians' offices, and an active referral service that draws from throughout Northern and mid-coastal California. The rotation emphasizes delivery room attendance and newborn resuscitation skills, daily management of common newborn problems, and the special follow-up needs of NICU graduates. Exposure to advanced therapies including mechanical ventilation, extracorporeal membrane oxygenation, nitric oxide therapy, and hypothermia occurs routinely. An active maternal-fetal medicine service, pediatric surgery, and various pediatric subspecialty services support the NICU. Students work under direct supervision of housestaff, nurse practitioners, fellows and faculty, and assume gradual responsibility for patient care as dictated by performance as the rotation progresses. Students must obtain approval from Weichen Ling prior to registering for this clerkship. Please email requests to wvling@stanford.edu. Additional information for visiting students: Visiting students must have completed an inpatient pediatrics rotation prior to starting this clerkship. Approval from the clerkship director at the home institution is required prior to enrollment. Please contact Weichen Ling, wvling@stanford.edu for information about the approval process. Website for Visiting Student: http://med.stanford.edu/clerkships.html. PREREQUISITES: Peds 300A and Anesthesia 306A/P. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. NOTE: enrollment is coordinated with Anes 306P and capped at no more than 2 students in the NICU per period. CLERKSHIP DIRECTOR: Christine Johnson, M.D., clcjohns@stanford.edu. CLERKSHIP COORDINATOR: Weichen Ling, 650-724-9653. REPORTING INSTRUCTIONS: Where: Intensive Care Nursery (Attending Physician or on-service Fellow); Time: 8:30 am. CALL CODE: 4 - Call is every 4th night until 11pm, no overnight call. OTHER FACULTY: LPCH NICU faculty. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 6
PEDS 314A:
Pediatric Intensive Care Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: The Pediatric Intensive Care Unit (PICU) is a busy 36-bed academic unit that teaches students to recognize and care for critically ill children. The patients are comprised of medical, surgical, and trauma patients both from within LPCH or are referred from other hospitals throughout Northern California. The medical admissions cover a broad range of disease processes ranging from respiratory failure, to shock, to multi-system organ dysfunction. Surgical patients represent diverse pathologies and vary from solid organ transplants to various types of neurosurgical procedures to multiple other general and sub-specialty procedures. Students will learn the pathophysiology of critical illness in children, understand the many monitoring devices used in the ICU, and become familiar with the various treatment modalities available for organ failure ranging from mechanical ventilation to ECMO. The basic differences in both pathophysiology and management of critically ill children as compared to adults should also become apparent. Students are expected to function at the level of a Sub-Intern on this rotation and fulfill manager-level learning objectives. Students must obtain approval from Bernadette Carvalho prior to registering for this clerkship. Please email requests to berniec@stanford.edu. PREREQUISITES: Peds 300A, Anes 306A or Anes 306P. Visiting students should complete a pediatric core clerkship. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period. Note: enrollment is coordinated with Anes 306P and capped at no more than 2 students in the PICU per period. CLERKSHIP DIRECTOR: Saraswati Kache, M.D., 650-723-7453, skache@stanford.edu. CLERKSHIP COORDINATOR: Bernadette F. Carvalho, berniec@stanford.edu. REPORTING INSTRUCTIONS: Where: If assigned to Team-A, report to on service Attending physician/PICU fellow in PICU, LPCH Main 420 Team room, 4th floor; If assigned to Team-B, report to on service Attending physician/PICU fellow in PICU, LPCH Main 320 Team room, 3rd floor; Time: 7:45 am. CALL CODE: 2 (Students will be expected to take weeknight and weekend call shifts during the 4 week rotation. Students will stay until 10 pm and are not expected to stay overnight). OTHER FACULTY: Stanford PICU faculty. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 6
PEDS 315A:
Adolescent Medicine
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Please note that through the 2020-2021 academic year, the rotation is only available virtually. This four-week elective has a focus on the health of adolescents and young adults. During this elective, you will rotate through an outpatient eating disorder clinic and an inpatient eating disorder unit. This is an excellent opportunity to participate in a multi-disciplinary, nationally recognized program for the care of adolescents with eating disorders. Additionally, there may be opportunities to rotate through other teen clinics. Biweekly teaching conferences by faculty supplement the curriculum. Clinics are located at several different locations, so access to transportation, ideally with a car, is highly recommended. PREREQUISITES: Pediatrics 300A. The clerkship is open to visitors from P3A-P7B only. Visiting students are required to obtain pre-approval from the department. Please email requests to Dr. Elizabeth Stuart at aestuart@stanford.edu. PERIODS AVAILABLE: 4-12, full time for 2 weeks or 4 weeks or 6 weeks, 1 student per period (students who want to do the clerkship for 6 weeks need to contact the Associate Director of Clerkship Administration to add the third 2-week to their schedule). The rotation can be offered as a 2-week rotation, but may be limited to inpatient only. CLERKSHIP DIRECTOR: Jonathan Avila, M.D. CLERKSHIP COORDINATOR: Ana Valdez-Fraser (650-736-9557). REPORTING INSTRUCTIONS: Where: Review schedule sent via e-mail by coordinator prior to clerkship; Time: TBA. CALL CODE: 0. OTHER FACULTY: A. Anoshiravani, J. Avila, J. Carlson, N. Golden, R. Goldstein, A. Guzman, C. Kapphahn, M. Vo. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
PEDS 335A:
Pediatric Hematology and Oncology Subinternship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: This subinternship is designed to build upon the fundamental skills in hematology and oncology learned in Peds 305A, and to provide an intensive inpatient experience on the Hematology/Oncology unit at LPCH. Students act as primary caretakers for their patients, with instruction and supervision from the pediatric residents, hematology/oncology fellow, and hematology/oncology attending. Clinical activities include working up new patients, daily rounds and patient care, writing daily progress notes, writing orders, taking night call, and performing procedures, which may include bone marrow aspiriation and lumbar puncture. Students function as part of the ward team which is comprised of junior residents, fellow, and attending. Teaching activities include bedside teaching, small group discussions of clinical problems, instruction on reading peripheral blood smears and bone marrow aspirates, as well as participation in the regularly scheduled hematology and oncology conferences. Curriculum goals are to strengthen basic medical skills and to learn to manage complex, acutely ill patients with multiple medical problems, as well as to learn common diagnostic presentations of pediatric malignancies and the fundamentals of treating these diseases. Students wishing to do this clerkship must receive prior approval from the Clerkship Director before registering. PREREQUISITES: Pediatrics 300A. Pediatrics 305A highly recommended. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Aditi Kamdar, M.D., 650-723-5535. CLERKSHIP COORDINATOR: Gretchen Shawver, 650-724-7164, gshawver@stanford.edu. REPORTING INSTRUCTIONS: Where: 5th floor LPCH, Heme/Onc inpatient ward. Contact Gretchen Shawver/Dr. Aditi Kamdar two weeks prior to start date to confirm and get further instructions; Time: 8:30 am. CALL CODE: 2. OTHER FACULTY: C. Aftandilian, J. Andrews, G. Dahl, K. Davis, M. Jeng, N. Lacayo, M. Link, C. Lo, R. Majzner, A. Narla, A. Pribrow, K. Sakamoto, S. Spunt. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 6
PEDS 336E:
Subinternship in Community Hospital Pediatrics
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: This sub-internship will introduce to the experienced student the challenges of community pediatric hospital medicine in a resource-limited community. Patients in this hospital are primarily Spanish-speaking. Medical interpretation is available. Sub-interns work directly with attendings caring for well newborns, infants in a Level 2 NICU, hospitalized children, and consults on children in the ER. Significant autonomy will be provided to students demonstrating capacity. Watsonville Community Hospital is in Santa Cruz County. Weekends are duty-free. Students interested in enrolling should contact the clerkship director or coordinator to discuss timing. Depending on availability, local housing may be provided, contact director. Students wishing to do this clerkship must receive prior approval from Clerkship Director before registering. PREREQUISITES: Pediatrics 300A. PERIODS AVAILABLE: 1-12, full-time for 2 weeks or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Andrew Harkins, M.D., Andrew.Harkins@stanford.edu. CLERKSHIP COORDINATOR: Contact director. REPORTING INSTRUCTIONS: Where: Watsonville Community Hospital Main Lobby, 75 Nielson Street, Watsonville, CA 95076; Time: 7:00 am. CALL CODE: 2 (student preference, up to one night per week in-hospital). OTHER FACULTY: A. Fernandez, M. Hasan, A. Huaringa, T. Kironde, N. McNamara, S. Patel, C. Powell, S. Punjabi. LOCATION: Watsonville Community Hospital.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
PEDS 338A:
Subinternship in Inpatient Pediatrics
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: Pediatrics 338A provides an advanced experience that mimics an inpatient month of pediatric internship. Students are assigned to one of four inpatient teams at Lucile Packard Children's Hospital, where they assume a primary role in managing patients on a busy, high-acuity ward service. PREREQUISITES: Pediatrics 300A/core clerkship in pediatrics. Visiting students must have completed an inpatient rotation in pediatrics to enroll in Pediatrics 338A and are required to obtain pre-approval from the clerkship director. Please email requests to aestuart@stanford.edu. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 3 students per period. CLERKSHIP DIRECTOR: Elizabeth Stuart, M.D. CLERKSHIP COORDINATOR: Julia Arndt, jarndt@stanford.edu. REPORTING INSTRUCTIONS: Where: TBA. Time: 8:00AM. CALL CODE: 2 (one week of nightfloat). OTHER FACULTY: J. Everhart. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 6
PEDS 340D:
Child Health Clerkship
VISITING: Closed to Visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Provides students with an outpatient experience in clinical pediatrics working with primary care pediatricians in a prepaid health plan setting. Emphasizes primary care and includes several subspecialty clinics when available, i.e. pulmonology, neurology, gi, urology, allergy-immunology, and development. The entire rotation is spent at Kaiser Permanente Santa Clara Medical Center and the associated satellite clinics in Milpitas. Students must contact the clerkship director 4 weeks in advance to clerkship start date. PREREQUISITES: Peds 300A. PERIODS AVAILABLE: 1-12, full-time for 2 weeks, 1 student per period. CLERKSHIP DIRECTOR: Prabhjot Sandhu, M.D., 408-945-2076, Kaiser Milpitas Office. CLERKSHIP COORDINATOR: Prabhjot Sandhu, M.D., 408-945-2076. REPORTING INSTRUCTIONS: Where: Determined with Dr. Sandhu. Please contact Dr. Sandhu at 408-945-2076 or via e-mail at Prabhjot.K.Sandhu@kp.org as soon as you are committed to coming to Kaiser for your pediatrics rotation; Time: TBA. CALL CODE: 2. OTHER FACULTY: Staff. LOCATION: Kaiser Milpitas Office.
Terms: Aut, Win, Spr, Sum
| Units: 3
PEDS 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Aby, J. (PI);
Agarwal, R. (PI);
Alexander, S. (PI);
Almond, C. (PI);
Alvira, C. (PI);
Amieva, M. (PI);
Ammerman, S. (PI);
Amylon, M. (PI);
Anand, S. (PI);
Anderson, C. (PI);
Anoshiravani, A. (PI);
Ariagno, R. (PI);
Arvin, A. (PI);
Aye, T. (PI);
Bacchetta, R. (PI);
Bachrach, L. (PI);
Balagtas, J. (PI);
Barr, D. (PI);
Bass, D. (PI);
Benitz, W. (PI);
Bentley, B. (PI);
Bergman, D. (PI);
Bernstein, D. (PI);
Bernstein, J. (PI);
Berquist, W. (PI);
Bhargava, S. (PI);
Bhutani, V. (PI);
Bland, R. (PI);
Blankenberg, F. (PI);
Blankenburg, R. (PI);
Bonifacio, S. (PI);
Bressack, M. (PI);
Browne, M. (PI);
Bruce, J. (PI);
Buckingham, B. (PI);
Buckway, C. (PI);
Burgos, T. (PI);
Butte, A. (PI);
Carlson, J. (PI);
Carmichael, S. (PI);
Castillo, R. (PI);
Castro, R. (PI);
Ceresnak, S. (PI);
Chamberlain, L. (PI);
Chang, K. (PI);
Chen, S. (PI);
Cheng, A. (PI);
Chin, C. (PI);
Chiu, B. (PI);
Cho, M. (PI);
Chock, V. (PI);
Cohen, H. (PI);
Cohen, R. (PI);
Conrad, C. (PI);
Contag, C. (PI);
Contopoulos-Ioannidis, D. (PI);
Cornfield, D. (PI);
Cox, K. (PI);
Crain, L. (PI);
Crawley, L. (PI);
DOSSANTOS, L. (PI);
Dahl, G. (PI);
Darmstadt, G. (PI);
Dekker, C. (PI);
Dorenbaum, A. (PI);
Druzin, M. (PI);
Dubin, A. (PI);
Edwards, M. (PI);
Egan, E. (PI);
El-Sayed, Y. (PI);
Enns, G. (PI);
Feinstein, J. (PI);
Feldman, B. (PI);
Feldman, H. (PI);
Fisher, J. (PI);
Ford, J. (PI);
Frankel, L. (PI);
Frankovich, J. (PI);
Franzon, D. (PI);
Friedman, I. (PI);
Gans, H. (PI);
Garcia-Careaga, M. (PI);
Geertsma, F. (PI);
Glader, B. (PI);
Glasscock, G. (PI);
Golden, N. (PI);
Gould, J. (PI);
Govindaswami, B. (PI);
Grady Jr., S. (PI);
Grimm, P. (PI);
Gutierrez, K. (PI);
Halamek, L. (PI);
Halpern-Felsher, B. (PI);
Hammer, G. (PI);
Hammer, L. (PI);
Harris, S. (PI);
Hintz, S. (PI);
Hong, D. (PI);
Hood, K. (PI);
Horwitz, S. (PI);
Hsu, J. (PI);
Hudgins, L. (PI);
Huffman, L. (PI);
Hurwitz, M. (PI);
Imperial, J. (PI);
Ismail, M. (PI);
Jameson, S. (PI);
Jeng, M. (PI);
Joshi, S. (PI);
Kache, S. (PI);
Kahana, M. (PI);
Kapphahn, C. (PI);
Kaufman, B. (PI);
Kay, M. (PI);
Kerner, J. (PI);
Kharbanda, S. (PI);
Khavari, N. (PI);
Kim, J. (PI);
Koltai, P. (PI);
Krawczeski, C. (PI);
Krensky, A. (PI);
LaBeaud, D. (PI);
Lacayo, N. (PI);
Lee, H. (PI);
Lee, T. (PI);
Leonard, M. (PI);
Lewis, D. (PI);
Limon, J. (PI);
Lin, M. (PI);
Link, M. (PI);
Lock, J. (PI);
Loe, I. (PI);
Longhurst, C. (PI);
Loutit, C. (PI);
Lowe, H. (PI);
Lowe, J. (PI);
Luna-Fineman, S. (PI);
Magnus, D. (PI);
Maldonado, Y. (PI);
Manning, M. (PI);
Marina, N. (PI);
Mark, J. (PI);
Marsden, A. (PI);
McCarty, J. (PI);
McGhee, S. (PI);
McNamara, N. (PI);
Mediratta, R. (PI);
Mellins, E. (PI);
Mendoza, F. (PI);
Milla, C. (PI);
Misra, S. (PI);
Moss, R. (PI);
Murphy, D. (PI);
Murphy, J. (PI);
Nadeau, K. (PI);
Narla, A. (PI);
Neely, E. (PI);
O'Brodovich, H. (PI);
Oghalai, J. (PI);
Olson, I. (PI);
Pageler, N. (PI);
Park, K. (PI);
Peng, L. (PI);
Penn, A. (PI);
Perry, S. (PI);
Pertofsky, C. (PI);
Phibbs, C. (PI);
Pico, E. (PI);
Pizzo, P. (PI);
Porteus, M. (PI);
Potter, D. (PI);
Prober, C. (PI);
Profit, J. (PI);
Punn, R. (PI);
Rabinovitch, M. (PI);
Ragavan, N. (PI);
Rangaswami, A. (PI);
Rassbach, C. (PI);
Reddy, S. (PI);
Rhine, W. (PI);
Robinson, T. (PI);
Rodriguez, E. (PI);
Roncarolo, M. (PI);
Rosenthal, D. (PI);
Roth, S. (PI);
Ruiz-Lozano, P. (PI);
Sage, J. (PI);
Sakamoto, K. (PI);
Sandborg, C. (PI);
Sanders, L. (PI);
Sarwal, M. (PI);
Schrijver, I. (PI);
Schroeder, A. (PI);
Seidel, F. (PI);
Shah, A. (PI);
Sharek, P. (PI);
Shaw, G. (PI);
Shaw, R. (PI);
Shepard, E. (PI);
Shin, A. (PI);
Sibley, E. (PI);
Sivakumar, D. (PI);
Smith, A. (PI);
Song, D. (PI);
Sourkes, B. (PI);
Spunt, S. (PI);
Stevenson, D. (PI);
Stirling, J. (PI);
Stuart, E. (PI);
Sutherland, S. (PI);
Sweet-Cordero (PI);
Tacy, T. (PI);
Tierney, S. (PI);
Twist, C. (PI);
Van Meurs, K. (PI);
Wall, D. (PI);
Wang, C. (PI);
Weinberg, K. (PI);
Willert, J. (PI);
Wilson, D. (PI);
Wiryawan, B. (PI);
Wise, P. (PI);
Wong, C. (PI);
Wright, G. (PI);
Wu, S. (PI);
Wusthoff, C. (PI);
Yen, S. (PI);
Yuan, N. (PI)
PEDS 398A:
Clinical Elective in Pediatrics
VISITING: Closed to visitors, except by Director's permission. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Pediatrics 398A provides an opportunity for students to have an individualized experience in clinical pediatrics. Students and faculty preceptors work together to determine the goals, activities and duration of the experience. Please note: Students cannot add 398A clerkships directly to their fishbowl schedules through the regular shuffles. Enrollment requires approval by the course director. Please contact Elizabeth Stuart at aestuart@stanford.edu with the faculty preceptor's name and a description of the planned experience. PREREQUISITES: Pediatrics 300A, approval by the course director, faculty preceptor, and Advising Dean. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Elizabeth Stuart, M.D. CLERKSHIP COORDINATOR: Julia Arndt, jarndt@stanford.edu. REPORTING INSTRUCTIONS: Where: TBA; Time: TBA. CALL CODE: 2 (varies according to preceptor). OTHER FACULTY: Staff. LOCATION: Various.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
3 times
(up to 18 units total)
PEDS 399:
Graduate Research
Students undertake investigations sponsored by individual faculty members.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Aby, J. (PI);
Agarwal, R. (PI);
Alexander, S. (PI);
Almond, C. (PI);
Alvira, C. (PI);
Amieva, M. (PI);
Ammerman, S. (PI);
Amylon, M. (PI);
Anand, S. (PI);
Anderson, C. (PI);
Ariagno, R. (PI);
Arvin, A. (PI);
Aye, T. (PI);
Bacchetta, R. (PI);
Bachrach, L. (PI);
Balagtas, J. (PI);
Barr, D. (PI);
Bass, D. (PI);
Benitz, W. (PI);
Bentley, B. (PI);
Bergman, D. (PI);
Bernstein, D. (PI);
Bernstein, J. (PI);
Berquist, W. (PI);
Bhargava, S. (PI);
Bhutani, V. (PI);
Bland, R. (PI);
Blankenberg, F. (PI);
Blankenburg, R. (PI);
Bonifacio, S. (PI);
Bressack, M. (PI);
Browne, M. (PI);
Buckingham, B. (PI);
Buckway, C. (PI);
Burgos, T. (PI);
Butte, A. (PI);
Carlson, J. (PI);
Carmichael, S. (PI);
Castillo, R. (PI);
Castro, R. (PI);
Castro Sweet, C. (PI);
Ceresnak, S. (PI);
Chamberlain, L. (PI);
Chang, K. (PI);
Chen, S. (PI);
Cheng, A. (PI);
Chin, C. (PI);
Cho, M. (PI);
Chock, V. (PI);
Cohen, H. (PI);
Cohen, R. (PI);
Conrad, C. (PI);
Contag, C. (PI);
Contopoulos-Ioannidis, D. (PI);
Cornfield, D. (PI);
Cox, K. (PI);
Crain, L. (PI);
Crawley, L. (PI);
DOSSANTOS, L. (PI);
Dahl, G. (PI);
Darmstadt, G. (PI);
Davis, K. (PI);
Dekker, C. (PI);
Dorenbaum, A. (PI);
Druzin, M. (PI);
Dubin, A. (PI);
Edwards, M. (PI);
Egan, E. (PI);
El-Sayed, Y. (PI);
Enns, G. (PI);
Feinstein, J. (PI);
Feldman, B. (PI);
Feldman, H. (PI);
Fisher, J. (PI);
Ford, J. (PI);
Frankel, L. (PI);
Frankovich, J. (PI);
Franzon, D. (PI);
Friedman, I. (PI);
Gans, H. (PI);
Garcia-Careaga, M. (PI);
Geertsma, F. (PI);
Gifford, C. (PI);
Glader, B. (PI);
Glasscock, G. (PI);
Gloyn, A. (PI);
Golden, N. (PI);
Gould, J. (PI);
Govindaswami, B. (PI);
Grady Jr., S. (PI);
Grimm, P. (PI);
Gutierrez, K. (PI);
Halamek, L. (PI);
Halpern-Felsher, B. (PI);
Hammer, G. (PI);
Hammer, L. (PI);
Harris, S. (PI);
Hintz, S. (PI);
Hong, D. (PI);
Hood, K. (PI);
Horwitz, S. (PI);
Hsu, J. (PI);
Hudgins, L. (PI);
Huffman, L. (PI);
Hurwitz, M. (PI);
Imperial, J. (PI);
Ismail, M. (PI);
Jameson, S. (PI);
Jeng, M. (PI);
Joshi, S. (PI);
Kache, S. (PI);
Kahana, M. (PI);
Kapphahn, C. (PI);
Kaufman, B. (PI);
Kay, M. (PI);
Kerner, J. (PI);
Kharbanda, S. (PI);
Kim, J. (PI);
Koltai, P. (PI);
Krawczeski, C. (PI);
Krensky, A. (PI);
Kumar, M. (PI);
LaBeaud, D. (PI);
Lacayo, N. (PI);
Lee, H. (PI);
Lee, T. (PI);
Leonard, M. (PI);
Lewis, D. (PI);
Limon, J. (PI);
Lin, M. (PI);
Link, M. (PI);
Lock, J. (PI);
Loe, I. (PI);
Longhurst, C. (PI);
Loutit, C. (PI);
Lowe, H. (PI);
Lowe, J. (PI);
Luna-Fineman, S. (PI);
Magnus, D. (PI);
Majzner, R. (PI);
Maldonado, Y. (PI);
Manning, M. (PI);
Marina, N. (PI);
Mark, J. (PI);
Marsden, A. (PI);
McCarty, J. (PI);
McGhee, S. (PI);
McNamara, N. (PI);
Mellins, E. (PI);
Mendoza, F. (PI);
Milla, C. (PI);
Misra, S. (PI);
Moss, R. (PI);
Murphy, D. (PI);
Murphy, J. (PI);
Nadeau, K. (PI);
Narla, A. (PI);
Neely, E. (PI);
O'Brodovich, H. (PI);
Oghalai, J. (PI);
Olson, I. (PI);
Pageler, N. (PI);
Park, K. (PI);
Peng, L. (PI);
Penn, A. (PI);
Perry, S. (PI);
Phibbs, C. (PI);
Pico, E. (PI);
Pizzo, P. (PI);
Porteus, M. (PI);
Potter, D. (PI);
Priest, J. (PI);
Prober, C. (PI);
Profit, J. (PI);
Punn, R. (PI);
Rabinovitch, M. (PI);
Ragavan, N. (PI);
Rangaswami, A. (PI);
Reddy, S. (PI);
Rhine, W. (PI);
Robinson, T. (PI);
Rodriguez, E. (PI);
Roncarolo, M. (PI);
Rosen, M. (PI);
Rosenthal, D. (PI);
Roth, S. (PI);
Ruiz-Lozano, P. (PI);
Sage, J. (PI);
Sakamoto, K. (PI);
Sandborg, C. (PI);
Sanders, L. (PI);
Sarwal, M. (PI);
Scheinker, D. (PI);
Schrijver, I. (PI);
Schroeder, A. (PI);
Seidel, F. (PI);
Shah, A. (PI);
Sharek, P. (PI);
Shaw, G. (PI);
Shaw, R. (PI);
Shepard, E. (PI);
Shin, A. (PI);
Sibley, E. (PI);
Sivakumar, D. (PI);
Smith, A. (PI);
Song, D. (PI);
Sourkes, B. (PI);
Spunt, S. (PI);
Stevenson, D. (PI);
Stirling, J. (PI);
Stuart, E. (PI);
Sutherland, S. (PI);
Sweet-Cordero (PI);
Tacy, T. (PI);
Tierney, S. (PI);
Twist, C. (PI);
Van Meurs, K. (PI);
Wall, D. (PI);
Wang, C. (PI);
Weinberg, K. (PI);
Willert, J. (PI);
Wilson, D. (PI);
Wiryawan, B. (PI);
Wise, P. (PI);
Wong, C. (PI);
Wright, G. (PI);
Wu, S. (PI);
Wusthoff, C. (PI);
Yen, S. (PI);
Yuan, N. (PI)
PEDS 463:
Healthcare Systems Design (MS&E 463)
Students work on projects to analyze and design various aspects of healthcare delivery including hospital patient flow, clinical risk prediction, physician networks, clinical outcomes, reimbursement incentives, and community health. Students work in small teams under the supervision of the course instructor and partners at the Lucille Packard Children's Hospital, the Stanford Hospital, and other regional healthcare providers. Prerequisite: 263 and a mandatory meeting during the preceding Winter quarter to choose projects.
Terms: Spr
| Units: 3-4
PHIL 1:
Introduction to Philosophy
Is there one truth or many? Does science tell us everything there is to know? Can our minds be purely physical? Do we have free will? Is faith rational? Should we always be rational? What is the meaning of life? Are there moral truths? What are truth, reality, rationality, and knowledge? How can such questions be answered? Intensive introduction to theories and techniques in philosophy from various contemporary traditions. Once a week discussions will occur during scheduled meeting time (~50 minutes)
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
PHIL 2:
Introduction to Moral Philosophy (ETHICSOC 20)
What should I do with my life? What kind of person should I be? How should we treat others? What makes actions right or wrong? What is good and what is bad? What should we value? How should we organize society? Is there any reason to be moral? Is morality relative or subjective? How, if at all, can such questions be answered? Intensive introduction to theories and techniques in contemporary moral philosophy.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II, WAY-ER
PHIL 3N:
Randomness: Computational and Philosophical Approaches (CS 57N)
Is it ever reasonable to make a decision randomly? For example, would you ever let an important choice depend on the flip of a coin? Can randomness help us answer difficult questions more accurately or more efficiently? What is randomness anyway? Can an object be random? Are there genuinely random processes in the world, and if so, how can we tell? In this seminar, we will explore these questions through the lenses of philosophy and computation. By the end of the quarter students should have an appreciation of the many roles that randomness plays in both humanities and sciences, as well as a grasp of some of the key analytical tools used to study the concept. The course will be self-contained, and no prior experience with randomness/probability is necessary.
Terms: Win
| Units: 3
PHIL 13:
Humanities Core: Great Books, Big Ideas -- Europe, Modern (FRENCH 13, HISTORY 239C, HUMCORE 13)
What is a good life? How should society be organized? Who belongs? How should honor, love, sin, and similar abstractions govern our actions? What duty do we owe to the past and future? This course examines tcourse examines these questions in the modern period, from the rise of revolutionary ideas to the experiences of totalitarianism and decolonization in the twentieth century. Authors include Locke, Mary Shelley, Marx, Nietzsche, Primo Levi, and Frantz Fanon. This course is part of the Humanities Core, a collaborative set of global humanities seminars that brings all of its students and faculty into conversation. On Mondays you meet in your own course, and on Wednesdays all the HumCore seminars (in session that quarter) meet together: https://humanitiescore.stanford.edu/.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II, WAY-ER
PHIL 13N:
Justice across Borders
Most people are not your fellow citizens. (Over 95% of human beings, for example, are not Americans.) What do you owe to them as a matter of justice? What do they owe to you? nShould you save a foreigner's life instead of buying luxuries for yourself? Should you boycott 'fast fashion' produced by exploited workers abroad? Should universities divest from fossil fuels? How can a country like the United States justify forcefully preventing anyone from crossing its borders? Is anything absolutely prohibited to win a war? When examining such issues, we need to start with facts¿facts about poverty, inequality, climate change, immigration, etc. After surveying the basic facts, we will use philosophical readings to focus and deepen our discussions of what justice requires across borders. Some of the topics we discuss will be chosen on the basis of students' interests.
Terms: Spr
| Units: 3
| UG Reqs: WAY-ER
PHIL 20N:
Philosophy of Artificial Intelligence
Is it really possible for an artificial system to achieve genuine intelligence: thoughts, consciousness, emotions? What would that mean? How could we know if it had been achieved? Is there a chance that we ourselves are artificial intelligences? Would artificial intelligences, under certain conditions, actually be persons? If so, how would that affect how they ought to be treated and what ought to be expected of them? Emerging technologies with impressive capacities already seem to function in ways we do not fully understand. What are the opportunities and dangers that this presents? How should the promises and hazards of these technologies be managed?nnPhilosophers have studied questions much like these for millennia, in scholarly debates that have increased in fervor with advances in psychology, neuroscience, and computer science. The philosophy of mind provides tools to carefully address whether genuine artificial intelligence and artificial personhood are possible. Epistemology (the philosophy of knowledge) helps us ponder how we might be able to know. Ethics provides concepts and theories to explore how all of this might bear on what ought to be done. We will read philosophical writings in these areas as well as writings explicitly addressing the questions about artificial intelligence, hoping for a deep and clear understanding of the difficult philosophical challenges the topic presents.nnNo background in any of this is presupposed, and you will emerge from the class having made a good start learning about computational technologies as well as a number of fields of philosophical thinking. It will also be a good opportunity to develop your skills in discussing and writing critically about complex issues.
Terms: Win
| Units: 3
PHIL 22Q:
Being Reasonable
In everyday life, we ask each other to be reasonable, and we fault unreasonable behavior in ourselves and others. Moreover, the Anglo-American legal system makes extensive use of the ¿reasonable person standard¿ in everything from negligence to administrative law. What is it to be a reasonable person? What do we mean by ¿reasonable¿? This course will look at applications of the concept, and attempts by philosophers and legal theorists to understand what reasonableness is. We¿ll also look at criticisms of the use of the concept by feminist and critical legal theorists.nnCourse expectations: Philosophy involves lots of independence of mind, and you spend a lot of time reading and then writing, in order to sort out what you think. It also involves lots of time spent with others, discussing ideas and arguments. Our class will divide into time you spend reading and writing reactions to your reading (budget about 5 hours per week), and then hours spent together, in a free-ranging question and answer session, and a more formal, focused discussion of the reading (about 2 hours per week). You¿ll be working on a final short paper throughout the quarter. You should have a reliable internet connection. We¿ll talk via Zoom and use Canvas for shared reading reactions. First preference to Sophomores; second preference to Freshman. Enrollment Cap 10. No prior Philosophy courses needed.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II
PHIL 23S:
Philosophy as Freedom
Philosophizing, if done correctly, can be life-changing: new ideas can change the way we think about, look at, interact, engage and deal with the world around us. New ideas can bring out problems that we could not even see as problems before; they can change our conception of how and why we are to live the lives in the way we think we should; they can change our relations with other individuals who either share or do not share the ideas that we have newly come to acquire. The aim of this course is to provide a broad-ranging, general introduction to a wide range of topics including justice, race, gender, metaphysics and more through a philosophical exploration of some of the ideas that have shaped and are currently shaping our world today, and what that means for our evolving understanding of freedom, to be "purely at home with ourselves."
Terms: Sum
| Units: 3
| UG Reqs: WAY-A-II
PHIL 24P:
The Moral and Political Philosophy of Luck
This class explores issues in ethics and political philosophy that centrally involve luck. We will cover a diverse range of topics, including moral luck, egalitarianism, meritocracy, rewards for talents and punishments for disabilities, risk-taking, risk-sharing, penalties for crimes, and the use of lotteries in distributing social goods. Most of the readings will be relatively recent work that has far-reaching implications for the market economy, the criminal and tort law systems, social welfare programs, and the moral practice of praising and blaming.
Terms: Aut
| Units: 2
PHIL 32S:
The Philosophy of Inaction
This course considers arguments against action for some or all people in some or all times and places. Is it always better to do something rather than nothing? Is it economically possible or desirable for our contemporary global society to do and produce less? Why should you get out of bed in the morning? Where do our normative standards and moral elevation of productivity come from? What are the best justifications for staying busy and active, and what are the gaps in these justifications? Does thinking count as action? What counts as "overthinking"? Why have sages and religious traditions embraced living as simply as possible? To answer these questions we will construe philosophy broadly, sampling arguments from across the world and across history, beginning with how inaction is framed in Ancient Greek philosophy.
Terms: Sum
| Units: 3
| UG Reqs: WAY-A-II, WAY-ER
PHIL 36:
Dangerous Ideas (ARTHIST 36, COMPLIT 36A, EALC 36, ENGLISH 71, ETHICSOC 36X, FRENCH 36, HISTORY 3D, MUSIC 36H, POLISCI 70, RELIGST 36X, SLAVIC 36, TAPS 36)
Ideas matter. Concepts such as equality, tradition, and Hell have inspired social movements, shaped political systems, and dramatically influenced the lives of individuals. Others, like race, gender, and technology play an important role in contemporary debates in the United States. All of these ideas are contested, and they have a real power to change lives, for better and for worse. In this one-unit class we will examine these "dangerous" ideas. Each week, a faculty member from a different department in the humanities and arts will explore a concept that has shaped human experience across time and space.
Terms: Spr
| Units: 1
PHIL 49:
Survey of Formal Methods
Survey of important formal methods used in philosophy. The course covers the basics of propositional and elementary predicate logic, probability and decision theory, game theory, and statistics, highlighting philosophical issues and applications. Specific topics include the languages of propositional and predicate logic and their interpretations, rationality arguments for the probability axioms, Nash equilibrium and dominance reasoning, and the meaning of statistical significance tests. Assessment is through a combination of problems designed to solidify competence with the mathematical tools and short-answer questions designed to test conceptual understanding.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Math, WAY-FR
PHIL 50S:
Introduction to Formal Methods in Contemporary Philosophy
This course will serve as a first introduction to the formal tools and techniques of contemporary philosophy, including probability and formal logic. Traditionally, philosophy is an attempt to systematically tackle foundational problems related to value, inquiry, mind and reality. Contemporary philosophy continuesthis tradition of critical thinking with modern subject matter (often engaging with natural, social and mathematical science) and modern rigorous methods, including the methods of set theory, probability theory and formal logic. The aim of this course is to introduce such methods, along with various core philosophical distinctions and motivations. The focus will be on basic conceptual underpinnings and skills, not technical details. The material covered is also useful preparation for certain topics in mathematics, computer science, linguistics, economics and statistics. No previous philosophical or mathematical training is presupposed, though an appreciation of precise thinking is an advantage.
Terms: Sum
| Units: 3
| UG Reqs: WAY-FR
PHIL 60:
Introduction to Philosophy of Science (HPS 60)
This course introduces students to tools for the philosophical analysis of science. We will cover issues in observation, experiment, and reasoning, questions about the aims of science, scientific change, and the relations between science and values.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
PHIL 61:
Philosophy and the Scientific Revolution (HPS 61)
Galileo's defense of the Copernican world-system that initiated the scientific revolution of the 17th century, led to conflict between science and religion, and influenced the development of modern philosophy. Readings focus on Galileo and Descartes.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-Hum
PHIL 72:
Contemporary Moral Problems (ETHICSOC 185M, POLISCI 134P)
This course is an introduction to contemporary ethical thought with a focus on the morality of harming others and saving others from harm. It aims to develop students' ability to think carefully and rationally about moral issues, to acquaint them with modern moral theory, and to encourage them to develop their own considered positions about important real-world issues. In the first part of the course, we will explore fundamental topics in the ethics of harm. Among other questions, we will ask: How extensive are one's moral duties to improve the lives of the less fortunate? When is it permissible to inflict harm on others for the sake of the greater good? Does the moral permissibility of a person's action depend on her intentions? Can a person be harmed by being brought into existence? In the second part of the course, we will turn to practical questions. Some of these will be familiar; for example: Is abortion morally permissible? What obligations do we have to protect the planet for the sake of future generations? Other questions we will ask are newer and less well-trodden. These will include: How does the availability of new technology, in particular artificial intelligence, change the moral landscape of the ethics of war? What moral principles should govern the programming and operation of autonomous vehicles?
Terms: Spr
| Units: 4-5
| UG Reqs: GER:EC-EthicReas, WAY-ER
PHIL 74A:
Ethics in a Human Life (ETHICSOC 174, HUMBIO 174A)
Ethical questions pervade a human life from before a person is conceived until after she dies, and at every point in between. This course raises a series of ethical questions, following along the path of a person's life - questions that arise before, during, and after she lives it. We will explore distinctive questions that a life presents at each of several familiar stages: prior to birth, childhood, adulthood, death, and even beyond. We will consider how some philosophers have tried to answer these questions, and we will think about how answering them might help us form a better understanding of the ethical shape of a human life as a whole.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-ER
PHIL 76:
Introduction to Global Justice (ETHICSOC 136R, INTNLREL 136R, POLISCI 136R, POLISCI 336)
Our world is divided into many different states, each of which has its own culture or set of cultures. Vast inequalities of wealth and power exist between citizens of the rich world and the global poor. International commerce, immigration, and climate change entwine our lives in ways that transcend borders. It is in this context that problems of global justice, which relate to the normative obligations that arise from our international order, emerge. What demands (if any) does justice impose on institutions and individuals acting in a global context? Is it morally permissible to prioritize the welfare of our compatriots over the welfare of foreigners? Do states have the right to control their borders? What are the responsibilities (if any) of wealthy states, consumers, and multinational corporations to the global poor? This course explores longstanding problems of global justice via a discussion of contemporary issues: global poverty, global public health, immigration, human rights and humanitarian intervention, self-determination, and climate change.n nThere are no easy answers to these questions, and the complexity of these issues requires an interdisciplinary approach. While there are several possible theoretical approaches to problems of global justice, the approach taken in this course will be rooted in political philosophy and political theory. We will combine readings from political philosophy and theory with empirical material from the social sciences, newspaper articles, and popular media. By the end of this course, students will be familiar with contemporary problems of global justice, be able to critically assess theoretical approaches to these problems, and be able to formulate and defend their own views on these complex issues.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-ER
PHIL 80:
Mind, Matter, and Meaning
We'll cover three central topics in philosophy: personal identity; the metaphysics of mind; and the nature of belief. Readings will be drawn both from philosophy and from cognitive science more broadly. This is an intensive writing course that satisfies the writing in the major requirement for both Philosophy and Symbolic Systems. Students will submit five papers over the course of the quarter, and receive constructive feedback on each. Prerequisite: at least one other philosophy course, not including SYMSYS 1 / PHIL 99.
Terms: Aut, Spr
| Units: 5
| UG Reqs: GER:DB-Hum, WAY-A-II
Instructors: ;
Peacocke, A. (PI);
Warren, J. (PI);
Friedman, D. (TA);
Gardner, V. (TA);
Hall, Z. (TA);
Hobbs, L. (TA);
Kelley, M. (TA);
Kim, H. (TA);
Kim, R. (TA);
Pistol, L. (TA);
Spencer, L. (TA);
Wang, Z. (TA)
PHIL 81:
Philosophy and Literature (CLASSICS 42, COMPLIT 181, ENGLISH 81, FRENCH 181, GERMAN 181, ILAC 181, ITALIAN 181, SLAVIC 181)
What, if anything, does reading literature do for our lives? What can literature offer that other forms of writing cannot? Can fictions teach us anything? Can they make people more moral? Why do we take pleasure in tragic stories? This course introduces students to major problems at the intersection of philosophy and literature. It addresses key questions about the value of literature, philosophical puzzles about the nature of fiction and literary language, and ways that philosophy and literature interact. Readings span literature, film, and philosophical theories of art. Authors may include Sophocles, Dickinson, Toni Morrison, Proust, Woolf, Walton, Nietzsche, and Sartre. Students master close reading techniques and philosophical analysis, and write papers combining the two. This is the required gateway course for the Philosophy and Literature major tracks. Majors should register in their home department.
Terms: Aut
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
PHIL 82:
Ethics, Public Policy, and Technological Change (COMM 180, CS 182, ETHICSOC 182, POLISCI 182, PUBLPOL 182)
Examination of recent developments in computing technology and platforms through the lenses of philosophy, public policy, social science, and engineering. Course is organized around five main units: algorithmic decision-making and bias; data privacy and civil liberties; artificial intelligence and autonomous systems; the power of private computing platforms; and issues of diversity, equity, and inclusion in the technology sector. Each unit considers the promise, perils, rights, and responsibilities at play in technological developments. Prerequisite: CS106A.
Terms: Win
| Units: 5
| UG Reqs: WAY-ER
Instructors: ;
Reich, R. (PI);
Sahami, M. (PI);
Weinstein, J. (PI);
Berman, E. (TA);
Guillen, D. (TA);
Jiang, S. (TA);
Kini, K. (TA);
Kohrman, A. (TA);
Korkmaz, E. (TA);
Larkin, K. (TA);
Liu, A. (TA);
Liu, C. (TA);
Propp, J. (TA);
Stowell, C. (TA);
Venkat, S. (TA);
Wu, Y. (TA);
Yang, A. (TA);
Yang, C. (TA)
PHIL 99:
Minds and Machines (CS 24, LINGUIST 35, PSYCH 35, SYMSYS 1, SYMSYS 200)
(Formerly SYMSYS 100). An overview of the interdisciplinary study of cognition, information, communication, and language, with an emphasis on foundational issues: What are minds? What is computation? What are rationality and intelligence? Can we predict human behavior? Can computers be truly intelligent? How do people and technology interact, and how might they do so in the future? Lectures focus on how the methods of philosophy, mathematics, empirical research, and computational modeling are used to study minds and machines. Students must take this course before being approved to declare Symbolic Systems as a major. All students interested in studying Symbolic Systems are urged to take this course early in their student careers. The course material and presentation will be at an introductory level, without prerequisites. If you have any questions about the course, please email symsys1staff@gmail.com.
Terms: Aut, Win
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-FR
PHIL 100:
The History of Ancient Greek Philosophy (CLASSICS 40)
We shall cover the major developments in Greek philosophical thought, focusing on Plato, Aristotle, and the Hellenistic schools (the Epicureans, the Stoics, and the Skeptics). Topics include epistemology, metaphysics, psychology, ethics and political theory. No prereqs, not repeatable.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
PHIL 102:
Modern Philosophy, Descartes to Kant
Major figures in early modern philosophy in epistemology, metaphysics, and philosophy of mind. Writings by Descartes, Leibniz, Hume, and Kant.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
PHIL 107B:
Plato's Later Metaphysics and Epistemology (PHIL 207B)
A close reading of Plato's Theatetus and Parmenides, his two mature dialogues on the topics of knowledge and reality. We will consider various definitions of knowledge, metaphysical problems about the objects of knowledge, and a proposed method for examining and resolving such problems. Some background in ancient Greek philosophy and/or contemporary metaphysics and epistemology is preferred, but not required. Prerequisite: Phil 80.
Terms: Spr
| Units: 4
PHIL 108C:
Topics in Aristotle: Aristotle on Potentiality (PHIL 208C)
Terms: Spr
| Units: 4
PHIL 110C:
The Stoics on Freedom and Determinism (PHIL 210C)
We will investigate ancient Stoic conceptions of causality and freedom, their arguments for causal determinism, and ancient attaches on and defenses of compatibilism.
Terms: Win
| Units: 4
PHIL 113:
Hellenistic Philosophy (PHIL 213)
Ancient philosophy did not end with Aristotle: the centuries after Aristotle's death saw considerable philosophical output from often-competing philosophical schools in the Greco-Roman world. In this course, we will study the major Hellenistic schools of philosophy - the Stoics, the Epicureans, and the sceptics - carefully examining the (often fragmentary) evidence on each and discussing the interpretation of their doctrines from this evidence, as well as how these doctrines fit into a background of Platonic and Aristotelean philosophy and the Hellenistic intra-school debates. Topics to be covered are especially epistemology, ethics, and physics, but will also include metaphysics, psychology, cosmology, ontology, and logic.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-Hum
PHIL 114:
Aristotle's Ethics (PHIL 214)
Aristotle's ethical theory is a primary source of later philosophical reflection on ethics, and on philosophy of mind and metaphysics in so far as they are related to ethics. For this reason it allows us to understand some of the motives and starting points of our own thought about ethics. Our main text will be the Nicomachean Ethics, supplemented by selections from other works of Aristotle. We will discuss some of the extensive philosophical literature on Aristotle's ethics, and on related topics in ethics.
Terms: Win
| Units: 4
PHIL 117P:
Aristotle, On Coming-to-be and Passing-away (PHIL 217P)
In this course, we will explore Aristotle's De Generatione et Corruptione, known in English as either On Generation and Corruption or On Coming-to-be and Passing-away. In the work, Aristotle confronts issues of change, particularly of substantial change and qualitative change, as he articulates his theory of elements: what are the philosophical demands and constraints upon the stuff(s) that are taken to be basic, what is the nature of these basic stuffs, and how do they serve to form the universe? These considerations have considerable relevance and interest for his broader physics, metaphysics, and ontology, as well as for his cosmology and biology. We will also consider how in the work Aristotle both presents himself as and actually operates as reacting to the significant body of theorizing on the topic by his predecessors (Plato and the Presocratics).
Terms: Aut
| Units: 4
PHIL 125:
Kant's First Critique (PHIL 225)
(Graduate students register for 225.) The founding work of Kant's critical philosophy emphasizing his contributions to metaphysics and epistemology. His attempts to limit metaphysics to the objects of experience. Prerequisite: course dealing with systematic issues in metaphysics or epistemology, or with the history of modern philosophy.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
PHIL 132:
Phenomenology: Merleau-Ponty (PHIL 232)
(Graduate students register for 232.) French philosopher Maurice Merleau-Ponty wrote that we are neither angels nor machines but living beings. In contrast to both a first person introspective analysis and the third person scientific approach, Merleau-Ponty aimed to describe the basic invariant structures of human life by using the phenomenological method. The result was a new concept of experience that is essentially embodied. In this class, you will learn about the phenomenological method and read Merleau-Ponty's now classic text Phenomenology of Perception. Prerequisite: one prior course in Philosophy, or permission of instructor.
Terms: Aut
| Units: 4
PHIL 133S:
Heidegger and Mysticism (RELIGST 181)
A close reading of Heidegger's Being and Time with reference to the topics of meaning, mortality, mysticism, and self-transformation.
Terms: Aut
| Units: 4
| UG Reqs: WAY-A-II
| Repeatable
3 times
(up to 12 units total)
PHIL 134B:
The Normal and the Pathological (PHIL 234B)
In this class we consider at the recent history and contemporary constructions the normal and the pathological in the sciences of the mind. We will investigate current best practices in neuropsychology, analyzing well-known human lesion studies, while addressing the moral issues of harm and exploitation that haunt this field. Readings from Kurt Goldstein, Georg Canguilhem, Timothy Shallice, Oliver Sacks, Suzanne Corkin, Michael Gazzaniga, Elizabeth Schechter, Rosemarie Garland-Thomson and others.
Terms: Spr
| Units: 4
PHIL 137:
Wittgenstein (PHIL 237)
(Graduate students register for 237.) An exploration of Wittgenstein's changing views about meaning, mind, knowledge, and the nature of philosophical perplexity and philosophical insight, focusing on the Tractatus Logico-Philosophicus and Philosophical Investigations.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
PHIL 150:
Mathematical Logic (PHIL 250)
An introduction to the concepts and techniques used in mathematical logic, focusing on propositional, modal, and predicate logic. Highlights connections with philosophy, mathematics, computer science, linguistics, and neighboring fields.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Math, WAY-FR
PHIL 151:
Metalogic (PHIL 251)
(Formerly 160A.) The syntax and semantics of sentential and first-order logic. Concepts of model theory. Gödel's completeness theorem and its consequences: the Löwenheim-Skolem theorem and the compactness theorem. Prerequisite: 150 or consent of instructor.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Math, WAY-FR
PHIL 152:
Computability and Logic (PHIL 252)
Approaches to effective computation: recursive functions, register machines, and Turing machines. Proof of their equivalence, discussion of Church's thesis. Elementary recursion theory. These techniques used to prove Gödel's incompleteness theorem for arithmetic, whose technical and philosophical repercussions are surveyed. Prerequisite: 151.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-Math
PHIL 154:
Modal Logic (PHIL 254)
(Graduate students register for 254.) Syntax and semantics of modal logic and its basic theory: including expressive power, axiomatic completeness, correspondence, and complexity. Applications to classical and recent topics in philosophy, computer science, mathematics, linguistics, and game theory. Prerequisite: 150 or preferably 151.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-Math, WAY-FR
PHIL 160:
What are Laws of Nature? (PHIL 260)
Scientists, and philosophers, regularly speak of the laws of nature: Newton's laws of motion or Avogadro's law. But what is a law of nature? Is it just a generalization that allows for exceptions? Is it just a summary statement of a pattern in events we have observed so far? Is talk of laws an indirect way of talking about the powers that objects and properties have? Or are laws somehow separate entities that make objects behave the way they do? Do they show us how things have to be, not just how they happen to be? Given what laws are supposed to be, are there really any laws of nature? Prerequisites: PHIL 80, PHIL 150 (or equivalent, and PHIL 180 (or equivalent).
Terms: Win
| Units: 4
PHIL 165:
Philosophy of Physics: Philosophical Issues in Quantum Mechanics (PHIL 265)
Graduate students register for 265.nnPREREQUISITES: previous course in philosophy of science or natural science or CS or engineering.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-SMA
| Repeatable
for credit
PHIL 167D:
Philosophy of Neuroscience (PHIL 267D, SYMSYS 167D)
How can we explain the mind? With approaches ranging from computational models to cellular-level characterizations of neural responses to the characterization of behavior, neuroscience aims to explain how we see, think, decide, and even feel. While these approaches have been highly successful in answering some kinds of questions, they have resulted in surprisingly little progress in others. We'll look at the relationships between the neuroscientific enterprise, philosophical investigations of the nature of the mind, and our everyday experiences as creatures with minds. Prerequisite: PHIL 80.n(Not open to freshmen.)
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
PHIL 168R:
Philosophy of Biology (PHIL 268R)
Terms: Aut
| Units: 4
PHIL 170:
Ethical Theory (ETHICSOC 170, PHIL 270)
This course explores some major topics/themes in ethical theory from the middle of the 20th century through the present. We'll read philosophy by John Rawls, Thomas Nagel, Bernard Williams, Christine Korsgaard, G.E.M. Anscombe, Philipa Foot, and others. Substantial background in moral philosophy will be assumed. Students should have completed Philosophy 2 (or its equivalent - if you have questions, please contact the instructor).
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II, WAY-ER
PHIL 170B:
Metaphor (PHIL 270B)
In metaphor we think and talk about two things at once: two different subject matters are mingled to rich and unpredictable effect. A close critical study of the main modern accounts of metaphor's nature and interest, drawing on the work of writers, linguists, philosophers, and literary critics. Attention to how understanding, appreciation, and pleasure connect with one another in the experience of metaphor. Consideration of the possibility that metaphor or something very like it occurs in nonverbal media: gesture, dance, painting, music.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
PHIL 171:
Justice (ETHICSOC 171, POLISCI 103, POLISCI 336S, PUBLPOL 103C)
Justice, as we use the term in this class, is a question about social cooperation. People can produce much more cooperatively than the sum of what they could produce as individuals, and these gains from cooperation are what makes civilization possible. But on what terms should we cooperate? How should we divide, as the philosopher John Rawls puts it, "the benefits and burdens of social cooperation"? Working primarily within the Anglo-American philosophical tradition, we'll discuss different answers to this big question as a way to bring together some of the most prominent debates in modern political philosophy. We'll study theories including utilitarianism, libertarianism, classical liberalism, and egalitarian liberalism, and we'll take on complex current issues like reparations for racial injustice, the gender pay gap, and responses to climate change. This class is meant to be an accessible entry point to political philosophy. No experience with political science or philosophy is required or assumed, and we will spend time on the strategy of philosophy as well: understanding how our authors make their arguments to better respond to them and make our own.
Terms: Aut
| Units: 4-5
| UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-ER
PHIL 171P:
Liberalism and its Critics: 20th Century Political Theory (ETHICSOC 130, POLISCI 130)
In this course, students will learn and engage with the core debates that have animated political theory since the early 20th century. What is the proper relationship between the individual, the community, and the state? Are liberty and equality in conflict, and, if so, which should take priority? What does justice mean in a large and diverse modern society? The subtitle of the course, borrowed from a book by Michael Sandel, is 'Liberalism and its Critics' because the questions we discuss in this class center on the meaning of, and alternatives to, the liberal ideas that the basic goal of society should be the protection of individual rights and that some form of an egalitarian democracy is the best way to achieve this goal. The course is structured around two historical phenomena: one the one hand, liberal answers to these key questions have at times seemed politically and socially triumphant, but on the other hand, this ascendency has always been challenged and contested. At least one prior class in political theory, such as Justice (PS 103), Citizenship (PS 135), or Democratic Theory (PS 234) is recommended but not required.
Terms: Spr
| Units: 5
| UG Reqs: WAY-ER
PHIL 172:
History of Modern Moral Philosophy (ETHICSOC 172, PHIL 272)
A critical exploration of some main forms of systematic moral theorizing in Western philosophy from Hobbes onward and their roots in ancient, medieval, and earlier modern ethical thought. Prerequistes are some prior familiarity with utilitarianism and Kantian ethics and a demonstrated interest in philosophy. Grads enroll in 272.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER
PHIL 173B:
Undergraduate Introduction to Metaethics
This is an intensive, undergraduate-only introduction to, and survey of, contemporary metaethics. Can moral and ethical values be justified or is it just a matter of opinion? Is there a difference between facts and values? Are there any moral truths? Does it matter if there are not? Focus is not on which things or actions are valuable or morally right, but what is value or rightness itself. Prerequisites: 80, 181 and one ethics course. Please contact instructor for permission number.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-Hum
PHIL 175:
Philosophy of Law (ETHICSOC 175B)
This course will explore foundational issues about the nature of law and its relation to morality, and about legal responsibility and criminal punishment. Toward the end we will turn to issues about the criminal culpability of children. nPrerequisite: Philosophy 80
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER
PHIL 176:
Political Philosophy: The Social Contract Tradition (ETHICSOC 176, PHIL 276, POLISCI 137A, POLISCI 337A)
(Graduate students register for 276.) What makes political institutions legitimate? What makes them just? When do citizens have a right to revolt against those who rule over them? Which of our fellow citizens must we tolerate?Surprisingly, the answers given by some of the most prominent modern philosophers turn on the idea of a social contract. We will focus on the work of Hobbes, Locke, Rousseau, and Rawls.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER
PHIL 176A:
Classical Seminar: Origins of Political Thought (CLASSICS 181, CLASSICS 381, ETHICSOC 130A, PHIL 276A, POLISCI 230A, POLISCI 330A)
Political philosophy in classical antiquity, centered on reading canonical works of Thucydides, Plato, Aristotle against other texts and against the political and historical background. Topics include: interdependence, legitimacy, justice; political obligation, citizenship, and leadership; origins and development of democracy; law, civic strife, and constitutional change.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER
PHIL 177K:
On Domination (ETHICSOC 177K, ETHICSOC 277K, PHIL 277K)
Domination is a morally problematic form of social power. To be dominated, according to republican political philosophy, is to be subject to the arbitrary or uncontrolled power of another. And to be free is the absence of domination. This view was the dominant political conception of freedom in the western political tradition until the rise of classical liberalism in the 19th century. In this course, we will examine different accounts of domination and freedom in the republican political tradition and critiques of non-domination as a political conception of freedom. We will also examine the contemporary revival of the republican view and its application to social relations ranging from the workplace to the family and beyond (prerequisite: PHIL 80).
Terms: Spr
| Units: 4
PHIL 178:
Ethics in Society Honors Seminar (ETHICSOC 190)
For students planning honors in Ethics in Society. Methods of research. Students present issues of public and personal morality; topics chosen with advice of instructor.
Terms: Win
| Units: 4
PHIL 180:
Metaphysics
This is an undergraduate only class. Intensive introduction to core topics in contemporary metaphysics. What is the fundamental structure of reality? Is it objective? How can there be truths about what is possible or necessary, if only the actual exists? Do we have free will? What is it for an event to be determined by its causes? Is the only thing that exists the current instance of time? Is the world purely physical? Does science answer all of these questions? If not, is there some other way to answer them? Prerequisites: PHIL 80, PHIL 150 (or equivalent), and PHIL 181 (or equivalent).
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
PHIL 181:
Philosophy of Language (PHIL 281)
The study of conceptual questions about language as a focus of contemporary philosophy for its inherent interest and because philosophers see questions about language as behind perennial questions in other areas of philosophy including epistemology, philosophy of science, metaphysics, and ethics. Key concepts and debates about the notions of meaning, truth, reference, and language use, with relations to psycholinguistics and formal semantics. Readings from philosophers such as Frege, Russell, Wittgenstein, Grice, and Kripke. Prerequisites: 80 and background in logic.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Hum
PHIL 181E:
External World Skepticism (PHIL 281E)
Terms: Win
| Units: 4
PHIL 182D:
Ethical Anti-theory (PHIL 282D)
Ethicists often attempt to refine, systematize, and explain ordinary ethical convictions by getting them to follow from a small number of less familiar, more fundamental philosophical principles. Some ethicists challenge this theory-based conception of the subject, suggesting other pictures of the role philosophical reflection might play in our ethical lives. This course is an effort to understand and assess the work of four recent critics of large scale ethical theory: Iris Murdoch, Bernard Williams, Stuart Hampshire, and Philippa Foot.
Terms: Win
| Units: 4
PHIL 184:
Topics in Epistemology (PHIL 284)
This is an advanced introduction to core topics in epistemology -- the philosophical study of knowledge. Questions covered will include: What is knowledge? Must all knowledge rest on secure foundations? What are the connections between knowledge and rationality? Can we answer skepticism and relativism? Should epistemology be primarily investigated from a naturalistic, normative, or social perspective? Prerequisite (for undergraduates): Phil 80 or consent of the instructor.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
| Repeatable
3 times
(up to 12 units total)
PHIL 186:
Philosophy of Mind (PHIL 286)
(Graduate students register for 286.) This is an advanced introduction to core topics in the philosophy of mind. Prerequisite: PHIL 80
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
PHIL 187A:
Philosophy of Action (PHIL 287A)
(Undergraduates register for 187A.) This course will explore foundational issues about individual agency, explanation of action, reasons and causes, interpretation, teleological explanation, intention and intentional action, practical rationality, temporally extended agency, knowledge of one's own actions, intention and belief, identification and hierarchy, free agency, and shared and cooperative agency. Prerequisite: graduate student standing in philosophy or, for others, prior course work in philosophy that includes Philosophy 80.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum
PHIL 187B:
Advanced Undergrad seminar on Philosophy of Action and the Criminal Law
In modern-day Anglo-American criminal legal systems, convictions generally require proof of the defendant's "guilty mind" - mens rea - as well as proof of the defendant's "guilty act" - actus reus. An equally foundational (yet thus far undertheorized) requirement is that the mens rea and the actus reus "correspond" - that the defendant's mental states stand in the right relationship to the non-mental elements of the crime. This seminar begins by focusing on the mens rea and actus reus conditions, and then turns to the question of what the required correspondence relation might amount to. Students will gain familiarity with foundational principles (both settled and unsettled) of the Anglo-American criminal legal system as well as with how philosophical methodology and research might be leveraged to shed light on those principles. Prerequisite: philosophy 80 and philosophy of action, or permission of instructor.
Terms: Spr
| Units: 4
PHIL 193C:
Film & Philosophy (COMPLIT 154A, ENGLISH 154F, FRENCH 154, ITALIAN 154, PHIL 293C)
What makes you the individual you are? Should you plan your life, or make it up as you go along? Is it always good to remember your past? Is it always good to know the truth? When does a machine become a person? What do we owe to other people? Is there always a right way to act? How can we live in a highly imperfect world? And what can film do that other media can't? We'll think about all of these great questions with the help of films that are philosophically stimulating, stylistically intriguing, and, for the most part, gripping to watch: Do The Right Thing (Lee), The Dark Knight (Nolan), Eternal Sunshine of the Spotless Mind (Kaufman), Arrival (Villeneuve), My Dinner with André (Malle), Blade Runner (Scott), La Jetée (Marker), Fight Club (Fincher), No Country for Old Men (Coen), The Seventh Seal (Bergman), and Memento (Nolan). Attendance at weekly screenings is mandatory; and fun.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II
PHIL 194D:
Capstone Seminar: How Virtual is Reality, and Vice Versa
We will pursue questions of metaphysics and epistemology through a focus on the nature of virtual realities and their relationships to non-virtual realities. Readings will be chosen from historical and contemporary sources, including David Chalmers'n book "Reality+."
Terms: Spr
| Units: 4
PHIL 194P:
Capstone Seminar: The Meaning of Life
What makes life meaningful? It's a question that pulls on many, if not most, people, particularly in light of our current global situation; and in this course, we will give this question rigorous consideration. We'll explore matters of identity, authenticity, accomplishment, social connection, love, attention, religion, and happiness. But first, we'll examine whether meaningfulness is a subjective or objective affair. Our readings will primarily be in philosophy. But writers of literature often explore the question of meaningfulness in life, and some philosophers argue that telling our own stories is key to living a meaningful life. So we will also examine literary texts and the practice of writing literature.
Terms: Aut
| Units: 4
PHIL 194W:
Capstone Seminar: Imagination in Fiction and Philosophy
This course spans the disciplinary divide between philosophy and literature by examining a mental faculty they both use: the imagination. The importance of the imagination in philosophy is contested: can it really help us understand what is possible and what's not, and if so, how? The role of the imagination in literature is undeniable, but often surprising in its details: why do we have real emotions in response to fictional stories? why do we seek out the negative emotions associated with tragedy and horror stories? Through guided discussion, live debate, close reading (of both philosophy and literature), and extensive writing, we will gain some insight into the fundamental faculty of thought that is the imagination. This is a capstone seminar for undergraduate majors in philosophy. Prerequisites: three courses in philosophy, including Philosophy 80.
Terms: Win
| Units: 4
| UG Reqs: WAY-A-II, WAY-ER
PHIL 196:
Tutorial, Senior Year
(Staff)
Terms: Aut, Win, Spr, Sum
| Units: 5
| Repeatable
3 times
(up to 15 units total)
Instructors: ;
Anderson, R. (PI);
Barker-Plummer, D. (PI);
Bidadanure, J. (PI);
Bobonich, C. (PI);
Bratman, M. (PI);
Briggs, R. (PI);
Cao, R. (PI);
Code, A. (PI);
Crimmins, M. (PI);
Dannenberg, J. (PI);
De Pierris, G. (PI);
Etchemendy, J. (PI);
Follesdal, D. (PI);
Friedman, M. (PI);
Hills, D. (PI);
Hussain, N. (PI);
Icard, T. (PI);
Jackson, G. (PI);
Lawlor, K. (PI);
Longino, H. (PI);
Peacocke, A. (PI);
Perry, J. (PI);
Reich, R. (PI);
Ryckman, T. (PI);
Salkin, W. (PI);
Satz, D. (PI);
Skyrms, B. (PI);
Warren, J. (PI);
Wasow, T. (PI);
Wenar, L. (PI);
Wood, A. (PI);
Wood, R. (PI);
van Benthem, J. (PI)
PHIL 197:
Individual Work, Undergraduate
May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Anderson, R. (PI);
Barker-Plummer, D. (PI);
Bidadanure, J. (PI);
Bobonich, C. (PI);
Bratman, M. (PI);
Briggs, R. (PI);
Cao, R. (PI);
Code, A. (PI);
Crimmins, M. (PI);
Dannenberg, J. (PI);
De Pierris, G. (PI);
Etchemendy, J. (PI);
Follesdal, D. (PI);
Friedman, M. (PI);
Hills, D. (PI);
Hussain, N. (PI);
Icard, T. (PI);
Jackson, G. (PI);
Lawlor, K. (PI);
Longino, H. (PI);
Peacocke, A. (PI);
Perry, J. (PI);
Reich, R. (PI);
Ryckman, T. (PI);
Salkin, W. (PI);
Satz, D. (PI);
Skyrms, B. (PI);
Taylor, K. (PI);
Warren, J. (PI);
Wasow, T. (PI);
Wenar, L. (PI);
Wong-Taylor, G. (PI);
Wood, A. (PI);
Wood, R. (PI);
van Benthem, J. (PI)
PHIL 197C:
Curricular Practical Training
(Graduate students enroll in 297C) Students engage in internship work and integrate that work into their academic program. Following internship work, students complete a research report outlining work activity. Meets the requirements for curricular practical training for students on F-1 visas. Student is responsible for arranging own internship/employment and faculty sponsorship. Register under faculty sponsor's section number. Course may be repeated for credit.
Terms: Sum
| Units: 1
| Repeatable
4 times
(up to 1 units total)
PHIL 198:
The Dualist
The Dualist is the undergraduate organization for students interested in philosophy. It is the Department of Philosophy's undergraduate philosophy association. It brings together people who are passionate about exploring deep philosophical and life questions. We focus on building a philosophical community through book-club style conversations and various other events through the quarter. The undergraduate leaders of the Dualist will also be a primary source for peer advice on philosophy classes at Stanford and the Philosophy department's undergraduate degree program. We welcome students from all backgrounds, regardless of your experience with philosophy. Contact instructor for more information. NB most sessions will be ~1hr long, not meeting the full 2 hours.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
PHIL 199:
Seminar for Prospective Honors Students
Open to juniors intending to do honors in philosophy. Methods of research in philosophy. Topics and strategies for completing honors project. May be repeated for credit.
Terms: Spr
| Units: 2
| Repeatable
3 times
(up to 6 units total)
PHIL 207B:
Plato's Later Metaphysics and Epistemology (PHIL 107B)
A close reading of Plato's Theatetus and Parmenides, his two mature dialogues on the topics of knowledge and reality. We will consider various definitions of knowledge, metaphysical problems about the objects of knowledge, and a proposed method for examining and resolving such problems. Some background in ancient Greek philosophy and/or contemporary metaphysics and epistemology is preferred, but not required. Prerequisite: Phil 80.
Terms: Spr
| Units: 4
PHIL 208C:
Topics in Aristotle: Aristotle on Potentiality (PHIL 108C)
Terms: Spr
| Units: 4
PHIL 210C:
The Stoics on Freedom and Determinism (PHIL 110C)
We will investigate ancient Stoic conceptions of causality and freedom, their arguments for causal determinism, and ancient attaches on and defenses of compatibilism.
Terms: Win
| Units: 4
PHIL 213:
Hellenistic Philosophy (PHIL 113)
Ancient philosophy did not end with Aristotle: the centuries after Aristotle's death saw considerable philosophical output from often-competing philosophical schools in the Greco-Roman world. In this course, we will study the major Hellenistic schools of philosophy - the Stoics, the Epicureans, and the sceptics - carefully examining the (often fragmentary) evidence on each and discussing the interpretation of their doctrines from this evidence, as well as how these doctrines fit into a background of Platonic and Aristotelean philosophy and the Hellenistic intra-school debates. Topics to be covered are especially epistemology, ethics, and physics, but will also include metaphysics, psychology, cosmology, ontology, and logic.
Terms: Spr
| Units: 4
PHIL 214:
Aristotle's Ethics (PHIL 114)
Aristotle's ethical theory is a primary source of later philosophical reflection on ethics, and on philosophy of mind and metaphysics in so far as they are related to ethics. For this reason it allows us to understand some of the motives and starting points of our own thought about ethics. Our main text will be the Nicomachean Ethics, supplemented by selections from other works of Aristotle. We will discuss some of the extensive philosophical literature on Aristotle's ethics, and on related topics in ethics.
Terms: Win
| Units: 4
PHIL 217P:
Aristotle, On Coming-to-be and Passing-away (PHIL 117P)
In this course, we will explore Aristotle's De Generatione et Corruptione, known in English as either On Generation and Corruption or On Coming-to-be and Passing-away. In the work, Aristotle confronts issues of change, particularly of substantial change and qualitative change, as he articulates his theory of elements: what are the philosophical demands and constraints upon the stuff(s) that are taken to be basic, what is the nature of these basic stuffs, and how do they serve to form the universe? These considerations have considerable relevance and interest for his broader physics, metaphysics, and ontology, as well as for his cosmology and biology. We will also consider how in the work Aristotle both presents himself as and actually operates as reacting to the significant body of theorizing on the topic by his predecessors (Plato and the Presocratics).
Terms: Aut
| Units: 4
PHIL 225:
Kant's First Critique (PHIL 125)
(Graduate students register for 225.) The founding work of Kant's critical philosophy emphasizing his contributions to metaphysics and epistemology. His attempts to limit metaphysics to the objects of experience. Prerequisite: course dealing with systematic issues in metaphysics or epistemology, or with the history of modern philosophy.
Terms: Win
| Units: 4
PHIL 232:
Phenomenology: Merleau-Ponty (PHIL 132)
(Graduate students register for 232.) French philosopher Maurice Merleau-Ponty wrote that we are neither angels nor machines but living beings. In contrast to both a first person introspective analysis and the third person scientific approach, Merleau-Ponty aimed to describe the basic invariant structures of human life by using the phenomenological method. The result was a new concept of experience that is essentially embodied. In this class, you will learn about the phenomenological method and read Merleau-Ponty's now classic text Phenomenology of Perception. Prerequisite: one prior course in Philosophy, or permission of instructor.
Terms: Aut
| Units: 4
PHIL 234B:
The Normal and the Pathological (PHIL 134B)
In this class we consider at the recent history and contemporary constructions the normal and the pathological in the sciences of the mind. We will investigate current best practices in neuropsychology, analyzing well-known human lesion studies, while addressing the moral issues of harm and exploitation that haunt this field. Readings from Kurt Goldstein, Georg Canguilhem, Timothy Shallice, Oliver Sacks, Suzanne Corkin, Michael Gazzaniga, Elizabeth Schechter, Rosemarie Garland-Thomson and others.
Terms: Spr
| Units: 4
PHIL 237:
Wittgenstein (PHIL 137)
(Graduate students register for 237.) An exploration of Wittgenstein's changing views about meaning, mind, knowledge, and the nature of philosophical perplexity and philosophical insight, focusing on the Tractatus Logico-Philosophicus and Philosophical Investigations.
Terms: Spr
| Units: 4
PHIL 239:
Teaching Methods in Philosophy
For Ph.D. students in their first or second year who are or are about to be teaching assistants for the department. May be repeated for credit.
Terms: Aut, Spr
| Units: 1-4
| Repeatable
for credit
PHIL 240:
Individual Work for Graduate Students
May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Anderson, R. (PI);
Barker-Plummer, D. (PI);
Bidadanure, J. (PI);
Bobonich, C. (PI);
Bratman, M. (PI);
Briggs, R. (PI);
Cao, R. (PI);
Code, A. (PI);
Crimmins, M. (PI);
Dannenberg, J. (PI);
De Pierris, G. (PI);
Etchemendy, J. (PI);
Follesdal, D. (PI);
Friedman, M. (PI);
Hills, D. (PI);
Hussain, N. (PI);
Icard, T. (PI);
Jackson, G. (PI);
Lawlor, K. (PI);
Longino, H. (PI);
Peacocke, A. (PI);
Perry, J. (PI);
Ryckman, T. (PI);
Salkin, W. (PI);
Satz, D. (PI);
Skyrms, B. (PI);
Taylor, K. (PI);
Walton, K. (PI);
Warren, J. (PI);
Wasow, T. (PI);
Weatherall, J. (PI);
Wenar, L. (PI);
Wood, A. (PI);
Wood, R. (PI);
van Benthem, J. (PI)
PHIL 241:
Second Year Paper Development Seminar
Required of second-year Philosophy Ph.D. students; restricted to Stanford Philosophy Ph.D. students. Prerequisite: consent of instructor. This seminar will focus on helping students complete their second year paper.
Terms: Sum
| Units: 1
PHIL 250:
Mathematical Logic (PHIL 150)
An introduction to the concepts and techniques used in mathematical logic, focusing on propositional, modal, and predicate logic. Highlights connections with philosophy, mathematics, computer science, linguistics, and neighboring fields.
Terms: Aut
| Units: 4
PHIL 251:
Metalogic (PHIL 151)
(Formerly 160A.) The syntax and semantics of sentential and first-order logic. Concepts of model theory. Gödel's completeness theorem and its consequences: the Löwenheim-Skolem theorem and the compactness theorem. Prerequisite: 150 or consent of instructor.
Terms: Win
| Units: 4
PHIL 252:
Computability and Logic (PHIL 152)
Approaches to effective computation: recursive functions, register machines, and Turing machines. Proof of their equivalence, discussion of Church's thesis. Elementary recursion theory. These techniques used to prove Gödel's incompleteness theorem for arithmetic, whose technical and philosophical repercussions are surveyed. Prerequisite: 151.
Terms: Spr
| Units: 4
PHIL 254:
Modal Logic (PHIL 154)
(Graduate students register for 254.) Syntax and semantics of modal logic and its basic theory: including expressive power, axiomatic completeness, correspondence, and complexity. Applications to classical and recent topics in philosophy, computer science, mathematics, linguistics, and game theory. Prerequisite: 150 or preferably 151.
Terms: Spr
| Units: 4
PHIL 260:
What are Laws of Nature? (PHIL 160)
Scientists, and philosophers, regularly speak of the laws of nature: Newton's laws of motion or Avogadro's law. But what is a law of nature? Is it just a generalization that allows for exceptions? Is it just a summary statement of a pattern in events we have observed so far? Is talk of laws an indirect way of talking about the powers that objects and properties have? Or are laws somehow separate entities that make objects behave the way they do? Do they show us how things have to be, not just how they happen to be? Given what laws are supposed to be, are there really any laws of nature? Prerequisites: PHIL 80, PHIL 150 (or equivalent, and PHIL 180 (or equivalent).
Terms: Win
| Units: 4
PHIL 265:
Philosophy of Physics: Philosophical Issues in Quantum Mechanics (PHIL 165)
Graduate students register for 265.nnPREREQUISITES: previous course in philosophy of science or natural science or CS or engineering.
Terms: Win
| Units: 4
| Repeatable
for credit
PHIL 267D:
Philosophy of Neuroscience (PHIL 167D, SYMSYS 167D)
How can we explain the mind? With approaches ranging from computational models to cellular-level characterizations of neural responses to the characterization of behavior, neuroscience aims to explain how we see, think, decide, and even feel. While these approaches have been highly successful in answering some kinds of questions, they have resulted in surprisingly little progress in others. We'll look at the relationships between the neuroscientific enterprise, philosophical investigations of the nature of the mind, and our everyday experiences as creatures with minds. Prerequisite: PHIL 80.n(Not open to freshmen.)
Terms: Win
| Units: 4
PHIL 268R:
Philosophy of Biology (PHIL 168R)
Terms: Aut
| Units: 4
PHIL 270:
Ethical Theory (ETHICSOC 170, PHIL 170)
This course explores some major topics/themes in ethical theory from the middle of the 20th century through the present. We'll read philosophy by John Rawls, Thomas Nagel, Bernard Williams, Christine Korsgaard, G.E.M. Anscombe, Philipa Foot, and others. Substantial background in moral philosophy will be assumed. Students should have completed Philosophy 2 (or its equivalent - if you have questions, please contact the instructor).
Terms: Win
| Units: 4
PHIL 270B:
Metaphor (PHIL 170B)
In metaphor we think and talk about two things at once: two different subject matters are mingled to rich and unpredictable effect. A close critical study of the main modern accounts of metaphor's nature and interest, drawing on the work of writers, linguists, philosophers, and literary critics. Attention to how understanding, appreciation, and pleasure connect with one another in the experience of metaphor. Consideration of the possibility that metaphor or something very like it occurs in nonverbal media: gesture, dance, painting, music.
Terms: Spr
| Units: 4
PHIL 272:
History of Modern Moral Philosophy (ETHICSOC 172, PHIL 172)
A critical exploration of some main forms of systematic moral theorizing in Western philosophy from Hobbes onward and their roots in ancient, medieval, and earlier modern ethical thought. Prerequistes are some prior familiarity with utilitarianism and Kantian ethics and a demonstrated interest in philosophy. Grads enroll in 272.
Terms: Aut
| Units: 4
PHIL 273B:
Graduate Introduction to Metaethics
This is a graduate student only introduction to contemporary metaethics. Can moral and ethical values be justified or is it just a matter of opinion? Is there a difference between facts and values? Are there any moral truths? Does it matter if there are not? Focus is not on which things or actions are valuable or morally right, but what is value or rightness itself. Prerequisites: graduate standing and PHIL 281, and an ethics course. Please contact instructor for permission number.
Terms: Spr
| Units: 2-4
PHIL 276:
Political Philosophy: The Social Contract Tradition (ETHICSOC 176, PHIL 176, POLISCI 137A, POLISCI 337A)
(Graduate students register for 276.) What makes political institutions legitimate? What makes them just? When do citizens have a right to revolt against those who rule over them? Which of our fellow citizens must we tolerate?Surprisingly, the answers given by some of the most prominent modern philosophers turn on the idea of a social contract. We will focus on the work of Hobbes, Locke, Rousseau, and Rawls.
Terms: Win
| Units: 4
PHIL 276A:
Classical Seminar: Origins of Political Thought (CLASSICS 181, CLASSICS 381, ETHICSOC 130A, PHIL 176A, POLISCI 230A, POLISCI 330A)
Political philosophy in classical antiquity, centered on reading canonical works of Thucydides, Plato, Aristotle against other texts and against the political and historical background. Topics include: interdependence, legitimacy, justice; political obligation, citizenship, and leadership; origins and development of democracy; law, civic strife, and constitutional change.
Terms: Win
| Units: 3-5
PHIL 277K:
On Domination (ETHICSOC 177K, ETHICSOC 277K, PHIL 177K)
Domination is a morally problematic form of social power. To be dominated, according to republican political philosophy, is to be subject to the arbitrary or uncontrolled power of another. And to be free is the absence of domination. This view was the dominant political conception of freedom in the western political tradition until the rise of classical liberalism in the 19th century. In this course, we will examine different accounts of domination and freedom in the republican political tradition and critiques of non-domination as a political conception of freedom. We will also examine the contemporary revival of the republican view and its application to social relations ranging from the workplace to the family and beyond (prerequisite: PHIL 80).
Terms: Spr
| Units: 4
PHIL 281:
Philosophy of Language (PHIL 181)
The study of conceptual questions about language as a focus of contemporary philosophy for its inherent interest and because philosophers see questions about language as behind perennial questions in other areas of philosophy including epistemology, philosophy of science, metaphysics, and ethics. Key concepts and debates about the notions of meaning, truth, reference, and language use, with relations to psycholinguistics and formal semantics. Readings from philosophers such as Frege, Russell, Wittgenstein, Grice, and Kripke. Prerequisites: 80 and background in logic.
Terms: Aut
| Units: 4
PHIL 281E:
External World Skepticism (PHIL 181E)
Terms: Win
| Units: 4
PHIL 282D:
Ethical Anti-theory (PHIL 182D)
Ethicists often attempt to refine, systematize, and explain ordinary ethical convictions by getting them to follow from a small number of less familiar, more fundamental philosophical principles. Some ethicists challenge this theory-based conception of the subject, suggesting other pictures of the role philosophical reflection might play in our ethical lives. This course is an effort to understand and assess the work of four recent critics of large scale ethical theory: Iris Murdoch, Bernard Williams, Stuart Hampshire, and Philippa Foot.
Terms: Win
| Units: 4
PHIL 284:
Topics in Epistemology (PHIL 184)
This is an advanced introduction to core topics in epistemology -- the philosophical study of knowledge. Questions covered will include: What is knowledge? Must all knowledge rest on secure foundations? What are the connections between knowledge and rationality? Can we answer skepticism and relativism? Should epistemology be primarily investigated from a naturalistic, normative, or social perspective? Prerequisite (for undergraduates): Phil 80 or consent of the instructor.
Terms: Spr
| Units: 4
| Repeatable
3 times
(up to 12 units total)
PHIL 286:
Philosophy of Mind (PHIL 186)
(Graduate students register for 286.) This is an advanced introduction to core topics in the philosophy of mind. Prerequisite: PHIL 80
Terms: Win
| Units: 4
PHIL 287A:
Philosophy of Action (PHIL 187A)
(Undergraduates register for 187A.) This course will explore foundational issues about individual agency, explanation of action, reasons and causes, interpretation, teleological explanation, intention and intentional action, practical rationality, temporally extended agency, knowledge of one's own actions, intention and belief, identification and hierarchy, free agency, and shared and cooperative agency. Prerequisite: graduate student standing in philosophy or, for others, prior course work in philosophy that includes Philosophy 80.
Terms: Win
| Units: 4
PHIL 293C:
Film & Philosophy (COMPLIT 154A, ENGLISH 154F, FRENCH 154, ITALIAN 154, PHIL 193C)
What makes you the individual you are? Should you plan your life, or make it up as you go along? Is it always good to remember your past? Is it always good to know the truth? When does a machine become a person? What do we owe to other people? Is there always a right way to act? How can we live in a highly imperfect world? And what can film do that other media can't? We'll think about all of these great questions with the help of films that are philosophically stimulating, stylistically intriguing, and, for the most part, gripping to watch: Do The Right Thing (Lee), The Dark Knight (Nolan), Eternal Sunshine of the Spotless Mind (Kaufman), Arrival (Villeneuve), My Dinner with André (Malle), Blade Runner (Scott), La Jetée (Marker), Fight Club (Fincher), No Country for Old Men (Coen), The Seventh Seal (Bergman), and Memento (Nolan). Attendance at weekly screenings is mandatory; and fun.
Terms: Spr
| Units: 3
PHIL 297C:
Curricular Practical Training
(Undergraduate students enroll in 197C) Students engage in internship work and integrate that work into their academic program. Following internship work, students complete a research report outlining work activity. Meets the requirements for curricular practical training for students on F-1 visas. Student is responsible for arranging own internship/employment and faculty sponsorship. Register under faculty sponsor's section number. Course may be repeated for credit.
Terms: Win, Spr, Sum
| Units: 1
| Repeatable
4 times
(up to 1 units total)
PHIL 300:
Proseminar
Topically focused seminar. Required of all first year Philosophy PhD students. This seminar is limited to first-year Ph.D. students in Philosophy. We will focus on some major work over roughly the past 60 years on inter-related issues about practical reason, responsibility, agency, and sociality.
Terms: Aut
| Units: 4
PHIL 301:
Dissertation Development Proseminar
A required seminar for third year philosophy PhD students, designed to extend and consolidate work done in the dissertation development seminar the previous summer.
Terms: Aut, Win
| Units: 2-4
| Repeatable
3 times
(up to 8 units total)
PHIL 312:
Aristotle's Psychology
Graduate seminar. 2 unit option only for Phil PhDs beyond the second year.
Terms: Aut
| Units: 2-4
PHIL 314:
Aristotle and Later Developments
Grad seminar. 2 unit option only for Philosophy PhD students beyond the second year.
Terms: Win
| Units: 2-4
PHIL 327:
Scientific Philosophy: From Kant to Kuhn and Beyond
Examines the development of scientific philosophy from Kant, through the Naturphilosophie of Schelling and Hegel, to the neo-Kantian scientific tradition initiated by Hermann von Helmholtz and the neo-Kantian history and philosophy of science of Ernst Cassirer and Thomas Kuhn. Proposes a post-Kuhnian approach to the history and philosophy of science in light of these developments. Prerequisite: Phil 225 (Kant's First Critique) or equivalent.
Terms: Spr
| Units: 2-4
| Repeatable
3 times
(up to 12 units total)
PHIL 333:
Philosophy, Literature, and the Arts Core Seminar (DLCL 333, ENGLISH 333, MUSIC 332)
This course serves as the Core Seminar for the PhD Minor in Philosophy, Literature, and the Arts. It introduces students to a wide range of topics at the intersection of philosophy with literary and arts criticism. The seminar is intended for graduate students. It is suitable for theoretically ambitious students of literature and the arts, philosophers with interests in value theory, aesthetics, and topics in language and mind, and other students with strong interest in the psychological importance of engagement with the arts. In this year's installment, we will focus on issues about the nature of fiction, about the experience of appreciation and what it does for us, about the ethical consequences of imaginative fictions, and about different conceptions of the importance of the arts in life more broadly. May be repeated for credit.
Terms: Win
| Units: 2-4
| Repeatable
5 times
(up to 20 units total)
PHIL 338R:
Ancient Greek Rationality, Public and Private (CLASSICS 395, POLISCI 238R, POLISCI 438R)
In this seminar, we'll consider ancient Greek views about and theories of practical rationality and compare and contrast them with some modern theories, especially theories of instrumental rationality. We'll consider both philosophic authors, especially Plato and Aristotle, but also Aeschylus, Herodotus, Solon, and Thucydides.
Terms: Spr
| Units: 3-5
PHIL 342B:
Normativity in Ancient Philosophy
This seminar will examine the notion of normativity in Plato and Aristotle. Advanced grad seminar. Open to Philosophy PhD students only.
Terms: Spr
| Units: 1
PHIL 359:
Logic Spring Seminar
Topics in current research in logic, with an emphasis on information, computation, agency, and cognition. Guest presentations by Stanford faculty and advanced students, and colleagues from elsewhere. Course requirement: active participation plus paper.nPrerequisite: serious background in logic (at least 151 level). This course is repeatable.
Terms: Spr
| Units: 2-4
| Repeatable
5 times
(up to 20 units total)
PHIL 362:
The Aim and Structure of Cosmological Theory
Graduate Seminar. This course, based around a book manuscript with Chris Smeenk, will survey a range of philosophical issues connected to the four main pillars of the "Standard Model" of cosmology. The thread running through the term will be the following questions: How do background views about what science is, or should be, influence cosmologists' choices about what theoretical projects to pursue most vigorously, especially under conditions of limited empirical testing? And do we have reason to think that those background philosophical commitments are useful epistemic guides?
Terms: Win
| Units: 4
PHIL 365:
Seminar in Philosophy of Physics
2 unit option for PhD students only.
Terms: Win
| Units: 2-4
| Repeatable
3 times
(up to 12 units total)
PHIL 366:
Levels of Analysis in Cognitive Science (PSYCH 296)
Graduate seminar. A perennial theme in cognitive science is the idea that the mind/brain can be studied at different levels of abstraction, leading to influential frameworks positing levels of analysis and of explanation. The aim of this seminar is to revisit this theme in light of new methods and tools, both theoretical and empirical. Topics will include formal and philosophical theories of (causal) abstraction, discussion of techniques for analyzing (deep) neural networks, and related ideas involving approximation, abstraction, emergence, criticality, and other themes. Note: Enrollment is limited and by application only. Please send an email to the instructors with a few words about your research areas and your interest in the seminar themes.
Terms: Aut
| Units: 4
PHIL 368A:
Explanation in Neuroscience
2 unit option for Philosophy PhD students beyond the second year. May be repeated for credit.
Terms: Aut
| Units: 2-4
| Repeatable
3 times
(up to 12 units total)
PHIL 370:
Grad seminar: Contemporary Political Theory (POLISCI 431)
Graduate seminar.
Terms: Spr
| Units: 4
PHIL 372M:
Mini Course: Solidarity
Mini course runs from May 9th to June 3rd. In this course we will consider the hypothesis that solidarity is the most fundamental source of moral and political authority. Solidarity is a property of collaborations involving mutual concern and recognition. We will study four topics, corresponding to the four weeks of the course. First, contemporary views on solidarity, including work by Tommie Shelby, Mike Zhao, Avery Kolers, and Sally Scholz. Second, we will explore some continuities with work in collective action and group responsibility, in particular from Stephanie Collins and Garrett Cullity. Third, we will consider some continuities and contrasts with work on relational equality and economic democracy. Here we will likely read Samuel Scheffler, Elizabeth Anderson, and Carole Pateman. We may also enter into the debate between Axel Honneth and Nancy Fraser on recognition and distribution. Finally, we will consider some implications for the ethics of institutional design, engaging with some joint work of mine developing a new workforce model for pharmaceutical care in Scotland and some related work on 'industrial epistemology'.
Terms: Spr
| Units: 1
PHIL 382P:
Grad seminar: Inference
What do you do when you reason with beliefs or suppositions? What sort of mental event or process constitutes an inference? How can that event or process make it the case that one belief is held on the basis of another? How does it ground any form of epistemic responsibility for that basing relationship? We will consider various recent answers to these questions, including those given by Boghossian, Broome, Frege, Harman, Neta, Pavese, Siegel, Stroud, and Wedgwood. This is a graduate seminar primarily for graduate students in philosophy. All others need permission to enroll. The 2 unit option is only allowed for Philosophy PhD students who are beyond the second year.
Terms: Win
| Units: 2-4
PHIL 383:
Advanced Topics in Epistemology
May be repeated for credit. 2 unit option is only for Phil PhD students beyond the second year.
Terms: Aut
| Units: 2-4
| Repeatable
3 times
(up to 12 units total)
PHIL 384J:
Topics in Epistemology: Against Realism
This class is open to graduate students in philosophy, all others need explicit permission. 2 unit option is for 3rd year Philosophy PhDs only.
Terms: Spr
| Units: 2-4
| Repeatable
3 times
(up to 12 units total)
PHIL 387:
Topics in Philosophy of Action: Planning and Human Practical Organization
This year's topic: Planning and human practical organization.nnOur lives involve and depend on complex forms of mind-shaped practical organization: diachronic organization of an individual's temporally extended activity, as in growing food in a garden; small-scale social organization when several individuals act together in shared intentional/shared cooperative ways; and larger-scale organized institutions such as a professional association. These forms of mind-shaped practical organization are a basic feature of our human agency and are at the bottom of much that is good in our lives. A philosophically illuminating theory of human agency should provide disciplined, systematic, articulated resources for understanding these forms of human practical organization and their inter-relations. This seminar explores the idea that we can do this in part by appeal to our capacity for planning agency, and that in this way our capacity for planning agency is, for us, a core capacity. Related topics to be discussed include the method of sequential construction in practical philosophy, social rules, institutional intention and belief, and institutional intentional agency. Readings will draw from my forthcoming Shared and Institutional Agency as well as from work of H.L.A. Hart, Margaret Gilbert, Philip Pettit, John Searle, Kirk Ludwig, Deborah Tollefsen, Jennifer Lackey, Geoffrey Brennan, Cristina Bicchieri, Scott Shapiro, Donald Davidson, Harry Frankfurt, and others. Enrollment is limited to graduate students in Philosophy and others by permission of instructor.nMay be repeated for credit.
Terms: Spr
| Units: 2-4
| Repeatable
9 times
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Anderson, R. (PI);
Barker-Plummer, D. (PI);
Bidadanure, J. (PI);
Bobonich, C. (PI);
Bratman, M. (PI);
Briggs, R. (PI);
Cao, R. (PI);
Code, A. (PI);
Crimmins, M. (PI);
Dannenberg, J. (PI);
De Pierris, G. (PI);
Etchemendy, J. (PI);
Follesdal, D. (PI);
Friedman, M. (PI);
Hills, D. (PI);
Hussain, N. (PI);
Icard, T. (PI);
Jackson, G. (PI);
Lawlor, K. (PI);
Longino, H. (PI);
Peacocke, A. (PI);
Perry, J. (PI);
Ryckman, T. (PI);
Salkin, W. (PI);
Satz, D. (PI);
Skyrms, B. (PI);
Taylor, K. (PI);
Warren, J. (PI);
Wasow, T. (PI);
Wenar, L. (PI);
Wood, A. (PI);
Wood, R. (PI);
van Benthem, J. (PI)
PHIL 500:
Advanced Dissertation Seminar
Presentation of dissertation work in progress by seminar participants. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Anderson, R. (PI);
Barker-Plummer, D. (PI);
Bidadanure, J. (PI);
Bobonich, C. (PI);
Bratman, M. (PI);
Briggs, R. (PI);
Cao, R. (PI);
Code, A. (PI);
Crimmins, M. (PI);
Dannenberg, J. (PI);
De Pierris, G. (PI);
Etchemendy, J. (PI);
Friedman, M. (PI);
Hills, D. (PI);
Hussain, N. (PI);
Icard, T. (PI);
Lawlor, K. (PI);
Longino, H. (PI);
Perry, J. (PI);
Reich, R. (PI);
Ryckman, T. (PI);
Salkin, W. (PI);
Satz, D. (PI);
Skyrms, B. (PI);
Taylor, K. (PI);
Warren, J. (PI);
Wasow, T. (PI);
Wenar, L. (PI);
Wood, A. (PI);
Wood, R. (PI);
van Benthem, J. (PI)
PHIL 802:
TGR Dissertation
(Staff)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Anderson, R. (PI);
Barker-Plummer, D. (PI);
Bidadanure, J. (PI);
Bobonich, C. (PI);
Bratman, M. (PI);
Briggs, R. (PI);
Cao, R. (PI);
Code, A. (PI);
Crimmins, M. (PI);
Dannenberg, J. (PI);
De Pierris, G. (PI);
Etchemendy, J. (PI);
Feferman, S. (PI);
Follesdal, D. (PI);
Friedman, M. (PI);
Hills, D. (PI);
Hussain, N. (PI);
Icard, T. (PI);
Lawlor, K. (PI);
Longino, H. (PI);
Peacocke, A. (PI);
Perry, J. (PI);
Ryckman, T. (PI);
Salkin, W. (PI);
Satz, D. (PI);
Skyrms, B. (PI);
Taylor, K. (PI);
Warren, J. (PI);
Wasow, T. (PI);
Wenar, L. (PI);
Wood, A. (PI);
Wood, R. (PI);
van Benthem, J. (PI)
PHOTON 172:
X-Ray Diffraction Laboratory (MATSCI 162, MATSCI 172)
Experimental x-ray diffraction techniques for microstructural analysis of materials, emphasizing powder and single-crystal techniques. Diffraction from epitaxial and polycrystalline thin films, multilayers, and amorphorous materials using medium and high resolution configurations. Determination of phase purity, crystallinity, relaxation, stress, and texture in the materials. Advanced experimental x-ray diffraction techniques: reciprocal lattice mapping, reflectivity, and grazing incidence diffraction. Enrollment limited to 20. Undergraduates register for 162 for 4 units; graduates register for 172 for 3 units. Prerequisites: MATSCI 143 or equivalent course in materials characterization.
Terms: Win
| Units: 3-4
PHOTON 201:
Electrons and Photons (APPPHYS 201)
Applied Physics Core course appropriate for graduate students and advanced undergraduate students with prior knowledge of elementary quantum mechanics, electricity and magnetism, and special relativity. Interaction of electrons with intense electromagnetic fields from microwaves to x- ray, including electron accelerators, x-ray lasers and synchrotron light sources, attosecond laser-atom interactions, and x-ray matter interactions. Mechanisms of radiation, free-electron lasing, and advanced techniques for generating ultrashort brilliant pulses. Characterization of electronic properties of advanced materials, prospects for single-molecule structure determination using x-ray lasers, and imaging attosecond molecular dynamics.
Terms: Win
| Units: 4
PHOTON 205:
Waves and Diffraction in Solids (MATSCI 195, MATSCI 205)
The elementary principals of x-ray, vibrational, and electron waves in solids. Basic wave behavior including Fourier analysis, interference, diffraction, and polarization. Examples of wave systems, including electromagnetic waves from Maxwell's equations. Diffracted intensity in reciprocal space and experimental techniques such as electron and x-ray diffraction. Lattice vibrations in solids, including vibrational modes, dispersion relationship, density of states, and thermal properties. Free electron model. Basic quantum mechanics and statistical mechanics including Fermi-Dirac and Bose-Einstein statistics. Prerequisite: MATSCI 193/203 or consent of instructor. Undergraduates register for 195 for 4 units; graduates register for 205 for 3 units.
Terms: Spr
| Units: 3-4
PHOTON 222:
Principles of X-ray Scattering (APPPHYS 222)
Provides a fundamental understanding of x-ray scattering and diffraction. Combines pedagogy with modern experimental methods for obtaining atomic-scale structural information on synchrotron and free-electon laser-based facilities. Topics include Fourier transforms, reciprocal space; scattering in the first Born approximation, comparison of x-ray, neutron and electron interactions with matter, kinematic theory of diffraction; dynamical theory of diffraction from perfect crystals, crystal optics, diffuse scattering from imperfect crystals, inelastic x-ray scattering in time and space, x-ray photon correlation spectroscopy. Laboratory experiments at the Stanford Synchrotron Radiation Lightsource.
Terms: Spr
| Units: 4
PHOTON 283:
Ultrafast Quantum Physics (APPPHYS 283)
Intended for first-year graduate students who are interested in understanding the basic concepts of ultrafast quantum science to prepare for research in AMO physics, condensed matter physics, physical chemistry or quantum information science.nThe topics in this course are distinct from and complementary to AP 201 (Laser and X-ray Sources and Science) and AP 203 (AMO Physics and Quantum Optics). nTopics for this course: n- Atomic structure probed in the time domain: Wave packets and quantum entanglement.n- Molecular structure probed in the time domain: Building up and then breaking down the Born-Oppenheimer picture.n- Extended quantum systems probed in the time domain: Band structure, phonons, and ultrafast disturbancesn- Laser-matter interactions: From multi-photon absorption to tunnel-ionization. n- X-ray-matter interactions: Excitation, ionization, and linear and nonlinear scattering.n- Attosecond science: Impulsive excitation, Auger-Meitner decay, charge migration within molecules.n- Extreme time-domain quantum physics: high-field environments, and matter tunneling from the quantum vacuum.
Terms: Spr
| Units: 4
PHOTON 325:
Synchrotron Radiation and Free Electron Lasers: Principles and Applications. (APPPHYS 325)
Synchrotron radiation sources for scientific exploration, and x-ray FELs for studies of ultrafast processes at the atomic scale. Fundamental concepts in electron and photon beams, bending magnet and undulator radiation, one-dimensional and three-dimensional FEL theory and simulations, self-amplified spontaneous emission, seeding and other improvement schemes, x-ray methodology, techniques and instrumentation for the study of ultrafast phenomena. Includes selected laboratory tours of the Linac Coherent Light Source and/or Stanford Synchrotron Radiation Lightsource at SLAC. Prerequisite: graduate-level electrodynamics, or consent of instructor.
Terms: Win
| Units: 3
PHOTON 326:
X-Ray Science and Techniques (MATSCI 326)
This course provides an introduction to how x-rays interact with matter and how x-ray techniques can be used for developing new understanding of the properties of materials. Course topics include diffraction from ordered and disordered materials, x-ray absorption/emission spectroscopy, photoemission, and coherent scattering. Sources including synchrotrons and x-ray lasers and an introduction to time-resolved techniques. This course includes a parallel laboratory effort in which students will have an opportunity to carry out experiments at the Stanford Synchrotron Radiation Lightsource at the SLAC National Accelerator Laboratory.
Terms: Aut
| Units: 3
PHOTON 329:
The Electronic Structure of Surfaces and Interfaces (EE 329)
Physical concepts and phenomena for surface science techniques probing the electronic and chemical structure of surfaces, interfaces and nanomaterials. Microscopic and atomic models of microstructures; applications including semiconductor device technology, catalysis and energy. Physical processes of UV and X-ray photoemission spectroscopy, Auger electron spectroscopy, surface EXAFS, low energy electron diffraction, electron/photon stimulated ion desorption, scanning tunneling spectroscopy, ion scattering, energy loss spectroscopy and related imaging methods; and experimental aspects of these surface science techniques. Prerequisites: PHYSICS 70 and MATSCI 199/209, or consent of instructor.
Terms: Aut
| Units: 3
PHOTON 345:
Fundamentals and Applications of Spectroscopy (CHEMENG 345)
Theoretical basis and experimental aspects of atomic and molecular spectroscopy, including spectroscopic transitions, transition probabilities, and selection rules. Applications of rotational, vibrational, and electronic spectroscopies emphasize the use of spectroscopy in modern research. Specific topics include but are not limited to microwave spectroscopy, infrared spectroscopy and Raman scattering, and photoelectron and fluorescence spectroscopies. Prerequisites: CME 104 or an equivalent intro to partial differential equations; CHEMENG 110A or CHEM 171 or an equivalent intro to physical chemistry.
Terms: Spr
| Units: 3
PHOTON 384:
Advanced Topics in AMO Physics (APPPHYS 384)
This course will develop the subject of Strong-Field QED. Topics to be covered include: The structure of the quantum vacuum;relativistic laser-vacuum interactions;linear and non-linear Compton and Breit-Wheeler pair-production processes;vacuum polarization and vacuum tunneling; the radiation reaction problem in strong fields;applications in astrophysics and cosmology. The course will also cover experimental methods, including petawatt lasers with focused intensities sufficient to destabilize the vacuum. Prerequisites: familiarity with quantum mechanics, electrodynamics, and special relativity.
Terms: Win
| Units: 3
| Repeatable
2 times
(up to 3 units total)
PHYSICS 14N:
Quantum Information: Visions and Emerging Technologies
What sets quantum information apart from its classical counterpart is that it can be encoded non-locally, woven into correlations among multiple qubits in a phenomenon known as entanglement. We will discuss paradigms for harnessing entanglement to solve hitherto intractable computational problems or to push the precision of sensors to their fundamental quantum mechanical limits. We will also examine challenges that physicists and engineers are tackling in the laboratory today to enable the quantum technologies of the future.
Terms: Spr
| Units: 3
| UG Reqs: WAY-FR, WAY-SMA
PHYSICS 15:
Stars and Planets in a Habitable Universe
How do stars form from the gas in galaxies? How do stars and galaxies evolve, and how can these processes give rise to planets and the conditions suitable for life? How do we, from our little corner of the cosmos, collect and decipher information about the Universe? This course covers the solar system and celestial motions, the life cycle of stars, the structure of our Milky Way galaxy, and the discovery of exoplanets: planets orbiting stars beyond our Sun. Intended to be accessible to non-science majors, the material is explored quantitatively with problem sets using basic algebra and numerical estimates. Sky observing and observatory field trips supplement the coursework.
Terms: Spr, Sum
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
PHYSICS 16:
The Origin and Development of the Cosmos
How did the present Universe come to be? The last few decades have seen remarkable progress in understanding this age-old question. Course will cover the history of the Universe from its earliest moments to the present day, and the physical laws that govern its evolution. The early Universe including inflation and the creation of matter and the elements. Recent discoveries in our understanding of the makeup of the cosmos, including dark matter and dark energy. Evolution of galaxies, clusters, and quasars, and the Universe as a whole. Implications of dark matter and dark energy for the future evolution of the cosmos. Intended to be accessible to non-science majors, material is explored quantitatively with problem sets using basic algebra and numerical estimates.
Terms: Win, Sum
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
PHYSICS 21:
Mechanics, Fluids, and Heat
How are the motions of objects and the behavior of fluids and gases determined by the laws of physics? Students learn to describe the motion of objects (kinematics) and understand why objects move as they do (dynamics). Emphasis on how Newton's three laws of motion are applied to solids, liquids, and gases to describe diverse phenomena. Understanding many-particle systems requires connecting macroscopic properties (e.g., temperature and pressure) to microscopic dynamics (collisions of particles). Laws of thermodynamics provide understanding of real-world phenomena such as energy conversion. Everyday examples are analyzed using tools of algebra and trigonometry. Problem-solving skills are developed, including verifying that derived results satisfy criteria for correctness, such as dimensional consistency and expected behavior in limiting cases. Physical understanding fostered by peer interaction and interactive group problem solving. Prerequisite: high school algebra and trigonometry; calculus not required. Autumn 2021-22: Class will be taught online synchronously in active learning format with much of the learning in smaller breakout rooms. This class will not be recorded. Please enroll in a section that you can attend regularly.
Terms: Aut
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-SMA
PHYSICS 22:
Mechanics, Fluids, and Heat Laboratory
Guided hands-on exploration of concepts in classical mechanics, fluids, and thermodynamics with an emphasis on student predictions, observations and explanations. Pre- or corequisite: PHYSICS 21.
Terms: Aut
| Units: 1
PHYSICS 23:
Electricity, Magnetism, and Optics
How are electric and magnetic fields generated by static and moving charges, and what are their applications? How is light related to electromagnetic waves? Students learn to represent and analyze electric and magnetic fields to understand electric circuits, motors, and generators. The wave nature of light is used to explain interference, diffraction, and polarization phenomena. Geometric optics is employed to understand how lenses and mirrors form images. These descriptions are combined to understand the workings and limitations of optical systems such as the eye, corrective vision, cameras, telescopes, and microscopes. Discussions based on the language of algebra and trigonometry. Physical understanding fostered by peer interaction and demonstrations in lecture, and interactive group problem solving in discussion sections. Prerequisite: PHYSICS 21 or PHYSICS 21S.
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-SMA
PHYSICS 24:
Electricity, Magnetism, and Optics Laboratory
Guided hands-on exploration of concepts in electricity and magnetism, circuits and optics with an emphasis on student predictions, observations and explanations. Introduction to multimeters and oscilloscopes. Pre- or corequisite: PHYS 23.
Terms: Win
| Units: 1
PHYSICS 25:
Modern Physics
How do the discoveries since the dawn of the 20th century impact our understanding of 21st-century physics? This course introduces the foundations of modern physics: Einstein's theory of special relativity and quantum mechanics. Combining the language of physics with tools from algebra and trigonometry, students gain insights into how the universe works on both the smallest and largest scales. Topics may include atomic, molecular, and laser physics; semiconductors; elementary particles and the fundamental forces; nuclear physics (fission, fusion, and radioactivity); astrophysics and cosmology (the contents and evolution of the universe). Emphasis on applications of modern physics in everyday life, progress made in our understanding of the universe, and open questions that are the subject of active research. Physical understanding fostered by peer interaction and demonstrations in lecture, and interactive group problem solving in discussion sections. Prerequisite: PHYSICS 23 or PHYSICS 23S.
Terms: Spr
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-SMA
PHYSICS 26:
Modern Physics Laboratory
Guided hands-on and simulation-based exploration of concepts in modern physics, including special relativity, quantum mechanics and nuclear physics with an emphasis on student predictions, observations and explanations. Pre- or corequisite: PHYSICS 25.
Terms: Spr
| Units: 1
PHYSICS 40:
Vector and Mathematical Analysis for Mechanics
Physics 40 teaches fundamental math and physics concepts that are important for success in Physics 41+ and engineering statics/dynamics. This class has a strong emphasis on physics problem solving schema and vector and mathematical analysis for geometry, forces, and motion. Students master both geometric and algebraic representations of vectors, resolving vectors into components, vector addition/subtraction, dot-products, cross-products, and derivatives. Through systematic practice, students translate between various representations, e.g. sketches, descriptions of a physical system, equations, graphs, and real systems (from various physics and engineering disciplines). Vector equations are used to generate scalar equations, which are then solved using analytical or easy-to-use online tools. Physics 40 is an on-ramp to Physics 41 for students with little high school physics. The minimum corequisite is Math 20 (or equivalent). A permission number is required to enroll. Contact mitiguy@stanford.edu.
Terms: Aut
| Units: 2
PHYSICS 41:
Mechanics
How are motions of objects in the physical world determined by laws of physics? Students learn to describe the motion of objects (kinematics) and then understand why motions have the form they do (dynamics). Emphasis on how the important physical principles in mechanics, such as conservation of momentum and energy for translational and rotational motion, follow from just three laws of nature: Newton's laws of motion. Distinction made between fundamental laws of nature and empirical rules that are useful approximations for more complex physics. Problems drawn from examples of mechanics in everyday life. Skills developed in verifying that derived results satisfy criteria for correctness, such as dimensional consistency and expected behavior in limiting cases. Discussions based on language of mathematics, particularly vector representations and operations, and calculus. Physical understanding fostered by peer interaction and demonstrations in lecture, and discussion sections based on interactive group problem solving. Autumn 2021-22: Class will be taught remote synchronously in active learning format with much of the learning in smaller breakout rooms. The class will not be recorded. Please enroll in a section that you can attend regularly. In order to register for this class students who have never taken an introductory Physics course at Stanford must complete the Physics Placement Diagnostic at https://physics.stanford.edu/academics/undergraduate-students/placement-diagnostic. Students who complete the Physics Placement Diagnostic by 3 PM (Pacific) on Friday will have their hold lifted over the weekend. Minimum prerequisites: High school physics and MATH 19 (or equivalent high school calculus if sufficiently rigorous). Minimum co-requisite: MATH 20 or equivalent (if possible, taking Math 20 as a prerequisite and Math 21 as a co-requisite is recommended). Since high school math classes vary widely, it is recommended that you take at least one math class at Stanford before or concurrently with Physics 41. In addition, it is recommended that you take Math 51 or CME 100 before taking the next course in the Physics 40 series, Physics 43.
Terms: Aut, Win
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-SMA
Instructors: ;
Graham, P. (PI);
Nanni, E. (PI);
Tompkins, L. (PI);
Ames, D. (TA);
Cyncynates, D. (TA);
Dinc, F. (TA);
Dyson, T. (TA);
Gaiser, S. (TA);
Galanis, M. (GP);
Graham, P. (GP);
Hardy, C. (TA);
Jiang, J. (TA);
Kalia, S. (TA);
Kuenstner, S. (TA);
Mero, C. (TA);
Nanavati, C. (GP);
Peets, E. (TA);
Simon, O. (TA);
Taitz, C. (TA);
Trbalic, B. (TA);
Valenzuela Lombera, I. (TA);
Zamora, A. (TA)
PHYSICS 42:
Classical Mechanics Laboratory
Hands-on exploration of concepts in classical mechanics: Newton's laws, conservation laws, rotational motion. Introduction to laboratory techniques, experimental equipment and data analysis. Pre- or corequisite: PHYSICS 41.
Terms: Aut, Win
| Units: 1
PHYSICS 43:
Electricity and Magnetism
What is electricity? What is magnetism? How are they related? How do these phenomena manifest themselves in the physical world? The theory of electricity and magnetism, as codified by Maxwell's equations, underlies much of the observable universe. Students develop both conceptual and quantitative knowledge of this theory. Topics include: electrostatics; magnetostatics; simple AC and DC circuits involving capacitors, inductors, and resistors; integral form of Maxwell's equations; electromagnetic waves. Principles illustrated in the context of modern technologies. Broader scientific questions addressed include: How do physical theories evolve? What is the interplay between basic physical theories and associated technologies? Discussions based on the language of mathematics, particularly differential and integral calculus, and vectors. Physical understanding fostered by peer interaction and demonstrations in lecture, and discussion sections based on interactive group problem solving. Prerequisite: PHYSICS 41 or equivalent. MATH 21 or MATH 51 or CME 100 or equivalent. Recommended corequisite: MATH 52 or CME 102.
Terms: Win, Spr
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-SMA
PHYSICS 44:
Electricity and Magnetism Lab
Hands-on exploration of concepts in electricity, magnetism, and circuits. Introduction to multimeters, function generators, oscilloscopes, and graphing techniques. Pre- or corequisite: PHYSICS 43.
Terms: Win, Spr
| Units: 1
PHYSICS 45:
Light and Heat
What is temperature? How do the elementary processes of mechanics, which are intrinsically reversible, result in phenomena that are clearly irreversible when applied to a very large number of particles, the ultimate example being life? In thermodynamics, students discover that the approach of classical mechanics is not sufficient to deal with the extremely large number of particles present in a macroscopic amount of gas. The paradigm of thermodynamics leads to a deeper understanding of real-world phenomena such as energy conversion and the performance limits of thermal engines. In optics, students see how a geometrical approach allows the design of optical systems based on reflection and refraction, while the wave nature of light leads to interference phenomena. The two approaches come together in understanding the diffraction limit of microscopes and telescopes. Discussions based on the language of mathematics, particularly calculus. Physical understanding fostered by peer interaction and demonstrations in lecture, and discussion sections based on interactive group problem solving. In order to register for this class students must EITHER have already taken an introductory Physics class (20, 40, or 60 sequence) or have taken the Physics Placement Diagnostic at https://physics.stanford.edu/academics/undergraduate-students/placement-diagnostic. Prerequisite: PHYSICS 41 or equivalent. MATH 21 or MATH 51 or CME 100 or equivalent.
Terms: Aut
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-SMA
PHYSICS 46:
Light and Heat Laboratory
Hands-on exploration of concepts in geometrical optics, wave optics and thermodynamics. Pre- or corequisite: PHYSICS 45.
Terms: Aut
| Units: 1
PHYSICS 59:
Frontiers of Physics Research
Recommended for prospective Physics or Engineering Physics majors or anyone with an interest in learning about the big questions and unknowns that physicists tackle in their research at Stanford. Weekly faculty presentations, in some cases followed by tours of experimental laboratories where the research is conducted.
Terms: Aut
| Units: 1
PHYSICS 61:
Mechanics and Special Relativity
(First in a three-part advanced freshman physics series: PHYSICS 61, PHYSICS 63, PHYSICS 65.) This course covers Einstein's special theory of relativity and Newtonian mechanics at a level appropriate for students with a strong high school mathematics and physics background, who are contemplating a major in Physics or Engineering Physics, or are interested in a rigorous treatment of physics. Postulates of special relativity, simultaneity, time dilation, length contraction, the Lorentz transformation, causality, and relativistic mechanics. Central forces, contact forces, linear restoring forces. Momentum transport, work, energy, collisions. Angular momentum, torque, moment of inertia in three dimensions. Damped and forced harmonic oscillators. Uses the language of vectors and multivariable calculus. In order to register for this class students must EITHER have already taken an introductory Physics class (20, 40, or 60 sequence) or have taken the Physics Placement Diagnostic at https://physics.stanford.edu/academics/undergraduate-students/placement-diagnostic. Recommended prerequisites: Mastery of mechanics at the level of AP Physics C and AP Calculus BC or equivalent. Corequisite: MATH 51 or MATH 61CM or MATH 61DM.
Terms: Aut
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-FR, WAY-SMA
PHYSICS 62:
Mechanics Laboratory
Introduction to laboratory techniques, experiment design, data collection and analysis simulations, and correlating observations with theory. Labs emphasize discovery with open-ended questions and hands-on exploration of concepts developed in PHYSICS 61 including Newton's laws, conservation laws, rotational motion. Pre-or corequisite PHYSICS 61nnIn this unusual pandemic year we have planned remote lab activity for you. These labs are a mix of online labs as well as hands-on exercises you can do at home, in a dorm or wherever you may be. The class will be structured with an online Zoom section, where you and others in your section will meet with a TA and go over your results, and do some group exercises. You can do the online materials with a virtual lab partner, we encourage you to get the benefit of someone to collaborate on your analysis and observations.nnWe will be sending every enrolled student a kit of hands-on lab materials, you will get more details the first week of class.
Terms: Aut
| Units: 1
PHYSICS 63:
Electricity, Magnetism, and Waves
(Second in a three-part advanced freshman physics series: PHYSICS 61, PHYSICS 63, PHYSICS 65.) This course covers the foundations of electricity and magnetism for students with a strong high school mathematics and physics background, who are contemplating a major in Physics or Engineering Physics, or are interested in a rigorous treatment of physics. Electricity, magnetism, and waves with some description of optics. Electrostatics and Gauss' law. Electric potential, electric field, conductors, image charges. Electric currents, DC circuits. Moving charges, magnetic field, Ampere's law. Solenoids, transformers, induction, AC circuits, resonance. Relativistic point of view for moving charges. Displacement current, Maxwell's equations. Electromagnetic waves, dielectrics. Diffraction, interference, refraction, reflection, polarization. Prerequisite: PHYSICS 61 and MATH 51 or MATH 61CM. Pre- or corequisite: MATH 52 or MATH 62CM.
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-FR, WAY-SMA
PHYSICS 64:
Electricity, Magnetism and Waves Laboratory
Introduction to multimeters, breadboards, function generators and oscilloscopes. Emphasis on student-developed design of experimental procedure and data analysis for topics covered in PHYSICS 63: electricity, magnetism, circuits, and optics. Pre- or corequisite: PHYSICS 63
Terms: Win
| Units: 1
PHYSICS 65:
Quantum and Thermal Physics
(Third in a three-part advanced freshman physics series: PHYSICS 61, PHYSICS 63, PHYSICS 65.) This course introduces the foundations of quantum and thermodynamics for students with a strong high school mathematics and physics background, who are contemplating a major in Physics or Engineering Physics, or are interested in a rigorous treatment of physics. Topics related to quantum mechanics include: atoms, electrons, nuclei. Experimental evidence for physics that is not explained by classical mechanics and E&M. Quantization of light, Planck's constant. Photoelectric effect, Compton and Bragg scattering. Bohr model, atomic spectra. Matter waves, wave packets, interference. Fourier analysis and transforms, Heisenberg uncertainty relationships. Particle-in-a-box, simple harmonic oscillator, barrier penetration, tunneling. Topics related to thermodynamics: limitations of classical mechanics in describing systems with a very large number of particles. Ideal gas, equipartition, heat capacity, definition of temperature, entropy. Brief introduction to kinetic theory and statistical mechanics. Maxwell speed distribution, ideal gas in a box. Laws of thermodynamics. Cycles, heat engines, free energy. Prerequisites: PHYSICS 61 & PHYSICS 63.
Terms: Spr
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-FR, WAY-SMA
PHYSICS 67:
Introduction to Laboratory Physics
Methods of experimental design, data collection and analysis, statistics, curve fitting and model validation used in experimental science. Study of common data analysis techniques drawn via example measurements from electronics, optics, heat, and modern physics. Lecture format only for AY2020/2021. Required for PHYSICS 60 series Physics and Engineering Physics majors; recommended for PHYSICS 40 series students who intend to major in Physics or Engineering Physics. Pre- or corequisite: PHYSICS 65 or PHYSICS 43.
Terms: Spr
| Units: 1
PHYSICS 70:
Foundations of Modern Physics
Required for Physics or Engineering Physics majors who completed the PHYSICS 40 series. Introduction to special relativity: reference frames, Michelson-Morley experiment. Postulates of relativity, simultaneity, time dilation. Length contraction, the Lorentz transformation, causality. Doppler effect. Relativistic mechanics and mass, energy, momentum relations. Introduction to quantum physics: atoms, electrons, nuclei. Quantization of light, Planck constant. Photoelectric effect, Compton and Bragg scattering. Bohr model, atomic spectra. Matter waves, wave packets, interference. Fourier analysis and transforms, Heisenberg uncertainty relationships. Schrödinger equation, eigenfunctions and eigenvalues. Particle-in-a-box, simple harmonic oscillator, barrier penetration, tunneling, WKB and approximate solutions. Time-dependent and multi-dimensional solution concepts. Coulomb potential and hydrogen atom structure. Prerequisites: PHYSICS 41, PHYSICS 43. Pre or corequisite: PHYSICS 45. Recommended: prior or concurrent registration in MATH 53.
Terms: Aut
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-SMA
PHYSICS 83N:
Physics in the 21st Century
Preference to freshmen. This course provides an in-depth examination of frontiers of physics research, including fundamental physics, cosmology, and physics of the future. Questions such as: What is the universe made of? What is the nature of space, time, and matter? What can we learn about the history of the universe and what does it tell us about its future? A large part of 20th century was defined by revolutions in physics - everyday applications of electromagnetism, relativity, and quantum mechanics. What other revolutions can physics bring to human civilization in the 21st century? What is quantum computing? What can physics say about consciousness? What does it take to visit other parts of the solar system, or even other stars? nWe will also learn to convey these complex topics in engaging and diverse terms to the general public through writing and reading assignments, oral presentations, and multimedia projects. No prior knowledge of physics is necessary; all voices are welcome to contribute to the discussion about these big ideas. Learning Goals: By the end of the quarter you will be able to explain the major questions that drive physics research to your friends and peers. You will understand how scientists study the impossibly small and impossibly large and be able to convey this knowledge in clear and concise terms.
Terms: Win
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
PHYSICS 100:
Introduction to Observational Astrophysics
Designed for undergraduate physics majors but open to all students with a calculus-based physics background and some laboratory and coding experience. Students make and analyze observations using the telescopes at the Stanford Student Observatory. Topics covered include navigating the night sky, the physics of stars and galaxies, telescope instrumentation and operation, imaging techniques, quantitative error analysis, and effective scientific communication. The course concludes with an independent project where student teams propose and execute an observational astronomy project of their choosing, using techniques learned in class to gather and analyze their data, and presenting their findings in the forms of professional-style oral presentations and research papers. Recommended corequisite: Physics 67. Enrollment by permission. Due to physical limitations at the observatory, this class has a firm enrollment cap. We may not be able to accommodate all requests to enroll. To request a permission number please complete form: https://docs.google.com/forms/d/e/1FAIpQLSdKvjvwpjho6Jm_Wtw4IJ4NWLVaUpOsMzsTllFROLICv8wHkA/viewform .
Terms: Spr
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-AQR, WAY-SMA
PHYSICS 104:
Electronics and Introduction to Experimental Methods
Introductory laboratory electronics, intended for Physics and Engineering Physics majors but open to all students with science or engineering interests in analog circuits, instrumentation and signal processing. The first part of the course is focused on hands-on exercises that build skills needed for measurements, including input/output impedance concepts, filters, amplifiers, sensors, and fundamentals of noise in physical systems. Lab exercises include DC circuits, RC and diode circuits, applications of operational amplifiers, optoelectronics, synchronous detection, and noise in measurements. The second portion of the class is an instrumentation design project, where essential instrumentation for a practical lab measurement is designed, constructed and applied for an experiment. Example measurements can include temperature measurement in a cryostat, resistivity measurement of a superconducting material, measurement of the 2-D position of an optical beam, development of a high impedance ion probe and clamp for neuroscience, or other projects of personal interest. The course focuses on practical techniques and insight from the lab exercises, with a goal to prepare undergraduates for laboratory research. No formal electronics experience is required beyond exposure to concepts from introductory Physics or Engineering courses (Ohm's law, charge conservation, physics of capacitors and inductors, etc.). Students who have previously taken Physics 105 should not enroll in this course due to significant overlap. Recommended prerequisite: Physics 43 and 44 or Physics 63 and 64, or Engineering 40A or 40M.
Terms: Aut
| Units: 4
| UG Reqs: WAY-AQR, WAY-SMA
PHYSICS 106:
Experimental Methods in Quantum Physics
Experimental physics lab course aimed at providing an understanding of and appreciation for experimental methods in physics, including the capabilities and limitations, both fundamental and technical. Students perform experiments that use optics, lasers, and electronics to measure fundamental constants of nature, perform measurements at the atomic level, and analyze results. Goals include developing an understanding of measurement precision and accuracy through concepts of spectral-analysis of coherent signals combined with noise. We explore the fundamental limits to measurement set by thermal noise at finite temperature, as well as optical shot-noise in photo-detection that sets the standard quantum limit in detecting light. Spectroscopy of light emitted from atoms reveals the quantum nature of atomic energy levels, and when combined with theoretical models provides information on atomic structure and fundamental constants of nature (e.g. the fine structure constant that characterizes the strength of all electro-magnetic interactions, and the ratio of the electron mass to the proton mass, me/mp. Experiments may include laser spectroscopy to determine the interatomic potential, effective spring constant, and binding energy of a diatomic molecule, or measure the speed of light. This course will provide hands-on experience with semiconductor diode lasers, basic optics, propagation and detection of optical beams, and related electronics and laboratory instrumentation. For lab notebooks the class uses an integrated online environment for data analysis, curve fitting, (system is based on Jupyter notebooks, Python, and document preparation). Prerequisites: PHYSICS 40 series and PHYSICS 70, or 60 series, PHYSICS 120, PHYSICS 130; some familiarity with basic electronics is helpful but not required. Very basic programming in Python is needed, but background with Matlab, Origin, or similar software should be sufficient to come up to speed for the data analysis.
Terms: Win
| Units: 4
| UG Reqs: WAY-AQR
PHYSICS 108:
Advanced Physics Laboratory: Project
Have you ever wanted to dream up a research question, then design, execute, and analyze an experiment to address it, together with a small group of your fellow students? This is an accelerated, guided experimental research experience, resembling real frontier research. Phenomena that have been studied include magnetization of ferromagnets, quantum hall effect in graphene, interference in superconducting circuits, loss in nanomechanical resonators, and superfluidity in helium. But most projects pursued (drawn from condensed matter and recently also particle physics) have never been done in the class before. Our equipment and apparatus for Physics 108 are very flexible, not standardized like in most other lab classes. We provide substantial resources to help your team. Often, with instructors' help, students obtain unique samples from Stanford research groups. Prerequisite: PHYSICS 105, or other experience in electronics. Suggested but less critical: Physics 130 (many phenomena you might study build on quantum mechanics) and Physics 107 (experience with data analysis and useful measurement tools: lock-in amplifier, spectrum analyzer.) We recommend taking this class in junior year if possible, as it can inform post-graduation decisions and can empower the professor to write a powerful letter of recommendation.
Terms: Spr
| Units: 5
| UG Reqs: WAY-AQR, WAY-SMA
PHYSICS 110:
Advanced Mechanics (PHYSICS 210)
Lagrangian and Hamiltonian mechanics. Principle of least action, Euler-Lagrange equations. Small oscillations and beyond. Symmetries, canonical transformations, Hamilton-Jacobi theory, action-angle variables. Introduction to classical field theory. Selected other topics, including nonlinear dynamical systems, attractors, chaotic motion. Undergraduates register for Physics 110 (4 units). Graduates register for Physics 210 (3 units). Prerequisites: MATH 131P or PHYSICS 111. Recommended prerequisite: PHYSICS 130.
Terms: Aut
| Units: 3-4
| UG Reqs: GER: DB-NatSci, WAY-FR, WAY-SMA
PHYSICS 111:
Partial Differential Equations of Mathematical Physics
This course is intended to introduce students to the basic techniques for solving partial differential equations that commonly occur in classical mechanics, electromagnetism, and quantum mechanics. Tools that will be developed include separation of variables, Fourier series and transforms, and Sturm-Liouville theory. Examples (including the heat equation, Laplace equation, and wave equation) will be drawn from different areas of physics. Through examples, students will gain a familiarity with some of the famous special functions arising in mathematical physics. Prerequisite: MATH 53 or 63. Completing PHYSICS 40 or 60 sequences helpful.
Terms: Aut
| Units: 4
PHYSICS 112:
Mathematical Methods for Physics
The course will focus on the theory of functions of a complex variable - with broad implications in many areas of physics. As time allows, we will also cover the basics of group theory and the theory of group representations, with focus on symmetry groups that arise in various physical settings. Prerequisites: MATH 53 or equivalent and Physics 111 or the equivalent.
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-FR
| Repeatable
3 times
(up to 12 units total)
PHYSICS 113:
Computational Physics
Numerical methods for solving problems in mechanics, astrophysics, electromagnetism, quantum mechanics, and statistical mechanics. Methods include numerical integration; solutions of ordinary and partial differential equations; solutions of the diffusion equation, Laplace's equation and Poisson's equation with various methods; statistical methods including Monte Carlo techniques; matrix methods and eigenvalue problems. Short introduction to Python, which is used for class examples and active learning notebooks; independent class projects make up more than half of the grade and may be programmed in any language such as C, Python or Matlab. No Prerequisites but some previous programming experience is advisable.
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-AQR, WAY-FR
PHYSICS 120:
Intermediate Electricity and Magnetism I
Vector analysis. Electrostatic fields, including boundary-value problems and multipole expansion. Dielectrics, static and variable magnetic fields, magnetic materials. Maxwell's equations. Prerequisites: PHYSICS 43 or PHYS 63; MATH 52 and MATH 53. Pre- or corequisite: PHYS 111, MATH 131P or MATH 173. Recommended corequisite: PHYS 112.
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-FR, WAY-SMA
PHYSICS 121:
Intermediate Electricity and Magnetism II
Conservation laws and electromagnetic waves, Poynting's theorem, tensor formulation, potentials and fields. Plane wave problems (free space, conductors and dielectric materials, boundaries). Dipole and quadruple radiation. Special relativity and transformation between electric and magnetic fields. Prerequisites: PHYS 120 and PHYS 111 or MATH 131P or MATH 173; Recommended: PHYS 112.
Terms: Spr
| Units: 4
PHYSICS 130:
Quantum Mechanics I
The origins of quantum mechanics and wave mechanics. Schrödinger equation and solutions for one-dimensional systems. Commutation relations. Generalized uncertainty principle. Time-energy uncertainty principle. Separation of variables and solutions for three-dimensional systems; application to hydrogen atom. Spherically symmetric potentials and angular momentum eigenstates. Spin angular momentum. Addition of angular momentum. Prerequisites: PHYSICS 65 or PHYSICS 70 and PHYSICS 111 or MATH 131P or MATH 173. MATH 173 can be taken concurrently. Pre- or corequisites: PHYSICS 120.
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-FR, WAY-SMA
PHYSICS 131:
Quantum Mechanics II
Identical particles; Fermi and Bose statistics. Time-independent perturbation theory. Fine structure, the Zeeman effect and hyperfine splitting in the hydrogen atom. Time-dependent perturbation theory. Variational principle and WKB approximation. Prerequisite: PHYSICS 120, PHYSICS 130, PHYSICS 111 or MATH 131P, or MATH 173. Pre- or corequisite: PHYSICS 121.
Terms: Spr
| Units: 4
PHYSICS 134:
Advanced Topics in Quantum Mechanics (PHYSICS 234)
Scattering theory, partial wave expansion, Born approximation. Additional topics may include nature of quantum measurement, EPR paradox, Bell's inequality, and topics in quantum information science; path integrals and applications; Berry's phase; structure of multi-electron atoms (Hartree-Fock); relativistic quantum mechanics (Dirac equation). Undergraduates register for PHYSICS 134 (4 units). Graduate students register for PHYSICS 234 (3 units). Prerequisite: PHYSICS 131. In 2023-24 Physics 134 will be given in the Winter quarter.
Terms: Aut
| Units: 3-4
PHYSICS 152:
Introduction to Particle Physics I (PHYSICS 252)
Elementary particles and the fundamental forces. Quarks and leptons. The mediators of the electromagnetic, weak and strong interactions. Interaction of particles with matter; particle acceleration, and detection techniques. Symmetries and conservation laws. Bound states. Decay rates. Cross sections. Feynman diagrams. Introduction to Feynman integrals. The Dirac equation. Feynman rules for quantum electrodynamics and for chromodynamics. Undergraduates register for PHYSICS 152. Graduate students register for PHYSICS 252. (Graduate students will be required to complete additional assignments in a format determined by the instructor.) Prerequisite: PHYSICS 130. Pre- or corequisite: PHYSICS 131.
Terms: Spr
| Units: 3
PHYSICS 155:
Accelerators and Beams: Tools of Discovery and Innovation
Particle accelerators range in scale from sub-mm structures created using lithography on a silicon chip to the 27-km Large Hadron Collider in Switzerland based on superconducting magnets. Some accelerators generate beams that are only nanometers in size while others are used to make the brightest x-ray beams in the world. Accelerators are used for medicine, security, and industry as well as discovery science. A recent study shows that nearly 30% of the Nobel Prizes in Physics had a direct contribution from accelerators. This course will cover the fundamentals of particle beam acceleration and control. Topics will include radio-frequency acceleration, alternate gradient focusing, and collective effects where electromagnetic fields from the particle beam act back on the beam or on adjacent beams. Some experimental studies of beam physics may be performed at the SLAC National Accelerator Laboratory. Prerequisites: Special relativity at the level of Physics 61 or 70, or equivalent. Physics 120 and 121, or EE 142 and 242; Physics 121/EE 142 can be taken concurrently with class.
Terms: Spr
| Units: 3
PHYSICS 160:
Introduction to Stellar and Galactic Astrophysics (PHYSICS 260)
Radiative processes. Observed characteristics of stars and the Milky Way galaxy. Physical processes in stars and matter under extreme conditions. Structure and evolution of stars from birth to death. White dwarfs, planetary nebulae, supernovae, neutron stars, pulsars, binary stars, x-ray stars, and black holes. Galactic structure, interstellar medium, molecular clouds, HI and HII regions, star formation, and element abundances. Undergraduates register for PHYSICS 160. Graduate students register for PHYSICS 260. Pre-requisite: Physics 120 or permission of instructor. Recommended: Some familiarity with plotting and basic numerical calculations.
Terms: Win
| Units: 3
PHYSICS 161:
Introduction to Cosmology and Extragalactic Astrophysics (PHYSICS 261)
What do we know about the physical origins, content, and evolution of the Universe -- and how do we know it? Students learn how cosmological distances and times, and the geometry and expansion of space, are described and measured. Composition of the Universe. Origin of matter and the elements. Observational evidence for dark matter and dark energy. Thermal history of the Universe, from inflation to the present. Emergence of large-scale structure from quantum perturbations in the early Universe. Astrophysical tools used to learn about the Universe. Big open questions in cosmology. Undergraduates register for Physics 161. Graduates register for Physics 261. (Graduate students will be required to complete additional assignments in a format determined by the instructor.) Prerequisite: PHYSICS 120 or equivalent.
Terms: Spr
| Units: 3
PHYSICS 166:
Statistical Methods in Experimental Physics (PHYSICS 266)
Statistical methods constitute a fundamental tool for the analysis and interpretation of experimental physics data. In this course, students will learn the foundations of statistical data analysis methods and how to apply them to the analysis of experimental data. Problem sets will include data-sets from real experiments and require the use of programming tools to extract physics results. Topics include probability and statistics, experimental uncertainties, parameter estimation, confidence limits, and hypothesis testing. Students will be required to complete a final project.
Terms: Win
| Units: 4
PHYSICS 170:
Thermodynamics, Kinetic Theory, and Statistical Mechanics I
Basic probability and statistics for random processes such as random walks. The derivation of laws of thermodynamics from basic postulates; the determination of the relationship between atomic substructure and macroscopic behavior of matter. Temperature; equations of state, heat, internal energy, equipartition; entropy, Gibbs paradox; equilibrium and reversibility; heat engines; applications to various properties of matter; absolute zero and low-temperature phenomena. Distribution functions, fluctuations, the partition function for classical and quantum systems, irreversible processes. Pre- or corequisite: PHYSICS 130.
Terms: Aut
| Units: 4
PHYSICS 171:
Thermodynamics, Kinetic Theory, and Statistical Mechanics II
Mean-field theory of phase transitions; critical exponents. Ferromagnetism, the Ising model. The renormalization group. Dynamics near equilibrium: Brownian motion, diffusion, Boltzmann equations. Other topics at discretion of instructor. Prerequisite: PHYSICS 170. Recommended pre- or corequisite: PHYSICS 130.
Terms: Win
| Units: 4
PHYSICS 172:
Solid State Physics (APPPHYS 272)
Introduction to the properties of solids. Crystal structures and bonding in materials. Momentum-space analysis and diffraction probes. Lattice dynamics, phonon theory and measurements, thermal properties. Electronic structure theory, classical and quantum; free, nearly-free, and tight-binding limits. Electron dynamics and basic transport properties; quantum oscillations. Properties and applications of semiconductors. Reduced-dimensional systems. Undergraduates should register for PHYSICS 172 and graduate students for APPPHYS 272. Prerequisites: PHYSICS 170 and PHYSICS 171, or equivalents.
Terms: Spr
| Units: 3
PHYSICS 182:
Quantum Gases (APPPHYS 282, PHYSICS 282)
Introduction to the physics of quantum gases and their use in quantum simulation and computation. Topics in modern atomic physics and quantum optics will be covered, including laser cooling and trapping, ultracold collisions, optical lattices, ion traps, cavity QED, quantum phase transitions in quantum gases and lattices, BEC and quantum degenerate Fermi gases, 1D and 2D quantum gases, dipolar gases, and quantum nonequilibrium dynamics and phase transitions. Prerequisites: undergraduate quantum and statistical mechanics courses. Applied Physics 203 strongly recommended but not required.
Terms: Win
| Units: 3
PHYSICS 190:
Independent Research and Study
Undergraduate research in experimental or theoretical physics under the supervision of a faculty member. The faculty member will prepare a list of goals and expectations at the start of the research. The student will prepare a written summary of research accomplished by the end. Prerequisites: superior work as an undergraduate Physics major and consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-9
| Repeatable
for credit
Instructors: ;
Abel, T. (PI);
Akerib, D. (PI);
Allen, S. (PI);
Alonso, J. (PI);
Baer, T. (PI);
Blandford, R. (PI);
Block, S. (PI);
Bucksbaum, P. (PI);
Burchat, P. (PI);
Burke, D. (PI);
Byer, R. (PI);
Cabrera, B. (PI);
Chang, H. (PI);
Clark, S. (PI);
Diehn, M. (PI);
Dimopoulos, S. (PI);
Doniach, S. (PI);
Drell, P. (PI);
Feldman, B. (PI);
Fisher, G. (PI);
Fisher, I. (PI);
Glenzer, S. (PI);
Goldhaber-Gordon, D. (PI);
Good, B. (PI);
Graham, P. (PI);
Gratta, G. (PI);
Hartnoll, S. (PI);
Hayden, P. (PI);
Hogan, J. (PI);
Hollberg, L. (PI);
Irwin, K. (PI);
Kachru, S. (PI);
Kahn, S. (PI);
Kapitulnik, A. (PI);
Kasevich, M. (PI);
Kuo, C. (PI);
Lev, B. (PI);
Lipa, J. (PI);
Macintosh, B. (PI);
Manoharan, H. (PI);
Maxim, P. (PI);
McGehee, M. (PI);
Moler, K. (PI);
Palanker, D. (PI);
Pande, V. (PI);
Perl, M. (PI);
Petrosian, V. (PI);
Raghu, S. (PI);
Raubenheimer, T. (PI);
Romani, R. (PI);
Roodman, A. (PI);
Safavi-Naeini, A. (PI);
Scherrer, P. (PI);
Schindler, R. (PI);
Schleier-Smith, M. (PI);
Schwartzman, A. (PI);
Senatore, L. (PI);
Shen, Z. (PI);
Su, D. (PI);
Susskind, L. (PI);
Suzuki, Y. (PI);
Tanaka, H. (PI);
Tantawi, S. (PI);
Tompkins, L. (PI);
Vasy, A. (PI);
Vernieri, C. (PI);
Vuckovic, J. (PI);
Wacker, J. (PI);
Wagoner, R. (PI);
Wakatsuki, S. (PI);
Wechsler, R. (PI);
Wieman, C. (PI)
PHYSICS 191:
Scientific Communication in Physics
Development and practice of effective scientific communication in physics, including scientific publications, research proposals, science writing for a general audience, and effective communication of data. The course will involve extensive writing, reviewing, and revision, including responding effectively to critiques. Satisfies the WIM requirement for Physics and Engineering Physics majors. Intended for juniors and seniors. Prerequisites: two years of college level physics (e.g., completion of Physics 121).
Terms: Win
| Units: 3
PHYSICS 205:
Senior Thesis Research
Long-term experimental or theoretical project and thesis in Physics under supervision of a faculty member. Planning of the thesis project is recommended to begin as early as middle of the junior year. Successful completion of a senior thesis requires a minimum of 3 units for a letter grade completed during the senior year, along with the other formal thesis and physics major requirements. Students doing research for credit prior to senior year should sign up for Physics 190. Prerequisites: superior work as an undergraduate Physics major and approval of the thesis application.
Terms: Aut, Win, Spr, Sum
| Units: 1-12
| Repeatable
for credit
Instructors: ;
Alonso, J. (PI);
Baer, T. (PI);
Beasley, M. (PI);
Blandford, R. (PI);
Bloom, E. (PI);
Bucksbaum, P. (PI);
Burchat, P. (PI);
Cabrera, B. (PI);
Cappelli, M. (PI);
Chu, S. (PI);
Church, S. (PI);
Clandinin, T. (PI);
Colby, E. (PI);
Dimopoulos, S. (PI);
Doniach, S. (PI);
Drell, P. (PI);
Everitt, C. (PI);
Feldman, B. (PI);
Fisher, I. (PI);
Goldhaber-Gordon, D. (PI);
Graham, P. (PI);
Gratta, G. (PI);
Hartnoll, S. (PI);
Hayden, P. (PI);
Hogan, J. (PI);
Hollberg, L. (PI);
Irwin, K. (PI);
Kachru, S. (PI);
Kasevich, M. (PI);
Kuo, C. (PI);
Laughlin, R. (PI);
Lev, B. (PI);
Mabuchi, H. (PI);
Macintosh, B. (PI);
Manoharan, H. (PI);
McGehee, M. (PI);
Moler, K. (PI);
Osheroff, D. (PI);
Ouellette, N. (PI);
Pande, V. (PI);
Partridge, R. (PI);
Perl, M. (PI);
Peskin, M. (PI);
Petrosian, V. (PI);
Qi, X. (PI);
Quake, S. (PI);
Raubenheimer, T. (PI);
Romani, R. (PI);
Roodman, A. (PI);
Safavi-Naeini, A. (PI);
Scherrer, P. (PI);
Schleier-Smith, M. (PI);
Schwartzman, A. (PI);
Shen, Z. (PI);
Silverstein, E. (PI);
Stanford, D. (PI);
Susskind, L. (PI);
Suzuki, Y. (PI);
Tompkins, L. (PI);
Wacker, J. (PI);
Wagoner, R. (PI);
Wechsler, R. (PI);
Wieman, C. (PI);
Yamamoto, Y. (PI)
PHYSICS 210:
Advanced Mechanics (PHYSICS 110)
Lagrangian and Hamiltonian mechanics. Principle of least action, Euler-Lagrange equations. Small oscillations and beyond. Symmetries, canonical transformations, Hamilton-Jacobi theory, action-angle variables. Introduction to classical field theory. Selected other topics, including nonlinear dynamical systems, attractors, chaotic motion. Undergraduates register for Physics 110 (4 units). Graduates register for Physics 210 (3 units). Prerequisites: MATH 131P or PHYSICS 111. Recommended prerequisite: PHYSICS 130.
Terms: Aut
| Units: 3-4
PHYSICS 212:
Statistical Mechanics
Principles, ensembles, statistical equilibrium. Thermodynamic functions, ideal and near-ideal gases. Fluctuations. Mean-field description of phase-transitions and associated critical exponents. One-dimensional Ising model and other exact solutions. Renormalization and scaling relations. Prerequisites: PHYSICS 131, 171, or equivalents.
Terms: Aut
| Units: 3
PHYSICS 216:
Back of the Envelope Physics
This course will cover order of magnitude or approximate, low-tech approaches to estimating physical effects in various systems. One goal is to promote a synthesis of understanding of basic physics (including quantum mechanics, electromagnetism, and physics of fluids) through solving various classic problems. Another goal will be to learn how to decide which terms in complicated equations can be omitted or simplified - and to obtain general features of the solution without solving them in their full complexity. We will be applying techniques such as scaling and dimensional analysis - with the overarching goal to develop physical intuition.
Terms: Win
| Units: 2
PHYSICS 220:
Classical Electrodynamics
Special relativity: The principles of relativity, Lorentz transformations, four vectors and tensors, relativistic mechanics and the principle of least action. Lagrangian formulation, charges in electromagnetic fields, gauge invariance, the electromagnetic field tensor, covariant equations of electrodynamics and mechanics, four-current and continuity equation. Noether's theorem and conservation laws, Poynting's theorem, stress-energy tensor. Constant electromagnetic fields: conductors and dielectrics, magnetic media, electric and magnetic forces, and energy. Electromagnetic waves: Plane and monochromatic waves, spectral resolution, polarization, electromagnetic properties of matter, dispersion relations, wave guides and cavities. Prerequisites: PHYSICS 121 and PHYSICS 210, or equivalent; MATH 106 or MATH 116, and MATH 132 or equivalent.
Terms: Win
| Units: 3
PHYSICS 223:
Stochastic and Nonlinear Dynamics (APPPHYS 223, BIO 223, BIOE 213)
Theoretical analysis of dynamical processes: dynamical systems, stochastic processes, and spatiotemporal dynamics. Motivations and applications from biology and physics. Emphasis is on methods including qualitative approaches, asymptotics, and multiple scale analysis. Prerequisites: ordinary and partial differential equations, complex analysis, and probability or statistical physics.
Terms: Aut
| Units: 3
PHYSICS 230:
Graduate Quantum Mechanics I
Fundamental concepts. Introduction to Hilbert spaces and Dirac's notation. Postulates applied to simple systems, including those with periodic structure. Symmetry operations and gauge transformation. The path integral formulation of quantum statistical mechanics. Problems related to measurement theory. The quantum theory of angular momenta and central potential problems. Prerequisite: PHYSICS 131 or equivalent.
Terms: Win
| Units: 3
PHYSICS 231:
Graduate Quantum Mechanics II
Basis for higher level courses on atomic solid state and particle physics. Problems related to measurement theory and introduction to quantum computing. Approximation methods for time-independent and time-dependent perturbations. Semiclassical and quantum theory of radiation, second quantization of radiation and matter fields. Systems of identical particles and many electron atoms and molecules. Prerequisite: PHYSICS 230.
Terms: Spr
| Units: 3
PHYSICS 234:
Advanced Topics in Quantum Mechanics (PHYSICS 134)
Scattering theory, partial wave expansion, Born approximation. Additional topics may include nature of quantum measurement, EPR paradox, Bell's inequality, and topics in quantum information science; path integrals and applications; Berry's phase; structure of multi-electron atoms (Hartree-Fock); relativistic quantum mechanics (Dirac equation). Undergraduates register for PHYSICS 134 (4 units). Graduate students register for PHYSICS 234 (3 units). Prerequisite: PHYSICS 131. In 2023-24 Physics 134 will be given in the Winter quarter.
Terms: Aut
| Units: 3-4
PHYSICS 240:
Introduction to the Physics of Energy
Energy as a consumable. Forms and interconvertability. World Joule budget. Equivalents in rivers, oil pipelines and nuclear weapons. Quantum mechanics of fire, batteries and fuel cells. Hydrocarbon and hydrogen synthesis. Fundamental limits to mechanical, electrical and magnetic strengths of materials. Flywheels, capacitors and high pressure tanks. Principles of AC and DC power transmission. Impossibility of pure electricity storage. Surge and peaking. Solar constant. Photovoltaic and thermal solar conversion. Physical limits on agriculture.
Terms: Aut
| Units: 3
PHYSICS 241:
Introduction to Nuclear Energy
Radioactivity. Elementary nuclear processes. Energetics of fission and fusion. Cross-sections and resonances. Fissionable and fertile isotopes. Neutron budgets. Light water, heavy water and graphite reactors. World nuclear energy production. World reserves of uranium and thorium. Plutonium, reprocessing and proliferation. Half lives of fission decay products and actinides made by neutron capture. Nuclear waste. Three Mile Island and Chernobyl. Molten sodium breeders. Generation-IV reactors. Inertial confinement and magnetic fusion. Laser compression. Fast neutron production and fission-fusion hybrids. Prerequisities: Strong undergraduate background in elementary chemistry and physics. PHYSICS 240 and PHYSICS 252 recommended but not required. Interested undergraduates encouraged to enroll, with permission of instructor.
Terms: Win
| Units: 3
PHYSICS 252:
Introduction to Particle Physics I (PHYSICS 152)
Elementary particles and the fundamental forces. Quarks and leptons. The mediators of the electromagnetic, weak and strong interactions. Interaction of particles with matter; particle acceleration, and detection techniques. Symmetries and conservation laws. Bound states. Decay rates. Cross sections. Feynman diagrams. Introduction to Feynman integrals. The Dirac equation. Feynman rules for quantum electrodynamics and for chromodynamics. Undergraduates register for PHYSICS 152. Graduate students register for PHYSICS 252. (Graduate students will be required to complete additional assignments in a format determined by the instructor.) Prerequisite: PHYSICS 130. Pre- or corequisite: PHYSICS 131.
Terms: Spr
| Units: 3
PHYSICS 260:
Introduction to Stellar and Galactic Astrophysics (PHYSICS 160)
Radiative processes. Observed characteristics of stars and the Milky Way galaxy. Physical processes in stars and matter under extreme conditions. Structure and evolution of stars from birth to death. White dwarfs, planetary nebulae, supernovae, neutron stars, pulsars, binary stars, x-ray stars, and black holes. Galactic structure, interstellar medium, molecular clouds, HI and HII regions, star formation, and element abundances. Undergraduates register for PHYSICS 160. Graduate students register for PHYSICS 260. Pre-requisite: Physics 120 or permission of instructor. Recommended: Some familiarity with plotting and basic numerical calculations.
Terms: Win
| Units: 3
PHYSICS 261:
Introduction to Cosmology and Extragalactic Astrophysics (PHYSICS 161)
What do we know about the physical origins, content, and evolution of the Universe -- and how do we know it? Students learn how cosmological distances and times, and the geometry and expansion of space, are described and measured. Composition of the Universe. Origin of matter and the elements. Observational evidence for dark matter and dark energy. Thermal history of the Universe, from inflation to the present. Emergence of large-scale structure from quantum perturbations in the early Universe. Astrophysical tools used to learn about the Universe. Big open questions in cosmology. Undergraduates register for Physics 161. Graduates register for Physics 261. (Graduate students will be required to complete additional assignments in a format determined by the instructor.) Prerequisite: PHYSICS 120 or equivalent.
Terms: Spr
| Units: 3
PHYSICS 262:
General Relativity
Einstein's General Theory of Relativity is a basis for modern ideas of fundamental physics, including string theory, as well as for studies of cosmology and astrophysics. The course begins with an overview of special relativity, and the description of gravity as arising from curved space. From Riemannian geometry and the geodesic equations, to curvature, the energy-momentum tensor, and the Einstein field equations. Applications of General Relativity: topics may include experimental tests of General Relativity and the weak-field limit, black holes (Schwarzschild, charged Reissner-Nordstrom, and rotating Kerr black holes), gravitational waves (including detection methods), and an introduction to cosmology (including cosmic microwave background radiation, dark energy, and experimental probes). Prerequisite: PHYSICS 121 or equivalent including special relativity.
Terms: Spr
| Units: 3
PHYSICS 266:
Statistical Methods in Experimental Physics (PHYSICS 166)
Statistical methods constitute a fundamental tool for the analysis and interpretation of experimental physics data. In this course, students will learn the foundations of statistical data analysis methods and how to apply them to the analysis of experimental data. Problem sets will include data-sets from real experiments and require the use of programming tools to extract physics results. Topics include probability and statistics, experimental uncertainties, parameter estimation, confidence limits, and hypothesis testing. Students will be required to complete a final project.
Terms: Win
| Units: 4
PHYSICS 282:
Quantum Gases (APPPHYS 282, PHYSICS 182)
Introduction to the physics of quantum gases and their use in quantum simulation and computation. Topics in modern atomic physics and quantum optics will be covered, including laser cooling and trapping, ultracold collisions, optical lattices, ion traps, cavity QED, quantum phase transitions in quantum gases and lattices, BEC and quantum degenerate Fermi gases, 1D and 2D quantum gases, dipolar gases, and quantum nonequilibrium dynamics and phase transitions. Prerequisites: undergraduate quantum and statistical mechanics courses. Applied Physics 203 strongly recommended but not required.
Terms: Win
| Units: 3
PHYSICS 290:
Research Activities at Stanford
Required of first-year Physics graduate students; suggested for junior or senior Physics majors for 1 unit. Review of research activities in the department and elsewhere at Stanford at a level suitable for entering graduate students.
Terms: Aut
| Units: 1
PHYSICS 291:
Curricular Practical Training
Curricular practical training for students participating in an internship with a physics-related focus. Meets the requirements for curricular practical training for students on F-1 visas. Prior to the internship, students submit a concise description of the proposed project and work activities. After the internship, students submit a summary of the work completed and skills learned, including a reflection on the professional growth gained as a result of the internship. This course may be repeated for credit. Students are responsible for arranging their own internship/employment and faculty sponsorship. Register under faculty sponsor's section number.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
9 times
(up to 27 units total)
Instructors: ;
Blandford, R. (PI);
Burchat, P. (PI);
Cabrera, B. (PI);
Dimopoulos, S. (PI);
Fan, S. (PI);
Feldman, B. (PI);
Glenzer, S. (PI);
Goldhaber-Gordon, D. (PI);
Harris, J. (PI);
Hayden, P. (PI);
Howe, R. (PI);
Huang, Z. (PI);
Huberman, B. (PI);
Kallosh, R. (PI);
Kivelson, S. (PI);
Manoharan, H. (PI);
Mao, W. (PI);
Qi, X. (PI);
Quake, S. (PI);
Raghu, S. (PI);
Shenker, S. (PI);
Susskind, L. (PI);
Wong, H. (PI)
PHYSICS 293:
Literature of Physics
Study of the literature of any special topic. Preparation, presentation of reports. If taken under the supervision of a faculty member outside the department, approval of the Physics chair required. Prerequisites: 25 units of college physics, consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
PHYSICS 294:
Teaching of Physics Seminar
Weekly seminar/discussions on interactive techniques for teaching physics. Practicum which includes class observations, grading and student teaching in current courses. Required of all Teaching Assistants prior to first teaching assignment. Mandatory attendance at weekly in-class sessions during first 5 weeks of the quarter; mandatory successful completion of all practicum activities. Students who do not hold a US Passport must complete the International Teaching/Course Assistant Screening Exam and be cleared to TA before taking the class. Details: https://language.stanford.edu/programs/efs/languages/english-foreign-students/international-teachingcourse-assistant-screening. Enrollment in PHYSICS 294 is by permission.To get a permission number please complete form: https://forms.gle/R3tk1hDX7VMUiN4G7 link. If you have not heard from us by the beginning of class, please come to the first class session.
Terms: Aut, Win
| Units: 1
PHYSICS 295:
Learning & Teaching of Science (CTL 280, EDUC 280, ENGR 295, MED 270)
This course will provide students with a basic knowledge of the relevant research in cognitive psychology and science education and the ability to apply that knowledge to enhance their ability to learn and teach science, particularly at the undergraduate level. Course will involve readings, discussion, and application of the ideas through creation of learning activities. It is suitable for advanced undergraduates and graduate students with some science background.
Terms: Spr
| Units: 3
PHYSICS 301:
Astrophysics Laboratory
Designed for physics graduate students but open to all graduate students with a calculus-based physics background and some laboratory and coding experience. Students make and analyze observations using the telescopes at the Stanford Student Observatory. Topics covered include navigating the night sky, the physics of stars and galaxies, telescope instrumentation and operation, imaging and spectroscopic techniques, quantitative error analysis, and effective scientific communication. The course concludes with an independent project where student teams propose and execute an observational astronomy project of their choosing, using techniques learned in class to gather and analyze their data, and presenting their findings in the forms of professional-style oral presentations and research papers. Enrollment by permission. To get a permission number please complete form: https://docs.google.com/forms/d/e/1FAIpQLSdKvjvwpjho6Jm_Wtw4IJ4NWLVaUpOsMzsTllFROLICv8wHkA/viewform nIf you have not heard from us by the beginning of class, please come to the first class session.
Terms: Spr
| Units: 3
PHYSICS 330:
Quantum Field Theory I
Lorentz Invariance. S-Matrix. Quantization of scalar and Dirac fields. Feynman diagrams. Quantum electrodynamics. Elementary electrodynamic processes: Compton scattering; e+e- annihilation. Loop diagrams. Prerequisites: PHYSICS 130, PHYSICS 131, or equivalents AND a basic knowledge of Group Theory.
Terms: Aut
| Units: 3
PHYSICS 331:
Quantum Field Theory II
Functional integral methods. Local gauge invariance and Yang-Mills fields. Asymptotic freedom. Spontaneous symmetry breaking and the Higgs mechanism. Unified models of weak and electromagnetic interactions. Prerequisite: PHYSICS 330.
Terms: Win
| Units: 3
PHYSICS 332:
Quantum Field Theory III
Theory of renormalization. The renormalization group and applications to the theory of phase transitions. Renormalization of Yang-Mills theories. Applications of the renormalization group of quantum chromodynamics. Perturbation theory anomalies. Applications to particle phenomenology. Prerequisite: PHYSICS 331.
Terms: Spr
| Units: 3
PHYSICS 361:
Cosmology and Extragalactic Astrophysics
Intended as a complement to Ph 362 and Ph 364.nGalaxies (including their nuclei), clusters, stars and backgrounds in the contemporary universe. Geometry, kinematics, dynamics, and physics of the universe at large. Evolution of the universe following the epoch of nucleosynthesis. Epochs of recombination, reionization and first galaxy formation. Fluid and kinetic description of the growth of structure with application to microwave background fluctuations and galaxy surveys. Gravitational lensing. The course will feature interleaved discussion of theory and observation. Undergraduate exposure to general relativity and cosmology at the level of Ph 262 and Ph 161 will be helpful but is not essential.
Terms: Win
| Units: 3
PHYSICS 367:
Special Topics in Astrophysics: Physics of The Interstellar Medium and Intergalactic Medium
This course will survey the physics of the diffuse universe, including the interstellar, circumgalactic, and intergalactic media. Topics will include star formation, phases of matter, dust, magnetic fields, magnetohydrodynamics, turbulence, and various interstellar phenomena, from both theoretical and observational perspectives. Emphasis will be placed on current outstanding problems in the field and modern techniques to address them. Course will involve reading current and classical literature. Recommended prerequisite: PHYSICS 260 or equivalent.
Terms: Spr
| Units: 3
PHYSICS 373:
Condensed Matter Theory II
Superfluidity and superconductivity. Quantum magnetism. Prerequisite: PHYSICS 372.
Terms: Aut
| Units: 3
PHYSICS 470:
Topics in Modern Condensed Matter Theory I: Many Body Quantum Dynamics
Many body quantum systems can display rich dynamical phenomena far from thermal equilibrium. Understanding the non-equilibrium dynamics of quantum matter represents an exciting research frontier at the interface of condensed matter and AMO physics, high energy theory and quantum information. This is particularly topical in light of experimental advances in building quantum simulators and intermediate-scale quantum computers, which naturally operate in far-from-equilibrium regimes. This course is intended to serve as an introduction to this active research area, assuming only a knowledge of quantum mechanics and statistical physics. Topics covered include: quantum thermalization, quantum chaos, many-body localization, quantum entanglement and its dynamics, Floquet theory and time crystals, quantum circuits, quantum simulation, and tensor network methods. Prerequisites: PHYSICS 113, PHYSICS 130, PHYSICS 131, PHYSICS 170, and PHYSICS 171.
Terms: Aut, Spr
| Units: 3
| Repeatable
for credit
PHYSICS 490:
Research
Open only to Physics graduate students, with consent of instructor. Work is in experimental or theoretical problems in research, as distinguished from independent study of a non-research character in 190 and 293.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Abel, T. (PI);
Akerib, D. (PI);
Allen, S. (PI);
Altman, R. (PI);
Baer, T. (PI);
Batzoglou, S. (PI);
Beasley, M. (PI);
Bejerano, G. (PI);
Bhattacharya, J. (PI);
Blandford, R. (PI);
Block, S. (PI);
Bloom, E. (PI);
Boahen, K. (PI);
Boneh, D. (PI);
Boxer, S. (PI);
Breidenbach, M. (PI);
Brodsky, S. (PI);
Bryant, Z. (PI);
Bucksbaum, P. (PI);
Burchat, P. (PI);
Burke, D. (PI);
Bustamante, C. (PI);
Byer, R. (PI);
Cabrera, B. (PI);
Chao, A. (PI);
Chatterjee, S. (PI);
Chichilnisky, E. (PI);
Chiu, W. (PI);
Chu, S. (PI);
Church, S. (PI);
Clark, S. (PI);
Dai, H. (PI);
Das, R. (PI);
Devereaux, T. (PI);
Digonnet, M. (PI);
Dimopoulos, S. (PI);
Dixon, L. (PI);
Doniach, S. (PI);
Drell, P. (PI);
Dror, R. (PI);
Druckmann, S. (PI);
Dunne, M. (PI);
Ermon, S. (PI);
Fan, S. (PI);
Fejer, M. (PI);
Feldman, B. (PI);
Fetter, A. (PI);
Fisher, G. (PI);
Fisher, I. (PI);
Fox, J. (PI);
Frank, M. (PI);
Friedland, A. (PI);
Funk, S. (PI);
Gaffney, K. (PI);
Ganguli, S. (PI);
Glenzer, S. (PI);
Glover, G. (PI);
Goldhaber-Gordon, D. (PI);
Good, B. (PI);
Gorinevsky, D. (PI);
Graham, P. (PI);
Gratta, G. (PI);
Graves, E. (PI);
Harbury, P. (PI);
Haroush, K. (PI);
Harris, J. (PI);
Hartnoll, S. (PI);
Hastings, J. (PI);
Hayden, P. (PI);
Heinz, T. (PI);
Hewett, J. (PI);
Himel, T. (PI);
Hogan, J. (PI);
Hollberg, L. (PI);
Holmes, S. (PI);
Huang, Z. (PI);
Huberman, B. (PI);
Hwang, H. (PI);
Inan, U. (PI);
Irwin, K. (PI);
Jaros, J. (PI);
Jones, B. (PI);
Kachru, S. (PI);
Kahn, S. (PI);
Kallosh, R. (PI);
Kamae, T. (PI);
Kapitulnik, A. (PI);
Kasevich, M. (PI);
Khemani, V. (PI);
Kivelson, S. (PI);
Kosovichev, A. (PI);
Kundaje, A. (PI);
Kuo, C. (PI);
Laughlin, R. (PI);
Leane, R. (PI);
Lee, Y. (PI);
Leith, D. (PI);
Lev, B. (PI);
Levin, C. (PI);
Levitt, M. (PI);
Linde, A. (PI);
Lipa, J. (PI);
Luth, V. (PI);
Mabuchi, H. (PI);
Macintosh, B. (PI);
Madejski, G. (PI);
Manoharan, H. (PI);
Mao, W. (PI);
Markland, T. (PI);
Melosh, N. (PI);
Michelson, P. (PI);
Moerner, W. (PI);
Moler, K. (PI);
Nelson, T. (PI);
Nishi, Y. (PI);
Osheroff, D. (PI);
Ozgur, A. (PI);
Palanker, D. (PI);
Pande, V. (PI);
Papanicolaou, G. (PI);
Partridge, R. (PI);
Pelc, N. (PI);
Perl, M. (PI);
Peskin, M. (PI);
Petrosian, V. (PI);
Pianetta, P. (PI);
Poon, A. (PI);
Prinz, F. (PI);
Qi, X. (PI);
Quake, S. (PI);
Raghu, S. (PI);
Raubenheimer, T. (PI);
Reed, E. (PI);
Reis, D. (PI);
Romani, R. (PI);
Roodman, A. (PI);
Rowson, P. (PI);
Rubinstein, A. (PI);
Ruth, R. (PI);
Safavi-Naeini, A. (PI);
Scherrer, P. (PI);
Schindler, R. (PI);
Schleier-Smith, M. (PI);
Schnitzer, M. (PI);
Schuster, P. (PI);
Schwartzman, A. (PI);
Senatore, L. (PI);
Shen, Z. (PI);
Shenker, S. (PI);
Shutt, T. (PI);
Sidford, A. (PI);
Silverstein, E. (PI);
Smith, T. (PI);
Spakowitz, A. (PI);
Spudich, J. (PI);
Stanford, D. (PI);
Stohr, J. (PI);
Su, D. (PI);
Susskind, L. (PI);
Suzuki, Y. (PI);
Tanaka, H. (PI);
Tantawi, S. (PI);
Thomas, S. (PI);
Tompkins, L. (PI);
Toro, N. (PI);
Vasy, A. (PI);
Vernieri, C. (PI);
Vuckovic, J. (PI);
Vuletic, V. (PI);
Wacker, J. (PI);
Wagoner, R. (PI);
Wechsler, R. (PI);
Wein, L. (PI);
Weis, W. (PI);
Wieman, C. (PI);
Wojcicki, S. (PI);
Wong, H. (PI);
Wootters, M. (PI);
Yamamoto, Y. (PI);
Yamins, D. (PI);
Zhang, S. (PI);
Frank, D. (GP)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
PHYSICS 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Abel, T. (PI);
Akerib, D. (PI);
Allen, S. (PI);
Baer, T. (PI);
Beasley, M. (PI);
Bhattacharya, J. (PI);
Blandford, R. (PI);
Block, S. (PI);
Bloom, E. (PI);
Boahen, K. (PI);
Breidenbach, M. (PI);
Brodsky, S. (PI);
Bucksbaum, P. (PI);
Burchat, P. (PI);
Burke, D. (PI);
Bustamante, C. (PI);
Byer, R. (PI);
Cabrera, B. (PI);
Chao, A. (PI);
Chichilnisky, E. (PI);
Chu, S. (PI);
Church, S. (PI);
Dai, H. (PI);
Devereaux, T. (PI);
Digonnet, M. (PI);
Dimopoulos, S. (PI);
Dixon, L. (PI);
Doniach, S. (PI);
Drell, P. (PI);
Druckmann, S. (PI);
Dunham, E. (PI);
Dunne, M. (PI);
Fan, S. (PI);
Feldman, B. (PI);
Fisher, I. (PI);
Funk, S. (PI);
Gaffney, K. (PI);
Ganguli, S. (PI);
Glenzer, S. (PI);
Glover, G. (PI);
Goldhaber-Gordon, D. (PI);
Gorinevsky, D. (PI);
Graham, P. (PI);
Gratta, G. (PI);
Graves, E. (PI);
Grill-Spector, K. (PI);
Harris, J. (PI);
Hartnoll, S. (PI);
Hastings, J. (PI);
Hayden, P. (PI);
Hewett, J. (PI);
Hogan, J. (PI);
Hollberg, L. (PI);
Huang, Z. (PI);
Hwang, H. (PI);
Inan, U. (PI);
Irwin, K. (PI);
Jaros, J. (PI);
Jones, B. (PI);
Kachru, S. (PI);
Kahn, S. (PI);
Kallosh, R. (PI);
Kamae, T. (PI);
Kapitulnik, A. (PI);
Kasevich, M. (PI);
Khemani, V. (PI);
Kivelson, S. (PI);
Kundaje, A. (PI);
Kuo, C. (PI);
Laughlin, R. (PI);
Leith, D. (PI);
Lev, B. (PI);
Levitt, M. (PI);
Linde, A. (PI);
Luth, V. (PI);
Mabuchi, H. (PI);
Macintosh, B. (PI);
Madejski, G. (PI);
Manoharan, H. (PI);
Mao, W. (PI);
Michelson, P. (PI);
Moerner, W. (PI);
Moler, K. (PI);
Osheroff, D. (PI);
Palanker, D. (PI);
Peskin, M. (PI);
Petrosian, V. (PI);
Pianetta, P. (PI);
Prinz, F. (PI);
Qi, X. (PI);
Quake, S. (PI);
Raghu, S. (PI);
Raubenheimer, T. (PI);
Reed, E. (PI);
Romani, R. (PI);
Roodman, A. (PI);
Ruth, R. (PI);
Safavi-Naeini, A. (PI);
Scherrer, P. (PI);
Schindler, R. (PI);
Schleier-Smith, M. (PI);
Schnitzer, M. (PI);
Schuster, P. (PI);
Schwartzman, A. (PI);
Senatore, L. (PI);
Shen, Z. (PI);
Shenker, S. (PI);
Shutt, T. (PI);
Silverstein, E. (PI);
Smith, T. (PI);
Spakowitz, A. (PI);
Spudich, J. (PI);
Stohr, J. (PI);
Su, D. (PI);
Susskind, L. (PI);
Suzuki, Y. (PI);
Tanaka, H. (PI);
Tompkins, L. (PI);
Vuckovic, J. (PI);
Vuletic, V. (PI);
Wacker, J. (PI);
Wechsler, R. (PI);
Wieman, C. (PI);
Wojcicki, S. (PI);
Wong, H. (PI);
Yamamoto, Y. (PI);
Yamins, D. (PI);
Zhang, S. (PI)
POLECON 231:
Strategy Beyond Markets
Business performance is determined not only by a firm¿s commercial strategy with respect to consumers and competitors, but also by its strategic interactions with nonmarket players like politicians, regulators and bureaucrats. The success of private investments is arguably more closely tied to firm strategy in this realm beyond markets in lower income countries, where the ¿rules of the game¿ that shape market competition are typically less formalized, more unpredictable, and subject to fewer institutional checks and balances. At the same time, some of the greatest opportunities for firms arise in environments where markets are weak or in the presence of market failures. The purpose of the course is to gain a better understanding of what goes on beyond the market and develop a set of tools to analyze it, drawing on cases from a variety of countries around the world, including the U.S., India, Argentina, Brazil and Zambia.
Terms: Win
| Units: 3
POLECON 239:
MSx: Strategy Beyond Markets
This course addresses managerial issues in the social, political and legal environments of business. Cases and readings emphasize strategies to improve the performance of companies in light of their multiple constituencies, both within the US and internationally. Most core courses focus on firms' interactions with customers, suppliers, and alliance partners in the form of mutually beneficial voluntary exchange transacted in markets. In contrast, this course considers the strategic interactions of firms with comparably important constituents, organizations, and institutions beyond markets. Issues considered include those involving activist and interest groups, the media, legislatures, regulatory and antitrust agencies, and other forms of political risk. In many of the class sessions, we will draw on theoretical and empirical research in political economy, a field that is particularly relevant for understanding relationships between firms and governments, because (unlike most of economics) political economy focuses on interactions that are neither voluntary nor transacted via money.
Terms: Aut
| Units: 3
POLECON 342:
Finding Spiritual Meaning at Work: Business Exemplars
This course explores the experience of respected business leaders who have been able to integrate their spiritual and business lives successfully. It also provides an explicit opportunity for students to discuss their own intentions to find deep meaning in and through their business careers. Difficulties, struggles and barriers will be examined as well. Readings will include both biographies of specific business people and background materials on the major religious and philosophical traditions represented. A number of the exemplars whose biographical information will be examined, like Jeff Weiner of LinkedIn, will be invited to class -- initially to listen to the class discussion, and then to provide feedback to students, expand on their own biographies and the background resources read in preparation for each class, and respond to questions and answers. This course will help students elucidate how their business careers fit into what ultimately matters most to them and how to build moral courage and long-term commitment to their ideals.
Terms: Aut
| Units: 3
POLECON 351:
Global Business, Religion, and National Culture
What does one need to know about Islam to do business effectively in an Arab country? How can understanding the Protestant ethic help Mexican managers deal with U.S. partners? How does Confucianism influence Chinese business ethics? What are the business advantages of knowing how different countries rate on the spectrum of individualist versus communitarian values? These are the kinds of issues discussed in this course, which seeks to help students who will be engaged in international business during their careers. It aims to examine the deeper levels of attitudes and beliefs, often unconscious, which lie beneath the way business is done in various countries. Information will be provided on major religious and philosophical traditions like Confucianism, Shinto, Buddhism, Hinduism, Islam, Judaism, and Christianity. Some cross-cultural frameworks will also be considered. Case studies and background readings are set in nations like China, Japan, India, the United Arab Emirates, Israel, Mexico and the United States. The class will be discussion-based, drawing on students' own life experiences as well as the cases and readings. The hope is to provide a competitive advantage, both theoretically and practically, to students through understanding certain unspoken rules of the game in global business.
Terms: Win
| Units: 3
POLECON 515:
Energy: Innovation, Policy & Business Strategy
The future of the energy industry is deeply intertwined with politics and the formation of policy. In this class we'll take a deeper dive into the market and beyond-market (policy) strategies in the energy industry. Our focus will be on new clean energy technologies as they attempt to break into the industry. Each session will address a business problem and analyze the interaction of market structure and the beyond-market environment. The business problem will either come from a written case or a guest speaker. Topics covered: 1) Mapping the regulated energy landscape: the politics and innovation of the renewable energy industry. 2) Working with State Regulators and Using the beyond-market to dislodge entrenched incumbents. 3) Beyond State Politics: The US & Australian Federal Government. 4) The Utilities from inside and outside. 5) Investing in a highly regulated industry. This course is led by Steve Callander, GSB professor of public and private management & political economy and Josh Richman, VP of global business development and policy at Bloom Energy.
Terms: Spr
| Units: 2
POLECON 531:
The Future of Cities: Entrepreneurship, Policy & Business Strategy
Cities are where billions of people live and they are the engine for innovation and economic growth. They are also going through enormous change and battling with fundamental problems, like housing, transportation, urban planning, the environment, safety, transparency and more. Innovation offers the promise of exciting solutions. But for that change to happen, it must serve the interests of the people who live in a city and overcome the challenges of politics and policymaking. The class will focus on this intersection. We will analyze cities as a distinct phenomenon, look at what is possible technologically, and explore how change can be made to happen. The class will consist of a combination of case studies, guest speakers, and class discussion. It will be led by Steve Callander, GSB Professor of Political Economy, and Sarah Hunter, the director of Global Public Policy at X, the google Moonshot Factory.
Terms: Spr
| Units: 2
POLECON 549:
The Business World: Moral and Spiritual Inquiry through Literature
This capstone course uses novels and plays as a basis for examining the moral and spiritual aspects of business leadership and of the environment in which business is done. On the one hand literature is used as the basis for examining the character of business people, while on the other hand literature provides illumination of the cultural contexts of values and beliefs within which commercial activities take place in a global economy. The course is organized around the interplay of religious traditions and national identities. Classes are taught in a Socratic, discussion-based style, creating as much of a seminar atmosphere as possible. A two-text method is used, encouraging students to examine their own personal stories with as much care as the stories presented in the literature. This course will be graded on the basis of class participation, weekly reflection papers (1 page), and a final paper. There will be no exam. Course previously offered as POLECON 349.
Terms: Spr
| Units: 2
POLECON 680:
Foundations of Political Economy
This course provides an introduction to political economy with an emphasis on formal models of collective choice, public institutions, and political competition. Topics considered include voting theory, social choice, institutional equilibria, agenda setting, interest group politics, bureaucratic behavior, and electoral competition. Also listed as Political Science 351A.
Terms: Aut
| Units: 3
POLECON 681:
Economic Analysis of Politics
This course extends the foundations developed in P680 by applying techniques of microeconomic analysis and game theory to the study of political behavior and institutions. The techniques include information economics, games of incomplete information, sequential bargaining theory, repeated games, and rational expectations. The applications considered include agenda formation in legislatures, government formation in parliamentary systems, the implications of legislative structure, elections and information aggregation, lobbying, electoral competition and interest groups, the control of bureaucracies, interest group competition, and collective choice rules.
Terms: Win
| Units: 4
POLECON 682:
Workshop on Institutional Theories and Empirical Tests in Political Economy
This course critically surveys empirical applications of formal models of collective-choice institutions. It is explicitly grounded in philosophy of science (e.g., Popperian positivism and Kuhn¿s notions of paradigms and normal science). Initial sessions address the meanings and roles of the concept of institutions in social-science research. Historically important works of political science and/or economics are then considered within a framework called Components of Institutional Analysis (or CIA), which provides a fully general way of evaluating research that is jointly empirical and formal theoretical. The course concludes with contemporary instances of such bridge-building. The over-arching objectives are to elevate the explicitness and salience of desirable properties of research and to illustrate the inescapable tradeoffs among the stipulated criteria. Although this is a core course in the GSB Political Economy PhD curriculum, its substantive foci may differ across years depending on the instructor. For Professor Krehbiel¿s sessions, the emphasis is on legislative behavior, organization, and lawmaking, and on inter-institutional strategic interaction (e,g, between executive, legislative, and judicial branches in various combinations). Students should have taken POLECON 680. POLECON 682 is also listed as POLISCI 351C.
Terms: Spr
| Units: 3
POLECON 683:
Political Development Economics
There is a growing awareness that many of the key challenges in fostering development in poor societies are political challenges. What can we do to encourage trade, cooperation and peace in environments riven with social and ethnic divisions? How do we foster broadly beneficial political reforms and good governance when the potential losers to reforms are able to mobilise to prevent them? How do we detect and mitigate the effects of corruption? What role may modern finance play in creating or mitigating political economy challenges in developing countries?These problems are modern and endemic, but many are also old problems, and economic theory and the practical experiences of different countries have much to tell us both about what has worked in the past, and what policy experiments we may try in new environments. Rather than a survey, the objective of this course is to selectively discuss new and open research areas in political development economics and the theoretical and empirical tools necessary to contribute to them, with the topics chosen to complement other Stanford courses in applied microeconomics, development, political economics and economic history. By the end of the course, the student will have analysed a theoretical or historical solution to a key political development challenge and proposed a natural or field experiment to test it empirically. Graduate level proficiency in microeconomics and empirical methods will be required.
Terms: Win
| Units: 3
POLECON 691:
PhD Directed Reading (ACCT 691, FINANCE 691, GSBGEN 691, HRMGT 691, MGTECON 691, MKTG 691, OB 691, OIT 691, STRAMGT 691)
This course is offered for students requiring specialized training in an area not covered by existing courses. To register, a student must obtain permission from the faculty member who is willing to supervise the reading.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Bendor, J. (PI);
Broockman, D. (PI);
Callander, S. (PI);
Casey, K. (PI);
Foarta, D. (PI);
Jha, S. (PI);
Kessler, D. (PI);
Krehbiel, K. (PI);
Malhotra, N. (PI);
Martin, G. (PI);
Rice, C. (PI);
Shotts, K. (PI);
Brown, D. (GP);
Lion-Transler, C. (GP);
Long, M. (GP);
Pola, M. (GP);
Rivera, S. (GP);
Smith, J. (GP);
Williams, J. (GP);
Yan, J. (GP)
POLECON 692:
PhD Dissertation Research (ACCT 692, FINANCE 692, GSBGEN 692, HRMGT 692, MGTECON 692, MKTG 692, OB 692, OIT 692, STRAMGT 692)
This course is elected as soon as a student is ready to begin research for the dissertation, usually shortly after admission to candidacy. To register, a student must obtain permission from the faculty member who is willing to supervise the research.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Bendor, J. (PI);
Brady, D. (PI);
Broockman, D. (PI);
Callander, S. (PI);
Casey, K. (PI);
Foarta, D. (PI);
Jha, S. (PI);
Kessler, D. (PI);
Krehbiel, K. (PI);
Malhotra, N. (PI);
Martin, G. (PI);
Rice, C. (PI);
Shotts, K. (PI);
Long, M. (GP);
Rivera, S. (GP);
Yan, J. (GP)
POLECON 698:
Doctoral Practicum in Teaching
Doctoral Practicum in Teaching
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
25 times
(up to 50 units total)
Instructors: ;
Bendor, J. (PI);
Brady, D. (PI);
Broockman, D. (PI);
Callander, S. (PI);
Casey, K. (PI);
Foarta, D. (PI);
Jha, S. (PI);
Kessler, D. (PI);
Krehbiel, K. (PI);
Malhotra, N. (PI);
Martin, G. (PI);
Rice, C. (PI);
Shotts, K. (PI);
Brown, D. (GP);
Long, M. (GP);
Pola, M. (GP);
Rivera, S. (GP);
Smith, J. (GP);
Yan, J. (GP)
POLECON 699:
Doctoral Practicum in Research
Doctoral Practicum in Research
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
25 times
(up to 50 units total)
Instructors: ;
Bendor, J. (PI);
Brady, D. (PI);
Broockman, D. (PI);
Callander, S. (PI);
Casey, K. (PI);
Foarta, D. (PI);
Jha, S. (PI);
Kessler, D. (PI);
Krehbiel, K. (PI);
Malhotra, N. (PI);
Martin, G. (PI);
Rice, C. (PI);
Shotts, K. (PI);
Brown, D. (GP);
Lion-Transler, C. (GP);
Long, M. (GP);
Pola, M. (GP);
Rivera, S. (GP);
Smith, J. (GP);
Williams, J. (GP);
Yan, J. (GP)
POLECON 802:
TGR Dissertation (ACCT 802, FINANCE 802, GSBGEN 802, HRMGT 802, MGTECON 802, MKTG 802, OB 802, OIT 802, STRAMGT 802)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Bendor, J. (PI);
Brady, D. (PI);
Broockman, D. (PI);
Callander, S. (PI);
Casey, K. (PI);
Foarta, D. (PI);
Jha, S. (PI);
Kessler, D. (PI);
Krehbiel, K. (PI);
Malhotra, N. (PI);
Martin, G. (PI);
Rice, C. (PI);
Shotts, K. (PI);
Brown, D. (GP);
Lion-Transler, C. (GP);
Long, M. (GP);
Rivera, S. (GP);
Smith, J. (GP);
Williams, J. (GP);
Yan, J. (GP)
POLISCI 1:
The Science of Politics
Why do countries go to war? How can we explain problems such as poverty, inequality, and pollution? What can be done to improve political representation in the United States and other countries? We will use scientific methods to answer these and other fundamental questions about politics.
Terms: Aut, Spr
| Units: 5
| UG Reqs: WAY-SI
Instructors: ;
Grimmer, J. (PI);
Rodden, J. (PI);
Schultz, K. (PI);
Weinstein, J. (PI);
Chapin, E. (TA);
Clayton, K. (TA);
Hintson, J. (TA);
Johnson, J. (TA);
Lyon, N. (TA);
Matchett, L. (TA);
Mustafa, T. (TA);
Smith, A. (TA)
POLISCI 22SC:
The Face of Battle
Our understanding of warfare often derives from the lofty perspective of political leaders and generals: what were their objectives and what strategies were developed to meet them? This top-down perspective slights the experience of the actual combatants and non-combatants caught in the crossfire. This course focuses on the complexity of the process by which strategy is translated into tactical decisions by the officers and foot soldiers and on what actually occurs on the field of battle. We will visit Washington, DC, and meet with national security officials and members of non-government organizations there. In addition, we will spend a day visiting the battlefields of Gettysburg (July 1863) in Pennsylvania, and the Little Bighorn (June 1876) in Montana. The course's battlefield tours are based on the "staff rides" developed by the Prussian Army in the mid-1800s and employed by the U.S. Army since the early 1900s. While at Stanford, students will conduct extensive research on individual participants at Gettysburg and Little Bighorn. Then, as we walk through the battlefield sites, students will brief the group on their subjects' experience of battle and on why they made the decisions they did. Why did Lt. General Longstreet oppose the Confederate attack on the Union Army at Gettysburg? What was the experience of a military surgeon, vivandiere, or nurse on a Civil War battlefield? What role did just war principles or law play in the treatment of enemy fighters and civilians? Why did Custer divide his 7th Cavalry troops as they approached the Little Bighorn River? What was the role of Lakota Sioux women after a battle? The final part of the class covers contemporary military conflicts discussing what the US public, political leaders, and military commanders have learned (and not learned) from the past. The course is open to students from a range of disciplines; an interest in the topic is the only prerequisite.
Terms: Sum
| Units: 2
POLISCI 25N:
The US Congress in Historical and Comparative Perspective
This course traces the development of legislatures from their medieval European origins to the present, with primary emphasis on the case of the U.S. Congress. Students will learn about the early role played by assemblies in placing limits on royal power, especially via the power of the purse. About half the course will then turn to a more detailed consideration of the U.S. Congress's contemporary performance, analyzing how that performance is affected by procedural legacies from the past that affect most democratic legislatures worldwide.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-SI
POLISCI 27SC:
Policing and Violence in Latin America: Historical Origins and Contemporary Challenges
This course explores the origins of policing in Latin America and the contemporary challenges in the relationship between the State, organized crime, violence and police forces. By taking a long-term perspective we seek to understand why highly unequal countries in Latin America (and the US) have faced such difficulties in creating professionalized police forces that can effectively provide citizen security while ensuring the respect of fundamental human rights. The provision of security in Latin America has often been plagued by torture, excessive use of force, military deployments and police brutality. Police forces are often corrupt and unable to contain crime, while poor citizens in urban favelas and remote villages often resort to solutions that bypass or even challenge the State in its monopoly of the legitimate use of violence. History. In Spanish America colonial authorities sought to create forms of indirect governance, where indigenous communities would live 'en policía', which meant both a particular form of political engagement, as well as compliance with the legal forms of the colonial order. In Brazil and the Caribbean, as well as places characterized by colonial plantation economies, colonial policing often meant the enforcement of human bondage against runaway enslaved peoples. After independence police and military force was used in the newly independent countries by powerful caciques, caudillos and elites concentrating economic and political power as forms of popular repression and subjection. Contemporary challenges. The course will deal with contemporary issues too, addressing the challenges of police professionalization and reform in Latin America, exploring issues ranging from violence escalation in ungoverned spaces, the use of body worn cameras, proximity policing, the prevalence of torture, and the reform of judicial proceedings. The course will hence combine perspectives drawn from history, with contemporary debates on policing. We will be focusing more closely on the experiences of Mexico, Brazil, and Central America. Movie club and salon. Class sessions will be enriched with cinema screenings in the evenings of movies and documentaries that will bring to life some of the issues discussed in class. Those screenings will include a zoom segment to allow for a follow up discussion with directors, producers or a relevant expert. Field trips. Potential field trips may include: Police headquarters in Stockton, Oakland or Richmond, to learn about contemporary efforts at police reform in the US. Salinas Valley, to learn about the challenges faced by undocumented indigenous migrants in agricultural areas of California. Nearby California mission, such as San Carlos Borromeo de Carmelo or San Juan Bautista. Archives at the Sutro and Bancroft Libraries to have an opportunity for a hands on examination of Spanish colonial documents.
Terms: Sum
| Units: 2
POLISCI 28SC:
Energy in Hawaii: Forefront of Clean Energy Technology and Policy (ENERGY 13SC)
We will explore practical, social, technical, and political issues surrounding energy production and use in Hawaii. Hawaii is at the forefront of changes in the electric grid and the uses of electricity, with an aspirational goal for 100% carbon-free electricity in 2045. Hawaii also has passed legislation that aspires to 100% fossil-free transportation by 2040. Significant growth of behind-the-meter solar generation with storage has led to opportunities for the better use of these resources for maintaining grid reliability, while also increasing concerns related to grid stability and social equity. Because of these factors, there is a heightened interest nationally from federal agencies, particularly Energy and Defense. We will consider the availability and viability of solar, wind, and geothermal resources, while also considering the economic impact on Hawaii of large-scale importation of oil for generating electricity and transportation. We will consider emerging questions related to the reliability and the resiliency of the grids on different islands in the State. All of these issues will be considered in the technical, societal, cultural, natural resource, and political milieu which is the unique nature of Hawaii. We will spend the first week on campus learning about energy and its context in Hawaii, then travel to various field sites in Hawaii, including a wind farm, a utility-scale solar farm, an oil-fired power plant, a waste-to-energy facility, wave turbine, an oil refinery, a synthetic gas production facility, a biofueled thermal generator, a geothermal plant, and areas where natural resources are impacted by energy resource utilization. We will meet with relevant policy experts and public officials from governmental agencies, utilities, universities, and public interest groups. The course will conclude with group presentations by the students.
Terms: Sum
| Units: 2
POLISCI 46N:
Contemporary African Politics
Africa has lagged behind the rest of the developing world in terms of three consequential outcomes: economic development, the establishment of social order through effective governance, and the consolidation of democracy. This course seeks to identify the historical and political sources accounting for this lag, to provide extensive case study and statistical material to understand what sustains it, and to examine recent examples of success pointing to a more hopeful future. Students will be asked to develop expertise on one or two African countries and report regularly to fellow students on the progress (or lack thereof) of their countries on each outcome and the reasons for it.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-EDP
POLISCI 70:
Dangerous Ideas (ARTHIST 36, COMPLIT 36A, EALC 36, ENGLISH 71, ETHICSOC 36X, FRENCH 36, HISTORY 3D, MUSIC 36H, PHIL 36, RELIGST 36X, SLAVIC 36, TAPS 36)
Ideas matter. Concepts such as equality, tradition, and Hell have inspired social movements, shaped political systems, and dramatically influenced the lives of individuals. Others, like race, gender, and technology play an important role in contemporary debates in the United States. All of these ideas are contested, and they have a real power to change lives, for better and for worse. In this one-unit class we will examine these "dangerous" ideas. Each week, a faculty member from a different department in the humanities and arts will explore a concept that has shaped human experience across time and space.
Terms: Spr
| Units: 1
POLISCI 73:
Energy Policy in California and the West (CEE 263G, ENERGY 73, PUBLPOL 73)
This seminar provides an in-depth analysis of the role of California state agencies and Western energy organizations in driving energy policy development, technology innovation, and market structures, in California, the West and internationally. The course covers three areas: 1) roles and responsibilities of key state agencies and Western energy organizations; 2) current and evolving energy and climate policies; and 3) development of the 21st century electricity system in California and the West. The seminar will also provide students a guideline of what to expect in professional working environment.
Terms: Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
POLISCI 74B:
Public Service and Social Impact: Pathways to Purposeful Careers (CSRE 190A, ENGLISH 180, PUBLPOL 75B, SOC 190A, SYMSYS 193, URBANST 190A)
How do I translate my interests and capacities into a career in public service and social impact? This course will introduce you to a wide range of roles that help shape public policy and civic life, including government, nonprofits, social enterprise and the arts. It can be taken for one or two units. For one unit, you participate in a weekly, interactive speaker series designed to give you a sense for what different public service careers are like. Each week, guests describe their organizations and roles, highlight key intellectual issues and policy challenges, discuss their career paths, and describe skills crucial for the job. For a second unit, you participate additionally in a more intimate weekly session designed to help you translate this knowledge into action. You will identify roles and organizations that might be a good match for you, build your network through informational interviewing, receive career coaching, and acquire the tools you need to launch your job or internship search. This course is open to all students, not only those studying political science, public policy and other social sciences, but also those in the arts, humanities, sciences, or engineering. Course content will be relevant to both students soon entering the job market and those facing choices about courses of study and internships. It is co-sponsored by the Haas Center for Public Service, the School of Humanities and Sciences, and Stanford in Government.nnStudents taking the course for one unit must enroll in the Tuesday lecture, and students taking the course for two units must enroll in both the Tuesday lecture and the Thursday section.
Terms: Win
| Units: 1-2
POLISCI 101:
Introduction to International Relations
This course introduces students to the systematic study of international politics with a focus on causes and consequences of international conflict and cooperation. The course examines questions falling in five major areas: the structure of international politics and state system, patterns and causes of war and peace, the differences in the foreign policies of democracies and non-democracies, challenges to international cooperation and how they may be overcome, and the implications of economic growth for great power politics.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-AQR, WAY-SI
POLISCI 101Z:
Introduction to International Relations (INTNLREL 101Z)
Approaches to the study of conflict and cooperation in world affairs. Applications to war, terrorism, trade policy, the environment, and world poverty. Debates about the ethics of war and the global distribution of wealth.
Terms: Sum
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-SI
POLISCI 102:
Introduction to American Politics and Policy: Democracy Under Siege? (AMSTUD 123X, PUBLPOL 101, PUBLPOL 201)
This course both looks at the ways American political institutions shape policy outcomes and how Federal, state and local government have handled challenges related to increasing party polarization, climate change, heightened racial tensions and rising economic inequality. Instruction will include lectures, guest speakers, and moderated discussions.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-SI
POLISCI 103:
Justice (ETHICSOC 171, PHIL 171, POLISCI 336S, PUBLPOL 103C)
Justice, as we use the term in this class, is a question about social cooperation. People can produce much more cooperatively than the sum of what they could produce as individuals, and these gains from cooperation are what makes civilization possible. But on what terms should we cooperate? How should we divide, as the philosopher John Rawls puts it, "the benefits and burdens of social cooperation"? Working primarily within the Anglo-American philosophical tradition, we'll discuss different answers to this big question as a way to bring together some of the most prominent debates in modern political philosophy. We'll study theories including utilitarianism, libertarianism, classical liberalism, and egalitarian liberalism, and we'll take on complex current issues like reparations for racial injustice, the gender pay gap, and responses to climate change. This class is meant to be an accessible entry point to political philosophy. No experience with political science or philosophy is required or assumed, and we will spend time on the strategy of philosophy as well: understanding how our authors make their arguments to better respond to them and make our own.
Terms: Aut
| Units: 4-5
| UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-ER
POLISCI 110C:
America and the World Economy (INTNLREL 110C, POLISCI 110X)
Examination of contemporary US foreign economic policy. Areas studied: the changing role of the dollar; mechanism of international monetary management; recent crises in world markets including those in Europe and Asia; role of IMF, World Bank and WTO in stabilizing world economy; trade politics and policies; the effects of the globalization of business on future US prosperity. Political Science majors taking this course for WIM credit should enroll in POLISCI 110C.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-SI
POLISCI 110X:
America and the World Economy (INTNLREL 110C, POLISCI 110C)
Examination of contemporary US foreign economic policy. Areas studied: the changing role of the dollar; mechanism of international monetary management; recent crises in world markets including those in Europe and Asia; role of IMF, World Bank and WTO in stabilizing world economy; trade politics and policies; the effects of the globalization of business on future US prosperity. Political Science majors taking this course for WIM credit should enroll in POLISCI 110C.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-SI
POLISCI 114D:
Democracy, Development, and the Rule of Law (INTLPOL 230, INTNLREL 114D, POLISCI 314D)
This course explores the different dimensions of development - economic, social, and political - as well as the way that modern institutions (the state, market systems, the rule of law, and democratic accountability) developed and interacted with other factors across different societies around the world. The class will feature additional special guest lectures by Francis Fukuyama, Larry Diamond, Michael McFaul, Anna Grzymala-Busse, and other faculty and researchers affiliated with the Center on Democracy, Development, and the Rule of Law. Undergraduate students should enroll in this course for 5 units. Graduate students should enroll for 3.
Terms: Aut
| Units: 3-5
| UG Reqs: GER:DB-SocSci, WAY-SI
POLISCI 114S:
International Security in a Changing World
This class examines the most pressing international security problems facing the world today: nuclear crises, non-proliferation, insurgencies and civil wars, terrorism, and climate change. Alternative perspectives - from political science, history, and STS (Science, Technology, and Society) studies - are used to analyze these problems. The class includes an award-winning two-day international negotiation simulation.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-SI
POLISCI 115:
Spies, Lies, and Algorithms: The History and Future of American Intelligence (AMSTUD 115S, INTNLREL 115, PUBLPOL 114)
This course examines the past, present, and future of American espionage. Targeted at first years and sophomores, the class surveys key issues in the development of the U.S. Intelligence Community since World War II. Topics include covert action, intelligence successes and failures, the changing motives and methods of traitors, congressional oversight, and ethical dilemmas. The course pays particular attention to how emerging technologies are transforming intelligence today. We examine cyber threats, the growing use of AI for both insight and deception, and the 'open-source' intelligence revolution online. Classes include guest lectures by former senior U.S. intelligence officials, policymakers, and open-source intelligence leaders. Course requirements include an all-day crisis simulation with former senior officials designed to give students a hands-on feel for the uncertainties, coordination challenges, time pressures, and policy frictions of intelligence in the American foreign policy process.
Terms: Spr
| Units: 5
| UG Reqs: WAY-SI
POLISCI 118P:
U.S. Relations with Iran
The evolution of relations between the U.S. and Iran. The years after WW II when the U.S. became more involved in Iran. Relations after the victory of the Islamic republic. The current state of affairs and the prospects for the future. Emphasis is on original documents of U.S. diplomacy (White House, State Department, and the U.S. Embassy in Iran). Research paper.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-SI
POLISCI 120B:
Campaigns, Voting, Media, and Elections (COMM 162, COMM 262)
(Graduate students enroll in COMM 262. COMM 162 is offered for 5 units, COMM 262 is offered for 4 units.) This course examines the theory and practice of American campaigns and elections. First, we will attempt to explain the behavior of the key players -- candidates, parties, journalists, and voters -- in terms of the institutional arrangements and political incentives that confront them. Second, we will use current and recent election campaigns as "laboratories" for testing generalizations about campaign strategy and voter behavior. Third, we examine selections from the academic literature dealing with the origins of partisan identity, electoral design, and the immediate effects of campaigns on public opinion, voter turnout, and voter choice. As well, we'll explore issues of electoral reform and their more long-term consequences for governance and the political process.
Terms: Win
| Units: 4-5
| UG Reqs: GER:DB-SocSci, WAY-SI
POLISCI 120C:
American Political Institutions in Uncertain Times (PUBLPOL 124)
This course examines how the rules that govern elections and the policy process determine political outcomes. It explores the historical forces that have shaped American political institutions, contemporary challenges to governing, and prospects for change. Topics covered include partisan polarization and legislative gridlock, the politicization of the courts, electoral institutions and voting rights, the expansion of presidential power, campaign finance and lobbying, representational biases among elected officials, and the role of political institutions in maintaining the rule of law. Throughout, emphasis will be placed on the strategic interactions between Congress, the presidency, and the courts and the importance of informal norms and political culture. Political Science majors taking this course to fulfill the WIM requirement should enroll in POLISCI 120C.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-SI
POLISCI 120Z:
What's Wrong with American Government? An Institutional Approach
How politicians, once elected, work together to govern America. The roles of the President, Congress, and Courts in making and enforcing laws. Focus is on the impact of constitutional rules on the incentives of each branch, and on how they influence law.
Terms: Sum
| Units: 4
| UG Reqs: WAY-SI
POLISCI 124A:
The American West (AMSTUD 124A, ARTHIST 152, ENGLISH 124, HISTORY 151)
The American West is characterized by frontier mythology, vast distances, marked aridity, and unique political and economic characteristics. This course integrates several disciplinary perspectives into a comprehensive examination of Western North America: its history, physical geography, climate, literature, art, film, institutions, politics, demography, economy, and continuing policy challenges. Students examine themes fundamental to understanding the region: time, space, water, peoples, and boom and bust cycles.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-SI
POLISCI 124L:
The Psychology of Communication About Politics in America (COMM 164, COMM 264, POLISCI 324L, PSYCH 170, PUBLPOL 164)
(Graduate students enroll in COMM 264. COMM 164 is offered for 5 units, COMM 264 is offered for 4 units.) Focus is on how politicians and government learn what Americans want and how the public's preferences shape government action; how surveys measure beliefs, preferences, and experiences; how poll results are criticized and interpreted; how conflict between polls is viewed by the public; how accurate surveys are and when they are accurate; how to conduct survey research to produce accurate measurements; designing questionnaires that people can understand and use comfortably; how question wording can manipulate poll results; corruption in survey research.
Terms: Win
| Units: 4-5
| UG Reqs: WAY-SI
POLISCI 125P:
The First Amendment: Freedom of Speech and Press (COMM 151, COMM 251, ETHICSOC 151)
(Graduate students enroll in 251. COMM 151 is offered for 5 units, COMM 251 is offered for 4 units.) The First Amendment: Freedom of Speech and Press (Law 7084): Introduction to the constitutional protections for freedom of speech, press, and expressive association. All the major Supreme Court cases dealing with issues such as incitement, libel, hate speech, obscenity, commercial speech, and campaign finance. There are no prerequisites, but a basic understanding of American government would be useful. This course is crosslisted in the university and undergraduates are eligible to take it. Elements used in grading: Law students will be evaluated based on class participation and a final exam. Non-law students will be evaluated on class participation, a midterm and final exam, and nonlaw students will participate in a moot court on a hypothetical case. Non-law students will also have an additional one hour discussion section each week led by a teaching assistant. Cross-listed with Communication (COMM 151, COMM 251) and Political Science (POLISCI 125P).
Terms: Spr
| Units: 4-5
POLISCI 126:
Between Malcolm X and Martin Luther King, JR.: Race, Religion, and the Politics of Freedom (AFRICAAM 221, AMSTUD 141X, CSRE 141R, HISTORY 151M, RELIGST 141)
Malcolm X (El Hajj Malik El Shabazz) and Martin Luther King, Jr. are both icons of the twentieth-century civil rights and black freedom movements. Often characterized as polar opposites - one advocating armed self-defense and the other non-violence against all provocation - they continue to be important religious, political, and intellectual models for how we imagine the past as well as for current issues concerning religion, race, politics and freedom struggles in the United States and globally. This course focuses on the political and spiritual lives of Martin and Malcolm. We will examine their personal biographies, speeches, writings, representations, FBI Files, and legacies as a way to better understand how the intersections of religion, race, and politics came to bare upon the freedom struggles of people of color in the US and abroad. The course also takes seriously the evolutions in both Martin and Malcolm's political approaches and intellectual development, focusing especially on the last years of their respective lives. We will also examine the critical literature that takes on the leadership styles and political philosophies of these communal leaders, as well as the very real opposition and surveillance they faced from state forces like the police and FBI. Students will gain an understanding of what social conditions, religious structures and institutions, and personal experiences led to first the emergence and then the assassinations of these two figures. We will discuss the subtleties of their political analyses, pinpointing the key differences and similarities of their philosophies, approaches, and legacies, and we will apply these debates of the mid- twentieth century to contemporary events and social movements in terms of how their legacies are articulated and what we can learn from them in struggles for justice and recognition in twenty-first century America and beyond.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-EDP, WAY-ER
POLISCI 127A:
Finance, Corporations, and Society (ECON 143, INTLPOL 227, PUBLPOL 143)
Both 'Free market capitalism' and democracy appear to be in crisis around the world. This interdisciplinary course, which draws from the Social Sciences, Business and Law, will help you gain a deeper understanding of the root causes of these intertwined crises and will enable you to be savvier in your interactions with the institutions in the financial system and the broader private and public sectors that shape the economy and affect our lives. Topics include financial decisions, markets, and intermediaries; corporations and their governance, laws, regulations, and politics; and the role and functioning of the media. We will discuss and analyze current events and policy debates regularly throughout the course as they illustrate the key concepts. Students will have the opportunity to explore these issues through group final projects. Visitors with relevant experiences will enrich our discussion.
Terms: Win
| Units: 4
POLISCI 130:
Liberalism and its Critics: 20th Century Political Theory (ETHICSOC 130, PHIL 171P)
In this course, students will learn and engage with the core debates that have animated political theory since the early 20th century. What is the proper relationship between the individual, the community, and the state? Are liberty and equality in conflict, and, if so, which should take priority? What does justice mean in a large and diverse modern society? The subtitle of the course, borrowed from a book by Michael Sandel, is 'Liberalism and its Critics' because the questions we discuss in this class center on the meaning of, and alternatives to, the liberal ideas that the basic goal of society should be the protection of individual rights and that some form of an egalitarian democracy is the best way to achieve this goal. The course is structured around two historical phenomena: one the one hand, liberal answers to these key questions have at times seemed politically and socially triumphant, but on the other hand, this ascendency has always been challenged and contested. At least one prior class in political theory, such as Justice (PS 103), Citizenship (PS 135), or Democratic Theory (PS 234) is recommended but not required.
Terms: Spr
| Units: 5
| UG Reqs: WAY-ER
POLISCI 131L:
Modern Political Thought: Machiavelli to Marx and Mill (ETHICSOC 131S)
This course is an introduction to the history of Western political thought from the late fifteenth century through the nineteenth century. We will consider the secularization of politics, the changing relationship between the individual and society, the rise of consent-based forms of political authority, and the development and critiques of liberal conceptions of property. We will cover the following thinkers: Machiavelli, Hobbes, Locke, Rousseau, Wollstonecraft, Mill, and Marx.
Terms: Spr
| Units: 5
| UG Reqs: GER:EC-EthicReas, WAY-A-II, WAY-ER
POLISCI 133Z:
Ethics and Politics in Public Service (CSRE 133P, PUBLPOL 103Z, URBANST 122Z)
This course examines ethical and political questions that arise in doing public service work, whether volunteering, service learning, humanitarian endeavors overseas, or public service professions such as medicine and teaching. What motives do people have to engage in public service work? Are self-interested motives troublesome? What is the connection between service work and justice? Should the government or schools require citizens or students to perform service work? Is mandatory service an oxymoron?
Terms: Sum
| Units: 4
| UG Reqs: WAY-ER
POLISCI 134:
Ethics for Activists (ETHICSOC 134)
Activists devote sustained effort and attention toward achieving particular goals of social and political change. Do we have an ethical obligation to be activists? And how should those who do choose to be activists (for whatever reason) understand the ethics of that role? Questions discussed in this course may include: When is civil disobedience appropriate, and what does it entail? Should activists feel constrained by obligations of fairness, honesty, or civility toward those with whom we disagree? Are there special ethical considerations in activism on behalf of those who cannot advocate for themselves? What is solidarity and what does it require of us? Students in this course will develop skills in analyzing, evaluating, and constructing logical arguments about ethical concerns related to activism, but class discussions will also address the potential limitations of logical argument in ethical and political reasoning.
Terms: Win
| Units: 5
| UG Reqs: WAY-ER
POLISCI 134P:
Contemporary Moral Problems (ETHICSOC 185M, PHIL 72)
This course is an introduction to contemporary ethical thought with a focus on the morality of harming others and saving others from harm. It aims to develop students' ability to think carefully and rationally about moral issues, to acquaint them with modern moral theory, and to encourage them to develop their own considered positions about important real-world issues. In the first part of the course, we will explore fundamental topics in the ethics of harm. Among other questions, we will ask: How extensive are one's moral duties to improve the lives of the less fortunate? When is it permissible to inflict harm on others for the sake of the greater good? Does the moral permissibility of a person's action depend on her intentions? Can a person be harmed by being brought into existence? In the second part of the course, we will turn to practical questions. Some of these will be familiar; for example: Is abortion morally permissible? What obligations do we have to protect the planet for the sake of future generations? Other questions we will ask are newer and less well-trodden. These will include: How does the availability of new technology, in particular artificial intelligence, change the moral landscape of the ethics of war? What moral principles should govern the programming and operation of autonomous vehicles?
Terms: Spr
| Units: 4-5
| UG Reqs: GER:EC-EthicReas, WAY-ER
POLISCI 136R:
Introduction to Global Justice (ETHICSOC 136R, INTNLREL 136R, PHIL 76, POLISCI 336)
Our world is divided into many different states, each of which has its own culture or set of cultures. Vast inequalities of wealth and power exist between citizens of the rich world and the global poor. International commerce, immigration, and climate change entwine our lives in ways that transcend borders. It is in this context that problems of global justice, which relate to the normative obligations that arise from our international order, emerge. What demands (if any) does justice impose on institutions and individuals acting in a global context? Is it morally permissible to prioritize the welfare of our compatriots over the welfare of foreigners? Do states have the right to control their borders? What are the responsibilities (if any) of wealthy states, consumers, and multinational corporations to the global poor? This course explores longstanding problems of global justice via a discussion of contemporary issues: global poverty, global public health, immigration, human rights and humanitarian intervention, self-determination, and climate change.n nThere are no easy answers to these questions, and the complexity of these issues requires an interdisciplinary approach. While there are several possible theoretical approaches to problems of global justice, the approach taken in this course will be rooted in political philosophy and political theory. We will combine readings from political philosophy and theory with empirical material from the social sciences, newspaper articles, and popular media. By the end of this course, students will be familiar with contemporary problems of global justice, be able to critically assess theoretical approaches to these problems, and be able to formulate and defend their own views on these complex issues.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-ER
POLISCI 137A:
Political Philosophy: The Social Contract Tradition (ETHICSOC 176, PHIL 176, PHIL 276, POLISCI 337A)
(Graduate students register for 276.) What makes political institutions legitimate? What makes them just? When do citizens have a right to revolt against those who rule over them? Which of our fellow citizens must we tolerate?Surprisingly, the answers given by some of the most prominent modern philosophers turn on the idea of a social contract. We will focus on the work of Hobbes, Locke, Rousseau, and Rawls.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER
POLISCI 141A:
Immigration and Multiculturalism (CSRE 141S)
What are the economic effects of immigration? Do immigrants assimilate into local culture? What drives native attitudes towards immigrants? Is diversity bad for local economies and societies and which policies work for managing diversity and multiculturalism? We will address these and similar questions by synthesizing the conclusions of a number of empirical studies on immigration and multiculturalism. The emphasis of the course is on the use of research design and statistical techniques that allow us to move beyond correlations and towards causal assessments of the effects of immigration and immigration policy.
Terms: Win
| Units: 5
| UG Reqs: WAY-AQR, WAY-SI
POLISCI 148:
Chinese Politics (INTNLREL 158, POLISCI 348)
China, one of the few remaining communist states in the world, has not only survived, but has become a global political actor of consequence with the fastest growing economy in the world. What explains China's authoritarian resilience? Why has the CCP thrived while other communist regimes have failed? How has the Chinese Communist Party managed to develop markets and yet keep itself in power? What avenues are there for political participation? How does censorship work in the information and 'connected' age of social media? What are the prospects for political change? How resilient is the part in the fave of technological and economic change? Materials will include readings, lectures, and selected films. This course has no prerequisites. This course fulfills the Writing in the Major requirement for Political Science and International Relations undergraduate majors. PoliSci majors should register for POLISCI 148 and IR majors should register for INTNLREL 158. Graduate students should register for POLISCI 348. Please note: this course did not fulfill the WIM requirement in 2017-18 or 2018-19.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-SI
POLISCI 149S:
Islam, Iran, and the West
Iran and Islam have had a long and complicated relationship. This course covers the rise of Islam, its expansion in Iran, forms of resistance to and acceptance of Islamic ideas in Iran, the rise of Shiism and the impact of Iran on the development of Sufism. The influence of Muslim thinkers from Iran on the rise of the Renaissance in Europe is examined. And finally, the course focuses on the varieties of Islamic responses to modernity in Iran in the last century.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-SI
POLISCI 150A:
Data Science for Politics (POLISCI 355A)
Data science is quickly changing the way we understand and and engage in the political process. In this course we will develop fundamental techniques of data science and apply them to large political datasets on elections, campaign finance, lobbying, and more. The objective is to give students the skills to carry out cutting edge quantitative political studies in both academia and the private sector. Students with technical backgrounds looking to study politics quantitatively are encouraged to enroll.
Terms: Aut
| Units: 5
| UG Reqs: WAY-AQR
POLISCI 150B:
Machine Learning for Social Scientists (POLISCI 355B)
Machine learning - the use of algorithms to classify, predict, sort, learn and discover from data - has exploded in use across academic fields, industry, government, and the non-profit sector. This course provides an introduction to machine learning for social scientists. We will introduce state of the art machine learning tools, show how to use those tools in the programming language R, and demonstrate why a social science focus is essential to effectively apply machine learning techniques in social, political, and policy contexts. Applications of the methods will include forecasting social phenomena, evaluating the use of algorithms in public policy, and the analysis of social media and text data. Prerequisite: POLISCI 150A/355A.
Terms: Win
| Units: 5
| UG Reqs: WAY-AQR
POLISCI 150C:
Causal Inference for Social Science (POLISCI 355C)
Causal inference methods have revolutionized the way we use data, statistics, and research design to move from correlation to causation and rigorously learn about the impact of some potential cause (e.g., a new policy or intervention) on some outcome (e.g., election results, levels of violence, poverty). This course provides an introduction that teaches students the toolkit of modern causal inference methods as they are now widely used across academic fields, government, industry, and non-profits. Topics include experiments, matching, regression, sensitivity analysis, difference-in-differences, panel methods, instrumental variable estimation, and regression discontinuity designs. We will illustrate and apply the methods with examples drawn from various fields including policy evaluation, political science, public health, economics, business, and sociology. Prerequisite: POLISCI 150A.
Terms: Spr
| Units: 5
| UG Reqs: WAY-AQR
POLISCI 151:
Tackling Big Questions Using Social Data Science (ECON 151)
Big data can help us provide answers to fundamental social questions, from poverty and social mobility, to climate change, migration, and the spread of disease. But making sense of data requires more than just statistical techniques: it calls for models of how humans behave and interact with each other. Social data science combines the analysis of big data with social science theory. We will take a project-oriented, many models-many methods approach. This course will introduce students to a variety of models and methods used across the social sciences, including tools such as game theoretical models, network models, models of diffusion and contagion, agent based models, model simulations, machine learning and causal inference. Students will apply these tools to tackle important topics in guided projects. Prerequisite is Econ 102A, Polisci 150A or equivalent.
Terms: Spr
| Units: 5
| UG Reqs: WAY-AQR
POLISCI 153Z:
Strategy: Introduction to Game Theory
This course provides an introduction to strategic reasoning. We discuss ideas such as the commitment problem, credibility in signaling, cheap talk, moral hazard and adverse selection. Concepts are developed through games played in class, and applied to politics, business and everyday life.
Terms: Sum
| Units: 4
| UG Reqs: WAY-FR
POLISCI 182:
Ethics, Public Policy, and Technological Change (COMM 180, CS 182, ETHICSOC 182, PHIL 82, PUBLPOL 182)
Examination of recent developments in computing technology and platforms through the lenses of philosophy, public policy, social science, and engineering. Course is organized around five main units: algorithmic decision-making and bias; data privacy and civil liberties; artificial intelligence and autonomous systems; the power of private computing platforms; and issues of diversity, equity, and inclusion in the technology sector. Each unit considers the promise, perils, rights, and responsibilities at play in technological developments. Prerequisite: CS106A.
Terms: Win
| Units: 5
| UG Reqs: WAY-ER
Instructors: ;
Reich, R. (PI);
Sahami, M. (PI);
Weinstein, J. (PI);
Berman, E. (TA);
Guillen, D. (TA);
Jiang, S. (TA);
Kini, K. (TA);
Kohrman, A. (TA);
Korkmaz, E. (TA);
Larkin, K. (TA);
Liu, A. (TA);
Liu, C. (TA);
Propp, J. (TA);
Stowell, C. (TA);
Venkat, S. (TA);
Wu, Y. (TA);
Yang, A. (TA);
Yang, C. (TA)
POLISCI 209:
Curricular Practical Training
Qualified Political Science students obtain employment in a relevant research or industrial activity to enhance their professional experience consistent with their degree programs. Meets the requirements for Curricular Practical Training for students on F-1 visas. The student is responsible for arranging their own internship/employment and gaining faculty sponsorship. Prior to enrolling, students must complete a petition form available on the Political Science website (politicalscience.stanford.edu/undergraduate-program/forms). The petition is due no later the end of week one of the quarter in which the student intends to enroll. If the CPT is for Summer, the petition form is due by May 31. An offer letter will need to be submitted along with the petition. At the completion of the CPT quarter, a final report must be submitted to the faculty sponsor documenting the work done and its relevance to Political Science. This course be repeated for credit up to 3 times but will not count toward the Political Science major or minor requirements.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
3 times
(up to 3 units total)
POLISCI 212:
A New Cold War? Great Power Relations in the 21st Century (INTLPOL 211, REES 219)
Thirty years ago the Cold War ended. Today, great power competition is back - or so it seems - with many describing our present era as a "New Cold War" between the United States and China and Russia. What happened? Is the Cold War label an illuminating or distorting analogy? What should the U.S. do to meet the challengers of great power competition in the 21st century? This course seeks to answer these questions about contemporary great power relations, first by tracing the historical origins of the U.S.-Russia and U.S.-China relationships, next by assessing the similarities and differences between the Cold War and U.S.-Russia relations and U.S.-China relations today along three dimensions -- (1) Power, (2) Ideology, (3) Interdependence and Multilateralism - and third by discussing unilateral, bilateral, and multilateral policy prescriptions of US. policymakers.nnThe main text for this course will be a new book in draft by Professor McFaul, as well accompanying academic articles. The deadline to apply for this course is March 14th.
Terms: Spr
| Units: 2
POLISCI 213E:
Introduction to European Studies (INTNLREL 122)
This course offers an introduction to major topics in the study of historical and contemporary Europe. We focus on European politics, economics and culture. First, we study what makes Europe special, and how its distinct identity has been influenced by its history. Next, we analyze Europe's politics. We study parliamentary government and proportional representation electoral systems, and how they affect policy. Subsequently, we examine the challenges the European economy faces. We further study the European Union and transatlantic relations.
Terms: Win
| Units: 5
| UG Reqs: WAY-SI
POLISCI 218T:
Politics of Insurgency, Terrorism and Civil War
This seminar introduces students the politics of internal conflict and violence, which is the dominant form of political conflict in the contemporary world. We will examine dynamics of internal conflict onset, intra-conflict period, and processes by which internal conflict may come to an end. We will also study strategies of international intervention, politics of non-state armed groups, as well as the peculiar terrorism and counterterrorism challenges faces by the US government in parts of Africa, Middle East, and South Asia. The course will introduce these topics through cutting edge scholarship. Note that the course has a major reading load and requires substantial participation in seminar discussion.
Terms: Aut
| Units: 5
| UG Reqs: WAY-SI
POLISCI 218X:
Shaping the Future of the Bay Area (AMSTUD 118X, CEE 118X, CEE 218X, ESS 118X, ESS 218X, GEOLSCI 118X, GEOLSCI 218X, GEOPHYS 118X, GEOPHYS 218X, PUBLPOL 118X, PUBLPOL 218X)
The complex urban problems affecting quality of life in the Bay Area, from housing affordability and transportation congestion to economic vitality and social justice, are already perceived by many to be intractable, and will likely be exacerbated by climate change and other emerging environmental and technological forces. Reforming urban systems to improve the equity, resilience and sustainability of communities will require new collaborative methods of assessment, goal setting, and problem solving across governments, markets, and communities. It will also require academic institutions to develop new models of co-production of knowledge across research, education, and practice. This XYZ course series is designed to immerse students in co-production for social change. The course sequence covers scientific research and ethical reasoning, skillsets in data-driven and qualitative analysis, and practical experience working with local partners on urban challenges that can empower students to drive responsible systems change in their future careers. The Autumn (X) and Winter (Y) courses are focused on basic and advanced skills, respectively, and completion is a prerequisite for participation in the Spring (Z) practicum quarter, which engages teams in real-world projects with Bay Area local governments or community groups. X and Y are composed of four weekly pedagogical components: (A) lectures; (B) writing prompts linked with small group discussion; (C) lab and self-guided tutorials on the R programming language; and (D) R data analysis assignments. Open to undergraduate and graduate students in any major. For more information, visit http://bay.stanford.edu/education. Cardinal Course certified by the Haas Center.
Terms: Aut
| Units: 1-5
| UG Reqs: WAY-AQR, WAY-SI
POLISCI 219:
Directed Reading and Research in International Relations
For undergraduates. Directed reading in Political Science with a focus on international relations. To be considered for enrollment, interested students must complete the directed reading petition form available on the Political Science website before the end of week 1 of the quarter in which they'd like to enroll. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Acharya, A. (PI);
Blaydes, L. (PI);
Diamond, L. (PI);
Fearon, J. (PI);
Goldstein, J. (PI);
Hainmueller, J. (PI);
Krasner, S. (PI);
Lipscy, P. (PI);
McFaul, M. (PI);
Rice, C. (PI);
Sagan, S. (PI);
Scheve, K. (PI);
Schultz, K. (PI);
Tomz, M. (PI);
Weinstein, J. (PI)
POLISCI 223:
Gender & U.S. Politics
Why are women still underrepresented in US political office, and what evidence do we have that increasing women's political representation is important? This course discusses the following main topics: What is the status quo of female candidacy in the US? What are the demographics of the current female political candidates, what offices do they run for and why? What evidence do we have that descriptive representation is important for policy and other political and social outcomes? What evidence do we have on what keeps women from running for office? Do campaign finance and support networks play a role? Can gender quota help to increase women's political representation? The course discusses state-of-the art literature from political science, economics and sociology using empirical evidence on the lack of women in US politics, how female representation affects policy, what may change the status quo and what we can expect for the future.
Terms: Aut
| Units: 5
| UG Reqs: WAY-EDP
POLISCI 229:
Directed Reading and Research in American Politics
For undergraduates. Directed reading in Political Science with a focus on American politics. To be considered for enrollment, interested students must complete the directed reading petition form available on the Political Science website before the end of week 1 of the quarter in which they'd like to enroll. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Bendor, J. (PI);
Bonica, A. (PI);
Brady, D. (PI);
Cain, B. (PI);
Cox, G. (PI);
Davenport, L. (PI);
Fiorina, M. (PI);
Grimmer, J. (PI);
Hall, A. (PI);
Iyengar, S. (PI);
Jefferson, H. (PI);
Jusko, K. (PI);
Krosnick, J. (PI);
McMaster, H. (PI);
Moe, T. (PI);
Nall, C. (PI);
Rakove, J. (PI);
Rice, C. (PI);
Rivers, D. (PI);
Sniderman, P. (PI);
Tomz, M. (PI);
Weingast, B. (PI)
POLISCI 230A:
Classical Seminar: Origins of Political Thought (CLASSICS 181, CLASSICS 381, ETHICSOC 130A, PHIL 176A, PHIL 276A, POLISCI 330A)
Political philosophy in classical antiquity, centered on reading canonical works of Thucydides, Plato, Aristotle against other texts and against the political and historical background. Topics include: interdependence, legitimacy, justice; political obligation, citizenship, and leadership; origins and development of democracy; law, civic strife, and constitutional change.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER
POLISCI 234:
Democratic Theory (ETHICSOC 234, PHIL 176P)
Most people agree that democracy is a good thing, but do we agree on what democracy is? This course will examine the concept of democracy in political philosophy. We will address the following questions: What reason(s), if any, do we have for valuing democracy? What does it mean to treat people as political equals? When does a group of individuals constitute "a people," and how can a people make genuinely collective decisions? Can democracy really be compatible with social inequality? With an entrenched constitution? With representation?
Terms: Spr
| Units: 5
| UG Reqs: WAY-ER
POLISCI 234P:
Deliberative Democracy and its Critics (AMSTUD 135, COMM 135, COMM 235, COMM 335, ETHICSOC 135F, POLISCI 334P)
This course examines the theory and practice of deliberative democracy and engages both in a dialogue with critics. Can a democracy which emphasizes people thinking and talking together on the basis of good information be made practical in the modern age? What kinds of distortions arise when people try to discuss politics or policy together? The course draws on ideas of deliberation from Madison and Mill to Rawls and Habermas as well as criticisms from the jury literature, from the psychology of group processes and from the most recent normative and empirical literature on deliberative forums. Deliberative Polling, its applications, defenders and critics, both normative and empirical, will provide a key case for discussion.
Terms: Win, Spr
| Units: 3-5
| UG Reqs: WAY-ER, WAY-SI
POLISCI 234S:
The Political Theory of Progress Reconsidered
This course will consider the origins and fate of Enlightenment theories of political progress. We will begin with the classic accounts of progress in Kant, Hegel, and Marx, before turning to conservative critics of progress (Burke, de Maistre), and non-conservative challenges to the idea of progress (Weber, Schmitt, Adorno, Arendt), before concluding with contemporary controversies around the idea of progress as it pertains to technology, the environment, and economic inequality.
Terms: Spr
| Units: 5
| UG Reqs: WAY-ER
POLISCI 235:
Chinese Political Thought: 1895-2021 (POLISCI 335)
Everybody is talking about China now. The competition between China and the Western world is not only about economic growth, technological advancement, and military strength. What is ultimately at stake is a key theoretical question: Can China's political traditions and current practices (such as one-party meritocracy) offer a legitimate and desirable alternative to the ideal of liberal democracy? This course aims to approach this question through the lens of intellectual history and political theory. Attention is given to how Chinese thinkers since 1895 have conceived of China's place in the world, how they have used Western political ideas to transform China, how they have creatively transformed Chinese traditions to meet the challenge of modernity, and, most importantly, how they have advanced political ideals that claim to be able fix the problems in the West (such as imperialism and capitalism). We will also learn how Western thinkers are responding to the challenge from China. The first half of the course covers foundational texts in Chinese intellectual history from 1895 to the Maoist Era. The second half is about political thinking in contemporary China. No prior knowledge about China, Chinese, or political theory/philosophy is required.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-ER
POLISCI 235N:
Political Thought in Modern Asia (CHINA 146, CHINA 246, ETHICSOC 146, POLISCI 335N)
The study of political theory in the United States has been accused of being Western-centric: We tend to focus on intellectual traditions from Plato to NATO, while ignoring the vast world of non-Western societies and the ways they think about politics and public life. How do Chinese thinkers conceptualize human rights and good governance? How do Indian intellectuals reconcile democracy and inherited hierarchies in Hinduism? How do Islamic scholars view the relationship between religious authority and secular authority? Should we regard liberal democracy, or Western civilization more broadly, as representing the universal value guiding every society? Or, should we learn from non-Western ideas and values so as to solve problems plaguing Western societies? How can competing visions of good life coexist in a globalized and increasingly pluralistic world? This course aims to answer these questions by exploring three Asian traditions and their perspectives on politics: Confucianism, Hinduism, and Islam. We will focus on the modern period (19th-21st centuries) and the ways intellectuals in these societies respond to the challenge of modernity and Western superiority. Special attention is given to how these intellectuals conceive of the relationship between modernity and their respective traditions: Are they compatible or mutually exclusive? In which ways do intellectuals interpret these traditions so as to render them (in)compatible with modernity? We will read academic articles written by Anglophone scholars as well as original texts written by non-Western thinkers. No knowledge of non-Western languages is required.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-ER
POLISCI 236:
Theories and Practices of Civil Society, Philanthropy, and the Nonprofit Sector (ETHICSOC 232T, POLISCI 236S)
What is the basis of private action for public good? How are charitable dollars distributed and what role do nonprofit organizations and philanthropic dollars play in civil society and modern democracy? In the "Philanthropy Lab" component of this course, students will award $100,000 in grants to local nonprofits. Students will explore how nonprofit organizations operate domestically and globally as well as the historical development and modern structure of civil society and philanthropy. Readings in political philosophy, history, political sociology, and public policy. Political Science majors who are taking this course to fulfill the WIM requirement should enroll in POLISCI 236S.
Terms: Spr
| Units: 5
POLISCI 236S:
Theories and Practices of Civil Society, Philanthropy, and the Nonprofit Sector (ETHICSOC 232T, POLISCI 236)
What is the basis of private action for public good? How are charitable dollars distributed and what role do nonprofit organizations and philanthropic dollars play in civil society and modern democracy? In the "Philanthropy Lab" component of this course, students will award $100,000 in grants to local nonprofits. Students will explore how nonprofit organizations operate domestically and globally as well as the historical development and modern structure of civil society and philanthropy. Readings in political philosophy, history, political sociology, and public policy. Political Science majors who are taking this course to fulfill the WIM requirement should enroll in POLISCI 236S.
Terms: Spr
| Units: 5
POLISCI 237:
Varieties of Conservatism in America
This seminar explores the conservative movement in America and its principal strands. It begins with an introduction to the modern tradition of freedom and America's founding principles since the understanding of conservatism - in the United States as elsewhere - requires some acquaintance with that which conservatives seek to conserve. The introduction includes study of Marx's classic critique of liberal democracy because the understanding of conservativism also requires an appreciation of the leading alternative. The seminar then turns to developments in the immediate aftermath of World War II, when a self-consciously conservative movement in the United States first emerged as a national force and concludes with an examination of the leading debates among conservatives today. The seminar meets once a week. It revolves around careful reading of assigned texts, robust discussion of the materials, and analysis from a variety of perspectives. Students will be required to submit one-page ungraded reflections in advance of each class, and a substantial final paper at the conclusion of the course.
Terms: Spr
| Units: 5
| UG Reqs: WAY-ER, WAY-SI
POLISCI 238R:
Ancient Greek Rationality, Public and Private (CLASSICS 395, PHIL 338R, POLISCI 438R)
In this seminar, we'll consider ancient Greek views about and theories of practical rationality and compare and contrast them with some modern theories, especially theories of instrumental rationality. We'll consider both philosophic authors, especially Plato and Aristotle, but also Aeschylus, Herodotus, Solon, and Thucydides.
Terms: Spr
| Units: 3-5
POLISCI 239:
Directed Reading and Research in Political Theory
For undergraduates. Directed reading in Political Science with a focus on political theory. To be considered for enrollment, interested students must complete the directed reading petition form available on the Political Science website before the end of week 1 of the quarter in which they'd like to enroll. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
POLISCI 242G:
Political Mobilization and Democratic Breakthroughs (INTLPOL 218, POLISCI 342G)
Mass political mobilization occurs in both democracies and autocracies. Sometimes political protests, demonstrations, and acts of nonviolence civic resistance undermine autocracies, produce democratic breakthroughs, or generate democratic reforms. Other times, they do not. This course explores why, first examining the original causes of mobilization, and then understanding why some movements succeed and others fail. The first sessions of the course will review theories of revolution, social movements, and democratization. The remainder of the course will do deep dives into case studies, sometime with guest lecturers and participants from these historical moments. Cases to be discussed will include Chile, South Africa, Eastern Europe and the USSR (1989-1991), Russia (2011), Serbia and other color revolutions (2000, 2003, 2004), Tunisia, Egypt, and the Arab Spring (2011), China and Hong Kong (1989, 2016), and recent mobilizations (Belarus in 2020, Burma and the U.S. in 2021). The deadline to apply for this course is December 3rd.
Terms: Win
| Units: 3-5
POLISCI 243C:
The Politics of Internet Abuse
There are many ways in which the internet is abused to cause human harm. Terrorists use social media for recruitment. Government trolls harass opposition politicians and mass report activist accounts for supposed platform violations. Foreign and domestic actors post videos full of disinformation. Chat apps are used to incite violence. This course will explore political science research on these topics and how online platforms currently respond to these threats. Students will gain an understanding of the most pressing challenges in global communication platforms and a strong foundation for future research and work on mitigating these harms. For the final project, students in this class will partner with students in "CS152: Trust and Safety Engineering" to design policy guidelines to respond to harmful content in a particular country that the CS students will implement as a working bot. No programming skills are needed to enroll in ¿The Politics of Internet Abuse". Content note: This class will cover real-world harmful behaviors (such as hate speech, harassment and child exploitation) and will expose students to potentially upsetting material.
Terms: Win
| Units: 5
POLISCI 244A:
Authoritarian Politics (POLISCI 444A)
This course offers a thematic approach to the study of authoritarian politics. We will cover the major areas of political science research on authoritarian politics and governance while simultaneously building empirical knowledge about the politics of particular authoritarian regimes. The course will also discuss transitions to democracy as well as authoritarian political tendencies within democratic contexts.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-SI
POLISCI 244C:
Wealth of Nations (ECON 134)
Why are there economic disparities across countries? Why did some countries grow steadily over the past 200 years while many others did not? What have been the consequences for the citizens of those countries? What has been the role of geography, culture, and institutions in the development process? What are the moral dilemmas behind this development process? These are some of the questions we will discuss in this course. Following a historical and cross-cultural perspective, we will study the origins of economic development and the path that led to the configuration of the modern global economy.
Terms: Win
| Units: 5
| UG Reqs: WAY-SI
POLISCI 244D:
Societal Collapse (CLASSICS 187)
Sustained economic growth is an anomaly in human history. Moreover, in the very long term, sustained economic decline is common. Following a historical and cross-cultural perspective, we will study the causes of economic decline, the social and political consequences of that decline, and the path that led to the collapse of some of the most prosperous societies in human history. Among the episodes we will cover are the Late Bronze Age collapse in the Eastern Mediterranean, the fall of the Western Roman Empire, and the Classic Maya collapse. We will compare these ancient episodes with recent cases of socioeconomic decline, including the dissolution of the Soviet Union, and the downfall of Venezuela under Chavismo. We will use the past to reflect on the fundamentals of harmony and prosperity in our society and the challenges that they will face in the future.
Terms: Spr
| Units: 5
| UG Reqs: WAY-SI
POLISCI 244U:
Political Culture (POLISCI 344U)
The implications of social norms, preferences and beliefs for political and economic behavior and societal outcomes.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-SI
POLISCI 245R:
Politics in Modern Iran
Modern Iran has been a smithy for political movements, ideologies, and types of states. Movements include nationalism, constitutionalism, Marxism, Islamic fundamentalism, social democracy, Islamic liberalism, and fascism. Forms of government include Oriental despotism, authoritarianism, Islamic theocracy, and liberal democracy. These varieties have appeared in Iran in an iteration shaped by history, geography, proximity to oil and the Soviet Union, and the hegemony of Islamic culture.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-SI
POLISCI 247G:
Governance and Poverty (POLISCI 347G)
Poverty relief requires active government involvement in the provision of public services such as drinking water, healthcare, sanitation, education, roads, electricity and public safety. Failure to deliver public services is a major impediment to the alleviation of poverty in the developing world. This course will use an interdisciplinary approach to examining these issues, bringing together readings from across the disciplines of political science, economics, law, medicine and education to increase understanding of the complex causal linkages between political institutions, the quality of governance, and the capacity of developing societies to meet basic human needs. Conceived in a broadly comparative international perspective, the course will examine cross-national and field-based research projects, with a particular focus on Latin America and Mexico.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-SI
POLISCI 248D:
China in the Global Economy (POLISCI 348D)
An examination of China in the global economy. Focus will be on China's Belt and Road Initiative (BRI). The goal of the course is to provide students an in-depth understanding of a key initiative of China's efforts to globalize. The approach examines how BRI has played out in practice and how it is changing. Specific questions addressed will include: What is the political and economic logic of BRI? Who are the key players? How much of this is controlled and coordinated by Beijing? How much by local authorities? What bureaucratic structures, if any, have been created to regulate this major initiative? Whose interests are being served with BRI? What are the challenges facing BRI? How have strategies evolved? How have international reactions affected China's globalization strategies? How has this affected US-China Relations? How does BRI affect domestic politics?
Terms: Spr
| Units: 3-5
POLISCI 248S:
Latin American Politics (POLISCI 348S)
Fundamental transformations in Latin America in the last two decades: why most governments are now democratic or semidemocratic; and economic transformation as countries abandoned import substitution industrialization policies led by state intervention for neoliberal economic polices. The nature of this dual transformation.
Terms: Aut
| Units: 3-5
| UG Reqs: GER:DB-SocSci, WAY-SI
POLISCI 249:
Directed Reading and Research in Comparative Politics
For undergraduates. Directed reading in Political Science with a focus on comparative politics. To be considered for enrollment, interested students must complete the directed reading petition form available on the Political Science website before the end of week 1 of the quarter in which they'd like to enroll. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Acharya, A. (PI);
Blaydes, L. (PI);
Cox, G. (PI);
Diamond, L. (PI);
Fearon, J. (PI);
Fouka, V. (PI);
Grzymala-Busse, A. (PI);
Gulzar, S. (PI);
Haber, S. (PI);
Hainmueller, J. (PI);
Jusko, K. (PI);
Laitin, D. (PI);
Levi, M. (PI);
Lipscy, P. (PI);
Magaloni-Kerpel, B. (PI);
McFaul, M. (PI);
Oi, J. (PI);
Rice, C. (PI);
Rodden, J. (PI);
Scheve, K. (PI);
Schultz, K. (PI);
Tomz, M. (PI);
Weingast, B. (PI);
Weinstein, J. (PI)
POLISCI 259:
Directed Reading and Research in Political Methodology
For undergraduates. Directed reading in Political Science with a focus on political methodology. To be considered for enrollment, interested students must complete the directed reading petition form available on the Political Science website before the end of week 1 of the quarter in which they'd like to enroll. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Acharya, A. (PI);
Bonica, A. (PI);
Cox, G. (PI);
Fearon, J. (PI);
Fouka, V. (PI);
Grimmer, J. (PI);
Gulzar, S. (PI);
Hainmueller, J. (PI);
Hall, A. (PI);
Iyengar, S. (PI);
Jusko, K. (PI);
Rivers, D. (PI);
Tomz, M. (PI);
Xu, Y. (PI)
POLISCI 299A:
Research Design
This course is designed to teach students how to design a research project. The course emphasizes the specification of testable hypotheses, the building of data sets, and the inferences from that may be drawn from that evidence. This course fulfills the WIM requirement for Political Science Research Honors students.
Terms: Spr
| Units: 5
| UG Reqs: WAY-SI
POLISCI 299B:
Honors Thesis Seminar
Restricted to Political Science Research Honors students who have completed POLISCI 299A.
Terms: Aut
| Units: 5
POLISCI 299C:
Honors Thesis
Students conduct independent research work towards a senior honors thesis. Restricted to Political Science Research Honors students who have completed POLISCI 299B.
Terms: Win
| Units: 1-5
| Repeatable
for credit
POLISCI 299D:
Honors Thesis
Students conduct independent research work towards a senior honors thesis. Restricted to Political Science Research Honors students who have completed POLISCI 299B.
Terms: Spr
| Units: 1-5
| Repeatable
for credit
POLISCI 309:
Curricular Practical Training for PhD Students
Qualified Political Science students obtain employment in a relevant research or industrial activity to enhance their professional experience consistent with their degree programs. Meets the requirements for Curricular Practical Training for students on F-1 visas. The student is responsible for arranging their own internship/employment and gaining faculty sponsorship. At the completion of the CPT quarter, a final report must be submitted to the faculty sponsor documenting the work done and its relevance to Political Science. This course be repeated for credit up to 3 times.
Terms: Sum
| Units: 1
| Repeatable
3 times
(up to 3 units total)
POLISCI 311N:
Nuclear Politics (POLISCI 211N)
Why do states develop nuclear weapons and why do some states, that have the technological capacity to build nuclear weapons, nonetheless refrain from doing so? What are the consequences of new states deploying nuclear weapons? Do arms control treaties and the laws of armed conflict influence nuclear proliferation and nuclear war plans? What is the relationship between the spread of nuclear energy and the spread of nuclear weapons? We will first critically examine the political science, legal, and historical literature on these key questions. Students will then design and execute small research projects to address questions that have been inadequately addressed in the existing literature.
Terms: Spr
| Units: 3-5
POLISCI 314D:
Democracy, Development, and the Rule of Law (INTLPOL 230, INTNLREL 114D, POLISCI 114D)
This course explores the different dimensions of development - economic, social, and political - as well as the way that modern institutions (the state, market systems, the rule of law, and democratic accountability) developed and interacted with other factors across different societies around the world. The class will feature additional special guest lectures by Francis Fukuyama, Larry Diamond, Michael McFaul, Anna Grzymala-Busse, and other faculty and researchers affiliated with the Center on Democracy, Development, and the Rule of Law. Undergraduate students should enroll in this course for 5 units. Graduate students should enroll for 3.
Terms: Aut
| Units: 3-5
POLISCI 319:
Directed Reading and Research in International Relations
For PhD students. Directed reading in Political Science with a focus on international relations. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Acharya, A. (PI);
Blaydes, L. (PI);
Fearon, J. (PI);
Goldstein, J. (PI);
Hainmueller, J. (PI);
Krasner, S. (PI);
Lipscy, P. (PI);
McFaul, M. (PI);
Sagan, S. (PI);
Scheve, K. (PI);
Schultz, K. (PI);
Tomz, M. (PI);
Weinstein, J. (PI)
POLISCI 321:
Graduate Seminar in Political Psychology (COMM 308, PSYCH 284)
For students interested in research in political science, psychology, or communication. Methodological techniques for studying political attitudes and behaviors. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
POLISCI 324L:
The Psychology of Communication About Politics in America (COMM 164, COMM 264, POLISCI 124L, PSYCH 170, PUBLPOL 164)
(Graduate students enroll in COMM 264. COMM 164 is offered for 5 units, COMM 264 is offered for 4 units.) Focus is on how politicians and government learn what Americans want and how the public's preferences shape government action; how surveys measure beliefs, preferences, and experiences; how poll results are criticized and interpreted; how conflict between polls is viewed by the public; how accurate surveys are and when they are accurate; how to conduct survey research to produce accurate measurements; designing questionnaires that people can understand and use comfortably; how question wording can manipulate poll results; corruption in survey research.
Terms: Win
| Units: 4-5
POLISCI 326:
Executive Power Under the Constitution
This new course will address the full range of issues involving executive power under the U.S. Constitution, including the process of election (Electoral College; voting disputes, the Electoral Count Act), impeachment, foreign affairs (including control of foreign relations, command of the military, and control over national security, surveillance, and the like), authority of the President over executive agencies (including the power of removal and the duty to enforce the law), prosecution, pardon power, congressional oversight and executive privilege, executive statutory and constitutional interpretation, the budget process, litigation against the executive, and the role of the Office of Legal Counsel. The course will begin with an overview of the development of Article II at the Constitutional Convention, based in part on the instructor's recent book, THE PRESIDENT WHO WOULD NOT BE KING (Princeton Univ. Press 2020). Each topic will include historical context, relevant Supreme Court and lower court opinions, legal materials and commentary from outside the courts, and discussion of recent controversies. Class will be a combination of lecture and class discussion. The latter will be partly free-form, partly based on targeted questions from the instructor, and partly based on mini-debates. For grading, students will have the option of an open-book take-home exam and a 30-35 page research paper on a topic pre-approved by the instructor. Elements used in grading: Attendance, Class Participation, Exam or Final Paper.
Terms: Spr
| Units: 2
POLISCI 329:
Directed Reading and Research in American Politics
For PhD students. Directed reading in Political Science with a focus on American politics. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Bonica, A. (PI);
Brady, D. (PI);
Cain, B. (PI);
Cox, G. (PI);
Davenport, L. (PI);
Fiorina, M. (PI);
Grimmer, J. (PI);
Hall, A. (PI);
Ho, D. (PI);
Iyengar, S. (PI);
Jusko, K. (PI);
Krosnick, J. (PI);
Moe, T. (PI);
Nall, C. (PI);
Rakove, J. (PI);
Rice, C. (PI);
Rivers, D. (PI);
Sniderman, P. (PI);
Tomz, M. (PI);
Weingast, B. (PI)
POLISCI 330A:
Classical Seminar: Origins of Political Thought (CLASSICS 181, CLASSICS 381, ETHICSOC 130A, PHIL 176A, PHIL 276A, POLISCI 230A)
Political philosophy in classical antiquity, centered on reading canonical works of Thucydides, Plato, Aristotle against other texts and against the political and historical background. Topics include: interdependence, legitimacy, justice; political obligation, citizenship, and leadership; origins and development of democracy; law, civic strife, and constitutional change.
Terms: Win
| Units: 3-5
POLISCI 333M:
Research and Methods in Political Theory
This seminar has two aims. First, we examine the methodological approaches of scholars working within political theory as well as those working at the intersection of political theory and empirical social science. Second, we discuss in an informal workshop setting the ongoing work of graduate students, considering how, if at all, the readings on methodology could inform this work.
Terms: Spr
| Units: 3-5
| Repeatable
4 times
(up to 20 units total)
POLISCI 334:
Philanthropy and Civil Society (EDUC 374, SOC 374)
Cross-listed with Law (LAW 7071), Political Science (POLISCI 334) and Sociology (SOC 374). Associated with the Center for Philanthropy and Civil Society (PACS). Year-long workshop for doctoral students and advanced undergraduates writing senior theses on the nature of civil society or philanthropy. Focus is on pursuit of progressive research and writing contributing to the current scholarly knowledge of the nonprofit sector and philanthropy. Accomplished in a large part through peer review. Readings include recent scholarship in aforementioned fields. May be repeated for credit for a maximum of 3 units.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
(up to 297 units total)
POLISCI 334P:
Deliberative Democracy and its Critics (AMSTUD 135, COMM 135, COMM 235, COMM 335, ETHICSOC 135F, POLISCI 234P)
This course examines the theory and practice of deliberative democracy and engages both in a dialogue with critics. Can a democracy which emphasizes people thinking and talking together on the basis of good information be made practical in the modern age? What kinds of distortions arise when people try to discuss politics or policy together? The course draws on ideas of deliberation from Madison and Mill to Rawls and Habermas as well as criticisms from the jury literature, from the psychology of group processes and from the most recent normative and empirical literature on deliberative forums. Deliberative Polling, its applications, defenders and critics, both normative and empirical, will provide a key case for discussion.
Terms: Win, Spr
| Units: 3-5
POLISCI 335:
Chinese Political Thought: 1895-2021 (POLISCI 235)
Everybody is talking about China now. The competition between China and the Western world is not only about economic growth, technological advancement, and military strength. What is ultimately at stake is a key theoretical question: Can China's political traditions and current practices (such as one-party meritocracy) offer a legitimate and desirable alternative to the ideal of liberal democracy? This course aims to approach this question through the lens of intellectual history and political theory. Attention is given to how Chinese thinkers since 1895 have conceived of China's place in the world, how they have used Western political ideas to transform China, how they have creatively transformed Chinese traditions to meet the challenge of modernity, and, most importantly, how they have advanced political ideals that claim to be able fix the problems in the West (such as imperialism and capitalism). We will also learn how Western thinkers are responding to the challenge from China. The first half of the course covers foundational texts in Chinese intellectual history from 1895 to the Maoist Era. The second half is about political thinking in contemporary China. No prior knowledge about China, Chinese, or political theory/philosophy is required.
Terms: Aut
| Units: 3-5
POLISCI 335N:
Political Thought in Modern Asia (CHINA 146, CHINA 246, ETHICSOC 146, POLISCI 235N)
The study of political theory in the United States has been accused of being Western-centric: We tend to focus on intellectual traditions from Plato to NATO, while ignoring the vast world of non-Western societies and the ways they think about politics and public life. How do Chinese thinkers conceptualize human rights and good governance? How do Indian intellectuals reconcile democracy and inherited hierarchies in Hinduism? How do Islamic scholars view the relationship between religious authority and secular authority? Should we regard liberal democracy, or Western civilization more broadly, as representing the universal value guiding every society? Or, should we learn from non-Western ideas and values so as to solve problems plaguing Western societies? How can competing visions of good life coexist in a globalized and increasingly pluralistic world? This course aims to answer these questions by exploring three Asian traditions and their perspectives on politics: Confucianism, Hinduism, and Islam. We will focus on the modern period (19th-21st centuries) and the ways intellectuals in these societies respond to the challenge of modernity and Western superiority. Special attention is given to how these intellectuals conceive of the relationship between modernity and their respective traditions: Are they compatible or mutually exclusive? In which ways do intellectuals interpret these traditions so as to render them (in)compatible with modernity? We will read academic articles written by Anglophone scholars as well as original texts written by non-Western thinkers. No knowledge of non-Western languages is required.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-ER
POLISCI 336:
Introduction to Global Justice (ETHICSOC 136R, INTNLREL 136R, PHIL 76, POLISCI 136R)
Our world is divided into many different states, each of which has its own culture or set of cultures. Vast inequalities of wealth and power exist between citizens of the rich world and the global poor. International commerce, immigration, and climate change entwine our lives in ways that transcend borders. It is in this context that problems of global justice, which relate to the normative obligations that arise from our international order, emerge. What demands (if any) does justice impose on institutions and individuals acting in a global context? Is it morally permissible to prioritize the welfare of our compatriots over the welfare of foreigners? Do states have the right to control their borders? What are the responsibilities (if any) of wealthy states, consumers, and multinational corporations to the global poor? This course explores longstanding problems of global justice via a discussion of contemporary issues: global poverty, global public health, immigration, human rights and humanitarian intervention, self-determination, and climate change.n nThere are no easy answers to these questions, and the complexity of these issues requires an interdisciplinary approach. While there are several possible theoretical approaches to problems of global justice, the approach taken in this course will be rooted in political philosophy and political theory. We will combine readings from political philosophy and theory with empirical material from the social sciences, newspaper articles, and popular media. By the end of this course, students will be familiar with contemporary problems of global justice, be able to critically assess theoretical approaches to these problems, and be able to formulate and defend their own views on these complex issues.
Terms: Win
| Units: 4
POLISCI 336S:
Justice (ETHICSOC 171, PHIL 171, POLISCI 103, PUBLPOL 103C)
Justice, as we use the term in this class, is a question about social cooperation. People can produce much more cooperatively than the sum of what they could produce as individuals, and these gains from cooperation are what makes civilization possible. But on what terms should we cooperate? How should we divide, as the philosopher John Rawls puts it, "the benefits and burdens of social cooperation"? Working primarily within the Anglo-American philosophical tradition, we'll discuss different answers to this big question as a way to bring together some of the most prominent debates in modern political philosophy. We'll study theories including utilitarianism, libertarianism, classical liberalism, and egalitarian liberalism, and we'll take on complex current issues like reparations for racial injustice, the gender pay gap, and responses to climate change. This class is meant to be an accessible entry point to political philosophy. No experience with political science or philosophy is required or assumed, and we will spend time on the strategy of philosophy as well: understanding how our authors make their arguments to better respond to them and make our own.
Terms: Aut
| Units: 4-5
POLISCI 337A:
Political Philosophy: The Social Contract Tradition (ETHICSOC 176, PHIL 176, PHIL 276, POLISCI 137A)
(Graduate students register for 276.) What makes political institutions legitimate? What makes them just? When do citizens have a right to revolt against those who rule over them? Which of our fellow citizens must we tolerate?Surprisingly, the answers given by some of the most prominent modern philosophers turn on the idea of a social contract. We will focus on the work of Hobbes, Locke, Rousseau, and Rawls.
Terms: Win
| Units: 4
POLISCI 338E:
The Problem of Evil in Literature, Film, and Philosophy (FRENCH 265)
Conceptions of evil and its nature and source, distinctions between natural and moral evil, and what belongs to God versus to the human race have undergone transformations reflected in literature and film. Sources include Rousseau's response to the 1755 Lisbon earthquake; Hannah Arendt's interpretation of Auschwitz; Günther Anders' reading of Hiroshima; and current reflections on looming climatic and nuclear disasters. Readings from Rousseau, Kant, Dostoevsky, Arendt, Anders, Jonas, Camus, Ricoeur, Houellebeck, Girard. Films by Lang, Bergman, Losey, Hitchcock.
Terms: Aut
| Units: 3-5
POLISCI 339:
Directed Reading and Research in Political Theory
For PhD students. Directed reading in Political Science with a focus on political theory. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
POLISCI 342G:
Political Mobilization and Democratic Breakthroughs (INTLPOL 218, POLISCI 242G)
Mass political mobilization occurs in both democracies and autocracies. Sometimes political protests, demonstrations, and acts of nonviolence civic resistance undermine autocracies, produce democratic breakthroughs, or generate democratic reforms. Other times, they do not. This course explores why, first examining the original causes of mobilization, and then understanding why some movements succeed and others fail. The first sessions of the course will review theories of revolution, social movements, and democratization. The remainder of the course will do deep dives into case studies, sometime with guest lecturers and participants from these historical moments. Cases to be discussed will include Chile, South Africa, Eastern Europe and the USSR (1989-1991), Russia (2011), Serbia and other color revolutions (2000, 2003, 2004), Tunisia, Egypt, and the Arab Spring (2011), China and Hong Kong (1989, 2016), and recent mobilizations (Belarus in 2020, Burma and the U.S. in 2021). The deadline to apply for this course is December 3rd.
Terms: Win
| Units: 3-5
POLISCI 344U:
Political Culture (POLISCI 244U)
The implications of social norms, preferences and beliefs for political and economic behavior and societal outcomes.
Terms: Aut
| Units: 3-5
POLISCI 347G:
Governance and Poverty (POLISCI 247G)
Poverty relief requires active government involvement in the provision of public services such as drinking water, healthcare, sanitation, education, roads, electricity and public safety. Failure to deliver public services is a major impediment to the alleviation of poverty in the developing world. This course will use an interdisciplinary approach to examining these issues, bringing together readings from across the disciplines of political science, economics, law, medicine and education to increase understanding of the complex causal linkages between political institutions, the quality of governance, and the capacity of developing societies to meet basic human needs. Conceived in a broadly comparative international perspective, the course will examine cross-national and field-based research projects, with a particular focus on Latin America and Mexico.
Terms: Win
| Units: 3-5
POLISCI 348:
Chinese Politics (INTNLREL 158, POLISCI 148)
China, one of the few remaining communist states in the world, has not only survived, but has become a global political actor of consequence with the fastest growing economy in the world. What explains China's authoritarian resilience? Why has the CCP thrived while other communist regimes have failed? How has the Chinese Communist Party managed to develop markets and yet keep itself in power? What avenues are there for political participation? How does censorship work in the information and 'connected' age of social media? What are the prospects for political change? How resilient is the part in the fave of technological and economic change? Materials will include readings, lectures, and selected films. This course has no prerequisites. This course fulfills the Writing in the Major requirement for Political Science and International Relations undergraduate majors. PoliSci majors should register for POLISCI 148 and IR majors should register for INTNLREL 158. Graduate students should register for POLISCI 348. Please note: this course did not fulfill the WIM requirement in 2017-18 or 2018-19.
Terms: Win
| Units: 3-5
POLISCI 348D:
China in the Global Economy (POLISCI 248D)
An examination of China in the global economy. Focus will be on China's Belt and Road Initiative (BRI). The goal of the course is to provide students an in-depth understanding of a key initiative of China's efforts to globalize. The approach examines how BRI has played out in practice and how it is changing. Specific questions addressed will include: What is the political and economic logic of BRI? Who are the key players? How much of this is controlled and coordinated by Beijing? How much by local authorities? What bureaucratic structures, if any, have been created to regulate this major initiative? Whose interests are being served with BRI? What are the challenges facing BRI? How have strategies evolved? How have international reactions affected China's globalization strategies? How has this affected US-China Relations? How does BRI affect domestic politics?
Terms: Spr
| Units: 3-5
POLISCI 348S:
Latin American Politics (POLISCI 248S)
Fundamental transformations in Latin America in the last two decades: why most governments are now democratic or semidemocratic; and economic transformation as countries abandoned import substitution industrialization policies led by state intervention for neoliberal economic polices. The nature of this dual transformation.
Terms: Aut
| Units: 3-5
POLISCI 349:
Directed Reading and Research in Comparative Politics
For PhD students. Directed reading in Political Science with a focus on comparative politics. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Acharya, A. (PI);
Blaydes, L. (PI);
Cox, G. (PI);
Diaz, A. (PI);
Fearon, J. (PI);
Fouka, V. (PI);
Grzymala-Busse, A. (PI);
Gulzar, S. (PI);
Haber, S. (PI);
Hainmueller, J. (PI);
Jha, S. (PI);
Jusko, K. (PI);
Laitin, D. (PI);
Levi, M. (PI);
Lipscy, P. (PI);
Magaloni-Kerpel, B. (PI);
McFaul, M. (PI);
Oi, J. (PI);
Prillaman, S. (PI);
Rice, C. (PI);
Rodden, J. (PI);
Scheve, K. (PI);
Schultz, K. (PI);
Tomz, M. (PI);
Weingast, B. (PI);
Weinstein, J. (PI)
POLISCI 351B:
Economic Analysis of Political Institutions
Applying techniques such as information economics, games of incomplete information, sequential bargaining theory, repeated games, and rational expectations of microeconomic analysis and game theory to political behavior and institutions. Applicatoins include agenda formation in legislatures, government formation in parliamentary systems, the implications of legislative structure, elections and information aggregation, lobbying, electoral competition and interest groups, the control of bureaucracies, interest group competition, and collective choice rules.
Terms: Aut, Win
| Units: 4
POLISCI 355A:
Data Science for Politics (POLISCI 150A)
Data science is quickly changing the way we understand and and engage in the political process. In this course we will develop fundamental techniques of data science and apply them to large political datasets on elections, campaign finance, lobbying, and more. The objective is to give students the skills to carry out cutting edge quantitative political studies in both academia and the private sector. Students with technical backgrounds looking to study politics quantitatively are encouraged to enroll.
Terms: Aut
| Units: 5
POLISCI 355B:
Machine Learning for Social Scientists (POLISCI 150B)
Machine learning - the use of algorithms to classify, predict, sort, learn and discover from data - has exploded in use across academic fields, industry, government, and the non-profit sector. This course provides an introduction to machine learning for social scientists. We will introduce state of the art machine learning tools, show how to use those tools in the programming language R, and demonstrate why a social science focus is essential to effectively apply machine learning techniques in social, political, and policy contexts. Applications of the methods will include forecasting social phenomena, evaluating the use of algorithms in public policy, and the analysis of social media and text data. Prerequisite: POLISCI 150A/355A.
Terms: Win
| Units: 5
POLISCI 355C:
Causal Inference for Social Science (POLISCI 150C)
Causal inference methods have revolutionized the way we use data, statistics, and research design to move from correlation to causation and rigorously learn about the impact of some potential cause (e.g., a new policy or intervention) on some outcome (e.g., election results, levels of violence, poverty). This course provides an introduction that teaches students the toolkit of modern causal inference methods as they are now widely used across academic fields, government, industry, and non-profits. Topics include experiments, matching, regression, sensitivity analysis, difference-in-differences, panel methods, instrumental variable estimation, and regression discontinuity designs. We will illustrate and apply the methods with examples drawn from various fields including policy evaluation, political science, public health, economics, business, and sociology. Prerequisite: POLISCI 150A.
Terms: Spr
| Units: 5
POLISCI 356A:
Formal Theory I
An introduction to noncooperative game theory through applications in political science. Topics will include the Hotelling-Downs model, the probabilistic voting model, contests, the tragedy of the commons, and political bargaining models, among others.
Terms: Win
| Units: 3-5
POLISCI 356B:
Formal Theory II
A continuation of Formal Theory I covering applications of asymmetric information game theory to political science. Topics include the Condorcet jury model, asymmetric information crisis bargaining, and political accountability models, among others.
Terms: Spr
| Units: 3-5
POLISCI 359:
Advanced Individual Study in Political Methodology
For PhD students. Directed reading in Political Science with a focus on political methodology. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Acharya, A. (PI);
Bonica, A. (PI);
Cox, G. (PI);
Fearon, J. (PI);
Fouka, V. (PI);
Grimmer, J. (PI);
Gulzar, S. (PI);
Hainmueller, J. (PI);
Hall, A. (PI);
Iyengar, S. (PI);
Jusko, K. (PI);
Rivers, D. (PI);
Tomz, M. (PI)
POLISCI 400:
Dissertation
Pre-TGR dissertation research. Open to Poli Sci PhD students who have advanced to candidacy.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Acharya, A. (PI);
Blaydes, L. (PI);
Bonica, A. (PI);
Brady, D. (PI);
Cain, B. (PI);
Chapman, E. (PI);
Cox, G. (PI);
Davenport, L. (PI);
Fearon, J. (PI);
Fiorina, M. (PI);
Fouka, V. (PI);
Goldstein, J. (PI);
Grimmer, J. (PI);
Grzymala-Busse, A. (PI);
Gulzar, S. (PI);
Haber, S. (PI);
Hainmueller, J. (PI);
Hall, A. (PI);
Holloway, D. (PI);
Iyengar, S. (PI);
Jusko, K. (PI);
Krasner, S. (PI);
Krosnick, J. (PI);
Laitin, D. (PI);
Levi, M. (PI);
Lipscy, P. (PI);
Magaloni-Kerpel, B. (PI);
McFaul, M. (PI);
McQueen, A. (PI);
Moe, T. (PI);
Nall, C. (PI);
Ober, J. (PI);
Oi, J. (PI);
Prillaman, S. (PI);
Rakove, J. (PI);
Reich, R. (PI);
Rice, C. (PI);
Rivers, D. (PI);
Rodden, J. (PI);
Sagan, S. (PI);
Satz, D. (PI);
Scheve, K. (PI);
Schultz, K. (PI);
Sniderman, P. (PI);
Tomz, M. (PI);
Weingast, B. (PI);
Weinstein, J. (PI)
POLISCI 410A:
International Relations Theory, Part I
This course offers a PhD-level introductory overview of the field of international relations. The primary purpose is to understand and evaluate the main theories, arguments, claims, and conjectures made by scholars in the field so as to enable students to situate arguments in the conceptual structure and intellectual history of IR theory.
Terms: Aut
| Units: 3-5
POLISCI 410B:
International Relations Theory, Part II
Second of a three-part graduate sequence. Security and armed conflict, both interstate and civil war. Nuclear weapons, terrorism, political economy of defense, and related topics. Prerequisite: POLISCI 410A.
Terms: Win
| Units: 3-5
POLISCI 410C:
International Relations Theory, Part III
Third of a three-part graduate sequence. History of international relations theory, current debates, and applications to problems of international security and political economy. Prerequisite: POLISCI 410A.
Terms: Spr
| Units: 3-5
POLISCI 410D:
Research in International Relations
Part of the graduate sequence in international relations. Focus is on developing research papers and exploring active areas of research in the field. Prerequisites: POLISCI 410A and 410B. 410C should be taken before or concurrently.
Terms: Spr
| Units: 3-5
POLISCI 420A:
American Political Institutions
Theories of American politics, focusing on Congress, the presidency, the bureaucracy, and the courts.
Terms: Win
| Units: 3-5
POLISCI 420B:
Topics in American Political Behavior
For graduate students with background in American politics embarking on their own research. Current research in American politics, emphasizing political behavior and public opinion. Possible topics: uncertainty and ambivalence in political attitudes, heterogeneity in public opinion, the structure of American political ideology, political learning, the media as a determinant of public opinion, and links between public opinion and public policy.
Terms: Aut
| Units: 3-5
POLISCI 421K:
Questionnaire Design for Surveys and Laboratory Experiments: Social and Cognitive Perspectives (COMM 339, PSYCH 231)
The social and psychological processes involved in asking and answering questions via questionnaires for the social sciences; optimizing questionnaire design; open versus closed questions; rating versus ranking; rating scale length and point labeling; acquiescence response bias; don't-know response options; response choice order effects; question order effects; social desirability response bias; attitude and behavior recall; and introspective accounts of the causes of thoughts and actions.
Terms: Aut
| Units: 4
POLISCI 422F:
Seminar on Political Change in the United States
This seminar will examine broad changes in American Politics in the modernnera, roughly the beginning of the 20th Century to the present. A central theme of the seminar will be how sociological and economic change disrupts party alignments and leads to a changed politics. Each week a student will lead a critical discussion of a principal reading while others present additional related readings.
Terms: Win
| Units: 3-5
POLISCI 427C:
Money in Politics (POLISCI 227C)
This course will cover campaign finance, lobbying, and interest group politics.
Terms: Spr
| Units: 3-5
POLISCI 431:
Grad seminar: Contemporary Political Theory (PHIL 370)
Graduate seminar.
Terms: Spr
| Units: 4
POLISCI 432R:
Selections in Modern Political Thought (ETHICSOC 432X)
This graduate-level seminar explores selections from the canon of Western political thought from the late fifteenth through nineteenth centuries. Throughout the course, we will engage in close textual readings of individual thinkers and consider some of the larger questions raised by political modernity. This offering will focus on American political thought from the Puritan era through the turn of the 20th century. We will pay special attention to dissenting voices and to texts that address the settler empire, slavery, and the color line. Thinkers covered will include: John Winthrop, Thomas Jefferson, James Madison, Alexander Hamilton, "Brutus," William Apess, Henry David Thoreau, John C. Calhoun, David Walker, Abraham Lincoln, Frederick Douglass, and W.E.B. Du Bois.
Terms: Spr
| Units: 3-5
POLISCI 433:
Workshop in Political Theory
For graduate students. Faculty, guest speakers, and graduate students conducting research in political theory present works-in-progress. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
for credit
POLISCI 435:
Asian Political Thought
The study of political theory in the United States has been accused of being Western-centric: We tend to focus on intellectual traditions from Plato to NATO, while ignoring the vast world of non-Western societies and the ways they think about politics and public life. How do Chinese thinkers conceptualize human rights and good governance? How do Indian intellectuals reconcile democracy and inherited hierarchies in Hinduism? How do Islamic scholars view the relationship between religious authority and secular authority? Should we regard liberal democracy, or 'Western civilization' more broadly, as representing the 'universal value' guiding every society? Or, should we learn from non-Western ideas and values so as to solve problems plaguing Western societies? How can competing visions of good life coexist in a globalized and increasingly pluralistic world? This course aims to answer these questions by exploring three Asian traditions and their perspectives on politics: Confucianism, Hinduism, and Islam. We will focus on the modern period (19th-21st centuries) and the ways intellectuals in these societies respond to the challenge of modernity and Western superiority. Special attention is given to how these intellectuals conceive of the relationship between modernity and their respective traditions: Are they compatible or mutually exclusive? In which ways do intellectuals interpret these traditions so as to render them (in)compatible with modernity? We will read academic articles written by Anglophone scholars as well as original texts written by non-Western thinkers. No knowledge of non-Western languages is required.
Terms: Win
| Units: 3-5
POLISCI 437C:
20th Century and Contemporary Political Theory
This course provides a survey of some of the major contributions to political thought in the past century. The course will place special emphasis on the development of theories of political authority and legitimacy in the context of the modern bureaucratic state, as well as the connection between authority and other key concepts in normative political authority: democracy, justice, and freedom.
Terms: Aut
| Units: 3-5
POLISCI 438R:
Ancient Greek Rationality, Public and Private (CLASSICS 395, PHIL 338R, POLISCI 238R)
In this seminar, we'll consider ancient Greek views about and theories of practical rationality and compare and contrast them with some modern theories, especially theories of instrumental rationality. We'll consider both philosophic authors, especially Plato and Aristotle, but also Aeschylus, Herodotus, Solon, and Thucydides.
Terms: Spr
| Units: 3-5
POLISCI 440A:
Theories in Comparative Politics
Theories addressing major concerns in the comparative field including identity, order, regime type, legitimacy, and governance.
Terms: Aut
| Units: 3-5
POLISCI 440B:
Comparative Political Economy
Required of Political Science Ph.D. students with comparative politics as a first or second concentration; others by consent of the instructor. The origins of political and economic institutions and their impact on long run outcomes for growth and democracy. Emphasis is on the analysis of causal models, hypothesis testing, and the quality of evidence.
Terms: Win
| Units: 3-5
POLISCI 440C:
Research Design in Comparative Politics
Current methodological standards in comparative politics. Students develop their own research design that meets these standards.
Terms: Spr
| Units: 5
POLISCI 444A:
Authoritarian Politics (POLISCI 244A)
This course offers a thematic approach to the study of authoritarian politics. We will cover the major areas of political science research on authoritarian politics and governance while simultaneously building empirical knowledge about the politics of particular authoritarian regimes. The course will also discuss transitions to democracy as well as authoritarian political tendencies within democratic contexts.
Terms: Aut
| Units: 3-5
POLISCI 446:
Political Development Economics
There is a growing awareness that many of the key challenges in fostering development in poor societies are political challenges. What can we do to encourage trade, cooperation and peace in environments riven with social and ethnic divisions? How do we foster broadly beneficial political reforms and good governance when the potential losers to reforms are able to mobilise to prevent them? How do we detect and mitigate the effects of corruption? What role may modern finance play in creating or mitigating political economy challenges in developing countries?These problems are modern and endemic, but many are also old problems, and economic theory and the practical experiences of different countries have much to tell us both about what has worked in the past, and what policy experiments we may try in new environments. Rather than a survey, the objective of this course is to selectively discuss new and open research areas in political development economics and the theoretical and empirical tools necessary to contribute to them, with the topics chosen to complement other Stanford courses in applied microeconomics, development, political economics and economic history. By the end of the course, the student will have analysed a theoretical or historical solution to a key political development challenge and proposed a natural or field experiment to test it empirically. Graduate level proficiency in microeconomics and empirical methods will be required.
Terms: Win
| Units: 3
POLISCI 448R:
Workshop: China Social Science (SOC 368W)
For Ph.D. students in the social sciences and history. Research on contemporary society and politics in the People's Republic of China. May be repeated for credit. Prerequisite: consent of instructor.
Terms: Win, Spr
| Units: 1
| Repeatable
for credit
POLISCI 450A:
Political Methodology I: Regression
Introduction to statistical research in political science, with a focus on linear regression. Teaches students how to apply multiple regression models as used in much of political science research. Also covers elements of probability and sampling theory.
Terms: Aut
| Units: 3-5
POLISCI 450B:
Political Methodology II: Causal Inference
Survey of statistical methods for causal inference in political science research. Covers a variety of causal inference designs, including experiments, matching, regression, panel methods, difference-in-differences, synthetic control methods, instrumental variables, regression discontinuity designs, quantile regression, and bounds. Prerequisite: POLISCI 450A completed for a letter grade of "B" or higher.
Terms: Win
| Units: 3-5
POLISCI 450C:
Political Methodology III: Model-Based Inference
Provides a survey of statistical tools for model-based inference in political science with a particular focus on machine-learning techniques. Topics include likelihood theory of inference and techniques for prediction, discovery, and causal inference. Prerequisites: POLISCI 450A and POLISCI 450B completed for a letter grade of "B" or higher.
Terms: Spr
| Units: 3-5
POLISCI 450D:
Political Methodology IV: Advanced Topics
Covers advanced statistical tools that are useful for empirical research in political science. Possible topics include missing data, survey sampling and experimental designs for field research, machine learning, text mining, clustering, Bayesian methods, spatial statistics, and web scraping. Prerequisites: POLISCI 450A, POLISCI 450B and POLISCI 450C completed for a letter grade of "B" or higher.
Terms: Aut
| Units: 3-5
POLISCI 451:
Directed Readings on Causal Inference with Panel Data
In this seminar, we will be reading recent papers from the emerging literature on causal inference using panel data. The class will meet once a week; each week, two papers will be discussed. Prerequisites for Political Science PhD students: POLISCI 450A and POLISCI 450B or equivalent classes.
Terms: Spr
| Units: 2-3
POLISCI 460A:
Political Economy I (ECON 220)
Introduction to empirical and theoretical research in political economy. This course focuses on issues in democracies, while Political Economy II focuses on issues in non-democracies. Topics may include institutional foundations, social choice, electoral competition and candidate positioning, accountability, voter behavior, polarization, media and political communication, redistribution, special interests and lobbying, collective action, immigration, and populism. Prerequisite for Econ PhD students: ECON 202 and 270 or permission of instructors. Prerequisites for Political Science PhD students: POLISCI 450A, POLISCI 450B, and POLISCI 356A.
Terms: Aut
| Units: 3-5
POLISCI 462:
How to Write and Publish a Quantitative Political Science Paper
This course helps students to write a publishable research paper in political science. We will focus on how to specify an important research question, how to identify appropriate research methods to answer that question, how to present evidence effectively, and how to navigate the publication process. Students will be expected to produce a completed research paper of publishable quality by the end of the quarter.
Terms: Spr
| Units: 3-5
POLISCI 480:
The Science of Politics: Foundational Concepts for Political Science Graduate Students
This class is an introduction to the different ways that social scientists have proposed to understand politics. The emphasis is on understanding how the way a question is posed structures the way it can be answered, and how the way it can be answered structures the results that can be obtained.
Terms: Aut
| Units: 2
POLISCI 482A:
Political Science Departmental Workshop
The Political Science Departmental Workshop provides a forum for graduate students and faculty involved in political science research to engage with the core themes and questions of research across the discipline. Meetings will include presentations by Stanford graduate students and faculty of work "in progress" across all political science sub-disciplines. The aim of the workshop is for participants to gain a better understanding of the key questions that unite political scientists and learn about cutting-edge research. Participation is limited to Political Science faculty, graduate students, postdocs and visitors. Enrollment open to Political Science PhDs only; auditing by Stanford affiliates not allowed.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
for credit
POLISCI 482B:
Political Science Guest Speaker Workshop
The workshop brings in a distinguished speaker from outside the department each week, focusing on the sub-fields of international relations, comparative politics, American politics, and political methodology. The workshop will give participants a broad overview of cutting-edge theoretical and empirical research being carried out in political science and related fields. Visiting speakers will include both recent PhDs and senior scholars. Students will have the opportunity to follow up and have individual meetings with speakers working on related research topics. Attendance is open to all Stanford affiliates. Enrollment open to Political Science PhDs only.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
for credit
POLISCI 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Acharya, A. (PI);
Blaydes, L. (PI);
Bonica, A. (PI);
Brady, D. (PI);
Cain, B. (PI);
Chapman, E. (PI);
Cox, G. (PI);
Davenport, L. (PI);
Fearon, J. (PI);
Fiorina, M. (PI);
Fouka, V. (PI);
Goldstein, J. (PI);
Grimmer, J. (PI);
Grzymala-Busse, A. (PI);
Gulzar, S. (PI);
Haber, S. (PI);
Hainmueller, J. (PI);
Hall, A. (PI);
Ho, D. (PI);
Iyengar, S. (PI);
Jefferson, H. (PI);
Jusko, K. (PI);
Kennard, A. (PI);
Krasner, S. (PI);
Krosnick, J. (PI);
Laitin, D. (PI);
Levi, M. (PI);
Lipscy, P. (PI);
Magaloni-Kerpel, B. (PI);
McFaul, M. (PI);
McQueen, A. (PI);
Moe, T. (PI);
Nall, C. (PI);
Ober, J. (PI);
Oi, J. (PI);
Prillaman, S. (PI);
Rakove, J. (PI);
Reich, R. (PI);
Rice, C. (PI);
Rivers, D. (PI);
Rodden, J. (PI);
Sagan, S. (PI);
Satz, D. (PI);
Scheve, K. (PI);
Schultz, K. (PI);
Sniderman, P. (PI);
Tomz, M. (PI);
Weingast, B. (PI);
Weinstein, J. (PI);
Xu, Y. (PI)
PORTLANG 1A:
Accelerated First-Year Portuguese, Part 1
Completes first-year sequence in two rather than three quarters. For students with a strong background in another Romance language, preferably Spanish. Emphasis is on developing oral comprehension and socially and culturally appropriate beginning proficiency in interpersonal, interpretive, and presentational modes. Completion of PORTLANG 2A fulfills the University's foreign language requirement.
Terms: Aut, Win, Spr
| Units: 5
PORTLANG 2A:
Accelerated First-Year Portuguese, Part 2
Continuation of PORTLANG 1A. For students with a strong background in another Romance language, preferably Spanish. Emphasis is on developing oral comprehension and socially and culturally appropriate intermediate proficiency in interpersonal, interpretive, and presentational modes. Completion of PORTLANG 2A fulfills the University's foreign language requirement. Prerequisite: Placement Test or PORTLANG 1A or equivalent.
Terms: Aut, Win, Spr
| Units: 5
| UG Reqs: Language
PORTLANG 11A:
Accelerated Second-Year Portuguese, Part 1
Continuation of PORTLANG 2A. Fast-paced first half of the second-year sequence. Emphasis is on developing a solid basis for socially and culturally appropriate advanced proficiency in oral and written discourse, including presentational language, and formal and informal discourse for the academic and professional contexts.Prerequisite: Placement Test, PORTLANG 2A, PORTLANG 3 or equivalent.
Terms: Aut, Win, Spr
| Units: 4
| UG Reqs: Language
PORTLANG 12A:
Accelerated Second-Year Portuguese, Part 2
Continuation of PORTLANG 11A. Fast-paced second half of the second-year sequence. Emphasis is on strengthening socially and culturally appropriate advanced proficiency in oral and written discourse, including presentational language, and formal and informal discourse for the academic and professional contexts.nPrerequisite: Placement Test, PORTLANG 11A or equivalent.
Terms: Aut, Win, Spr
| Units: 4
| UG Reqs: Language
PORTLANG 101:
Reading Brazil
3rd year course Expository readings, guest lectures, discussions, on current Brazilian issues. Emphasis is on strengthening and expanding socially and culturally appropriate advanced proficiency in oral and written discourse departing from texts.. Prerequisite: Placement Test, PORTLANG 12A or equivalent.
Terms: Aut
| Units: 3-4
PORTLANG 102:
Brazil in Text: Advanced Grammar and Composition
3rd year course Further development of writing competence. Short expository readings, guest lectures, discussions, review of advanced structures, compositions on current Brazilian issues. Emphasis is on expanding students repertoire of structures,building paragraphs, organizing arguments, and justifying positions. May be repeated once for credit. May be repeated once for credit. Prerequisite: PORTLANG 12A or equivalent.
Terms: Win
| Units: 3-4
| Repeatable
2 times
(up to 8 units total)
PORTLANG 103:
Advanced Conversation: Brazil Today
3rd year course. Reading and discussions on issues from current media sites and magazines, reading comprehension strategies and vocabulary building. Emphasis is on solidifying and expanding formal expository language. and formal and informal discourse for the academic and professional context. May be repeated once for credit. Prerequisite: PORTLANG 12A.
Terms: Spr
| Units: 3-4
| Repeatable
2 times
(up to 8 units total)
PORTLANG 161:
Advanced Reading in Portuguese, Fourth-year Portuguese
4th year course. Emphasis is on high-level reading comprehension leading to advanced development of communication skills for extended formal and informal discourse in Portuguese. Prerequisite: Placement Test or PORTLANG 101.
Terms: Aut
| Units: 3-4
PORTLANG 162:
Advanced Writing in Portuguese, Fourth-year Portuguese
4th-year course. The course has two tracks, depending on the interest of the student: a) advanced expository writing (correspondence, technical reports, editorials, etc.) and b) creative writing (`crônicas' short stories, poems, etc.). Prerequisite: Placement Test or PORTLANG 102.
Terms: Win
| Units: 3-4
PORTLANG 163:
Contemporary Issues in the Lusophone World. Fourth-Year Portuguese
4th-year course. The class emphasizes formal presentations/discussions in Portuguese, based on contemporary issues in the lusophone world.Emphasis is on mastering high-level vocabulary/structure as well as rhetorical strategies, for appropriate use in professional settings. . Prerequisite: Placement Test or PORTLANG 103.
Terms: Spr
| Units: 3-4
PORTLANG 297:
Directed Reading
Prerequisite: consent of instructor.nn (Staff)
Terms: Aut, Win, Spr
| Units: 1-4
| Repeatable
for credit
PORTLANG 394:
Graduate Studies in Portuguese Conversation
Prerequisite: consent of instructor.nn (Staff)
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
PORTLANG 395:
Graduate Studies in Portuguese
Prerequisite: consent of instructor.n (Staff)
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
PSYC 52N:
The Neuroscience of Stress and Reward: Circuit Fundamentals of Emotional Arousal
How do our brains translate thoughts and experiences into feelings of pain or pleasure? Why do some people struggle more than others with social isolation, addictive habits, poor quality sleep, unexpected life challenges, or societal pressures? More importantly, what can we do about it? This course provides an introduction to studies from psychology, neurobiology, and psychiatry that explain fundamentals of emotions & behavior. We will focus on the underlying neural basis of mental health conditions like anxiety, insomnia, and addiction, while also covering the science of resilience. Students will learn foundational concepts that build knowledge in core areas of neuroscience.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SMA
PSYC 53N:
Your Secret Mind: Getting to Know and Living with your Unconscious
Focuses on the motivational unconscious. Topics include the science of the unconscious mind and the techniques used to gain conscious access to these psychological process, as well as methods of exploring students' own unconscious for creative purposes and to understand personal habits, reactions, motives, emotions and thoughts. Case-based, problem-oriented format utilized to develop foundational understanding of the science of the unconscious mind. Emphasis on student study of self and own unconscious as case for the class. Student privacy will be protected.
Terms: Win
| Units: 3
PSYC 54N:
Genes, Memes and Behavior
Examines how natural selection operates to shape successful genes in the gene pool, how cultural selection operates to shape successful "memes" in the pool of cultural ideas, and how selection by consequences operates to shape successful behaviors in our repertoires. Topics include cases in which selection produces undesirable consequences (e.g. genetic mutations, cultural problems, and aberrant behaviors in children). Emphasis on understanding the role of modern natural science in complex behaviors and why study of human life from an interdisciplinary perspective is important.
Terms: Aut, Spr
| Units: 3
| UG Reqs: WAY-SMA
PSYC 55N:
Secrecy
What is a secret and why do we keep them? What is the cost - and the burden - of secret-keeping? The focus of this seminar will be professional secrecy, as we explore corporate confidentiality and the secret-keeping expected of all of us as professionals, and those who are engaged in issues of national security. Secrecy will be discussed in both ethical and practical frameworks. We will also explore psychology of secrecy, and secret-keeping in relationships. Students will begin to develop a personal ethic related to secrecy and will grapple with the intersection of secrets, lies and obfuscation.
Terms: Aut, Win
| Units: 3
| UG Reqs: WAY-ER
PSYC 56N:
The Personal Genomics Revolution: Focus on Mental Health
The Human Genome Project transformed the field of medicine and launched the "Personal Genomics Revolution". It is now possible to view your DNA in minute detail for only $99. Height, weight, educational attainment, depression risk, and much more, can be predicted using genetic information. Ethical questions abound regarding the use of genetic information in medicine, the legal system, government, and private companies. On the other hand, genetic findings may dramatically improve mental health treatment by guiding the development of new medications, matching patients to the right treatments, and identifying people for whom early mental health services might make all the difference. How much can you learn about risk for mental health problems from your DNA? This course will provide the foundational genetic and statistical information necessary for understanding the current and future capabilities of personal genomic predictions for mental health outcomes including depression, anxiety, bipolar disorder, and schizophrenia. We will also explore the ways in which genetic data can reveal where our ancestors lived as well as the consequences of a lack of diversity in genetic databases. This course also focuses on the practice of science, how it works well and how it can go terribly wrong. Learning from past examples of the misuse of genetic information, students will propose and debate strategies for maximizing the utility of genetic research to improve mental health while simultaneously limiting potential harms.
Terms: Aut
| Units: 3
| UG Reqs: WAY-ER
PSYC 60N:
The Psychology of Stoked
Examines the biological, psychological and social aspects of what it means to live a positive, life-affirming existence. Drawing from a wide range of sources, from psychiatry and psychology, to spirituality and philosophy, seminar informs on the latest thinking about the psychology of happiness, and questions assumptions about personal happiness. Explores the new field of positive psychology and pulls from a multidisciplinary literature, examining life satisfaction and happiness from many perspectives, and the psychiatry of stimulation including substance, human sexuality, and healthy methods of attaining happiness. Includes guest speakers from many different backgrounds and perspectives. Examines what it means to be truly mindful.
Terms: Win
| Units: 3
PSYC 63Q:
Artificial Intelligence in Mental Health
Over 900 million individuals worldwide suffer from a mental health disorder. Human and financial costs associated with the management of individuals with mental health disorder are substantial and constitute a growing public health challenge. Yet there are presently no objective markers used to determine which individuals have a mental health disorder and predict the progression of the disorder. Furthermore, there are presently a limited number of effective treatments for mental health disorders, as well as considerable heterogeneity in treatment response. The lack of access to mental health care is yet another challenge in developed as well as developing countries. Newly available technologies such as Artificial Intelligence offer an unprecedented opportunity for developing solutions that address the aforementioned challenges and problems. In this interdisciplinary seminar, students will learn about (i) psychopathology, (ii) state-of-the-art in diagnosis and treatments of mental health disorders, (iii) unaddressed challenges and problems related to mental health, (iv) artificial intelligence and its potential through real-world examples, (v) recent real-world applications of artificial intelligence that address the challenges and problems related to mental health, and (vi) ethical issues associated with the application of artificial intelligence to mental health. Diverse viewpoints and a deeper understanding of these topics will be offered by a mix of hands-on educational sessions and panel discussions with psychiatrists, computer scientists, lawyers, and entrepreneurs. Students will also spend guided time working in small teams to develop innovative (artificial intelligence based) solutions to challenges/problems related to mental health.
Terms: Spr
| Units: 3
PSYC 83:
Addictions in our World: From Physiology to Human Behavior
Addiction is a powerful brain-based behavioral disorder that interferes with many lives. The National Survey on Drug Use and Health has estimated 21.5 million Americans aged 12 and older are classified as having a substance use disorder, an extraordinary 8.1% of the population. The field of mental health is advancing the understanding of this disorder through research, education, innovation and policy guidance. This class aims to help students better understand the struggles of addiction in our world by discussing many components involved in the disease including: physiology, psychology, treatment options, and the societal implications of addiction.nnStudents will engage in thought-provoking between psychology, neuroscience, and society. They will develop the knowledge-base and framework to critically evaluate the science behind addiction and how to apply this knowledge to address the addiction epidemic in our world. As technology advances, many new types of addiction are emerging, creating an additional urgent need to discuss the implications this burgeoning problem. This highly interactive seminar aims to engage the students in critical thinking didactics, activities and discussions that shape their understanding of the complexity inherent to the issues surrounding addiction, and increase the student¿s ability to more critically assimilate and interrogate information.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI, WAY-SMA
PSYC 86Q:
Psychology of Xenophobia
What is the current U.S. socio-political climate like for Muslims? How is it affecting their mental health? Executive Order 13769, dubbed the "Muslim Ban", suspended the entry of citizens from multiple Muslim-majority countries and banned the entry of Syrian refugees indefinitely. The "Muslim Ban" coincided with the highest level of hate crimes against Muslims in America (91% increase in 2017 per CAIR). These levels are comparable to post-9/11 levels of hate crimes. Decades of research on minority communities has documented how stress associated with stigma, intimidation and discrimination is detrimental to physical and mental health. In this seminar we will explore the historical implications of Islamophobia and its modern-day impact on the global refugee crisis. Students will be introduced to the stigma that surrounds mental health in general and minority communities in particular. Special attention will be paid to the development of the nascent field Islamic Psychology and integrating Islamic spirituality into therapy as a means of addressing the under utilization of mental health services in Muslim populations. A combination of stimulating group discussions, talks by guest speakers, and field trips to community partners will provide students with different perspectives and a deeper understanding of these topics. (Cardinal Course certified by the Haas Center)
Terms: Win
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
PSYC 111Q:
The Changing Face of "Mental Illness" in Women: Historical, Medical and Artistic Approaches
In this seminar we want to take a look at women's lives beginning in the past century to the present and the many changes which occurred in conceptualizing and understanding mental illness. The female reproductive system has been linked to mental illness in women for centuries. The womb was believed to be the source of anxiety and depression, leading women to become 'hysterical'. But what does 'hysteria' really mean, and how have historical and cultural attitudes towards women framed the study of women's mental health? How have the expectations of and demands on women and their role in society changed from the 19th to the 20th century? How have advances in health care and changing economic conditions influenced women's health? The course will introduce students to historical and current concepts of mental illness in women. Premenstrual dysphoric disorder (PMS), eating disorders, the hysterias and functional neurologic disorders and infertility and postpartum depression will be analyzed through a historical bio-psycho-social lens. Historical reading will include primary sources, such as women's diaries and physicians' casebooks and medical case records, as well as secondary sources such as advice books, and 19th- and 20th-century medical texts. Guest speakers from the art history and literature departments will stimulate dialogue regarding literary and artistic images and the social and cultural contexts of these disorders. Importantly, we will examine the changing face of "mental illness in women" in art, literature and medicine--the evolution of diversity in represented voices and the current methods of researching and treating the interface between the female reproductive cycle and psychiatric illness in diverse populations of women. Embedded within each lecture will be break-out sessions with opportunities for students to ask questions and to discuss a topic in greater depth. Students will have the opportunity to complete their own interdisciplinary projects for the course. Prior projects have included not only power point presentations of diverse topics, but also short films and stories, and future women's mental health research project proposals.
Terms: Win
| Units: 3
| UG Reqs: WAY-EDP, WAY-ER
PSYC 114:
Frontier Technology: Understanding and Preparing for Technology in the Next Economy (CEE 114, CEE 214, MED 114, MED 214)
The next wave of technological innovation and globalization will affect our countries, our societies, and ourselves. This interdisciplinary course provides an introduction to frontier technology, the intersection where radical forward thinking and real-world implementation meet. Topics covered include artificial intelligence, additive manufacturing and advanced robotics, smart cities and urban mobility, telecommunications with 5G, and other key emerging technologies in society. These technologies have vast potential to address the largest global challenges of the 21st century, ushering in a new era of progress and change. Limited enrollment, contact instructors for application.
Terms: Spr
| Units: 2
PSYC 120:
Yoga Psychology for Resilience and Creativity (LIFE 120, TAPS 102L)
In this integrative class, learn about the practice, psychology, and philosophy of yoga as a conceptual model for well-being. Supported by findings in modern neuroscience and psychological research, yoga is an ancient, holistic modality that integrates body, mind, and community through ethical awareness, movement, breathing, and meditation. This integration lends itself to embodied, creative expression as wellas other healing modalities you will explore, such as theater and performance, dance, qigong, and laughter yoga. Yoga philosophy and postures are drawn from Dr. Christiane Brem¿s protocol developed as a therapeutic yoga class. The weekly performance exercises we will practice were developed by theater makers such as Augusto Boal and the UK-based performance duo Curious.
Terms: Spr
| Units: 2
| UG Reqs: WAY-CE
PSYC 124:
Brain Plasticity
Neuroplasticity refers to the brain's remarkable ability to modify its own structure and function. The brain does so in response to changes in the body or in the external environment, adjusting parameters from molecules to neurons. In this course, we will cover the overarching principles of brain plasticity: how the brain comes to mirror the details of the outside world, how it adjusts itself based on sensory deficits, how new sensory capacities can be added, how circuitry is modified by activities and goals, why it's harder to teach an old dog new tricks, how we remember, and disorders of plasticity.
Terms: Aut
| Units: 3-4
PSYC 125:
The Brain and the Law
How does neuroscience intersect with the making of laws, the punishment of criminals, and the development of rehabilitation? Is it a legitimate defense to claim that a tumor made you do it? How are the brains of minors different from adult brains? Should brain imaging be leveraged for sentencing? How should culpability be assessed, given that we're all steered by genetic and environmental influences over which we have no choice? This course covers the biological underpinnings that have legal consequences, with an eye toward designing evidence-based policy. Topics include responsibility, punishment, prediction, rehabilitation, brain death, genetics, competence, technologies, and ethics.
Terms: Spr
| Units: 3
| Repeatable
2 times
(up to 6 units total)
PSYC 126:
Literature and the Brain (COMPLIT 138, COMPLIT 238, ENGLISH 118, ENGLISH 218, FRENCH 118, FRENCH 218, PSYCH 118F)
How does fiction make us better at reading minds? Why do some TV shows get us to believe two contradictory things at once? And can cognitive biases be a writer's best friend? We'll think about these and other questions in the light of contemporary neuroscience and experimental psychology, with the help of Song of Solomon (Toni Morrison), Madame Bovary (Gustave Flaubert), season 1 of Westworld (Lisa Joy / Jonathan Nolan), and short readings from writers like Louise Glück, Jorge Luis Borges, Virginia Woolf, and Marcel Proust. We'll also ask what we see when we read; whether the language we speak affects the way we think; and why different people react differently to the same book. Plus: is free will a fiction, or were you just forced to say that?
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II
PSYC 135:
Dement's Sleep and Dreams (PSYC 235)
Dr. William Dement created Sleep and Dreams in 1971, the world's first university course devoted to the science of sleep. Upon his retirement he selected Dr. Rafael Pelayo to be his successor, but he continued to participate in class until his passing in the summer of 2020. To honor his legacy in perpetuity, Dr.Pelayo renamed the course 'Dement's Sleep Dreams' as he had promised him he would. The goal is to retain the original spirit of the course as the content is continuously updated to reflect current state of sleep science. The course is designed to impart essential knowledge of the neuroscience of sleep and covers how sleep affects our daily lives. The course covers normal sleep and dreams, as well as common sleep disorders. Course content empowers students to make educated decisions concerning sleep and alertness for the rest of their lives and shapes students' attitudes about the importance of sleep. Students will keep track of their sleep patterns during the course. They will also participate in an outreach project to help improve awareness of the importance of sleep heath in our community. Undergraduates must enroll in PSYC 135, while graduate students should enroll in PSYC 235.
Terms: Win, Spr
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
PSYC 139:
Understanding Relationships: A Couples and Family Therapy Perspective (PSYC 239)
Considers the premises of the family-systems approach to intimate and family relationships, drawing on concepts from psychology, psychiatry, neurobiology, anthropology, and organizational behavior. Examines relationship formation and commitment, intimacy and sexuality, family development and structure, interpersonal conflict and communication, historical patterns and legacies, gender and power, and the cultural and larger systemic contexts of close relationships. Frameworks for assessing relationships and tools for changing romantic, family, and social relationships are examined in detail, and case examples illustrate the relationship change strategies of major contributors to the field. Highlights practical applications of the family-systems approach in educational, medical, business, and community settings. Students do not need to have a background in Psychology or Human Biology, and all student levels are welcome (including GSB, Law, Medicine, GSE for PSYC 239).
Terms: Win
| Units: 4
PSYC 144:
Islamic Psychology (PSYC 244)
The first psychiatric hospitals in the world were established as early as the 8th century during the Islamic Golden Era. Despite the emergence of a highly sophisticated and interdisciplinary system of understanding the human psyche in early Islamic history, most students of modern psychology are unfamiliar with this rich history. This course will provide a historical and contemporary review of the Islamic intellectual heritage as it pertains to modern behavioral science and how mental illness was historically perceived and treated in the Muslim world. We will begin with a discussion of Islamic epistemology, reconcile issues such as secular vs sacred sources of knowledge and tackle the mind/body dilemma according to Islamic theology. We will then review holistic schemas of health and pathology in the Islamic religious tradition, the nature of the human being, elements of the human psyche, and principles of change leading to positive character reformation. As Stanford is the academic home of Muslim mental health research globally, we will benefit from talks by guest researchers and speakers, partake in field trips to community partners, and utilize group discussions to provide students with a deeper understanding of these topics.
Terms: Spr
| Units: 4
| UG Reqs: WAY-EDP
| Repeatable
2 times
(up to 6 units total)
PSYC 149:
The Neurobiology of Sleep (BIO 149, BIO 249, HUMBIO 161, PSYC 261)
The neurochemistry and neurophysiology of changes in brain activity and conscious awareness associated with changes in the sleep/wake state. Behavioral and neurobiological phenomena including sleep regulation, sleep homeostasis, circadian rhythms, sleep disorders, sleep function, and the molecular biology of sleep. Preference to seniors and graduate students. Enrollment limited to 16.
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci
PSYC 195:
Special Laboratory Projects
Assist Behavioral Neuroendocrinology Program with data entry, library organization, and study-related projects.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
for credit
PSYC 199:
Undergraduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Aboujaoude, E. (PI);
Adamson, M. (PI);
Adeli, E. (PI);
Adelsheim, S. (PI);
Agras, W. (PI);
Albucher, R. (PI);
Apple, R. (PI);
Arnow, B. (PI);
Ashford, J. (PI);
Awaad, R. (PI);
Barry, J. (PI);
Beaudreau, S. (PI);
Benham, A. (PI);
Berk, M. (PI);
Bernert, R. (PI);
Birnbaum, J. (PI);
Bohon, C. (PI);
Brown, M. (PI);
Bullock, K. (PI);
Carrion, V. (PI);
Cassidy, E. (PI);
Chang, K. (PI);
Chen, L. (PI);
Chetty, S. (PI);
Cloitre, M. (PI);
Conner, L. (PI);
Corcoran, K. (PI);
Cosgrove, V. (PI);
De Golia, S. (PI);
DeBattista, C. (PI);
Deisseroth, K. (PI);
Dement, W. (PI);
Derenne, J. (PI);
Dhabhar, F. (PI);
Duncan, L. (PI);
Dunn, L. (PI);
Durazzo, T. (PI);
Eagleman, D. (PI);
Eshel, N. (PI);
Etkin, A. (PI);
Feinstein, C. (PI);
Fenn, H. (PI);
Fung, L. (PI);
Furst, A. (PI);
Gandy, S. (PI);
Garner, C. (PI);
Gengoux, G. (PI);
Gershon, A. (PI);
Giardino, W. (PI);
Gibson, E. (PI);
Goldstein-Piekarski, A. (PI);
Gore-Felton, C. (PI);
Greaves, C. (PI);
Green, T. (PI);
Haberecht, M. (PI);
Hall, S. (PI);
Hallmayer, J. (PI);
Hardan, A. (PI);
Hayward, C. (PI);
Hill, K. (PI);
Hoblyn, J. (PI);
Hong, D. (PI);
Hosseini, H. (PI);
Hsu, J. (PI);
Hu, R. (PI);
Humphreys, K. (PI);
Jo, B. (PI);
Joshi, S. (PI);
Keller, C. (PI);
Kesler, S. (PI);
Ketter, T. (PI);
Kim, J. (PI);
King, R. (PI);
Kishore, A. (PI);
Kogon, M. (PI);
Koopman, C. (PI);
Kushida, C. (PI);
Laurent, C. (PI);
Lazzeroni, L. (PI);
Lee, T. (PI);
Lembke, A. (PI);
Levinson, D. (PI);
Lindley, S. (PI);
Linenberg, B. (PI);
Lock, J. (PI);
Lotspeich, L. (PI);
Louie, A. (PI);
Luce, K. (PI);
Lyons, D. (PI);
Maldonado, J. (PI);
Malenka, R. (PI);
Manber, R. (PI);
Marnell, M. (PI);
Mason, D. (PI);
McCaslin-Rodrigo, S. (PI);
McGLYNN, L. (PI);
McGovern, M. (PI);
Menon, V. (PI);
Mignot, E. (PI);
Mourrain, P. (PI);
Murphy, G. (PI);
Nathan, K. (PI);
Nishino, S. (PI);
Noordsy, D. (PI);
O'hara, R. (PI);
Ohayon, M. (PI);
Ordaz, S. (PI);
Ostacher, M. (PI);
Palesh, O. (PI);
Parker, K. (PI);
Pasca, S. (PI);
Pelayo, R. (PI);
Phillips, J. (PI);
Pohl, K. (PI);
Post, L. (PI);
Rait, D. (PI);
Rasgon, N. (PI);
Reicherter, D. (PI);
Reiss, A. (PI);
Ringold, A. (PI);
Roberts, L. (PI);
Robinson, A. (PI);
Rodriguez, C. (PI);
Rosen, A. (PI);
Rosen, C. (PI);
Ruzek, J. (PI);
Sadeh Sharvit, S. (PI);
Safer, D. (PI);
Saggar, M. (PI);
Salehi, A. (PI);
Sanders, M. (PI);
Schatzberg, A. (PI);
Shaw, R. (PI);
Shinozaki, G. (PI);
Singh, M. (PI);
Solvason, H. (PI);
Sommer, B. (PI);
Spiegel, D. (PI);
Steiner, H. (PI);
Stice, E. (PI);
Sullivan, E. (PI);
Suppes, T. (PI);
Taylor, C. (PI);
Taylor, J. (PI);
Thienemann, M. (PI);
Thompson, D. (PI);
Tiet, Q. (PI);
Tinklenberg, J. (PI);
Trafton, J. (PI);
Urban, A. (PI);
Van Natta, J. (PI);
Wang, P. (PI);
Warner, D. (PI);
Weitlauf, J. (PI);
White-Huber, B. (PI);
Williams, K. (PI);
Williams, L. (PI);
Williams, S. (PI);
Woodward, S. (PI);
Wroolie, T. (PI);
Yesavage, J. (PI);
Yoon, J. (PI);
Zappert, L. (PI);
Zeitzer, J. (PI);
Zelenko, M. (PI);
de Lecea, L. (PI);
Gore-Felton, C. (SI);
Hardan, A. (SI);
Lock, J. (SI);
Manber, R. (SI);
Singh, M. (SI);
Tarshis, T. (SI);
Taylor, C. (SI);
Misener, C. (GP);
Riley, R. (GP)
PSYC 211:
Developmental Psychopathology, Psychotherapy and Psychopharmacology and Neuroscience
Common syndromes in child psychiatry. Topics include diagnosis, epidemiology, etiology, course, outcome and therapeutic interventions. Prerequisite: familiarity with the basics of psychiatric and psychological discourse; psychiatry clerkship or course in psychology.
Terms: Aut
| Units: 1
PSYC 215B:
Introduction to Psychedelic Medicine
The re-emergence of psychedelics has opened new explorations of brain, mind, and the treatment of mental illness. Research studies are underway globally investigating potential applications of psychedelics. This course will survey ongoing and developing scientific instigations and clinical applications of psychedelics and psychedelic-assisted treatments. Neuroscientific, clinical and psychological perspectives will be discussed as well as historical, legal, and cultural aspects of psychedelic medicine. Presentations will be given by the field's researchers and clinicians. Attendees will be able to engage directly with speakers during the course. Course may be taken for one unit (lecture only, 5:30PM-6:30PM), or two units (lecture and discussion, 5:30PM-7:30PM). The course will be hybrid format; students may enroll in either the in-person version (section 1) or the synchronous zoom version (section 2); the sections are functionally identical in terms of credit and requirements. See syllabus for details.
Terms: Win
| Units: 1-2
| Repeatable
4 times
(up to 4 units total)
PSYC 216:
Psychedelics and Social Justice
This course will provide an overview of current social justice issues in psychedelic research, including the impact of colonization and systemic inequality on resource allocation during the multinational resurgence of interest in psychedelic medicine in the 21st century. Through a combination of lectures and facilitated small-group discussions, the course is designed to promote self-inquiry and cultural humility while reflecting on the ethics of various practices with consciousness-modifying agents. Students may engage directly with expert guest lecturers during the course. Course may be taken for one unit (lecture 5:30pm - 6:30pm) or with an additional discussion section (6:30pm - 7:30pm) for two units.
Terms: Spr
| Units: 1-2
| Repeatable
4 times
(up to 8 units total)
PSYC 223B:
Topics in Neurodiversity: Design Thinking Approaches (PSYCH 249B)
The course provides essential background about neurodiversity, the design thinking process and the Universal Design for Learning (UDL) framework to guide students in developing projects that maximize the potential of neurodiversity. Through case studies, field trips, guest speakers, and community engagement, students will explore approaches to maximizing inclusivity in realms such as education, employment, community and beyond. Students will use their knowledge to design and develop (or revising and enhance) processes, systems, experiences and/or products to maximize inclusivity and the potential of neurodiverse individuals. Based on student's interests and areas of focus, projects may include digital tool development such as app concept and design, redesign of standard processes such as job interviews/ candidate evaluations, design and development of physical products or spaces such as sensory-sensitive dorm rooms, "stim tools" and more. Students have the option to attend Monday classes or Wednesday classes for 2 units or attend both Monday and Wednesday classes for 4 units. This course is open to undergraduate and graduate students in all schools. Cardinal Course certified by the Haas Center.
Terms: Spr
| Units: 2-4
PSYC 225:
Mentorship and Clinical Engagement in Child/Adolescent and Adult Psychiatry
A mentoring program designed to expose first and second-year medical students to the rewarding fields of child/adolescent and adult psychiatry, and to increase awareness and education about child/adolescent and adult mental health issues. The early years of medical training consist primarily of didactic instruction, an almost universal challenge for students who enter medicine desiring to help and interact with patients. To increase engagement with the field, we bring clinical psychiatry to preclinical students, by interacting with patients and families, as follows. During our weekly seminar time, we interview a patient and family one week, then offer a debriefing, Q&A session the following week. The seminar includes open discussion, addressing questions about specific interactions with the child/adolescent or adult, diagnoses, and therapies used for treatment. Responses to students' questions invariably address evidence-based approaches to assessment and treatment of specific disorders, such as depression, anxiety, eating disorders, autism, and attentional disorders. We also facilitate opportunities for the students to get involved in cutting-edge scientific research, networking/collaborating (including with medical students and faculty around the world), and attending professional conferences. The course is offered during autumn, winter and spring quarters and is intended as a longitudinal seminar to be taken continuously across these quarters. Medical students who cannot attend three quarters may enroll with permission of the instructor. Non-medical students interested in the course should contact the instructor.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
PSYC 230:
How to Think Like a Shrink
This course will teach you how to think (or experience) yourself and the communities around you as a therapist does. That means coming to understand why therapists focus on early life relationships and learning, why we privilege emotions, and why we see the seeming contradictions in our lives as places for deeper understanding. In class discussions, we will consider questions such as: How do our early experiences in relationships affect the ones we create later? Why are we more likely to segregate and point fingers when we are afraid? How can we make better use of our precious capacity for attention? What good might come from anger, sadness or guilt? Projects will include looking at how the psychological phenomena we will learn about play out in public spheres and personal ones. This is not a class about mental health, but rather about the intricacy of our feeling and thinking minds. The course will be discussion-based with a focus on experiential learning, and include weekly projects that will have you playing detective in your own life. Prerequisites include a high degree of honesty (or the desire for this), creativity and an interest in the human experience. The course may include a field trip to a sensory deprivation float tank as we study attention. At the end of the seminar, I hope you will have a greater appreciation for the complexity of your mind and reactions, and the psychology of everyday life -- personal relationships, group functioning, tiffs between political parties. My aim is to have you learn to both take yourself very seriously and not seriously at all. This course will provide no answers, however I hope it will open channels of thought and discussion, and make your own life a little richer. For those interested in taking PSYC 230, please send an email with PSYC 230 in the header to dtversky@stanford.edu answering ONE of the following questions in 1-2 paragraphs: 1. What idea from psychology or psychiatry has enriched your ways of seeing? 2. Describe an idea or event or problem that you regularly turn over in your mind, and sense that it has a psychological explanation (even if you don't know what that is). 3. Why do you want to take this course?
Terms: Spr
| Units: 3
PSYC 233:
Mindfulness: An Awareness-Based Stress Reduction Program in Medicine
An experiential program in which the participants learn the techniques of mindfulness meditation and its application in the management of stress and in healthcare. Modeled after the MBSR, Mindfulness Based Stress Reduction, started by Jon Kabat-Zinn at UMASS Medical Center. Designed to work with the mind/body relationship to stress and chronic illness teaching open sensitive awareness without judgement of mental or physical reactivity. Requirement for the course is the daily practice of mindfulness meditation, attendance at weekly class meetings and the all day retreat, home reading, and a final paper covering the student's observations.
Terms: Aut, Win, Spr
| Units: 3
PSYC 235:
Dement's Sleep and Dreams (PSYC 135)
Dr. William Dement created Sleep and Dreams in 1971, the world's first university course devoted to the science of sleep. Upon his retirement he selected Dr. Rafael Pelayo to be his successor, but he continued to participate in class until his passing in the summer of 2020. To honor his legacy in perpetuity, Dr.Pelayo renamed the course 'Dement's Sleep Dreams' as he had promised him he would. The goal is to retain the original spirit of the course as the content is continuously updated to reflect current state of sleep science. The course is designed to impart essential knowledge of the neuroscience of sleep and covers how sleep affects our daily lives. The course covers normal sleep and dreams, as well as common sleep disorders. Course content empowers students to make educated decisions concerning sleep and alertness for the rest of their lives and shapes students' attitudes about the importance of sleep. Students will keep track of their sleep patterns during the course. They will also participate in an outreach project to help improve awareness of the importance of sleep heath in our community. Undergraduates must enroll in PSYC 135, while graduate students should enroll in PSYC 235.
Terms: Win, Spr
| Units: 3
PSYC 239:
Understanding Relationships: A Couples and Family Therapy Perspective (PSYC 139)
Considers the premises of the family-systems approach to intimate and family relationships, drawing on concepts from psychology, psychiatry, neurobiology, anthropology, and organizational behavior. Examines relationship formation and commitment, intimacy and sexuality, family development and structure, interpersonal conflict and communication, historical patterns and legacies, gender and power, and the cultural and larger systemic contexts of close relationships. Frameworks for assessing relationships and tools for changing romantic, family, and social relationships are examined in detail, and case examples illustrate the relationship change strategies of major contributors to the field. Highlights practical applications of the family-systems approach in educational, medical, business, and community settings. Students do not need to have a background in Psychology or Human Biology, and all student levels are welcome (including GSB, Law, Medicine, GSE for PSYC 239).
Terms: Win
| Units: 4
PSYC 243:
Thriving in Collegiate Athletics: Key Concepts in Student-Athlete Mental Health and Wellness
Develops knowledge and personal awareness of the psychosocial aspects of the student-athlete experience, including unique stressors and cultural factors. Develops a basic understanding of interventions and techniques used to facilitate psychological well-being. Understand how to identify and access resources that can benefit athletes from all levels of competitive play. Through interactive, experiential activities, readings, and videos students also will gain skills for enhancing personal well-being, interpersonal communication, connecting peers with existing resources, and promoting a culture of support, resilience, and wellbeing. nNote: Course will be capped at 20 and will be canceled if less than 8 students are enrolled.
Terms: Spr
| Units: 3
PSYC 244:
Islamic Psychology (PSYC 144)
The first psychiatric hospitals in the world were established as early as the 8th century during the Islamic Golden Era. Despite the emergence of a highly sophisticated and interdisciplinary system of understanding the human psyche in early Islamic history, most students of modern psychology are unfamiliar with this rich history. This course will provide a historical and contemporary review of the Islamic intellectual heritage as it pertains to modern behavioral science and how mental illness was historically perceived and treated in the Muslim world. We will begin with a discussion of Islamic epistemology, reconcile issues such as secular vs sacred sources of knowledge and tackle the mind/body dilemma according to Islamic theology. We will then review holistic schemas of health and pathology in the Islamic religious tradition, the nature of the human being, elements of the human psyche, and principles of change leading to positive character reformation. As Stanford is the academic home of Muslim mental health research globally, we will benefit from talks by guest researchers and speakers, partake in field trips to community partners, and utilize group discussions to provide students with a deeper understanding of these topics.
Terms: Spr
| Units: 4
| Repeatable
2 times
(up to 6 units total)
PSYC 250:
Methodology of Research in Behavioral Sciences
Statistical and methodological issues in three major psychiatric research themes: clinical psychiatric research (Aut), neuroimaging research (Win), and statistical genetics and general statistical modeling (Spr). Autumn series includes: basics of inferential statistics, group comparison, analysis of variance, regression analysis, multivariate analysis, and longitudinal analysis in the context of psychiatric and behavioral research. Also included are conceptual topics such as risk factors, mediation, moderation, and causal inference. Winter series includes: functional and structural neuroimaging research methods (e.g. functional magnetic resonance imaging (fMRI), structural MRI (sMRI), diffusion tensor imaging (DTI), transcranial magnetic stimulation (TMS), near-infrared spectroscopy (NIRS), electroencephalogram (EEG)). Basic principles, statistical analysis methods, advantages and limitations, and applications are discussed. Spring series includes: tests and effect estimation for multiple SNPs, genes or pathways in genetic association studies, gene-gene interactions, twins and heritability estimates, Hardy-Weinberg and linkage equilibrium, interpretation and presentation of results for a range of statistical models for different types of data. Practical examples from recent research within the Department of Psychiatry will be used throughout the course. Prerequisite: Some exposure to statistical methods, either from course work or from participation in research having some behavioral aspects, or consent of instructor. 1 unit for class participation only, 2 units includes weekly assignments, 3 units includes a final project.
Terms: Aut, Win
| Units: 1-3
| Repeatable
for credit
PSYC 261:
The Neurobiology of Sleep (BIO 149, BIO 249, HUMBIO 161, PSYC 149)
The neurochemistry and neurophysiology of changes in brain activity and conscious awareness associated with changes in the sleep/wake state. Behavioral and neurobiological phenomena including sleep regulation, sleep homeostasis, circadian rhythms, sleep disorders, sleep function, and the molecular biology of sleep. Preference to seniors and graduate students. Enrollment limited to 16.
Terms: Win
| Units: 4
PSYC 270:
The Future of Mental Health
According to the Lancet Commission, the world's failure to respond to the global mental health crisis has resulted in a "monumental loss of human capabilities and avoidable suffering." The sheer scale of this crisis is a need that cannot be met by the healthcare system and mental health startups alone. The future of mental health involves all of us. Organized as a speaker series, this course delivers rich and diverse content in the form of interviews and conversations between mental health clinicians, and leaders and innovators across a multidisciplinary set of fields including athletics, entertainment, journalism, politics, business, medicine/science, tech, education and beyond. Speakers will share their personal experiences with mental health, how they have led change in today's mental health landscape, and what we need to be doing to create a new future for mental health that is accessible, equitable and de-stigmatized. This series of conversations is meant to showcase the role that we can all play in addressing the mental health crisis, whether teaching students, managing a team, advocating for BLM, designing a product, or posting on Instagram. Open to all Stanford students, encourage students from all types of graduate and undergraduate programs to register. Required brief weekly reflection process.
Terms: Win
| Units: 1
PSYC 290:
Teaching in Psychiatry
Practical experience in teaching by serving as a teaching assistant in a psychiatry course. Unit values are allotted individually to reflect the level of teaching responsibility assigned to the student.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Aboujaoude, E. (PI);
Adamson, M. (PI);
Adelsheim, S. (PI);
Agras, W. (PI);
Albucher, R. (PI);
Apple, R. (PI);
Arnow, B. (PI);
Ashford, J. (PI);
Barry, J. (PI);
Beaudreau, S. (PI);
Benham, A. (PI);
Berk, M. (PI);
Bernert, R. (PI);
Birnbaum, J. (PI);
Bohon, C. (PI);
Brown, M. (PI);
Bullock, K. (PI);
Carrion, V. (PI);
Cassidy, E. (PI);
Chang, K. (PI);
Chen, L. (PI);
Cloitre, M. (PI);
Conner, L. (PI);
Corcoran, K. (PI);
De Golia, S. (PI);
DeBattista, C. (PI);
Deisseroth, K. (PI);
Dement, W. (PI);
Derenne, J. (PI);
Dhabhar, F. (PI);
Duncan, L. (PI);
Dunn, L. (PI);
Durazzo, T. (PI);
Eagleman, D. (PI);
Etkin, A. (PI);
Feinstein, C. (PI);
Fenn, H. (PI);
Furst, A. (PI);
Gandy, S. (PI);
Garner, C. (PI);
Gengoux, G. (PI);
Gershon, A. (PI);
Gore-Felton, C. (PI);
Greaves, C. (PI);
Haberecht, M. (PI);
Hall, S. (PI);
Hallmayer, J. (PI);
Hardan, A. (PI);
Hayward, C. (PI);
Hill, K. (PI);
Hoblyn, J. (PI);
Hong, D. (PI);
Hsu, J. (PI);
Hu, R. (PI);
Humphreys, K. (PI);
Jo, B. (PI);
Joshi, S. (PI);
Kesler, S. (PI);
Ketter, T. (PI);
King, R. (PI);
Kishore, A. (PI);
Kogon, M. (PI);
Koopman, C. (PI);
Kushida, C. (PI);
Laurent, C. (PI);
Lazzeroni, L. (PI);
Lee, T. (PI);
Lembke, A. (PI);
Levinson, D. (PI);
Lindley, S. (PI);
Linenberg, B. (PI);
Lock, J. (PI);
Lotspeich, L. (PI);
Louie, A. (PI);
Luce, K. (PI);
Lyons, D. (PI);
Maldonado, J. (PI);
Malenka, R. (PI);
Manber, R. (PI);
Marnell, M. (PI);
Mason, D. (PI);
McCaslin-Rodrigo, S. (PI);
McGLYNN, L. (PI);
Menon, V. (PI);
Mignot, E. (PI);
Mourrain, P. (PI);
Murphy, G. (PI);
Nathan, K. (PI);
Nishino, S. (PI);
Noordsy, D. (PI);
O'hara, R. (PI);
Ohayon, M. (PI);
Ostacher, M. (PI);
Palesh, O. (PI);
Parker, K. (PI);
Pasca, S. (PI);
Pelayo, R. (PI);
Phillips, J. (PI);
Post, L. (PI);
Rait, D. (PI);
Rasgon, N. (PI);
Reicherter, D. (PI);
Reiss, A. (PI);
Ringold, A. (PI);
Roberts, L. (PI);
Robinson, A. (PI);
Rodriguez, C. (PI);
Rosen, A. (PI);
Rosen, C. (PI);
Ruzek, J. (PI);
Safer, D. (PI);
Salehi, A. (PI);
Sanders, M. (PI);
Schatzberg, A. (PI);
Shaw, R. (PI);
Singh, M. (PI);
Solvason, H. (PI);
Sommer, B. (PI);
Spiegel, D. (PI);
Steiner, H. (PI);
Sullivan, E. (PI);
Suppes, T. (PI);
Taylor, C. (PI);
Taylor, J. (PI);
Thienemann, M. (PI);
Thompson, D. (PI);
Tiet, Q. (PI);
Tinklenberg, J. (PI);
Trafton, J. (PI);
Urban, A. (PI);
Van Natta, J. (PI);
Vasan, N. (PI);
Wang, P. (PI);
Warner, D. (PI);
Weitlauf, J. (PI);
Williams, K. (PI);
Williams, L. (PI);
Williams, S. (PI);
Woodward, S. (PI);
Wroolie, T. (PI);
Yesavage, J. (PI);
Yoon, J. (PI);
Zappert, L. (PI);
Zeitzer, J. (PI);
Zelenko, M. (PI);
de Lecea, L. (PI);
Eagleman, D. (SI);
Louie, A. (SI);
Abramson, M. (GP);
Misener, C. (GP);
Riley, R. (GP)
PSYC 299:
Directed Reading in Psychiatry
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Aboujaoude, E. (PI);
Adamson, M. (PI);
Adeli, E. (PI);
Adelsheim, S. (PI);
Agras, W. (PI);
Albucher, R. (PI);
Apple, R. (PI);
Arnow, B. (PI);
Ashford, J. (PI);
Bale, R. (PI);
Bandstra, B. (PI);
Barry, J. (PI);
Beaudreau, S. (PI);
Benham, A. (PI);
Berk, M. (PI);
Bernert, R. (PI);
Birnbaum, J. (PI);
Bohon, C. (PI);
Brown, M. (PI);
Bullock, K. (PI);
Carrion, V. (PI);
Cassidy, E. (PI);
Chang, K. (PI);
Chen, L. (PI);
Cloitre, M. (PI);
Conner, L. (PI);
Corcoran, K. (PI);
De Golia, S. (PI);
DeBattista, C. (PI);
Deisseroth, K. (PI);
Dement, W. (PI);
Derenne, J. (PI);
Dhabhar, F. (PI);
Duncan, L. (PI);
Dunn, L. (PI);
Durazzo, T. (PI);
Eagleman, D. (PI);
Etkin, A. (PI);
Feinstein, C. (PI);
Feng, W. (PI);
Fenn, H. (PI);
Furst, A. (PI);
Gandy, S. (PI);
Garner, C. (PI);
Gengoux, G. (PI);
Gershon, A. (PI);
Goldstein-Piekarski, A. (PI);
Gore-Felton, C. (PI);
Greaves, C. (PI);
Haberecht, M. (PI);
Hall, S. (PI);
Hallmayer, J. (PI);
Hardan, A. (PI);
Hayward, C. (PI);
Hill, K. (PI);
Hoblyn, J. (PI);
Hong, D. (PI);
Hsu, J. (PI);
Hu, R. (PI);
Humphreys, K. (PI);
Jo, B. (PI);
Joshi, S. (PI);
Kesler, S. (PI);
Ketter, T. (PI);
King, R. (PI);
Kishore, A. (PI);
Kletter, H. (PI);
Kogon, M. (PI);
Koopman, C. (PI);
Kushida, C. (PI);
Laurent, C. (PI);
Lazzeroni, L. (PI);
Lee, T. (PI);
Lembke, A. (PI);
Levinson, D. (PI);
Lindley, S. (PI);
Linenberg, B. (PI);
Lock, J. (PI);
Lotspeich, L. (PI);
Louie, A. (PI);
Luce, K. (PI);
Lyons, D. (PI);
Maldonado, J. (PI);
Malenka, R. (PI);
Manber, R. (PI);
Marnell, M. (PI);
McCaslin-Rodrigo, S. (PI);
McGLYNN, L. (PI);
Menon, V. (PI);
Mignot, E. (PI);
Mourrain, P. (PI);
Murphy, G. (PI);
Nathan, K. (PI);
Nishino, S. (PI);
Noordsy, D. (PI);
O'hara, R. (PI);
Ohayon, M. (PI);
Ostacher, M. (PI);
Owusu, Y. (PI);
Palesh, O. (PI);
Parker, K. (PI);
Pasca, S. (PI);
Pelayo, R. (PI);
Phillips, J. (PI);
Post, L. (PI);
Rait, D. (PI);
Rasgon, N. (PI);
Reicherter, D. (PI);
Reiss, A. (PI);
Ringold, A. (PI);
Roberts, L. (PI);
Robinson, A. (PI);
Rodriguez, C. (PI);
Rosen, A. (PI);
Rosen, C. (PI);
Ruzek, J. (PI);
Safer, D. (PI);
Salehi, A. (PI);
Sanders, M. (PI);
Schatzberg, A. (PI);
Shaw, R. (PI);
Singh, M. (PI);
Solvason, H. (PI);
Sommer, B. (PI);
Spiegel, D. (PI);
Steiner, H. (PI);
Sullivan, E. (PI);
Suppes, T. (PI);
Taylor, C. (PI);
Taylor, J. (PI);
Thienemann, M. (PI);
Thompson, D. (PI);
Tiet, Q. (PI);
Tinklenberg, J. (PI);
Trafton, J. (PI);
Urban, A. (PI);
Van Natta, J. (PI);
Wang, P. (PI);
Warner, D. (PI);
Weitlauf, J. (PI);
Williams, K. (PI);
Williams, L. (PI);
Williams, S. (PI);
Woodward, S. (PI);
Wroolie, T. (PI);
Yesavage, J. (PI);
Yoon, J. (PI);
Zappert, L. (PI);
Zeitzer, J. (PI);
Zelenko, M. (PI);
de Lecea, L. (PI);
Carrion, V. (SI);
Misener, C. (GP);
Riley, R. (GP)
PSYC 300A:
Psychiatry Core Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Required. DESCRIPTION: The clerkship is designed to solidify the knowledge of psychiatry students have acquired in the Practice of Medicine courses, as students gain practical skills in the application of this knowledge to clinical situations. The focus is on interviewing skills, psychiatric evaluations, on refining diagnostic skills, and offers an overview of psychosocial and biological treatment modalities for the major psychiatric disorders. The clerkship consists of clinical work on inpatient units under the supervision of academic and clinical faculty, a weekly lecture series by academic faculty and attendance at Grand Rounds (no Grand Rounds during the summer months). Students are assigned to patient care settings in one or two of the following sites: At Stanford: a comprehensive medical psychiatric unit (G2), an acute care psychiatric unit (H2), a geriatric psychiatric unit (GPU), the consultation-liaison (C/L), outpatient clinic block; at PAVA: inpatient research psychiatric ward specializing in the study of schizophrenia or an acute locked psychiatric ward; at MPVA: outpatient block (students will spend one day a week at PAVA; and inpatient unit: Scrivner Center at El Camino Health in Mountain View. In addition, students participate in the specialty outpatient clinics at Stanford including OCD, child, bipolar, geriatric and general psychopharmacology clinics. Students are given the opportunity to express their preferences regarding assignment. The final rotation assignment is determined by the department based on availability of sites. Students are informed about the specific clerkship requirements at the orientation offered at the start of each clerkship period. Students will be provided with a course syllabus and three textbooks (DSM-5, First Aid in Psychiatry and Clinical Psychiatry). Requirements include mandatory attendance at seminars, weekly inpatient case history presentations and Emergency room experiences with residents/attending psychiatrists. The NBME Subject Exam in Psychiatry is a required component of the clerkship. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 10 students per period. CLERKSHIP DIRECTOR: Charles DeBattista, M.D., debacorp@stanford.edu, 650-723-8324. CLERKSHIP COORDINATOR: Quynh Dang, qdang@stanford.edu , 650-725-2769. REPORTING INSTRUCTIONS: Where: students will be notified prior to the first day; Time: TBA CALL CODE: 2, call once per week for the first three weeks. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC, MPVAMC and Scrivner Center at El Camino Health in Mountain View.
Terms: Aut, Win, Spr, Sum
| Units: 6
PSYC 308E:
Trauma Psychiatry
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: The Trauma Psychiatry clerkship teaches how trauma impacts the lives and health of patients; lessons learned are generalizable to all areas of medicine (i.e., "trauma-informed medicine"). Students work with people suffering from PTSD relating to sexual assault, combat or other traumas, and receiving ambulatory-type treatments in an intensive, multidisciplinary setting. Students have direct patient responsibility; provide evidence-based psychopharmacologic, psychotherapeutic, and longitudinal management; facilitate recovery; and gain perspective on trauma in our world and the importance of sensitive/effective treatment for PTSD (7.8% lifetime prevalence). This clerkship will involve both in-person and virtual participation, five days per week with no call or weekend duties. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: James Armontrout, M.D. CLERKSHIP COORDINATOR: Quynh Dang, 650-725-2769, 401 Quarry Rd, Rm. 2204. REPORTING INSTRUCTIONS: Where: Please report to Menlo Park building 351 on the first day. Let nursing know you are a medical student and will be working with Psychiatrist James Armontrout. During the pandemic, if possible please email James Armontrout (james.armontrout@va.gov) the week before so that he can provide you with mobile contact numbers and any relevant videoconferencing links before your rotation starts; Time: 8:00 a.m. CALL CODE: 0. OTHER FACULTY: A. Franciscus. LOCATION: VA Menlo Park.
Terms: Aut, Win, Spr, Sum
| Units: 6
PSYC 326A:
Child Psychiatry Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Exposes the student to advanced principles and concepts of child psychiatry. The student is based primarily on the inpatient pediatric psychiatry consultation-liaison service at Lucile Packard Children's Hospital at Stanford (LPCH). Clinical experience will involve consultation and the treatment of psychological issues in children with medical illness. Examples include depression and anxiety in the medically-ill child, pediatric conversion disorders, somatoform disorders and medically-related posttraumatic stress disorder. Students will develop skills in interviewing children and parents, learn team treatment skills for children with psychosomatic and psychiatric illnesses, observe family therapy, and produce case work-ups of children with a range of behavioral disorders. Students may have the option of spending one day/week in the Stanford child psychiatry outpatient clinic observing new evaluations in subspecialty clinics (see below: anxiety disorders, mood disorders, attention deficit-hyperactivity disorder, neuropsychiatry/pervasive developmental disorders, pediatric pain). Students may also observe evaluations on the inpatient adolescent eating disorder program. A case presentation is required at the end of the clerkship. Students are supervised by the consult service attending psychiatrist, and the child psychiatry fellows. Visiting students must obtain approval from Ms. Quynh Dang prior to applying for this clerkship. Please email requests to qdang@stanford.edu. PREREQUISITES: Psychiatry 300A. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Paula Tran, M.D. CLERKSHIP COORDINATOR: Quynh Dang, 650-725-2769, 401 Quarry Rd, Rm. 2204. REPORTING INSTRUCTIONS: Where: Pediatric Psychiatry office, Room 3544, on the third floor of Packard West; Time: 9:00 am. CALL CODE: 0. OTHER FACULTY: M. Brown, W. Daniels, M. Goldsmith, R. Shaw, P. Tran. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 6
PSYC 328B:
Addiction Treatment Services
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: In this rotation, medical students observe and participate in our outpatient addiction medication management, office-based opioid replacement therapy, group psychotherapy, multi-disciplinary assessment/consultation clinics, and available residential services located within the VA Palo Alto Health System. A typical day includes an admission, which is a typical psychiatric work-up with an additional emphasis on substance abuse assessment; group therapy meetings throughout the day utilizing various psychotherapeutic modalities; a multidisciplinary staff meeting focused on individualized care and management approaches; and a community meeting, in which milieu events are processed. The overall goal is to become familiar with general psychiatry, intensive psychotherapy, and psychosocial resources, while gaining exposure to substance abuse treatment issues. Residential programs combine elements of both inpatient and outpatient settings and are unique in this regard. The attending psychiatrist teaches history-taking, DSM diagnoses, and psychopharmacology for substance use disorders. Please note: Visiting students must obtain approval from Ms. Quynh Dang prior to applying for this clerkship. Please email requests to qdang@stanford.edu. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Steven Chan, M.D. and Emaya Anbalagan, M.D. CLERKSHIP COORDINATOR: Quynh Dang, 650-725-2769, 401 Quarry Rd, Rm. 2204. REPORTING INSTRUCTIONS: Where: Palo Alto VA, 3801 Miranda Ave, Building 520, Quynh will provide reporting information; Time: 8:00 a.m. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
PSYC 333A:
Sleep Medicine for Medical Students
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This clerkship offers a comprehensive experience in sleep medicine for those interested in pursuing a future career in sleep medicine. Students shadow sleep specialists in their evaluation of patients with sleep disorders; review polysomnography (sleep studies) of patients with sleep disorders; and attend informal discussions and case conferences regarding interesting sleep problems, formal conferences on sleep research, sleep surgery, and sleep disorders, and journal club reviews of topical articles on sleep and sleep disorders. NOTE: Preapproval for participation in this clerkship is required by contacting Dr. Scott Kutscher. PREREQUISITES: None. PERIODS AVAILABLE: 2-12, full-time for 2 weeks or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Clete Kushida, M.D., Ph.D. CLERKSHIP COORDINATOR: Dr. Scott Kutscher, scott.kutscher@stanford.edu. REPORTING INSTRUCTIONS: Dr. Scott Kutscher will provide reporting instructions, Time: 8:00 am. CALL CODE: 0. OTHER FACULTY: S. Kutscher. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
PSYC 353A:
Psychosomatic Medicine (Psychiatry Consultation Service) Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Psychosomatic Medicine (PM) comprises the area of psychiatry concerned with the psychobiological care of the medically ill, which includes persons of all ages and those cared for in specialized medical settings. PM- psychiatrists, in addition to providing expert formal psychiatric consultation to medical and surgical patients in the general hospital, specialized hospitals and outpatient clinic settings, also train psychiatrists and non-psychiatrists in the recognition of normal and abnormal reactions to illness and appropriate psychological care of patients with such reactions. The PM psychiatrist may function both as a consultant and as part of the primary medical/surgical treatment team. Via conjoint rounds and teaching conferences (primary intervention), formal consultations (secondary intervention), and involvement in inpatient treatment and discharge planning (tertiary intervention), the PM psychiatrist provides a comprehensive approach to the emotional, cognitive, and behavioral needs of the patient. Thus one unique feature of our program is how the members of our team are integral member of so many other medico-surgical teams throughout the medical center. Participation in this rotation should allow students to learn about diagnosis and management of psychiatric disorders common in all medical and surgical specialties, e.g., depression, anxiety, delirium, alcohol abuse, bipolar disorder, psychotic disorders, and somatic symptom and related disorders. Students will accompany psychiatric residents, fellows and faculty five days a week in performing consultations on medical-surgical units in SUH and in performing follow-up visits. Team rounds occur every morning. Formal didactic sessions occur twice weekly. Students will learn interview techniques, how to evaluate patients' psychosocial stressors and resources, how to write a cogent case report, present and discuss cases orally, work comfortably as a team member, perform differential diagnosis for depression, delirium, anxiety states, dementia, discuss indications and contra-indications for psychotropic medications and recognize and cope with emotional reactions to patients. Students will also learn advanced psychopharmacology, brief psychotherapy, management of difficult patients, and psychological and cultural aspects of the doctor-patient relationship. Please note: Visiting students must obtain approval from Ms. Quynh Dang prior to applying for this clerkship. Please email requests to qdang@stanford.edu. PREREQUISITES: Psychiatry 300A. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Jose Maldonado, M.D., 650-725-5599. CLERKSHIP COORDINATOR: Quynh Dang, 650-725-2769, 401 Quarry Rd, Rm. 2204. REPORTING INSTRUCTIONS: Where: Stanford Hospital - page one of the residents on service. Quynh will provide the resident information; Time: 8:00 am. CALL CODE: 0. OTHER FACULTY: A. Ament, F. Hussain, S. Lahijani, M. Schmajuk, Y. Sher. LOCATION: SHC.
Terms: Aut, Win, Spr, Sum
| Units: 6
PSYC 355A:
Geriatric Psychiatry
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Consists of the evaluation of older individuals with psychiatric illness in an inpatient setting. The inpatient program offers students opportunities to learn about evaluation and treatment strategies for depression, psychotic disorders, anxiety, cognitive impairment, and other illnesses in the elderly. Many patients have comorbid, non-psychiatric illnesses which are considered as possible contributors to their psychiatric symptoms. The bio-psycho-social model is emphasized. Family involvement and meetings are to be expected. Please note: Visiting students must obtain approval from Ms. Quynh Dang prior to applying for this clerkship. Please email requests to qdang@stanford.edu. PREREQUISITES: Psychiatry 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Daniel Kim, M.D. CLERKSHIP COORDINATOR: Quynh Dang, 650-725-2769, 401 Quarry Rd, Rm. 2204. REPORTING INSTRUCTIONS: Where: Stanford Hospital - page one of the residents on service. Quynh will provide the resident information; Time: 8:00 am. CALL CODE: 0. OTHER FACULTY: E. Aboujaoude, D. Mason, K. Sanborn. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
PSYC 358A:
Subinternship in Inpatient Psychiatry
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: The inpatient psychiatry subinternship at Stanford is designed to provide a training experience similar to that of PGY1 psychiatry residents on an inpatient rotation. Subinternships go above and beyond the Core Psychiatry Clerkship and involve levels of intensity and commitment expected of beginning interns. While still supervised as medical students by the attendings, the subinterns should be preparing themselves mentally and physically for internship training. The subinternship at Stanford offers a diverse patient population across genders, adult ages, social economic status, and ethinicities. Of note, it offers cognitive-behavioral psychotherapy experiences, medical-psychiatry cases, forensic/hearing exposure, and ECT observation. The overarching goal of the psychiatry sub-internship is that, upon successful completion of the rotation, students will be ready to function at the level of a first-week psychiatry intern and be able to discuss his or her performance according to six ACGME competencies. Objectives that set the subinternship apart from the core psychiatry clerkship are (1) demonstrate progression from "interpreter" to "manager" in the "reporter-interpreter-manager-educator" (RIME) scheme; (2) efficiently manage a caseload of 3 to 6 patients at a time; (3) assist the attending in teaching patients/families, core clerkship medical students, and/or staff; and (4) evaluate his or her efforts towards self-reflective practice and self-directed learning. Please note: Visiting students must obtain approval from Ms. Quynh Dang prior to applying for this clerkship. Please email requests to qdang@stanford.edu. PREREQUISITES: Psychiatry 300A. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Justin Birnbaum, M.D., 650-736-0106. CLERKSHIP COORDINATOR: Quynh Dang, 650-725-2769, 401 Quarry Rd, Rm. 2204. REPORTING INSTRUCTIONS: Where: TBA; Time: TBA. CALL CODE: 2. OTHER FACULTY: J. Ballon, R. Hu, D. Noordsy, P. Wang. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
PSYC 362B:
Subinternship in Inpatient Psychiatry
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: The inpatient psychiatry subinternship at the Palo Alto VA is designed to provide a training experience similar to that of PGY1 psychiatry residents on an inpatient rotation. The subinternship at the Palo Alto VA offers a diverse patient population across variables such as age, socioeconomic status, ethnicity, and diagnosis. The three week-long experience includes opportunities for robust medication management, individual and group therapy experiences (utilizing behavioral activation, cognitive behavioral therapy, dialectical behavioral therapy, relapse prevention, motivational interviewing, and supportive therapy modalities), management of complex medical-psychiatry cases, forensic/hearing exposure, and the opportunity to work on a multi-disciplinary treatment team in an acute inpatient setting. Additionally, the VA is a unique system in which to work given the number of wrap-around services that serve the veteran's needs including housing assistance, substance abuse treatment, groups, and case management services. The national VA system of care therefore additionally allows a subintern to learn about systems-based practices in an applied manner. The overarching goal of the psychiatry subinternship is that, upon successful completion of the rotation, students will be ready to function at the level of a first-month psychiatry intern and be able to discuss his or her performance according to six ACGME competencies. Objectives that set the subinternship apart from the core psychiatry clerkship are (1) demonstrate progression from an interpreter to manager role in the "reporter-interpreter-manager-educator" (RIME) scheme; (2) efficiently manage a caseload of 3 to 6 patients at a time; (3) assist the attending in teaching patients/families, core clerkship medical students, and/or staff; (4) evaluate his or her efforts toward self-reflective practice and self-directed learning. Satisfactory completion of the core psychiatry clerkship is a prerequisite for this subinternship. PREREQUISITES: Psychiatry 300A. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Margaret May, M.D. CLERKSHIP COORDINATOR: Quynh Dang, 650-725-2769, 401 Quarry Rd, Rm. 2204. REPORTING INSTRUCTIONS: Where: Palo Alto VA, 3801 Miranda Ave, Building 520. Quynh will provide reporting information; Time: 8:30 am. CALL CODE: 2 (one evening shift from 4:30 pm to 9 pm per week). OTHER FACULTY: M. Kuppuswamy. LOCATION: PAVA.
Terms: Aut, Win, Spr, Sum
| Units: 6
PSYC 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Aboujaoude, E. (PI);
Adamson, M. (PI);
Adelsheim, S. (PI);
Agras, W. (PI);
Albucher, R. (PI);
Apple, R. (PI);
Arnow, B. (PI);
Ashford, J. (PI);
Barry, J. (PI);
Beaudreau, S. (PI);
Benham, A. (PI);
Berk, M. (PI);
Bernert, R. (PI);
Birnbaum, J. (PI);
Bohon, C. (PI);
Brown, M. (PI);
Bullock, K. (PI);
Carrion, V. (PI);
Cassidy, E. (PI);
Chang, K. (PI);
Chen, L. (PI);
Cloitre, M. (PI);
Conner, L. (PI);
Corcoran, K. (PI);
De Golia, S. (PI);
DeBattista, C. (PI);
Deisseroth, K. (PI);
Dement, W. (PI);
Derenne, J. (PI);
Dhabhar, F. (PI);
Duncan, L. (PI);
Dunn, L. (PI);
Durazzo, T. (PI);
Eshel, N. (PI);
Etkin, A. (PI);
Feinstein, C. (PI);
Fenn, H. (PI);
Fung, L. (PI);
Furst, A. (PI);
Gandy, S. (PI);
Garner, C. (PI);
Gengoux, G. (PI);
Gershon, A. (PI);
Gore-Felton, C. (PI);
Greaves, C. (PI);
Haberecht, M. (PI);
Hall, S. (PI);
Hallmayer, J. (PI);
Hardan, A. (PI);
Hayward, C. (PI);
Hill, K. (PI);
Hoblyn, J. (PI);
Hong, D. (PI);
Hsu, J. (PI);
Hu, R. (PI);
Humphreys, K. (PI);
Jo, B. (PI);
Joshi, S. (PI);
Kesler, S. (PI);
Ketter, T. (PI);
King, R. (PI);
Kishore, A. (PI);
Kogon, M. (PI);
Koopman, C. (PI);
Kushida, C. (PI);
Laurent, C. (PI);
Lazzeroni, L. (PI);
Lee, T. (PI);
Lembke, A. (PI);
Levinson, D. (PI);
Lindley, S. (PI);
Linenberg, B. (PI);
Lock, J. (PI);
Lotspeich, L. (PI);
Louie, A. (PI);
Luce, K. (PI);
Lyons, D. (PI);
Maldonado, J. (PI);
Malenka, R. (PI);
Manber, R. (PI);
Marnell, M. (PI);
McCaslin-Rodrigo, S. (PI);
McGLYNN, L. (PI);
Menon, V. (PI);
Mignot, E. (PI);
Moran-Miller, K. (PI);
Mourrain, P. (PI);
Murphy, G. (PI);
Nathan, K. (PI);
Nishino, S. (PI);
Noordsy, D. (PI);
O'hara, R. (PI);
Ohayon, M. (PI);
Ostacher, M. (PI);
Palesh, O. (PI);
Parker, K. (PI);
Pasca, S. (PI);
Pelayo, R. (PI);
Phillips, J. (PI);
Post, L. (PI);
Rait, D. (PI);
Rasgon, N. (PI);
Reicherter, D. (PI);
Reiss, A. (PI);
Ringold, A. (PI);
Roberts, L. (PI);
Robinson, A. (PI);
Rodriguez, C. (PI);
Rosen, A. (PI);
Rosen, C. (PI);
Ruzek, J. (PI);
Safer, D. (PI);
Salehi, A. (PI);
Sanders, M. (PI);
Schatzberg, A. (PI);
Shaw, R. (PI);
Singh, M. (PI);
Solvason, H. (PI);
Sommer, B. (PI);
Spiegel, D. (PI);
Steiner, H. (PI);
Sullivan, E. (PI);
Suppes, T. (PI);
Taylor, C. (PI);
Taylor, J. (PI);
Thienemann, M. (PI);
Thompson, D. (PI);
Tiet, Q. (PI);
Tinklenberg, J. (PI);
Trafton, J. (PI);
Urban, A. (PI);
Van Natta, J. (PI);
Wang, P. (PI);
Warner, D. (PI);
Weitlauf, J. (PI);
Williams, K. (PI);
Williams, L. (PI);
Williams, S. (PI);
Woodward, S. (PI);
Wroolie, T. (PI);
Yesavage, J. (PI);
Yoon, J. (PI);
Zappert, L. (PI);
Zeitzer, J. (PI);
Zelenko, M. (PI);
de Lecea, L. (PI);
Misener, C. (GP);
Riley, R. (GP)
PSYC 398A:
Advanced Clinical, Research Elective in Psychiatry
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: For students who wish to pursue the study of a specific research or clinical experience in the field of psychiatry are encouraged to arrange for this four week clerkship elective. A short statement prepared by each individual student outlining clinical and educational goals for the rotation must be approved by the Director of Medical Student Education in Psychiatry and the Associate Dean for Student Affairs. Please note: Students cannot add 398A clerkships directly to their fishbowl schedules through the regular shuffles. Please contact Caroline Cheang in the Office of Medical Student Affairs at cheang@stanford.edu or 650-498-7619 with the faculty preceptor's name and email address to add this clerkship. PREREQUISITES: Psychiatry 300A and Medicine 300A, consent of the designated faculty preceptor; and approval by Advisor. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 4 students per period. CLERKSHIP DIRECTOR: Charles DeBattista, M.D., 650-723-8324. CLERKSHIP COORDINATOR: Quynh Dang, 650-725-2769, 401 Quarry Rd, Rm. 2204. REPORTING INSTRUCTIONS: Where: TBA (designated faculty preceptor); Time: TBA. CALL CODE: 2. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC, SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
3 times
(up to 18 units total)
PSYC 399:
Graduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Aboujaoude, E. (PI);
Adamson, M. (PI);
Adeli, E. (PI);
Adelsheim, S. (PI);
Agras, W. (PI);
Albucher, R. (PI);
Apple, R. (PI);
Arnow, B. (PI);
Ashford, J. (PI);
Awaad, R. (PI);
Ballon, J. (PI);
Barry, J. (PI);
Beaudreau, S. (PI);
Benham, A. (PI);
Berk, M. (PI);
Bernert, R. (PI);
Birnbaum, J. (PI);
Bohon, C. (PI);
Brown, M. (PI);
Bullock, K. (PI);
Carrion, V. (PI);
Cassidy, E. (PI);
Chang, K. (PI);
Chen, L. (PI);
Cloitre, M. (PI);
Conner, L. (PI);
Corcoran, K. (PI);
De Golia, S. (PI);
DeBattista, C. (PI);
Deisseroth, K. (PI);
Dement, W. (PI);
Derenne, J. (PI);
Dhabhar, F. (PI);
Duncan, L. (PI);
Dunn, L. (PI);
Durazzo, T. (PI);
Etkin, A. (PI);
Feinstein, C. (PI);
Fenn, H. (PI);
Furst, A. (PI);
Gandy, S. (PI);
Garner, C. (PI);
Gengoux, G. (PI);
Gershon, A. (PI);
Gore-Felton, C. (PI);
Greaves, C. (PI);
Haberecht, M. (PI);
Hall, S. (PI);
Hallmayer, J. (PI);
Hardan, A. (PI);
Hayward, C. (PI);
Hill, K. (PI);
Hoblyn, J. (PI);
Hong, D. (PI);
Hsu, J. (PI);
Hu, R. (PI);
Humphreys, K. (PI);
Jo, B. (PI);
Joshi, S. (PI);
Kesler, S. (PI);
Ketter, T. (PI);
King, R. (PI);
Kishore, A. (PI);
Kogon, M. (PI);
Koopman, C. (PI);
Kushida, C. (PI);
Laurent, C. (PI);
Lazzeroni, L. (PI);
Lee, T. (PI);
Lembke, A. (PI);
Levinson, D. (PI);
Lindley, S. (PI);
Linenberg, B. (PI);
Lock, J. (PI);
Lotspeich, L. (PI);
Louie, A. (PI);
Luce, K. (PI);
Lyons, D. (PI);
Maldonado, J. (PI);
Malenka, R. (PI);
Manber, R. (PI);
Marnell, M. (PI);
McCaslin-Rodrigo, S. (PI);
McGLYNN, L. (PI);
Menon, V. (PI);
Mignot, E. (PI);
Mourrain, P. (PI);
Murphy, G. (PI);
Nathan, K. (PI);
Nishino, S. (PI);
Noordsy, D. (PI);
O'hara, R. (PI);
Ohayon, M. (PI);
Ostacher, M. (PI);
Palesh, O. (PI);
Parker, K. (PI);
Pasca, S. (PI);
Pelayo, R. (PI);
Phillips, J. (PI);
Pohl, K. (PI);
Post, L. (PI);
Rait, D. (PI);
Rasgon, N. (PI);
Reicherter, D. (PI);
Reiss, A. (PI);
Ringold, A. (PI);
Roberts, L. (PI);
Robinson, A. (PI);
Rodriguez, C. (PI);
Rosen, A. (PI);
Rosen, C. (PI);
Ruzek, J. (PI);
Safer, D. (PI);
Salehi, A. (PI);
Sanders, M. (PI);
Schatzberg, A. (PI);
Shaw, R. (PI);
Shinozaki, G. (PI);
Singh, M. (PI);
Solvason, H. (PI);
Sommer, B. (PI);
Spiegel, D. (PI);
Steiner, H. (PI);
Sullivan, E. (PI);
Suppes, T. (PI);
Taylor, C. (PI);
Taylor, J. (PI);
Thienemann, M. (PI);
Thompson, D. (PI);
Tiet, Q. (PI);
Tinklenberg, J. (PI);
Trafton, J. (PI);
Urban, A. (PI);
Van Natta, J. (PI);
Wang, P. (PI);
Warner, D. (PI);
Weitlauf, J. (PI);
Williams, K. (PI);
Williams, L. (PI);
Williams, S. (PI);
Woodward, S. (PI);
Wroolie, T. (PI);
Yesavage, J. (PI);
Yoon, J. (PI);
Zappert, L. (PI);
Zeitzer, J. (PI);
Zelenko, M. (PI);
de Lecea, L. (PI);
Misener, C. (GP);
Riley, R. (GP)
PSYC 802:
TGR Dissertation
Terms: Spr, Sum
| Units: 0
| Repeatable
for credit
PSYCH 1:
Introduction to Psychology
An introduction to the science of how people think, feel, and behave. We will explore such topics as intelligence, perception, memory, happiness, personality, culture, social influence, development, emotion, and mental illness. Students will learn about classic and cutting edge research, a range of methods, and discover how psychology informs our understanding of what it means to be human, addresses other fields, and offers solutions to important social problems. Psych 1 fulfills the SI Way, and, effective Autumn 2018, the SMA Way. For more information on PSYCH 1, visit http://psychone.stanford.edu. Please note that section assignments will be done through Canvas in the first week of class.
Terms: Aut, Win, Spr
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-SI, WAY-SMA
PSYCH 10:
Introduction to Statistical Methods: Precalculus (STATS 60, STATS 160)
Techniques for organizing data, computing, and interpreting measures of central tendency, variability, and association. Estimation, confidence intervals, tests of hypotheses, t-tests, correlation, and regression. Possible topics: analysis of variance and chi-square tests, computer statistical packages.
Terms: Aut, Win, Spr, Sum
| Units: 5
| UG Reqs: GER:DB-Math, WAY-AQR, WAY-FR
Instructors: ;
Erdmann-Pham, D. (PI);
Ghandwani, D. (PI);
Jain, V. (PI);
Poldrack, R. (PI);
Ghosh, S. (TA);
Howes, M. (TA);
Jin, Y. (TA);
Kanekar, R. (TA);
Liu, S. (TA);
Pan, Z. (TA);
Paul, D. (TA);
Samyak, R. (TA);
Tanoh, I. (TA);
Wu, Y. (TA)
PSYCH 11N:
Belonging in a Diverse Society
One of the most important questions people ask themselves when they enter a new setting, whether a school, a workplace, or a country, is "Do I belong here?". How do people make sense of their belonging in a new setting? How and why do group identities, such as race-ethnicity, social-class background, gender, or national origin matter? What are the consequences of people's inferences about their belonging? And how can we create school and work settings in which people from diverse backgrounds can genuinely and authentically belong?
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI
PSYCH 12N:
Self Theories
Preference to freshmen. The impact of people's belief in a growing versus fixed self on their motivation and performance in school, business, sports, and relationships. How such theories develop and can be changed.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-SI
PSYCH 13Q:
Bird Brains and Monkey Business
Can a parrot learn in a social setting? Do apes have culture or moral agency? Although human cognitive processes are in many ways unique and remarkable, nonhuman animals are capable of complex mental behaviors. A fundamental question asked throughout this course is whether human cognitive behaviors are qualitatively different from those observed in animals or whether there is continuity between the mental behavior of other species and humans. Students will learn to think critically about which questions can be answered and how to formulate hypotheses, develop skills in methods and experimental construction, and use logic and evidence to interpret data and justify the various conclusions from the literature.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SMA
PSYCH 20N:
How Beliefs Create Reality
This seminar will take an interdisciplinary approach to exploring how subjective aspects of the mind (e.g., thoughts, beliefs, and expectations) can fundamentally change objective reality. Over the course of the semester, students will be challenged to think critically about research from psychology, sociology, and medicine, which suggests that what we think, believe and expect plays a significant role in determining our physical health, performance and well-being. Students will explore research on how mindsets about nutrition, exercise, and stress can alter the body's response to those phenomena. Students will also uncover how social interactions with friends, family, colleagues and the media influence the perceived quality and impact of cultural products such as art, music, and fashion. And students will learn about the neurological and physiological underpinnings of the placebo effect, a powerful demonstration of expectation that produces real, healing changes in the body. Finally, students will have the opportunity to consider real world applications in disciplines including policy, business, medicine, academics, athletics and public health and consider the ethical implications of those applications. Throughout the class active participation and an open mind will be critical to success. The final weeks of class will be dedicated to student designed studies or interventions aimed to further explore the power of self-fulfilling prophecies, placebo effects, and the social-psychological creation of reality.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SI
PSYCH 24N:
Neuroforecasting
Preference to freshmen. This course explores whether brain activity can be used not only to predict the choices of individuals, but also of separate groups of individuals in the future (e.g., in markets). Questions include how neuroforecasting is possible, whether it can add value to other forecasting tools (e.g., traditional measures like behavioral choice and subjective ratings), and when it extends to different aggregate scenarios. The course is ideal for students that would like to extend neural predictions about individual choice to group choice, and who plan to apply this knowledge in future research.
Terms: Win
| Units: 3
| UG Reqs: WAY-SI
PSYCH 28N:
The Cultural Shaping of Emotion (CSRE 28N)
This seminar examines how our cultural ideas and practices shape our conceptions, perceptions, and experiences of emotion. We will read and discuss empirical research and case studies from psychology, anthropology, sociology, and medicine. Course requirements include weekly reading and thought papers, weekly discussion, and a final research project and presentation.
Terms: Spr
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
PSYCH 35:
Minds and Machines (CS 24, LINGUIST 35, PHIL 99, SYMSYS 1, SYMSYS 200)
(Formerly SYMSYS 100). An overview of the interdisciplinary study of cognition, information, communication, and language, with an emphasis on foundational issues: What are minds? What is computation? What are rationality and intelligence? Can we predict human behavior? Can computers be truly intelligent? How do people and technology interact, and how might they do so in the future? Lectures focus on how the methods of philosophy, mathematics, empirical research, and computational modeling are used to study minds and machines. Students must take this course before being approved to declare Symbolic Systems as a major. All students interested in studying Symbolic Systems are urged to take this course early in their student careers. The course material and presentation will be at an introductory level, without prerequisites. If you have any questions about the course, please email symsys1staff@gmail.com.
Terms: Aut, Win
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-FR
PSYCH 45:
Introduction to Learning and Memory
The literature on learning and memory including cognitive and neural organization of memory, mechanisms of remembering and forgetting, and why people sometimes falsely remember events that never happened. Cognitive theory and behavioral evidence integrated with data from patient studies and functional brain imaging. Required prerequisite: PSYCH 1.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI
PSYCH 50:
Introduction to Cognitive Neuroscience
How does our brain give rise to our abilities to perceive, act and think? Survey of the basic facts, empirical evidence, theories and methods of study in cognitive neuroscience exploring how cognition is instantiated in neural activity. Representative topics include perceptual and motor processes, decision making, learning and memory, attention, reward processing, reinforcement learning, sensory inference and cognitive control.
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-SI, WAY-SMA
PSYCH 50A:
Practicum in Teaching: Intro to Cognitive Neuroscience
TA training for Intro to Cognitive Neuroscience: preparing for sections, grading assignments, reviewing and answering questions in Canvas online forums and supporting office hours and review sections. Enrollment limited to teaching assistants for Psych 50: Intro to Cognitive Neuroscience. May be repeat for credit
Terms: Win
| Units: 1-4
| Repeatable
for credit
PSYCH 60:
Introduction to Developmental Psychology
Psychological development from birth to adulthood, emphasizing infancy and the early and middle childhood years. The nature of change during childhood and theories of development. Recommended: PSYCH 1.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-SI
PSYCH 60A:
Introduction to Developmental Psychology Section
Guided observation of children age 2-5 at Bing Nursery School. Corequisite: 60.
Terms: Spr
| Units: 2
PSYCH 70:
Self and Society: Introduction to Social Psychology (SOC 2)
Why do people behave the way they do? This is the fundamental question that drives social psychology. Through reading, lecture, and interactive discussion, students have the opportunity to explore and think critically about a variety of exciting issues including: what causes us to like, love, help, or hurt others; the effects of social influence and persuasion on individual thoughts, emotion, and behavior; and how the lessons of social psychology can be applied in contexts such as health, work, and relationships. The social forces studied in the class shape our behavior, though their operation cannot be seen directly. A central idea of this class is that awareness of these forces allows us to make choices in light of them, offering us more agency and wisdom in our everyday lives. Beginning autumn quarter 2021, this course will no longer fulfill the Way-ED requirement
Last offered: Summer 2021
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-EDP, WAY-SI
PSYCH 80:
Introduction to Personality and Affective Science
How do we measure personality and emotion? What parts of your personality and emotions are set at birth? What parts of your personality and emotions are shaped by your sociocultural context? Can your personality and emotions make you sick? Can you change your personality and emotions? These are questions we begin to address in this introductory course on personality and emotion. Prerequisite: Psych 1.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-SI
PSYCH 90:
Introduction to Clinical Psychology: A Neuroscience Perspective
This course will provide students with an overview of the field of clinical psychology, the various roles of clinical psychologists in research and practice, and implications of current research in neuroscience for clinical psychology. We will discuss the definition and history of clinical psychology as a profession, research methods used in clinical psychology, issues in diagnosis and classification of disorders, techniques used in the assessment of intellectual and personality functioning, various approaches to therapeutic intervention, and issues related to ethics, professionalism, and training in clinical psychology. Throughout this course we will review and integrate relevant research in the field of clinical neuroscience with our discussion and understanding of clinical psychology.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-SI
PSYCH 95:
Introduction to Abnormal Psychology
Theories of and approaches to understanding the phenomenology, etiology, and treatment of psychological disorders among adults and children. Research findings and diagnostic issues. Recommended: PSYCH 1.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-SI
PSYCH 101:
Community Health Psychology (HUMBIO 128)
Social ecological perspective on health emphasizing how individual health behavior is shaped by social forces. Topics include: biobehavioral factors in health; health behavior change; community health promotion; and psychological aspects of illness, patient care, and chronic disease management. Prerequisites: HUMBIO 3B or PSYCH 1 or equivalent.
Terms: Win
| Units: 4
| UG Reqs: WAY-SI
PSYCH 102:
Longevity (HUMBIO 149L, MED 229)
Interdisciplinary. Challenges to and solutions for the young from increased human life expectancy: health care, financial markets, families, work, and politics. Guest lectures from engineers, economists, geneticists, and physiologists.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-SI
PSYCH 103:
Intergroup Communication (CSRE 103)
In an increasingly globalized world, our ability to connect and engage with new audiences is directly correlated with our competence and success in any field How do our intergroup perceptions and reactions influence our skills as communicators? This course uses experiential activities and discussion sections to explore the role of social identity in effective communication. The objective of the course is to examine and challenge our explicit and implicit assumptions about various groups to enhance our ability to successfully communicate across the complex web of identity. NOTE: If you are interested in enrolling in this class, please fill out the following survey to be considered: https://docs.google.com/document/d/1CGQtF7_aIakrVp9pccVP-ih3lKf1dg7DvltEGXWMYyQ/edit?usp=sharing
Terms: Aut, Spr
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-EDP
PSYCH 103F:
Intergroup Communication Facilitation (CSRE 103F)
Are you interested in strengthening your skills as a facilitator or section leader? Interested in opening up dialogue around identity within your community or among friends? This course will provide you with facilitation tools and practice, but an equal part of the heart of this class will come from your own reflection on the particular strengths and challenges you may bring to facilitation and how to craft a personal style that works best for you. This reflection process is ongoing, for the instructors as well as the students.
Terms: Aut, Spr
| Units: 2
| Repeatable
for credit
PSYCH 118F:
Literature and the Brain (COMPLIT 138, COMPLIT 238, ENGLISH 118, ENGLISH 218, FRENCH 118, FRENCH 218, PSYC 126)
How does fiction make us better at reading minds? Why do some TV shows get us to believe two contradictory things at once? And can cognitive biases be a writer's best friend? We'll think about these and other questions in the light of contemporary neuroscience and experimental psychology, with the help of Song of Solomon (Toni Morrison), Madame Bovary (Gustave Flaubert), season 1 of Westworld (Lisa Joy / Jonathan Nolan), and short readings from writers like Louise Glück, Jorge Luis Borges, Virginia Woolf, and Marcel Proust. We'll also ask what we see when we read; whether the language we speak affects the way we think; and why different people react differently to the same book. Plus: is free will a fiction, or were you just forced to say that?
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II
PSYCH 138:
Wise Interventions (PSYCH 238, PUBLPOL 238)
Classic and contemporary psychological interventions; the role of psychological factors in social reforms for social problems involving healthcare, the workplace, education, intergroup, relations, and the law. Topics include theories of intervention, the role of laboratory research, evaluation, and social policy.
Terms: Aut
| Units: 4
| UG Reqs: WAY-SI
PSYCH 139A:
Psychology Beyond the Classroom
By its very nature psychology is interdisciplinary. This course will consist of student-led workshops for those who are interested in the role of psychology in today¿s society. Each week a different student will talk about an interest of theirs -- anything from Disney movies to memes -- and how it relates to psychology. Students are encouraged to be as creative as possible and take initiative! (Presented by the Stanford Undergraduate Psychology Association.)
Terms: Win, Spr
| Units: 1
| Repeatable
for credit
(up to 99 units total)
PSYCH 140:
Introduction to Psycholinguistics (LINGUIST 145, LINGUIST 245A)
How do people do things with language? How do we go from perceiving the acoustic waves that reach our ears to understanding that someone just announced the winner of the presidential election? How do we go from a thought to spelling that thought out in a sentence? How do babies learn language from scratch? This course is a practical introduction to psycholinguistics -- the study of how humans learn, represent, comprehend, and produce language. The course aims to provide students with a solid understanding of both the research methodologies used in psycholinguistic research and many of the well-established findings in the field. Topics covered will include visual and auditory recognition of words, sentence comprehension, reading, discourse and inference, sentence production, language acquisition, language in the brain, and language disorders. Students will conduct a small but original research project and gain experience with reporting and critiquing psycholinguistic research.
Terms: Aut
| Units: 4
PSYCH 142A:
Special Topics in Adolescent Mental Health (HUMBIO 142M)
Includes the study of aspects of common disorders seen in adolescent populations, such as prevalence, developmental course, gender differences, theoretical explanations, and therapeutic interventions. Topics will include mood/anxiety disorders, eating disorders, learning disabilities and ADHD, sexual risk behaviors, developmental disorders, substance abuse, and self-harm. Goals of this course include getting students to think critically about the unique mental health needs of adolescents, collaborating on devising ways to improve the way our society meets those needs, and strengthening writing and communication skills applicable to this area of inquiry. Enrollment limited to students with sophomore academic standing or above. Prerequisites: Human Biology Core or Biology Foundations or equivalent or consent of instructor.
Terms: Aut
| Units: 4
PSYCH 146:
Observation of Children
Learning about children through guided discussions and video analyses from Bing Nursery School. Together we will looking into children's interactions with the world around them within the contexts of their physical, cognitive, social, and emotional development. We will also be examining their experiences in relation to research and theory. Note: Students will enroll in discussion sections through Canvas during the first week of class.
Terms: Aut, Win
| Units: 3
| UG Reqs: GER:DB-SocSci
PSYCH 147:
Development in Early Childhood
For children playing is more than just fun; it is essential for children¿s growth and wellbeing. Play is so important to optimal child development that it has been recognized by the United Nations High Commission for Human Rights as a right of every child. This course explores this connection between different types of play and children¿s development in four arenas: social, emotional, cognitive, and physical. In order to promote optimal learning and growth in children, it is important to recognize that these cognitive, physical, social, and emotional systems are intertwined. In this course students will not only learn about play, but also examine their own play experiences and histories. Using readings, recordings of children at play, videos, presentations, and reflections we will delve into the experience of play for children and ourselves. The course is rooted in the play experiences and philosophy of Bing Nursery School, a laboratory school at Stanford. For over 50 years it has been engaging children in play-based learning experiences.
Terms: Aut, Win, Spr
| Units: 3
PSYCH 150:
Race and Crime (CSRE 150A, PSYCH 259)
The goal of this course is to examine social psychological perspectives on race, crime, and punishment in the United States. Readings will be drawn not only from psychology, but also from sociology, criminology, economics, and legal studies. We will consider the manner in which social psychological variables may operate at various points in the crimina; justice system- from policing, to sentencing, to imprisonment, to re-entry. Conducted as a seminar. Students interested in participating should attend the first session and complete online application for permission at https://goo.gl/forms/CAut7RKX6MewBIuG3.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SI
PSYCH 150B:
Race and Crime Practicum (CSRE 150B)
This practicum is designed to build on the lessons learned in PSYCH 150 Race & Crime. In this community service learning course, students participate in community partnerships relevant to race and crime, as well as reflection to connect these experiences to research and course content. Interested students should complete an application for permission at: https://goo.gl/forms/CAut7RKX6MewBIuG3. Prerequisite: PSYCH 150 (taken concurrently or previously).
Terms: Spr
| Units: 2-4
PSYCH 155:
Introduction to Comparative Studies in Race and Ethnicity (CSRE 196C, ENGLISH 172D, SOC 146, TAPS 165)
How different disciplines approach topics and issues central to the study of ethnic and race relations in the U.S. and elsewhere. Lectures by senior faculty affiliated with CSRE. Discussions led by CSRE teaching fellows. Includes an optional Haas Center for Public Service certified Community Engaged Learning section, this year we will be working with members from the Muwekma Ohlone Tribe in Berkeley, CA - If interested, sign up for discussion section number 4.
Terms: Win, Spr
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
PSYCH 161:
Community Engaged Psychology and Education Field Experience (EDUC 461)
The course is designed to provide students with an opportunity to learn about, build, and apply skills and relationships for equity centered community research partnerships, with a focus on historically marginalized and oppressed communities. Students will learn about identified sites and conduct a needs assessment with a school or organization specific to promoting psychological health, social emotional learning, healthy identity development, and/or education equity.
Terms: Spr
| Units: 3
PSYCH 164:
Brain decoding
Can we know what someone is thinking by examining their brain activity? Using knowledge of the human visual system and techniques from machine learning, recent work has shown impressive ability to decode what people are looking at from their brain activity as measured with functional imaging. The course will use a combination of lectures, primary literature readings, discussion and hands-on tutorials to understand this emerging technology from basic knowledge of the perceptual (primarily visual) and other cognitive systems (such as working memory) to tools and techniques used to decode brain activity.nPrerequisites: Either Psych 30 or Psych 50 or Consent of Instructor
Terms: Win
| Units: 3
| UG Reqs: WAY-SMA
PSYCH 168:
Emotion Regulation (PSYCH 268)
(Graduate students register for 268.) The scientific study of emotion regulation. Topics: historical antecedents, conceptual foundations, autonomic and neural bases, individual differences, developmental and cultural aspects, implications for psychological and physical health. Focus is on experimentally tractable ideas.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-SI
PSYCH 170:
The Psychology of Communication About Politics in America (COMM 164, COMM 264, POLISCI 124L, POLISCI 324L, PUBLPOL 164)
(Graduate students enroll in COMM 264. COMM 164 is offered for 5 units, COMM 264 is offered for 4 units.) Focus is on how politicians and government learn what Americans want and how the public's preferences shape government action; how surveys measure beliefs, preferences, and experiences; how poll results are criticized and interpreted; how conflict between polls is viewed by the public; how accurate surveys are and when they are accurate; how to conduct survey research to produce accurate measurements; designing questionnaires that people can understand and use comfortably; how question wording can manipulate poll results; corruption in survey research.
Terms: Win
| Units: 4-5
| UG Reqs: WAY-SI
PSYCH 171:
Research Seminar on Aging
Two quarter practicum exposes students to multiple phases of research by participating in a laboratory focusing on social behavior in adulthood and old age. Review of current research; participation in ongoing data collection, analysis, and interpretation. Prerequisites: 1, research experience, and consent of instructor. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 4
| Repeatable
2 times
(up to 8 units total)
PSYCH 175:
Social Cognition and Learning in Early Childhood
Social cognition - the ability to recognize others, understand their behaviors, and reason about their thoughts - is a critical component of what makes us human. What are the basic elements of social cognition, and what do children understand about other people's actions, thoughts, and feelings? How do these capacities help us understand the world, as learning unfolds in the first few years of life? This course will take a deeper look at the intersection of social cognition and cognitive development to better understand how children learn about the world.nnStudents will explore various topics on social cognition with an emphasis on (but not limited to) developmental perspectives, including face perception, action understanding, Theory of Mind, communication, and altruism, and think about how these abilities might be linked to the developmental changes in children's understanding of the world. The course will encourage students to think hard about the fundamental questions about the human mind and how it interacts with other minds, and the value of studying young children in addressing these questions. Students should expect to read, present, and discuss theoretical and empirical research articles and to develop original research proposals as a final project. nnStudents will have an opportunity to develop their proposals into a research project in PSYCH 187, a lab course offered every other year in Spring (next offer expected to be Spring 2018) as a sequel to this course. This course fulfills the WIM requirement. nnPrerequisites Psych 60 or Psych141, or see instructor
Terms: Win
| Units: 4
| UG Reqs: WAY-SI
PSYCH 180:
Advanced Seminar on Racial Bias and Structural Inequality
How do we address racial bias and inequities? What role do our institutions play in creating, maintaining, and magnifying those inequities? What role do we play? In this course, we will examine racial bias and inequality in our neighborhoods, schools, workplaces, healthcare facilities, and criminal justice system. In every domain, we will focus our attention on the tools and interventions that can be used to mitigate bias and decrease racial disparities. This course will be conducted as a seminar. Limited enrollment.
Terms: Win, Spr
| Units: 4
| UG Reqs: WAY-EDP, WAY-SI
PSYCH 182:
Practicum in Teaching PSYCH 1
Pedagogical training focused on teaching introductory psychology: creating engaging and inclusive lesson plans and activities, providing helpful feedback to students, responding to student feedback, and supporting student learning in 1:1 and small group interactions. Students create and iterate section activities, conduct and reflect on peer feedback, and produce a statement of teaching philosophy in their second quarter. Limited to current undergraduate PSYCH 1 Teaching Fellows. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 5
| Repeatable
for credit
PSYCH 183:
SPARQ Lab
Join SPARQ (Social Psychological Answers to Real-world Questions) as a research assistant and help with projects addressing real-world issues.
Terms: Aut, Win, Spr
| Units: 2-3
| Repeatable
for credit
PSYCH 189:
Stanford Center on Longevity Practicum
Student involvement in an interdisciplinary center aimed at changing the culture of human aging using science and technology. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 3
| Repeatable
3 times
(up to 9 units total)
PSYCH 194:
Reading and Special Work
Independent study. May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
for credit
Instructors: ;
Carstensen, L. (PI);
Cohen, G. (PI);
Crum, A. (PI);
Dweck, C. (PI);
Eberhardt, J. (PI);
Gardner, J. (PI);
Gerstenberg, T. (PI);
Gotlib, I. (PI);
Grill-Spector, K. (PI);
Gross, J. (PI);
Gweon, H. (PI);
Heaney, C. (PI);
Knutson, B. (PI);
Krumboltz, J. (PI);
Lomangino, A. (PI);
Markman, E. (PI);
Markus, H. (PI);
McClelland, J. (PI);
Miller, D. (PI);
Monin, B. (PI);
Poldrack, R. (PI);
Ram, N. (PI);
Roberts, S. (PI);
Ross, L. (PI);
Tsai, J. (PI);
Wagner, A. (PI);
Walton, G. (PI);
Wandell, B. (PI);
Wine, J. (PI);
Winters, J. (PI);
Wise, B. (PI);
Yamins, D. (PI);
Yeatman, J. (PI);
Zaki, J. (PI)
PSYCH 195:
Special Laboratory Projects
Independent study. May be repeated for credit. Prerequisites: 1, 10, and consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
for credit
Instructors: ;
Carstensen, L. (PI);
Cohen, G. (PI);
Crum, A. (PI);
Dweck, C. (PI);
Eberhardt, J. (PI);
Fernald, A. (PI);
Frank, M. (PI);
Gardner, J. (PI);
Gelfand, M. (PI);
Gerstenberg, T. (PI);
Goodman, N. (PI);
Gotlib, I. (PI);
Grill-Spector, K. (PI);
Gross, J. (PI);
Gweon, H. (PI);
Heaney, C. (PI);
Knutson, B. (PI);
Krosnick, J. (PI);
Krumboltz, J. (PI);
Markman, E. (PI);
Markus, H. (PI);
McClelland, J. (PI);
Miller, D. (PI);
Monin, B. (PI);
Norcia, A. (PI);
Poldrack, R. (PI);
Ram, N. (PI);
Roberts, S. (PI);
Ross, L. (PI);
Starck, J. (PI);
Tsai, J. (PI);
Wagner, A. (PI);
Walton, G. (PI);
Wandell, B. (PI);
Wine, J. (PI);
Winters, J. (PI);
Yamins, D. (PI);
Yeatman, J. (PI);
Zaki, J. (PI);
Marchman, V. (GP)
PSYCH 196A:
Neuroscience research
This course is for undergraduate students who are part of the Wu Tsai Neurosciences Institute's Neuroscience Undergraduate Research Opportunity (NeURO) fellowship program.
Terms: Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
PSYCH 196B:
Foundational Topics in Neuroscience
This course is for undergraduate students who are part of the Wu Tsai Neurosciences Institute's Neuroscience Undergraduate Research Opportunity (NeURO) fellowship program.
Terms: Sum
| Units: 1
| Repeatable
3 times
(up to 3 units total)
PSYCH 197:
Advanced Research
Limited to students in senior honors program. Weekly research seminar, independent research project under the supervision of an appropriate faculty member. A detailed proposal is submitted at the end of Autumn Quarter. Research continues during Winter and Spring quarters as 198. A report demonstrating sufficient progress is required at the end of Winter Quarter.
Terms: Aut
| Units: 1-4
PSYCH 198:
Senior Honors Research
Limited to students in the senior honors program. Finishing the research and data analysis, written thesis, and presentation at the Senior Honors Convention. May be repeated for credit.
Terms: Win, Spr
| Units: 1-4
| Repeatable
for credit
PSYCH 199:
Individually Supervised Practicum
Satisfies INS requirements for curricular practical training (CPT). May be repeated for credit. Prerequisites: consent of adviser.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
(up to 99 units total)
PSYCH 202:
Cognitive Neuroscience
Graduate core course. The anatomy and physiology of the brain. Methods: electrical stimulation of the brain, neuroimaging, neuropsychology, psychophysics, single-cell neurophysiology, theory and computation. Neuronal pathways and mechanisms of attention, consciousness, emotion, language, memory, motor control, and vision. Prerequisite: For psychology graduate students, or consent of instructor.
Terms: Aut
| Units: 3
PSYCH 204A:
Human Neuroimaging Methods
This course introduces the student to human neuroimaging using magnetic resonance scanners. The course is a mixture of lectures and hands-on software tutorials. The course begins by introducing basic MR principles. Then various MR measurement modalities are described, including several types of structural and functional imaging methods. Finally algorithms for analyzing and visualizing the various types of neuroimaging data are explained, including anatomical images, functional data, diffusion imaging (e.g., DTI) and magnetization transfer. Emphasis is on explaining software methods used for interpreting these types of data.
Terms: Win
| Units: 3
PSYCH 207:
Professional Seminar for First-Year Ph.D. Graduate Students
Required of and limited to first-year Ph.D. students in Psychology. Major issues in contemporary psychology with historical backgrounds.
Terms: Aut
| Units: 2-3
PSYCH 209:
Neural Network Models of Cognition
Neural Network models of cognitive and developmental processes and the neural basis of these processes, including contemporary deep learning models. Students learn about fundamental computational principles and classical as well as contemporary applications and carry out exercises in the first six weeks, then undertake projects during the last four weeks of the quarter. Some background in computer programming, familiarity with differential equations, linear algebra, and probability theory, and one or more courses in cognition, cognitive development or ncognitive/systems neuroscience is required.
Terms: Win
| Units: 4
PSYCH 211:
Developmental Psychology
Prerequisite: 207 or consent of instructor.
Terms: Win
| Units: 3
PSYCH 213:
Affective Science
This seminar is the core graduate course on affective science. We consider definitional issues, such as differences between emotion and mood, as well as issues related to the function of affect, such as the role affect plays in daily life. We review autonomic, neural, genetic, and expressive aspects of affective responding. Later in the course we discuss the role of affect in cognitive processing, specifically how affective states direct attention and influence memory, as well as the role of affect in decision making. We will also discuss emotion regulation and the strategic control of emotion; the cultural shaping of emotional experience and regulation; disorders of emotion; and developmental trajectories of experience and control from early to very late life. Meetings are discussion based. Attendance and active participation are required. Prerequisite: 207 or consent of instructor.
Terms: Win
| Units: 3
PSYCH 215:
Mind, Culture, and Society
Social psychology from the context of society and culture. The interdependence of psychological and sociocultural processes: how sociocultural factors shape psychological processes, and how psychological systems shape sociocultural systems. Theoretical developments to understand social issues, problems, and polity. Works of Baldwin, Mead, Asch, Lewin, Burner, and contemporary theory and empirical work on the interdependence of psychology and social context as constituted by gender, ethnicity, race, religion, and region of the country and the world.
Terms: Aut
| Units: 3
PSYCH 220B:
Probabilistic Models of Cognition: Language (CS 428B, LINGUIST 238B)
How can we understand natural language use in computational terms? This course surveys probabilistic models for natural language semantics and pragmatics. It begins with an introduction to the Rational Speech Acts framework for modeling pragmatics as social reasoning. It then explores a variety of phenomena in language meaning and usage. Probabilistic programming will be used as a precise and practical way to express models.
Terms: Aut
| Units: 3
PSYCH 221:
Image Systems Engineering (SYMSYS 195I)
This course is an introduction to digital imaging technologies. We focus on the principles of key elements of digital systems components; we show how to use simulation to predict how these components will work together in a complete image system simulation. The early lectures introduce the software environment and describe options for the course project. The following topics are covered and software tools are introduced:n- Basic principles of optics (Snell's Law, diffraction, adaptive optics).n- Image sensor and pixel designsn- Color science, metrics, and calibrationn- Human spatial resolutionn- Image processing principlesn- Display technologiesnA special theme of this course is that it explains how imaging technologies accommodate the requirements of the human visual system. The course also explains how image systems simulations can be useful in neuroscience and industrial vision applications. The course consists of lectures, software tutorials, and a course project. Tutorials and projects include extensive software simulations of the imaging pipeline. Some background in mathematics (linear algebra) and programming (Matlab) is valuable.nPre-requisite: EE 261 or equivalent. Or permission of instructor required.
Terms: Aut
| Units: 1-3
PSYCH 224:
Mapping the human visual system (NEPR 224)
The human visual system has more than two dozen topographic maps of the visual field. This course will explain principles of topographic maps in the visual system, mapping of visual areas using retinotopy, as well as modeling spatial and temporal computations in the visual system using population receptive fields. The class will combine reading and discussing papers that discovered these maps and computational principles with a lab component in which the students will analyze fMRI datasets that are used to map visual cortex. The course should be open for advanced undergrads and graduate students with prior experience in perception, cognitive neuroscience, or neuroimaging.
Terms: Spr
| Units: 1-3
PSYCH 225:
Triangulating Intelligence: Melding Neuroscience, Psychology, and AI (CS 322)
This course will cover both classic findings and the latest research progress on the intersection of cognitive science, neuroscience, and artificial intelligence: How does the study of minds and machines inform and guide each other? What are the assumptions, representations, or learning mechanisms that are shared (across multiple disciplines, and what are different? How can we build a synergistic partnership between cognitive psychology, neuroscience, and artificial intelligence? We will focus on object perception and social cognition (human capacities, especially in infancy and early childhood) and the ways in which these capacities are formalized and reverse-engineered (computer vision, reinforcement learning). Through paper reading and review, discussion, and the final project, students will learn the common foundations shared behind neuroscience, cognitive science, and AI research and leverage them to develop their own research project in these areas. Recommended prerequisites: PSYCH 1, PSYCH 24/SYMSYS 1/CS 24, CS 221, CS 231N
Terms: Win
| Units: 3
PSYCH 231:
Questionnaire Design for Surveys and Laboratory Experiments: Social and Cognitive Perspectives (COMM 339, POLISCI 421K)
The social and psychological processes involved in asking and answering questions via questionnaires for the social sciences; optimizing questionnaire design; open versus closed questions; rating versus ranking; rating scale length and point labeling; acquiescence response bias; don't-know response options; response choice order effects; question order effects; social desirability response bias; attitude and behavior recall; and introspective accounts of the causes of thoughts and actions.
Terms: Aut
| Units: 4
PSYCH 232:
Brain and Decision Making (PSYCH 134)
This seminar explores how emerging findings at the interface of neuroscience, psychology, and economics combine to inform our understanding of how the brain makes decisions. Topics include neural processes related to reward, punishment, probability, risk, time, reflection, and social interaction, as well as theoretical implications and practical applications. We will briefly touch on the possibility of extending individual brain and behavioral data down to physiological and up to aggregate levels of analysis.nBecause the course involves interdisciplinary material, it takes the format of a research seminar with background discussions, and is targeted at graduate students and advanced undergraduates who aim to conduct related research. Goals include: (1) building familiarity with relevant neuroscience, psychology, and economics concepts; (2) increasing awareness of key relevant literature; and (3) preparation to conduct and advance innovative interdisciplinary research.
Terms: Spr
| Units: 3
PSYCH 234:
Understanding Depression
In this course we will discuss current issues in the study of major depression, including the epidemiology and phenomenology of depression and other affective disorders, psychological and biological theories of depression, gender differences in depression, cognitive and social functioning of depressed persons, findings from neuroimaging studies of depression, depression in children, risk factors for depression, issues involving suicide, and implications of the NIMH RDoC initiative for the study of depression and other psychiatric diagnostic categories.
Terms: Win
| Units: 3
| Repeatable
for credit
PSYCH 238:
Wise Interventions (PSYCH 138, PUBLPOL 238)
Classic and contemporary psychological interventions; the role of psychological factors in social reforms for social problems involving healthcare, the workplace, education, intergroup, relations, and the law. Topics include theories of intervention, the role of laboratory research, evaluation, and social policy.
Terms: Aut
| Units: 4
PSYCH 240A:
Curiosity in Artificial Intelligence (EDUC 234)
How do we design artificial systems that learn as we do early in life -- as "scientists in the crib" who explore and experiment with our surroundings? How do we make AI "curious" so that it explores without explicit external feedback? Topics draw from cognitive science (intuitive physics and psychology, developmental differences), computational theory (active learning, optimal experiment design), and AI practice (self-supervised learning, deep reinforcement learning). Students present readings and complete both an introductory computational project (e.g. train a neural network on a self-supervised task) and a deeper-dive project in either cognitive science (e.g. design a novel human subject experiment) or AI (e.g. implement and test a curiosity variant in an RL environment). Prerequisites: python familiarity and practical data science (e.g. sklearn or R).
Terms: Spr
| Units: 3
PSYCH 243:
General Development Seminar
May be repeated for credit. Prerequisite: consent of instructors. Restricted to Developmental graduate students.
Terms: Win
| Units: 1-2
| Repeatable
for credit
PSYCH 246:
Cognitive and Neuroscience Friday Seminar
Participant presentations. May be repeated for credit. Prerequisite: graduate standing in psychology or neuroscience program.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
PSYCH 249B:
Topics in Neurodiversity: Design Thinking Approaches (PSYC 223B)
The course provides essential background about neurodiversity, the design thinking process and the Universal Design for Learning (UDL) framework to guide students in developing projects that maximize the potential of neurodiversity. Through case studies, field trips, guest speakers, and community engagement, students will explore approaches to maximizing inclusivity in realms such as education, employment, community and beyond. Students will use their knowledge to design and develop (or revising and enhance) processes, systems, experiences and/or products to maximize inclusivity and the potential of neurodiverse individuals. Based on student's interests and areas of focus, projects may include digital tool development such as app concept and design, redesign of standard processes such as job interviews/ candidate evaluations, design and development of physical products or spaces such as sensory-sensitive dorm rooms, "stim tools" and more. Students have the option to attend Monday classes or Wednesday classes for 2 units or attend both Monday and Wednesday classes for 4 units. This course is open to undergraduate and graduate students in all schools. Cardinal Course certified by the Haas Center.
Terms: Spr
| Units: 2-4
PSYCH 251:
Experimental Methods (SYMSYS 195E)
Graduate laboratory class in experimental methods for psychology, with a focus on open science methods and best practices in behavioral research. Topics include experimental design, data collection, data management, data analysis, and the ethical conduct of research. The final project of the course is a replication experiment in which students collect new data following the procedures of a published paper. The course is designed for incoming graduate students in psychology, but is open to qualified students from other programs who have some working knowledge of the R statistical programming language. Requirement: Psych 10/Stats 60 or equivalent
Terms: Aut
| Units: 3
PSYCH 252:
Statistical Methods for Behavioral and Social Sciences
This course offers an introduction to advanced topics in statistics with the focus of understanding data in the behavioral and social sciences. It is a practical course in which learning statistical concepts and building models in R go hand in hand. The course is organized into three parts: In the first part, we will learn how to visualize, wrangle, and simulate data in R. In the second part, we will cover topics in frequentist statistics (such as multiple regression, logistic regression, and mixed effects models) using the general linear model as an organizing framework. We will learn how to compare models using simulation methods such as bootstrapping and cross-validation. In the third part, we will focus on Bayesian data analysis as an alternative framework for answering statistical questions. Please view course website: https://psych252.github.io/. Open to graduate students only. Requirement: Psych 10/Stats 60 or equivalent
Terms: Win
| Units: 5
PSYCH 254:
Affective Neuroscience
Theory and research. Comparative and human research approaches map affective function to neuroanatomical and neurochemical substrates. Prerequisite: consent of instructor.
Terms: Spr
| Units: 3
PSYCH 258:
Graduate Seminar in Social Psychology Research
For students who are already or are planning to become involved in research on social construal and the role that it plays in a variety of phenomena, notably the origin and escalation of conflict.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
PSYCH 259:
Race and Crime (CSRE 150A, PSYCH 150)
The goal of this course is to examine social psychological perspectives on race, crime, and punishment in the United States. Readings will be drawn not only from psychology, but also from sociology, criminology, economics, and legal studies. We will consider the manner in which social psychological variables may operate at various points in the crimina; justice system- from policing, to sentencing, to imprisonment, to re-entry. Conducted as a seminar. Students interested in participating should attend the first session and complete online application for permission at https://goo.gl/forms/CAut7RKX6MewBIuG3.
Terms: Spr
| Units: 3
PSYCH 261:
African American Child and Adolescent Mental Health: An Ecological Approach (CSRE 372, EDUC 372)
African American children and adolescents face a number of challenges (e.g., racism, discrimination, lack of access to resources, community violence) that can impact their mental health. Yet, they possess and utilize many strengths in the face of challenge and adversity. This seminar will explore the most salient historical, social, cultural, and ecological factors that influence the mental health and resilience of African American youth, with attention to contextual determinants that shape mental health. Applying an ecological systems approach, the course will focus on how families, schools, and communities are integral to youth's adjustment and well-being. By utilizing a culturally specific and context based lens in analyzing empirical, narrative, and visual content, students will better understand factors that can promote or inhibit the mental health and resilience of African American children and adolescents across development.
Terms: Spr
| Units: 3
PSYCH 262:
Measurement and the Study of Change in Social Science Research (COMM 369)
This course is a survey of methodological issues associated with the measurement of psychological constructs and processes of change. General areas to be covered include use of latent variable models (structural equation modeling), classical test theory, generalizability theory, principal component analysis, factor analysis, item response theory and how these models facilitate and/or constrain the study of change processes. Students will work through application/implementation of the models through hands-on analysis of simulated and empirical data, acquire experiences in the formulation of research questions and study designs that are appropriately tethered to the different theoretical perspectives invoked by the different models.
Terms: Spr
| Units: 3
PSYCH 265:
Social Psychology and Social Change (EDUC 371)
The course is intended as an exploration of the major ideas, theories, and findings of social psychology and their applied status. Special attention will be given to historical issues, classic experiments, and seminal theories, and their implications for topics relevant to education. Contemporary research will also be discussed. Advanced undergraduates and graduate students from other disciplines are welcome, but priority for enrollment will be given to graduate students. In order to foster a vibrant, discussion-based class, enrollment will be capped at 20 students. Interested students should enroll in the class through simple enroll or axess. There will be an application process on the first day of class if there is overwhelming interest. Please contact the course TA, Isabelle Tay (isabelletay[at]stanford.edu), if you have any further questions.
Terms: Aut, Win
| Units: 2-3
PSYCH 266:
Current Debates in Learning and Memory
Memory is not a unitary faculty, but consists of multiple forms of learning and remembering. The cognitive and neural architectures of memory, focusing on the application of functional brain imaging (primarily fMRI and ERP). Psych 45 and Psych 169 required if undergraduate student.
Terms: Win
| Units: 1-3
| Repeatable
for credit
PSYCH 268:
Emotion Regulation (PSYCH 168)
(Graduate students register for 268.) The scientific study of emotion regulation. Topics: historical antecedents, conceptual foundations, autonomic and neural bases, individual differences, developmental and cultural aspects, implications for psychological and physical health. Focus is on experimentally tractable ideas.
Terms: Spr
| Units: 3
PSYCH 269:
Graduate Seminar in Affective Science
May be repeated for credit. Prerequisite: graduate standing in Psychology.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
PSYCH 270:
The Social Psychology of Contemporary American Politics (SOC 298, SOC 398)
Where do individuals' political attitudes and behaviors come from, and how can they be changed? In this class we will read and discuss cutting-edge research from social psychology, sociology, and political science on topics such as polarization, persuasion, elitism, social activism, and racial resentment. A central idea of the class is that social and psychological factors powerfully influence political views, and research in this area can help to understand our often confusing political landscape. Additionally, understanding the causal architecture of political attitudes and behavior is essential for taking effective political action, especially in this time of deep and growing political divides. Enrollment for SOC 298 is permission by instructor only. Please complete the following application: https://sshs.qualtrics.com/jfe/form/SV_6lKEHvF817e7GND
Terms: Win
| Units: 4
PSYCH 271:
Communicating Psychology
A graduate seminar on writing and communication of psychological research, both for our colleagues and audiences outside the field.
Terms: Win
| Units: 3
PSYCH 272:
Psychology and American Indian/Alaska Native Mental Health (EDUC 340, NATIVEAM 240)
Western medicine's definition of health as the absence of sickness, disease, or pathology; Native American cultures' definition of health as the beauty of physical, spiritual, emotional, and social things, and sickness as something out of balance. Topics include: historical trauma; spirituality and healing; cultural identity; values and acculturation; and individual, school, and community-based interventions. Prerequisite: experience working with American Indian communities.
Terms: Spr
| Units: 3-5
PSYCH 275:
Graduate Research
Intermediate-level research undertaken with members of departmental faculty. Prerequisite: consent of instructor.nn (Staff)
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Carstensen, L. (PI);
Clark, H. (PI);
Cohen, G. (PI);
Crum, A. (PI);
Dweck, C. (PI);
Eberhardt, J. (PI);
Fernald, A. (PI);
Frank, M. (PI);
Gardner, J. (PI);
Gerstenberg, T. (PI);
Goodman, N. (PI);
Gotlib, I. (PI);
Grill-Spector, K. (PI);
Gross, J. (PI);
Gweon, H. (PI);
Heaney, C. (PI);
Knutson, B. (PI);
Krumboltz, J. (PI);
Markman, E. (PI);
Markus, H. (PI);
McClelland, J. (PI);
Miller, D. (PI);
Monin, B. (PI);
Norcia, A. (PI);
Poldrack, R. (PI);
Ram, N. (PI);
Roberts, S. (PI);
Ross, L. (PI);
Thomas, E. (PI);
Tsai, J. (PI);
Wagner, A. (PI);
Walton, G. (PI);
Wandell, B. (PI);
Wine, J. (PI);
Winters, J. (PI);
Yamins, D. (PI);
Zaki, J. (PI)
PSYCH 276:
Graduate Research
Intermediate-level research undertaken with psychology faculty. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
PSYCH 279:
Measuring Learning in the Brain (EDUC 464, NEPR 464, SYMSYS 195M)
Everything we learn - be it a historical fact, the meaning of a new word, or a skill like reading, math, programming or playing the piano - depends on brain plasticity. The human brain's incredible capacity for learning is served by a variety of learning mechanisms that all result in changes in brain structure and function over different time scales. The goal of this course is to (a) provide an overview of different learning systems in the brain, (b) introduce methodologies and experiments that have led to new discoveries linking human brain plasticity and learning, (3) design an experiment, collect neuroimaging data, and measure the neurobiological underpinnings of learning in your own brain with MRI. The first section of the course will involve a series of lectures and discussions on the foundations of plasticity and learning with particular attention to experimental methods used in human neuroimaging studies. The second part of the course will involve workshops on designing and implementing experiments in MATLAB/Psychtoolbox or Python/PsychoPy. During this part of the course students will design, present and implement their own experiments as group projects. Finally, students will learn how to collect and analyze MRI data by being participants in their own fMRI experiments or analyzing publicly available datasets. Requirements: This class is designed for students who are interested in gaining hands-on experience with measuring the neurobiological underpinnings of learning. Student projects will involve designing experiments, collecting and analyzing data. So some experience with MATLAB/Python or an equivalent programming language is required. Some background in neuroscience (at least 1 course) is also required as we will assume basic knowledge.
Terms: Spr
| Units: 3
PSYCH 281:
Practicum in Teaching
Enrollment limited to teaching assistants in selected Psychology courses. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Carstensen, L. (PI);
Dweck, C. (PI);
Eberhardt, J. (PI);
Gardner, J. (PI);
Gerstenberg, T. (PI);
Gotlib, I. (PI);
Grill-Spector, K. (PI);
Gross, J. (PI);
Haas, A. (PI);
Heaney, C. (PI);
Knutson, B. (PI);
Krumboltz, J. (PI);
Markman, E. (PI);
Markus, H. (PI);
McClelland, J. (PI);
Miller, D. (PI);
Monin, B. (PI);
Ram, N. (PI);
Roberts, S. (PI);
Tsai, J. (PI);
Wagner, A. (PI);
Walton, G. (PI);
Wandell, B. (PI);
Winters, J. (PI);
Zaki, J. (PI)
PSYCH 282:
Practicum in Teaching PSYCH 1
Pedagogical training focused on teaching introductory psychology: creating engaging and inclusive lesson plans and activities, providing helpful feedback to students, responding to student feedback, and supporting student learning in 1:1 and small group interactions. Second quarter focuses on designing and iterating section activities, giving and receiving peer feedback on teaching, and reflecting on teaching practices. Limited to current graduate PSYCH 1 Teaching Fellows. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
PSYCH 284:
Graduate Seminar in Political Psychology (COMM 308, POLISCI 321)
For students interested in research in political science, psychology, or communication. Methodological techniques for studying political attitudes and behaviors. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
PSYCH 289:
Longitudinal Data Analysis in Social Science Research (COMM 365)
This course offers a project-based orientation to methodological issues associated with the analysis of multivariate and/or longitudinal data in the social sciences. General areas to be covered include the manipulation/organization/description of the types of empirical data obtained in social science research, and the application/implementation of multivariate analysis techniques to those data. Students will, through hands-on analysis of their data, acquire experiences in the formulation of research questions and study designs that are appropriately tethered to a variety of advanced analytical methods. Limited to PhD students and consent of instructor.
Terms: Win
| Units: 1-5
| Repeatable
for credit
PSYCH 290:
Natural Language Processing & Text-Based Machine Learning in the Social Sciences (SOC 281, SYMSYS 195T)
Digital communications (including social media) are the largest data sets of our time, and most of it is text. Social scientists need to be able to digest small and big data sets alike, process it and extract psychological insight. This applied and project-focused course introduces students to a Python codebase developed to facilitate text analysis in the social sciences (see dlatk.wwbp.org -- knowledge of Python is helpful but not required). The goal is to practice these methods in guided tutorials and project-based work so that the students can apply them to their own research contexts and be prepared to write up the results for publication. The course will provide best practices, as well as access to and familiarity with a Linux-based server environment to process text, including the extraction of words and phrases, topics and psychological dictionaries. We will also practice the use of machine learning based on text data for psychological assessment, and the further statistical analysis of language variables in R. Familiarity with Python is helpful but not required. Basic familiarity with R is expected. The ability to wrangle data into a spreadsheet-like format is expected. A basic introduction to SQL will be given in the course. Familiarity with SSH and basic Linux is helpful but not required. Understanding of regression is expected.
Terms: Aut
| Units: 4
PSYCH 292:
Special Topics in Emotion Regulation
This seminar will consider special topics in emotion regulation. Admission is by invitation only.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
PSYCH 294:
Growth Modeling: Linear, Nonlinear, SEM, and MLM Approaches (COMM 367)
This course is a survey of growth modeling methods useful for study of developmental and change processes. General areas to be covered include conceptualization and organization of longitudinal panel data, linear growth modeling, inclusion of time-invariant and time-varying covariates, nonlinear growth models (including a variety of exponential, sigmoid and spline models), multiple-group models, and growth mixture models. Students will work through application/implementation of the models through hands-on analysis of simulated and empirical data in both structural equation modeling (SEM) and multilevel modeling (MLM) frameworks, acquire experiences in the formulation of research questions and study designs that are appropriately tethered to the different theoretical perspectives invoked by the different models.
Terms: Aut
| Units: 3
PSYCH 296:
Levels of Analysis in Cognitive Science (PHIL 366)
Graduate seminar. A perennial theme in cognitive science is the idea that the mind/brain can be studied at different levels of abstraction, leading to influential frameworks positing levels of analysis and of explanation. The aim of this seminar is to revisit this theme in light of new methods and tools, both theoretical and empirical. Topics will include formal and philosophical theories of (causal) abstraction, discussion of techniques for analyzing (deep) neural networks, and related ideas involving approximation, abstraction, emergence, criticality, and other themes. Note: Enrollment is limited and by application only. Please send an email to the instructors with a few words about your research areas and your interest in the seminar themes.
Terms: Aut
| Units: 4
PSYCH 297:
Research Methods in Social Psychology and Allied Fields (EDUC 497)
This course will focus on the methodological foundations of research in social psychology and allied fields, and on the background scientific and career decision-making that fosters strong research in these fields. It will focus on such topics as: why do science; how to develop research ideas and formulate a research program; classic experimental design; experimental approaches to social problems - the Lewinian tradition; the choice between laboratory, on-line, field and intervention research strategies; the role of theory in methodological choices; how to build experiments that reflect the real world; crafting IV's and DV's; the many routes to statistical power; the precautions of research hygiene; refining theory - generalizing and replicating; research productivity and the life of a research psychologist, effective approaches to writing.
Terms: Spr
| Units: 3
PSYCH 298:
Advanced Studies in Health Psychology
This course provides an overview of the major concepts and questions in the field of health psychology. Through reading, lecture and interactive discussion, students have the opportunity to explore and think critically about a number of psychological and social influences in determining health including: emotions, beliefs, relationships, stress, motivation, behavior change, spirituality, culture, and social influence. Students will also discuss the role of important and current topics in the field of health psychology and medicine such as the changing role of the patient and provider relationship, health-care policy and the environment, placebo effects, wearable health devices, and the use of technology in medicine. Course is offered to graduate students and advanced undergraduates with permission from the instructor.
Terms: Spr
| Units: 4
PSYCH 373:
Research Seminar: Mind, Brain, and Computation
Faculty and student research presentations focusing on work linking cellular, systems, cognitive, behavioral, and computational neuroscience. Limited to affiliates of the Center for Mind, Brain and Computation. May be repeated for credit.
Terms: Aut
| Units: 1
| Repeatable
for credit
PSYCH 802:
PhD TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Ambady, N. (PI);
Boroditsky, L. (PI);
Carstensen, L. (PI);
Clark, H. (PI);
Cohen, G. (PI);
Crum, A. (PI);
Dweck, C. (PI);
Eberhardt, J. (PI);
Fernald, A. (PI);
Frank, M. (PI);
Gardner, J. (PI);
Gerstenberg, T. (PI);
Goodman, N. (PI);
Gotlib, I. (PI);
Grill-Spector, K. (PI);
Gross, J. (PI);
Gweon, H. (PI);
Heaney, C. (PI);
Knutson, B. (PI);
Krumboltz, J. (PI);
Lepper, M. (PI);
Markman, E. (PI);
Markus, H. (PI);
McClelland, J. (PI);
McClure, S. (PI);
Miller, D. (PI);
Monin, B. (PI);
Norcia, A. (PI);
Poldrack, R. (PI);
Ram, N. (PI);
Ramscar, M. (PI);
Roberts, S. (PI);
Ross, L. (PI);
Thomas, E. (PI);
Tormala, T. (PI);
Tsai, J. (PI);
Tversky, B. (PI);
Wagner, A. (PI);
Walton, G. (PI);
Wandell, B. (PI);
Wine, J. (PI);
Winters, J. (PI);
Yamins, D. (PI);
Zaki, J. (PI)
PUBLPOL 1:
Introduction to Public Policy
Public Policy 1 is an introduction to the wide range of fields and methods used in Public Policy analysis including economics, political science, social psychology, justice, ethics and organizations. The course will have weekly speakers who will provide examples of policy analysis from a variety of perspectives. Attendance mandatory.
Terms: Aut
| Units: 1
PUBLPOL 14:
Navigating Financial Crises: From Emerging Markets to COVID-19 (ECON 14)
What causes financial crises? What are the keys to anticipating, preventing, and managing disruptions in the global financial system? This course prepares students to navigate future episodes as policymakers, finance professionals, and citizens by going inside the practical decisions made in an unfolding crisis, from the U.S. government and IMF to the boardroom and trading floor. Students will learn warning signs of distress; market structures that govern crisis dynamics; strategic interactions among the key actors; and lessons learned for creating a more resilient system. Concepts will be applied to real-world experiences in emerging market crises, the U.S. housing and global financial crisis, the European sovereign crisis, and as well the extraordinary fiscal and central bank responses to the COVID-19 crisis.
Terms: Win
| Units: 1
PUBLPOL 19Q:
Government by the Numbers (ECON 19Q)
Spending by federal, state, and local governments accounts for about one-third of U.S. GDP and governments employ more than one-in-seven workers in the U.S. For most U.S. residents, government is represented by a complicated web of federal, state, and local policies. There is an increasingly contentious debate about the proper role of the government and regarding the impact of specific government policies. This debate is rarely grounded in a common set of facts. In this seminar, we will explore how each level of government interacts with U.S. residents through government services, public programs, taxes, and regulations. We will examine financial results for different levels of government while considering the net effects of government intervention on the health and economic well-being of individuals and families. Particular attention will be paid to certain sectors (e.g. education, health care, etc.) and to certain groups (e.g. those in poverty, the elderly, etc.). Along the way we will accumulate a set of metrics to assess the performance of each level of government while highlighting the formidable challenges of such an exercise. Prerequisite: Econ 1.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI
PUBLPOL 21SI:
Local Government in Action: How to Make a Difference in Your Community
Preference to Frosh/Sophomores. This course will provide an introduction to local government, focusing initially on the purpose, functions, and structure of local government through a weekly speaker series featuring experts and officials in local government. The second half of the course will focus on specific policy areas such as environment, social justice, and affordable housing, where speakers involved with the local government initiatives explored in each unit will discuss their experiences with the class. Students will also have the opportunity to simulate a City Council meeting and learn how they can get involved in their local government. This course is the first part in a project-based learning series running through Winter and Spring Quarters. Students who take this class can apply for a position on a team working on a predetermined project for local governments around the Bay Area during Spring Quarter. Students accepted into the project-based learning experience will attend weekly training sessions during the second half of Winter Quarter in addition to normal class sessions to prepare for their projects. You can enroll in the Winter course without participating in the Spring class/project.To earn credit, students must attend at least 8 of the 10 meetings in the speaker series, complete the two assignments, and actively participate in the simulation. Students will be allowed up to two excused absences. (Cardinal Course certified by the Haas Center)
Terms: Win
| Units: 2
PUBLPOL 22SI:
Local Government in Action: Working with Local Government
This course is the second part in the "Local Government in Action" project-based learning series running through Winter and Spring Quarters. Students who take this class must have taken PUBLPOL 21SI beforehand. Students in this class will be placed on one of three teams to work on a predetermined project for local governments around the Bay Area. This quarter, teams will be working with the City of Mountain View, the City of Pacifica, and the Edge Collaborative. At the end of the course, students should be able to use their skills in the real world to plan and undertake a rigorous, informative analysis of a policy problem. By the end of the quarter, each project will culminate in two deliverables for the client: a professional report and a formal presentation of the team's findings.
Terms: Spr
| Units: 2
PUBLPOL 51:
Microeconomics for Policy (INTLPOL 204A, PUBLPOL 301A)
Microeconomic concepts relevant to decision making. Topics include: competitive market clearing, price discrimination; general equilibrium; risk aversion and sharing, capital market theory, Nash equilibrium; welfare analysis; public choice; externalities and public goods; hidden information and market signaling; moral hazard and incentives; auction theory; game theory; oligopoly; reputation and credibility. Undergraduate Public Policy students may take PublPol 51 as a substitute for the Econ 51 major requirement. Economics majors still need to take Econ 51. Prerequisites: ECON 50 and MATH 51 or equiv.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-SI
PUBLPOL 55N:
Public Policy and Personal Finance (ECON 25N)
The seminar will provide an introduction and discussion of the impact of public policy on personal finance. Voters regularly rate the economy as one of the most important factors shaping their political views and most of those opinions are focused on their individual bottom lines. In this course we will discuss the rationale for different public policies and how they affect personal financial situations. We will explore personal finance issues such as taxes, loans, charity, insurance, and pensions. Using the context of (hypothetical) personal finance positions, we will discuss the public policy implications of various proposals and how they affect different groups of people, for example: the implications of differential tax rates for different types of income, the promotion of home ownership in the U.S., and policies to care for our aging population. While economic policy will be the focus of much of the course, we will also examine some of the implications of social policies on personal finance as well. There will be weekly readings and several short policy-related writing assignments.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI
PUBLPOL 63Q:
Democratizing Ethics with Discrimination, Inequality, Injustice and Technology in Mind
This seminar/practicum will invite students to ¿roll up our sleeves¿ and deliver concrete recommendations for making ethical decision-making accessible to ordinary citizens rather than just determined by corporate giants, law makers or academic experts. We will explore practical approaches to the following questions: How can we make ethical decision-making accessible to ordinary citizens in a complex world of technology, biology and even space exploration? How can we incentivize citizens to care about integrating ethics into their decision-making? How do we each have ethical power in society even where economic and technological control lie with tech giants and lodged in the brains of experts? What, if anything, is different about citizens¿ sense of moral responsibility in society today (and how has technology contributed to shifting views)? How can we develop an ethics barometer¿soliciting the views, and facilitating the influence of, ordinary citizens on key ethical questions outside of normal channels like voting and individual engagement with social media? The course will consider a number of cutting-edge topics from Covid-19 and gene editing and long-standing challenges such as racism. Highly interactive course. Very short papers and teamwork along the way in lieu of final paper or exam. 3 credits (option C/NC for students not wishing WAYS credit). Will be offered on-line Spring 2021.
Last offered: Spring 2021
| Units: 3
| UG Reqs: WAY-ER
PUBLPOL 73:
Energy Policy in California and the West (CEE 263G, ENERGY 73, POLISCI 73)
This seminar provides an in-depth analysis of the role of California state agencies and Western energy organizations in driving energy policy development, technology innovation, and market structures, in California, the West and internationally. The course covers three areas: 1) roles and responsibilities of key state agencies and Western energy organizations; 2) current and evolving energy and climate policies; and 3) development of the 21st century electricity system in California and the West. The seminar will also provide students a guideline of what to expect in professional working environment.
Terms: Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
PUBLPOL 75:
Pathways to Public Service (POLISCI 74)
This one-unit lecture series explores potential careers in public service, including roles in government as well as in many other organizations; such as nonprofits, foundations, corporations, and arts organizations that help shape public policy and civic life. Each week, a guest speaker will introduce students to his or her organization and role, describe some of the key intellectual issues and current policy challenges, discuss career paths and skills crucial for the job, and help students reflect on possible connections between this work and their studies at Stanford. In an interactive concluding session, students will participate in a career assessment activity, reflect on possible next steps, and learn about other opportunities to explore public service at Stanford. This course is open to all students, including not only those studying political science or public policy, but also the arts, humanities, sciences, and engineering. It is co-sponsored by the School of Humanities and Sciences and Stanford in Government (SIG).
Terms: Win
| Units: 1
PUBLPOL 75B:
Public Service and Social Impact: Pathways to Purposeful Careers (CSRE 190A, ENGLISH 180, POLISCI 74B, SOC 190A, SYMSYS 193, URBANST 190A)
How do I translate my interests and capacities into a career in public service and social impact? This course will introduce you to a wide range of roles that help shape public policy and civic life, including government, nonprofits, social enterprise and the arts. It can be taken for one or two units. For one unit, you participate in a weekly, interactive speaker series designed to give you a sense for what different public service careers are like. Each week, guests describe their organizations and roles, highlight key intellectual issues and policy challenges, discuss their career paths, and describe skills crucial for the job. For a second unit, you participate additionally in a more intimate weekly session designed to help you translate this knowledge into action. You will identify roles and organizations that might be a good match for you, build your network through informational interviewing, receive career coaching, and acquire the tools you need to launch your job or internship search. This course is open to all students, not only those studying political science, public policy and other social sciences, but also those in the arts, humanities, sciences, or engineering. Course content will be relevant to both students soon entering the job market and those facing choices about courses of study and internships. It is co-sponsored by the Haas Center for Public Service, the School of Humanities and Sciences, and Stanford in Government.nnStudents taking the course for one unit must enroll in the Tuesday lecture, and students taking the course for two units must enroll in both the Tuesday lecture and the Thursday section.
Terms: Win
| Units: 1-2
PUBLPOL 100:
Hoover Institution National Security Affairs Fellows Mentorship Program
This course is designed to give Stanford undergraduates an introduction to civil-military relations, leadership development, and operational aspects of American foreign policy. Admitted undergraduates will be mentored by a distinguished leader from the Army, Navy, Air Force, Marine Corps, Coast Guard, or State Department for the Fall, Winter and Spring quarters of the 2021-22 academic year. Participation in all three quarters is required. These military leaders and diplomats are part of the Hoover Institution¿s National Security Affairs Fellows program. The scheduled class time will be used for group activities, lectures from the National Security Affairs Fellows on their experiences in the military and the State Department, small group meetings with mentees and mentors, and special sessions with senior American foreign policy leaders. At the end of each quarter, students write short reflection papers. No expertise in international affairs is necessary to apply and all majors are welcome. Selection is based on academic excellence, extracurricular leadership, and interest in international affairs. The program is directed by Dr. Amy Zegart. To apply, send a cover letter and resume to Taylor McLamb (twj@stanford.edu) by September 1, 2021.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
PUBLPOL 101:
Introduction to American Politics and Policy: Democracy Under Siege? (AMSTUD 123X, POLISCI 102, PUBLPOL 201)
This course both looks at the ways American political institutions shape policy outcomes and how Federal, state and local government have handled challenges related to increasing party polarization, climate change, heightened racial tensions and rising economic inequality. Instruction will include lectures, guest speakers, and moderated discussions.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-SI
PUBLPOL 103C:
Justice (ETHICSOC 171, PHIL 171, POLISCI 103, POLISCI 336S)
Justice, as we use the term in this class, is a question about social cooperation. People can produce much more cooperatively than the sum of what they could produce as individuals, and these gains from cooperation are what makes civilization possible. But on what terms should we cooperate? How should we divide, as the philosopher John Rawls puts it, "the benefits and burdens of social cooperation"? Working primarily within the Anglo-American philosophical tradition, we'll discuss different answers to this big question as a way to bring together some of the most prominent debates in modern political philosophy. We'll study theories including utilitarianism, libertarianism, classical liberalism, and egalitarian liberalism, and we'll take on complex current issues like reparations for racial injustice, the gender pay gap, and responses to climate change. This class is meant to be an accessible entry point to political philosophy. No experience with political science or philosophy is required or assumed, and we will spend time on the strategy of philosophy as well: understanding how our authors make their arguments to better respond to them and make our own.
Terms: Aut
| Units: 4-5
| UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-ER
PUBLPOL 103Z:
Ethics and Politics in Public Service (CSRE 133P, POLISCI 133Z, URBANST 122Z)
This course examines ethical and political questions that arise in doing public service work, whether volunteering, service learning, humanitarian endeavors overseas, or public service professions such as medicine and teaching. What motives do people have to engage in public service work? Are self-interested motives troublesome? What is the connection between service work and justice? Should the government or schools require citizens or students to perform service work? Is mandatory service an oxymoron?
Terms: Sum
| Units: 4
| UG Reqs: WAY-ER
PUBLPOL 104:
Economic Policy Analysis (ECON 150, PUBLPOL 204)
The relationship between microeconomic analysis and public policy making. How economic policy analysis is done and why political leaders regard it as useful but not definitive in making policy decisions. Economic rationales for policy interventions, methods of policy evaluation and the role of benefit-cost analysis, economic models of politics and their application to policy making, and the relationship of income distribution to policy choice. Theoretical foundations of policy making and analysis, and applications to program adoption and implementation. Prerequisites: ECON 50 and ECON 102B. Undergraduate Public Policy students are required to take this class for a letter grade and enroll in this class for five units.
Terms: Win
| Units: 4-5
| UG Reqs: WAY-AQR
PUBLPOL 105:
Empirical Methods in Public Policy (PUBLPOL 205)
Methods of empirical analysis and applications in public policy. Emphasis on causal inference and program evaluation. Public policy applications include health, labor and saving. Assignments include hands-on data analysis, evaluation of existing literature, and a final research project. Objective is to obtain tools to 1) critically evaluate evidence used to make policy decisions and 2) perform empirical analysis to answer questions in public policy. Prerequisite: ECON 102B. Enrollment is limited to Public Policy students. Email johncho@stanford.edu for an enrollment number. Public Policy students must take the course for a letter grade.
Terms: Win, Spr
| Units: 4-5
| UG Reqs: WAY-AQR, WAY-SI
PUBLPOL 106:
Law and Economics (ECON 154, PUBLPOL 206)
In this course, we explore the role of law in promoting social well-being (happiness). Law, among its other benefits, can serve as a mechanism to harmonize private incentives with cooperative gains, to maintain an equitable division of those gains, and to deter social defection and dystopia. Law is thus an implementation of the social contract and essential to civilization. Economic analysis of law focuses on the welfare-enhancing incentive effects of law (and of law enforcement). More generally, we study the law's role in reducing the risks of cooperation, achieved by fixing expectations of what courts or the state will do in possible futures. Prerequisite: ECON 50.
Terms: Spr
| Units: 4-5
| UG Reqs: WAY-SI
PUBLPOL 108H:
Housing Affordability Crisis in California: Causes, Impacts, and Solutions (URBANST 108H)
This course will divided into three sections that when combined provide 1) the overall narrative of the precedents and adverse impacts of the worldwide, US west coast and California housing crises and the frameworks for California to create a balanced housing market without causing extreme displacement; 2) an overview of the planning, regulatory and development environments in California along with an opportunities/threats analysis to illuminate current opportunities to achieve a balanced housing market; and 3) an overview of the federal, state, regional and local housing policy environments and areas of policy work addressing and responding to the California housing crisis.
Terms: Win
| Units: 4
| UG Reqs: WAY-SI
PUBLPOL 109Q:
Community Police Academy
The Community Police Academy is a combination of classroom instruction and "hands-on" activities that examine life as a police officer. This class looks to clarify and expand the participant's knowledge of the responsibilities, decisions and constraints that face law enforcement officers today, while also providing some perspectives on the national conversation about the role of law enforcement in society. Students can elect to earn two units of credit by completing the readings, short assignments, and attending 4 discussion section meetings, or students may opt to take the course for no credits and only attend the activities. The class is a learning opportunity for all involved, an opportunity to build trust and develop partnerships between the Department of Public Safety and the Stanford Community. While this course is open to all students throughout the University, the units will not accrue to Law Degree Candidates for credit toward a degree in Law (JD, JSM, JSD, or LLM). Taught by Professor Laura Wilson. Prerequisites: Application and basic background check; minimum 18 years of age.
Terms: Win
| Units: 2
PUBLPOL 113:
America: Unequal (CSRE 3P, SOC 3)
It was never imagined "when the U.S. was founded" that the rich would be so rich and the poor so poor. It was never imagined "when the U.S. was founded" that opportunities to get ahead would depend so profoundly on one's family circumstances and other starting conditions. How could this have happened in the "land of opportunity?" What are the effects of such profound inequality? And what, if anything, should be done about it?
Terms: Win
| Units: 4
| UG Reqs: WAY-EDP, WAY-SI
PUBLPOL 114:
Spies, Lies, and Algorithms: The History and Future of American Intelligence (AMSTUD 115S, INTNLREL 115, POLISCI 115)
This course examines the past, present, and future of American espionage. Targeted at first years and sophomores, the class surveys key issues in the development of the U.S. Intelligence Community since World War II. Topics include covert action, intelligence successes and failures, the changing motives and methods of traitors, congressional oversight, and ethical dilemmas. The course pays particular attention to how emerging technologies are transforming intelligence today. We examine cyber threats, the growing use of AI for both insight and deception, and the 'open-source' intelligence revolution online. Classes include guest lectures by former senior U.S. intelligence officials, policymakers, and open-source intelligence leaders. Course requirements include an all-day crisis simulation with former senior officials designed to give students a hands-on feel for the uncertainties, coordination challenges, time pressures, and policy frictions of intelligence in the American foreign policy process.
Terms: Spr
| Units: 5
| UG Reqs: WAY-SI
PUBLPOL 115:
Practical Training
Qualified Public Policy students obtain employment in a relevant research or industrial activity to enhance their professional experience consistent with their degree programs. Prior to enrolling students must get internship approved by the Public Policy Program. At the start of the quarter, students must submit a one page statement showing the relevance of the employment to the degree program along with an offer letter. At the end of the quarter, a three page final report must be supplied documenting work done and relevance to degree program. Meets the requirements for Curricular Practical Training for students on F-1 visas. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
PUBLPOL 116:
Climate Perspectives: Climate Science, Impacts, Policy, Negotiations, and Advocacy (HUMBIO 116)
The course contains four main parts:Climate Science, Climate Impacts, Climate Policy, Climate Advocacy. Part I begins with a detailed introduction to climate science, including an assessment of arguments by climate science skeptics, and an examination of climate change models. Part II describes the impacts of climate change on the planet, human health, species and biodiversity, and it adds an economic perspective on the costs and benefits of responding now¿or later¿to climate change. Part II also include a discussion on climate change ethics, i.e., fairness and responsibility among individuals, nations, and generations. Part III focuses on climate policy, from the Kyoto Protocol to the Paris Accord. Part III also includes an introduction to how the public and officials have viewed climate change over time, and it explores factors that make widespread formal agreement difficult. Part IV looks forward to climate advocacy and what to expect from future of climate negotiations. Enrollment limited to students with sophomore academic standing or above. Prerequisite: Human Biology Core or Biology Foundations or consent of instructor (i.e. background in earth systems, economics, policy).
Terms: Aut
| Units: 3
PUBLPOL 117:
Research and Policy on Postsecondary Access (EDUC 117, EDUC 417, PUBLPOL 217A)
The transition from high school to college. K-16 course focusing on high school preparation, college choice, remediation, pathways to college, and first-year adjustment. The role of educational policy in postsecondary access. Service Learning Course (certified by Haas Center).
Terms: Win
| Units: 3
PUBLPOL 118X:
Shaping the Future of the Bay Area (AMSTUD 118X, CEE 118X, CEE 218X, ESS 118X, ESS 218X, GEOLSCI 118X, GEOLSCI 218X, GEOPHYS 118X, GEOPHYS 218X, POLISCI 218X, PUBLPOL 218X)
The complex urban problems affecting quality of life in the Bay Area, from housing affordability and transportation congestion to economic vitality and social justice, are already perceived by many to be intractable, and will likely be exacerbated by climate change and other emerging environmental and technological forces. Reforming urban systems to improve the equity, resilience and sustainability of communities will require new collaborative methods of assessment, goal setting, and problem solving across governments, markets, and communities. It will also require academic institutions to develop new models of co-production of knowledge across research, education, and practice. This XYZ course series is designed to immerse students in co-production for social change. The course sequence covers scientific research and ethical reasoning, skillsets in data-driven and qualitative analysis, and practical experience working with local partners on urban challenges that can empower students to drive responsible systems change in their future careers. The Autumn (X) and Winter (Y) courses are focused on basic and advanced skills, respectively, and completion is a prerequisite for participation in the Spring (Z) practicum quarter, which engages teams in real-world projects with Bay Area local governments or community groups. X and Y are composed of four weekly pedagogical components: (A) lectures; (B) writing prompts linked with small group discussion; (C) lab and self-guided tutorials on the R programming language; and (D) R data analysis assignments. Open to undergraduate and graduate students in any major. For more information, visit http://bay.stanford.edu/education. Cardinal Course certified by the Haas Center.
Terms: Aut
| Units: 1-5
| UG Reqs: WAY-AQR, WAY-SI
PUBLPOL 118Y:
Shaping the Future of the Bay Area (CEE 118Y, CEE 218Y, ESS 118Y, ESS 218Y, GEOLSCI 118Y, GEOLSCI 218Y, GEOPHYS 118Y, GEOPHYS 218Y, POLISCI 218Y, PUBLPOL 218Y)
The complex urban problems affecting quality of life in the Bay Area, from housing affordability and transportation congestion to economic vitality and social justice, are already perceived by many to be intractable, and will likely be exacerbated by climate change and other emerging environmental and technological forces. Reforming urban systems to improve the equity, resilience and sustainability of communities will require new collaborative methods of assessment, goal setting, and problem solving across governments, markets, and communities. It will also require academic institutions to develop new models of co-production of knowledge across research, education, and practice. This XYZ course series is designed to immerse students in co-production for social change. The course sequence covers scientific research and ethical reasoning, skillsets in data-driven and qualitative analysis, and practical experience working with local partners on urban challenges that can empower students to drive responsible systems change in their future careers. The Autumn (X) and Winter (Y) courses are focused on basic and advanced skills, respectively, and completion is a prerequisite for participation in the Spring (Z) practicum quarter, which engages teams in real-world projects with Bay Area local governments or community groups. X and Y are composed of four weekly pedagogical components: (A) lectures; (B) writing prompts linked with small group discussion; (C) lab and self-guided tutorials on the R programming language; and (D) R data analysis assignments. Open to undergraduate and graduate students in any major. For more information, visit http://bay.stanford.edu/education. Cardinal Course certified by the Haas Center.
Terms: Win
| Units: 1-5
| Repeatable
2 times
(up to 10 units total)
PUBLPOL 119:
Automation, Autonomy, and the Future of Warfare (PUBLPOL 219)
This course seeks to prepare future policymakers and industry leaders for the complex debate surrounding the development and employment of automated and autonomous weapons for warfare. Exploring the developmental, legal, ethical, and operational considerations of introducing automated and autonomous systems into warfare, the course will seek to create a broad understanding of strategic opportunities and risk. The course will begin by examining the principles and functions of war to provide a baseline of why warfighters pursue automation and autonomy, and we will examine historical examples of how militaries have integrated these concepts in a variety of contexts. The course will then examine the relevant technologies - both those immediately available and those that push the future technological frontier. Those include computers, robotics, and artificial intelligence as well as the processes for turning technology into warfighting capability. In the final phase we will review applicable legal and policy regimes, and consider the ethical dilemmas created by the introduction of new automated and autonomous capability from military, governmental, commercial, and activist perspectives. A secondary objective of the course is to prepare students with a practical policymaking toolkit for analyzing and developing policy for a complex issue, with applicability beyond the issue of autonomy and warfare. This course encourages students to digest the information about autonomy and warfare, and to think creatively and practically about how policymakers and private sector leaders should address them, through a series of simulations, briefings and written exercises, and exercises intended to represent the actual policymaking progress. This course does not advocate any policy position but instead seeks to foster a more complete understanding of why and how automated and autonomous systems are being integrated into warfare as well as a circumspect review of the advantages, risks, and opportunities. This is a seminar course with limited enrollment. Each class session will be divided into lecture/discussion format where each lecture will set the stage for a vigorous guided discussion. Students will be required to explore policy options and debate the advantages and risk inherent in each option. The course will also leverage industry, technology, policy, and operational experts to provide differing viewpoints and specialized knowledge and experience.
Terms: Spr
| Units: 2
PUBLPOL 122:
BioSecurity and Pandemic Resilience (BIOE 122, EMED 122, EMED 222, PUBLPOL 222)
Overview of the most pressing biosecurity issues facing the world today, with a special focus on the COVID-19 pandemic. Critical examination of ways of enhancing biosecurity and pandemic resilience to the current and future pandemics. Examination of how the US and the world are able to withstand a pandemic or a bioterrorism attack, how the medical/healthcare field, government, and technology sectors are involved in biosecurity and pandemic or bioterrorism preparedness and response and how they interface; the rise of synthetic biology with its promises and threats; global bio-surveillance; effectiveness of various containment and mitigation measures; hospital surge capacity; medical challenges; development, production, and distribution of countermeasures such as vaccines and drugs; supply chain challenges; public health and policy aspects of pandemic preparedness and response; administrative and engineering controls to enhance pandemic resilience; testing approaches and challenges; promising technologies for pandemic response and resilience, and other relevant topics. Guest lecturers have included former Secretary of State Condoleezza Rice, former Special Assistant on BioSecurity to Presidents Clinton and Bush Jr. Dr. Ken Bernard, former Assistant Secretary of Health and Human Services Dr. Robert Kadlec, eminent scientists, public health leaders, innovators and physicians in the field, and leaders of relevant technology companies. Open to medical, graduate, and undergraduate students. No prior background in biology necessary. Must be taken for at least 4 units to get WAYs credit. Students also have an option to take the class for 2 units as a speaker series/seminar where they attend half the class sessions (or more) and complete short weekly assignments. In -person, asynchronous synchronous online instruction are available.
Terms: Win
| Units: 2-5
| UG Reqs: GER: DB-NatSci, GER:EC-GlobalCom, WAY-SI
| Repeatable
3 times
(up to 15 units total)
PUBLPOL 124:
American Political Institutions in Uncertain Times (POLISCI 120C)
This course examines how the rules that govern elections and the policy process determine political outcomes. It explores the historical forces that have shaped American political institutions, contemporary challenges to governing, and prospects for change. Topics covered include partisan polarization and legislative gridlock, the politicization of the courts, electoral institutions and voting rights, the expansion of presidential power, campaign finance and lobbying, representational biases among elected officials, and the role of political institutions in maintaining the rule of law. Throughout, emphasis will be placed on the strategic interactions between Congress, the presidency, and the courts and the importance of informal norms and political culture. Political Science majors taking this course to fulfill the WIM requirement should enroll in POLISCI 120C.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-SI
PUBLPOL 127:
Health Care Leadership (EMED 127, EMED 227, PUBLPOL 227)
Healthcare Leadership class brings eminent healthcare leaders from a variety of sectors within healthcare to share their personal reflections and insights on effective leadership. Speakers discuss their personal core values, share lessons learned and their recipe for effective leadership in the healthcare field, including reflection on career and life choices. Speakers include CEOs of healthcare technology, pharmaceutical and other companies, leaders in public health, eminent leaders of hospitals, academia, biotechnology companies and other health care organizations. The class will also familiarize the students with the healthcare industry, as well as introduce concepts and skills relevant to healthcare leadership. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit. Students taking the course Mondays and Wednesdays should enroll for 4 units (exceptions for a 3 unit registration can be made with the consent of instructor to be still eligible for Ways credit). Students also have an option of taking the course as a speaker seminar series for 2 units where they attend at least half the class sessions of their choice and complete short weekly assignments. Synchronous online instruction is available.
Terms: Win
| Units: 2-5
| UG Reqs: WAY-EDP, WAY-SI
| Repeatable
for credit
PUBLPOL 132:
The Politics of Policy Making (PUBLPOL 232)
Public policymaking in the United States is part of a political process that can take years or even decades to play out. A familiarity with the politics of policymaking is key to understanding why some reform attempts are successful while others are not. This course will give students a behind-the-scenes look at how policy actually gets made. Students will gain exposure to the theory and literature behind policy formulation, and engage in debates over historical and contemporary efforts at reform.
Terms: Aut
| Units: 3
PUBLPOL 134:
Ethics on the Edge: Business, Non-Profit Organizations, Government, and Individuals (PUBLPOL 234)
(PUBLPOL 134, PUBLPOL 234 - 3 credits, Ways - ER) (Same as LAW 7020) The objective of this course is to explore the increasing ethical challenges in a world in which technology, global risks, and societal developments are accelerating faster than our understanding and the law can keep pace. We will unravel the factors contributing to the seemingly pervasive failure of ethics today among organizations and leaders across all sectors: business, government, non-profit, and academia. A framework for ethical decision-making underpins the course. There is significant space for personal reflection and forming your own views on a wide range of issues. Prominent guest speakers will attend certain sessions interactively. The relationships among ethics and technology, culture, leadership, law, and global risks (inequality, privacy, financial system meltdown, cyber-terrorism, climate change, etc.) will inform discussion. A broad range of international topics might include: designer genetics; civilian space travel (Elon Musk's Mars plans); social media (e.g. Facebook Cambridge Analytica, on-line sex trafficking, monopolies); new devices (e.g. Amazon Alexa in hotel rooms); free speech on University campuses; opioid addiction; AI (from racism to the work challenge and beyond); corporate and financial sector scandals (Theranos, Wells Fargo fraudulent account creation, Volkswagen emissions testing manipulation); new corporate challenges (e.g. Google selling drones to the military and Facebook's new Libra crypto currency); and non-profit sector ethics challenges (e.g. NGOs engagement with ISIS and sexual misconduct in humanitarian aid (Oxfam case)). Final project in lieu of exam on a topic of student's choice. Attendance required. Class participation important (with multiple opportunities to earn participation credit beyond speaking in class). Strong emphasis on rigorous analysis, critical thinking and testing ideas in real-world contexts. Please note that this course will require one make-up evening session on a Wednesday or Thursday in lieu of the final class session the first week of June, and two one-hour extensions to Monday class sessions as a make-up for May 11, so the course will end before Memorial Day. Permission numbers are required for enrollment. The course offers credit toward Public Policy core requirements (if taken in combination with PUBLPOL 103E or PUBLPOL 103F), and Science, Technology and Society majors and satisfies the undergraduate Ways of Thinking - Ethical Reasoning requirement. The course is open to undergraduate and graduate students. Undergraduates will not be at a disadvantage. Everyone will be challenged. *Students taking the course for Ways credit and Public Policy majors taking the course to complete the core requirements must obtain a letter grade. Other students may take the course for a letter grade or C/NC. Students seeking credit for other majors should consult their departments.
Terms: Spr
| Units: 3
| UG Reqs: WAY-ER
PUBLPOL 135:
Regional Politics and Decision Making in Silicon Valley and the Greater Bay Area
Dynamics of regional leadership and decision making in Silicon Valley, a complex region composed of 40 cities and four counties without any overarching framework for governance. Formal and informal institutions shaping outcomes in the region. Case studies include transportation, workforce development, housing and land use, and climate change.
Terms: Spr
| Units: 4
PUBLPOL 143:
Finance, Corporations, and Society (ECON 143, INTLPOL 227, POLISCI 127A)
Both 'Free market capitalism' and democracy appear to be in crisis around the world. This interdisciplinary course, which draws from the Social Sciences, Business and Law, will help you gain a deeper understanding of the root causes of these intertwined crises and will enable you to be savvier in your interactions with the institutions in the financial system and the broader private and public sectors that shape the economy and affect our lives. Topics include financial decisions, markets, and intermediaries; corporations and their governance, laws, regulations, and politics; and the role and functioning of the media. We will discuss and analyze current events and policy debates regularly throughout the course as they illustrate the key concepts. Students will have the opportunity to explore these issues through group final projects. Visitors with relevant experiences will enrich our discussion.
Terms: Win
| Units: 4
PUBLPOL 152:
Negotiation (CEE 151, CEE 251, EARTH 251)
Students learn to prepare for and conduct negotiations in a variety of arenas including getting a job, managing workplace conflict, negotiating transactions, and managing personal relationships. Interactive class. The internationally traveled instructor who has mediated cases in over 75 countries will require students to negotiate real life case studies and discuss their results in class. Application required before first day of class; students should enroll on Axess and complete the application on Canvas by March 23, 2022. Application can also be accessed at http://bit.ly/Negotiation2022. Synchronous In-person participation required for students who wish to take this class. Note: There is a class fee of $130 for access to case files and readings. If the course fee is of concern, please email the TA at cbh21@stanford.edu enzoalf@stanford.edu
Terms: Spr
| Units: 3
PUBLPOL 154:
Politics and Policy in California
State politics and policy making, including the roles of the legislature, legislative leadership, governor, special interests, campaign finance, advocacy groups, ballot initiatives, state and federal laws, media, and research organizations. Case studies involving budgets, education, pensions, health care, political reform, environmental reforms, water, transportation and more. Evaluation of political actions, both inside and outside of government, that can affect California policy and social outcomes. Meetings with elected officials, policymakers, and advocates in class and during a day-long field trip to Sacramento, assuming no COVID or related restrictions.
Terms: Win
| Units: 5
| UG Reqs: WAY-SI
PUBLPOL 156:
Health Care Policy and Reform (HUMBIO 122A)
(HUMBIO students must enroll in HUMBIO 122A. Graduate students must enroll in PUBLPOL 156.) Focuses on U.S. health care policy. Includes comparisons with health care policy in other countries and detailed examinations of Medicare, Medicaid, private insurance, the Affordable Care Act (ACA), and proposed reforms. Examines health policy efforts at state, local, and local levels. The course includes sessions on effective memo writing as well as presentation and the politics of health policy and reform efforts.
Terms: Aut
| Units: 5
| UG Reqs: WAY-SI
PUBLPOL 163:
Land Use: Planning for Sustainable Cities (AMSTUD 163, EARTHSYS 168, URBANST 163)
Through case studies with a focus on the San Francisco Bay Area, guest speakers, selective readings and interactive assignments, this survey course seeks to demystify the concept of land use for the non-city planner. This introductory course will review the history and trends of land use policies, as well as address a number of current themes to demonstrate the power and importance of land use. Students will explore how urban areas function, how stakeholders influence land use choices, and how land use decisions contribute to positive and negative outcomes. By exploring the contemporary history of land use in the United States, students will learn how land use has been used as a tool for discriminatory practices and NIMBYism. Students will also learn about current land use planning efforts that seek to make cities more sustainable, resilient and equitable to address issues like gentrification, affordable housing, and sea level rise.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-SI
PUBLPOL 164:
The Psychology of Communication About Politics in America (COMM 164, COMM 264, POLISCI 124L, POLISCI 324L, PSYCH 170)
(Graduate students enroll in COMM 264. COMM 164 is offered for 5 units, COMM 264 is offered for 4 units.) Focus is on how politicians and government learn what Americans want and how the public's preferences shape government action; how surveys measure beliefs, preferences, and experiences; how poll results are criticized and interpreted; how conflict between polls is viewed by the public; how accurate surveys are and when they are accurate; how to conduct survey research to produce accurate measurements; designing questionnaires that people can understand and use comfortably; how question wording can manipulate poll results; corruption in survey research.
Terms: Win
| Units: 4-5
| UG Reqs: WAY-SI
PUBLPOL 168:
Global Organizations: The Matrix of Change (PUBLPOL 268, SOC 168, SOC 268)
In this class we study the design of effective human organizations, within and across institutional settings. We learn how to apply analytical tools, from the social sciences, to organizations, to understand the process of executing strategies, the challenges in changing them, and accountability. The theme for 2022 year's class will be defunding the police or reorganizing it from within. Recommended: FINANCE 377, MS&E 180, SOC 160, ECON 149, or MGTECON 330.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-EDP
PUBLPOL 174:
The Urban Economy (URBANST 173)
Applies the principles of economic analysis to historical and contemporary urban and regional development issues and policies. Explores themes of urban economic geography, location decision-making by firms and individuals, urban land and housing markets, and local government finance. Critically evaluates historical and contemporary government policies regulating urban land use, housing, employment development, and transportation.
Terms: Aut
| Units: 4
| UG Reqs: WAY-SI
PUBLPOL 182:
Ethics, Public Policy, and Technological Change (COMM 180, CS 182, ETHICSOC 182, PHIL 82, POLISCI 182)
Examination of recent developments in computing technology and platforms through the lenses of philosophy, public policy, social science, and engineering. Course is organized around five main units: algorithmic decision-making and bias; data privacy and civil liberties; artificial intelligence and autonomous systems; the power of private computing platforms; and issues of diversity, equity, and inclusion in the technology sector. Each unit considers the promise, perils, rights, and responsibilities at play in technological developments. Prerequisite: CS106A.
Terms: Win
| Units: 5
| UG Reqs: WAY-ER
Instructors: ;
Reich, R. (PI);
Sahami, M. (PI);
Weinstein, J. (PI);
Berman, E. (TA);
Guillen, D. (TA);
Jiang, S. (TA);
Kini, K. (TA);
Kohrman, A. (TA);
Korkmaz, E. (TA);
Larkin, K. (TA);
Liu, A. (TA);
Liu, C. (TA);
Propp, J. (TA);
Stowell, C. (TA);
Venkat, S. (TA);
Wu, Y. (TA);
Yang, A. (TA);
Yang, C. (TA)
PUBLPOL 197:
Junior Honors Seminar (ECON 198)
For juniors (advanced sophomores will be considered) who expect to write an honors thesis in Economics or Public Policy. Weekly sessions go through the process of selecting a research question, finding relevant bibliography, writing a literature review, introduction, and study design, culminating in the write-up of an honors thesis proposal (prospectus) and the oral presentation of each student's research project. Students also interact with potential advisors, and outline a program of study for their senior year. To apply, complete the application at https://economics.stanford.edu/undergraduate/forms.
Terms: Spr
| Units: 5
PUBLPOL 198:
Directed Readings in Public Policy
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Brady, D. (PI);
Brest, P. (PI);
Cain, B. (PI);
Casey, K. (PI);
Chen, L. (PI);
Cogan, J. (PI);
Field, C. (PI);
Grusky, D. (PI);
Liautaud, S. (PI);
Nation, J. (PI);
Rosston, G. (PI);
Stacy, H. (PI);
Stein Greenberg, S. (PI);
Weisberg, R. (PI)
PUBLPOL 199:
Senior Research
May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Bhattacharya, J. (PI);
Clerici-Arias, M. (PI);
Duggan, M. (PI);
Greely, H. (PI);
Hancock, R. (PI);
Klausner, M. (PI);
Nation, J. (PI);
Reich, R. (PI);
Romano, M. (PI);
Rosston, G. (PI);
Schneider, M. (PI);
Stedman, S. (PI);
Sweeney, J. (PI);
Wara, M. (PI);
Wotipka, C. (PI);
reardon, s. (PI)
PUBLPOL 200A:
Senior Practicum
Small student teams conduct policy analyses requested by government and nonprofit organizations. With guidance from the instructor and client organization, each team researches a real-world problem and devises implementable policy recommendations to help address it. The project culminates in a professional report and presentation to the client organization. Prerequisites: core courses in Public Policy or consent of instructor.
Terms: Aut
| Units: 5
PUBLPOL 200B:
Senior Practicum
Small student teams conduct policy analyses requested by government and nonprofit organizations. With guidance from the instructor and client organization, each team researches a real-world problem and devises implementable policy recommendations to help address it. The project culminates in a professional report and presentation to the client organization. Prerequisites: core courses in Public Policy or consent of instructor.
Terms: Win
| Units: 5
PUBLPOL 200C:
Senior Practicum
Small student teams conduct policy analyses requested by government and nonprofit organizations. With guidance from the instructor and client organization, each team researches a real-world problem and devises implementable policy recommendations to help address it. The project culminates in a professional report and presentation to the client organization. Prerequisites: core courses in Public Policy or consent of instructor.
Terms: Spr
| Units: 5
PUBLPOL 200H:
Senior Honors Seminar
Honors students conduct original research for their policy-related Honors thesis. The course is designed to help students make progress on their theses and improve their analytical, research, and communication skills. Instructor consent required.
Terms: Aut
| Units: 3
PUBLPOL 201:
Introduction to American Politics and Policy: Democracy Under Siege? (AMSTUD 123X, POLISCI 102, PUBLPOL 101)
This course both looks at the ways American political institutions shape policy outcomes and how Federal, state and local government have handled challenges related to increasing party polarization, climate change, heightened racial tensions and rising economic inequality. Instruction will include lectures, guest speakers, and moderated discussions.
Terms: Aut
| Units: 5
PUBLPOL 204:
Economic Policy Analysis (ECON 150, PUBLPOL 104)
The relationship between microeconomic analysis and public policy making. How economic policy analysis is done and why political leaders regard it as useful but not definitive in making policy decisions. Economic rationales for policy interventions, methods of policy evaluation and the role of benefit-cost analysis, economic models of politics and their application to policy making, and the relationship of income distribution to policy choice. Theoretical foundations of policy making and analysis, and applications to program adoption and implementation. Prerequisites: ECON 50 and ECON 102B. Undergraduate Public Policy students are required to take this class for a letter grade and enroll in this class for five units.
Terms: Win
| Units: 4-5
PUBLPOL 205:
Empirical Methods in Public Policy (PUBLPOL 105)
Methods of empirical analysis and applications in public policy. Emphasis on causal inference and program evaluation. Public policy applications include health, labor and saving. Assignments include hands-on data analysis, evaluation of existing literature, and a final research project. Objective is to obtain tools to 1) critically evaluate evidence used to make policy decisions and 2) perform empirical analysis to answer questions in public policy. Prerequisite: ECON 102B. Enrollment is limited to Public Policy students. Email johncho@stanford.edu for an enrollment number. Public Policy students must take the course for a letter grade.
Terms: Win, Spr
| Units: 4-5
PUBLPOL 206:
Law and Economics (ECON 154, PUBLPOL 106)
In this course, we explore the role of law in promoting social well-being (happiness). Law, among its other benefits, can serve as a mechanism to harmonize private incentives with cooperative gains, to maintain an equitable division of those gains, and to deter social defection and dystopia. Law is thus an implementation of the social contract and essential to civilization. Economic analysis of law focuses on the welfare-enhancing incentive effects of law (and of law enforcement). More generally, we study the law's role in reducing the risks of cooperation, achieved by fixing expectations of what courts or the state will do in possible futures. Prerequisite: ECON 50.
Terms: Spr
| Units: 4-5
PUBLPOL 209:
What is Public about Public Lands - Who and How to Manage.
The seminar will exam the origin and evolution of public lands from 1789 forward. Specifically, how the United States' concept of property has evolved and thus the management or caretaking of these lands has also changed. There are nearly 500 million acres of surface public lands (nearly ten times the size of New York) and over 750 million acres of subsurface public lands. The seminar will explore the writing of a "field book" for a unified management approach to the managing these lands.
Terms: Win
| Units: 3
PUBLPOL 217A:
Research and Policy on Postsecondary Access (EDUC 117, EDUC 417, PUBLPOL 117)
The transition from high school to college. K-16 course focusing on high school preparation, college choice, remediation, pathways to college, and first-year adjustment. The role of educational policy in postsecondary access. Service Learning Course (certified by Haas Center).
Terms: Win
| Units: 3
PUBLPOL 218X:
Shaping the Future of the Bay Area (AMSTUD 118X, CEE 118X, CEE 218X, ESS 118X, ESS 218X, GEOLSCI 118X, GEOLSCI 218X, GEOPHYS 118X, GEOPHYS 218X, POLISCI 218X, PUBLPOL 118X)
The complex urban problems affecting quality of life in the Bay Area, from housing affordability and transportation congestion to economic vitality and social justice, are already perceived by many to be intractable, and will likely be exacerbated by climate change and other emerging environmental and technological forces. Reforming urban systems to improve the equity, resilience and sustainability of communities will require new collaborative methods of assessment, goal setting, and problem solving across governments, markets, and communities. It will also require academic institutions to develop new models of co-production of knowledge across research, education, and practice. This XYZ course series is designed to immerse students in co-production for social change. The course sequence covers scientific research and ethical reasoning, skillsets in data-driven and qualitative analysis, and practical experience working with local partners on urban challenges that can empower students to drive responsible systems change in their future careers. The Autumn (X) and Winter (Y) courses are focused on basic and advanced skills, respectively, and completion is a prerequisite for participation in the Spring (Z) practicum quarter, which engages teams in real-world projects with Bay Area local governments or community groups. X and Y are composed of four weekly pedagogical components: (A) lectures; (B) writing prompts linked with small group discussion; (C) lab and self-guided tutorials on the R programming language; and (D) R data analysis assignments. Open to undergraduate and graduate students in any major. For more information, visit http://bay.stanford.edu/education. Cardinal Course certified by the Haas Center.
Terms: Aut
| Units: 1-5
PUBLPOL 218Y:
Shaping the Future of the Bay Area (CEE 118Y, CEE 218Y, ESS 118Y, ESS 218Y, GEOLSCI 118Y, GEOLSCI 218Y, GEOPHYS 118Y, GEOPHYS 218Y, POLISCI 218Y, PUBLPOL 118Y)
The complex urban problems affecting quality of life in the Bay Area, from housing affordability and transportation congestion to economic vitality and social justice, are already perceived by many to be intractable, and will likely be exacerbated by climate change and other emerging environmental and technological forces. Reforming urban systems to improve the equity, resilience and sustainability of communities will require new collaborative methods of assessment, goal setting, and problem solving across governments, markets, and communities. It will also require academic institutions to develop new models of co-production of knowledge across research, education, and practice. This XYZ course series is designed to immerse students in co-production for social change. The course sequence covers scientific research and ethical reasoning, skillsets in data-driven and qualitative analysis, and practical experience working with local partners on urban challenges that can empower students to drive responsible systems change in their future careers. The Autumn (X) and Winter (Y) courses are focused on basic and advanced skills, respectively, and completion is a prerequisite for participation in the Spring (Z) practicum quarter, which engages teams in real-world projects with Bay Area local governments or community groups. X and Y are composed of four weekly pedagogical components: (A) lectures; (B) writing prompts linked with small group discussion; (C) lab and self-guided tutorials on the R programming language; and (D) R data analysis assignments. Open to undergraduate and graduate students in any major. For more information, visit http://bay.stanford.edu/education. Cardinal Course certified by the Haas Center.
Terms: Win
| Units: 1-5
| Repeatable
2 times
(up to 10 units total)
PUBLPOL 219:
Automation, Autonomy, and the Future of Warfare (PUBLPOL 119)
This course seeks to prepare future policymakers and industry leaders for the complex debate surrounding the development and employment of automated and autonomous weapons for warfare. Exploring the developmental, legal, ethical, and operational considerations of introducing automated and autonomous systems into warfare, the course will seek to create a broad understanding of strategic opportunities and risk. The course will begin by examining the principles and functions of war to provide a baseline of why warfighters pursue automation and autonomy, and we will examine historical examples of how militaries have integrated these concepts in a variety of contexts. The course will then examine the relevant technologies - both those immediately available and those that push the future technological frontier. Those include computers, robotics, and artificial intelligence as well as the processes for turning technology into warfighting capability. In the final phase we will review applicable legal and policy regimes, and consider the ethical dilemmas created by the introduction of new automated and autonomous capability from military, governmental, commercial, and activist perspectives. A secondary objective of the course is to prepare students with a practical policymaking toolkit for analyzing and developing policy for a complex issue, with applicability beyond the issue of autonomy and warfare. This course encourages students to digest the information about autonomy and warfare, and to think creatively and practically about how policymakers and private sector leaders should address them, through a series of simulations, briefings and written exercises, and exercises intended to represent the actual policymaking progress. This course does not advocate any policy position but instead seeks to foster a more complete understanding of why and how automated and autonomous systems are being integrated into warfare as well as a circumspect review of the advantages, risks, and opportunities. This is a seminar course with limited enrollment. Each class session will be divided into lecture/discussion format where each lecture will set the stage for a vigorous guided discussion. Students will be required to explore policy options and debate the advantages and risk inherent in each option. The course will also leverage industry, technology, policy, and operational experts to provide differing viewpoints and specialized knowledge and experience.
Terms: Spr
| Units: 2
PUBLPOL 222:
BioSecurity and Pandemic Resilience (BIOE 122, EMED 122, EMED 222, PUBLPOL 122)
Overview of the most pressing biosecurity issues facing the world today, with a special focus on the COVID-19 pandemic. Critical examination of ways of enhancing biosecurity and pandemic resilience to the current and future pandemics. Examination of how the US and the world are able to withstand a pandemic or a bioterrorism attack, how the medical/healthcare field, government, and technology sectors are involved in biosecurity and pandemic or bioterrorism preparedness and response and how they interface; the rise of synthetic biology with its promises and threats; global bio-surveillance; effectiveness of various containment and mitigation measures; hospital surge capacity; medical challenges; development, production, and distribution of countermeasures such as vaccines and drugs; supply chain challenges; public health and policy aspects of pandemic preparedness and response; administrative and engineering controls to enhance pandemic resilience; testing approaches and challenges; promising technologies for pandemic response and resilience, and other relevant topics. Guest lecturers have included former Secretary of State Condoleezza Rice, former Special Assistant on BioSecurity to Presidents Clinton and Bush Jr. Dr. Ken Bernard, former Assistant Secretary of Health and Human Services Dr. Robert Kadlec, eminent scientists, public health leaders, innovators and physicians in the field, and leaders of relevant technology companies. Open to medical, graduate, and undergraduate students. No prior background in biology necessary. Must be taken for at least 4 units to get WAYs credit. Students also have an option to take the class for 2 units as a speaker series/seminar where they attend half the class sessions (or more) and complete short weekly assignments. In -person, asynchronous synchronous online instruction are available.
Terms: Win
| Units: 2-5
| Repeatable
3 times
(up to 15 units total)
PUBLPOL 224:
Social Entrepreneurship and Innovation Lab (SE Lab) - Human & Planetary Health (HRP 224, MED 224)
Social Entrepreneurship and Innovation Lab (SE Lab) - Global & Planetary Health is a Collaboratory workshop for students/fellows to design and develop innovative social ventures addressing key challenges in health and the environment, especially in support of the UN Sustainable Development Goals (SDGs 2030). Your mandate in identifying problems and designing solutions is broad and flexible! SE Lab is open to students and fellows across Stanford and combines design thinking exercises, short lectures & case studies, workshops, small group teamwork, presentations, guest speakers, and faculty, practitioner and peer feedback to support you and your team in generating and developing ideas and projects that will change the world! Join SE Lab with an idea or simply the desire to join a team. Enrollment limited to 30.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
3 times
(up to 15 units total)
PUBLPOL 227:
Health Care Leadership (EMED 127, EMED 227, PUBLPOL 127)
Healthcare Leadership class brings eminent healthcare leaders from a variety of sectors within healthcare to share their personal reflections and insights on effective leadership. Speakers discuss their personal core values, share lessons learned and their recipe for effective leadership in the healthcare field, including reflection on career and life choices. Speakers include CEOs of healthcare technology, pharmaceutical and other companies, leaders in public health, eminent leaders of hospitals, academia, biotechnology companies and other health care organizations. The class will also familiarize the students with the healthcare industry, as well as introduce concepts and skills relevant to healthcare leadership. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit. Students taking the course Mondays and Wednesdays should enroll for 4 units (exceptions for a 3 unit registration can be made with the consent of instructor to be still eligible for Ways credit). Students also have an option of taking the course as a speaker seminar series for 2 units where they attend at least half the class sessions of their choice and complete short weekly assignments. Synchronous online instruction is available.
Terms: Win
| Units: 2-5
| Repeatable
for credit
PUBLPOL 230:
Planning Calif: the Intersection of Climate, Land Use, Transportation & the Economy (CEE 136, CEE 236, PUBLPOL 130, URBANST 130)
Cities and urban areas have always been transformed by major external changes like pandemics and public health crises. California is both in the midst of its greatest economic recession since the Great Depression and experiencing a pandemic that has the potential to reshape many aspects of life. Planning for cities and regions, however, is a long game that requires follow-through on decisions made sometimes over many decades. How do we balance the shocks to our assumptions from the current Covid world with the need to plan long-term for issues like affordable housing and equitable cities, and perhaps most fundamentally, prepare our cities and communities for the inevitability of climate change and climate impact? nnnnThis course takes an interdisciplinary view of the key contemporary planning topics in California. It does so from looking at the intersection of climate laws, land use changes, the need for housing, travel patterns and the availability of high quality jobs and employment. This course will give you an understanding of the roles of key levels of government, from the state to the region/metropolitan scale, to the city and county, down to the neighborhood and parcel level. it will give students insight into leading themes and issues of the day in California such as the future of downtowns, the role of high speed rail, the impact of telework, automation in the construction of housing, drawing from examples in San Jose and San Francisco, the Central Valley, the state legislature, Southern California. Within each of these topics we will look at the impact of decisions on equity as well as climate and the economy. nnnnThe instructors are Kristy Wang, formerly SPUR¿s Community Planning Policy Director, and Egon Terplan, Senior Advisor for Economic Development and Transportation in the California Governor¿s Office, formerly SPUR¿s Regional Planning Director. (Affiliations for identification purposes only)
Terms: Win
| Units: 3
PUBLPOL 232:
The Politics of Policy Making (PUBLPOL 132)
Public policymaking in the United States is part of a political process that can take years or even decades to play out. A familiarity with the politics of policymaking is key to understanding why some reform attempts are successful while others are not. This course will give students a behind-the-scenes look at how policy actually gets made. Students will gain exposure to the theory and literature behind policy formulation, and engage in debates over historical and contemporary efforts at reform.
Terms: Aut
| Units: 3
PUBLPOL 234:
Ethics on the Edge: Business, Non-Profit Organizations, Government, and Individuals (PUBLPOL 134)
(PUBLPOL 134, PUBLPOL 234 - 3 credits, Ways - ER) (Same as LAW 7020) The objective of this course is to explore the increasing ethical challenges in a world in which technology, global risks, and societal developments are accelerating faster than our understanding and the law can keep pace. We will unravel the factors contributing to the seemingly pervasive failure of ethics today among organizations and leaders across all sectors: business, government, non-profit, and academia. A framework for ethical decision-making underpins the course. There is significant space for personal reflection and forming your own views on a wide range of issues. Prominent guest speakers will attend certain sessions interactively. The relationships among ethics and technology, culture, leadership, law, and global risks (inequality, privacy, financial system meltdown, cyber-terrorism, climate change, etc.) will inform discussion. A broad range of international topics might include: designer genetics; civilian space travel (Elon Musk's Mars plans); social media (e.g. Facebook Cambridge Analytica, on-line sex trafficking, monopolies); new devices (e.g. Amazon Alexa in hotel rooms); free speech on University campuses; opioid addiction; AI (from racism to the work challenge and beyond); corporate and financial sector scandals (Theranos, Wells Fargo fraudulent account creation, Volkswagen emissions testing manipulation); new corporate challenges (e.g. Google selling drones to the military and Facebook's new Libra crypto currency); and non-profit sector ethics challenges (e.g. NGOs engagement with ISIS and sexual misconduct in humanitarian aid (Oxfam case)). Final project in lieu of exam on a topic of student's choice. Attendance required. Class participation important (with multiple opportunities to earn participation credit beyond speaking in class). Strong emphasis on rigorous analysis, critical thinking and testing ideas in real-world contexts. Please note that this course will require one make-up evening session on a Wednesday or Thursday in lieu of the final class session the first week of June, and two one-hour extensions to Monday class sessions as a make-up for May 11, so the course will end before Memorial Day. Permission numbers are required for enrollment. The course offers credit toward Public Policy core requirements (if taken in combination with PUBLPOL 103E or PUBLPOL 103F), and Science, Technology and Society majors and satisfies the undergraduate Ways of Thinking - Ethical Reasoning requirement. The course is open to undergraduate and graduate students. Undergraduates will not be at a disadvantage. Everyone will be challenged. *Students taking the course for Ways credit and Public Policy majors taking the course to complete the core requirements must obtain a letter grade. Other students may take the course for a letter grade or C/NC. Students seeking credit for other majors should consult their departments.
Terms: Spr
| Units: 3
PUBLPOL 238:
Wise Interventions (PSYCH 138, PSYCH 238)
Classic and contemporary psychological interventions; the role of psychological factors in social reforms for social problems involving healthcare, the workplace, education, intergroup, relations, and the law. Topics include theories of intervention, the role of laboratory research, evaluation, and social policy.
Terms: Aut
| Units: 4
PUBLPOL 268:
Global Organizations: The Matrix of Change (PUBLPOL 168, SOC 168, SOC 268)
In this class we study the design of effective human organizations, within and across institutional settings. We learn how to apply analytical tools, from the social sciences, to organizations, to understand the process of executing strategies, the challenges in changing them, and accountability. The theme for 2022 year's class will be defunding the police or reorganizing it from within. Recommended: FINANCE 377, MS&E 180, SOC 160, ECON 149, or MGTECON 330.
Terms: Win
| Units: 4
PUBLPOL 270:
Civic Design
How can we use participatory design strategies and interventions to address civic challenges at scale and support resilient cities and communities? Planners, policymakers, courts, and designers are exhorted to 'involve the public' in decision-making, but how can this aspiration be made a reality? We will explore methods and case studies of how participatory design can be used to support better communities. Our design work will focus on housing and urban governance. How can we garner more community input to shape the civic processes driving stable housing, legal protections, climate resilience, and equitable access to public services? How can we facilitate productive dialogue and pair strategy with meaningful interventions? How can we create culture-shifts in how people interact with government agencies and policymakers? Students will work on a civic design project with a real-world stakeholder, to explore how to apply these methods and case studies. We explore how to go beyond 'performative' outreach to move toward genuine community involvement that enhances democracy, justice, and the public interest. Limited enrollment, admission by application only. Please visit dschool.stanford.edu to apply.
Terms: Spr
| Units: 3-4
PUBLPOL 291:
Theories of Change in Global Health (INTLPOL 291, SOMGEN 207)
Organizations dedicated to improving global health deploy various approaches ranging from efforts to improve economic conditions, health systems, and technology to policy change and advocacy. This course critically evaluates 15 common theories of change that underlay global health interventions. Students will review and discuss examples of both success and failure of each theory of change drawn from journal articles from various disciplines. This seminar is appropriate for graduate students of any discipline who are interested in considering the range of approaches and their likely utility when considering a specific global health problem in a particular location. Upper-class undergraduates who have completed rigorous related coursework and who are willing to commit the preparatory time are welcome. Our discussions benefit greatly from diverse perspectives. Sign up for 3 unit credits to participate in the seminar or 4 units to participate in the seminar and complete a project that provides an opportunity to apply these ideas to a global health problem of your interest.
Terms: Spr
| Units: 3-4
PUBLPOL 298:
Directed Readings in Public Policy
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Admati, A. (PI);
Benest, F. (PI);
Crane, D. (PI);
Grotto, A. (PI);
Grusky, D. (PI);
Hainmueller, J. (PI);
Krosnick, J. (PI);
Liautaud, S. (PI);
Meyersson Milgrom, E. (PI);
Milani, A. (PI);
Milroy, J. (PI);
Nation, J. (PI);
Noll, R. (PI);
Reichelstein, S. (PI);
Rosston, G. (PI);
Shoven, J. (PI);
Stein Greenberg, S. (PI);
Studdert, D. (PI);
Wolak, F. (PI);
O'Bryan, J. (GP)
PUBLPOL 301A:
Microeconomics for Policy (INTLPOL 204A, PUBLPOL 51)
Microeconomic concepts relevant to decision making. Topics include: competitive market clearing, price discrimination; general equilibrium; risk aversion and sharing, capital market theory, Nash equilibrium; welfare analysis; public choice; externalities and public goods; hidden information and market signaling; moral hazard and incentives; auction theory; game theory; oligopoly; reputation and credibility. Undergraduate Public Policy students may take PublPol 51 as a substitute for the Econ 51 major requirement. Economics majors still need to take Econ 51. Prerequisites: ECON 50 and MATH 51 or equiv.
Terms: Aut
| Units: 4-5
PUBLPOL 301B:
Economic Policy Analysis for Policymakers (INTLPOL 204B)
This class provides economic and institutional background necessary to conduct policy analysis. We will examine the economic justification for government intervention and illustrate these concepts with applications drawn from different policy contexts. The goal of the course is to provide you with the conceptual foundations and the practical skills and experience you will need to be thoughtful consumers or producers of policy analysis. Prerequisites: ECON 102B or PUBLPOL 303D.
Terms: Spr
| Units: 4-5
PUBLPOL 302B:
Economic Analysis of Law
(Same as LAW 7502.) This course will provide a broad overview of the scholarly field known as "law and economics." The focus will be on how legal rules and institutions can correct market failures. We will discuss the economic function of contracts and, when contracts fail or are not feasible, the role of legal remedies to resolve disputes. We will also discuss at some length the choice between encouraging private parties to initiate legal actions to correct externalities and governmental actors, such as regulatory authorities. Extensive attention will be given to the economics of litigation, and to how private incentives to bring lawsuits differs from the social value of litigation. The economic motive to commit crimes, and the optimal governmental response to crime, will be studied in depth. Specific topics within the preceding broad themes include: the Coase Theorem; the tradeoff between the certainty and severity of punishment; the choice between ex ante and ex post sanctions; negligence versus strict liability; property rules; remedies for breach of contract; and the American rule versus the English rule for allocating litigation costs. Because this course is taught jointly with Law 7502 in the Law School, it will not be mathematically oriented; there are no prerequisites to take the course.
Terms: Win
| Units: 3
PUBLPOL 303D:
Applied Econometrics for Public Policy
This course aims to present the theory and practice of empirical research in economics with particular emphasis on topics relating to public policy questions. We will start with the analysis of randomized experiments, then move to basic regression analysis and introduce the statistical software STATA. The course will put a substantial amount of effort on work with STATA in analyzing actual data sets, reproducing and criticizing results in scientific research and learning the actual practice of econometrics. We will focus on the identification of causal effects and the various econometric techniques available to learn about causality. While this is primarily a methodology module, most examples and applications will be drawn from the area of public policy. The final will be a 3-5 hour take-home exam. Prerequisite: Econ 102A.
Terms: Win
| Units: 4-5
PUBLPOL 306:
Writing and Rhetoric for Policy Audiences
This course offers hands-on learning of effective writing and presentation techniques for audiences that include policy makers, decision stakeholders, interest groups, the media, and the public. Class time will be spent learning lessons in rhetoric, analyzing multiple written genres (memo, op-ed, report, media communications), participating in peer review, and practicing presentation strategies (elevator pitch, press conference, media interview, board meeting, formal presentation). Course texts include sample memos, op-eds, and white papers, as well as rhetoric handouts and videos. Students will draft, revise, and submit writing for policy audiences in the compilation of a final portfolio. Students will also produce oral and multimedia arguments, individually and in teams. Students will be responsible for timely peer review and short presentations on course materials. Enrollment limited. Prerequisite: consent of instructor.
Terms: Aut
| Units: 4
PUBLPOL 308:
Political Analysis for Public Policymakers
Policymakers in the United States, whether elected or unelected, operate in a governmental system where politics pervades nearly every element of their daily activity. This course provides students with both the theory and real-world examples they need to understand and evaluate the impact of politics, political institutions, and the political process on policymaking. Readings will include selections from the public policy, political science, legal, and economics literatures.
Terms: Win
| Units: 4
PUBLPOL 309:
Practicum
Applied policy exercises in various fields. Multidisciplinary student teams apply skills to a contemporary problem in a major policy exercise with a public sector client such as a government agency. Problem analysis, interaction with the client and experts, and presentations. Emphasis is on effective written and oral communication to lay audiences of recommendations based on policy analysis. There is no final for this course.
Terms: Aut, Win
| Units: 1-10
| Repeatable
for credit
PUBLPOL 309X:
Public Policy Research Project
Supervised research internship. Individual students perform policy research for outside client, applying analytical skills from core curriculum. Requires permission of program director.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
2 times
(up to 10 units total)
PUBLPOL 310:
Master of Arts Thesis
Restricted to students writing a master's thesis in Public Policy. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
5 times
(up to 5 units total)
Instructors: ;
Admati, A. (PI);
Athey, S. (PI);
Baker, J. (PI);
Bhattacharya, J. (PI);
Bonica, A. (PI);
Cain, B. (PI);
Daily, G. (PI);
Dee, T. (PI);
Duffie, D. (PI);
Eberhart, R. (PI);
Eggleston, K. (PI);
Engstrom, D. (PI);
Grusky, D. (PI);
Jain, R. (PI);
Jha, S. (PI);
Klausner, M. (PI);
Koski, W. (PI);
Krishnamurthy, A. (PI);
Magaloni-Kerpel, B. (PI);
Milani, A. (PI);
Ouellette, L. (PI);
Owen, B. (PI);
Persily, N. (PI);
Pistaferri, L. (PI);
Plank, D. (PI);
Polyakova, M. (PI);
Relman, D. (PI);
Rosston, G. (PI);
Singleton, K. (PI);
Sklansky, D. (PI);
Windham, P. (PI);
pearman, f. (PI);
reardon, s. (PI)
PUBLPOL 310A:
Master's Thesis Seminar
For Public Policy MA students writing a thesis. Sessions go through the process of selecting a research question, finding relevant bibliography, writing a literature review, introduction, and study design. Each student works on their own project, with frequent writing submissions and oral presentations, receiving and providing timely feedback.
Terms: Aut
| Units: 1
PUBLPOL 311:
Public Policy Colloquium
Weekly colloquia speaker series required for M.P.P. and M.A. in Public Policy students. Open only to Public Policy graduate students; permission number required to enroll.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
4 times
(up to 4 units total)
PUBLPOL 314:
Justice in Public Policy
How should we judge the fairness of social institutions? This is the basic question of justice, and it is a crucial topic for students of public policy. Justice, the philosopher John Rawls famously argued, is the "first virtue of social institutions ... laws and institutions no matter how efficient and well-arranged must be reformed or abolished if they are unjust." Justice is an ethical question about how we as moral beings ought to treat one another, but it is also a profoundly practical question. All human endeavors require large-scale coordination of our actions, which we achieve through laws and institutions. But law without justice is merely mass coercion, neither desirable nor sustainable. In this class we examine some of the most influential theories of fairness in social cooperation, including utilitarianism, social contract theory, liberalism, socialism, and libertarianism, and talk through how we can use these theories to analyze, evaluate, and (re)design public policy. Key questions include: Under what conditions is inequality of wealth and income problematic, and why? What are rights, and why do they matter? How should we balance the needs of individuals against the claims of groups? This class is also meant to provide students with the critical tools to identify and remedy injustices, and injustices based on race, class, and gender are central topics of the course. Other key topics include housing policy and residential segregation, inequality of healthcare access, the gender wage gap, proposals for universal basic income and reparations for slavery. No experience with political theory is required or assumed, and students will learn the skills of how to do political theory and how to incorporate it into policy work as part of the course. nnOpen only to graduate students; permission number required to enroll.
Terms: Aut
| Units: 4
PUBLPOL 315:
Practical Training
Qualified Public Policy students obtain employment in a relevant research or industrial activity to enhance their professional experience consistent with their degree programs. Prior to enrolling students must get internship approved by the Public Policy Program. At the start of the quarter, students must submit a one page statement showing the relevance of the employment to the degree program along with an offer letter. At the end of the quarter, a three page final report must be supplied documenting work done and relevance to degree program. Meets the requirements for Curricular Practical Training for students on F-1 visas. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
PUBLPOL 316:
Global Education Policy & Organization (EDUC 306B)
Education policy, politics, and development. Topics include: politics, interests, institutions, policy, and civil society; how schools and school systems operate as political systems; how policy making occurs in educational systems; and theories of development.
Terms: Win
| Units: 3-5
PUBLPOL 321:
Nonprofits, Philanthropy & Society (EDUC 321, SOC 321)
Over the past several decades nonprofit organizations have become increasingly central entities in society, and with this growing status and importance their roles are increasingly complex.We consider the social, political and economic dynamics of philanthropy and the nonprofit sector, focusing mainly (but not exclusively) on the US. The class is best suited for graduate students looking for an advanced analytic understanding of the sector and those wishing to conduct research in the field; it is not intended to provide training in nonprofit management.
Terms: Win
| Units: 3-4
PUBLPOL 353A:
Science and Technology Policy
U.S. policies for science, technology, and innovation; political institutions that create and carry out these policies; government programs that support scientific research and the development and use of new technologies; political controversies surrounding some science and technologies and the regulation of research and technology; international aspects of science and technology; the roles of scientists, engineers, and physicians in creating and implementing policy; and opportunities to do policy work in government and other organizations. Assignments: analyzing the politics of particular executive and legislative proposals, assessing options for trying to reach specific policy objectives, and preparing mock memos and testimony. This course is designed primarily for graduate students in science, engineering, and medicine who want to learn more about science and technology policy and how it is made. Public Policy 353A is a "gateway course" - an introduction - both for students pursuing a joint degree or co-terminal degree in Public Policy and for other graduate students interested in S&T policy or possible careers in the policy world. Junior and senior undergraduate students are also welcome to enroll. There is no final for this course.
Terms: Win
| Units: 4-5
PUBLPOL 353B:
Regulating New Technology: Policy, Innovation, and Risk
Social and political dimensions of the regulation of new and innovative forms of science and technology. Examines how science and technology both shape politics and are shaped by politics, with particular attention to the political system of California. Considers the role of scientific advisors in government and society; dilemmas of expert authority and bias; relations between experts and non-experts; techniques for improving the practice of science and technology policy. Presents case studies of the implications of emerging technologies such as bioengineering and biosecurity; cybersecurity and human rights online; regulation of social media; bias and artificial intelligence; and decentralized finance.
Terms: Spr
| Units: 3
PUBLPOL 801:
TGR Project
Instructor and program consent required prior to enrollment.
Terms: Aut, Win, Spr, Sum
| Units: 0
PWR 1A:
Introduction to Writing at Stanford: Rhetorics of Consumer Culture
What does consumer culture say about the larger culture? PWR 1A uses questions about consumer culture -- music, movies, sports-- for writing and researching. How do video games teach engineering and physics? How do detective and courtroom dramas lead to discussions about DNA analysis? We look at consumer culture as cultural critics, using ideas about technology, society, and economics to analyze human behavior. We'll study theories about media to research how everyday artifacts are signs of our culture. We'll write an analytical essay about cultural commentary or a commercial space, learn about library research to explore topics of your choice, and share our research. We'll work together as a group to practice collaboration and project-based learning. Enrollment exclusive to incoming Stanford freshman student athletes. PWR1A classes are small, workshop-style meetings that encourage extensive interaction between students and instructors. Meets for 6 weeks. PWR1A does not meet the Stanford first-year writing requirement.
Terms: Sum
| Units: 3
PWR 1ABA:
Writing & Rhetoric 1: Beyond! The Rhetoric of Space Exploration
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This course focuses on space exploration and our role in the universe. Despite centuries of turning our gaze toward space, are we inescapably bound to the fate of our own planet? Does space exploration enact a type of global manifest destiny? How does NASA inspire the support of its missions, and how do domestic concerns pull us back to Earth? A full course description and video can be found here: pwrcourses.stanford.edu/pwr1/pwr1aba For the PWR course catalog please visit https://pwrcourses.stanford.edu/. Enrollment is handled by the PWR office.
Terms: Aut
| Units: 4
| UG Reqs: Writing 1
PWR 1AG:
Writing & Rhetoric 1: The Rhetoric of Animals
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This course takes as its theme our interactions with and feelings about animals which can be influenced by cultural practices, religious beliefs, media representations, national and international laws, and philosophical concepts. A full course description and video can be found here: pwrcourses.stanford.edu/pwr1/pwr1ag For the PWR course catalog please visit https://pwrcourses.stanford.edu/. Enrollment is handled by the PWR office.
Terms: Aut
| Units: 4
| UG Reqs: Writing 1
PWR 1BH:
Writing & Rhetoric 1: A Seat at the Table-Rhetorics of Belonging
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This class takes as its theme the symbolism of pulling up a chair to a table to represent a sense of belonging and inclusion. What happens when you get a seat that you've pursued for a long time? This course asks you to engage with feelings of inclusion/exclusion by drawing from your own experiences. A full course description and video can be found here: pwrcourses.stanford.edu/pwr1/pwr1bh For the PWR course catalog please visit https://pwrcourses.stanford.edu/. Enrollment is handled by the PWR office.
Terms: Aut
| Units: 4
| UG Reqs: Writing 1
PWR 1BRB:
Writing & Rhetoric 1: In Another's Shoes: The Rhetoric of Empathy
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This class explores how empathy works as a subject of research and as a force that informs the rhetorical situation of conveying that research to others. How do our feelings about an argument affect our reaction? And how can communicators use empathy effectively and responsibly? A full course description and video can be found here: pwrcourses.stanford.edu/pwr1/pwr1brb For the PWR course catalog please visit https://pwrcourses.stanford.edu/. Enrollment is handled by the PWR office.
Terms: Win
| Units: 4
| UG Reqs: Writing 1
PWR 1CA:
Writing & Rhetoric 1: The Rhetoric of Gaming
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This course takes as its theme the rhetoric that underlies gaming culture and how the games we play help define our cultural identity and the way we approach lived experience. A full course description and video can be found here: pwrcourses.stanford.edu/pwr1/pwr1ca For the PWR course catalog please visit https://pwrcourses.stanford.edu/. Enrollment is handled by the PWR office.
Terms: Aut
| Units: 4
| UG Reqs: Writing 1
PWR 1CW:
Writing & Rhetoric 1: Sporting Rhetoric: How We Talk About Sport and Why It Matters
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This course explores how sport is changing society and will consider how we often fail to critically engage sport as one of the central cultural literacies of our time. A full course description and video can be found here: pwrcourses.stanford.edu/pwr1/pwr1cw For the PWR course catalog please visit https://pwrcourses.stanford.edu/. Enrollment is handled by the PWR office.
Terms: Aut, Win
| Units: 4
| UG Reqs: Writing 1
PWR 1D:
Writing Academic Arguments: The Art of the Essay
Offered only to participants in the Summer College for High School Students. How can you write college-level essays that hook readers and sustain their interest over the course of a well-researched argument? In this course you'll learn how to craft good research questions, conduct ethical scholarly research, engage counterarguments, and write and revise academic essays. You will write a rhetorical analysis of a work that interests you, such as an essay, film, song, painting, etc. and develop a persuasive, research-based essay exploring a topic you feel passionate about. Does not meet the Stanford first-year writing requirement.
Terms: Sum
| Units: 3
PWR 1DB:
Writing & Rhetoric 1: The Rhetoric of Collective Memory
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This course takes as it theme memory and the version of the past presented by speakers, writers, filmmakers and journalists. For course videos and full descriptions, visit the PWR website. Enrollment is handled by the PWR office.
Terms: Aut, Win, Spr
| Units: 4
| UG Reqs: Writing 1
PWR 1EB:
Writing & Rhetoric 1: Changing the Story
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This course takes as its theme the question of who gets to the "the" story. Full course description can be found here https://pwrcourses.stanford.edu/pwr1/pwr1eb For course videos and full descriptions of PWR 1 courses see https://pwrcourses.stanford.edu/pwr-1. Enrollment is handled by the PWR office.
Terms: Win, Spr
| Units: 4
| UG Reqs: Writing 1
PWR 1EE:
Writing & Rhetoric 1: Prowling Toward Certainty: Exploration as Argument
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This course explores ambivalence and how it often seems like a personal shortcoming that must be remedied with certainty. But what advantages can be found in the deep, risky waters of uncertainty? Can ambivalent texts move and persuade us? A full course description and video can be found here: pwrcourses.stanford.edu/pwr1/pwr1ee For the PWR course catalog please visit https://pwrcourses.stanford.edu/. Enrollment is handled by the PWR office.
Terms: Aut
| Units: 4
| UG Reqs: Writing 1
PWR 1EH:
Writing & Rhetoric 1: Rhetoric of Resistance
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This course focuses on resistance, and we'll look at texts and movements. We'll ask, what narratives, knowledges, or ideologies do you resist and why? A full course description can be found here: pwrcourses.stanford.edu/pwr1/pwr1eh For the PWR course catalog with descriptions and videos please visit https://pwrcourses.stanford.edu/. Enrollment is handled by the PWR office.
Terms: Aut, Win, Spr
| Units: 4
| UG Reqs: Writing 1
PWR 1EI:
Writing & Rhetoric 1: Watch Now: Rhetorics of Film and Television
Rhetorical analysis of readings, research, and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. The theme for this course is how film and television reflect society. For more information about PWR 1, see https://undergrad.stanford.edu/programs/pwr/courses/pwr-1. For full course descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office.
Terms: Win, Spr
| Units: 4
| UG Reqs: Writing 1
PWR 1HK:
Writing & Rhetoric 1: Food Values: The Rhetoric of What and How We Eat
Rhetorical analysis of readings, research, and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. For more information about PWR 1, see https://undergrad.stanford.edu/programs/pwr/courses/pwr-1. For full course descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office.
Terms: Spr
| Units: 4
| UG Reqs: Writing 1
PWR 1HT:
Writing & Rhetoric 1: What Are You, Anyway? The Rhetorics of Ethnic and Racial Identity
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This class takes as its theme ideas about identity and how that centers to a great degree on ethnicity and race. These concepts, often considered equal, are tied to social narratives that influence all our lives. A full course description and video can be found here: pwrcourses.stanford.edu/pwr1/pwr1ht For the PWR course catalog please visit https://pwrcourses.stanford.edu/. Enrollment is handled by the PWR office.
Terms: Aut, Win
| Units: 4
| UG Reqs: Writing 1
PWR 1IYA:
Writing & Rhetoric 1: The Art and Science of Gender and its Bending
Rhetorical analysis of readings, research, and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. For more information about PWR 1, see https://undergrad.stanford.edu/programs/pwr/courses/pwr-1. For full course descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office.
Terms: Win
| Units: 4
| UG Reqs: Writing 1
PWR 1JE:
Writing & Rhetoric 1: Exploring Voices: Race, Language, and Society
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. For course videos and full descriptions, see https://undergrad.stanford.edu/programs/pwr/courses Enrollment is handled by the PWR office.
Terms: Aut, Win, Spr
| Units: 4
| UG Reqs: Writing 1
PWR 1JPA:
Writing & Rhetoric 1: The Rhetoric of Liberal Arts Education
Is higher education primarily a pathway to a career, or is it designed for students to learn about themselves and the human experience? Is it possible for higher education to achieve both of these goals? In this course we will consider the concept of liberal arts education and address how college should prepare its students for adult life. By working with education theorists as wide-ranging as Diane Ravitch, Ken Robinson, William Deresiewicz, and Stanley Fish, we will frame the debate and set the stage for your own investigation. For course videos and full descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office.
Terms: Spr
| Units: 4
| UG Reqs: Writing 1
PWR 1JSA:
Writing & Rhetoric 1: The Rhetoric of Plants
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. In this class we will refocus our attention on plants, using them as a lens to explore, research, and write about different aspects of our world. For example, we will study how new scientific ideas are communicated and accepted by studying the work of maize geneticist and Nobel laureate Barbara McClintock. We will explore Lysenkoism, the politicization of agricultural science in the Soviet Union, drawing parallels to modern day climate change science, and we will dive into the research on urban tree coverage to see how plants can be a marker for social inequality For course videos and full descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office..
Terms: Spr
| Units: 4
| UG Reqs: Writing 1
PWR 1JU:
Writing & Rhetoric 1: Our House: Rhetoric of Community
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This course focuses on the concept of community. What is community? Who belongs? Why? How do the communities we belong to inform our thinking, guide our behavior, and define our identities? A full course description can be found here: pwrcourses.stanford.edu/pwr1/pwr1ju For the PWR course catalog with descriptions and videos please visit https://pwrcourses.stanford.edu/. Enrollment is handled by the PWR office.
Terms: Aut, Win, Spr
| Units: 4
| UG Reqs: Writing 1
PWR 1KA:
Writing & Rhetoric 1: The Rhetoric of Innovation: Transformations and Missed Opportunities
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This class takes as its theme invention, transformations and missed opportunities through the lens of social, financial, and political pressures. Who has the capability to bring a new idea to the public? Who has been silenced? A full course description and video can be found here: pwrcourses.stanford.edu/pwr1/pwr1ka For the PWR course catalog please visit https://pwrcourses.stanford.edu/. Enrollment is handled by the PWR office.
Terms: Aut
| Units: 4
| UG Reqs: Writing 1
PWR 1KD:
Writing & Rhetoric 1: The Feature Article: Writing and Change
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This class takes as its theme how various feature article writers argue the issues of soaring energy and food prices, serious market volatility, climate change, an ongoing war in the Middle East, and how terms like ¿crisis¿ or ¿change¿ impact the discussion. For course videos and full descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office.
Terms: Win
| Units: 4
| UG Reqs: Writing 1
PWR 1KH:
Writing & Rhetoric 1: Rhetorics of Race, Inequality, Language, and Education
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. this course takes as its theme race, inequality, language and education. Full course description here: https://pwrcourses.stanford.edu/pwr1/pwr1kh For all PWR 1 course videos and full descriptions, see https://pwrcourses.stanford.edu/pwr-1. Enrollment is handled by the PWR office.
Terms: Win, Spr
| Units: 4
| UG Reqs: Writing 1
PWR 1KR:
Writing & Rhetoric 1: Trust, Rhetoric, and Writing
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This class takes as its theme trust as an ancient and persistent rhetorical problem, which impacts how we experience, interpret, and compose information. In our own age of instantaneous global communication and an internet that never forgets, these concerns proliferate. Trust becomes an essential consideration for writers and researchers working to build knowledge at the university and beyond, not to mention a valuable commodity. For course videos and full descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office.. For course videos and full descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office.
Terms: Win
| Units: 4
| UG Reqs: Writing 1
PWR 1KTA:
Writing & Rhetoric 1: "That's Entertainment!" The Rhetoric of Hollywood's Inequities
Rhetorical analysis of readings, research, and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. For more information about PWR 1, see https://undergrad.stanford.edu/programs/pwr/courses/pwr-1. For full course descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office.
Terms: Spr
| Units: 4
| UG Reqs: Writing 1
PWR 1LF:
Writing & Rhetoric 1: #NoBodyIsDisposable: The Rhetoric of Disability
In this class we will move beyond definitions of disability as "abnormality" or "deviance" to explore how advances in science, technology, medicine, and culture have transformed our understanding of what constitutes a "normal' human body. We will ask how arguments about disability incorporate concepts such as neurodiversity, chronic illness, and other invisible conditions. At the same time, we will study how contemporary perspectives on disability interact with issues such as technology, metaphors of the prosthesis, cultural constructions of the body, and even what it means to be human. For course videos and full descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office.
Terms: Aut, Win, Spr
| Units: 4
| UG Reqs: Writing 1
PWR 1MA:
Writing & Rhetoric 1: The Power of Words: Rhetoric of Social and Technological Changes
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This course takes as its theme social change and how the dominant rhetoric about a particular issue shapes our understanding and how that rhetoric could change dramatically and enable new understandings and alternative solutions. A full course description and video can be found here: pwrcourses.stanford.edu/pwr1/pwr1ma For the PWR course catalog please visit https://pwrcourses.stanford.edu/. Enrollment is handled by the PWR office.
Terms: Aut
| Units: 4
| UG Reqs: Writing 1
PWR 1MGE:
Writing & Rhetoric 1: Numbers, Metrics, and Counting: The Rhetoric of Quantitative Thinking
Rhetorical analysis of readings, research, and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. For more information about PWR 1, see https://undergrad.stanford.edu/programs/pwr/courses/pwr-1. For full course descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office.
Terms: Win, Spr
| Units: 4
| UG Reqs: Writing 1
PWR 1MO:
Writing & Rhetoric 1: Imagining Technology: The Rhetoric of Humans and Machines
This course explores the ways that technology has been imagined on the page and on the screen. We look at how a diverse group of sources from Cold War comics to Elon Musk's twitter account contribute to an ever-changing definition of 'technology.' And we consider how our hopes and anxieties about technology are represented in creative genres and media. For more information about PWR 1, see https://undergrad.stanford.edu/programs/pwr/courses/pwr-1. For full course descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office.
Terms: Win, Spr
| Units: 4
| UG Reqs: Writing 1
PWR 1NC:
Writing & Rhetoric 1: From Green Cards to Gaming Avatars: Forms of Identity
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This course takes as its theme the various forms of identity and how these forms' restrictions are challenged through subversion and revision. A full course description and video can be found here: pwrcourses.stanford.edu/pwr1/pwr1nc For the PWR course catalog please visit https://pwrcourses.stanford.edu/. Enrollment is handled by the PWR office.
Terms: Aut
| Units: 4
| UG Reqs: Writing 1
PWR 1NF:
Writing & Rhetoric 1: Language 2.0: Investigating the Rhetoric of Digital Language
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This course takes as its theme how digital interactions through multiple platforms, including social media, change the way we write, read and even alter our perceptions of journalism and activism. A full course description and video can be found here: pwrcourses.stanford.edu/pwr1/pwr1nf For the PWR course catalog please visit https://pwrcourses.stanford.edu/. Enrollment is handled by the PWR office.
Terms: Aut, Spr
| Units: 4
| UG Reqs: Writing 1
PWR 1OS:
Writing & Rhetoric 1: The Rhetoric of Freedom and Unfreedom
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This course takes as its theme freedom and how its ideology is relative. Course description is here: https://pwrcourses.stanford.edu/pwr1/pwr1os For PWR 1 course videos and full descriptions, see https://pwrcourses.stanford.edu/pwr-1. Enrollment is handled by the PWR office.
Terms: Win, Spr
| Units: 4
| UG Reqs: Writing 1
PWR 1RB:
Writing & Rhetoric 1: Writing For and About Success
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This course takes as its theme the varied meanings of success and the rhetoric surrounding these differences. For a full course description visit https://pwrcourses.stanford.edu/pwr1/pwr1rb For the PWR1 course catalog see https://pwrcourses.stanford.edu/pwr-1. Enrollment is handled by the PWR office.
Terms: Win, Spr
| Units: 4
| UG Reqs: Writing 1
PWR 1RD:
Writing & Rhetoric 1: Good Old Days: The Rhetoric of Nostalgia
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This course takes as it theme our fascination with looking back, what we see when we do, and what it means. A full course description and video can be found here: pwrcourses.stanford.edu/pwr1/pwr1rd For the PWR course catalog please visit https://pwrcourses.stanford.edu/. Enrollment is handled by the PWR office.
Terms: Aut, Win, Spr
| Units: 4
| UG Reqs: Writing 1
PWR 1RLA:
Writing & Rhetoric 1: Stuff of Nightmares: The Rhetoric of Fear
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This class takes as its theme fear. While fear is undeniably physiological and psychological, it is also shaped through discourse. We will make legible some of those discursive dynamics and analyze how different fears manifest. For course videos and full descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office.
Terms: Win, Spr
| Units: 4
| UG Reqs: Writing 1
PWR 1RW:
Writing & Rhetoric 1: Writing for Liberation: The Rhetoric of Antiracism
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This course takes as it theme the enduring power of writing to change the world. We will consider how national discussions about racism are rhetorically constructed, exploring how language can be leveraged to support or challenge oppressive racial frameworks. A full course description and video can be found here: pwrcourses.stanford.edu/pwr1/pwr1rw For the PWR course catalog please visit https://pwrcourses.stanford.edu/. Enrollment is handled by the PWR office.
Terms: Aut
| Units: 4
| UG Reqs: Writing 1
PWR 1SBB:
Writing & Rhetoric 1: The Rhetoric of Robots and Artificial Intelligence
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This course takes as its theme robots and AI. What is the impact of automation on particular kinds of work, including writing? What will human beings do with themselves when machines do more of the work? How will the introduction of increasingly satisfying robot or AI companions alter how we relate to each other in a variety of settings? A full course description and video can be found here: pwrcourses.stanford.edu/pwr1/pwr1sbb For the PWR course catalog please visit https://pwrcourses.stanford.edu/. Enrollment is handled by the PWR office.
Terms: Aut, Spr
| Units: 4
| UG Reqs: Writing 1
PWR 1SC:
Writing & Rhetoric 1: Radical Acts of Art in Public: Rhetoric and Artivism
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This class takes as its theme public art as political action. Exploring the work of contemporary artist-activists from zines to monuments, hip-hop, photo-portraits, and street art, we will investigate what solidarity looks like. How does public art challenge us to reconsider public space, 'the public good' and who 'the public' might be? A full course description and video can be found here: pwrcourses.stanford.edu/pwr1/pwr1sc For the PWR course catalog please visit https://pwrcourses.stanford.edu/. Enrollment is handled by the PWR office. Cardinal Course certified by the Haas Center.
Terms: Aut
| Units: 4
| UG Reqs: Writing 1
PWR 1SMC:
Writing & Rhetoric 1: Beyond the Boundary: The Rhetoric of Maps, Borders, and Networks
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This class takes as its theme the rhetorical frameworks of geographical frontiers and the maps that represent them, but also more figurative borders (gender, sexuality, race, class,and so on). For course videos and full descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office.
Terms: Win
| Units: 4
| UG Reqs: Writing 1
PWR 1SNB:
Writing & Rhetoric 1: The Rhetoric of Wellness: Social Context of Mental & Physical Health
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This class asks what does it mean to be "well"? And what does "well" look like across different cultural contexts? For full course description see https://pwrcourses.stanford.edu/pwr1/pwr1snb PWR 1 course videos and description can be found here: https://pwrcourses.stanford.edu/pwr-1 Enrollment is handled by the PWR office.
Terms: Spr
| Units: 4
| UG Reqs: Writing 1
PWR 1SO:
Writing and Rhetoric 1: The Rhetoric of Place, Space, and Identity
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This course takes as it theme space and what it reveals about ourselves. If your special place was lost what would you give up to have it back? For course videos and full descriptions, visit the PWR Courses website. Enrollment is handled by the PWR office.
Terms: Aut, Win, Spr
| Units: 4
| UG Reqs: Writing 1
PWR 1ST:
Writing & Rhetoric 1: The Rhetoric of Biomedical Ethics
Rhetorical and contextual analysis of readings; research; and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. See http://www.stanford.edu/dept/undergrad/cgi-bin/drupal_ual/AP_univ_req_PWR_Courses.html.
Terms: Win
| Units: 4
| UG Reqs: Writing 1
PWR 1TD:
Writing & Rhetoric 1: Anatomy of a Discipline: Rhetorics of Health, Illness, and Medicine
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This course focuses on the discipline of medicine. We¿ll ask questions like: Can a diagnosis have an argument? Is disease a story we tell ourselves? Does the language of medicine influence experiences of health and illness? A full course description and video can be found here: pwrcourses.stanford.edu/pwr1/pwr1td For the PWR course catalog please visit https://pwrcourses.stanford.edu/. Enrollment is handled by the PWR office
Terms: Aut, Win, Spr
| Units: 4
| UG Reqs: Writing 1
PWR 1TRF:
Writing & Rhetoric 1: Beyond Ivory Tower - Rhetoric of the University
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This course is designed specifically for transfer students. For complete description visit pwrcourses.stanford.edu/pwr1/pwr1trf. For all PWR 1 courses, see https://pwrcourses.stanford.edu/pwr-1 Enrollment is handled by the PWR office. Enrollment limited to transfer students.
Terms: Sum
| Units: 4
| UG Reqs: Writing 1
PWR 1TSD:
Writing & Rhetoric 1: Seismic Shifts: The Rhetoric of Disruption
PWR 1 courses focus on developing writing and revision strategies for rhetorical analysis and research-based arguments that draw on multiple sources. This class will explore what it means to witness deep social, cultural, political and environmental upheaval: how do we orient ourselves in relation to such radical change? For course videos and full descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office..
Terms: Win
| Units: 4
| UG Reqs: Writing 1
PWR 1VK:
Writing & Rhetoric 1: Rhetorics of Trauma
Spurred, in part, by the events of September 11th and the plight of American service members returning from combat experiences in the Middle East, the public's gaze has been drawn toward the concept of trauma. This course considers the rhetorics of trauma, that is, how survivors of traumatic incidents, witnesses, psychologists, doctors, civil and military leaders, politicians, and the general public interpret trauma. These different understandings of trauma compete for social awareness and limited resources. For more information about PWR 1, see https://undergrad.stanford.edu/programs/pwr/courses/pwr-1. For full course descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office.
Terms: Spr
| Units: 4
| UG Reqs: Writing 1
PWR 1WS:
PWR 1 Studio
The PWR 1 Studio is designed for multilingual and/or international student writers and is taken concurrently with PWR 1. The Writing Studio provides students an opportunity to work with other multilingual students and an instructor with a background in second language writing to develop writing habits and strategies to support their work in PWR 1 and other communication contexts. Please see https://undergrad.stanford.edu/programs/pwr/courses/pwr-studio for more information. Prerequisite: Application. Co-requisite: PWR 1.
Terms: Aut, Win, Spr
| Units: 1
PWR 1WW:
PWR 1 Workshop
The PWR 1 Workshop is taken concurrently with PWR 1. The Workshop provides students an opportunity to work with other students and an instructor to further develop effective writing practices and strategies to support their work in PWR 1 and other communication contexts. Please see https://undergrad.stanford.edu/programs/pwr/courses/pwr-studio for more information. Prerequisite: Application. Co-requisite: PWR 1.
Terms: Aut, Win, Spr
| Units: 1
PWR 2AB:
Writing & Rhetoric 2: Makers, Crafters, Hackers: The Rhetoric of DIY
In this course we will delve into the fascinating world of DIY (do it yourself) movements. You will examine the values, politics and ethics of DIY, such as what making has to do with empowerment and resistance, or whether our ideas of making and makers are gendered or attached to assumptions about class, ethnicity and ideology. For more information about PWR 2, see https://undergrad.stanford.edu/programs/pwr/courses/pwr-2. For course videos and full descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office. Prerequisite: PWR 1.
Terms: Win, Spr
| Units: 4
| UG Reqs: Writing 2
PWR 2AG:
Writing & Rhetoric 2: The Rhetoric of Film Criticism
In this course we¿ll analyze, write, and speak about specific films; we¿ll touch on a range of important frameworks, including genre studies, feminist film theory, and documentary ethics. Through an in-depth analysis of one film for your research-based argument, you¿ll develop your skills in writing, research, and oral presentation. In addition, you will adapt your research-based argument essay into a short videographic essay, that¿ll include material from the film you¿re analyzing. For course videos and full descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office. Prerequisite: PWR 1.
Terms: Spr
| Units: 4
| UG Reqs: Writing 2
PWR 2AH:
Writing & Rhetoric 2: Ethnic Narratives and the Rhetoric of American Identity
PWR 2 courses focus on developing strategies for presenting research-based arguments in both written and oral/multimedia genres. This class takes as its theme how race and ethnicity in America have become subjects of personal negotiations and public perception. The readings will address various topics such as biracial and bicultural identity, acculturation, stereotyping and self-image. A full course description and video can be found here: pwrcourses.stanford.edu/pwr2/pwr2ah For the PWR course catalog please visit https://pwrcourses.stanford.edu/ Enrollment is handled by the PWR office. Prerequisite: PWR 1.
Terms: Aut, Win, Spr, Sum
| Units: 4
| UG Reqs: Writing 2
PWR 2BH:
Writing & Rhetoric 2: Rhetorics of Professionalism
PWR 2 courses focus on developing strategies for presenting research-based arguments in both written and oral/multimedia genres. This course takes as its theme the concept of professionalism in the workplace and academia. For a course description and video see pwrcourses.stanford.edu/pwr2/pwr2bh. For all PWR courses see https://pwrcourses.stanford.edu/ Enrollment is handled by the PWR office. Prerequisite: PWR 1.
Terms: Win, Spr
| Units: 4
| UG Reqs: Writing 2
PWR 2BRC:
Writing & Rhetoric 2: Re-Make It Anew: The Rhetoric of Adapting, Rebooting, and Remaking
Prerequisite: PWR 1. Further work in developing skills in argument and research-based writing, with emphasis on both written and oral/multimedia presentation of research. For more information about PWR 2, see https://undergrad.stanford.edu/programs/pwr/courses/pwr-2. For full course descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office.
Terms: Spr
| Units: 4
| UG Reqs: Writing 2
PWR 2CKA:
Writing & Rhetoric 2: Rhetoric of Distraction
PWR 2 courses focus on developing strategies for presenting research-based arguments in both written and oral/multimedia genres. This class takes as its theme the distractions that surround us. We will study how reading practices evolve as we shift to digital texts; examine research on texting while driving; and consider the effects of multitasking on memory and productivity. For full course descriptions and video see https://pwrcourses.stanford.edu/pwr2/pwr2cka For all PWR2s see https://pwrcourses.stanford.edu/pwr-2 Enrollment is handled by the PWR office. Prerequisite: PWR 1.
Terms: Win, Spr
| Units: 4
| UG Reqs: Writing 2
PWR 2CW:
Writing & Rhetoric 2: Rhetorical Games: Sport (for) Development Policy in the 21st Century
Rhetorical and contextual analysis of readings; research; and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. See https://undergrad.stanford.edu/programs/pwr/courses/pwr-2.
Terms: Spr
| Units: 4
| UG Reqs: Writing 2
PWR 2EE:
Writing & Rhetoric 2: Once Upon a Cause: Producing Picture Books for Local Children
Prerequisite: PWR 1. Whether our favorite picture books as kids were timeless classics or new arrivals, whether they scared us or amused us, consoled us or challenged us, they moved and shaped us in profound ways. How could a few dozen pages and a few hundred words affect us so powerfully? Why did we want to hear and see and read our favorite picture books again and again? What was the secret to their magic? In this course you'll not only analyze that "magic" but will also collaborate closely with a group of classmates to create an original, compelling, and educationally appropriate picture book for second-graders. For more information about PWR 2, see https://undergrad.stanford.edu/programs/pwr/courses/pwr-2. For full course descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office.
Terms: Win, Spr
| Units: 4
| UG Reqs: Writing 2
PWR 2EI:
Writing & Rhetoric 2: Rhetorics of Copying, Memeing, Modding and Piracy
PWR 2 courses focus on developing strategies for presenting research-based arguments in both written and oral/multimedia genres. This class takes as its theme traditions, practices, and artifacts that call the premises of originality into question and that playfully unsettle the state and corporate narratives of cultural ownership that sustain them. A full course description and video can be found here: pwrcourses.stanford.edu/pwr2/pwr2ei For the PWR course catalog please visit https://pwrcourses.stanford.edu/ Enrollment is handled by the PWR office. Prerequisite: PWR 1.
Terms: Aut
| Units: 4
| UG Reqs: Writing 2
PWR 2GME:
Writing & Rhetoric 2: Dreaming in America: Rhetorics of Memory and Becoming
PWR 2 courses focus on developing strategies for presenting research-based arguments in both written and oral/multimedia genres. This class takes as its theme the disconnect between America¿s ideals or ideality and its reality and we¿ll consider a strain in American writing that challenges this country to see more clearly where it is and what must change for it to achieve real equality, justice, democracy. A full course description and video can be found here: pwrcourses.stanford.edu/pwr2/pwr2gme For the PWR course catalog please visit https://pwrcourses.stanford.edu/ Enrollment is handled by the PWR office. Prerequisite: PWR 1.
Terms: Aut, Win, Spr
| Units: 4
| UG Reqs: Writing 2
PWR 2HK:
Writing & Rhetoric 2: Think Global: The Rhetoric of Global Citizenship
PWR 2 courses focus on developing strategies for presenting research-based arguments in both written and oral/multimedia genres. This class takes as its theme global citizenry. But what does it mean to be a global citizen? What vision of the world and ethical frameworks are invoked when claiming this sort of cosmopolitan identity? A full course description and video can be found here: pwrcourses.stanford.edu/pwr2/pwr2hk For the PWR course catalog please visit https://pwrcourses.stanford.edu/ Enrollment is handled by the PWR office. Prerequisite: PWR 1.
Terms: Aut, Win
| Units: 4
| UG Reqs: Writing 2
PWR 2HLA:
Writing & Rhetoric 2: Decoding Academic Persuasion: How Researchers Convince Audiences
PWR 2 courses focus on developing strategies for presenting research-based arguments in both written and oral/multimedia genres. Academic language can feel at times peculiar or impenetrable. In this course, students will learn discursive practices to understand and contribute to their disciplines and learn how to convince interdisciplinary collaborators, funders and general audiences of the value of their work. A full course description and video can be found here: pwrcourses.stanford.edu/pwr2/pwr2hla For the PWR course catalog please visit https://pwrcourses.stanford.edu/ Enrollment is handled by the PWR office. Prerequisite: PWR 1.
Terms: Win, Sum
| Units: 4
| UG Reqs: Writing 2
PWR 2HT:
Writing & Rhetoric 2: Speaking Ironic Truth to Power: The Rhetoric of Satirical Protest
Prerequisite: PWR 1. Further work in developing skills in argument and research-based writing, with emphasis on both written and oral/multimedia presentation of research. This course takes as its theme satire and how and when people seek social justice by "talking back." For more information about PWR 2, see https://undergrad.stanford.edu/programs/pwr/courses/pwr-2. For full course descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office.
Terms: Spr
| Units: 4
| UG Reqs: Writing 2
PWR 2IY:
Writing & Rhetoric 2: Many Faces of Sherlock: Race, Gender, Power, and the Rhetoric of the Detective
PWR 2 courses focus on developing strategies for presenting research-based arguments in both written and oral/multimedia genres. This course takes as its theme detective fiction and how it has expanded with empowering results to genders, ethnicities, and social backgrounds considering, for example, the Botswanan women sleuths of The No. 1 Ladies' Detective Agency, the hoodie-wearing, super strong Luke Cage, and Japanese manga's Detective Conan. A full course description and video can be found here: pwrcourses.stanford.edu/pwr2/pwr2iy For the PWR course catalog please visit https://pwrcourses.stanford.edu/ Enrollment is handled by the PWR office. Prerequisite: PWR 1.
Terms: Aut, Spr
| Units: 4
| UG Reqs: Writing 2
PWR 2JJ:
Writing & Rhetoric 2: The Rhetoric of Language, Identity and Power
PWR 2 courses focus on developing strategies for presenting research-based arguments in both written and oral/multimedia genres. This course takes as its theme the construction and negotiation of power and difference through language as it intersects with gender, sexuality, race, ability, and class. We'll explore this across spheres such as politics, education, science, sports and the media, intertwined with forces like globalization, immigration, and technology. A full course description and video can be found here: pwrcourses.stanford.edu/pwr2/pwr2jj For the PWR course catalog please visit https://pwrcourses.stanford.edu/ Enrollment is handled by the PWR office. Prerequisite: PWR 1.
Terms: Aut
| Units: 4
| UG Reqs: Writing 2
PWR 2JJB:
Writing & Rhetoric 2: Language in Context: (Re)appropriation and Reclamation
PWR 2 courses focus on developing strategies for presenting research-based arguments in both written and oral/multimedia genres. This course takes as its theme language and culture in the context of appropriation and reclamation. A full course description and video can be found here: pwrcourses.stanford.edu/pwr2/pwr2jjb For the full PWR course catalog please visit https://pwrcourses.stanford.edu/ Enrollment is handled by the PWR office. Prerequisite: PWR 1.
Terms: Win, Spr
| Units: 4
| UG Reqs: Writing 2
PWR 2JPB:
Writing & Rhetoric 2: Curated Reality: How Media Shape What We Know
PWR 2 courses focus on developing strategies for presenting research-based arguments in both written and oral/multimedia genres. This class takes as its theme curated media platforms. Who gets ¿published¿ and why? We will investigate how media bring voices and ideas to their audiences: how Ted Talk organizers decide what ideas are important, how podcasts distribute what we hear, and how museum curators control what art we remember. A full course description and video can be found here: pwrcourses.stanford.edu/pwr2/pwr2jpb For the PWR course catalog please visit https://pwrcourses.stanford.edu/ Enrollment is handled by the PWR office. Prerequisite: PWR 1.
Terms: Aut, Win
| Units: 4
| UG Reqs: Writing 2
PWR 2KA:
Writing & Rhetoric 2: The Rhetoric of Everyday Conservation
PWR 2 courses focus on developing strategies for presenting research-based arguments in both written and oral/multimedia genres. This course takes as it theme how society becomes overwhelmed by conservation efforts, and experiences conservation fatigue. You'll look at one issue within conservation and research innovative, design, and communicative practices around it to communicate how we, as a society, can consume and make changes. For a course description and video see pwrcourses.stanford.edu/pwr2/pwr2ka. For all PWR courses see https://pwrcourses.stanford.edu/ Enrollment is handled by the PWR office. Prerequisite: PWR 1.
Terms: Win, Spr
| Units: 4
| UG Reqs: Writing 2
PWR 2KDC:
Writing & Rhetoric 2: Myth and the Contemporary: Talking Across Two Worlds
PWR 2 courses focus on developing strategies for presenting research-based arguments in both written and oral/multimedia genres. This course takes as it theme ancient world myths and questions what they have to tell us about our current world? What do these stories say about AI, Genetic Engineering, Climate Change, and Social Justice? How does the difference of old perspectives offer us fresh takes on the new? A full course description and video can be found here: pwrcourses.stanford.edu/pwr2/pwr2kdc For the PWR course catalog please visit https://pwrcourses.stanford.edu/ Enrollment is handled by the PWR office. Prerequisite: PWR 1.
Terms: Aut, Spr
| Units: 4
| UG Reqs: Writing 2
PWR 2KR:
Writing & Rhetoric 2: Propaganda and Rhetoric
PWR 2 courses focus on developing strategies for presenting research-based arguments in both written and oral/multimedia genres. This course takes as its theme the relation between propaganda and truth. We'll study and practice the effective, ethical delivery of argument - including the role of propaganda in argument - as a vital rhetorical skill. A full course description and video can be found here: pwrcourses.stanford.edu/pwr2/pwr2kr For the PWR course catalog please visit https://pwrcourses.stanford.edu/ Enrollment is handled by the PWR office. Prerequisite: PWR 1.
Terms: Aut, Spr
| Units: 4
| UG Reqs: Writing 2
PWR 2KSB:
Writing & Rhetoric 2: Design Thinking: Bringing d.thinking to Research, Writing & Presentation
PWR 2 courses focus on developing strategies for presenting research-based arguments in both written and oral/multimedia genres. This course takes as its theme design thinking and design studies There is no area of contemporary life where design is not a significant factor in shaping human experience. We will read works about play and creativity, the process of design thinking, and the ethics of design. A full course description and video can be found here: pwrcourses.stanford.edu/pwr2/pwr2ksb For the PWR course catalog please visit https://pwrcourses.stanford.edu/ Enrollment is handled by the PWR office. Prerequisite: PWR 1.
Terms: Aut, Win, Spr
| Units: 4
| UG Reqs: Writing 2
PWR 2KTA:
Writing & Rhetoric 2: A Rebel With A Cause: The Rhetoric of Giving a Damn
PWR 2 courses focus on developing strategies for presenting research-based arguments in both written and oral/multimedia genres. This course takes as its theme the relation between propaganda and truth. We'll study and practice the effective, ethical delivery of argument - including the role of propaganda in argument - as a vital rhetorical skill. In this course, we will explore a variety of movements from marriage equality and civil rights to climate change. A full course description and video can be found here: pwrcourses.stanford.edu/pwr2/pwr2kta For the PWR course catalog please visit https://pwrcourses.stanford.edu/ Enrollment is handled by the PWR office. Prerequisite: PWR 1.
Terms: Aut, Win
| Units: 4
| UG Reqs: Writing 2
PWR 2LSA:
Writing & Rhetoric 2: Writing About Cities
PWR 2 courses focus on developing strategies for presenting research-based arguments in both written and oral/multimedia genres. This course takes as its theme the meaning of cities and the challenges they face. What do cities represent? Who belongs in them? What is their future? A full course description and video can be found here: pwrcourses.stanford.edu/pwr2/pwr2lsa For the PWR course catalog please visit https://pwrcourses.stanford.edu/ Enrollment is handled by the PWR office. Prerequisite: PWR 1.
Terms: Aut, Win, Spr
| Units: 4
| UG Reqs: Writing 2
PWR 2MA:
Writing & Rhetoric 2: What's Your Major? An Interdisciplinary Approach to Research & Problem Solving
Prerequisite: PWR 1. Further work in developing skills in argument and research-based writing, with emphasis on both written and oral/multimedia presentation of research. This course takes as it theme the collaboration and exchange of ideas among people from very different disciplines. For more information about PWR 2, see https://undergrad.stanford.edu/programs/pwr/courses/pwr-2. For full course descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office.
Terms: Win, Spr
| Units: 4
| UG Reqs: Writing 2
PWR 2MGD:
Writing & Rhetoric 2: Silicon Valley and the Future of Work: Rhetoric of Labor Utopias and Dystopias
PWR 2 courses focus on developing strategies for presenting research-based arguments in both written and oral/multimedia genres. This course takes as its theme Silicon Valley, an engine that promises/threatens to disrupt the way that national and global economies are organized. Does this point to a coming utopia? To a dystopia? Works from technologists, sociologists, economists, anthropologists, historians, activists and more will help answer these questions. A full course description and video can be found here: pwrcourses.stanford.edu/pwr2/pwr2mgd For the PWR course catalog please visit https://pwrcourses.stanford.edu/ Enrollment is handled by the PWR office. Prerequisite: PWR 1.
Terms: Aut, Sum
| Units: 4
| UG Reqs: Writing 2
PWR 2NC:
Writing & Rhetoric 2: California Dreaming: The Golden State's Rhetorical Appeals
PWR 2 courses focus on developing strategies for presenting research-based arguments in both written and oral/multimedia genres. Questions we may ask in this course: How were farmworkers successfully unionized, and how were these workers treated during the COVID-19 pandemic? What is the relationship between restaurants promising sustainable seafood and the decimation of California's kelp forests? What economic opportunities drew Gold Rush-era Chinese immigrants to California, and how were these immigrants treated as they built the railroads? For a full course description see pwrcourses.stanford.edu/pwr2/pwr2nc. For all PWR courses see https://pwrcourses.stanford.edu/ Enrollment is handled by the PWR office. Prerequisite: PWR 1.
Terms: Win, Spr
| Units: 4
| UG Reqs: Writing 2
PWR 2NF:
Writing & Rhetoric 2: Language Gone Viral: Investigating the Rhet. of Social Media and Digital Comm.
Prerequisite: PWR 1. In this course, we will reinforce our understanding of the research writing process and develop oral communication skills to investigate changes in digital language use. This course also examines the extent to which our daily lives have become deeply dependent on our usage of personal electronic devices for online communication. Is our attachment to technology truly limiting the quality of our conversations? Or could such interactions provide a means for introverts to better interact with others? For more information about PWR 2, see https://undergrad.stanford.edu/programs/pwr/courses/pwr-2. For full course descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office.
Terms: Win
| Units: 4
| UG Reqs: Writing 2
PWR 2RL:
Writing & Rhetoric 2: The Rhetoric of the Natural and Beyond
PWR 2 courses focus on developing strategies for presenting research-based arguments in both written and oral/multimedia genres. This course will consider, through a rhetorical lens, how "natural" is understood and/or modified: how it interfaces with social norms and other notions like safety and authenticity, and how the varying rhetorical strategies and situations at hand animate different negotiations of power. A full course description and video can be found here: pwrcourses.stanford.edu/pwr2/pwr2rl For the PWR course catalog please visit https://pwrcourses.stanford.edu/ Enrollment is handled by the PWR office. Prerequisite: PWR 1
Terms: Aut
| Units: 4
| UG Reqs: Writing 2
PWR 2RW:
Writing & Rhetoric 2: Not Part but Whole: Writing Mixed Race Identity
PWR 2 courses focus on developing strategies for presenting research-based arguments in both written and oral/multimedia genres. This course explores public debates about mixed race identity and asks what it means to be mixed race and how how do words, stories and discourses construct this identity? For a full course description see pwrcourses.stanford.edu/pwr2/pwr2rw. For all PWR courses see https://pwrcourses.stanford.edu/ Enrollment is handled by the PWR office. Prerequisite: PWR 1.
Terms: Win
| Units: 4
| UG Reqs: Writing 2
PWR 2SC:
Writing & Rhetoric 2: Are We There Yet?: The Rhetoric of Mobility
What is the difference between "refugee" and "migrant" or, for that matter, between "traveler," "immigrant," "tourist," and "alien"? When we begin to think about the politics of these categories, we start to see how rhetorical situations shape our understandings of our places in the world, and what constrains or enables us as we move around in it. In this class, we will explore questions about mobility through writing, research, and oral presentation. We will practice strategies for persuasive, engaging writing and speaking and watch speeches by activists and artists, read up on the history of ¿mobs,¿ and discuss whether a sit-in is actually a form of movement. For course videos and full descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office. Prerequisite: PWR 1.
Terms: Win, Spr
| Units: 4
| UG Reqs: Writing 2
PWR 2SM:
Writing & Rhetoric 2: Dirty Pretty Things: The Rhetoric of Objects and Objectification
Prerequisite: PWR 1. Further work in developing skills in argument and research-based writing, with emphasis on both written and oral/multimedia presentation of research. For more information about PWR 2, see https://undergrad.stanford.edu/programs/pwr/courses/pwr-2. For full course descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office.
Terms: Spr
| Units: 4
| UG Reqs: Writing 2
PWR 2SNA:
Writing & Rhetoric 2: The Rhetoric of Bodies
PWR 2 courses focus on developing strategies for presenting research-based arguments in both written and oral/multimedia genres. This course will consider how rhetoric shapes our physical, embodied realities. What significance does the physical, material body have in a world of virtual reality and genetic cloning? How does communication about bodies forge cultural consensus about what types of bodies are normative? How are bodies politicized? A full course description and video can be found here: pwrcourses.stanford.edu/pwr2/pwr2sna For the PWR course catalog please visit https://pwrcourses.stanford.edu/ Enrollment is handled by the PWR office. Prerequisite: PWR 1.
Terms: Aut, Win
| Units: 4
| UG Reqs: Writing 2
PWR 2SPB:
Writing & Rhetoric 2: Hope, Health, and Healing: The Rhetoric of Medicine
Prerequisite: PWR 1. Further work in developing skills in argument and research-based writing, with emphasis on both written and oral/multimedia presentation of research. For more information about PWR 2, see https://undergrad.stanford.edu/programs/pwr/courses/pwr-2. For full course descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office.
Terms: Win
| Units: 4
| UG Reqs: Writing 2
PWR 2STA:
Writing & Rhetoric 2: Ethics and AI
Prerequisite: PWR 1. Further work in developing skills in argument and research-based writing, with emphasis on both written and oral/multimedia presentation of research. For more information about PWR 2, see https://undergrad.stanford.edu/programs/pwr/courses/pwr-2. For full course descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office.
Terms: Spr
| Units: 4
| UG Reqs: Writing 2
PWR 2TN:
Writing & Rhetoric 2: Sound and Vision: The Rhetoric of Music Documentaries
PWR 2 courses focus on developing strategies for presenting research-based arguments in both written and oral/multimedia genres. This class takes as its theme the rhetoric, history, and aesthetics of music documentaries. Students will examine how elements such as, cinematography, editing, scripting, archival research, and sound work together to create meaning, argue for greatness, or historical importance. A full course description and video can be found here: pwrcourses.stanford.edu/pwr2/pwr2tn For the PWR course catalog please visit https://pwrcourses.stanford.edu/ Enrollment is handled by the PWR office. Prerequisite: PWR 1.
Terms: Aut, Win
| Units: 4
| UG Reqs: Writing 2
PWR 2VKA:
Writing & Rhetoric 2: Rhetoric of Public Monuments and Memorials
Prerequisite: PWR 1. Further work in developing skills in argument and research-based writing, with emphasis on both written and oral/multimedia presentation of research. For more information about PWR 2, see https://undergrad.stanford.edu/programs/pwr/courses/pwr-2. For full course descriptions, see https://vcapwr-catalog.stanford.edu. Enrollment is handled by the PWR office.
Terms: Win
| Units: 4
| UG Reqs: Writing 2
PWR 5:
Independent Writing
Individual writing project under the guidance of a PWR instructor. May be repeated for credit. Prerequisite: first two levels of the writing requirement or equivalent transfer credit.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
PWR 6:
Writing Workshop
Writing workshop for collaborative, group, and individual projects guided by a specific theme or genre.
Terms: Aut, Win, Spr
| Units: 1-3
PWR 6LSP:
PWR 6 Leland Scholars Program: Exploring Research, Writing and Argument at Stanford
Our work together in this course is focused on providing an introduction to critical reading, rhetorical thinking, academic writing, college-level research, crafting and presenting well-reasoned arguments and designing an ePortfolio. Through class discussions, readings, writing assignments, and collaborative research project, we will consider: What does it mean to write effectively? How can we best persuade others in the different situations that we encounter each day? How can we argue convincingly about ideas that truly matter to us, whether in the classroom, with friends, or in broader social contexts?
Terms: Aut
| Units: 1
PWR 91HT:
Telling Your Story as Counterstory: The Rhetoric of Critical Race Theory (CSRE 91B)
Critical Race Theory (CRT), developed by legal scholars in the 1970s, proposes that marginalized folk use their own stories to reframe discussions about racism, particularly through a creative practice called counterstory. This course will take a deep dive into counterstory as a creative form of resistance and intercultural communication. Students will develop the skills to respond to a stock story with counterstory and participate in an online collective project. Students will also produce an e-portfolio.
Terms: Aut
| Units: 4
| UG Reqs: WAY-CE, WAY-EDP
PWR 91NSC:
Intermediate Writing: Introduction to Science Communication
With the growing impact of science and technology on our society, the need for communicating that science well has never been greater. But what is effective science communication? Is it ever ok to use jargon? Is it ok to say "I" in my research report? How do I communicate complex topics in simple, but accurate, ways? In this course, we will explore the variety of formats that science communication can take--from technical research papers on particle physics to children's books about genetics. We will explore how different audiences shape the way science is communicated, and we will develop a set of best practices for effective science communication. Students will then apply these strategies in their own science communication projects. Prerequisite: PWR 2 or its equivalent. For more information, see https://undergrad.stanford.edu/programs/pwr/explore/nsc.
Terms: Aut, Win
| Units: 4
PWR 91OID:
Creating Your Digital Self: The What, How, and Why of Building an Online Presence
Have you ever Googled yourself? If so, what information about you rises to the top? A picture of you in your band uniform from your high school? A video you posted to TikTok? Maybe scores from a 5K you ran last year? It might seem like you do not have much control over what you see about yourself in a Google search, but the fact is, you do. The more of your own content you create, the more your self-created information will rise to the top. In this class, you¿ll compose and fine-tune an ePortfolio (i.e. a website) that highlights your best work and tells the story behind it. In in-class activities, formal feedback, guest talks, and one-on-one conferences, you will be guided through the process of creating a compelling, multidimensional online portfolio. We will examine how to connect with different audiences (including alumni and prospective employers), explore how to pique readers¿ interest, and delve into how you can represent your authentic self in compelling terms.
Terms: Win
| Units: 3
| UG Reqs: WAY-CE
PWR 91SP:
Intermediate Writing: Doctors' Stories: The Rhetoric of Illness and Healing
While medicine is a science that relies on meticulous research and professional protocols, it is also full of characters, conflicts, scenes, dialogues, and resolutions; in other words, stories. This course explores why we must value communication in medicine and how narratives mediate that communication. During the quarter, you will pursue independent research on a topic of your choice in the health sciences and practice interviewing experts as well as writing accurate and engaging science journalism in a number of genres: the story pitch, the news story, and the profile. Your final project will be a research-based digital magazine story coached by the Stanford Storytelling Project.
Terms: Spr
| Units: 3
| UG Reqs: WAY-CE
PWR 99A:
Portfolio Preparation I
A 1-unit course introducing ePortfolios and folio thinking for students in the Notation in Science Communication (NSC). The course will assist students in designing a rhetorical ePortfolio and in selecting and reflecting on writing samples that represent student learning in science communication. This is the first of a two-part ePortfolio requirement for the NSC. For more information, see https://undergrad.stanford.edu/programs/pwr/explore/notation-science-writing.
Terms: Aut, Spr
| Units: 1
PWR 99B:
Portfolio Preparation II
A 2-unit culminating course on ePortfolios for students in the Notation in Science Communication (NSC). In this course, students will continue building, revising, and editing a portfolio of documents, slides, and videos that will demonstrate development as a science communicator. This is the second of a two-part ePortfolio requirement for the NSC. For more information, see https://undergrad.stanford.edu/programs/pwr/explore/notation-science-writing.Pre-requisite: PWR 91NCS
Terms: Win
| Units: 2
PWR 194:
Topics in Writing and Rhetoric
Understanding rhetoric as readers and interpreters of texts and to develop skills as writers and speakers. Prerequisite: first two levels of the writing requirement or equivalent transfer credit. For topics, see http://www.stanford.edu/dept/undergrad/cgi-bin/drupal_pwr/advanced_pwr.
Terms: Aut
| Units: 4
| Repeatable
3 times
(up to 12 units total)
PWR 194AV:
Topics in Writing & Rhetoric: Drawn from Life: The Power of True Stories in Autobio Comics
The most impactful, fantastical stories often come not from fiction but from our own richly diverse lives. In this course you will explore autobiographical comics as a form of personal narrative ideally suited for communicating purposeful messages about culture, identity, and experience. We will embark on an immersive journey through comics in which authors tell their own true stories with rhetorical purpose, such as revealing the nuances of cultural identity, illuminating the experiences of marginalized communities or perspectives, and/or promoting advocacy or change. You will engage in deep analysis of how these comics reveal and help create the rhetorical practices of particular cultural communities. No drawing experience or expertise is required. For more information see https://undergrad.stanford.edu/programs/pwr/courses/additional-elective-courses-writing-and-rhetoric
Terms: Win
| Units: 3-4
| UG Reqs: WAY-A-II, WAY-CE
PWR 194EP:
Topics in Writing & Rhetoric: Introduction to Environmental Justice: Race, Class, Gender and Place (EARTHSYS 194, ENVRES 223)
This course examines the rhetoric, history and key case studies of environmental justice while encouraging critical and collaborative thinking, reading and researching about diversity in environmental movements within the global community and at Stanford, including the ways race, class and gender have shaped environmental battles still being fought today. We center diverse voices by bringing leaders, particularly from marginalized communities on the frontlines to our classroom to communicate experiences, insights and best practices. Together we will develop and present original research projects which may serve a particular organizational or community need, such as racialized dispossession, toxic pollution and human health, or indigenous land and water rights, among many others. Prerequisite: PWR 2 Cardinal Course certified by the Haas Center
Terms: Aut
| Units: 4
| UG Reqs: WAY-EDP, WAY-SI
PWR 194KTA:
Topics in Writing & Rhetoric: Racism, Misogyny, and the Law (CSRE 194KTA, FEMGEN 194, HISTORY 261C)
The gutting of the Voting Rights Act in 2013 by the Supreme Court of the United States led to the consequent disenfranchisement of many voters of color. For many citizens who desire a truly representative government, SCOTUS's decision predicted the collapse of democracy and endorsed White supremacy. In this course, through an examination of jurisprudential racism and misogyny, students will learn to dissect the rhetoric of the U.S. judicial branch and the barriers it constructs to equity and inclusion through caselaw and appellate Opinions. The United States of America long deprived the right to vote to men of color and women of every race, and equal access to justice including at the intersections has been an enduring fight. The history of employment law, criminal justice, access to healthcare, and more includes jurisprudence enforcing racist and misogynist U.S. policies and social dynamics. Students will learn how to read a case, scrutinize court briefings, and contextualize bias as a foundation to erect a more just, equitable, and inclusionary legal system.
Terms: Spr
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
PWR 194MF:
Topics in Writing & Rhetoric: In the Margins: Race, Gender and the Rhetoric of Science (FEMGEN 123)
Every day a new headline alerts us to the lack of race and gender diversity in the tech sector in Silicon Valley. At the same time, science and technology are often lauded as objective systems capable of producing color- and gender-blind truths and social good for all of us. This course pushes beyond the headlines and the hashtags to think about the complex relationship between gender, race and science. Together we will research chronically understudied voices and contributions in the history of science and technology and have the opportunity to read and participate in some of the efforts to highlight their stories through a Wikipedia edit-a-thon and final research project. We will also rigorously think through why the historical and current under-representation of women and people of color matters for the questions that are asked, methodologies that are used, and science and technology that is eventually produced. This course fulfills the advanced PWR requirement for the Notation in Science Communication (NSC). Prerequisite: first two levels of the writing requirement or equivalent transfer credit. For topics, see https://undergrad.stanford.edu/programs/pwr/courses/advanced-pwr-courses.
Terms: Win
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
PWR 194NCR:
Topics in Writing & Rhetoric: Introduction to Cultural Rhetorics (CSRE 194NCR)
All cultures have their own ways of communicating and making meaning through a range of situated rhetorical practices. In this gateway course to the Notation in Cultural Rhetorics, you'll explore the diverse contexts in which these practices are made and continue to be made;learn methodologies for examining their rhetorical production across media and modality; and study situated cultural practices and their historical and current developments.
Terms: Win
| Units: 4
| UG Reqs: WAY-A-II, WAY-EDP
PWR 195:
Writing Center Peer Tutor Seminar (PWR 295)
For students selected to serve as peer writing tutors in the Hume Center for Writing and Speaking and/or at other campus sites. Readings on and reflection about writing processes, the dynamics of writing and tutoring situations, tutoring techniques, learning styles, diversity, and ethics. Observation of tutoring sessions, written responses to readings, and other written work. Instructor permission required. WR 1 pre-/co-requisite.
Terms: Spr
| Units: 2-3
PWR 295:
Writing Center Peer Tutor Seminar (PWR 195)
For students selected to serve as peer writing tutors in the Hume Center for Writing and Speaking and/or at other campus sites. Readings on and reflection about writing processes, the dynamics of writing and tutoring situations, tutoring techniques, learning styles, diversity, and ethics. Observation of tutoring sessions, written responses to readings, and other written work. Instructor permission required. WR 1 pre-/co-requisite.
Terms: Spr
| Units: 2-3
RAD 101:
Readings in Radiology Research
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Atlas, S. (PI);
Bammer, R. (PI);
Barnes, P. (PI);
Barth, R. (PI);
Bazalova, M. (PI);
Beaulieu, C. (PI);
Becker, C. (PI);
Biswal, S. (PI);
Blankenberg, F. (PI);
Chan, F. (PI);
Cheng, Z. (PI);
Chin, F. (PI);
Dahl, J. (PI);
Daldrup-Link, H. (PI);
Daniel, B. (PI);
Demirci, U. (PI);
Desser, T. (PI);
Do, H. (PI);
Fahrig, R. (PI);
Federle, M. (PI);
Fischbein, N. (PI);
Fleischmann, D. (PI);
Gambhir, S. (PI);
Gayer, G. (PI);
Ghanouni, P. (PI);
Glover, G. (PI);
Gold, G. (PI);
Goris, M. (PI);
Hargreaves, B. (PI);
Herfkens, R. (PI);
Hofmann, L. (PI);
Hovsepian, D. (PI);
Hwang, G. (PI);
Iagaru, A. (PI);
Ikeda, D. (PI);
Jaramillo, D. (PI);
Jeffrey, R. (PI);
KUO, W. (PI);
Kamaya, A. (PI);
Kane, P. (PI);
Kao, J. (PI);
Keeling, C. (PI);
Kothary, N. (PI);
Lachman, R. (PI);
Langlotz, C. (PI);
Larson, D. (PI);
Lebowitz, E. (PI);
Leung, A. (PI);
Levin, C. (PI);
Lipson, J. (PI);
Loening, A. (PI);
Louie, J. (PI);
Lungren, M. (PI);
Lutz, A. (PI);
Mallick, P. (PI);
Marks, M. (PI);
Massoud, T. (PI);
McNab, J. (PI);
Moseley, M. (PI);
Moskowitz, P. (PI);
Napel, S. (PI);
Newman, B. (PI);
Nino-Murcia, M. (PI);
Olcott, E. (PI);
Paik, D. (PI);
Pal, S. (PI);
Paulmurugan, R. (PI);
Pauly, K. (PI);
Pelc, N. (PI);
Pitteri, S. (PI);
Plevritis, S. (PI);
Quon, A. (PI);
Rao, J. (PI);
Riley, G. (PI);
Rubesova, E. (PI);
Rubin, D. (PI);
Rutt, B. (PI);
Segall, G. (PI);
Seidel, F. (PI);
Shin, L. (PI);
Soh, H. (PI);
Sommer, F. (PI);
Spielman, D. (PI);
Stevens, K. (PI);
Stoyanova, T. (PI);
Sze, D. (PI);
Thakor, A. (PI);
Van Dalsem, V. (PI);
Vasanawala, S. (PI);
Willmann, J. (PI);
Wintermark, M. (PI);
Yao, D. (PI);
Yeom, K. (PI);
Zaharchuk, G. (PI);
Zeineh, M. (PI)
RAD 199:
Undergraduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Airan, R. (PI);
Bammer, R. (PI);
Barnes, P. (PI);
Barth, R. (PI);
Beaulieu, C. (PI);
Becker, C. (PI);
Biswal, S. (PI);
Blankenberg, F. (PI);
Chan, F. (PI);
Chaudhari, A. (PI);
Cheng, Z. (PI);
Chin, F. (PI);
Dahl, J. (PI);
Daldrup-Link, H. (PI);
Daniel, B. (PI);
Demirci, U. (PI);
Desser, T. (PI);
Do, H. (PI);
Durmus, G. (PI);
Ennis, D. (PI);
Federle, M. (PI);
Ferrara, K. (PI);
Fischbein, N. (PI);
Fleischmann, D. (PI);
Gayer, G. (PI);
Ghanouni, P. (PI);
Glover, G. (PI);
Gold, G. (PI);
Goris, M. (PI);
Hargreaves, B. (PI);
Herfkens, R. (PI);
Hofmann, L. (PI);
Hovsepian, D. (PI);
Hwang, G. (PI);
Iagaru, A. (PI);
Ikeda, D. (PI);
Jaramillo, D. (PI);
Jeffrey, R. (PI);
KUO, W. (PI);
Kamaya, A. (PI);
Kane, P. (PI);
Kao, J. (PI);
Keeling, C. (PI);
Kothary, N. (PI);
Lachman, R. (PI);
Langlotz, C. (PI);
Larson, D. (PI);
Lebowitz, E. (PI);
Leung, A. (PI);
Levin, C. (PI);
Lipson, J. (PI);
Loening, A. (PI);
Louie, J. (PI);
Lungren, M. (PI);
Lutz, A. (PI);
Mallick, P. (PI);
Marks, M. (PI);
Massoud, T. (PI);
McNab, J. (PI);
Moseley, M. (PI);
Moskowitz, P. (PI);
Napel, S. (PI);
Newman, B. (PI);
Nino-Murcia, M. (PI);
Olcott, E. (PI);
Paik, D. (PI);
Pal, S. (PI);
Paredes Castro, P. (PI);
Paulmurugan, R. (PI);
Pauly, K. (PI);
Pelc, N. (PI);
Pitteri, S. (PI);
Plevritis, S. (PI);
Popelka, G. (PI);
Quon, A. (PI);
Rao, J. (PI);
Riley, G. (PI);
Rubesova, E. (PI);
Rubin, D. (PI);
Rusu, M. (PI);
Rutt, B. (PI);
Segall, G. (PI);
Seidel, F. (PI);
Shin, L. (PI);
Soh, H. (PI);
Sommer, F. (PI);
Spielman, D. (PI);
Stevens, K. (PI);
Stoyanova, T. (PI);
Sze, D. (PI);
Thakor, A. (PI);
Van Dalsem, V. (PI);
Vasanawala, S. (PI);
Wang, A. (PI);
Wintermark, M. (PI);
Wu, J. (PI);
Yao, D. (PI);
Yeom, K. (PI);
Zaharchuk, G. (PI);
Zeineh, M. (PI)
RAD 201:
Introduction to Radiology
This seminar is offered to pre-clinical medical students interested in learning about how image-based anatomy can reinforce their knowledge of gross anatomy as they progress through the term. This also serves as a refresher for MSII students. Within this seminar, students will explore image findings in human anatomy in the normal and diseased state. The course will also cover when to request X-Ray, Flouroscopy, Ultrasound, CT, MRI, and Nuclear Medicine. There will be time to explore Radiology as a career choice as well as research opportunities in Radiology.
Terms: Aut
| Units: 1
RAD 202:
Introduction to Cardiac Image Processing Techniques
Student lead: This course offers a unique opportunity for students to learn about the anatomy, function and physiology of the cardiovascular system by using advanced image processing technology based on CT and MRI. Students will learn to use different clinical software to visualize and interpret 3D and 4D images and to construct patient specific that can be used for surgical planning. Image data will be presented in the context of a clinical scenario, and student will learn about the cardiovascular anatomy and the pathogenesis of the disease being presented, while they practice image interpretation and model construction. The course will be held in the 3DQ Lab.
Terms: Spr
| Units: 1
RAD 203:
Image-Guided Intervention Workshop
This seminar will be offered to pre-clinical medical students interested in learning and practicing image guided procedures using interventional radiology training equipment. Image guided procedures lead to improved outcomes and decreased cost and increasingly used. The course will comprise of six sessions which include: basic US hands-on skills including scanning, probes, knobology; biopsy/FNA basics including breast biopsy; into to basic IR equipment; femoral artery access and suturing; lumbar puncture; arterial inventions and drains. Students may also get involved in research studies on procedural training.
Terms: Spr
| Units: 1
| Repeatable
6 times
(up to 6 units total)
RAD 206:
Mixed-Reality in Medicine
Mixed reality uses transparent displays to place virtual objects in the user's field of vision such that they can be aligned to and interact with actual objects. This has tremendous potential for medical applications. The course aims to teach the basics of mixed-reality device technology, and to directly connect engineering students to physicians for real-world applications. Student teams will complete guided assignments on developing new mixed-reality technology and a final project applying mixed-reality to solve real medical challenges. Prerequisites: (1) Programming competency in a language such as C, C++. or Python. (2) A basic signal processing course such as EE102B (Digital Signal Processing), while not required, will be helpful. (3) A medical imaging course, while not required, will be helpful. Please contact the instructors with any questions about prerequisites.
Terms: Aut
| Units: 3
RAD 220:
Introduction to Imaging and Image-based Human Anatomy (BIOE 220)
Focus on learning the fundamentals of each imaging modality including X-ray Imaging, Ultrasound, CT, and MRI, to learn normal human anatomy and how it appears on medical images, to learn the relative strengths of the modalities, and to answer, "What am I looking at?" Course website: http://bioe220.stanford.edu
Terms: Win
| Units: 3
RAD 222:
Physics and Engineering Principles of Multi-modality Molecular Imaging of Living Subjects (BIOE 222)
Physics and Engineering Principles of Multi-modality Molecular Imaging of Living Subjects (RAD 222A). Focuses on instruments, algorithms and other technologies for non-invasive imaging of molecular processes in living subjects. Introduces research and clinical molecular imaging modalities, including PET, SPECT, MRI, Ultrasound, Optics, and Photoacoustics. For each modality, lectures cover the basics of the origin and properties of imaging signal generation, instrumentation physics and engineering of signal detection, signal processing, image reconstruction, image data quantification, applications of machine learning, and applications of molecular imaging in medicine and biology research.
Terms: Aut
| Units: 3-4
RAD 224:
Probes and Applications for Multi-modality Molecular Imaging of Living Subjects (BIOE 224)
We will focus on design, development, and application of imaging agents that target specific cellular and molecular aspects of disease. Covers the strengths and limitations of different imaging agents and how to optimize their design for image-guided intra-operative procedures, brain imaging, probing infection, or interrogating tumor metabolism. Emphasis this year will be on clinical molecular imaging, state-of-the-art strategies for early detection of dementia, imaging response to cancer immunotherapy, and how 'Deep Learning' can be used for probe design and high-throughput automated image analysis.
Terms: Win
| Units: 4
| Repeatable
2 times
(up to 8 units total)
RAD 225:
Transcranial Ultrasound Neuromodulation: Physics, Neurophysiology, and Applications (BIOE 225)
This course covers the basic concepts of ultrasound neuromodulation, including basic neurophysiology, ultrasound physics and applications, and comparison to other neuromodulation modalities. The physics component will include acoustic properties of biological tissues, transducer hardware, beam formation, and beam modeling. Lectures on applications will include ultrasonic manipulation of behavior with therapeutic implications.Comparisons will be made to other neuromodulation modalities including DBS and TMS. We will include guest appearances from world-class experts in the field. Lectures will be online for asynchronous viewing. In-class components will include hands-on laboratories to demonstrate the techniques described in lecture and discussions with ourselves and the external speakers. Course website: http://bioe225.stanford.edu.
Terms: Aut
| Units: 3
RAD 226:
MRI Spin Physics, Relaxation Theory, and Contrast Mechanisms (BIOE 226)
This course covers fundamental principles of magnetic resonance imaging (MRI) and spectroscopy (MRS) focusing on the analytic tools needed to understand interactions among nuclear spins, relaxation processes, and image contrast. Starting from a quantum mechanical description of NMR, we'll study J-coupling, the most mathematically tractable coupling mechanism, and its fundamental importance in MRS. Next, we will extend these concepts to develop NMR relaxation theory, which provides the foundation for analyzing multiple in vivo MRI contrast mechanisms and contrast agents..
Terms: Spr
| Units: 3
RAD 230:
Ultrasound Beamforming and Array Processing
The course covers the fundamentals of beamforming and array processing as applied to medical ultrasound imaging. Topics of the course include the physics of wave propagation, sampling requirements for aperture data, beamforming in the time and frequency domains, noise in beamforming, and ultrasound data acquisition geometries. Students will learn how to analyze and implement different beamforming techniques through project-based assignments.
Terms: Sum
| Units: 1-2
RAD 235:
Advanced Ultrasound Imaging
The focus of this course is on advanced ultrasound imaging techniques for medical imaging applications. Topics include beamforming, adaptive beamforming, Fourier beamforming, synthetic aperture techniques, speckle, speckle reduction, k-space, harmonic imaging, coherence imaging, phase aberration, radiation force imaging, elastography, quantitative ultrasound, Doppler and flow imaging, ultrasounds modeling and advanced ultrasound theory.
Terms: Win
| Units: 3
RAD 236B:
Analytical Methods in Biotechnology II (BIOS 212B, EE 235B)
This course is intended for graduate students, who are interested in biomedical research but have little background in fundamental laboratory techniques. Required prerequisite is EE235/BIOS212/RAD236. This course seeks to equip such students with basic biochemistry and molecular biology techniques for them to pursue their research interests in biotechnology. The course will consist of a series of lectures and laboratory experiments.
Terms: Spr
| Units: 3
RAD 260:
Computational Methods for Biomedical Image Analysis and Interpretation (BIOMEDIN 260, CS 235)
The latest biological and medical imaging modalities and their applications in research and medicine. Focus is on computational analytic and interpretive approaches to optimize extraction and use of biological and clinical imaging data for diagnostic and therapeutic translational medical applications. Topics include major image databases, fundamental methods in image processing and quantitative extraction of image features, structured recording of image information including semantic features and ontologies, indexing, search and content-based image retrieval. Case studies include linking image data to genomic, phenotypic and clinical data, developing representations of image phenotypes for use in medical decision support and research applications and the role that biomedical imaging informatics plays in new questions in biomedical science. Includes a project. Enrollment for 3 units requires instructor consent. Prerequisites: programming ability at the level of CS 106A, familiarity with statistics, basic biology. Knowledge of Matlab or Python highly recommended.
Terms: Spr
| Units: 3-4
RAD 280:
Early Clinical Experience in Radiology
Provides an observational experience as determined by the instructor and student. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
for credit
Instructors: ;
Atlas, S. (PI);
Bammer, R. (PI);
Barnes, P. (PI);
Barth, R. (PI);
Bazalova, M. (PI);
Beaulieu, C. (PI);
Becker, C. (PI);
Biswal, S. (PI);
Blankenberg, F. (PI);
Chan, F. (PI);
Cheng, Z. (PI);
Chin, F. (PI);
Dahl, J. (PI);
Daldrup-Link, H. (PI);
Daniel, B. (PI);
Demirci, U. (PI);
Desser, T. (PI);
Do, H. (PI);
Fahrig, R. (PI);
Federle, M. (PI);
Fischbein, N. (PI);
Fleischmann, D. (PI);
Gambhir, S. (PI);
Gayer, G. (PI);
Ghanouni, P. (PI);
Glover, G. (PI);
Gold, G. (PI);
Goris, M. (PI);
Hargreaves, B. (PI);
Herfkens, R. (PI);
Hofmann, L. (PI);
Hovsepian, D. (PI);
Hwang, G. (PI);
Iagaru, A. (PI);
Ikeda, D. (PI);
Jaramillo, D. (PI);
Jeffrey, R. (PI);
KUO, W. (PI);
Kamaya, A. (PI);
Kane, P. (PI);
Kao, J. (PI);
Keeling, C. (PI);
Kothary, N. (PI);
Lachman, R. (PI);
Langlotz, C. (PI);
Larson, D. (PI);
Lebowitz, E. (PI);
Leung, A. (PI);
Levin, C. (PI);
Lipson, J. (PI);
Loening, A. (PI);
Louie, J. (PI);
Lungren, M. (PI);
Lutz, A. (PI);
Mallick, P. (PI);
Marks, M. (PI);
Massoud, T. (PI);
McNab, J. (PI);
Mittra, E. (PI);
Moseley, M. (PI);
Moskowitz, P. (PI);
Napel, S. (PI);
Newman, B. (PI);
Nino-Murcia, M. (PI);
Olcott, E. (PI);
Paik, D. (PI);
Pal, S. (PI);
Paulmurugan, R. (PI);
Pauly, K. (PI);
Pelc, N. (PI);
Pitteri, S. (PI);
Plevritis, S. (PI);
Quon, A. (PI);
Rao, J. (PI);
Riley, G. (PI);
Rubesova, E. (PI);
Rubin, D. (PI);
Rutt, B. (PI);
Segall, G. (PI);
Seidel, F. (PI);
Shin, L. (PI);
Soh, H. (PI);
Sommer, F. (PI);
Spielman, D. (PI);
Stevens, K. (PI);
Stoyanova, T. (PI);
Sze, D. (PI);
Thakor, A. (PI);
Van Dalsem, V. (PI);
Vasanawala, S. (PI);
Willmann, J. (PI);
Wintermark, M. (PI);
Wu, J. (PI);
Yao, D. (PI);
Yeom, K. (PI);
Zaharchuk, G. (PI);
Zeineh, M. (PI)
RAD 299:
Directed Reading in Radiology
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Bammer, R. (PI);
Barnes, P. (PI);
Barth, R. (PI);
Beaulieu, C. (PI);
Becker, C. (PI);
Biswal, S. (PI);
Blankenberg, F. (PI);
Chan, F. (PI);
Chaudhari, A. (PI);
Cheng, Z. (PI);
Chin, F. (PI);
Dahl, J. (PI);
Daldrup-Link, H. (PI);
Daniel, B. (PI);
Demirci, U. (PI);
Desser, T. (PI);
Do, H. (PI);
Ennis, D. (PI);
Federle, M. (PI);
Fischbein, N. (PI);
Fleischmann, D. (PI);
Gambhir, S. (PI);
Gayer, G. (PI);
Ghanouni, P. (PI);
Glover, G. (PI);
Gold, G. (PI);
Goris, M. (PI);
Hargreaves, B. (PI);
Herfkens, R. (PI);
Hofmann, L. (PI);
Hovsepian, D. (PI);
Hwang, G. (PI);
Iagaru, A. (PI);
Ikeda, D. (PI);
Jeffrey, R. (PI);
KUO, W. (PI);
Kamaya, A. (PI);
Kane, P. (PI);
Keeling, C. (PI);
Kothary, N. (PI);
Lachman, R. (PI);
Langlotz, C. (PI);
Larson, D. (PI);
Lebowitz, E. (PI);
Leung, A. (PI);
Levin, C. (PI);
Lipson, J. (PI);
Loening, A. (PI);
Louie, J. (PI);
Lungren, M. (PI);
Lutz, A. (PI);
Mallick, P. (PI);
Marks, M. (PI);
Massoud, T. (PI);
McNab, J. (PI);
Moseley, M. (PI);
Moskowitz, P. (PI);
Napel, S. (PI);
Newman, B. (PI);
Nino-Murcia, M. (PI);
Olcott, E. (PI);
Paik, D. (PI);
Pal, S. (PI);
Paredes Castro, P. (PI);
Paulmurugan, R. (PI);
Pauly, K. (PI);
Pelc, N. (PI);
Pitteri, S. (PI);
Plevritis, S. (PI);
Quon, A. (PI);
Rao, J. (PI);
Riley, G. (PI);
Rubesova, E. (PI);
Rubin, D. (PI);
Rusu, M. (PI);
Rutt, B. (PI);
Segall, G. (PI);
Seidel, F. (PI);
Shin, L. (PI);
Soh, H. (PI);
Sommer, F. (PI);
Spielman, D. (PI);
Stevens, K. (PI);
Stoyanova, T. (PI);
Sze, D. (PI);
Thakor, A. (PI);
Van Dalsem, V. (PI);
Vasanawala, S. (PI);
Wang, A. (PI);
Wintermark, M. (PI);
Wu, J. (PI);
Yao, D. (PI);
Yeom, K. (PI);
Zaharchuk, G. (PI);
Zeineh, M. (PI)
RAD 301A:
Diagnostic Radiology and Nuclear Medicine Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: This is the core radiology clerkship designed for students going into any medical specialty, including radiology. The four-week course includes didactic and case-based sessions as well as observation in subspecialty radiology reading rooms (considering student preferences for subspecialty). Students will learn the pros and cons of various imaging modalities and will gain an appreciation for radiation risks and the benefits and risks of radiographic contrast materials and nuclear medicine tracers. Emphasis is placed on fundamentals of clinical applications and interpretation for radiography, ultrasound, computed tomography, magnetic resonance imaging, and nuclear medicine studies. Students are taught primarily by radiology faculty, with emphasis on interactive sessions including neurological, cardiothoracic, breast, gastrointestinal, genitourinary, musculoskeletal, pediatric, and nuclear medicine imaging. Students participate in case-based reviews with radiology residents based on interesting cases they have seen in the reading rooms or other rotations. Interested students may have an option to actively participate by dictating basic clinical cases, similar to radiology trainees. Extensive online learning materials including videos of didactic sessions are made available. Two quizzes are administered during the course and must be passed to receive course credit. During the COVID-19 pandemic, sessions have been either virtual or (preferably) in person, as guided by School of Medicine guidelines at the time. PREREQUISITES: Medicine 300A, Pediatrics 300A, or Surgery 300A strongly advised. Visiting students wishing to do this clerkship must receive prior approval from the Clerkship Coordinator before applying. PERIODS AVAILABLE: 5, 6, 11, 12 for 2020-21 and 4, 5, 8, 9 for 2021-22 and 2022-23, full-time for 4 weeks, 22 students per period. CLERKSHIP DIRECTOR: Christopher Beaulieu, M.D., Ph.D. and Bryan Lanzman, M.D. CLERKSHIP COORDINATOR: Sergio Sousa, 650-724-7518, smsousa@stanford.edu. REPORTING INSTRUCTIONS: Where: Instructions on Canvas; Time: Check schedule in Canvas. CALL CODE: 0. OTHER FACULTY: Radiology faculty, fellows, and residents. LOCATION: SUMC.
Terms: Aut, Win, Spr
| Units: 6
RAD 302A:
Nuclear Medicine Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Acquaints students with the basic principles of nuclear medicine, the instrumentation used (including SPECT-CT, PET-CT, and PET-MRI), the gamut of procedures available, and the judgments used to select specific diagnostic or therapeutic procedures and interpret results. The experience should be especially helpful for students planning a career in diagnostic radiology, nuclear medicine, cardiology, endocrinology, urology, or oncology. The student experience includes instruction in radiologic physics, instrumentation, responsibility for selected isotopic procedures, daily teaching rounds for review of all cases studies, observation of theragnostic patient visits and therapeutic administration and special conferences. Please note: Visiting students must obtain approval from the Department prior to applying for this clerkship. Please email requests to Denise Villalvazo (dvilla49@stanford.edu). PREREQUISITES: Medicine 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Benjamin Franc, M.D. CLERKSHIP COORDINATOR: Denise Villalvazo, dvilla49@stanford.edu. REPORTING INSTRUCTIONS: Where: Nuclear Medicine Clinic, Second Floor, C21; Time: 8:30 am. CALL CODE: 0. OTHER FACULTY: C. Aparici, G. Davidzon, B. Franc, F. Moradi. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
RAD 303A:
Specialty Clerkship in Diagnostic Radiology
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Provides subspecialty radiology reading room experience for students considering a career in radiology or other specialties. Students work alongside residents, fellows, and faculty to actively interpret and communicate diagnostic radiology studies. Up to 12 students can be accommodated per session, with a maximum of two students on each subspecialty service at a time. Typically, students spend two weeks in each of two subspecialties. (Subspecialty rotations and interventional radiology are listed elsewhere in the course catalog.) For Rad 303A, subspecialty rotations include: Chest (primarily ICU radiographs and CT), Cardiovascular (inpatient and outpatient CT and MRI), Abdominal CT (primarily inpatient and emergency), Abdominal US (primarily inpatient and emergency), GI Fluoroscopy, Musculoskeletal (primarily radiography), Body MRI, and Breast Imaging. Similar rotations are also possible at the Palo Alto Veterans Administration Medical Center. PREREQUISITES: Visiting students wishing to do this clerkship must receive prior approval from the Clerkship Coordinator before applying. Stanford students are asked to inform the clerkship coordinator of enrollment for coordination with subspecialty services. PERIODS AVAILABLE: 2-12, full-time for 2 weeks or 4 weeks, 12 students per period. CLERKSHIP DIRECTOR: Christopher Beaulieu, M.D., Ph.D. CLERKSHIP COORDINATOR: Sergio Sousa, 650-724-7518, smsousa@stanford.edu. REPORTING INSTRUCTIONS: Where: TBA (email 4 weeks prior); Time: TBA. CALL CODE: 0. OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
RAD 304A:
Pediatric Radiology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Our clerkship is designed to give you an overview of the exciting field of pediatric radiology. The rotation includes a comprehensive curriculum including a wealth of didactic and clinical conferences, directed reading assignments, interactive online teaching modules, and image interpretation with our outstanding pediatric radiology faculty. You will be exposed to all radiologic imaging modalities including MRI, CT, ultrasound, fluoroscopy, and plain radiography and will have the unique opportunity to participate in perinatal imaging including prenatal ultrasound and fetal MRI. If time allows, additional exposure to Nuclear Medicine, Interventional Radiology, and Neuroradiology is available. Students will be expected to give a short presentation of an interesting imaging case to faculty and fellows at the end of their rotation. Visiting students wishing to do this clerkship must receive prior approval from Clerkship Coordinator before applying. PREREQUISITES: Radiology 301A or a similar general radiology clerkship or consent of instructor. PERIODS AVAILABLE: 1-16, full-time for 3 weeks, 2 students per period. CLERKSHIP DIRECTOR: Jayne Seekins, D.O. CLERKSHIP COORDINATOR: Ann Vo (650-497-5407, annvo@stanford.edu). REPORTING INSTRUCTIONS: Where: LPCH (Radiology Dept. Secretary); Time: 8:30 am. CALL CODE: 0. OTHER FACULTY: R. Barth, F. Blankenberg, F. Chan, H. Dahmoush, H. Daldrup-Link, L. Donnelly, D. Frush, C. Guimaraes, S. Halabi, S. Josephs, D. Larson, M. Lungren, H. Nadel, B. Newman, E. Rubesova, J. Seekins, A. Thakor, S. Vasanawala, K. Yeom, E. Zucker. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 5
RAD 305A:
Interventional Radiology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Interventional radiology (IR) has become integral to the practice of modern medicine. In 2013, the American Board of Medical Specialties recognized IR as a primary specialty distinct from diagnostic radiology. This 2- or 4-week elective introduces medical students to image-guided, minimally invasive vascular and nonvascular interventions and is appropriate for students considering residency training in IR as well as those interested in learning more about the field in general. Students will be exposed to a broad range of IR procedures, including interventional oncology, peripheral vascular (venous and arterial), genitourinary, gastrointestinal, and portal interventions. Students are encouraged to take part in the full spectrum of IR procedures. Our service functions like a surgical subspecialty and students are expected to be an integral part of the IR team and actively participate in the pre-procedure evaluation and post-procedure care of our patients. Students may attend various departmental and interdepartmental conferences. Interested students are encouraged to give a short presentation on an interesting case at the end of the rotation. Note: Visiting students interested in rotating through this clerkship must receive prior approval from the Clerkship Coordinator before applying. PREREQUISITES: Surgery 300A, Medicine 300A and Radiology 301A are recommended but not required. PERIODS AVAILABLE: 2-12, full-time for 2 weeks or 4 weeks, 3 students per period. CLERKSHIP DIRECTOR: David S. Wang, M.D. CLERKSHIP COORDINATOR: Sergio Sousa, 650-724-7518, smsousa@stanford.edu; Maresela Ramos, marramos@stanford.edu. REPORTING INSTRUCTIONS: Where: TBA (email 2 weeks prior); Time: TBA; CALL CODE: 2 (voluntary). OTHER FACULTY: L. Hofmann, D. Hovsepian, G. Hwang, N. Kothary, W. Kuo, J. Louie, A. Picel, D. Sze, A. Vezeridis. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
RAD 306A:
Neuroradiology Clerkship
VISITING: Open to visitors.TYPE OF CLERKSHIP: Elective. DESCRIPTION: Our clerkship provides students with further exposure to basic and advanced neuroimaging of the brain, spine, and head and neck. The curriculum will be tailored to the specific interests of the student incorporating participation in real-time read-out and consultations with our residents, fellows, physician colleagues, and Neuroradiology faculty, didactic and clinical conferences (e.g. weekly interesting case conference and tumor board). Students will learn the utility of CT and MRI in diagnosing and treating diseases of the central nervous system and head and neck in both the pediatric and adult populations and will also have the unique opportunity to participate in fluoroscopy-guided lumbar punctures for CSF collection, intrathecal chemotherapy administration, and myelograms. Students are expected to give a short presentation of a case of their choice to fellows and/or faculty at the end of the clerkship rotation. PREREQUISITES: Visiting students wishing to do this clerkship must receive prior approval from the clerkship coordinator before applying. Stanford students are asked to inform the clerkship coordinator of enrollment. Once enrollment is confirmed, students are asked to email the course co-director, Bryan Lanzman at bryan3@stanford.edu, for further details. PERIODS AVAILABLE: 1-12, full time for 2 weeks or 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Bryan Lanzman, M.D. and Michael Iv, M.D. CLERKSHIP COORDINATOR: Sergio Sousa, 650-724-7518, smsousa@stanford.edu. REPORTING INSTRUCTIONS: Where: TBD, coordinate with Dr. Lanzman prior to start; Time: 9:00 am. CALL CODE: 0. OTHER FACULTY: Neuroradiology faculty. LOCATION: SUMC, LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
RAD 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Airan, R. (PI);
Atlas, S. (PI);
Bammer, R. (PI);
Barnes, P. (PI);
Barth, R. (PI);
Bazalova, M. (PI);
Beaulieu, C. (PI);
Becker, C. (PI);
Biswal, S. (PI);
Blankenberg, F. (PI);
Chan, F. (PI);
Chen, X. (PI);
Cheng, Z. (PI);
Chin, F. (PI);
Dahl, J. (PI);
Daldrup-Link, H. (PI);
Daniel, B. (PI);
Demirci, U. (PI);
Desser, T. (PI);
Do, H. (PI);
Fahrig, R. (PI);
Federle, M. (PI);
Fischbein, N. (PI);
Fleischmann, D. (PI);
Gambhir, S. (PI);
Gayer, G. (PI);
Ghanouni, P. (PI);
Glover, G. (PI);
Gold, G. (PI);
Goris, M. (PI);
Guccione, S. (PI);
Hargreaves, B. (PI);
Herfkens, R. (PI);
Hofmann, L. (PI);
Hovsepian, D. (PI);
Hwang, G. (PI);
Iagaru, A. (PI);
Ikeda, D. (PI);
Iv, M. (PI);
Jackman, R. (PI);
Jaramillo, D. (PI);
Jeffrey, R. (PI);
KUO, W. (PI);
Kamaya, A. (PI);
Kane, P. (PI);
Kao, J. (PI);
Keeling, C. (PI);
Kothary, N. (PI);
Lachman, R. (PI);
Langlotz, C. (PI);
Larson, D. (PI);
Lebowitz, E. (PI);
Leung, A. (PI);
Levin, C. (PI);
Lipson, J. (PI);
Loening, A. (PI);
Louie, J. (PI);
Lungren, M. (PI);
Lutz, A. (PI);
MacKenzie, J. (PI);
Mallick, P. (PI);
Marks, M. (PI);
Massoud, T. (PI);
McNab, J. (PI);
Mittra, E. (PI);
Moseley, M. (PI);
Moskowitz, P. (PI);
Napel, S. (PI);
Newman, B. (PI);
Nino-Murcia, M. (PI);
Olcott, E. (PI);
Paik, D. (PI);
Pal, S. (PI);
Paulmurugan, R. (PI);
Pauly, K. (PI);
Pelc, N. (PI);
Pitteri, S. (PI);
Plevritis, S. (PI);
Quon, A. (PI);
Rao, J. (PI);
Riley, G. (PI);
Roos, J. (PI);
Rubesova, E. (PI);
Rubin, D. (PI);
Rubin, G. (PI);
Rutt, B. (PI);
Segall, G. (PI);
Seidel, F. (PI);
Shah, R. (PI);
Shin, L. (PI);
Soh, H. (PI);
Sommer, F. (PI);
Spielman, D. (PI);
Stevens, K. (PI);
Stoyanova, T. (PI);
Sze, D. (PI);
Thakor, A. (PI);
Van Dalsem, V. (PI);
Vasanawala, S. (PI);
Willmann, J. (PI);
Wintermark, M. (PI);
Wu, J. (PI);
Yao, D. (PI);
Yeom, K. (PI);
Zaharchuk, G. (PI);
Zeineh, M. (PI);
Gambhir, S. (SI)
RAD 398A:
Clinical Elective in Diagnostic Radiology & Nuclear Medicine
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Provides an opportunity for a student in the clinical years to have a clinical experience in Diagnostic Radiology or Nuclear Medicine, of a quality and duration to be decided upon by the student and a faculty preceptor in the Department. The student must make individual arrangements with a faculty member in Diagnostic Radiology or Nuclear Medicine. Please note: Students cannot add 398A clerkships directly to their fishbowl schedules through the regular shuffles. Please contact Caroline Cheang in the Office of Medical Student Affairs at cheang@stanford.edu or 650-498-7619 with the faculty preceptor's name and email address to add this clerkship. PREREQUISITES: None for Diagnostic Radiology; Medicine 300A for Nuclear Medicine. Consent of the designated faculty preceptor and approval by Advisor. PERIODS AVAILABLE: 1-12. CLERKSHIP DIRECTOR: Christopher Beaulieu, M.D., Ph.D. CLERKSHIP COORDINATOR: Sergio Sousa, 650-724-7518, smsousa@stanford.edu. REPORTING INSTRUCTIONS: Where: TBA (designated faculty preceptor); Time: TBA. CALL CODE: 2 (varies with preceptor). OTHER FACULTY: Staff. LOCATION: SUMC, LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
3 times
(up to 18 units total)
RAD 399:
Graduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Bammer, R. (PI);
Barnes, P. (PI);
Barth, R. (PI);
Beaulieu, C. (PI);
Becker, C. (PI);
Biswal, S. (PI);
Blankenberg, F. (PI);
Chan, F. (PI);
Chaudhari, A. (PI);
Cheng, Z. (PI);
Chin, F. (PI);
Dahl, J. (PI);
Daldrup-Link, H. (PI);
Daniel, B. (PI);
Demirci, U. (PI);
Desser, T. (PI);
Do, H. (PI);
Ennis, D. (PI);
Federle, M. (PI);
Fischbein, N. (PI);
Fleischmann, D. (PI);
Gayer, G. (PI);
Ghanouni, P. (PI);
Glover, G. (PI);
Gold, G. (PI);
Goris, M. (PI);
Hargreaves, B. (PI);
Herfkens, R. (PI);
Hofmann, L. (PI);
Hovsepian, D. (PI);
Hwang, G. (PI);
Iagaru, A. (PI);
Ikeda, D. (PI);
Jeffrey, R. (PI);
KUO, W. (PI);
Kamaya, A. (PI);
Kane, P. (PI);
Keeling, C. (PI);
Kogan, F. (PI);
Kothary, N. (PI);
Lachman, R. (PI);
Langlotz, C. (PI);
Larson, D. (PI);
Lebowitz, E. (PI);
Leung, A. (PI);
Levin, C. (PI);
Lipson, J. (PI);
Loening, A. (PI);
Louie, J. (PI);
Lungren, M. (PI);
Lutz, A. (PI);
Mallick, P. (PI);
Marks, M. (PI);
Massoud, T. (PI);
McNab, J. (PI);
Moseley, M. (PI);
Moskowitz, P. (PI);
Napel, S. (PI);
Newman, B. (PI);
Nino-Murcia, M. (PI);
Olcott, E. (PI);
Paik, D. (PI);
Pal, S. (PI);
Paredes Castro, P. (PI);
Paulmurugan, R. (PI);
Pauly, K. (PI);
Pelc, N. (PI);
Pitteri, S. (PI);
Plevritis, S. (PI);
Quon, A. (PI);
Rao, J. (PI);
Riley, G. (PI);
Rubesova, E. (PI);
Rubin, D. (PI);
Rusu, M. (PI);
Rutt, B. (PI);
Segall, G. (PI);
Seidel, F. (PI);
Setsompop, K. (PI);
Shin, L. (PI);
Soh, H. (PI);
Sommer, F. (PI);
Sonn, G. (PI);
Spielman, D. (PI);
Stevens, K. (PI);
Stoyanova, T. (PI);
Sze, D. (PI);
Thakor, A. (PI);
Van Dalsem, V. (PI);
Vasanawala, S. (PI);
Wang, A. (PI);
Wintermark, M. (PI);
Wu, J. (PI);
Yao, D. (PI);
Yeom, K. (PI);
Zaharchuk, G. (PI);
Zeineh, M. (PI)
RAD 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Dahl, J. (PI);
Daniel, B. (PI);
Ennis, D. (PI);
Glover, G. (PI);
Gold, G. (PI);
Hargreaves, B. (PI);
Hofmann, L. (PI);
Iagaru, A. (PI);
Kogan, F. (PI);
Langlotz, C. (PI);
Levin, C. (PI);
McNab, J. (PI);
Napel, S. (PI);
Pauly, K. (PI);
Pelc, N. (PI);
Plevritis, S. (PI);
Rao, J. (PI);
Rusu, M. (PI);
Rutt, B. (PI);
Soh, H. (PI);
Spielman, D. (PI);
Vasanawala, S. (PI);
Wang, A. (PI);
Yeom, K. (PI);
Zaharchuk, G. (PI)
RADO 101:
Readings in Radiation Biology
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Attardi, L. (PI);
Bazalova, M. (PI);
Beadle, B. (PI);
Brown, J. (PI);
Buyyounouski, M. (PI);
Chang, D. (PI);
Denko, N. (PI);
Diehn, M. (PI);
Dieterich, S. (PI);
Donaldson, S. (PI);
Dubrowski, P. (PI);
Frock, R. (PI);
Giaccia, A. (PI);
Gibbs, I. (PI);
Graves, E. (PI);
Hancock, S. (PI);
Hiniker, S. (PI);
Ho, A. (PI);
Hoppe, R. (PI);
Horst, K. (PI);
Hristov, D. (PI);
Kapp, D. (PI);
Kidd, E. (PI);
Knox, S. (PI);
Koong, A. (PI);
Le, Q. (PI);
Li, R. (PI);
Loo, B. (PI);
Luxton, G. (PI);
Malhotra, S. (PI);
Marquez, C. (PI);
Maxim, P. (PI);
Million, L. (PI);
Nag, S. (PI);
Pollom, E. (PI);
Pratx, G. (PI);
Soltys, S. (PI);
Swift, P. (PI);
Wang, L. (PI);
Xing, L. (PI);
Yang, Y. (PI);
Ye, J. (PI)
RADO 199:
Undergraduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Attardi, L. (PI);
Bazalova, M. (PI);
Beadle, B. (PI);
Brown, J. (PI);
Buyyounouski, M. (PI);
Chang, D. (PI);
Denko, N. (PI);
Diehn, M. (PI);
Dieterich, S. (PI);
Donaldson, S. (PI);
Dubrowski, P. (PI);
Frock, R. (PI);
Giaccia, A. (PI);
Gibbs, I. (PI);
Graves, E. (PI);
Hancock, S. (PI);
Hiniker, S. (PI);
Ho, A. (PI);
Hoppe, R. (PI);
Horst, K. (PI);
Hristov, D. (PI);
Kapp, D. (PI);
Kidd, E. (PI);
Knox, S. (PI);
Koong, A. (PI);
Le, Q. (PI);
Li, R. (PI);
Loo, B. (PI);
Luxton, G. (PI);
Malhotra, S. (PI);
Marquez, C. (PI);
Maxim, P. (PI);
Million, L. (PI);
Nag, S. (PI);
Pollom, E. (PI);
Pratx, G. (PI);
Rankin, E. (PI);
Soltys, S. (PI);
Swift, P. (PI);
Wang, L. (PI);
Xing, L. (PI);
Yang, Y. (PI);
Ye, J. (PI)
RADO 202:
The Basic Science of Radiation and Cancer Biology
For residents or fellows in the training program in the Division of Radiation Therapy, and for interested medical students. Basic processes of radiation biology that underly the treatment of malignant diseases by radiation. Carcinogenesis and mutagenesis by radiation are also covered. Prerequisite: familiarity with cell biology and physiology; consent of instructor.
Terms: Spr
| Units: 1
RADO 203:
Perspectives on Clinical Research
This is an introductory seminar that introduces goals and methods of clinical research to first-year medical students and undergraduates interested in clinical research. The course will consist of a speaker series of clinical researchers and statisticians. Students will also have the opportunity to participate in research projects utilizing methods taught in class.
Terms: Win
| Units: 1
RADO 244:
Program in Radiation Biology Seminar Series
Open to graduate and undergraduate students. Current research in radiation and cancer biology summarized by two laboratories.
Terms: Aut, Win, Sum
| Units: 1
| Repeatable
for credit
RADO 280:
Early Clinical Experience in Radiation Oncology
Provides an observational experience as determined by the instructor and student. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
for credit
Instructors: ;
Attardi, L. (PI);
Bazalova, M. (PI);
Beadle, B. (PI);
Brown, J. (PI);
Buyyounouski, M. (PI);
Chang, D. (PI);
Denko, N. (PI);
Diehn, M. (PI);
Dieterich, S. (PI);
Donaldson, S. (PI);
Dubrowski, P. (PI);
Giaccia, A. (PI);
Gibbs, I. (PI);
Graves, E. (PI);
Hancock, S. (PI);
Hiniker, S. (PI);
Ho, A. (PI);
Hoppe, R. (PI);
Horst, K. (PI);
Hristov, D. (PI);
Kapp, D. (PI);
Kidd, E. (PI);
Knox, S. (PI);
Koong, A. (PI);
Le, Q. (PI);
Li, R. (PI);
Loo, B. (PI);
Luxton, G. (PI);
Malhotra, S. (PI);
Marquez, C. (PI);
Maxim, P. (PI);
Million, L. (PI);
Nag, S. (PI);
Pollom, E. (PI);
Pratx, G. (PI);
Soltys, S. (PI);
Swift, P. (PI);
Wang, L. (PI);
Xing, L. (PI);
Yang, Y. (PI);
Ye, J. (PI)
RADO 299:
Directed Reading in Radiation Oncology
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Attardi, L. (PI);
Bazalova, M. (PI);
Beadle, B. (PI);
Brown, J. (PI);
Buyyounouski, M. (PI);
Chang, D. (PI);
Denko, N. (PI);
Diehn, M. (PI);
Dieterich, S. (PI);
Donaldson, S. (PI);
Dubrowski, P. (PI);
Giaccia, A. (PI);
Gibbs, I. (PI);
Graves, E. (PI);
Hancock, S. (PI);
Hiniker, S. (PI);
Ho, A. (PI);
Hoppe, R. (PI);
Horst, K. (PI);
Hristov, D. (PI);
Kapp, D. (PI);
Kidd, E. (PI);
Knox, S. (PI);
Koong, A. (PI);
Le, Q. (PI);
Li, R. (PI);
Loo, B. (PI);
Luxton, G. (PI);
Malhotra, S. (PI);
Marquez, C. (PI);
Maxim, P. (PI);
Million, L. (PI);
Nag, S. (PI);
Pollom, E. (PI);
Pratx, G. (PI);
Soltys, S. (PI);
Swift, P. (PI);
Wang, L. (PI);
Xing, L. (PI);
Yang, Y. (PI);
Ye, J. (PI)
RADO 300A:
Radiation Oncology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: The Stanford Department of Radiation Oncology welcomes 3rd and 4th year medical students. During this rotation, students will be exposed to different radiation oncology topics including history of radiation oncology, basic principles of radiation physics and radiation/cancer biology, radiation treatment planning and work-up and management of a broad range of malignant conditions. Students will participate in didactic sessions with faculty and residents and attend tumor boards and chart rounds. Students will work with faculty in clinic and be expected to work up patients and present cases to faculty. Students will also be exposed to radiation treatment planning. At the end of the rotation, students will be expected to give a talk on a topic of their choosing to the department. Please note: Visiting students will need to get prior approval before submitting their applications by emailing Tony Giuliano at agiulian@stanford.edu. Please state the period you are applying for. PREREQUISITES: MED 300A and/or SURG 300A. PERIODS AVAILABLE: 1-5, 9-12, full-time for 4 weeks, 4 students per period. CLERKSHIP DIRECTOR: Elham Rahimy, M.D. CLERKSHIP COORDINATOR: Tony Giuliano, 650-724-7673, agiulian@stanford.edu. REPORTING INSTRUCTIONS: Where: Contact Tony Giuliano at agiulian@stanford.edu, 650-724-7673 for time and location; Time: TBA. CALL CODE: 0, no call, no weekends. OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
RADO 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Attardi, L. (PI);
Bazalova, M. (PI);
Beadle, B. (PI);
Brown, J. (PI);
Buyyounouski, M. (PI);
Chang, D. (PI);
Denko, N. (PI);
Diehn, M. (PI);
Dieterich, S. (PI);
Donaldson, S. (PI);
Dubrowski, P. (PI);
Frock, R. (PI);
Giaccia, A. (PI);
Gibbs, I. (PI);
Graves, E. (PI);
Hancock, S. (PI);
Hiniker, S. (PI);
Ho, A. (PI);
Hoppe, R. (PI);
Horst, K. (PI);
Hristov, D. (PI);
Kapp, D. (PI);
Kidd, E. (PI);
Knox, S. (PI);
Koong, A. (PI);
Le, Q. (PI);
Li, R. (PI);
Loo, B. (PI);
Luxton, G. (PI);
Malhotra, S. (PI);
Marquez, C. (PI);
Maxim, P. (PI);
Million, L. (PI);
Nag, S. (PI);
Pollom, E. (PI);
Pratx, G. (PI);
Soltys, S. (PI);
Swift, P. (PI);
Wang, L. (PI);
Xing, L. (PI);
Yang, Y. (PI);
Ye, J. (PI);
Le, Q. (SI)
RADO 398A:
Clinical Elective in Radiation Oncology
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Provides an opportunity for a student in the clinical years to have an in-depth clinical experience in Radiation Therapy, of a quality and duration to be decided upon by the student and a faculty preceptor in the Department of Radiation Oncology to build on the RADO 300A experience. Please note: Students cannot add 398A clerkships directly to their fishbowl schedules through the regular shuffles. Please contact Caroline Cheang in the Office of Medical Student Affairs at cheang@stanford.edu with the faculty preceptor's name and email address to add this clerkship. PREREQUISITES: RADO 300A and permission from the Program Director. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 4 students per period. CLERKSHIP DIRECTOR: Elham Rahimy M.D. CLERKSHIP COORDINATOR: Tony Giuliano, 650-724-7673, agiulian@stanford.edu. REPORTING INSTRUCTIONS: Where: Contact Tony Giuliano @ 650-724-7673 for time and location; Time: TBA. CALL CODE: 0. OTHER FACULTY: P. Dubrowski and staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
3 times
(up to 18 units total)
RADO 399:
Graduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Attardi, L. (PI);
Bazalova, M. (PI);
Beadle, B. (PI);
Brown, J. (PI);
Buyyounouski, M. (PI);
Chang, D. (PI);
Denko, N. (PI);
Diehn, M. (PI);
Dieterich, S. (PI);
Donaldson, S. (PI);
Dubrowski, P. (PI);
Giaccia, A. (PI);
Gibbs, I. (PI);
Graves, E. (PI);
Hancock, S. (PI);
Hiniker, S. (PI);
Ho, A. (PI);
Hoppe, R. (PI);
Horst, K. (PI);
Hristov, D. (PI);
Kapp, D. (PI);
Kidd, E. (PI);
Knox, S. (PI);
Koong, A. (PI);
Le, Q. (PI);
Li, R. (PI);
Loo, B. (PI);
Luxton, G. (PI);
Malhotra, S. (PI);
Marquez, C. (PI);
Maxim, P. (PI);
Million, L. (PI);
Nag, S. (PI);
Pollom, E. (PI);
Pratx, G. (PI);
Soltys, S. (PI);
Swift, P. (PI);
Wang, L. (PI);
Xing, L. (PI);
Yang, Y. (PI);
Ye, J. (PI)
REES 85B:
Jews in the Contemporary World: The American Jewish Present & Past in Popular Culture, Film, & TV (CSRE 85B, HISTORY 85B, JEWISHST 85B)
(HISTORY 85B is 3 units; HISTORY 185B is 5 units.) Who are American Jews as depicted in popular media-- film, television, etc.-- since the Second World War? How are their religion, politics, mores, and practices represented and what ways, if at all, do such portraits reflect historical trends among Jews and society in general? What can be learned from film or tv about Jewish identity, notions of Jewish power and powerlessness, communal cohesiveness and assimilation, sexuality and the wages of intermarriage or race?
Terms: Spr
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
REES 100:
Current Issues in Russian, East European, and Eurasian Studies (REES 200)
Russia, Eastern Europe and Eurasia comprise a vast region of the world that is vitally important politically, strategically, historically and culturally. This seminar series brings leading experts, from around the world - scholars and practitioners - representing a broad range of fields, to share their cutting-edge research and insights into the challenges and issues that have confronted this region in a global context.nnNote: Class meets Fridays 12:00-1:00pm in Encina Commons 123.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
3 times
(up to 3 units total)
REES 185B:
Jews in the Contemporary World: The American Jewish Present & Past in Popular Culture, Film, & TV (CSRE 185B, HISTORY 185B, JEWISHST 185B, SLAVIC 183)
(HISTORY 185B is 5 units; HISTORY 85B IS 3 units.) Who are American Jews as depicted in popular media -- film, television, etc. -- since the Second World War? How are their religion, politics, mores, and practices represented and what ways, if at all, do such portraits reflect historical trends among Jews and society in general? What can be learned from film or tv about Jewish identity, notions of Jewish power and powerlessness, communal cohesiveness and assimilation, sexuality and the wages of intermarriage or race?
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-EDP, WAY-SI
REES 200:
Current Issues in Russian, East European, and Eurasian Studies (REES 100)
Russia, Eastern Europe and Eurasia comprise a vast region of the world that is vitally important politically, strategically, historically and culturally. This seminar series brings leading experts, from around the world - scholars and practitioners - representing a broad range of fields, to share their cutting-edge research and insights into the challenges and issues that have confronted this region in a global context.nnNote: Class meets Fridays 12:00-1:00pm in Encina Commons 123.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
3 times
(up to 3 units total)
REES 219:
A New Cold War? Great Power Relations in the 21st Century (INTLPOL 211, POLISCI 212)
Thirty years ago the Cold War ended. Today, great power competition is back - or so it seems - with many describing our present era as a "New Cold War" between the United States and China and Russia. What happened? Is the Cold War label an illuminating or distorting analogy? What should the U.S. do to meet the challengers of great power competition in the 21st century? This course seeks to answer these questions about contemporary great power relations, first by tracing the historical origins of the U.S.-Russia and U.S.-China relationships, next by assessing the similarities and differences between the Cold War and U.S.-Russia relations and U.S.-China relations today along three dimensions -- (1) Power, (2) Ideology, (3) Interdependence and Multilateralism - and third by discussing unilateral, bilateral, and multilateral policy prescriptions of US. policymakers.nnThe main text for this course will be a new book in draft by Professor McFaul, as well accompanying academic articles. The deadline to apply for this course is March 14th.
Terms: Spr
| Units: 2
REES 223:
Getting the Picture: Photojournalism in Russia and the U.S. (AMSTUD 123, COMM 123, SLAVIC 123, SLAVIC 323)
The vast majority of photographs printed and consumed around the world appeared on the pages of magazines and newspapers. These pictures were almost always heavily edited, presented in carefully devised sequences, and printed alongside text. Through firsthand visual analysis of the picture presses of yesteryear, this course considers the ongoing meaning, circulation, and power of images as they shape a worldview in Russia as well as the US. In looking at points of contact between two world powers, we will cover the works of a wide array of authors, photographers, photojournalists and photographed celebrities (Lev Tolstoy, Margaret Bourke-White, Russian satirists Ilf and Petrov, John Steinbeck and Richard Capa, and many others). We will explore the relationship between photojournalistic practice of the past with that of our present, from the printed page to digital media, as well as the ethical quandaries posed by the cameras intervention into/shaping of modern history. No knowledge of Russian is required.
Terms: Aut
| Units: 3-5
REES 225E:
From Vladimir to Putin: Key Themes in Russian History (HISTORY 225E, HISTORY 325E)
Formative issues in Russian history from Muscovy to the present: autocracy and totalitarianism; tsars, emperors, and party secretaries; multi-ethnicity and nationalism; serfdom, peasantry; rebellions and revolutions, dissent and opposition; law and legality; public and private spheres; religion and atheism; patterns of collapse. Class format will be discussion of one to two assigned books or major articles per class.
Terms: Win
| Units: 4-5
REES 231B:
Understanding Russia: Its Power and Purpose in a New Global Order (INTLPOL 231B, INTNLREL 131, POLISCI 113)
Russia presents a puzzle for theories of socio-economic development and modernization and their relationship to state power in international politics. The collapse of the Soviet Union in 1991 brought into being the new Russia (or Russian Federation) as its successor in international politics. Russia suffered one of the worst recessions and experienced 25 years of halting reform. Despite these issues, Russia is again a central player in international affairs. Course analyzes motivations behind contemporary Russian foreign policy by reviewing its domestic and economic underpinnings. Examination of concept of state power in international politics to assess Russia's capabilities to influence other states' policies, and under what conditions its leaders use these resources. Is contemporary Russia strong or weak? What are the resources and constraints its projection of power beyond its borders? What are the determinants of state power in international politics in the twenty-first century? This course is a combination of a lecture and discussion, and will include lectures, readings, class discussions, films and documentaries.
Terms: Spr
| Units: 5
REES 254:
Animism, Gaia, and Alternative Approaches to the Environment (ANTHRO 254C, FRENCH 254, HISTORY 254B, HISTORY 354B)
Indigenous knowledges have been traditionally treated as a field of research for anthropologists and as mistaken epistemologies, i.e., un-scientific and irrational folklore. However, within the framework of environmental humanities, current interest in non-anthropocentric approaches and epistemic injustice, animism emerged as a critique of modern epistemology and an alternative to the Western worldview. Treating native thought as an equivalent to Western knowledge will be presented as a (potentially) decolonizing and liberating practice. This course may be of interest to anthropology, archaeology and literature students working in the fields of ecocriticism and the environmental humanities/social sciences, students interested in the Anthropocene, geologic/mineral, bio-, eco- and geosocial collectives, symbiotic life-forms and non-human agencies. The course is designed as a research seminar for students interested in theory of the humanities and social sciences and simultaneously helping students to develop their individual projects and thesis.
Terms: Spr
| Units: 3-5
REES 299:
Directed Reading
Terms: Aut, Win, Spr
| Units: 1-12
| Repeatable
for credit
Instructors: ;
Dunlop, J. (PI);
Ilchuk, Y. (PI);
Lapidus, G. (PI);
Lazic, J. (PI);
Milani, A. (PI);
Naimark, N. (PI);
Patenaude, B. (PI);
Safran, G. (PI);
Stoner, K. (PI);
Young, P. (PI)
REES 300:
MA Capstone Seminar
Required for and limited to REEES MA candidates. Colloquia with CREEES Director and Associate Director to assist with refinement of research topic, advisor support, literature review, research, and thesis writing.
Terms: Win, Spr
| Units: 1-3
REES 304G:
War and Society (HISTORY 204G, HISTORY 304G)
(History 204G is an undergraduate course offered for 5 units; History 304G is a graduate course offered for 4-5 units.) How Western societies and cultures have responded to modern warfare. The relationship between its destructive capacity and effects on those who produce, are subject to, and must come to terms with its aftermath. Literary representations of WW I; destructive psychological effects of modern warfare including those who take pleasure in killing; changes in relations between the genders; consequences of genocidal ideology and racial prejudice; the theory of just war and its practical implementation; how wars end and commemorated.
Terms: Spr
| Units: 4-5
REES 322:
Chernobyl: from Soviet Utopia to Post-Soviet Apocalypse (SLAVIC 171, SLAVIC 371)
The course will introduce students to the Chernobyl nuclear disaster through the history of the late Soviet utopian project of the "atomic cities" to the intellectual, aesthetic, and artistic responses that the Chernobyl catastrophe generated in the post-Soviet Ukrainian, Belarusian, and Russian societies. During the course, we will study environmental, social, and ecological consequences of the Chernobyl disaster and analyze its many representations across a range of media and cultures. In the end of the course, we will create a portrait of Chernobyl in the collaborative multimedia project "The Control Room #4" which will assemble the representation of Chernobyl in fictional, cinematographic, oral histories, map projects, VR, photography, and other media in order to show how the disaster resonates across space and time. We will consider such issues as urban and technological utopias of the late Soviet Union, representations of the disaster; ethics; health and disease; the body and its deconstruction; ecology and climate; the appropriation of disaster narratives and disaster tourism; the media and cover-ups; and faith and religion.
Terms: Aut
| Units: 3-5
REES 328:
Russian Nationalism: Literature and Ideas (SLAVIC 228, SLAVIC 328)
Russia is huge and linguistically and religiously diverse. Yet the ideology of nationalism --the idea that culturally unified groups should rule their own territories-- took root in Russia in the early 19th century and is powerful today. What made this happen? Political thinkers, writers, and other artists have argued for the superiority of the Russian nation. Meanwhile, the tsarist, Soviet, and post-Soviet governments have worked to reconcile the ideology of nationalism with the realities of the administration of a diverse state. This course examines the roots of nationalism itself and the paradox of Russian nationalism, looking at literary and political writers including Dostoevsky, Stalin, and Solzhenitsyn.
Terms: Spr
| Units: 3-5
REES 348:
Slavic Literature and Culture since the Death of Stalin (SLAVIC 148, SLAVIC 348)
The course offers a survey of Soviet and post-Soviet literary texts and films created by Russian, Ukrainian and Belarusian artists and marginalized or repressed by the Soviet regime. The first part of the course will focus on the topics of opposition and dissent, generational conflict, modernization, Soviet everyday life, gender, citizenship and national identity, state-published and samizdat literature, "village" and "cosmopolitan" culture, etc. The second part of it will be devoted to the postmodernist aesthetics and ideology in the dismantlement of totalitarian society, as well in the process of shaping post-Soviet identities. The reading materials range from the fictional, poetic, and publicistic works written by Noble-prize (Solzhenitsyn, Brodsky, Alexievich) and other major writers of the period to the drama, film, and popular culture.
Terms: Spr
| Units: 3-5
Terms: Aut, Win, Spr, Sum
| Units: 0
RELIGST 1:
Religion Around the Globe
This course surveys major religious traditions of the world in all of their complexity, in relation to philosophy and politics; liturgy and literature; identity and social hierarchies; art, community, and emotion. Through examination of a variety of materials, including scriptures and other spiritual writings, religious objects and artifacts, and modern documentary, fiction and film, we explore Buddhism, Christianity, Hinduism, Islam, Judaism, and Daoism as rich historical and living traditions.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-EDP, WAY-SI
RELIGST 3:
The Religious Life of Things
Temples, prayer beads, icons, robes, books, relics, candles and incense, scarves and hats, sacred food and holy water; objects of all sorts play a prominent role in all religions, evoking a wide range of emotional responses, from reverence, solace and even ecstasy, to fear, hostility and violence. What is it about these things that makes them so powerful? Is it beliefs and doctrines that inspire particular attitudes towards certain objects, or is it the other way around? Many see a tension or even contradiction between religion and material pursuits and argue that the true religious life is a life without things. But is such a life even possible? This course adopts a comparative approach, drawing on a variety of traditions to examine the place of images, food, clothing, ritual objects, architecture and relics in religious thought and practice. Materials for the course include scholarship, scripture, images and at least one museum visit.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP
RELIGST 4:
What Didn't Make the Bible (CLASSICS 9N, HISTORY 112C, JEWISHST 4)
Over two billion people alive today consider the Bible to be sacred scripture. But how did the books that made it into the bible get there in the first place? Who decided what was to be part of the bible and what wasn't? How would history look differently if a given book didn't make the final cut and another one did? Hundreds of ancient Jewish and Christian texts are not included in the Bible. "What Didn't Make It in the Bible" focuses on these excluded writings. We will explore the Dead Sea Scrolls, Gnostic gospels, hear of a five-year-old Jesus throwing temper tantrums while killing (and later resurrecting) his classmates, peruse ancient romance novels, explore the adventures of fallen angels who sired giants (and taught humans about cosmetics), tour heaven and hell, encounter the garden of Eden story told from the perspective of the snake, and learn how the world will end. The course assumes no prior knowledge of Judaism, Christianity, the bible, or ancient history. It is designed for students who are part of faith traditions that consider the bible to be sacred, as well as those who are not. The only prerequisite is an interest in exploring books, groups, and ideas that eventually lost the battles of history and to keep asking the question "why." In critically examining these ancient narratives and the communities that wrote them, you will investigate how religions canonize a scriptural tradition, better appreciate the diversity of early Judaism and Christianity, understand the historical context of these religions, and explore the politics behind what did and did not make it into the bible.
Terms: Spr
| Units: 4
| UG Reqs: WAY-A-II, WAY-SI
RELIGST 6N:
Religion in Anime and Manga
Religious themes and topoi are ubiquitous in Japanese anime and manga. In this course, we will examine how religions are represented in these new media and study the role of religions in contemporary Japan. By doing this, students will also learn fundamental concepts of Buddhism and Shinto.
Terms: Win
| Units: 3
| UG Reqs: WAY-A-II, WAY-EDP
RELIGST 10N:
The Good Death
We often discuss what makes a 'good life' - that is a life worth living, a life exemplary of one's values and ideals, a life full of meaning. But what makes a 'good death'? Far from being a topic to avoid, ideas of death - what it means, its variations, how it relates to the preceding life, how it should unfold - are rich topics in religion. For religious people, the question of how life is lived in preparation, anticipation, or ignorance of death is often quite central. So, how do religious people imagine what death is and what lies beyond? What guidance exists for the time of death and its aftermath? How is the body understood in relation to death and beyond - and how is it managed? How do the living coexist with the dead in various forms? How do changing ecological and technological concerns shape death practices in the USA and elsewhere? In this class we will explore conceptions of the good death through a variety of religious traditions and perspectives, looking at issues such as the after/next life, death rituals, burial practices, corpses, the holy dead, martyrs, ghosts and spirit guides, and others.
Terms: Aut
| Units: 3
| UG Reqs: WAY-A-II, WAY-SI
RELIGST 11N:
The Meaning of Life: Philosophical, Aesthetic, and Religious Perspectives
The seminar is in two parts: (1) personal authenticity in Western philosophy, religion, and culture; readings from Plato, Aristotle, Plotinus, Augustine, Descartes, Nietzsche, Heidegger, and Sartre; (2) social authenticity: readings from Marx, Bourdieu, Arendt and others in economic, social, political, and ideological issues relevant to justice.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-Hum
RELIGST 12N:
Perspectives on the Good Life
The question is how to approach and evaluate different perspectives on the good life, especially when those perspectives are beautifully, and elusively, presented to us as texts. We will consider both classic and modern writers, from the West and from China; some are explicitly religious, some explicitly secular; some literary, some philosophical. Most of the class will revolve around our talk with each other, interpreting and questioning relatively short texts. The works we will read - by Dante, Dickenson, Zhuangzi, Shklar, and others - are not intended to be representative of traditions, of eras, or of disciplines. They do, however, present a range of viewpoint and of style that will help frame and re-frame our views on the good life. They will illustrate and question the role that great texts can play in a modern 'art of living.' Perhaps most important, they will develop and reward the skills of careful reading, attentive listening, and thoughtful discussion. (Note: preparation and participation in discussion are the primary course requirement. Enrollment at 3 units requires a short final paper; a more substantial paper is required for the 4-unit option.
Terms: Spr
| Units: 3-4
| UG Reqs: GER:DB-Hum
RELIGST 24S:
Witches, Witchcraft, and Witch-Hunting in Early America
The early modern era witnessed a dramatic surge in the religious and legal persecution of women and men suspected of and executed for witchcraft. While witch-hunting was a global phenomenon, this class shall focus on the early American religious experience. This course will explore the history of witchcraft in early America, with particular focus on Puritan New England. This class will challenge students to consider what was witchcraft? Why did people believe in it, and how did it give meaning to their worlds? What functions did witchcraft have in society? Who were most vulnerable to accusations? What best explains the phenomenon of witch-hunting? Because this class takes a historical approach to the religious world of early America, much of the coursework will center on interpreting and analyzing primary sources related to witchcraft (e.g. sermons, diaries, letters, trial notes) and engaging with secondary sources by witchcraft experts. Our focus shall be both macro and micro, studying small single episodes, as well as large-scale events, such as the Salem Witch Trials of 1692. This course is remote for Summer 2022.
Terms: Sum
| Units: 3
| UG Reqs: WAY-A-II, WAY-EDP
RELIGST 55:
Exploring Zen Buddhism
This course is an introduction to Chan/Zen Buddhism. We will study the historical and doctrinal development of this tradition in China and Japan and examine various facets of Zen, such as the philosophy, practices, rituals, culture, and institution. For this aim, we will read and discuss classical Zen texts in translation and important secondary literature. This class will further feature a visit of a Zen teacher, who will give an introduction to sitting meditation.
Terms: Aut
| Units: 4
| UG Reqs: WAY-A-II, WAY-EDP
RELIGST 56:
Exploring Chinese Religions
An overview of major themes and historical developments in 5000 years of Chinese religion. In this course, we will try as much as possible to appreciate Chinese religion from the Chinese perspective, paying particular attention to original texts in translation, artifacts and videos, all in an attempt to discern the logic of Chinese religion and the role it has played in the course of Chinese history. To a greater extent perhaps than any other civilization, Chinese have left behind a continuous body of written documents and other artifacts relating to religion stretching over thousands of years, providing a wealth of material for studying the place of religion in history and society.
Terms: Win
| Units: 4
| UG Reqs: WAY-A-II, WAY-EDP
RELIGST 115X:
Europe in the Middle Ages, 300-1500 (HISTORY 15D, HISTORY 115D)
(HISTORY 15D is 3 units; HISTORY 115D is 5 units.) This course provides an introduction to Medieval Europe from the fall of Rome to the Renaissance. While the framework of the course is chronological, we'll concentrate particularly on the structure of medieval society. Rural and urban life, kingship and papal government, wars and plagues provide the context for our examination of the lives of medieval people, what they believed, and how they interacted with other, both within Christendom and beyond it. This course may count as DLCL 123, a course requirement for the Medieval Studies Minor.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-SI
RELIGST 116:
Buddhist Philosophy
Buddhism often figures in the popular imagination not as a religion, but as a philosophy, or a way of life. But why is such a distinction made? Does Buddhist thought and practice make sense as a philosophy? What do Buddhists actually mean when they say there is no self? Is this a philosophical claim? And what about the Buddhist arguments that everything is empty, projected by the mind, or the result of past karma? Is meditation on such theories philosophical practice? This course explores these and other questions by studying the perennial ideas that have made Buddhist traditions distinctive, the implications of these claims for living a meaningful life, and how these ideas and their associated practices have been received in contemporary secularized societies.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
RELIGST 119:
Religion and Conflict
Conflicts involving religions are among the most vexing challenges facing international agencies, governments, institutions, and - above all - humanity. Although religion is often used as a descriptor of a conflict (Jewish - Muslim conflict in the Middle East, Christian-Muslim conflict in Sudan, Catholic-Protestant conflict in Northern Ireland) the impact of religion on creating and resolving these disputes is not well understood. It is indeed difficult, and at times impossible or undesirable, to separate religious from economic, political, agricultural, environmental, and cultural factors. This class will give students an opportunity to delve deeply into the histories, causes, and cultures involved in religious conflict. We will also challenge the assumption that different religions or particular religions are prone to conflict or tend towards violence. By studying resolutions to conflicts and looking at cases of inter-religious dialogue and cooperation, students will be able to counter stereotypes and move beyond the rhetoric surrounding religion and conflict. The course will be both theoretical and practical. We will study how religious conflicts have been addressed academically and in policy discussions. We will also explore how religious beliefs, institutions, and actors have exacerbated or mitigated conflicts and facilitated or thwarted their resolutions. To illustrate these theories each section is accompanied by an examination of particular case studies of religious conflicts, some resolved and others ongoing, and efforts at religious peacebuilding, some successful and others not. Each student will then produce her or his own case study of a conflict or a comparison of conflicts as a final project.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-ER
RELIGST 121:
Defining the Moral Body: Sex, Race, and Gender in Religion
What is the ideal, moral body in a given culture? How does it perform? What does it look like? How does it survive in a pluralistic, global religious society? Are there multiple and/or shifting ideals? In this course, we will consider the ways religious discourses and practices have been used to assign meanings to the body and its activities. Through an exploration of varied religious contexts across historical time, we will interrogate how specific religious cultures have defined the boundaries of moral bodies via regulations concerning "appropriate" sexual, gendered, and racial performance. By examining the relationship between religious vocabularies--such as immorality, primitivism, and divine imperative--the racialization and gendering of bodies in the modern era, social taboos, and more, we will access broader questions regarding how religious discourses dictate and regulate the moral body.
Terms: Spr
| Units: 4
| UG Reqs: WAY-EDP, WAY-SI
RELIGST 125:
The Bible and its Interpreters
Introduction to major stories, figures, and themes of the Christian Bible and their retellings in theological writing, art, literature, film, and music throughout the ages.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
RELIGST 127:
Love, Loss, and Devotion in Indian Literature (COMPLIT 137, HUMCORE 127)
Why are human cultures perennially preoccupied with love, and with what happens when it vanishes? Classical theorists in India have argued, at least, that love is the very foundation of aesthetic experience, and that love has something fundamental to teach us about the goals of human life and the nature of the divine. This course explores this deep preoccupation with love and longing for love through several influential works of courtly and devotional literature from medieval and early modern India. In dialogue with these classic works, we ask the following questions: How do we narrate the experience of love? What is the relationship between human love and love for the divine? Why does love, both human and divine, become lost or occluded? In other words, what is the meaning of suffering and loss, and how can it be overcome? This is the second of three courses in the South Asia track of the Humanities Core, dedicated to an exploration of some of the most enduring concepts and questions that South Asian cultures have wrestled with over the course of their history.
Terms: Win
| Units: 3
| UG Reqs: WAY-A-II, WAY-SI
RELIGST 134:
The Language of Islam
Why do we as humans love? What is the nature of the 'self'? Is our experience of the world authentic and real? If there is an ultimate source of the universe, by what means do we access it? These are some of the questions which we will grapple with as we read a selection of the 'great works' of the Islamic tradition. Our readings (all in English translation) will span a variety of genres, including mystical manuals, philosophical tracts, love-poetry, autobiographies, and travelogues. While the lecture component of the course is designed to serve as a broad introduction to the history of Islamic thought and culture, our primary modus operandi will consist in closely and critically analyzing these texts with an eye towards their enduring value to the perennial questions which continue to preoccupy us in the Humanities.
Terms: Win
| Units: 4
| UG Reqs: WAY-A-II
RELIGST 141:
Between Malcolm X and Martin Luther King, JR.: Race, Religion, and the Politics of Freedom (AFRICAAM 221, AMSTUD 141X, CSRE 141R, HISTORY 151M, POLISCI 126)
Malcolm X (El Hajj Malik El Shabazz) and Martin Luther King, Jr. are both icons of the twentieth-century civil rights and black freedom movements. Often characterized as polar opposites - one advocating armed self-defense and the other non-violence against all provocation - they continue to be important religious, political, and intellectual models for how we imagine the past as well as for current issues concerning religion, race, politics and freedom struggles in the United States and globally. This course focuses on the political and spiritual lives of Martin and Malcolm. We will examine their personal biographies, speeches, writings, representations, FBI Files, and legacies as a way to better understand how the intersections of religion, race, and politics came to bare upon the freedom struggles of people of color in the US and abroad. The course also takes seriously the evolutions in both Martin and Malcolm's political approaches and intellectual development, focusing especially on the last years of their respective lives. We will also examine the critical literature that takes on the leadership styles and political philosophies of these communal leaders, as well as the very real opposition and surveillance they faced from state forces like the police and FBI. Students will gain an understanding of what social conditions, religious structures and institutions, and personal experiences led to first the emergence and then the assassinations of these two figures. We will discuss the subtleties of their political analyses, pinpointing the key differences and similarities of their philosophies, approaches, and legacies, and we will apply these debates of the mid- twentieth century to contemporary events and social movements in terms of how their legacies are articulated and what we can learn from them in struggles for justice and recognition in twenty-first century America and beyond.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-EDP, WAY-ER
RELIGST 144:
John Calvin and Christian Faith
Close reading and analysis of Calvin's Institutes of the Christian Religion as a classic expression of Christian belief.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
RELIGST 147:
Building Heaven and Hell (CEE 147)
How did early Greeks, Romans, Jews, and Christians imagine space? How did they construct heaven and hell and the afterlife through their written texts? Can we take written images of the earthly and heavenly Jerusalem and her temple, such as those found in Ezekiel, the Book of Revelation and the Apocalypse of Paul and transform them into three-dimensional space? Can we visualize Homer's Hades or Dante's Inferno? We are going to try! We will meet in the architecture studio and build out of foam board and hot glue. A number of themes will emerge through the course: the interpretive move in rendering a once real space as a literary icon, the relationship between text and imagined space, the connection between space and ritual, and how to construct an image of a society from whom it imagines in hell. Learn more about the course here: https://youtu.be/J9q8CCQ9NkA
Terms: Spr
| Units: 4
| UG Reqs: WAY-A-II
RELIGST 149:
Finding Utopia: New Religious Movements in the 19th and 20th Centuries
What is the connection between new religious movements and secularization? As the religious concept of freedom was expanded in the 19th century, so was secular culture: there was a vast array of possible routes a person might take to pursue transcendent wisdom, and this was increasingly a matter of personal choice. Whether in the form of new religious movements such as the Oneida community, reactions against institutionalization of religion such as the rise of atheism, the creation of syncretic religions such as theosophy, or the combination of religious expression and scientific discourse in practices such as scientology, the last two hundred years have been an era of profound religious experimentation. But challenges to traditional religious expression not only consisted of new beliefs, they also led to innovative forms of community.
Terms: Spr
| Units: 4
| UG Reqs: WAY-A-II, WAY-SI
RELIGST 150:
Texts that Changed the World from the Ancient Middle East (COMPLIT 31, HUMCORE 111, JEWISHST 150)
This course traces the story of the cradle of human civilization. We will begin with the earliest human stories, the Gilgamesh Epic and biblical literature, and follow the path of the development of law, religion, philosophy and literature in the ancient Mediterranean or Middle Eastern world, to the emergence of Jewish and Christian thinking. We will pose questions about how this past continues to inform our present: What stories, myths, and ideas remain foundational to us? How did the stories and myths shape civilizations and form larger communities? How did the earliest stories conceive of human life and the divine? What are the ideas about the order of nature, and the place of human life within that order? How is the relationship between the individual and society constituted? This course is part of the Humanities Core: https://humanitiescore.stanford.edu/
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-ER
RELIGST 152:
Buddhism and the Family in Southeast Asia
What do we owe our parents? This course centers how Buddhist authors in Cambodia and Vietnam have wrestled with questions of debt and gratitude in the family. We will begin with the Indian and Chinese antecedents that shaped ideals of filial piety in the region of Southeast Asia formerly known as "Indochina." The core of our readings and discussions will engage classical Khmer and Vietnamese literature in translation, including the verse novels "A Child Called Dream" and "The Tale of Kieu." The course will close with Asian American celebrations and critiques of filial piety. Our aim throughout the quarter will be to complicate contemporary views on familial debts by charting a specific religious and literary history in Southeast Asia.
Terms: Aut
| Units: 4
| UG Reqs: WAY-A-II
RELIGST 153:
Buddhist Tantra
This course provides an introduction to Buddhist Tantra through considering select themes in its historical development, philosophy, contemplative and ritual dynamics, visual and material culture, and variations across different times and cultures, from medieval India to the globalized present. Students will learn how to interpret tantric Buddhist literature in translation, assess modern scholarly studies, appreciate diverse contemplative and ritual techniques, analyze examples of tantric Buddhist artwork, and develop final projects based on their interests. Course readings are in English. No prerequisite is required.
Terms: Win
| Units: 4
| UG Reqs: WAY-A-II
RELIGST 158:
Spiritualism and the Occult
This course will examine the popular mystical practices of the nineteenth and early twentieth centuries when millions of people in Europe and America described themselves as spiritualists and shared a recognizable set of practices. These served as a platform for spiritual immediacy guided by the central questions: What is the relationship between seen and unseen? How can the living communicate with the dead? What technologies apply to our inner lives? This course considers the historical emergence of spiritualism, spiritualism and art, spiritualism and technology, and mysticism and women to explore how the invisible became a central metaphor for the ambition to expand and remake the real.
Terms: Aut
| Units: 4
| UG Reqs: WAY-A-II, WAY-SI
RELIGST 164:
Violence & Liberation: Jainism in South Asia
From early-Buddhism to the Civil Rights movement, Jainism has left an indelible mark on culture, politics, and religion across the globe. This course examines the history of Jainism, one of the oldest lived religions in the world. The aim is to develop a critical understanding of the practices, doctrines, and politics of Jainism in South Asia and its global diaspora. We will do this by emphasizing key thematic and historical trends, including gender, the environment, violence, non-human animals, power, and protest. We will pay special attention to the social and material contexts of religion by engaging primary and secondary sources, from inscriptions and courtly documents to literary and ethnographic writings.
Terms: Spr
| Units: 4
| UG Reqs: WAY-A-II, WAY-EDP
RELIGST 168:
Philosophy of Religion: An Historical Introduction
Most views about and attitudes toward religion found on college campuses today trace their origins back to the European Enlightenment of the seventeenth and eighteenth centuries. Calls for social justice, a political order free of ecclesiastical domination, and the recognition of legitimate religious pluralism; the rejection of the authoritarianism, obscurantism, and fanaticism associated with the monotheistic faiths; skepticism about the rationality of belief in God, miracles, and otherworldly salvation - these and other familiar themes were fiercely debated by philosophers in early modern Europe, often at great personal risk. What's more, central branches of philosophy such as epistemology, metaphysics, and ethics were transformed in the modern period amidst debates over the credibility of religious belief - primarily the Christian - in a world come of age. After a quick stop in the Middle Ages, we will read and discuss what Descartes and Pascal; Spinoza and Hume; Rousseau and Kant; and Schleiermacher, Kierkegaard, and Nietzsche had to say about matters religious. The seminar will conclude with a brief examination of two recent movements in the philosophy of religion.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
RELIGST 181:
Heidegger and Mysticism (PHIL 133S)
A close reading of Heidegger's Being and Time with reference to the topics of meaning, mortality, mysticism, and self-transformation.
Terms: Aut
| Units: 4
| UG Reqs: WAY-A-II
| Repeatable
3 times
(up to 12 units total)
RELIGST 190:
Bible, Politics, and the Internet
Why do some herald Donald Trump as the fulfillment of biblical prophecies? Does the Bible support building walls or welcoming immigrants? How about vaccines or mask resistance? The Bible is everywhere in American politics and public life, on multiple sides of every debate and in quite a few unexpected places. If you have trouble making sense of it all, you are certainly not alone. Sometimes public interpretation of the Bible is thoughtful and nuanced, but just as often biblical quotations are taken out of context, invoked inappropriately, or given meanings that contradict their original sense. How do we assess invocations of biblical texts and distinguish those with merit from those that are ahistorical and irresponsible? This course will strengthen students' ability to analyze, assess, and respond to the various types of biblical interpretation and invocation common in American social life and politics. It aims to bridge the gap between the academic study of biblical texts and their use in modern public life. As it is a Digital Humanities course, we will focus particularly on the Bible's use online and the use of digital tools in biblical research, ancient and modern.
Terms: Spr
| Units: 4
| UG Reqs: WAY-A-II, WAY-SI
RELIGST 199:
Individual Work
Prerequisite: consent of instructor and department. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
(up to 99 units total)
Instructors: ;
Bigelow, A. (PI);
Fisher, E. (PI);
Fonrobert, C. (PI);
Gentry, J. (PI);
Harrison, P. (PI);
Huntington, E. (PI);
Kieschnick, J. (PI);
Lum, K. (PI);
Martin, L. (PI);
Mayse, E. (PI);
Morgan, A. (PI);
Mross, M. (PI);
Penn, M. (PI);
Pitkin, B. (PI);
Sheehan, T. (PI);
Sockness, B. (PI);
Wells-Oghoghomeh, A. (PI);
Willburn, S. (PI);
Yearley, L. (PI)
RELIGST 210:
Translating Religion (RELIGST 310)
What happens to Buddhism when the Buddha speaks Chinese? Is the Qur'an still the Qur'an in English? What did Martin Luther do for the German language? We try to answer these and other such questions in this course, which explores the translation of sacred scripture and other religious texts from the earliest times to the present day. Taking a global perspective, and looking at Buddhism, Christianity, Hinduism, Islam and Judaism, the course is designed to introduce students to the theory and practice of translation and get them thinking about its broader cultural, aesthetic and political significance. Undergraduates register for 200-level for 5 units. Graduate students register for 300-level for 3-5 units.
Terms: Aut
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
RELIGST 210X:
Doing Religious History (AFRICAAM 200P, AFRICAST 200, HISTORY 200P)
What is religion, and how do we write its history? This undergraduate colloquium uses case studies from a variety of regions and periods - but with a specific focus on the African continent - to consider how historians have dealt with the challenge of writing accounts of the realm of religious and spiritual experience. We will explore the utility of oral history alongside written documentary sources as well as explore issues of objectivity and affiliation in writing religious histories. (This course has been submitted for WAY-SI and WAY-ED certification.)
Terms: Win
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
RELIGST 212:
Zhuangzi
The 'Zhuangzi' (Chuang Tzu) in its original setting and as understood by its spiritual progeny. Limited enrollment; consent of instructor required. Please complete the questionnaire at: https://forms.gle/ZzYe45S6rV2wY8gB6
Terms: Win
| Units: 5
| UG Reqs: GER:DB-Hum
RELIGST 218X:
The Holy Dead: Saints and Spiritual Power in Medieval Europe (HISTORY 218, HISTORY 318, RELIGST 318X)
Examines the cult of saints in medieval religious thought and life. Topics include martyrs, shrines, pilgrimage, healing, relics, and saints' legends.
Terms: Win
| Units: 4-5
| UG Reqs: WAY-A-II, WAY-SI
RELIGST 223:
Advanced Readings in Jewish Mysticism (JEWISHST 223, RELIGST 323)
This seminar allows students and faculty to explore foundational concepts of Jewish mystical literature through immersion in primary sources. Together we will examine these texts from a wide range of philosophical, historical and theological perspectives, seeking to decode their historical importance and understand their contemporary significance. Ability to read sources in Hebrew is strongly recommended, and permission of the instructor is required. May be repeated for credit.
Terms: Aut
| Units: 3-5
| Repeatable
5 times
(up to 20 units total)
RELIGST 228:
The Earliest Christians (RELIGST 328)
This seminar focuses on the emergence of second- and third-century Christianity. Together we'll explore a wide range of primary sources in English translation as well as recent scholarship in the field. For graduate students, regardless of their specialty, the focus will be on achieving a good knowledge and teaching competence of early Christianity. Undergraduates must already have strong background in the academic study of late antiquity and must obtain permission from the instructor.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II
RELIGST 233:
Comparative Mysticism (JEWISHST 333, RELIGST 333)
This graduate seminar will explore the mystical writings of the major religious traditions represented in our department: Judaism, Christianity, Islam, Buddhism and Hinduism. It will address major issues in the study of mysticism, exposing students to a wide variety of religious thinkers and literary traditions, while simultaneously interrogating the usefulness of the concept of "mysticism" as a framework in the study of religion. We will consider various paradigms of method (comparative, constructivist, essentialist), and examine the texts with an eye to historical and social context together with the intellectual traditions that they represent. Preserving the distinctiveness of each religious tradition, the class will be structured as a series of five units around these traditions, but our eyes will be continuously trained upon shared topics or themes, including: language; gender; notions of sainthood; scripture and exegesis; autobiography and writing; mysticism and philosophy; poetry and translation; mysticism and social formation; the interface of law, devotion, and spirit; science and mysticism; perceptions of inter-religious influence; mysticism and the modern/ post-modern world. Advanced reading knowledge of at least one language of primary-source scholarship in one of the above traditions is required.
Terms: Aut
| Units: 5
RELIGST 235:
Sacred Space (RELIGST 335)
The marking off of sacred space is often posited as central to the production of the sacred as a generic category. Moving from Durkheim and Eliade's contrasting views of the sacred as either a collective imaginary reflecting society's self-image or the result of perceivable incursions of the divine into the mundane realm, this course will proceed to explore phenomenological (Lefebvre, Heidegger, Casey), anthropological (Basso, Albera, Couroucli), ritual studies (Smith, Bell), religious studies (Bigelow, Pesantubbee, Linenthal, Friedland & Hecht), and art historical (Flood) approaches, as well as primary sources (fa'il or praise literature, pilgrimage manuals). We will engage such questions as: What is sacred space? What are the possible relationships between sacred space and religion, politics, economies, material culture, and other social structures? Can sacred space be shared by multiple religious traditions and, if so, under what conditions? How does sacred space work as a repository of collective memory, a symbol of identity, a wellspring of community wisdom, a marker of spiritual or social division? Participants will study a particular site of their choosing (in time and space) and produce biographies of that place.
Terms: Aut
| Units: 3-5
RELIGST 241:
Black Religion in America (RELIGST 341)
Since Africans arrived on North American shores, their religious cultures have anchored them to the traditions of their originating homelands; offered outlets for communal innovation; and structured their responses to the everyday realities of life in the United States. More than a cornerstone of Black American culture, religion has helped to define U.S. African-American identities. At the same time, performances identified with Black religions have transcended racial barriers and become ubiquitous features of the American religious landscape. In this course, we will trace the history of African-descended peoples in the United States through their religious expressions, explore major questions in the study of African-American religions, and analyze representations of African-American religiosity in the popular imagination. Zigzagging across regions and through chronological periods, we will engage primary "texts" ranging from the antebellum "confessions" of Nat Turner to the contemporary rituals of a Vodou priestess, in order to interrogate the questions: "Are there continuities and/or features that mark U.S. Black religions?" "If so, what are they?" "If not, what is the function of the category?" In doing so, we aim to discover the histories of the diverse traditions subsumed under the category of Black religion and register our voices in debates that continue to preoccupy scholars in the field.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-EDP, WAY-SI
RELIGST 252:
Hearts and Diamonds: The Lives of Buddhist Sacred Texts
An exploration of two key Mahayana Buddhist scriptures (the Heart & Diamond Sutras) and their histories, looking at what they say and how they have been used, from the first millennium to the present day.
Terms: Spr
| Units: 5
| UG Reqs: GER:DB-Hum, WAY-A-II
RELIGST 257:
Women in Japanese Buddhism (RELIGST 357)
This seminar explores the role of women in Japanese Buddhism, starting from the earliest records until today. All readings will be in English. Prerequisites: Solid foundation in either Buddhist studies or East Asian Studies. You must have taken at least one other course in Buddhist Studies. NOTE: Undergraduates must enroll for 5 units; graduate students can enroll for 3-5 units.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-SI
RELIGST 257X:
Female Divinities in China (FEMGEN 293E, HISTORY 293E, HISTORY 393E, RELIGST 357X)
This course examines the fundamental role of powerful goddesses in Chinese religion. It covers the entire range of imperial history and down to the present. It will look at, among other questions, what roles goddesses played in the spirit world, how this is related to the roles of human women, and why a civilization that excluded women from the public sphere granted them a dominant place, in the religious sphere. It is based entirely on readings in English.
Terms: Aut
| Units: 4-5
RELIGST 259:
Buddhist Magic (RELIGST 359)
This course explores the relationship between Buddhism and magic through the lens of an unstudied Southeast Asian manuscript held at Stanford's Cantor Arts Center. Working together as a class, we'll discover how to decipher the words, decode the numerological diagrams, and interpret the vivid illuminations of this unique document in light of the wider world of Buddhist witchcraft and wizardry. Prerequisites: Some background in Buddhist studies or Asian religions encouraged; no background in Southeast Asian languages required. NOTE: Undergraduates must enroll for 5 units; graduate students can enroll for 3-5 units.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II
RELIGST 261:
What Does It Mean to be Secular? (RELIGST 361)
"Secularism" and "secularization" are two concepts whose importance to modern life is only matched by their ability to elude our understanding. Our aim in this seminar, therefore, will be to make sense of them as historical and sociological phenomena, as well as objects of theoretical and philosophical inquiry. Among other issues, we will probe the question of religious decline in modern societies, the formation of secular identity and subjectivity, the theological underpinnings of the separation of religion and state, the politics of religious minorities, and the broader transformation of religion in the modern age. Our approach to the subject will consist primarily in the discussion of a wide range of primary sources and scholarly writings, which will span the disciplines of political theory, anthropology, theology, history, and literature.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-EDP, WAY-SI
RELIGST 263:
The Religions and Cultures of Enslaved People in America (RELIGST 363)
More than 150 years after the Emancipation Proclamation, slavery--its histories and legacies--remains the subject of heated debate among the institution's descendants and the millions of others who live in its wake. As a global institution predicated upon the exchange of human bodies, slavery helped to forge political and economic empires, divided nations, and crystallized racialized caste hierarchies that persist into the present. Yet, the politically and emotionally charged nature of conversations about slavery has obscured the lives of the women, men, and children who bore the legal status of "slave." In this course, we will explore the meanings of enslavement from the perspectives of those who experienced it, and in doing so, interrogate broader questions of the relationship between slavery and the construction of racialized group identities. Using autobiographical narratives, eyewitness accounts, slaveholder diaries, images, and archeological evidence from the United States, we will examine the religious, philosophical, and experiential orientations that grounded the enslaved psyche and found expression in bondspeople's music, movement, foodways, dress, and institutions. Although the United States South will be our primary region for interrogation, we will analyze the thought and culture formations of U.S. bondspeople in light of the discursive and aesthetic productions of African-descended peoples throughout the diaspora. In this way, we will endeavor to know the people who helped birth American culture.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-EDP
RELIGST 264:
Hindu Tantra (RELIGST 364)
What is Tantra? Tantric forms of ritual and philosophy have been integral to the practice of Hinduism for most of its history. Tantra has provided initiates with a spiritual technology for embodying the divine and transcending the cycle of rebirth; on a social and political level, Tantra has mediated the institutions of Hindu kingship and appealed to a diverse population of initiates. This course covers a number of influential and well-documented Hindu tantric traditions, exploring several prominent features of Tantric religion as they develop historically, including: tantric ritual practice (core technologies of the subtle body, mantras, ma, alas, etc., along with the more notorious elements of sex and transgression), theology and philosophical speculation, as well as Tantra's relationship to the outside world and state power.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
RELIGST 281:
Asian Religions in America; Asian American Religions (AMSTUD 281, ASNAMST 281, RELIGST 381)
This course will analyze both the reception in America of Asian religions (i.e. of Buddhism in the 19th century), and the development in America of Asian American religious traditions.
Terms: Win
| Units: 5
| UG Reqs: WAY-EDP
RELIGST 283:
Religion and Literature
A wide-ranging exploration of religious themes in literary works. Readings will include prose and poetry stemming from various world regions, time periods, and religious traditions. Limited enrollment; consent of instructor required. Please complete the questionnaire at: https://forms.gle/JnHAcXDXNJU8eQXt8
Terms: Spr
| Units: 4
RELIGST 283A:
Modern Notions of 'The Holy' (COMPLIT 283A, COMPLIT 383A, GERMAN 283A, GERMAN 383A, JEWISHST 283A, RELIGST 383A)
This course explores the question, "What may we call 'holy' in the modern era?" by focusing on key writers and thinkers, who in various ways, and in different times raised this question: Friedrich Hölderlin, Hermann Cohen, Franz Kafka, Martin Heidegger, Martin Buber, Franz Rosenzweig, Else Lasker-Schüler, Walter Benjamin, Ernst Bloch, Hannah Arendt, Margarete Susman, Nelly Sachs, Paul Celan, and Judith Butler.nnThis course will be synchronous-conducted, but will also use an innovative, Stanford-developed, on-line platform called Poetic Thinking. Poetic Thinking allows students to share both their scholarly and creative work with each other. Based on the newest technology and beautifully designed, it will greatly enhance their course experience.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
RELIGST 290:
Majors' Seminar: Theories of Religion
Required of all majors and combined majors. The study of religion reflects upon itself. Representative modern and contemporary attempts to "theorize," and thereby understand, the phenomena of religion in anthropology, psychology, sociology, cultural studies, and philosophy. WIM.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-Hum, WAY-A-II
RELIGST 297:
Senior Essay/Honors Thesis Research
Guided by faculty adviser. May be repeated for credit. Prerequisite: consent of instructor and department.
Terms: Aut, Win, Spr
| Units: 3-5
| Repeatable
for credit
Instructors: ;
Bigelow, A. (PI);
Fisher, E. (PI);
Fonrobert, C. (PI);
Gentry, J. (PI);
Harrison, P. (PI);
Huntington, E. (PI);
Kieschnick, J. (PI);
Lum, K. (PI);
Martin, L. (PI);
Mayse, E. (PI);
Morgan, A. (PI);
Mross, M. (PI);
Penn, M. (PI);
Pitkin, B. (PI);
Sheehan, T. (PI);
Sockness, B. (PI);
Wells-Oghoghomeh, A. (PI);
Willburn, S. (PI);
Yearley, L. (PI)
RELIGST 298:
Senior Colloquium
For Religious Studies majors writing the senior essay or honors thesis. Students present work in progress, and read and respond to others. Approaches to research and writing in the humanities.
Terms: Spr
| Units: 4
RELIGST 304B:
Theories and Methods
Required of graduate students in Religious Studies. Approaches to the study of religion. Prerequisite: consent of instructor. May be repeated for credit.
Terms: Win
| Units: 4
| Repeatable
2 times
(up to 8 units total)
RELIGST 310:
Translating Religion (RELIGST 210)
What happens to Buddhism when the Buddha speaks Chinese? Is the Qur'an still the Qur'an in English? What did Martin Luther do for the German language? We try to answer these and other such questions in this course, which explores the translation of sacred scripture and other religious texts from the earliest times to the present day. Taking a global perspective, and looking at Buddhism, Christianity, Hinduism, Islam and Judaism, the course is designed to introduce students to the theory and practice of translation and get them thinking about its broader cultural, aesthetic and political significance. Undergraduates register for 200-level for 5 units. Graduate students register for 300-level for 3-5 units.
Terms: Aut
| Units: 3-5
RELIGST 318X:
The Holy Dead: Saints and Spiritual Power in Medieval Europe (HISTORY 218, HISTORY 318, RELIGST 218X)
Examines the cult of saints in medieval religious thought and life. Topics include martyrs, shrines, pilgrimage, healing, relics, and saints' legends.
Terms: Win
| Units: 4-5
RELIGST 319:
Readings in Hindu Texts
Readings in Hindu texts in Sanskrit. Texts will be selected based on student interest. Prerequisite: Sanskrit.
Terms: Aut
| Units: 3-5
| Repeatable
3 times
(up to 15 units total)
RELIGST 323:
Advanced Readings in Jewish Mysticism (JEWISHST 223, RELIGST 223)
This seminar allows students and faculty to explore foundational concepts of Jewish mystical literature through immersion in primary sources. Together we will examine these texts from a wide range of philosophical, historical and theological perspectives, seeking to decode their historical importance and understand their contemporary significance. Ability to read sources in Hebrew is strongly recommended, and permission of the instructor is required. May be repeated for credit.
Terms: Aut
| Units: 3-5
| Repeatable
5 times
(up to 20 units total)
RELIGST 328:
The Earliest Christians (RELIGST 228)
This seminar focuses on the emergence of second- and third-century Christianity. Together we'll explore a wide range of primary sources in English translation as well as recent scholarship in the field. For graduate students, regardless of their specialty, the focus will be on achieving a good knowledge and teaching competence of early Christianity. Undergraduates must already have strong background in the academic study of late antiquity and must obtain permission from the instructor.
Terms: Aut
| Units: 3-5
RELIGST 333:
Comparative Mysticism (JEWISHST 333, RELIGST 233)
This graduate seminar will explore the mystical writings of the major religious traditions represented in our department: Judaism, Christianity, Islam, Buddhism and Hinduism. It will address major issues in the study of mysticism, exposing students to a wide variety of religious thinkers and literary traditions, while simultaneously interrogating the usefulness of the concept of "mysticism" as a framework in the study of religion. We will consider various paradigms of method (comparative, constructivist, essentialist), and examine the texts with an eye to historical and social context together with the intellectual traditions that they represent. Preserving the distinctiveness of each religious tradition, the class will be structured as a series of five units around these traditions, but our eyes will be continuously trained upon shared topics or themes, including: language; gender; notions of sainthood; scripture and exegesis; autobiography and writing; mysticism and philosophy; poetry and translation; mysticism and social formation; the interface of law, devotion, and spirit; science and mysticism; perceptions of inter-religious influence; mysticism and the modern/ post-modern world. Advanced reading knowledge of at least one language of primary-source scholarship in one of the above traditions is required.
Terms: Aut
| Units: 5
RELIGST 335:
Sacred Space (RELIGST 235)
The marking off of sacred space is often posited as central to the production of the sacred as a generic category. Moving from Durkheim and Eliade's contrasting views of the sacred as either a collective imaginary reflecting society's self-image or the result of perceivable incursions of the divine into the mundane realm, this course will proceed to explore phenomenological (Lefebvre, Heidegger, Casey), anthropological (Basso, Albera, Couroucli), ritual studies (Smith, Bell), religious studies (Bigelow, Pesantubbee, Linenthal, Friedland & Hecht), and art historical (Flood) approaches, as well as primary sources (fa'il or praise literature, pilgrimage manuals). We will engage such questions as: What is sacred space? What are the possible relationships between sacred space and religion, politics, economies, material culture, and other social structures? Can sacred space be shared by multiple religious traditions and, if so, under what conditions? How does sacred space work as a repository of collective memory, a symbol of identity, a wellspring of community wisdom, a marker of spiritual or social division? Participants will study a particular site of their choosing (in time and space) and produce biographies of that place.
Terms: Aut
| Units: 3-5
RELIGST 336:
Calvin's Theology
Graduate student colloquium on issues in classical Protestant thought. Permission of instructor required.
Terms: Win
| Units: 3-5
RELIGST 341:
Black Religion in America (RELIGST 241)
Since Africans arrived on North American shores, their religious cultures have anchored them to the traditions of their originating homelands; offered outlets for communal innovation; and structured their responses to the everyday realities of life in the United States. More than a cornerstone of Black American culture, religion has helped to define U.S. African-American identities. At the same time, performances identified with Black religions have transcended racial barriers and become ubiquitous features of the American religious landscape. In this course, we will trace the history of African-descended peoples in the United States through their religious expressions, explore major questions in the study of African-American religions, and analyze representations of African-American religiosity in the popular imagination. Zigzagging across regions and through chronological periods, we will engage primary "texts" ranging from the antebellum "confessions" of Nat Turner to the contemporary rituals of a Vodou priestess, in order to interrogate the questions: "Are there continuities and/or features that mark U.S. Black religions?" "If so, what are they?" "If not, what is the function of the category?" In doing so, we aim to discover the histories of the diverse traditions subsumed under the category of Black religion and register our voices in debates that continue to preoccupy scholars in the field.
Terms: Spr
| Units: 3-5
RELIGST 347:
Chinese Buddhist Texts
Chinese Buddhist texts from the Han Dynasty onwards, including sutra translations, prefaces, colophons, story collections and biographies. Prerequisite: reading competence in Chinese.
Terms: Spr
| Units: 3-5
| Repeatable
5 times
(up to 25 units total)
RELIGST 348:
Readings in Race and Religion in America
This graduate-level readings course investigates the relationship between "religion" and "race" in the United States, showing how the categories cannot be understood separately, even as they are often considered as such. The course will focus on preparing students for general exams as well as for teaching, giving students the opportunity to create and collaboratively share lecture notes on chosen topics with each other.
Terms: Aut
| Units: 3
RELIGST 350:
Readings in Tibetan Literature
Introduction to Tibetan literature through reading texts in Tibetan. Prerequisite: intermediate level facility in classical Tibetan.
Terms: Aut
| Units: 3-5
| Repeatable
6 times
(up to 30 units total)
RELIGST 351:
Readings in Indian Buddhist Texts
Introduction to Buddhist literature through reading original texts in Sanskrit. Prerequisite: Sanskrit.
Terms: Spr
| Units: 3-5
| Repeatable
for credit
RELIGST 357:
Women in Japanese Buddhism (RELIGST 257)
This seminar explores the role of women in Japanese Buddhism, starting from the earliest records until today. All readings will be in English. Prerequisites: Solid foundation in either Buddhist studies or East Asian Studies. You must have taken at least one other course in Buddhist Studies. NOTE: Undergraduates must enroll for 5 units; graduate students can enroll for 3-5 units.
Terms: Win
| Units: 3-5
RELIGST 357X:
Female Divinities in China (FEMGEN 293E, HISTORY 293E, HISTORY 393E, RELIGST 257X)
This course examines the fundamental role of powerful goddesses in Chinese religion. It covers the entire range of imperial history and down to the present. It will look at, among other questions, what roles goddesses played in the spirit world, how this is related to the roles of human women, and why a civilization that excluded women from the public sphere granted them a dominant place, in the religious sphere. It is based entirely on readings in English.
Terms: Aut
| Units: 4-5
RELIGST 359:
Buddhist Magic (RELIGST 259)
This course explores the relationship between Buddhism and magic through the lens of an unstudied Southeast Asian manuscript held at Stanford's Cantor Arts Center. Working together as a class, we'll discover how to decipher the words, decode the numerological diagrams, and interpret the vivid illuminations of this unique document in light of the wider world of Buddhist witchcraft and wizardry. Prerequisites: Some background in Buddhist studies or Asian religions encouraged; no background in Southeast Asian languages required. NOTE: Undergraduates must enroll for 5 units; graduate students can enroll for 3-5 units.
Terms: Spr
| Units: 3-5
RELIGST 359A:
American Religions in a Global Context: Proseminar
This 1-unit proseminar is open to graduate students interested in American Religions in a Global Context. We will meet once a month to discuss student and faculty work-in-progress and important books in the field. Enrollment in the proseminar is required for students pursuing the Graduate Certificate in American Religions.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
10 times
(up to 10 units total)
RELIGST 361:
What Does It Mean to be Secular? (RELIGST 261)
"Secularism" and "secularization" are two concepts whose importance to modern life is only matched by their ability to elude our understanding. Our aim in this seminar, therefore, will be to make sense of them as historical and sociological phenomena, as well as objects of theoretical and philosophical inquiry. Among other issues, we will probe the question of religious decline in modern societies, the formation of secular identity and subjectivity, the theological underpinnings of the separation of religion and state, the politics of religious minorities, and the broader transformation of religion in the modern age. Our approach to the subject will consist primarily in the discussion of a wide range of primary sources and scholarly writings, which will span the disciplines of political theory, anthropology, theology, history, and literature.
Terms: Spr
| Units: 3-5
RELIGST 363:
The Religions and Cultures of Enslaved People in America (RELIGST 263)
More than 150 years after the Emancipation Proclamation, slavery--its histories and legacies--remains the subject of heated debate among the institution's descendants and the millions of others who live in its wake. As a global institution predicated upon the exchange of human bodies, slavery helped to forge political and economic empires, divided nations, and crystallized racialized caste hierarchies that persist into the present. Yet, the politically and emotionally charged nature of conversations about slavery has obscured the lives of the women, men, and children who bore the legal status of "slave." In this course, we will explore the meanings of enslavement from the perspectives of those who experienced it, and in doing so, interrogate broader questions of the relationship between slavery and the construction of racialized group identities. Using autobiographical narratives, eyewitness accounts, slaveholder diaries, images, and archeological evidence from the United States, we will examine the religious, philosophical, and experiential orientations that grounded the enslaved psyche and found expression in bondspeople's music, movement, foodways, dress, and institutions. Although the United States South will be our primary region for interrogation, we will analyze the thought and culture formations of U.S. bondspeople in light of the discursive and aesthetic productions of African-descended peoples throughout the diaspora. In this way, we will endeavor to know the people who helped birth American culture.
Terms: Win
| Units: 3-5
RELIGST 364:
Hindu Tantra (RELIGST 264)
What is Tantra? Tantric forms of ritual and philosophy have been integral to the practice of Hinduism for most of its history. Tantra has provided initiates with a spiritual technology for embodying the divine and transcending the cycle of rebirth; on a social and political level, Tantra has mediated the institutions of Hindu kingship and appealed to a diverse population of initiates. This course covers a number of influential and well-documented Hindu tantric traditions, exploring several prominent features of Tantric religion as they develop historically, including: tantric ritual practice (core technologies of the subtle body, mantras, ma, alas, etc., along with the more notorious elements of sex and transgression), theology and philosophical speculation, as well as Tantra's relationship to the outside world and state power.
Terms: Win
| Units: 3-5
RELIGST 381:
Asian Religions in America; Asian American Religions (AMSTUD 281, ASNAMST 281, RELIGST 281)
This course will analyze both the reception in America of Asian religions (i.e. of Buddhism in the 19th century), and the development in America of Asian American religious traditions.
Terms: Win
| Units: 5
RELIGST 382:
Research in American Religions
Independent Study in American Religions. May be repeated for credit. Prerequisite: consent of instructor
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
RELIGST 383A:
Modern Notions of 'The Holy' (COMPLIT 283A, COMPLIT 383A, GERMAN 283A, GERMAN 383A, JEWISHST 283A, RELIGST 283A)
This course explores the question, "What may we call 'holy' in the modern era?" by focusing on key writers and thinkers, who in various ways, and in different times raised this question: Friedrich Hölderlin, Hermann Cohen, Franz Kafka, Martin Heidegger, Martin Buber, Franz Rosenzweig, Else Lasker-Schüler, Walter Benjamin, Ernst Bloch, Hannah Arendt, Margarete Susman, Nelly Sachs, Paul Celan, and Judith Butler.nnThis course will be synchronous-conducted, but will also use an innovative, Stanford-developed, on-line platform called Poetic Thinking. Poetic Thinking allows students to share both their scholarly and creative work with each other. Based on the newest technology and beautifully designed, it will greatly enhance their course experience.
Terms: Win
| Units: 3-5
RELIGST 384:
Research in Christian Studies
Independent study in Christianity. May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
RELIGST 385:
Research in Buddhist Studies
Independent study in Buddhism. May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
RELIGST 387:
Research in Jewish Studies
Independent study in Jewish Studies. May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
RELIGST 388:
Research in Religious Thought, Ethics, and Philosophy
Independent study in Religious Thought, Ethics, and Philosophy. May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Copeland, K. (PI);
Fonrobert, C. (PI);
Harrison, P. (PI);
Lum, K. (PI);
Mayse, E. (PI);
Penn, M. (PI);
Pitkin, B. (PI);
Sheehan, T. (PI);
Sockness, B. (PI);
Yearley, L. (PI)
RELIGST 389:
Individual Work for Graduate Students
May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Bigelow, A. (PI);
Fisher, E. (PI);
Fonrobert, C. (PI);
Gentry, J. (PI);
Harrison, P. (PI);
Kelman, A. (PI);
Kieschnick, J. (PI);
Lum, K. (PI);
Martin, L. (PI);
Mayse, E. (PI);
Mross, M. (PI);
Penn, M. (PI);
Pitkin, B. (PI);
Sheehan, T. (PI);
Sockness, B. (PI);
Wells-Oghoghomeh, A. (PI);
Willburn, S. (PI);
Yearley, L. (PI)
RELIGST 390:
Teaching Internship
Required supervised internship for PhDs.
Terms: Aut, Win, Spr
| Units: 3-5
| Repeatable
for credit
Instructors: ;
Bigelow, A. (PI);
Fisher, E. (PI);
Fonrobert, C. (PI);
Gentry, J. (PI);
Harrison, P. (PI);
Huntington, E. (PI);
Kieschnick, J. (PI);
Lum, K. (PI);
Mayse, E. (PI);
Mross, M. (PI);
Penn, M. (PI);
Pitkin, B. (PI);
Sheehan, T. (PI);
Sockness, B. (PI);
Willburn, S. (PI);
Yearley, L. (PI)
RELIGST 391:
Teaching Religious Studies
This seminar will help prepare you for your role as a university teacher both at a practical and a theoretical level. We will focus on how to best obtain (and keep) a new academic position. We will thus often work together on "nuts and bolts" issues such as syllabus design, engaging lectures, lively seminar discussions, positive classroom dynamics, and producing a strong teaching portfolio. We will also explore recent developments in pedagogical theory, cognitive science, and educational psychology that have bearing on effective university level teaching. These will be situated within the specific demands of the religious studies classroom and supplemented by guest speakers who will help us explore how institutional context affects the ways one teaches.
Terms: Spr
| Units: 3
RELIGST 392:
Paper in the Field
Prerequisite: consent of graduate director. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Bigelow, A. (PI);
Fisher, E. (PI);
Fonrobert, C. (PI);
Gentry, J. (PI);
Harrison, P. (PI);
Kieschnick, J. (PI);
Lum, K. (PI);
Martin, L. (PI);
Mayse, E. (PI);
Mross, M. (PI);
Penn, M. (PI);
Pitkin, B. (PI);
Sheehan, T. (PI);
Sockness, B. (PI);
Wells-Oghoghomeh, A. (PI);
Willburn, S. (PI);
Yearley, L. (PI)
RELIGST 395:
Master of Arts Thesis
Terms: Aut, Win, Spr
| Units: 2-9
| Repeatable
9 times
Instructors: ;
Fisher, E. (PI);
Fonrobert, C. (PI);
Harrison, P. (PI);
Kieschnick, J. (PI);
Lum, K. (PI);
Martin, L. (PI);
Mayse, E. (PI);
Mross, M. (PI);
Penn, M. (PI);
Pitkin, B. (PI);
Sheehan, T. (PI);
Sockness, B. (PI);
Wells-Oghoghomeh, A. (PI);
Yearley, L. (PI)
RELIGST 399:
Readings in Theories and Methods
Directed readings in secondary literature for Religious Studies doctoral students. May be repeated for credit.
Terms: Win
| Units: 1-5
| Repeatable
for credit
RELIGST 801:
TGR Project
(Staff)
Terms: Aut, Win, Spr
| Units: 0
| Repeatable
for credit
Instructors: ;
Fisher, E. (PI);
Fonrobert, C. (PI);
Harrison, P. (PI);
Kieschnick, J. (PI);
Lum, K. (PI);
Mayse, E. (PI);
Mross, M. (PI);
Penn, M. (PI);
Pitkin, B. (PI);
Sheehan, T. (PI);
Sockness, B. (PI);
Yearley, L. (PI)
RELIGST 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Bigelow, A. (PI);
Fisher, E. (PI);
Fonrobert, C. (PI);
Gentry, J. (PI);
Harrison, P. (PI);
Kieschnick, J. (PI);
Lum, K. (PI);
Martin, L. (PI);
Mayse, E. (PI);
Mross, M. (PI);
Penn, M. (PI);
Pitkin, B. (PI);
Sheehan, T. (PI);
Sockness, B. (PI);
Wells-Oghoghomeh, A. (PI);
Willburn, S. (PI);
Yearley, L. (PI)
RESPROG 1C:
Stanford Loves: The Theory and Practice of Conscious Relationship
Conscious relationship is an invitation to discover ourselves more fully and to connect with others more authentically. Learn to live from healthy love, fall in intentional love, express genuine love, unpack the love you have known, and ask for the love that you want. In addition to theory and practice, instructors and invited guests will share how love has been healing, challenging, and transformational in their lives. Come and embody your own conscious love, a love that includes and builds upon the wisdom of your past; is modernized by the realness of who you are now; and can shape and propel the person you hope to become.
Terms: Spr
| Units: 2
RESPROG 2A:
Ujamaa House Seminar
This two-unit seminar will expose students to various topics about the African Diaspora. Upperclassmen Pre-Assingnees will work closely with Ethnic Theme Associates/Resident Fellow to add breadth and depth to their presentations. To receive credit you must attend 7 theme programs (not including your own) and fill out Pre-Assignee evaluations provided by Ethnic Theme Associates.n1 ...build a pre-assignee group that is very connected to the Ujamaa community;n2 ...build a pre-assignee group that has the skills and resources to be resources for the community; andn3 ...create a space where pre-assignees and all residents can learn about and discuss topics that are meaningful to themnAs such, our week-to-week format and content is varied and flexible. At the same time, attendance at all sessions is mandatory.
Terms: Aut
| Units: 2
RESPROG 2B:
Ujamaa House Seminar
This two-unit seminar will expose students to various topics about the African Diaspora. Upperclassmen Pre-Assingnees will work closely with Ethnic Theme Associates/Resident Fellow to add breadth and depth to their presentations. To receive credit you must attend 7 theme programs (not including your own) and fill out Pre-Assignee evaluations provided by Ethnic Theme Associates.nn1 ...build a pre-assignee group that is very connected to the Ujamaa community;n2 ...build a pre-assignee group that has the skills and resources to be resources for the community; andn3 ...create a space where pre-assignees and all residents can learn about and discuss topics that are meaningful to themnnAs such, our week-to-week format and content is varied and flexible. At the same time, attendance at all sessions is mandatory.
Terms: Win
| Units: 2
RESPROG 2C:
Ujamaa House Seminar
This two-unit seminar will expose students to various topics about the African Diaspora. Upperclassmen Pre-Assingnees will work closely with Ethnic Theme Associates/Resident Fellow to add breadth and depth to their presentations. To receive credit you must attend 7 theme programs (not including your own) and fill out Pre-Assignee evaluations provided by Ethnic Theme Associates.n1 ...build a pre-assignee group that is very connected to the Ujamaa community;nn2 ...build a pre-assignee group that has the skills and resources to be resources for the community; andn3 ...create a space where pre-assignees and all residents can learn about and discuss topics that are meaningful to themnnAs such, our week-to-week format and content is varied and flexible. At the same time, attendance at all sessions is mandatory.
Terms: Spr
| Units: 2
RESPROG 3A:
Casa Zapata Pre-Assignee Seminar (Autumn)
This 2-unit seminar is not a class in the usual sense of the word. It isn't lecture-based but will include skills building, practical workshops, and theme presentations promoting the breadth of diversity of our Zapata Community. The purpose of our weekly meetings is to: 1) build a pre-assignee group that is very connected to the Zapata community; 2) build a pre-assignee group that has the skills and resources to be resources for the community; and 3) create a space where pre-assignees and all residents can learn about and discuss topics that are meaningful to them. As such, our week-to-week format and content is varied and flexible. At the same time, attendance at all sessions is mandatory.
Terms: Aut
| Units: 2
RESPROG 3B:
Casa Zapata Pre-Assignee Seminar (Winter)
This two-unit seminar is not a class in the usual sense of the word. It isn¿t lecture-based but will include skills building, practical workshops, and theme presentations promoting the breadth of diversity of our Zapata Community.nThe purpose of our weekly meetings is to:n1 ...build a pre-assignee group that is very connected to the Zapata community;n2 ...build a pre-assignee group that has the skills and resources to be resources for the community; andn3 ...create a space where pre-assignees and all residents can learn about and discuss topics that are meaningful to them.nnAs such, our week-to-week format and content is varied and flexible. At the same time, attendance at all sessions is mandatory.
Terms: Win
| Units: 2
RESPROG 3C:
Casa Zapata Pre-Assignee Seminar (Spring)
This two-unit seminar is not a class in the usual sense of the word. It isn't lecture-based but will include skills building, practical workshops, and theme presentations promoting the breadth of diversity of our Zapata Community.nThe purpose of our weekly meetings is to:n1 ...build a pre-assignee group that is very connected to the Zapata community;n2 ...build a pre-assignee group that has the skills and resources to be resources for the community; andn3 ...create a space where pre-assignees and all residents can learn about and discuss topics that are meaningful to them.nnAs such, our week-to-week format and content is varied and flexible. At the same time, attendance at all sessions is mandatory.
Terms: Spr
| Units: 2
RESPROG 4A:
Okada: Asian American History, Action and Movement
This course explores a variety of questions and narratives central to Asian American identity, specifically within the residential setting of Okada house, the Asian American theme dorm. The Okada ETA Team and Pre-assigns will be facilitating a weekly presentation that examines different components of Asian American history and issues central to the Asian American movement today such as the school-to-prison-to-deportation pipeline and gentrification. Most broadly, this course hopes to provide historical and sociopolitical context to what being Asian American means in the present day and how to provide concrete skills to engage with Asian American identity and the community. This course begins Week 1 and includes a required off-campus trip, date TBD. Attendance at all sessions is required. The course is open to all students, but non-Okada Pre-assigns will need permission from the Okada Resident Fellow (Instructor) to enroll. Please contact the RF prior to the first meeting if you plan to enroll.
Terms: Aut
| Units: 2
RESPROG 4B:
Okada: Asian American History, Action and Movement
This course explores a variety of questions and narratives central to Asian American identity, specifically within the residential setting of Okada house, the Asian American theme dorm. The Okada ETA Team and Pre-assigns will be facilitating a weekly presentation that examines different components of Asian American history and issues central to the Asian American movement today such as the school-to-prison-to-deportation pipeline and gentrification. Most broadly, this course hopes to provide historical and sociopolitical context to what being Asian American means in the present day and how to provide concrete skills to engage with Asian American identity and the community. This course begins Week 1 and includes a required off-campus trip, date TBD. Attendance at all sessions is required. The course is open to all students, but non-Okada Pre-assigns will need permission from the Okada Resident Fellow (Instructor) to enroll. Please contact the RF prior to the first meeting if you plan to enroll.
Terms: Win
| Units: 2
RESPROG 5A:
Leading Your Community: Skills for Wilbur Dorm Gov Leaders
The Stanford freshman experience is one of the most beloved and memorable times of your life. Central to that experience is the community of friends and colleagues you¿ll develop through your dorm. As a dorm gov leader, you¿ll partner with your residential staff and Resident Fellows to build this rich and welcoming community. This small group course will help launch you on your path to building that community by introducing you to the resources and inspirations that will make you an exceptional leader in helping to develop the freshman experience for your dorm and across Wilbur. You will learn skills that you can take into any environment where you have a leadership role ¿ at Stanford and beyond. n nThe course introduces leadership skills in the context of the values, issues, and goals that characterize your personal style of leadership and the resources at Stanford that can help you realize those goals. Grounded in concepts of emotional intelligence, interconnectedness, and personal confidence, the group offers you an intimate, immersive environment to experiment with issues of leadership and community engagement. You¿ll also meet the people who can connect you to resources across Stanford to help you build a vibrant dorm community.n nYou¿ll meet the dorm leaders of Wilbur past who are now embarked on leadership activities of their own across campus and you¿ll connect with the administrators who can guide you with resources and good advice. Wilbur RFs and Residential Education administrators will lead practical skills workshops that reflect your interests and goals. They may include ¿ but are not limited to ¿ public speaking, effective facilitation for meetings, motivating a team, and negotiating differences. This is an opportunity to gain a tangible understanding of your own capacity for leadership.n nEach session is approximately 1.5 hours on evenings agreed upon by the group. The group is limited to 12 participants, two leads from each Wilbur freshman dorm. Additional dorm gov officers may enroll with approval from the instructor.
Terms: Aut
| Units: 1
RESPROG 7C:
Uncovering Your Political Identity: The Political Skin You're In
We may not fully understand politics," yet we are always subject to it. What does it mean to become politicized? What conditions promote politicization? The course supports a personal inquiry into one's political identity, the "political skin you're in," its attributes, what has shaped it, its current compared to desired state. By describing attributes and recalling early influencers/influences on one's political consciousness, students will in turn discover more about political conscience and its implications for personal political speech and action.
Terms: Spr
| Units: 0-1
RESPROG 9A:
Violence Intervention and Prevention
The Violence Intervention and Prevention Program (VIP) is a collaboration between the Office of Sexual Assault & Relationship Abuse Education & Response (SARA) and the Office of Fraternity and Sorority Life. The VIP Program is an opportunity offered to representatives from the Stanford fraternity and sorority community who are committed to addressing the issues of sexual and relationship violence on campus. Fraternity and sorority representatives will engage with one another within a small cohort of Violence Intervention and Prevention Chairs (VIP Chairs) and gain the skills and training necessary to facilitate a wide range of educational programs for their respective chapter and for the Greek community and Stanford community as a whole. The VIP Program was founded on the belief that students can come together in their community to educate themselves on topics related to sexual and relationship violence and provide peer to peer education and support to members of their respective communities. This program is a best practice and national model and is open to any student who is a member of a recognized fraternity or sorority on campus.
Terms: Aut
| Units: 2
RESPROG 9B:
Violence Intervention and Prevention
The Violence Intervention and Prevention Program (VIP) is a collaboration between the Office of Sexual Assault & Relationship Abuse Education & Response (SARA) and the Office of Fraternity and Sorority Life. The VIP Program is an opportunity offered to representatives from the Stanford fraternity and sorority community who are committed to addressing the issues of sexual and relationship violence on campus. Fraternity and sorority representatives will engage with one another within a small cohort of Violence Intervention and Prevention Chairs (VIP Chairs) and gain the skills and training necessary to facilitate a wide range of educational programs for their respective chapter and for the Greek community and Stanford community as a whole. The VIP Program was founded on the belief that students can come together in their community to educate themselves on topics related to sexual and relationship violence and provide peer to peer education and support to members of their respective communities. This program is a best practice and national model and is open to any student who is a member of a recognized fraternity or sorority on campus.
Terms: Win
| Units: 2
RESPROG 9C:
Violence Intervention and Prevention
The Violence Intervention and Prevention Program (VIP) is a collaboration between the Office of Sexual Assault & Relationship Abuse Education & Response (SARA) and the Office of Fraternity and Sorority Life. The VIP Program is an opportunity offered to representatives from the Stanford fraternity and sorority community who are committed to addressing the issues of sexual and relationship violence on campus. Fraternity and sorority representatives will engage with one another within a small cohort of Violence Intervention and Prevention Chairs (VIP Chairs) and gain the skills and training necessary to facilitate a wide range of educational programs for their respective chapter and for the Greek community and Stanford community as a whole. The VIP Program was founded on the belief that students can come together in their community to educate themselves on topics related to sexual and relationship violence and provide peer to peer education and support to members of their respective communities. This program is a best practice and national model and is open to any student who is a member of a recognized fraternity or sorority on campus.
Terms: Spr
| Units: 2
RESPROG 10A:
OXC: Gender and Leadership
Understand leadership skills in the context of the values, issues, and goals that characterize women in leadership, with a focus on Stanford undergraduate life. An intimate, immersive environment to discuss issues of leadership and community engagement. Recognize core values, leadership strengths and limitations, and inspiration to act with intentionality around interests and ambitions here at Stanford. An OpenXChange program.
Terms: Aut
| Units: 1
RESPROG 10B:
OXC: Gender and Leadership
Understand leadership skills in the context of the values, issues, and goals that characterize women in leadership, with a focus on Stanford undergraduate life. An intimate, immersive environment to discuss issues of leadership and community engagement. Recognize core values, leadership strengths and limitations, and inspiration to act with intentionality around interests and ambitions here at Stanford. An OpenXChange program.
Terms: Win
| Units: 1
RESPROG 11A:
Leading Your Community: Skills for Dorm Gov Leaders
The Stanford freshman experience is one of the most beloved and memorable times of your life. Central to that experience is the community of friends and colleagues you¿ll develop through your dorm. As a dorm gov leader, you¿ll partner with your residential staff and Resident Fellows to build this rich and welcoming community. This small group course will help launch you on your path to building that community by introducing you to the resources and inspirations that will make you an exceptional leader in helping to develop the freshman experience for your dorm and across Wilbur. You will learn skills that you can take into any environment where you have a leadership role ¿ at Stanford and beyond. n nThe course introduces leadership skills in the context of the values, issues, and goals that characterize your personal style of leadership and the resources at Stanford that can help you realize those goals. Grounded in concepts of emotional intelligence, interconnectedness, and personal confidence, the group offers you an intimate, immersive environment to experiment with issues of leadership and community engagement. You¿ll also meet the people who can connect you to resources across Stanford to help you build a vibrant dorm community.n nYou¿ll meet the dorm leaders of Wilbur past who are now embarked on leadership activities of their own across campus and you¿ll connect with the administrators who can guide you with resources and good advice. Wilbur RFs and Residential Education administrators will lead practical skills workshops that reflect your interests and goals. They may include ¿ but are not limited to ¿ public speaking, effective facilitation for meetings, motivating a team, and negotiating differences. This is an opportunity to gain a tangible understanding of your own capacity for leadership.n nEach session is approximately 1.5 hours on evenings agreed upon by the group. The group is limited to 12 participants, two leads from each Wilbur freshman dorm. Additional dorm gov officers may enroll with approval from the instructor.
Terms: Aut
| Units: 1
RESPROG 12C:
Living Single: Exploring Representations of Blackness on the Small Screen
The two-unit class will expose students to the 90's groundbreaking sitcom Living Single, created and produced by Alum, Yvette Lee Bowser. Students will explore issues of colorism, gender roles, relationships, 90's Black feminism, and more. Interactive exercises, surveys, and role play will be used to produce meaningful discussion. Classes will be led by faculty, along with the creator, actors, and producers of show.
Terms: Spr
| Units: 2
RESPROG 40A:
Emerson Fellowship: Transforming Dialogue Into Action
This course is part of the Emerson Fellowship. Through dialogue, readings, and journal reflections, students will explore the connections between social identity and social inequities, practice the critical thinking and leadership skills necessary to address them, and develop strategies to be agents of social change.
Terms: Aut
| Units: 2
RESPROG 40B:
DIALOGUE-TO-ACTION PROGRAM FOR EQUITY AND JUSTICE
Through dialogue, readings, and journal reflections, students will explore the connections between social identity and social inequities, practice the critical thinking and leadership skills necessary to address them, and develop strategies to be agents of social change.
Terms: Win
| Units: 2
RESPROG 40C:
DIALOGUE-TO-ACTION PROGRAM FOR EQUITY AND JUSTICE
Through dialogue, readings, and journal reflections, students will explore the connections between social identity and social inequities, practice the critical thinking and leadership skills necessary to address them, and develop strategies to be agents of social change.
Terms: Spr
| Units: 2
RESPROG 101A:
Instructors of ITALIC 99
Instructors of ITALIC 99 (limited to ITALIC alumni)
Terms: Aut
| Units: 2
RESPROG 101B:
Instructors of ITALIC 99 (WINTER)
Instructors of ITALIC 99 (limited to ITALIC alumni).
Terms: Win
| Units: 2
RESPROG 101C:
Instructors of ITALIC 99 (Spring)
Instructors of ITALIC 99 (limited to ITALIC alumni).
Terms: Spr
| Units: 2
ROTCAF 1:
Air Force ROTC Lab
Practical leadership exercises including physical fitness training. May be repeated for credit.
Terms: Aut, Spr
| Units: 1
| Repeatable
12 times
(up to 12 units total)
ROTCAF 11:
Heritage and Values
The course allows students to examine general aspects of the Department of the Air Force, leadership fundamentals, service benefits, and opportunities for officers. The course also lays the foundation for becoming an Air or Space professional by outlining our heritage and values. As a foundational course, the course also provides a historical perspective such as lessons on war and US military, AF operations, principles of war, and airpower (see the complete lesson list below). As a whole, this course provides students with a knowledge-level understanding for the employment of air and space power, from an institutional, doctrinal, and historical perspective. The students will be introduced to the military way of life and gain knowledge on what it means to be an Air or Space professional.
Terms: Aut, Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
ROTCAF 21:
Team and Leadership Fundamentals
This course is designed to provide a fundamental understanding of both leadership and team building. It is imperative that cadets are taught from the beginning that there are many layers to leadership, including aspects that don't always jump to mind. Such things include listening, understanding themselves, being a good follower and problem solving efficiently. The students will apply these leadership perspectives when completing team building activities and discussing things like conflict management. Students should demonstrate basic verbal and written communication skills. Cadets will apply these lessons at Field Training.
Terms: Aut, Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
ROTCAF 131:
Leading People and Effective Communication
This course designed to build on the leadership fundamentals taught in ROTC21. The cadets will have the opportunity to utilize their skills as they begin more of a leadership role in the detachment. The goal is for cadets to have a more in-depth understanding of how to effectively lead people, and provide them with the tools to use throughout their detachment leadership roles. Secondly, cadets will hone their writing and briefing skills. Many of the cadets will be uncomfortable with public speaking, and this semester is designed to get them used to briefing. The second semester is centered on leadership and ethics, and is mostly guided discussion. The goal here is to get cadets thinking about leadership through their own lens, and give them some tools to work on their leadership skills.
Terms: Aut, Spr
| Units: 2
| Repeatable
2 times
(up to 4 units total)
ROTCAF 141:
National Security Affairs
A cadet should comprehend the basic elements of national security policy and process. The student should know basic Department of the Air Force operations as well as understand selected roles of the military in society and current domestic and international issues affecting the military profession. Cadets should understand the responsibility, authority, and functions of a Department of the Air Force commander and selected provisions of the military justice system.
Terms: Aut
| Units: 2
ROTCAF 142:
Leadership Responsibilities & Commissioning Preparation
The final portion of the ROTC Air Force sequence is designed to prepare cadets for life as a second lieutenant. This is a great time for instructors to include any information they feel would help their cadets as they transition from civilian life to military life.
Terms: Spr
| Units: 2
ROTCARMY 1:
ARMY ROTC LAB
Leadership laboratories, held weekly for three hours, are required of all students. Performance during lab periods is reflected in the student's course grade. Labs include activities such as rappelling, terrain navigation, marksmanship, drill and ceremonies, and tactical field training exercises.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
12 times
(up to 12 units total)
ROTCARMY 11:
Leadership and Personal Development
Introduces students to the personal challenges and competencies that are critical for effective leadership. Students learn how the personal development of life skills such as goal setting, time management, physical fitness, and stress management relate to leadership and officership. Students develop their own personal fitness program under the guidance of an Army master fitness trainer.
Terms: Aut
| Units: 1
ROTCARMY 12:
Foundations in Leadership I
An overview of leadership fundamentals such as setting direction, problem solving, listening, presenting briefs, providing feedback and using effective writing skills. Students begin to explore leadership dimensions and values.
Terms: Win
| Units: 1
| Repeatable
for credit
ROTCARMY 13:
Foundations in Leadership II
An overview of the leadership framework with practical applications in fundamentals such as problem solving, listening, presenting briefs, and using effective writing skills. Students explore dimensions of leadership, values, attributes, skills, and actions in the context of practical, hands-on, and interactive exercises.
Terms: Spr
| Units: 1
| Repeatable
for credit
ROTCARMY 21:
Innovative Leadership
Explores the dimensions of creative leadership strategies and styles by studying historical cases and engaging in interactive exercises. Students practice aspects of personal motivation and team building within the context of planning, executing and assessing team exercises. Focus will be on the continued development of the knowledge of leadership values and attributes through an understanding of organizational customs and courtesies. Leadership case studies provide tangible context for learning Individual Creeds and Organizational Ethos.
Terms: Aut
| Units: 2
ROTCARMY 22:
Leadership in Changing Environments I
Examines the challenges of leadership in complex contemporary operational environments. Dimensions of the cross-cultural challenges of leadership in a constantly changing world and their application to leadership tasks and situations. Case studies stressing importance of teamwork and tactics in real-world settings.
Terms: Win
| Units: 2
ROTCARMY 23:
Leadership in Changing Environments II
Examines the decision-making process and plans/orders that enable small units to complete assigned tasks. Planning techniques used to develop orders and briefing plans and decisions.
Terms: Spr
| Units: 2
ROTCARMY 131:
Adaptive Team Leadership
Challenges students to study, practice, and evaluate adaptive leadership skills as they are presented with the demands of the ROTC Leader Development Assessment Course. Challenging scenarios related to small unit tactical operations are used to develop self-awareness and critical thinking skills. Students receive systematic and specific feedback on their leadership abilities.
Terms: Aut
| Units: 2
ROTCARMY 132:
Situational Leadership I
Study of intense situational leadership challenges to build student awareness and skills in leading small units. Skills in decision-making, persuading, and motivating team members when "under fire" are explored, evaluated, and developed.
Terms: Win
| Units: 2
ROTCARMY 133:
Situational Leadership II
Practical applications of intense situational leadership challenges that will provide awareness and specific feedback on leadership abilities. Student skills are evaluated using practical applications in decision making, persuading, and motivating team members when under fire. Aspects of military operations are reviewed as a means of preparing for the ROTC Leader Development Assessment Course (LDAC).
Terms: Spr
| Units: 2
ROTCARMY 141:
Developing Adaptive Leaders
Students develop proficiency in planning, executing, and assessing complex operations; in functioning as a member of a staff; and in providing leadership performance feedback to subordinates. Students are given situational opportunities to assess risk, make ethical decisions, and provide coaching to fellow ROTC students. Students are challenged to instruct younger students. Students identify responsibilities of key staff roles and use situational opportunities to develop subordinates.
Terms: Aut
| Units: 2
ROTCARMY 142:
Leadership in a Complex World I
Explores the dynamics of leadership in the complexity of current military operations. Students examine customs and courtesies, military law, principles of war and rules of engagement in the face of international terrorism. Aspects of interacting with nongovernmental organizations, civilians on the battlefield, and host nation support are examined and evaluated.
Terms: Win
| Units: 2
ROTCARMY 143:
Leadership in a Complex World II
Significant emphasis is placed on preparing students for their first unit of assignment and transition to lieutenant. Case studies, scenarios, and exercises are used to prepare students to face the complex ethical and practical demands of leading as commissioned officers in the U.S. Army.
Terms: Spr
| Units: 2
ROTCARMY 176:
Military History
A survey of the military and diplomatic aspects of American involvement in conflicts from the Anglo-Indian Wars to the present.
Terms: Win, Spr
| Units: 2
ROTCNAVY 1:
Naval ROTC Lab
Emphasis is placed on professional training not of an academic nature. The laboratory is intended for topics such as drill and ceremonies, physical fitness and swimming testing, cruise preparation, cruise evaluation, sail training, safety awareness, preparation for commissioning, personal finances, insurance, and applied exercises in naval ship systems, navigation, naval operations, naval administration, and military justice. Other topics and special briefings will be conducted as determined by the Chief of Naval Education and Training or the Professor of Naval Science.
Terms: Aut, Spr
| Units: 1
| Repeatable
12 times
(up to 12 units total)
ROTCNAVY 11:
Introduction to Naval Science
This curriculum provides guidelines for introducing students to the organization of the Department of Defense and the naval service, the long-held customs and traditions of the service, basic leadership, ethics and character development, the duties of a junior officer, and basic information concerning shipboard procedures and safety. It is the intent of this course to stimulate the students' interest for study and investigation in future courses. Three hours of lecture per week. Course is offered in the Autumn Quarter.
Terms: Aut
| Units: 3
ROTCNAVY 12:
Sea Power and Maritime Affairs
Traces the U.S. historical evolution of sea power, its concepts, theories and applications. Emphasizes the impact of world situation, U.S. national interest, changing technology, and naval leadership on the evolving concept of sea power. Relates historical developments to current trends. Examines briefly the U.S. Merchant Marine's and the former Soviet Navy's impact on sea power policy formulation. Two hours of lecture per week. Course is offered in the Spring Quarter.
Terms: Spr
| Units: 3
| Repeatable
for credit
ROTCNAVY 20:
Evolution of Warfare
Progressive analysis of the evolution of warfare from the ancient world to the present. Emphasis placed on causes of continuity and/or change of methods, as well as the influence of economic, moral, political, and technological factors on strategic thought. Three hours of lecture per week. Course is offered in the Spring Quarter.
Terms: Spr
| Units: 4
ROTCNAVY 21:
Leadership and Management
This course will cover basic management, decision making, and moral leadership. The student will learn to establish meaningful goals, prioritize among competing demands, and plan and forecast in a task-centered organization. The course includes exposure to measures of organizational effectiveness, methods to overcome resistance to change, effective communications, and techniques to aid in counseling, team building, and resolution of disciplinary and personnel matters. Three hours of lecture/discussion/seminar per week. Course is offered in the Autumn quarter.
Terms: Aut
| Units: 4
ROTCNAVY 22:
Naval Ship Systems - Engineering
Principles of design and operation of ships. Emphasis on description and analysis of major types of propulsion plants, both conventional and nuclear. Principles of thermodynamic cycles, electrical theory, power generation and distribution, auxiliary machinery systems. Ship construction, strength and stability in intact and damaged conditions. Factors and design criteria for seaworthiness, structural integrity, and operational employment. Three hours of lecture per week. Prerequisites: MATH 41. Course is offered in the Spring Quarter.
Terms: Spr
| Units: 4
| Repeatable
for credit
ROTCNAVY 131:
Navigation
Theory, principles, and procedures of terrestrial and celestial navigation and piloting techniques. A study of coordinating systems, including the celestial coordinate system, nautical charts and publications, position fixing, dead reckoning, nautical astronomy, the theory and methods of celestial navigation, and the theory and prediction of tides and current. Three hours of lecture and one hour of laboratory per week. Course is offered in the Spring Quarter.
Terms: Spr
| Units: 4
ROTCNAVY 132:
Naval Operations & Seamanship
Introduction to the various aspects of ship operations at sea. Principles of terrestrial navigation including the rules of the road for prevention of collisions at sea, vector analysis of relative motion, ship behavior and characteristics in maneuvering, precise ship positioning, use of aids to navigation, meteorology, and electronic navigation. Three hours of lecture and one hour of laboratory per week. Prerequisites: ROTCNAVY 131 or consent of instructor. Course is offered in the Autumn Quarter.
Terms: Aut
| Units: 4
| Repeatable
for credit
ROTCNAVY 141:
Naval Ship Systems - Weapons
An introduction to the physical theory of acoustic and electromagnetic wave generation and propagation; the design and use of electronic, electromechanical, and pneumatic systems; and the combination of these systems to perform detection and analysis of objects sharing and traversing common environments. Three hours of lecture per week. Course is offered in the Autumn Quarter.
Terms: Aut
| Units: 4
ROTCNAVY 142:
Leadership and Ethics
This course is the capstone leadership course. It is intended to provide the ethical foundation and tools required for success as a leader of a diverse work force, often under circumstances of substantial stress. The course is divided between the art of leadership and the technical aspects of integrating personnel development with the management of resources, although the emphasis is on leadership. It is designed to be given as a seminar or lecture/discussion in which principles, concepts, and concrete subjects are presented, discussed, and debated. Three hours of lecture/discussion/seminar per week. Prerequisites: Consent of instructor. Course is offered in the Spring Quarter.
Terms: Spr
| Units: 4
| Repeatable
for credit
ROTCNAVY 154:
Fundamentals of Maneuver Warfare
An analysis of the theory, origins, historical evolution, and impact of man's attempts to project sea power ashore. A case study approach is used to study major developments in amphibious warfare. Three hours of lecture per week. Course is offered in the Spring Quarter.
Terms: Spr
| Units: 4
SBIO 199:
Undergraduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Garcia, C. (PI);
Jardetzky, T. (PI);
Kornberg, R. (PI);
Levitt, M. (PI);
Lorch, Y. (PI);
Pande, V. (PI);
Parham, P. (PI);
Puglisi, E. (PI);
Puglisi, J. (PI);
Wakatsuki, S. (PI);
Weis, W. (PI);
de la Zerda, A. (PI)
SBIO 240:
Nucleic Acid Structure and Function
Nucleic acids are the core molecules of life. We will explore the chemical, physical and structural principles of DNA and RNA, and their complexes with proteins. The goal is to establish a physical basis for understanding the myriad functions of nucleic acids in biology and biotechnology. Course open to UG, GR and MD students.
Terms: Win
| Units: 3
SBIO 280:
Curricular Practical Training
CPT Course required for international students completing degree requirements.
Terms: Aut, Win, Spr, Sum
| Units: 1
SBIO 299:
Directed Reading in Structural Biology
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Garcia, C. (PI);
Jardetzky, T. (PI);
Kornberg, R. (PI);
Levitt, M. (PI);
Lorch, Y. (PI);
Pande, V. (PI);
Parham, P. (PI);
Puglisi, E. (PI);
Puglisi, J. (PI);
Wakatsuki, S. (PI);
Weis, W. (PI);
de la Zerda, A. (PI)
SBIO 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Garcia, C. (PI);
Jardetzky, T. (PI);
Kornberg, R. (PI);
Levitt, M. (PI);
Lorch, Y. (PI);
Pande, V. (PI);
Parham, P. (PI);
Puglisi, E. (PI);
Puglisi, J. (PI);
Wakatsuki, S. (PI);
Weis, W. (PI);
de la Zerda, A. (PI)
SBIO 399:
Graduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Garcia, C. (PI);
Jardetzky, T. (PI);
Kornberg, R. (PI);
Levitt, M. (PI);
Lorch, Y. (PI);
Pande, V. (PI);
Parham, P. (PI);
Puglisi, E. (PI);
Puglisi, J. (PI);
Wakatsuki, S. (PI);
Weis, W. (PI);
de la Zerda, A. (PI)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Garcia, C. (PI);
Jardetzky, T. (PI);
Kornberg, R. (PI);
Levitt, M. (PI);
Lorch, Y. (PI);
Pande, V. (PI);
Parham, P. (PI);
Puglisi, E. (PI);
Puglisi, J. (PI);
Wakatsuki, S. (PI);
Weis, W. (PI);
de la Zerda, A. (PI)
SBIO 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Garcia, C. (PI);
Jardetzky, T. (PI);
Kornberg, R. (PI);
Levitt, M. (PI);
Lorch, Y. (PI);
Pande, V. (PI);
Parham, P. (PI);
Puglisi, E. (PI);
Puglisi, J. (PI);
Wakatsuki, S. (PI);
Weis, W. (PI);
de la Zerda, A. (PI)
SCCM 398:
Curricular Practical Training
Provides students with on-the-job training under the guidance of experienced, on-site supervisors. Students must register the quarter after their training. Students receive credit and a grade after submitting a concise report detailing work activities, problems worked on, and key results. Prerequisite: written consent of adviser. (Staff)
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
SCCM 499:
Advanced Reading and Research
Prerequisites: majoring in SC/CM; consent of adviser. (Staff)
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Alonso, J. (PI);
Boyd, S. (PI);
Carlsson, G. (PI);
Cho, K. (PI);
Darve, E. (PI);
Diaconis, P. (PI);
Donoho, D. (PI);
Dutton, R. (PI);
Farhat, C. (PI);
Fedkiw, R. (PI);
Finn, R. (PI);
Fringer, O. (PI);
Gerritsen, M. (PI);
Glynn, P. (PI);
Goel, A. (PI);
Guibas, L. (PI);
Hanrahan, P. (PI);
Harris, J. (PI);
Jameson, A. (PI);
Keller, J. (PI);
Khayms, V. (PI);
Kosovichev, A. (PI);
Langley, P. (PI);
Levy, D. (PI);
Moin, P. (PI);
Murray, W. (PI);
Osgood, B. (PI);
Papanicolaou, G. (PI);
Pinsky, P. (PI);
Plummer, J. (PI);
Pollard, D. (PI);
Saunders, M. (PI);
Shaqfeh, E. (PI);
Taylor, C. (PI);
Wein, L. (PI);
Ye, Y. (PI)
SINY 101:
The New York City Seminar
This seminar includes all program participants and investigates how New York, as a complex, dynamic city, shapes and is shaped by issues relevant to each quarter's thematic lens. Employing theories of place, concepts of cities and change, and a structured experiential education process, the course integrates the learning from all elements of the program and attends to each student's personal, professional, and intellectual development.May be repeat for credit
Terms: Aut, Win, Spr
| Units: 5
| Repeatable
2 times
(up to 10 units total)
SINY 105:
Art Meets Life: Social Justice in Urban America
New York is the cultural nexus of the performing and visual arts in the United States - or at least, it was, prior to COVID19. We will explore the rebirth of the City as we emerge from the pandemic, meeting with and experiencing the art of musicians, actors, and directors, and visiting museums and galleries. We will explore the short- and long-term effects of 2020-2021 on the creative lives and livelihoods of gig artists and institutions both large and small. How has art changed? How will art change? What has been lost and what may be gained?
Terms: Win
| Units: 4
| UG Reqs: WAY-A-II
SINY 121:
On Stage and Backstage: Navigating the Landscape of Professional Theater in New York -- Real Artists
In this immersive intensive, students will learn the basics from professionals in the fields of Acting, Directing, Theatrical Management, Union Representation and Stage Management. Lectures and interactive workshops moderated and run by Kay Kostopoulos will feature her former Stanford students and professional colleagues who have achieved significant success in the New York arts scene.
Terms: Aut
| Units: 4
| UG Reqs: WAY-CE
SINY 122:
The Agile City
Examine the economic, cultural and environmental forces transforming the urban experience globally and understand how cities become agile to adapt to rapidly evolving urban challenges. This course would draw from case studies in New York and elsewhere, using guest experts and site visits or walking tours.
Terms: Aut
| Units: 4
| UG Reqs: WAY-A-II, WAY-SI
SINY 128:
FINANCE IN CONTEXT
Targeted at students with an interest in the impact of current events on financial markets (and vice-versa), the class will be a series of discussions about major global themes and events, and will discuss how they impact financial markets. Topics may include trade, central bank policy, energy, fed policy, and emerging markets.
Terms: Win
| Units: 2
SINY 130:
Disrupting the News: How Technology is Transforming the Media
Examine how technology has transformed the way news is produced, delivered and consumed from disruption in business models to changes in access. Students read works by leading media scholars, study user data from news organizations and meet key executives in New York City's digital-media market.
Terms: Win
| Units: 4
| UG Reqs: WAY-SI
SINY 132:
INGENIOUS ENTREPRENEURSHIP
Examine factors impacting entrepreneurship, including idea generation, writing a business plan, raising capital, developing products or services, the art of marketing and incorporating an entrepreneurial mindset into internships, coursework and future employment. An emphasis will be on media and marketing and leveraging the resources of a major city such as New York.
Terms: Win
| Units: 4
SINY 144:
The UN in Action
This course will offer an opportunity to learn how multilateral diplomacy works in practice, taking advantage of the enormous variety of UN offices, agencies, and related policy institutes based in New York to provide an overview of the different dimensions of the UN's work on security, development, human rights, and other multilateral issues.
Terms: Spr
| Units: 4
| UG Reqs: WAY-SI
SINY 146:
Imaging Change: Global Arts and Social Change
This course will examine some of the people, collectives, and organizations working globally that use the realm of the visual to address and advocate for human rights and social justice. Students will learn about practitioners in socially engaged art, concerned photography, cultural organizing, public art, interactive film, and more. The class will include regular visits to (or guests from) artists¿ and photographers¿ studios, and the esteemed foundations and organizations supporting this work. A final paper will be required.
Terms: Aut
| Units: 4
| UG Reqs: WAY-A-II, WAY-EDP
SINY 166:
Just Art? Equity, Immigration and Art in the Global City
This course focuses on relations between art, immigration and equity. Through several case studies, we will learn to think critically about how aesthetics and politics work together. In addition to studying particular works of art, we will travel to several foundations and institutions to learn about their strategies for fostering equity and the arts. How do art, activism and racial justice connect in performances aimed at changing ideas? How do major arts institutions address questions of equity and difference? We will discuss how art can function as a form of aesthetic knowledge in the service of justice. In doing so, we will grapple with the role of the creative arts in mitigating social change and study artists who have sought to intervene in the restrictive covenants of racial, gender and other segregationist or national orders. Our case studies will shift across media, subjects, objects and temporalities. From artists in New York responding to the nuclear bombings of Hiroshima and Nagasaki, to the radical work of Yayoi Kusama¿s 1960s performances, to a plays about immigration such as Lynn Nottage¿s Intimate Apparel and Lin Manuel Miranda¿s Hamilton¿the latter a show that exemplifies how art, activism and racial justice come together--the cross-cast musical gave paid opportunities and leading parts to a full cast of performers of color while also recasting the history of immigration in the United States and produced a new form of hip hop. We will read work by James Baldwin and more! We will visit the Tenement Museum as well as the Schomburg museum and archive and meet with current curators and arts professionals from across the city.
Terms: Spr
| Units: 4
| UG Reqs: WAY-A-II, WAY-EDP
SINY 168:
Safe Cities: A Study of Institutional Responses to Gender Based Violence in the Global City
The course proposes a broad theoretical as well as an experiential and immersive introduction to some of the most urgent issues surrounding institutional responses to gender based violence (GBV) and related forms of gender discrimination today.n nThe course is divided into three main sections: a theoretical framework that introduces students to contemporary arguments and ideas around gender equality, violence, women's empowerment, and legal protections offered under international and domestic law; a critical overview of contemporary New York City and State actors' interventions against gender discrimination, such as the Governor's 2019 Women's Justice Agenda, the Mayor's She Built NYC campaign, and the NYC4CEDAW Act Coalition's campaign for a NYC ordinance for the implementation of the UN Convention on the Elimination of All Forms of Discrimination Against Women; and a series of thematic case studies that focus on specific challenges including in the areas of reproductive rights, sexual assault, sex work, trafficking and the rights of people of diverse sexual orientations and gender identities.n nThe latter section will require engagement with actors that are instrumental in responding to and preventing gender based violence, and may include, Victor Madrigal-Borloz the UN Independent Expert on Protection against Violence and Discrimination based on Sexual Orientation and Gender Identity, Sgt. Greg Accomando of the NYPD Special Victim's Division, Abagail Nelson the Senior Vice President for Programs at Episcopal Relief & Development, and Deborah Hayashi of the North Central Bronx Sexual Assault Response Team. n nThrough these frameworks and studies, the course offers a well-rounded introduction to the complexity of interventions against gender based discrimination in the context of a Global City. The transnational scope of the course is anchored by New York City as an incubator and instigator for innovative interventions against gender inequality, and there will be an emphasis on the cross-pollination that occurs between the City, State and national and international NGO platforms.
Terms: Spr
| Units: 4
| UG Reqs: WAY-EDP, WAY-SI
SINY 170:
Practical Business
The purpose of the class is to provide an overview of basic business concepts and tools with a focus on practicality. The course will be project based, broken into three parts n¿ Class case study over 6 weeks, looking at 1-2 companies n¿ Small group project over 2 weeks on a company of the student's choice n¿ Project presentations over last two weeksn nClass will include discussions with leaders across different industries, such as Steven Gutentag, Co-Founder, Thirty Madison; Max Shron, Director of Data, Warby Parker; Edwin Jager, Managing Director - Fundamental Equities, the D. E. Shaw group (Stanford alumnus); Monish Kumar, Senior Partner & Managing Director, Boston Consulting Group.
Terms: Spr
| Units: 4
SINY 174:
Introduction to Finance
This weekend Bootcamp introduces students to some of the core concepts of finance. The course will use a series of building blocks (time value of money, risk-reward) to create a foundation before exploring how to determine fair value of two common asset classes, bonds & equities.
Terms: Win
| Units: 1
SINY 176:
Finance in Depth
Building on the skills acquired in the Bootcamp, a series of guest lecturers explore a number of other asset classes in more detail. Classes will examine the purposes of the asset classes, as well as looking at key drivers for price movement for the asset, and give an overview of how best to determine fair value for an asset. Topics covered may include M&A, advanced equity and bond valuation, rates, currencies, commodities and real estate.
Terms: Win
| Units: 2
SINY 199:
Directed Reading
Terms: Aut, Win, Spr
| Units: 1-3
SIW 103:
Economic Policy
This course will explore how economic policy works (or does not) in a variety of areas related to the federal government. The course will explore both the analysis of policies as well as the political feasibility of enacting rules and implementing programs. Expected topics include federal budget, taxation, low-income support programs, labor and retirement, antitrust. We will have several guest speakers involved in the policy-making process. This course is being offered in Washington, DC to students in the SIW Program.
Terms: Spr
| Units: 5
SIW 105:
Education Policy
This seminar has three primary goals: 1) introduce today's major education policy issues; 2) investigate the ways education policy questions are addressed at the federal level, and by implication, the state and local levels; and 3) develop skills to develop and recommend appropriate policy options and solutions. You will become familiar with major education policy questions and over the course of the quarter, analyze these issues, consider policy options, and provide written and oral support for possible solutions.
Terms: Aut
| Units: 5
| UG Reqs: GER:EC-AmerCul
SIW 107:
Civil Rights Law
This course analyzes the major civil rights laws that Congress has enacted since the 1960s, including Title VII of the Civil Rights Act of 1964, the Voting Rights Act of 1965, the Fair Housing Act, the Public Accommodations ACt, the AGe Discrimination in Employment Act, and the Americans with Disabilities Act. The course provides an in-depth study of the statutory language of each of these laws, examines how courts have interpreted the statutes, and explores the policy arguments in favor and against such laws. The course also reviews the history context surrounding the enactment of these statutes, including an examination of the civil rights movement as a political and social force.
Terms: Aut, Win, Spr
| Units: 5
| UG Reqs: GER:EC-AmerCul, WAY-EDP
SIW 119:
U. S. and Europe: Cooperation or Competition?
How are Brexit, Trump, Merkel and Macron reshaping the key relationship between the US and Europe? At a time of rising international threats from Russia, China, the Middle East, and Africa, as well as the challenges of populism, Euro-Skepticism, and Islamist terrorism, this course explores the Trans-Atlantic alliance that has been the central axis of US and European relations. By the end of the course, students will have engaged in substantive readings and class discussion in order to investigate these topics.
Terms: Spr
| Units: 5
SIW 156:
Washington Policymaking: A USER'S GUIDE
Whiplash! Over the past several years, there have been three different Presidential Administrations, and a Congress that was unified (Republican), divided and now unified again (Democratic). There's been an explosion of major legislation (both partisan and bipartisan), Executive Orders, Court Challenges, Congressional Oversight, and regulatory changes. Given all of this, how much has the policymaking process really changed? In this class, students will learn the advocacy and strategy tools needed to participate effectively in Washington legislative and regulatory policymaking; as well as related issues such as Money in Politics, and Ethics. We will examine both the nuts-and-bolts and the complex intricacies of policy development at the federal level, considering current and rapidly evolving topics as examples, while also drawing on historical precedents. While living and working in Washington, together we'll learn the ways of Washington. This course is offered in person in Washington, D.C. only to students who are participating in the Bing Stanford in Washington Program.
Terms: Spr
| Units: 5
| Repeatable
for credit
SIW 158:
Valley Meets Mission: Purposeful Entrepreneurial Ventures with Government
Many of today's societal problems - cybersecurity, climate change, Covid-19, food insecurity - require effective collaboration between government and entrepreneurial ventures to combine scale, technology, and innovation. In each class, students will engage in candid, interactive discussions with entrepreneurial, government, tech, and investment leaders to examine drivers/obstacles behind government mission-oriented innovation and the need, role, and manner for the entrepreneurial ecosystem to support it. Students and speakers will discuss the opportunities and challenges in building purposeful entrepreneurial enterprises. We will explore trust and effective partnering across government, entrepreneurial, and academic stakeholders to solve mission-oriented problems.
Terms: Aut, Spr
| Units: 5
| Repeatable
for credit
SIW 159:
Purposeful Advocacy: The Making of Monuments
Purposeful Advocacy provides a practitioner's insights regarding ongoing climate, conservation and resource debates, as well as other contemporary political events (e.g., Build Back Better, the Bipartisan Infrastructure deal implementation, the January 6 Commission, etc). This course does not teach how things are supposed to work - instead we provide a window into how things do (and don't) work in Washington. The lessons are drawn from personal experiences from the instructors two decades working in Washington as a Congressional Science Fellow, Congressional staffer, and lobbyist. We will review and analyze some historic advocacy campaigns and dissect others as they make the front page of the The Washington Post during the quarter. We evolve the syllabus to accommodate your interests and dynamic happenings in DC. nOur sessions typically include a review of ongoing activities in the House and Senate and executive branch agencies (including topics well beyond the title of the course). We also invest time discussing how your internship and other coursework fits in the bigger DC ecosystem.
Terms: Win
| Units: 5
SIW 162:
Guns in America: Challenges for Communities, Public Health and Legislation
Terms: Win
| Units: 5
SIW 185:
Modern America in Historical Perspective (HISTORY 264D)
Terms: Aut
| Units: 5
SIW 190:
Directed Readings
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
2 times
(up to 10 units total)
SLAVIC 36:
Dangerous Ideas (ARTHIST 36, COMPLIT 36A, EALC 36, ENGLISH 71, ETHICSOC 36X, FRENCH 36, HISTORY 3D, MUSIC 36H, PHIL 36, POLISCI 70, RELIGST 36X, TAPS 36)
Ideas matter. Concepts such as equality, tradition, and Hell have inspired social movements, shaped political systems, and dramatically influenced the lives of individuals. Others, like race, gender, and technology play an important role in contemporary debates in the United States. All of these ideas are contested, and they have a real power to change lives, for better and for worse. In this one-unit class we will examine these "dangerous" ideas. Each week, a faculty member from a different department in the humanities and arts will explore a concept that has shaped human experience across time and space.
Terms: Spr
| Units: 1
SLAVIC 70N:
Socialism vs. Capitalism: Russian and American Writers' Responses
The turn of the 20th century was marked with turbulent political events and heated discussions about the future of Russian and American societies. Many writers and intellectuals responded to the burning issues of social justice, inequality, egalitarianism, and exploitation associated with capitalism and socialism. Through close reading, critical thinking, and analytical writing, we will engage in the critical discussions of class struggle, individual interest versus collective values, race, and social equality, and identify points of convergence and divergence between the two systems. To what extent was the opposition between capitalism and socialism fueled by the artistic vision of the great Russian and American writers? What was these thinkers' ideal of society and what impact did it have on shaping emerging socialism? Readings for the class include the fundamental works of Fyodor Dostoevsky, Leo Tolstoy, Jack London, W.E.B. Du Bois and Sholem Aleichem. The course will culminate in a digital mapping project visualizing intellectual connections between ideas and writers.
Terms: Aut
| Units: 3-4
| UG Reqs: WAY-A-II, WAY-SI
SLAVIC 77Q:
Russia's Weird Classic: Nikolai Gogol
This seminar investigates the work and life of Nikolai Gogol, the most eccentric of Russian authors, the founder of what was dubbed Fantastic (or Magic) Realism. Our investigation will be based on close reading of the works written in various stages of Gogol's literary career. This study provides a perspective on the relationship between Romanticism and Realism in Russian literature, and between the popular Ukrainian culture and "high" Russian and West European traditions in Gogol's oeuvre. In the course, we will discuss such important theoretical concepts as the relation of narrator and author in a work, the methods of depicting characters, the differences between humor and satire, the notions of 'reality' and fantastic' in Gogol's world. The seminar also traces Gogol's influences on subsequent Russian literature (Dostoevsky in particular) and explores the impact of his work on XX century modernist literature, theatre, music, and painting (literature of the absurd, Dmitry Shostakovich, Vladimir Nabokov, Marc Chagall and Kazimir Malevich). The course is intended for the students interested in literature and literary theory.
Terms: Aut
| Units: 3-4
| UG Reqs: GER:DB-Hum, WAY-A-II
SLAVIC 116:
Literature and the Dream of Agriculture in Russia and Beyond
Why do city people think if they started farming, they could heal themselves and their society? How do writers make agriculture seem exciting, or farms seem beautiful? While agriculture is ancient and world-wide, literature and political movements that posited it as a way for urbanites to be happier and more virtuous and societies to reach utopia thrived especially in the 19th-century Russian Empire. These movements influenced Soviet Communism, nationalisms (including Zionism), and American communes in the 1970s. In this class, we read fiction, poetry, memoirs, and essays about city people's embrace of farming. We compare the Eastern European case to the United States in the 20th century and we look at 21st-century back-to-the-land writing and films. This class is offered in partnership with the Stanford Farm, where we will spend a few days working (assuming pandemic restrictions permit).
Terms: Sum
| Units: 3-5
SLAVIC 123:
Getting the Picture: Photojournalism in Russia and the U.S. (AMSTUD 123, COMM 123, REES 223, SLAVIC 323)
The vast majority of photographs printed and consumed around the world appeared on the pages of magazines and newspapers. These pictures were almost always heavily edited, presented in carefully devised sequences, and printed alongside text. Through firsthand visual analysis of the picture presses of yesteryear, this course considers the ongoing meaning, circulation, and power of images as they shape a worldview in Russia as well as the US. In looking at points of contact between two world powers, we will cover the works of a wide array of authors, photographers, photojournalists and photographed celebrities (Lev Tolstoy, Margaret Bourke-White, Russian satirists Ilf and Petrov, John Steinbeck and Richard Capa, and many others). We will explore the relationship between photojournalistic practice of the past with that of our present, from the printed page to digital media, as well as the ethical quandaries posed by the cameras intervention into/shaping of modern history. No knowledge of Russian is required.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-SI
SLAVIC 129:
Russian Versification: Poetry as System (SLAVIC 329)
The study of verse is foundational to literary theory and poetics. The practical goal of the course is to acquaint the students with specific features of Russian prosody and verse in its historical development and to survey such basic concepts as meter and rhythm, iamb and trochee, ternary meters and dolniks, accentual verse and free verse, rhyme and stanza in order to grasp their difference within Russian poetry from what we encounter in ancient Greek and Latin, as well as modern European literatures. The material of the course helps better understand the different stages in the history of Russian literature. We also address various approaches to poetry translation and the use of oriental verse forms (Persian, Japanese etc.) in Russian modern and modernist literature. Taught in English, readings in Russian. Prerequisite: Two years of Russian.
Terms: Aut
| Units: 3-4
SLAVIC 131:
Russia in Color (ARTHIST 247, ARTHIST 447, SLAVIC 331)
This course explores the application, evolution, and perception of color in art, art history, literature, and popular culture - in (Soviet) Russia and emigration. Working closely with the Cantor Arts Center collection at Stanford, this course pairs artifacts art with theoretical and cultural readings (media theory, philosophy, literature, science). With a particular focus on Russian and East European objects (including those by Russian icons, Soviet posters, and prints by Wassily Kandinsky and Marc Chagall), the course will include a basic introduction to color terminology, guest lectures on the technologies color printing, the science of color perception, and a hands-on practicum in color mixing/pigmentation. In addition to direct encounters with material and artifact, our course will also seek to better understand the digital experience of art objects in general, and color in particular. No knowledge of Russian is required.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II
SLAVIC 145:
Survey of Russian Literature: The Age of Experiment (SLAVIC 345)
This course discusses the transition from predominately poetic to predominately prosaic creativity in the Russian literature of the first half of the 19th century Russian literature and the birth of the great Russian novel. It is focused on the peculiarities of poetics and narrative style in the literary works of three towering figures of the period in question - Alexander Pushkin, Mikhail Lermontov, and Nikolai Gogol -- and examines the changes in the Russian literary scene affected by them. An emphasis is placed on close reading of literary texts and analysis of literary techniques employed in them. We will discuss the various approaches and possibilities in presenting authorial positions and characterization in literature; ways of experimenting with narrative and playing with the reader; the creation of the historical and psychological novel and the use of different narrative devices for diverse artistic purposes. Taught in English.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II
SLAVIC 146:
The Great Russian Novel: Tolstoy and Dostoevsky: Anna Karenina/ The Brothers Karamazov (SLAVIC 346)
We will read Tolstoy and Dostoevsky's culminating masterpieces closely, with an eye to the artistic originality and philosophical intensity with which they imbue their complex fictional worlds and passionately reasoning characters. Turgenev and Chekhov condense force and depth in short stories that offer a welcome counterpoint to the novels. Secondary sources encourage students from different fields to try out a variety of epistemological approaches.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II
SLAVIC 148:
Slavic Literature and Culture since the Death of Stalin (REES 348, SLAVIC 348)
The course offers a survey of Soviet and post-Soviet literary texts and films created by Russian, Ukrainian and Belarusian artists and marginalized or repressed by the Soviet regime. The first part of the course will focus on the topics of opposition and dissent, generational conflict, modernization, Soviet everyday life, gender, citizenship and national identity, state-published and samizdat literature, "village" and "cosmopolitan" culture, etc. The second part of it will be devoted to the postmodernist aesthetics and ideology in the dismantlement of totalitarian society, as well in the process of shaping post-Soviet identities. The reading materials range from the fictional, poetic, and publicistic works written by Noble-prize (Solzhenitsyn, Brodsky, Alexievich) and other major writers of the period to the drama, film, and popular culture.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II
SLAVIC 156:
Vladimir Nabokov: Displacement and the Liberated Eye (COMPLIT 115, COMPLIT 315, SLAVIC 356)
How did the triumphant author of "the great American novel" "Lolita" evolve from the young author writing at white heat for the tiny sad Russian emigration in Berlin? We will read his short stories and the novels "The Luzhin Defense, Invitation to a Beheading, Lolita, Lolita" the film, and "Pale Fire", to see how Nabokov generated his sinister-playful forms as a buoyant answer to the "hypermodern" visual and film culture of pre-WWII Berlin, and then to America's all-pervading postwar "normalcy" in his pathological comic masterpieces "Lolita" and "Pale Fire". Buy texts in translation at the Bookstore; Slavic grad students will supplement with reading and extra sessions in original Russian.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:DB-Hum
SLAVIC 171:
Chernobyl: from Soviet Utopia to Post-Soviet Apocalypse (REES 322, SLAVIC 371)
The course will introduce students to the Chernobyl nuclear disaster through the history of the late Soviet utopian project of the "atomic cities" to the intellectual, aesthetic, and artistic responses that the Chernobyl catastrophe generated in the post-Soviet Ukrainian, Belarusian, and Russian societies. During the course, we will study environmental, social, and ecological consequences of the Chernobyl disaster and analyze its many representations across a range of media and cultures. In the end of the course, we will create a portrait of Chernobyl in the collaborative multimedia project "The Control Room #4" which will assemble the representation of Chernobyl in fictional, cinematographic, oral histories, map projects, VR, photography, and other media in order to show how the disaster resonates across space and time. We will consider such issues as urban and technological utopias of the late Soviet Union, representations of the disaster; ethics; health and disease; the body and its deconstruction; ecology and climate; the appropriation of disaster narratives and disaster tourism; the media and cover-ups; and faith and religion.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-SI
SLAVIC 173:
Children's Literature: Russia, Eastern Europe, and Beyond (SLAVIC 373)
This course traverses the world of Russian and Eastern European literature for children. In our look at a wide variety of children's cultural artifacts (from text to film), we will analyze the ways in which stories for children, and stories about children, form the foundation for literacy and cultural education. We will be transported by the magic of fairy tales as we compare the Brothers Grimm to Russian folk tales. We will analyze pedagogical and artistic methods in illustrated primers, picture books, and magazines made for American and Soviet youth. We will examine the media and politics that shape the adaptation of oral storytelling to the animation of the silver screen. Through these and many other sites of comparison between Russia, Eastern Europe and world traditions, we seek to understand the specific cultural codes of childhood in its historical development, as well as what might constitute a universal notion of being a child. No knowledge of Russian is required.
Terms: Spr
| Units: 3-5
SLAVIC 181:
Philosophy and Literature (CLASSICS 42, COMPLIT 181, ENGLISH 81, FRENCH 181, GERMAN 181, ILAC 181, ITALIAN 181, PHIL 81)
What, if anything, does reading literature do for our lives? What can literature offer that other forms of writing cannot? Can fictions teach us anything? Can they make people more moral? Why do we take pleasure in tragic stories? This course introduces students to major problems at the intersection of philosophy and literature. It addresses key questions about the value of literature, philosophical puzzles about the nature of fiction and literary language, and ways that philosophy and literature interact. Readings span literature, film, and philosophical theories of art. Authors may include Sophocles, Dickinson, Toni Morrison, Proust, Woolf, Walton, Nietzsche, and Sartre. Students master close reading techniques and philosophical analysis, and write papers combining the two. This is the required gateway course for the Philosophy and Literature major tracks. Majors should register in their home department.
Terms: Aut
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
SLAVIC 188:
20th century Russian Poetry: From Aleksandr Blok to Joseph Brodsky (SLAVIC 388)
Developments in and 20th-century Russian poetry including symbolism, acmeism, futurism, and literature of the absurd. Emphasis is on close readings of individual poems. Readings in Russian, taught in English.
Terms: Win
| Units: 3-4
SLAVIC 199:
Individual Work for Undergraduates
Open to Russian majors or students working on special projects. May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
SLAVIC 228:
Russian Nationalism: Literature and Ideas (REES 328, SLAVIC 328)
Russia is huge and linguistically and religiously diverse. Yet the ideology of nationalism --the idea that culturally unified groups should rule their own territories-- took root in Russia in the early 19th century and is powerful today. What made this happen? Political thinkers, writers, and other artists have argued for the superiority of the Russian nation. Meanwhile, the tsarist, Soviet, and post-Soviet governments have worked to reconcile the ideology of nationalism with the realities of the administration of a diverse state. This course examines the roots of nationalism itself and the paradox of Russian nationalism, looking at literary and political writers including Dostoevsky, Stalin, and Solzhenitsyn.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-SI
SLAVIC 251:
Dostoevsky: Narrative Performance and Literary Theory
In-depth engagement with a range of Dostoevsky's genres: early works (epistolary novella "Poor Folk" and experimental "Double"), major novels ("Crime and Punishment", "The Idiot"), less-read shorter works ("A Faint Heart," "Bobok," and "The Meek One"), and genre-bending "House of the Dead" and "Diary of a Writer". Course applies recent theory of autobiography, performance, repetition and narrative gaps, to Dostoevsky's transformations of genre, philosophical and dramatic discourse, and narrative performance. Slavic students read primary texts in Russian, other participants in translation. Course conducted in English. For graduate students; undergraduates with advanced linguistic and critical competence may enroll with consent of instructor.
Terms: Aut
| Units: 3-5
SLAVIC 322:
Sergei Eisenstein: Theory, Practice, Method (FILMEDIA 422)
The work of Sergei Eisenstein has been central to the study of film since before his death in 1948, but some of his most significant work was first published only in the new millennium and is generating rich interdisciplinary scholarship. This seminar explores contemporary Eisenstein scholarship together with Eisenstein's more recently published writings. It aims to place the Eisenstein we are coming to know in the twenty-first century in dialogue with longstanding as well as contemporary debates in film and media theory.
Terms: Aut
| Units: 5
SLAVIC 323:
Getting the Picture: Photojournalism in Russia and the U.S. (AMSTUD 123, COMM 123, REES 223, SLAVIC 123)
The vast majority of photographs printed and consumed around the world appeared on the pages of magazines and newspapers. These pictures were almost always heavily edited, presented in carefully devised sequences, and printed alongside text. Through firsthand visual analysis of the picture presses of yesteryear, this course considers the ongoing meaning, circulation, and power of images as they shape a worldview in Russia as well as the US. In looking at points of contact between two world powers, we will cover the works of a wide array of authors, photographers, photojournalists and photographed celebrities (Lev Tolstoy, Margaret Bourke-White, Russian satirists Ilf and Petrov, John Steinbeck and Richard Capa, and many others). We will explore the relationship between photojournalistic practice of the past with that of our present, from the printed page to digital media, as well as the ethical quandaries posed by the cameras intervention into/shaping of modern history. No knowledge of Russian is required.
Terms: Aut
| Units: 3-5
SLAVIC 328:
Russian Nationalism: Literature and Ideas (REES 328, SLAVIC 228)
Russia is huge and linguistically and religiously diverse. Yet the ideology of nationalism --the idea that culturally unified groups should rule their own territories-- took root in Russia in the early 19th century and is powerful today. What made this happen? Political thinkers, writers, and other artists have argued for the superiority of the Russian nation. Meanwhile, the tsarist, Soviet, and post-Soviet governments have worked to reconcile the ideology of nationalism with the realities of the administration of a diverse state. This course examines the roots of nationalism itself and the paradox of Russian nationalism, looking at literary and political writers including Dostoevsky, Stalin, and Solzhenitsyn.
Terms: Spr
| Units: 3-5
SLAVIC 329:
Russian Versification: Poetry as System (SLAVIC 129)
The study of verse is foundational to literary theory and poetics. The practical goal of the course is to acquaint the students with specific features of Russian prosody and verse in its historical development and to survey such basic concepts as meter and rhythm, iamb and trochee, ternary meters and dolniks, accentual verse and free verse, rhyme and stanza in order to grasp their difference within Russian poetry from what we encounter in ancient Greek and Latin, as well as modern European literatures. The material of the course helps better understand the different stages in the history of Russian literature. We also address various approaches to poetry translation and the use of oriental verse forms (Persian, Japanese etc.) in Russian modern and modernist literature. Taught in English, readings in Russian. Prerequisite: Two years of Russian.
Terms: Aut
| Units: 3-4
SLAVIC 331:
Russia in Color (ARTHIST 247, ARTHIST 447, SLAVIC 131)
This course explores the application, evolution, and perception of color in art, art history, literature, and popular culture - in (Soviet) Russia and emigration. Working closely with the Cantor Arts Center collection at Stanford, this course pairs artifacts art with theoretical and cultural readings (media theory, philosophy, literature, science). With a particular focus on Russian and East European objects (including those by Russian icons, Soviet posters, and prints by Wassily Kandinsky and Marc Chagall), the course will include a basic introduction to color terminology, guest lectures on the technologies color printing, the science of color perception, and a hands-on practicum in color mixing/pigmentation. In addition to direct encounters with material and artifact, our course will also seek to better understand the digital experience of art objects in general, and color in particular. No knowledge of Russian is required.
Terms: Win
| Units: 3-5
SLAVIC 332:
The Burden of Memory: Theory, Texts, Politics
This course explores the growing field of memory studies and various modes of memory-forgetting in the post-Soviet society and culture. The 'memory boom' in post-1991 Russia has significantly altered the way the post-Soviet subjects remember, forget, or imagine their Soviet legacy. The course proposes a critical appraisal of memory studies as an opportunity for engaging in a genuine interdisciplinary endeavor. It starts by defining the field of research at the intersection of history, anthropology, sociology, and cultural theory and examines the emergence of 'memory' as an object of study within these disciplines. In the second part of the course, we will study literary representation of memory and forgetting through the concepts of post-memory, second-generation memory, memory of eye-witnesses and perpetrators, memory of the displaced persons, and amnesia and memory loss fiction. And finally, we will engage in comparing the social practices of selective remembering and forgetting of the memory of the WWII and Soviet legacy in present-day Russia, Ukraine, and Belarus.
Terms: Win
| Units: 3-5
SLAVIC 345:
Survey of Russian Literature: The Age of Experiment (SLAVIC 145)
This course discusses the transition from predominately poetic to predominately prosaic creativity in the Russian literature of the first half of the 19th century Russian literature and the birth of the great Russian novel. It is focused on the peculiarities of poetics and narrative style in the literary works of three towering figures of the period in question - Alexander Pushkin, Mikhail Lermontov, and Nikolai Gogol -- and examines the changes in the Russian literary scene affected by them. An emphasis is placed on close reading of literary texts and analysis of literary techniques employed in them. We will discuss the various approaches and possibilities in presenting authorial positions and characterization in literature; ways of experimenting with narrative and playing with the reader; the creation of the historical and psychological novel and the use of different narrative devices for diverse artistic purposes. Taught in English.
Terms: Aut
| Units: 3-5
SLAVIC 346:
The Great Russian Novel: Tolstoy and Dostoevsky: Anna Karenina/ The Brothers Karamazov (SLAVIC 146)
We will read Tolstoy and Dostoevsky's culminating masterpieces closely, with an eye to the artistic originality and philosophical intensity with which they imbue their complex fictional worlds and passionately reasoning characters. Turgenev and Chekhov condense force and depth in short stories that offer a welcome counterpoint to the novels. Secondary sources encourage students from different fields to try out a variety of epistemological approaches.
Terms: Win
| Units: 3-5
SLAVIC 348:
Slavic Literature and Culture since the Death of Stalin (REES 348, SLAVIC 148)
The course offers a survey of Soviet and post-Soviet literary texts and films created by Russian, Ukrainian and Belarusian artists and marginalized or repressed by the Soviet regime. The first part of the course will focus on the topics of opposition and dissent, generational conflict, modernization, Soviet everyday life, gender, citizenship and national identity, state-published and samizdat literature, "village" and "cosmopolitan" culture, etc. The second part of it will be devoted to the postmodernist aesthetics and ideology in the dismantlement of totalitarian society, as well in the process of shaping post-Soviet identities. The reading materials range from the fictional, poetic, and publicistic works written by Noble-prize (Solzhenitsyn, Brodsky, Alexievich) and other major writers of the period to the drama, film, and popular culture.
Terms: Spr
| Units: 3-5
SLAVIC 356:
Vladimir Nabokov: Displacement and the Liberated Eye (COMPLIT 115, COMPLIT 315, SLAVIC 156)
How did the triumphant author of "the great American novel" "Lolita" evolve from the young author writing at white heat for the tiny sad Russian emigration in Berlin? We will read his short stories and the novels "The Luzhin Defense, Invitation to a Beheading, Lolita, Lolita" the film, and "Pale Fire", to see how Nabokov generated his sinister-playful forms as a buoyant answer to the "hypermodern" visual and film culture of pre-WWII Berlin, and then to America's all-pervading postwar "normalcy" in his pathological comic masterpieces "Lolita" and "Pale Fire". Buy texts in translation at the Bookstore; Slavic grad students will supplement with reading and extra sessions in original Russian.
Terms: Spr
| Units: 3-5
SLAVIC 370:
Pushkin
Pushkin's poems, prose, and drafts in dialogue with contemporaries and cultural milieu. Emphasis on innovation and controversy in genre, lyrical form and personal idiom, shaping a public discourse. Taught in English.
Terms: Win
| Units: 3-5
SLAVIC 371:
Chernobyl: from Soviet Utopia to Post-Soviet Apocalypse (REES 322, SLAVIC 171)
The course will introduce students to the Chernobyl nuclear disaster through the history of the late Soviet utopian project of the "atomic cities" to the intellectual, aesthetic, and artistic responses that the Chernobyl catastrophe generated in the post-Soviet Ukrainian, Belarusian, and Russian societies. During the course, we will study environmental, social, and ecological consequences of the Chernobyl disaster and analyze its many representations across a range of media and cultures. In the end of the course, we will create a portrait of Chernobyl in the collaborative multimedia project "The Control Room #4" which will assemble the representation of Chernobyl in fictional, cinematographic, oral histories, map projects, VR, photography, and other media in order to show how the disaster resonates across space and time. We will consider such issues as urban and technological utopias of the late Soviet Union, representations of the disaster; ethics; health and disease; the body and its deconstruction; ecology and climate; the appropriation of disaster narratives and disaster tourism; the media and cover-ups; and faith and religion.
Terms: Aut
| Units: 3-5
SLAVIC 373:
Children's Literature: Russia, Eastern Europe, and Beyond (SLAVIC 173)
This course traverses the world of Russian and Eastern European literature for children. In our look at a wide variety of children's cultural artifacts (from text to film), we will analyze the ways in which stories for children, and stories about children, form the foundation for literacy and cultural education. We will be transported by the magic of fairy tales as we compare the Brothers Grimm to Russian folk tales. We will analyze pedagogical and artistic methods in illustrated primers, picture books, and magazines made for American and Soviet youth. We will examine the media and politics that shape the adaptation of oral storytelling to the animation of the silver screen. Through these and many other sites of comparison between Russia, Eastern Europe and world traditions, we seek to understand the specific cultural codes of childhood in its historical development, as well as what might constitute a universal notion of being a child. No knowledge of Russian is required.
Terms: Spr
| Units: 3-5
SLAVIC 388:
20th century Russian Poetry: From Aleksandr Blok to Joseph Brodsky (SLAVIC 188)
Developments in and 20th-century Russian poetry including symbolism, acmeism, futurism, and literature of the absurd. Emphasis is on close readings of individual poems. Readings in Russian, taught in English.
Terms: Win
| Units: 3-4
SLAVIC 399:
INDIVIDUAL WORK
Open to Russian majors or students working on special projects. May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
SLAVIC 680:
Curricular Practical Training
CPT course required for international students completing degree. Prerequisite: Slavic Languages and Literatures Ph.D. candidate.
Terms: Win
| Units: 1-3
| Repeatable
for credit
Terms: Sum
| Units: 0
| Repeatable
for credit
SLAVIC 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
SLAVLANG 1:
First-Year Russian, First Quarter
A beginning Russian course. Proficiency based communicative approach. Introduction to essential vocabulary and grammar, Russian culture and the Russian view of reality.
Terms: Aut
| Units: 5
SLAVLANG 1A:
Accelerated First-Year Russian, Part 1
First quarter of the two-quarter accelerated sequence. For students with little or no prior experience studying Russian. Students acquire beginning proficiency in Russian at an accelerated pace through intensive studying of basic Russian grammar and functional vocabulary. The course emphasis is put on practice in speaking, reading, and writing Russian with special insight into Russian culture. Completion of 2A fulfills the University Language Requirement
Terms: Win
| Units: 5
SLAVLANG 2:
First-Year Russian, Second Quarter
Continuation of SLAVLANG 1.A beginning Russian course.Proficiency based communicative approach. Introduction to essential vocabulary and grammar, Russian culture and the Russian view of reality.Active practice in speaking, reading and writing Russian. Prerequisite: Placement Test or SLAVLANG 1
Terms: Win
| Units: 5
SLAVLANG 2A:
Accelerated First-Year Russian, part 2
Continuation of Slavlang 1A. Continuation of SLAVLANG1A. Completes the first-year sequence in two rather than three quarters. Students develop basic level proficiency in Russian at an accelerated pace through intensive studying of essential Russian grammar, functional vocabulary and active language practice. Speaking, reading and writing skills in Russian are developed through diverse materials in appropriate cultural contexts. The course fulfills the University foreign language requirement. Prerequisite: Slavlang 1A or placement Test
Terms: Spr
| Units: 5
| UG Reqs: Language
SLAVLANG 3:
First-Year Russian, Third Quarter
Continuation of SLAVLANG 2.A beginning Russian course. Proficiency based communicative approach. Introduction to essential vocabulary and grammar, Russian culture and the Russian view of reality.Active practice in speaking, reading and writing Russian. The course fulfills the University foreign language requirement. Prerequisite: Placement Test or SLAVLANG 2.
Terms: Spr
| Units: 5
| UG Reqs: Language
SLAVLANG 51:
Second-Year Russian, First Quarter
Developing Russian language communicative proficiency from beginning to intermediate level. The course is based on active practice of speaking, writing reading and listening skills in a variety of situations through multiple texts and cultural materials. Intensive grammar review and vocabulary build up. Prerequisite: Placement Test, SLAVLANG 3.
Terms: Aut
| Units: 4
| UG Reqs: Language
SLAVLANG 52:
Second-Year Russian, Second Quarter
Continuation of 51. Developing Russian language communicative proficiency from beginning to intermediate level. The course is based on active practice of speaking, writing reading and listening skills in a variety of situations through multiple texts and cultural materials. Intensive grammar review and vocabulary build up. Prerequisite: placement test or 51
Terms: Win
| Units: 4
| UG Reqs: Language
SLAVLANG 53:
Second-Year Russian, Third Quarter
Continuation of 52. Developing Russian language communicative proficiency from beginning to intermediate level. The course is based on active practice of speaking, writing reading and listening skills in a variety of situations through multiple texts and cultural materials. Intensive grammar review and vocabulary build up.Increased level of self-confidence and fluency Prerequisite: placement test or 52.
Terms: Spr
| Units: 4
| UG Reqs: Language
SLAVLANG 55:
Intermediate Russian Conversation
Russian conversation practice at intermediate level. Based on developing Russian speaking skills through multiple situations and a variety of contexts.May be repeated twice for credit. Prerequisite: SLAVLANG3 or equivalent placement.
Terms: Aut
| Units: 2
| Repeatable
2 times
(up to 4 units total)
SLAVLANG 70:
Reading in Russian
The course is designed to develop reading competence in Russian. This is not a traditional language course that takes an integrated four-skill approach. The goal of the course is to reach proficiency of advanced level in reading Russian authentic materials pertinent to history and culture. The emphasis is on vocabulary building, reading comprehension, and translation. Intermediate level of Russian is required. Placement test or consent of Instructor
Terms: Win, Spr
| Units: 2
| Repeatable
3 times
(up to 6 units total)
SLAVLANG 99:
Language Specials
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
SLAVLANG 111:
Third-Year Russian, First Quarter
A snapshot of Russian life. Reading comprehension, conversational competence, grammatical accuracy, and cultural sophistication. Prerequisite: Placement Test or SLAVLANG53. Prerequisite: Placement Test or SLAVLANG 53.
Terms: Aut
| Units: 4
| UG Reqs: Language
SLAVLANG 112:
Third-Year Russian, Second Quarter
Continuation of SLAVLANG 111. A snapshot of Russian life. Reading comprehension, conversational competence, grammatical accuracy, and cultural sophistication. Prerequisite: Placement Test or SLAVLANG 111.
Terms: Win
| Units: 4
| UG Reqs: Language
SLAVLANG 113:
Third-Year Russian, Third Quarter
Continuation of SLAVLANG 112. A snapshot of Russian life. Reading comprehension, conversational competence, grammatical accuracy, and cultural sophistication. Prerequisite: Placement Test or SLAVLANG 112.
Terms: Spr
| Units: 4
| UG Reqs: Language
SLAVLANG 177:
Fourth-Year Russian, First Quarter
Continuation of SLAVLANG 113. Culture, history, and current events. Films, classical and contemporary writers, newspaper articles, documentaries, radio and TV programs, and music. Review and fine-tuning of grammar and idiomatic usage. Prerequisite: Placement Ttest, SLAVLANG 113.
Terms: Aut
| Units: 3
| UG Reqs: Language
SLAVLANG 178:
Fourth-Year Russian, Second Quarter
Continuation of SLAVLANG 177. Culture, history, and current events. Films, classical and contemporary writers, newspaper articles, documentaries, radio and TV programs, and music. Review and fine-tuning of grammar and idiomatic usage. Prerequisite: Placement Test, SLAVLANG 177.
Terms: Win
| Units: 3
| UG Reqs: Language
SLAVLANG 179:
Fourth-Year Russian, Third Quarter
Continuation of SLAVLANG 178. Culture, history, and current events. Films, classical and contemporary writers, newspaper articles, documentaries, radio and TV programs, and music. Review and fine-tuning of grammar and idiomatic usage. Prerequisite: Placement Test, SLAVLANG 178.
Terms: Spr
| Units: 3
| UG Reqs: Language
SLAVLANG 181:
Fifth-Year Russian, First Quarter
Language proficiency maintenance; appropriate for majors and non-majors with significant language experience. Discussions, oral presentations, and writing essays on contemporary Russia. Prerequisite: Placement Test, or SLAVLANG 179.
Terms: Aut
| Units: 3
| UG Reqs: Language
SLAVLANG 182:
Fifth-Year Russian, Second Quarter
Continuation of SLAVLANG181. Language proficiency maintenance; appropriate for majors and non-majors with significant language experience. Discussions, oral presentations, and writing essays on contemporary Russia. Prerequisite: Placement Test or SLAVLANG 181.
Terms: Win
| Units: 3
| UG Reqs: Language
SLAVLANG 183:
Fifth-Year Russian, Third Quarter
Continuation of SLAVLANG 182. Language proficiency maintenance; appropriate for majors and non-majors with significant language experience. Discussions, oral presentations, and writing essays on contemporary Russia. Prerequisite: Placement Test or SLAVLANG 182.
Terms: Spr
| Units: 3
| UG Reqs: Language
SLAVLANG 199:
Individual Work
Prerequisite: consent of instructor.
Terms: Aut, Win
| Units: 1-5
| Repeatable
for credit
SLAVLANG 220:
Russian for Slavic PhD Students
For DLCL graduate students who will teach Russian language and literature. Course objective is to improve spoken Russian on literary and pedagogical topics. Prerequisite: consent of instructor. May be repeated for credit
Terms: Aut
| Units: 1-3
| Repeatable
9 times
(up to 9 units total)
SLAVLANG 299:
Independent Study
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
SLAVLANG 394:
Graduate Studies in Russian Conversation
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
SLAVLANG 395:
Graduate Studies in Russian
Prerequisite: consent of instructor. (Staff)
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
SLE 22:
Searching Together after the Common Good: An Introduction to Ethics in the Western Tradition (ETHICSOC 22)
Important works from the Western tradition will be used to construct and explore some basic frameworks for ethical thinking. Students will gain a familiarity with some canonical texts and develop skills of close-reading and group discussion when it comes to ethical inquiry. Course texts can vary by quarter and year but will include a mix of canonical philosophical, religious, and literary texts. NOTE: Former SLE students should sign up for the ETHICSOC 22 listing of this class. SLE 22 is a course in ethics for high school students, taught primarily through an history based humanities curriculum. Stanford Student's participation in this course will include classroom experience with the high school students, as well as time with the course instructors to discuss, evaluate, and reflect on the course design.
Terms: Win
| Units: 1-3
| Repeatable
2 times
(up to 3 units total)
SLE 81:
Public Service Program
This one-unit course is for participation in quarter-long service programs set up by the SLE program and conducted in consultation with the Haas Public Service Center. Available programs will vary by quarter. May be repeat for credit
Terms: Aut, Win, Sum
| Units: 1
| Repeatable
for credit
SLE 91:
Structured Liberal Education
Focusing on great works of philosophy, religion, literature, painting, and film drawn largely from the Western tradition, the SLE curriculum places particular emphasis on artists and intellectuals who brought new ways of thinking and new ways of creating into the world, often overthrowing prior traditions in the process. These are the works that redefined beauty, challenged the authority of conventional wisdom, raised questions of continuing importance to us today, and - for good or ill - created the world we still live in. Texts may include: Homer, Sappho, Greek tragedy, Plato, Aristotle, Zhuangzi, Confucius, the Heart Sutra, Hebrew Bible, New Testament, and the Aeneid.
Terms: Aut
| Units: 8
| UG Reqs: College, GER:DB-Hum, GER:IHUM-1, THINK, WAY-A-II, Writing SLE
SLE 92:
Structured Liberal Education
Focusing on great works of philosophy, religion, literature, painting, and film drawn largely from the Western tradition, the SLE curriculum places particular emphasis on artists and intellectuals who brought new ways of thinking and new ways of creating into the world, often overthrowing prior traditions in the process. These are the works that redefined beauty, challenged the authority of conventional wisdom, raised questions of continuing importance to us today, and - for good or ill - created the world we still live in. Texts may include: Augustine, the Qur'an, Dante, Rumi, Machiavelli, Montaigne, Shakespeare, Cervantes, Las Casas, Descartes, Locke, Mill, Schleiermacher, and Flaubert.
Terms: Win
| Units: 8
| UG Reqs: College, GER:DB-Hum, GER:IHUM-2, THINK, WAY-A-II, WAY-ER, Writing SLE
SLE 93:
Structured Liberal Education
Focusing on great works of philosophy, religion, literature, painting, and film drawn largely from the Western tradition, the SLE curriculum places particular emphasis on artists and intellectuals who brought new ways of thinking and new ways of creating into the world, often overthrowing prior traditions in the process. These are the works that redefined beauty, challenged the authority of conventional wisdom, raised questions of continuing importance to us today, and - for good or ill - created the world we still live in. Texts may include: Marx, Nietzsche, Freud, Du Bois, Eliot, Woolf, Kafka, Brecht, Vertov, Beauvoir, Sartre, Fanon, Gandhi, and Morrison.
Terms: Spr
| Units: 5-8
| UG Reqs: College, GER:DB-Hum, GER:IHUM-3, THINK, WAY-EDP, Writing 2, Writing SLE
SLE 99:
Directed Reading
Directed reading for undergraduate students. Consult faculty in area of interest for appropriate topics involving one of the research groups or other special projects. May be repeated for credit. Prerequisite: consent of instructor."
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
SLE 299:
Structured Liberal Education Capstone Seminar
Senior capstone project for students who were enrolled in SLE their freshman year.
Terms: Sum
| Units: 1
SOAR 10MA:
Preparation for Success in Mathematics at Stanford
This course will build on and enrich students' fundamental prerequisite skills in foundational mathematics to prepare students for success in Calculus and further mathematics courses at Stanford University. This course is intended for students that will enroll in the Math 19-20-21 sequence, but will broadly be relevant and engaging for success in university-level mathematics courses at Stanford, as well as in other courses at Stanford in other disciplines that rely on these courses as prerequisites. Students will enhance their proficiency with precalculus mathematics, with an emphasis on higher level conceptual understanding and problem-solving. The primary of this course is to help students develop and hone the mathematical skills necessary to successfully transition to university level mathematics at Stanford University. The course will focus on fundamental concepts from algebra, functions and graphs, trigonometry, exponentials and logarithms, and limits.
Terms: Aut
| Units: 1
SOAR 10WR:
Introduction to Writing and Rhetoric at Stanford
This course helps students develop greater confidence in their academic writing practice and prepares them for taking their first-year writing class. Through discussion, reading, and both informal and formal writing activities, students focus on how audience, purpose, and cultural context can shape the decisions they make in their writing; develop research and information literacy skills; and practice strategies for effective academic writing style. We¿ll engage with a variety of different types of writing, from narrative to analytical essays and source-based writing. Class meets three times per week for an hour per week synchronously online, and students also participate in at least one individual writing consultation with their instructor.
Terms: Aut
| Units: 1
SOC 1:
Introduction to Sociology
This course to get students to think like a sociologist; to use core concepts and theories from the field of sociology to make sense of the most pressing issues of our time: race and ethnicity; gender and sexuality; family; education; social class and economic inequality; social connectedness; social movements; and immigration. The course will draw heavily on the research and writing of Stanford's own sociologist.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-SI
SOC 2:
Self and Society: Introduction to Social Psychology (PSYCH 70)
Why do people behave the way they do? This is the fundamental question that drives social psychology. Through reading, lecture, and interactive discussion, students have the opportunity to explore and think critically about a variety of exciting issues including: what causes us to like, love, help, or hurt others; the effects of social influence and persuasion on individual thoughts, emotion, and behavior; and how the lessons of social psychology can be applied in contexts such as health, work, and relationships. The social forces studied in the class shape our behavior, though their operation cannot be seen directly. A central idea of this class is that awareness of these forces allows us to make choices in light of them, offering us more agency and wisdom in our everyday lives. Beginning autumn quarter 2021, this course will no longer fulfill the Way-ED requirement
Last offered: Summer 2021
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-EDP, WAY-SI
SOC 3:
America: Unequal (CSRE 3P, PUBLPOL 113)
It was never imagined "when the U.S. was founded" that the rich would be so rich and the poor so poor. It was never imagined "when the U.S. was founded" that opportunities to get ahead would depend so profoundly on one's family circumstances and other starting conditions. How could this have happened in the "land of opportunity?" What are the effects of such profound inequality? And what, if anything, should be done about it?
Terms: Win
| Units: 4
| UG Reqs: WAY-EDP, WAY-SI
SOC 10:
Introduction to Computational Social Science
The large-scale digitization of social life is providing new opportunities and research directions for social scientists. In this course, we will discuss how social scientists, and sociologists in particular, are using advances in computational techniques to further our knowledge of society. Some of the topics we will survey include online experiments, massive online social networks, large-scale text analysis, and geographical information systems. Students will learn principles of research design in addition to fundamental programming and data analysis techniques. By the end of the course they should be able to produce computational social science research of their own.
Terms: Aut
| Units: 4
SOC 12SC:
Guaranteed Income: A Bold Experiment to Reduce Inequality
The state of California, the so-called 'land of plenty,' in fact has the country's highest poverty rate as well as extremely high rates of homelessness and profound racial and ethnic disparities. These problems persist despite a long history of anti-inequality policy. What should be done? In an innovative $35M experiment, the state of California is testing bold new approaches to taking on poverty and inequality, including an unconditional 'guaranteed income' that assures that everyone can raise their children in healthy environments, invest in their skills, and take advantage of opportunities. The Stanford Guaranteed Income Team - a coalition of Stanford faculty - will be advising on the implementation and evaluation of this experiment (pending the state's final review of their grant application). Would you like to assist with one of the boldest anti-inequality experiments of our time? If you sign on for this course, you will (a) learn about the causes of poverty and other inequities and how they can be taken on, and (b) then assist with the implementation and evaluation of the experiment by interviewing potential participants. This course is not for the faint of heart. It will involve intensive training in qualitative interviewing and other types of research; it will require a commitment to be there for the people who have decided to participate in the experiment; and it will require a willingness to listen and learn with humility and respect.
Terms: Sum
| Units: 2
SOC 19N:
The Immigrant Experience in Everyday Life
The seminar introduces students to major themes connected to the immigrant experience, including identity, education, assimilation, transnationalism, political membership, and intergroup relations. There will also be some attention given to research methodology. The seminar addresses these themes through reading ethnographies that document the everyday experience of immigrants and immigrant communities, broadly defined, in the United States. The course readings primarily come from more contemporary ethnographic research, but it will also include a sampling of ethnographies that examine the experience of previous waves of immigrants. Student participation will include in-class discussions of readings, short written responses to readings, and a final paper in which students draw on original ethnographic research that they conduct during the quarter. By the end of the quarter, students will be able to identify the social, political, and economic forces that shape the immigrant experience. More importantly, students will understand HOW these forces enter the immigrant experience in everyday life.
Terms: Spr
| Units: 3
| UG Reqs: WAY-EDP
SOC 31N:
Social Networks
This Introductory Seminar reviews the history of social network studies, investigates how networks have changed over the past hundred years and asks how new technologies will impact them. We will draw from scholarly publications, popular culture and personal experience as ways to approach this central aspect of the human experience.
Terms: Win
| Units: 3
| UG Reqs: WAY-SI
SOC 103:
Human and Planetary Health (BIO 103, BIO 203)
Two of the biggest challenges humanity has to face - promoting human health and halting environmental degradation - are strongly linked. The emerging field of Planetary Health recognizes these inter-linkages and promotes creative, interdisciplinary solutions that protect human health and the health of the ecosystems on which we depend. Through a series of lectures and case-study discussions, students will develop an in-depth understanding of the 'Planetary Health' concept, its foundation, goals, priority areas of action, methods of investigation, and the most relevant immediate challenges.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SMA
SOC 107E:
Education and Inequality: Big Data for Large-Scale Problems (EDUC 107, EDUC 207, SOC 205)
In this course, students will use data from the Stanford Education Data Archive (SEDA) to study the patterns, causes, consequences, and remedies of educational inequality in the US. SEDA is based on 200 million test score records, administrative data, and census data from every public school, school district, and community in the US. The course will include lectures, discussion, and small group research projects using SEDA and other data.
Terms: Aut
| Units: 3
SOC 114:
Economic Sociology (SOC 214)
(Graduate students register for 214.) The sociological approach to production, distribution, consumption, and markets, emphasizing the impact of norms, power, social structure, and institutions on the economy. Comparison of classic and contemporary approaches to the economy among the social science disciplines. Topics: consumption, labor markets, organization of professions such as law and medicine, the economic role of informal networks, industrial organization, including the structure and history of the computer and popular music industries, business alliances, capitalism in non-Western societies, and the transition from state socialism in E. Europe and China.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-SI
SOC 115:
Global Human Rights and Local Practices (HUMRTS 122, INTLPOL 282, SOC 215)
The course examines how the international community has fared in promoting and protecting human rights in the world, with an emphasis on the role of the United Nations. The course will begin with an overview of debates about the state of the international human rights system in the contemporary world, and then examine how international society has addressed the challenges of implementing universal human rights principles in different local contexts across different issues. The specific rights issues examined include genocide, children's rights, labor rights, transitional justice, women's rights, indigenous rights, NGOs, and the complicated relationship between the US and global human rights. The course will feature video conference/guest lecture sessions with leading human rights scholars and practitioners, providing students with unique opportunities to hear their expert opinions based on research and experience.
Terms: Spr
| Units: 3-5
SOC 117A:
China Under Mao (SOC 217A)
(Graduate students register for 217A.) The transformation of Chinese society from the 1949 revolution to the eve of China's reforms in 1978: creation of a socialist economy, reorganization of rural society and urban workplaces, emergence of new inequalities of power and opportunity, and new forms of social conflict during Mao's Cultural Revolution of 1966-69 and its aftermath.
Terms: Win
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-SI
SOC 121D:
People Analytics: Data and Algorithms as Managerial Tools
Can machine learning help businesses hire (or fire) the right people? Can data science be used to close the gender pay gap? In this class, we'll explore the promises and pitfalls of using contemporary data analytics to help organizations manage their human resources. In doing so, we'll carefully examine the cutting-edge tools used by people analysts, use formal perspectives of human organization to think through the possible consequences of implementing these solutions in a business, and reason critically about the societal and ethical implications of their proliferation. No background in data science, computer science, or advanced mathematics is assumed for this class.
Terms: Sum
| Units: 4
SOC 122:
Race, Family, and the State
Family is often imagined as a private realm, but the state has historically played an important role in its regulation, particularly for low income families and racial minorities. How do government programs work to preserve some families while destabilizing others? This course examines the racial politics of state involvement in family life in 20th century America. We will look at how important state systems such as criminal justice, immigration, welfare, and foster care have shaped the legal possibilities for family life in America. The course incorporates sociological, historical, and legal scholarship to critically assess the structural influences shaping the experiences, choices, and legal possibilities for families of color.
Terms: Spr
| Units: 4
SOC 123D:
Mental Health from Crisis to Construction
Mental health is an increasingly hot topic in the media. Why are high school and college students struggling with more and more mental health issues? Why are rates of depression and anxiety increasing? What is the role of social media? How can people cope with the psychological consequences of a multi-year pandemic? These conversations often culminate in the belief that there is a 'mental health crisis' plaguing the 21st century. But mental health, like other social phenomena, is not experienced in a vacuum. How does social context shape individuals' psychological experience? How might sociologists think about the idea of a mental health crisis? This course will provide an introduction to the sociology of mental health and will give you the tools to think critically about narratives around wellbeing that you may hear in your own lives. You will learn how the line between health and illness ('normal' and 'crazy') is socially constructed, how social context influences subjective experience, and how people's responses to subjective experience can change (and have changed) over time. We will also delve into demographic patterns in mental health experiences and discuss the social stigma that surrounds mental illness, mental health treatment, and diagnosis. Throughout the course, we will discuss contemporary issues around mental health - such as social media and the COVID-19 pandemic - using our sociological lens to offer explanations and insights. You will learn through reading scientific articles and books, class discussions, group work, and an independent final project that will be presented to the class at the end of the term.
Terms: Sum
| Units: 3
| UG Reqs: WAY-SI
SOC 124D:
The Sociology of Nature
What does is mean for something to be 'natural', and why is a connection to nature so often seen as a good thing? Drawing on perspectives from sociology, psychology, anthropology, environmental studies, and popular culture, this course analyzes how the concepts of nature and naturalness contribute to the way we make sense of our social world, including based on race, gender, beauty, morality, and politics. Students will learn about the history of environmentalism, the sociology of bodies, the economics of consumption, and the social psychology of traditionalism. Through a combination of lectures, in-class discussions, written assignments, and group projects, students will be encouraged to interrogate their own relationships with nature in order to more intentionally act towards the natural world and towards other people. Throughout, the course will prioritize a sociological lens by considering the roles of social relationships, power, scientific evidence, and inequality in cultural conceptions of nature.
Terms: Sum
| Units: 4
SOC 126:
Introduction to Social Networks (SOC 226)
(Graduate students register for 226.) Theory, methods, and research. Concepts such as density, homogeneity, and centrality; applications to substantive areas. The impact of social network structure on individuals and groups in areas such as communities, neighborhoods, families, work life, and innovations.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-SI
SOC 128D:
Mining Culture Through Text Data: Introduction to Social Data Science
Data science and machine learning have rapidly gained recognition within the social sciences because they offer powerful new ways to ask questions about social and cultural issues. This course will examine how data science has revolutionized how social scientists study culture by providing new tools to analyze patterns in text data in different contexts and at different scales. More specifically, we will explore how these tools can be used to mine the meaning of text from sources such as posts on social media, transcripts of political debates, books, press releases, and more. This is a hands-on, interactive course culminating in a social data science project designed by the student or a team of up to four students. Most class sessions will be taught interactively using Jupyter Notebooks. Students will follow along with workshop-style lectures by using and modifying the provided Python code in real time to analyze data and visualize results. The course will cover such topics as gender and racial/ethnic stereotypes, workplace discrimination, climate change, and the relationship between lifestyle and political identity. Students will learn to explore text data with tools such as word embeddings, topic models, and sentiment analysis. Students will gain experience with base Python as well as tools from libraries useful for data science such as Empath, Gensim, NumPy, Pandas, Scikit-learn, and spaCy.
Terms: Sum
| Units: 4
| UG Reqs: WAY-AQR, WAY-SI
SOC 129D:
Food, Sustainability, and Culture
There are few issues more important for human life than those concerned with sustainability. Current global trends, such as climate change, biodiversity loss, rising inequality, and increasing urbanization, raise critical questions about future environmental and social sustainability. Changes are necessary for the survival of our species. But how can we bring them about? In this course we explore the historical and cultural diversity of human-environment interaction, and analyze sustainability in a variety of contexts: from the local to the global, in the past and present, in the U.S. and among small-scale societies. We¿ll look at development through the lens of food and agriculture, and discuss sustainability in the context of globalization¿ whether social movements around food justice, or the new world of lab-based meats. From behavioral psychology, and how it contributes to environmental action, to the individual choices we make every day, this course will help you reflect on the world, and how to act in it.
Terms: Sum
| Units: 3
SOC 130:
Education and Society (EDUC 120C, EDUC 220C, SOC 230)
The effects of schools and schooling on individuals, the stratification system, and society. Education as socializing individuals and as legitimizing social institutions. The social and individual factors affecting the expansion of schooling, individual educational attainment, and the organizational structure of schooling.
Terms: Spr
| Units: 4-5
| UG Reqs: GER:DB-SocSci, WAY-SI
SOC 142:
Sociology of Gender (FEMGEN 142, FEMGEN 242, SOC 242)
Male, female, woman, man, feminine, masculine. We all know what gender is, right? In this course, we will critically examine the idea of gender from a sociological perspective. For the first few weeks, we will tackle the big question 'What is gender?' To do this, we will begin by interrogating taken-for-granted ideas about the biological underpinnings of gender. We then dive into sociological conceptions of gender. In the latter portion of the course we will examine the ways gender operates and produces inequality within a variety of societal institutions, including the media, the family, the workplace, and the legal system. This class will expose you to some of the methods social scientists use to study gender and help you think critically about common sense understandings of gender through a look at both popular journalism and rigorous academic research. The emphasis of this class is to leave you with a long-lasting understanding of why the study of social problems, and especially those related to gender, matter.
Terms: Spr
| Units: 3
| UG Reqs: GER:EC-Gender, WAY-EDP, WAY-SI
SOC 146:
Introduction to Comparative Studies in Race and Ethnicity (CSRE 196C, ENGLISH 172D, PSYCH 155, TAPS 165)
How different disciplines approach topics and issues central to the study of ethnic and race relations in the U.S. and elsewhere. Lectures by senior faculty affiliated with CSRE. Discussions led by CSRE teaching fellows. Includes an optional Haas Center for Public Service certified Community Engaged Learning section, this year we will be working with members from the Muwekma Ohlone Tribe in Berkeley, CA - If interested, sign up for discussion section number 4.
Terms: Win, Spr
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
SOC 149:
The Urban Underclass (CSRE 149A, SOC 249, URBANST 112)
(Graduate students register for 249.) Recent research and theory on the urban underclass, including evidence on the concentration of African Americans in urban ghettos, and the debate surrounding the causes of poverty in urban settings. Ethnic/racial conflict, residential segregation, and changes in the family structure of the urban poor.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
SOC 152:
The Social Determinants of Health (SOC 252)
When we consider a person's health, we often look first to the body. But our bodies don't exist in a vacuum: how we feel, whether we get sick, even how long we live depends on many factors beyond our biology. In this course, we will shift our focus to the world our bodies inhabit, considering how our circumstances affect our health, healthcare, and well-being. We will explore the 'social determinants' of health outcomes, including neighborhoods, social networks, healthcare systems, inequalities, and power structures. We will also reflect on what it means to live a healthy life and the extent to which individuals may or may not be able to determine their own health outcomes.n nBeyond the substantive topic of health, a core component of applying the sociological lens is being able to use research to explain and analyze the social world. To build your critical analysis skills, you will read and engage with social science research and apply theoretical concepts to empirical observations. Throughout the course, we will engage with case studies, both in class and in assignments that ask you to turn your sociological lens to health disparities in the world around you. We will also brainstorm ways to build a world without health inequality.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-SI
SOC 154A:
American Disaster (AMSTUD 154D, ENGLISH 154D)
How do we make sense of catastrophe? Who gets to write or make art about floods, fires, or environmental collapse? How do disaster and its depiction make visible or exacerbate existing social and economic inequalities? Beginning with the Jamestown colony and continuing to the present, this course explores the long history of disaster on the North American continent, and how it has been described by witnesses, writers, and artists. From the 1793 Philadelphia yellow fever epidemic to Hurricane Katrina, the Dust Bowl to contemporary explorations of climate change, this seminar will put in conversation a wide range of primary and secondary materials. Possible texts include writings by Mike Davis, Katherine Anne Porter, Rebecca Solnit, Jesmyn Ward, and Richard Wright; films Wildlife (2018), First Reformed (2017), When the Levees Broke (2006), and Free Willy II (1995); and art by Dorothea Lange, Winslow Homer, and Richard Misrach. For the final paper, students will write a critical essay on a disaster novel, film, or other work or object of their choice, or develop their own creative piece or oral history.
Terms: Spr
| Units: 5
| UG Reqs: WAY-A-II
SOC 160:
Formal Organizations (SOC 260)
(Graduate students register for 260.) Organizations are ubiquitous: they educate us, manage our finances, and structure our daily routines. They also distribute resources, status, and opportunities. This course will explore the role of formal organizations in contemporary social life, and their consequences for individuals. Drawing on a range of research in the social sciences and examples from the real world, we will examine several topics, including: the origins of organizations, how decisions are made in organizations, why some organizations survive while others die, incentives and employment relationships, how social networks shape social stratification, and what kinds of organizational policies promote diversity.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-SI
SOC 167A:
Asia-Pacific Transformation (INTLPOL 244D, SOC 267A)
Post-WW II transformation in the Asia-Pacific region, with focus on the ascent of Japan, the development of newly industrialized capitalist countries (S. Korea and Taiwan), the emergence of socialist states (China and N. Korea), and the changing relationship between the U.S. and these countries.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-SI
SOC 168:
Global Organizations: The Matrix of Change (PUBLPOL 168, PUBLPOL 268, SOC 268)
In this class we study the design of effective human organizations, within and across institutional settings. We learn how to apply analytical tools, from the social sciences, to organizations, to understand the process of executing strategies, the challenges in changing them, and accountability. The theme for 2022 year's class will be defunding the police or reorganizing it from within. Recommended: FINANCE 377, MS&E 180, SOC 160, ECON 149, or MGTECON 330.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-EDP
SOC 168A:
RACE, NATURE, AND THE CITY (AFRICAAM 168, CSRE 168, EARTHSYS 169, URBANST 168)
This course provides an introduction to the study of race and place within urban political ecology (UPE). Geographer Natasha Cornea defines UPE as a 'conceptual approach that understands urbanization to be a political, economic, social, and ecological process, one that often results in highly uneven and inequitable landscapes' in and beyond cities. The primary focus will be cities in the Americas, but we will draw on insights from scholars studying the mutually constitutive nature of race and place in other regions. In line with critical theories that frame intersectional experiences of race, the course readings also take into account class, gender, sexuality, and nation.
Terms: Spr
| Units: 4
| UG Reqs: WAY-EDP, WAY-SI
SOC 170:
Classics of Modern Social Theory (SOC 270)
(Graduate students register for 270). Sociologists seek to understand how society works, specifically: how social life is organized, changed, and maintained. Sociological theory provides hypotheses for explaining social life. All empirical research in sociology is enriched by, and has some basis in, sociological theories. This course introduces students to the earliest sociological theories and the thinkers who developed them. Specifically, we will discuss the work of W.E.B. Du Bois, Emile Durkheim, Max Weber, and Karl Marx. We will compare and contrast how they thought about important modern-day social realities such as capitalism, racism, crime, religion, and social cohesion. We will consider how these early theories and thinkers influence the way sociologists think about and study the social world today.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-SocSci
SOC 173:
Gender and Higher Education: National and International Perspectives (EDUC 173, EDUC 273, FEMGEN 173, SOC 273)
This course examines the ways in which higher education structures and policies interact with gender, gender identity, and other characteristics in the United States, around the world, and over time. Attention is paid to how changes in those structures and policies relate to access to, experiences in, and outcomes of higher education by gender. Students can expect to gain an understanding of theories and perspectives from the social sciences relevant to an understanding of the role of higher education in relation to structures of gender differentiation and hierarchy. Topics include undergraduate and graduate education; identity and sexuality; gender and science; gender and faculty; and feminist scholarship and pedagogy.
Terms: Spr
| Units: 3-4
| UG Reqs: GER:EC-Gender, WAY-EDP, WAY-SI
SOC 179A:
Crime and Punishment in America (AFRICAAM 179A, AMSTUD 179A, CSRE 179A, SOC 279A)
This course provides a comprehensive introduction to the way crime has been defined and punished in the United States. Recent social movements such as the Movement for Black Lives have drawn attention to the problem of mass incarceration and officer-involved shootings of people of color. These movements have underscored the centrality of the criminal justice system in defining citizenship, race, and democracy in America. How did our country get here? This course provides a social scientific perspective on Americas past and present approach to crime and punishment. Readings and discussions focus on racism in policing, court processing, and incarceration; the social construction of crime and violence; punishment among the privileged; the collateral consequences of punishment in poor communities of color; and normative debates about social justice, racial justice, and reforming the criminal justice system. Students will learn to gather their own knowledge and contribute to normative debates through a field report assignment and an op-ed writing assignment.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-EDP, WAY-SI
SOC 180A:
Foundations of Social Research (CSRE 180A, SOC 280A)
Formulating a research question, developing hypotheses, probability and non-probability sampling, developing valid and reliable measures, qualitative and quantitative data, choosing research design and data collection methods, challenges of making causal inference, and criteria for evaluating the quality of social research. Emphasis is on how social research is done, rather than application of different methods. Limited enrollment; preference to Sociology and Urban Studies majors, and Sociology coterms.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-SI
SOC 180B:
Introduction to Data Analysis (CSRE 180B, SOC 280B)
Preference to Sociology majors, minors, and co-terms. Enrollment for non-sociologists will open two weeks after enrollment begins. Methods for analyzing and evaluating quantitative data in sociological research. Students will be taught how to run and interpret multivariate regressions, how to test hypotheses, and how to read and critique published data analyses.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-AQR
SOC 183D:
Drugs, Self, and Society
From your daily cup(s) of coffee to the 'War on Drugs,' drugs touch the lives of most people. Yet, how societies deal with drug use and abuse change throughout time. In this course, we will look at drug use and abuse through a sociological lens, exploring how micro (personal), meso (interactional), and macro (structural) level forces underpin the meanings, experiences, and policies associated with drug use and abuse in the United States. Beyond this, we will examine how these forces contribute to persistent systems of inequality among different groups. This will not serve as a 'how to' course, but one in which you will be asked to critically examine the role of drugs and their effects on society. By the end of this course, students should be able to:
Terms: Spr
| Units: 3
| UG Reqs: WAY-SI
SOC 187:
Ethics, Morality, and Markets (SOC 287)
Markets are inescapably entangled with questions of right and wrong. What counts as a fair price or a fair wage? Should people be able to sell their organs? Do companies have a responsibility to make sure algorithmic decisions don't perpetuate racism and misogyny? Even when market exchange seems coldly rational, it still embodies normative ideas about the right ways to value objects and people and to determine who gets what. In this course, we will study markets as social institutions permeated with moral meaning. We will explore how powerful actors work to institutionalize certain understandings of good and bad; unpack how particular moral visions materially benefit some groups of people more so than others; examine the ways people draw on notions of fairness to justify and contest the market's distribution of resources and opportunities; and consider who has agency to build markets according to different normative ideals. Most course readings are empirical research, so we will also critically discuss how social scientists use data and methods to build evidence about the way the world works.
Terms: Aut
| Units: 4
| UG Reqs: WAY-ER, WAY-SI
SOC 188:
One in Five: The Law, Politics, and Policy of Campus Sexual Assault (FEMGEN 143, SOC 288)
TRIGGER WARNING: Over the past decade the issue of campus sexual assault and harassment has exploded into the public discourse. Multiple studies have reinforced the finding that between 20-25% of college women (and a similar proportion of students identifying as transgender and gender-nonconforming, as well as approximately 10% of male students) experience sexual assault carried out through force or while the victim was incapacitated during their time in college. Fraternities have been found to be associated with an increased risk of female sexual assault on campus. Vulnerable students and those from marginalized groups are often found to be at increased risk. This is also a significant problem in k12 education. Sexual harassment rates are even higher. Survivors have come forward across the country with harrowing stories of assault followed by what they describe as an insensitive or indifferent response from college administrators. These survivors have launched one of the most successful, and surprising, social movements in recent memory. As a result, the federal government under President Obama stepped up its civil rights enforcement in this area, with over 300 colleges and universities under investigation for allegedly mishandling student sexual assault complaints as of the end of that administration. At the same time, the Obama administration's heightened response led to a series of high-profile lawsuits by accused students who assert that they were falsely accused or subjected to mishandled investigations that lacked sufficient due process protections. The one thing that survivors and accused students appear to agree on is that colleges are not handling these matters appropriately and appeared to be more concerned with protection the institutional brand than with stopping rape or protecting student rights. Colleges have meanwhile complained of being whipsawed between survivors, accused students, interest groups, and enforcement authorities. In an about-face that many found shocking, the Trump Administration rescinded all of the Obama-era guidance on the subject of sexual harassment and has promulgated new proposed regulations that would offer significantly greater protection to accused students and to institutions and commensurately less protection to survivors. An increasingly partisan Congress has been unable to pass legislation addressing the issue. It is unclear whether or to what extent the incoming Biden Administration will move to withdraw or amend the DeVos regulations. Meanwhile in schools have moved toward adopting an uneven patchwork of policies in which some schools cover conduct (for example, off campus conduct) that DeVos excluded from the purview of Title IX under the ambit of "supplemental" conduct policies and procedures setting up policy confusion and inequalities for students of different schools. This course focuses on the legal, policy, and political issues surrounding sexual assault and harassment on college campuses. Each week we will read, dissect, compare and critique a set of readings that include social science, history, literature, legal, policy, journalism, and narrative explorations of the topic of campus sexual assault. We will explore the history of gender-based violence and the efforts to implement legal protections for survivors in the educational context. We will also study the basic legal frameworks governing campus assault, focusing on the relevant federal laws such as Title IX and the Clery Act. We will critically explore the ways that responses to this violence have varied by the race, class, gender identity, sexual orientation, and other characteristics of parties and institutions. We will hear from guest speakers who are actively involved in shaping policy and advocating in this area, including lawyers, activists, journalists, and policymakers. This year we will also host special guest speaker Chanel Miller, author of the bestselling memoir Know My Name. The subject matter of this course is sensitive, and students are expected to treat the material with maturity. Much of the reading and subject matter may be upsetting and/or triggering for students who identify as survivors. There is no therapeutic component for this course, although supportive campus resources and Title IX staff are available for those who need them. Elements used in grading: Grades will be based on class attendance, class participation, and either several short reflection papers and a class presentation (section 01) or an independent research paper or project and class presentation (section 02). After the term begins, students accepted into the course can transfer from section 01 into section 02, which meets the R requirement, with consent of the instructor. Enrollment is by INSTRUCTOR PERMISSION. Access the consent form here https://law.stanford.edu/wp-content/uploads/2021/10/21-22-Win-One-in-Five-LAW-7065-FEMGEN-143-SOC-188-SOC-288-Michele-Landis-Dauber-Emma-Tsurkov-Consent-Form.docx or email etsurkov@stanford.edu to request a form via email. Applications will be reviewed on a rolling basis until the class is full. Demand for the class is high and participation is capped at 18. The class usually fills quickly, so make sure to apply early. Cross-listed with the School of Law (LAW 7065), Feminist, Gender and Sexuality Studies ( FEMGEN 143), and Sociology ( SOC 188/288). This course is being taught remotely over Zoom.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-EDP, WAY-SI
SOC 189:
Race and Immigration (AFRICAAM 190, CSRE 189, SOC 289)
In the contemporary United States, supposedly race-neutral immigration laws have racially-unequal consequences. Immigrants from Mexico, Central America, and the Middle East are central to ongoing debates about who's includable, and who's excludable, from American society. These present-day dynamics mirror the historical forms of exclusion imposed on immigrants from places as diverse as China, Eastern Europe, Ireland, Italy, Japan, and much of Africa. These groups' varied experiences of exclusion underscore the long-time encoding of race into U.S. immigration policy and practice. Readings and discussions center on how immigration law has become racialized in its construction and in its enforcement over the last 150 years.
Terms: Win
| Units: 4-5
| UG Reqs: WAY-EDP, WAY-SI
SOC 190:
Undergraduate Individual Study
Prior arrangement required.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
20 times
(up to 20 units total)
Instructors: ;
Asad, A. (PI);
Barr, D. (PI);
Berger, J. (PI);
Chang, P. (PI);
Clair, M. (PI);
Cook, K. (PI);
Correll, S. (PI);
Dauber, M. (PI);
Diamond, L. (PI);
Drori, G. (PI);
England, P. (PI);
Freese, J. (PI);
Gong, R. (PI);
Granovetter, M. (PI);
Grusky, D. (PI);
Hannan, M. (PI);
Hoffman, M. (PI);
Hwang, J. (PI);
Jackson, M. (PI);
Jimenez, T. (PI);
Jones, M. (PI);
Kiviat, B. (PI);
McAdam, D. (PI);
McFarland, D. (PI);
Meyer, J. (PI);
Olzak, S. (PI);
Parker, A. (PI);
Powell, W. (PI);
Ramirez, F. (PI);
Ridgeway, C. (PI);
Rosenfeld, M. (PI);
Samson, F. (PI);
Saperstein, A. (PI);
Scott, W. (PI);
Shin, G. (PI);
Snipp, C. (PI);
Strober, M. (PI);
Stuart, F. (PI);
Thornton, P. (PI);
Torche, F. (PI);
Tuma, N. (PI);
Walder, A. (PI);
Willer, R. (PI);
Young, C. (PI);
Zhou, X. (PI)
SOC 190A:
Public Service and Social Impact: Pathways to Purposeful Careers (CSRE 190A, ENGLISH 180, POLISCI 74B, PUBLPOL 75B, SYMSYS 193, URBANST 190A)
How do I translate my interests and capacities into a career in public service and social impact? This course will introduce you to a wide range of roles that help shape public policy and civic life, including government, nonprofits, social enterprise and the arts. It can be taken for one or two units. For one unit, you participate in a weekly, interactive speaker series designed to give you a sense for what different public service careers are like. Each week, guests describe their organizations and roles, highlight key intellectual issues and policy challenges, discuss their career paths, and describe skills crucial for the job. For a second unit, you participate additionally in a more intimate weekly session designed to help you translate this knowledge into action. You will identify roles and organizations that might be a good match for you, build your network through informational interviewing, receive career coaching, and acquire the tools you need to launch your job or internship search. This course is open to all students, not only those studying political science, public policy and other social sciences, but also those in the arts, humanities, sciences, or engineering. Course content will be relevant to both students soon entering the job market and those facing choices about courses of study and internships. It is co-sponsored by the Haas Center for Public Service, the School of Humanities and Sciences, and Stanford in Government.nnStudents taking the course for one unit must enroll in the Tuesday lecture, and students taking the course for two units must enroll in both the Tuesday lecture and the Thursday section.
Terms: Win
| Units: 1-2
SOC 191:
Undergraduate Directed Research
Work on a project of student's choice under supervision of a faculty member. Prior arrangement required.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
20 times
(up to 20 units total)
Instructors: ;
Asad, A. (PI);
Barr, D. (PI);
Berger, J. (PI);
Chang, P. (PI);
Clair, M. (PI);
Cohen, B. (PI);
Cook, K. (PI);
Correll, S. (PI);
Dauber, M. (PI);
Diamond, L. (PI);
Dornbusch, S. (PI);
Drori, G. (PI);
England, P. (PI);
Fields, C. (PI);
Freese, J. (PI);
Gong, R. (PI);
Granovetter, M. (PI);
Grusky, D. (PI);
Hannan, M. (PI);
Hillmann, H. (PI);
Hoffman, M. (PI);
Hwang, J. (PI);
Jackson, M. (PI);
Jimenez, T. (PI);
Kiviat, B. (PI);
McAdam, D. (PI);
McDermott, M. (PI);
McFarland, D. (PI);
Meyer, J. (PI);
Olzak, S. (PI);
Parigi, P. (PI);
Powell, W. (PI);
Ramirez, F. (PI);
Ridgeway, C. (PI);
Rosenfeld, M. (PI);
Sandefur, R. (PI);
Saperstein, A. (PI);
Scott, W. (PI);
Shin, G. (PI);
Snipp, C. (PI);
Strober, M. (PI);
Stuart, F. (PI);
Thornton, P. (PI);
Torche, F. (PI);
Tuma, N. (PI);
Walder, A. (PI);
Willer, R. (PI);
Young, C. (PI);
Zelditch, M. (PI);
Zhou, X. (PI)
SOC 192:
Undergraduate Research Apprenticeship
Work in an apprentice-like relationship with faculty on an on-going research project. Prior arrangement required.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
20 times
(up to 20 units total)
Instructors: ;
Asad, A. (PI);
Barr, D. (PI);
Berger, J. (PI);
Clair, M. (PI);
Cohen, B. (PI);
Cook, K. (PI);
Correll, S. (PI);
Dauber, M. (PI);
Diamond, L. (PI);
Dornbusch, S. (PI);
Drori, G. (PI);
England, P. (PI);
Freese, J. (PI);
Granovetter, M. (PI);
Grusky, D. (PI);
Hannan, M. (PI);
Hillmann, H. (PI);
Hoffman, M. (PI);
Hwang, J. (PI);
Jackson, M. (PI);
Jimenez, T. (PI);
Kiviat, B. (PI);
McAdam, D. (PI);
McDermott, M. (PI);
McFarland, D. (PI);
Meyer, J. (PI);
Olzak, S. (PI);
Parigi, P. (PI);
Powell, W. (PI);
Ramirez, F. (PI);
Ridgeway, C. (PI);
Rosenfeld, M. (PI);
Sandefur, R. (PI);
Saperstein, A. (PI);
Scott, W. (PI);
Shin, G. (PI);
Snipp, C. (PI);
Strober, M. (PI);
Stuart, F. (PI);
Thornton, P. (PI);
Torche, F. (PI);
Tuma, N. (PI);
Walder, A. (PI);
Willer, R. (PI);
Zelditch, M. (PI);
Zhou, X. (PI)
SOC 193:
Undergraduate Teaching Apprenticeship
Prior arrangement required.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
20 times
(up to 20 units total)
SOC 194:
Computational Undergraduate Research
Computational sociology research working with faculty on an on-going technical research project. Applications for position reviewed on a rolling basis.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
20 times
(up to 20 units total)
SOC 196:
Senior Thesis
Work on an honors thesis project under faculty supervision (see description of honors program). Must be arranged early in the year of graduation or before.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
30 times
(up to 30 units total)
Instructors: ;
Antonio, A. (PI);
Asad, A. (PI);
Barr, D. (PI);
Berger, J. (PI);
Chang, P. (PI);
Clair, M. (PI);
Cohen, B. (PI);
Cook, K. (PI);
Correll, S. (PI);
Dauber, M. (PI);
Diamond, L. (PI);
Dornbusch, S. (PI);
Drori, G. (PI);
England, P. (PI);
Freese, J. (PI);
Granovetter, M. (PI);
Grusky, D. (PI);
Hannan, M. (PI);
Hillmann, H. (PI);
Hoffman, M. (PI);
Hwang, J. (PI);
Jackson, M. (PI);
Jimenez, T. (PI);
Jones, M. (PI);
Kiviat, B. (PI);
McAdam, D. (PI);
McDermott, M. (PI);
McFarland, D. (PI);
Meyer, J. (PI);
Olzak, S. (PI);
Parigi, P. (PI);
Parker, A. (PI);
Powell, W. (PI);
Ramirez, F. (PI);
Ridgeway, C. (PI);
Rosenfeld, M. (PI);
Sandefur, R. (PI);
Saperstein, A. (PI);
Scott, W. (PI);
Shin, G. (PI);
Snipp, C. (PI);
Stuart, F. (PI);
Thornton, P. (PI);
Torche, F. (PI);
Tuma, N. (PI);
Walder, A. (PI);
Willer, R. (PI);
Zelditch, M. (PI);
Zhou, X. (PI)
SOC 202:
Junior Seminar: Preparation for Research
Required of all juniors in Sociology who plan to write an honors thesis. Students write a research prospectus and grant proposal, which may be submitted for funding. Research proposal in final assignment may be carried out in Spring or Summer Quarter; consent required for Autumn Quarter research.
Terms: Win
| Units: 5
SOC 204:
Capstone Research Seminar
This course focuses on the sociological research and writing process and fulfills the Writing In the Major (WIM) requirement for Sociology majors. Students will write a substantial paper based on the research project developed in 202 or a project developed during the course. Students in the honors program or co-terms in the research track may incorporate their paper into their thesis. Sociology majors who are seniors may take Soc 204 as their sole WIM class, as a substitute for Soc 202, with no prerequisites required. The class is designed to support students as they complete an original research project during the quarter or a piece of a larger honors or master's thesis
Terms: Win
| Units: 5
SOC 205:
Education and Inequality: Big Data for Large-Scale Problems (EDUC 107, EDUC 207, SOC 107E)
In this course, students will use data from the Stanford Education Data Archive (SEDA) to study the patterns, causes, consequences, and remedies of educational inequality in the US. SEDA is based on 200 million test score records, administrative data, and census data from every public school, school district, and community in the US. The course will include lectures, discussion, and small group research projects using SEDA and other data.
Terms: Aut
| Units: 3
SOC 214:
Economic Sociology (SOC 114)
(Graduate students register for 214.) The sociological approach to production, distribution, consumption, and markets, emphasizing the impact of norms, power, social structure, and institutions on the economy. Comparison of classic and contemporary approaches to the economy among the social science disciplines. Topics: consumption, labor markets, organization of professions such as law and medicine, the economic role of informal networks, industrial organization, including the structure and history of the computer and popular music industries, business alliances, capitalism in non-Western societies, and the transition from state socialism in E. Europe and China.
Terms: Aut
| Units: 4
SOC 215:
Global Human Rights and Local Practices (HUMRTS 122, INTLPOL 282, SOC 115)
The course examines how the international community has fared in promoting and protecting human rights in the world, with an emphasis on the role of the United Nations. The course will begin with an overview of debates about the state of the international human rights system in the contemporary world, and then examine how international society has addressed the challenges of implementing universal human rights principles in different local contexts across different issues. The specific rights issues examined include genocide, children's rights, labor rights, transitional justice, women's rights, indigenous rights, NGOs, and the complicated relationship between the US and global human rights. The course will feature video conference/guest lecture sessions with leading human rights scholars and practitioners, providing students with unique opportunities to hear their expert opinions based on research and experience.
Terms: Spr
| Units: 3-5
SOC 217A:
China Under Mao (SOC 117A)
(Graduate students register for 217A.) The transformation of Chinese society from the 1949 revolution to the eve of China's reforms in 1978: creation of a socialist economy, reorganization of rural society and urban workplaces, emergence of new inequalities of power and opportunity, and new forms of social conflict during Mao's Cultural Revolution of 1966-69 and its aftermath.
Terms: Win
| Units: 5
SOC 217B:
Chinese Politics and Society (HISTORY 293F, HISTORY 393F, SOC 317B)
(Doctoral students register for 317B.) This seminar examines scholarship on major political developments in the People's Republic of China during its first four decades. The topics to be explored in depth this year include the incorporation of Tibet and Xinjiang into the new Chinese nation-state during the 1950s, political violence during the Cultural Revolution in the late 1960s, and the nationwide political upheavals of 1989.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom
SOC 224B:
Relational Sociology (EDUC 312)
Conversations, social relationships and social networks are the core features of social life. In this course we explore how conversations, relationships, and social networks not only have their own unique and independent characteristics, but how they shape one another and come to characterize many of the settings we enter and live in. As such, students will be introduced to theories and research methodologies concerning social interaction, social relationships, and social networks, as well as descriptions of how these research strands interrelate to form a larger relational sociology that can be employed to characterize a variety of social phenomenon. This course is suitable to advanced undergraduates and doctoral students.
Terms: Win
| Units: 3-4
SOC 226:
Introduction to Social Networks (SOC 126)
(Graduate students register for 226.) Theory, methods, and research. Concepts such as density, homogeneity, and centrality; applications to substantive areas. The impact of social network structure on individuals and groups in areas such as communities, neighborhoods, families, work life, and innovations.
Terms: Spr
| Units: 4
SOC 230:
Education and Society (EDUC 120C, EDUC 220C, SOC 130)
The effects of schools and schooling on individuals, the stratification system, and society. Education as socializing individuals and as legitimizing social institutions. The social and individual factors affecting the expansion of schooling, individual educational attainment, and the organizational structure of schooling.
Terms: Spr
| Units: 4-5
SOC 231:
World, Societal, and Educational Change: Comparative Perspectives (EDUC 136, EDUC 306D)
Theoretical perspectives and empirical studies on the structural and cultural sources of educational expansion and differentiation, and on the cultural and structural consequences of educational institutionalization. Research topics: education and nation building; education, mobility, and equality; education, international organizations, and world culture.
Terms: Win
| Units: 4-5
SOC 238:
Market Oriented Policies in Education (EDUC 238)
Introducing market dynamics in education remains a highly controversial policy issue. In this course we will discuss the main ideas supporting the market approach in education and the key arguments against these policies; we will also review some of the evidence concerning the effects of market policies in education such as privatization, vouchers, and school choice; and finally, we will study several issues related to market oriented reforms, such as performance accountability, school segregation, and peer effects in education.
Terms: Spr
| Units: 3-4
SOC 242:
Sociology of Gender (FEMGEN 142, FEMGEN 242, SOC 142)
Male, female, woman, man, feminine, masculine. We all know what gender is, right? In this course, we will critically examine the idea of gender from a sociological perspective. For the first few weeks, we will tackle the big question 'What is gender?' To do this, we will begin by interrogating taken-for-granted ideas about the biological underpinnings of gender. We then dive into sociological conceptions of gender. In the latter portion of the course we will examine the ways gender operates and produces inequality within a variety of societal institutions, including the media, the family, the workplace, and the legal system. This class will expose you to some of the methods social scientists use to study gender and help you think critically about common sense understandings of gender through a look at both popular journalism and rigorous academic research. The emphasis of this class is to leave you with a long-lasting understanding of why the study of social problems, and especially those related to gender, matter.
Terms: Spr
| Units: 3
SOC 249:
The Urban Underclass (CSRE 149A, SOC 149, URBANST 112)
(Graduate students register for 249.) Recent research and theory on the urban underclass, including evidence on the concentration of African Americans in urban ghettos, and the debate surrounding the causes of poverty in urban settings. Ethnic/racial conflict, residential segregation, and changes in the family structure of the urban poor.
Terms: Spr
| Units: 4
SOC 252:
The Social Determinants of Health (SOC 152)
When we consider a person's health, we often look first to the body. But our bodies don't exist in a vacuum: how we feel, whether we get sick, even how long we live depends on many factors beyond our biology. In this course, we will shift our focus to the world our bodies inhabit, considering how our circumstances affect our health, healthcare, and well-being. We will explore the 'social determinants' of health outcomes, including neighborhoods, social networks, healthcare systems, inequalities, and power structures. We will also reflect on what it means to live a healthy life and the extent to which individuals may or may not be able to determine their own health outcomes.n nBeyond the substantive topic of health, a core component of applying the sociological lens is being able to use research to explain and analyze the social world. To build your critical analysis skills, you will read and engage with social science research and apply theoretical concepts to empirical observations. Throughout the course, we will engage with case studies, both in class and in assignments that ask you to turn your sociological lens to health disparities in the world around you. We will also brainstorm ways to build a world without health inequality.
Terms: Win
| Units: 4
SOC 258B:
Quasi-Experimental Research Design & Analysis (EDUC 430B)
This course surveys quantitative methods to make causal inferences in the absence of randomized experiment including the use of natural and quasi-experiments, instrumental variables, regression discontinuity, fixed effects estimators, and difference-in-differences. We emphasize the proper interpretation of these research designs and critical engagement with their key assumptions for applied researchers. Prerequisites: Prior training in multivariate regression (e.g., ECON 102B or the permission of the instructor).
Terms: Win
| Units: 3-5
SOC 258C:
Using Data to Describe the World: Descriptive Social Science Research Techniques (EDUC 430C)
This course focuses on the skills needed to conduct theoretically-informed and policy-relevant descriptive social science. Students read recent examples of rigorous descriptive quantitative research that exemplifies the use of data to describe important phenomena related to educational and social inequality. The course will help develop skills necessary to conceptualize, operationalize, and communicate descriptive research, including techniques related to measurement and measurement error, data harmonization, data reduction, and visualization. Students develop a descriptive project during the course. Prerequisite: satisfactory completion of a course in multivariate regression.
Terms: Spr
| Units: 3-5
| Repeatable
2 times
(up to 10 units total)
SOC 260:
Formal Organizations (SOC 160)
(Graduate students register for 260.) Organizations are ubiquitous: they educate us, manage our finances, and structure our daily routines. They also distribute resources, status, and opportunities. This course will explore the role of formal organizations in contemporary social life, and their consequences for individuals. Drawing on a range of research in the social sciences and examples from the real world, we will examine several topics, including: the origins of organizations, how decisions are made in organizations, why some organizations survive while others die, incentives and employment relationships, how social networks shape social stratification, and what kinds of organizational policies promote diversity.
Terms: Spr
| Units: 4
SOC 267A:
Asia-Pacific Transformation (INTLPOL 244D, SOC 167A)
Post-WW II transformation in the Asia-Pacific region, with focus on the ascent of Japan, the development of newly industrialized capitalist countries (S. Korea and Taiwan), the emergence of socialist states (China and N. Korea), and the changing relationship between the U.S. and these countries.
Terms: Win
| Units: 4
SOC 268:
Global Organizations: The Matrix of Change (PUBLPOL 168, PUBLPOL 268, SOC 168)
In this class we study the design of effective human organizations, within and across institutional settings. We learn how to apply analytical tools, from the social sciences, to organizations, to understand the process of executing strategies, the challenges in changing them, and accountability. The theme for 2022 year's class will be defunding the police or reorganizing it from within. Recommended: FINANCE 377, MS&E 180, SOC 160, ECON 149, or MGTECON 330.
Terms: Win
| Units: 4
SOC 270:
Classics of Modern Social Theory (SOC 170)
(Graduate students register for 270). Sociologists seek to understand how society works, specifically: how social life is organized, changed, and maintained. Sociological theory provides hypotheses for explaining social life. All empirical research in sociology is enriched by, and has some basis in, sociological theories. This course introduces students to the earliest sociological theories and the thinkers who developed them. Specifically, we will discuss the work of W.E.B. Du Bois, Emile Durkheim, Max Weber, and Karl Marx. We will compare and contrast how they thought about important modern-day social realities such as capitalism, racism, crime, religion, and social cohesion. We will consider how these early theories and thinkers influence the way sociologists think about and study the social world today.
Terms: Aut
| Units: 4
SOC 273:
Gender and Higher Education: National and International Perspectives (EDUC 173, EDUC 273, FEMGEN 173, SOC 173)
This course examines the ways in which higher education structures and policies interact with gender, gender identity, and other characteristics in the United States, around the world, and over time. Attention is paid to how changes in those structures and policies relate to access to, experiences in, and outcomes of higher education by gender. Students can expect to gain an understanding of theories and perspectives from the social sciences relevant to an understanding of the role of higher education in relation to structures of gender differentiation and hierarchy. Topics include undergraduate and graduate education; identity and sexuality; gender and science; gender and faculty; and feminist scholarship and pedagogy.
Terms: Spr
| Units: 3-4
SOC 279A:
Crime and Punishment in America (AFRICAAM 179A, AMSTUD 179A, CSRE 179A, SOC 179A)
This course provides a comprehensive introduction to the way crime has been defined and punished in the United States. Recent social movements such as the Movement for Black Lives have drawn attention to the problem of mass incarceration and officer-involved shootings of people of color. These movements have underscored the centrality of the criminal justice system in defining citizenship, race, and democracy in America. How did our country get here? This course provides a social scientific perspective on Americas past and present approach to crime and punishment. Readings and discussions focus on racism in policing, court processing, and incarceration; the social construction of crime and violence; punishment among the privileged; the collateral consequences of punishment in poor communities of color; and normative debates about social justice, racial justice, and reforming the criminal justice system. Students will learn to gather their own knowledge and contribute to normative debates through a field report assignment and an op-ed writing assignment.
Terms: Aut
| Units: 4-5
SOC 280A:
Foundations of Social Research (CSRE 180A, SOC 180A)
Formulating a research question, developing hypotheses, probability and non-probability sampling, developing valid and reliable measures, qualitative and quantitative data, choosing research design and data collection methods, challenges of making causal inference, and criteria for evaluating the quality of social research. Emphasis is on how social research is done, rather than application of different methods. Limited enrollment; preference to Sociology and Urban Studies majors, and Sociology coterms.
Terms: Win
| Units: 4
SOC 280B:
Introduction to Data Analysis (CSRE 180B, SOC 180B)
Preference to Sociology majors, minors, and co-terms. Enrollment for non-sociologists will open two weeks after enrollment begins. Methods for analyzing and evaluating quantitative data in sociological research. Students will be taught how to run and interpret multivariate regressions, how to test hypotheses, and how to read and critique published data analyses.
Terms: Aut
| Units: 4
SOC 281:
Natural Language Processing & Text-Based Machine Learning in the Social Sciences (PSYCH 290, SYMSYS 195T)
Digital communications (including social media) are the largest data sets of our time, and most of it is text. Social scientists need to be able to digest small and big data sets alike, process it and extract psychological insight. This applied and project-focused course introduces students to a Python codebase developed to facilitate text analysis in the social sciences (see dlatk.wwbp.org -- knowledge of Python is helpful but not required). The goal is to practice these methods in guided tutorials and project-based work so that the students can apply them to their own research contexts and be prepared to write up the results for publication. The course will provide best practices, as well as access to and familiarity with a Linux-based server environment to process text, including the extraction of words and phrases, topics and psychological dictionaries. We will also practice the use of machine learning based on text data for psychological assessment, and the further statistical analysis of language variables in R. Familiarity with Python is helpful but not required. Basic familiarity with R is expected. The ability to wrangle data into a spreadsheet-like format is expected. A basic introduction to SQL will be given in the course. Familiarity with SSH and basic Linux is helpful but not required. Understanding of regression is expected.
Terms: Aut
| Units: 4
SOC 287:
Ethics, Morality, and Markets (SOC 187)
Markets are inescapably entangled with questions of right and wrong. What counts as a fair price or a fair wage? Should people be able to sell their organs? Do companies have a responsibility to make sure algorithmic decisions don't perpetuate racism and misogyny? Even when market exchange seems coldly rational, it still embodies normative ideas about the right ways to value objects and people and to determine who gets what. In this course, we will study markets as social institutions permeated with moral meaning. We will explore how powerful actors work to institutionalize certain understandings of good and bad; unpack how particular moral visions materially benefit some groups of people more so than others; examine the ways people draw on notions of fairness to justify and contest the market's distribution of resources and opportunities; and consider who has agency to build markets according to different normative ideals. Most course readings are empirical research, so we will also critically discuss how social scientists use data and methods to build evidence about the way the world works.
Terms: Aut
| Units: 4
SOC 288:
One in Five: The Law, Politics, and Policy of Campus Sexual Assault (FEMGEN 143, SOC 188)
TRIGGER WARNING: Over the past decade the issue of campus sexual assault and harassment has exploded into the public discourse. Multiple studies have reinforced the finding that between 20-25% of college women (and a similar proportion of students identifying as transgender and gender-nonconforming, as well as approximately 10% of male students) experience sexual assault carried out through force or while the victim was incapacitated during their time in college. Fraternities have been found to be associated with an increased risk of female sexual assault on campus. Vulnerable students and those from marginalized groups are often found to be at increased risk. This is also a significant problem in k12 education. Sexual harassment rates are even higher. Survivors have come forward across the country with harrowing stories of assault followed by what they describe as an insensitive or indifferent response from college administrators. These survivors have launched one of the most successful, and surprising, social movements in recent memory. As a result, the federal government under President Obama stepped up its civil rights enforcement in this area, with over 300 colleges and universities under investigation for allegedly mishandling student sexual assault complaints as of the end of that administration. At the same time, the Obama administration's heightened response led to a series of high-profile lawsuits by accused students who assert that they were falsely accused or subjected to mishandled investigations that lacked sufficient due process protections. The one thing that survivors and accused students appear to agree on is that colleges are not handling these matters appropriately and appeared to be more concerned with protection the institutional brand than with stopping rape or protecting student rights. Colleges have meanwhile complained of being whipsawed between survivors, accused students, interest groups, and enforcement authorities. In an about-face that many found shocking, the Trump Administration rescinded all of the Obama-era guidance on the subject of sexual harassment and has promulgated new proposed regulations that would offer significantly greater protection to accused students and to institutions and commensurately less protection to survivors. An increasingly partisan Congress has been unable to pass legislation addressing the issue. It is unclear whether or to what extent the incoming Biden Administration will move to withdraw or amend the DeVos regulations. Meanwhile in schools have moved toward adopting an uneven patchwork of policies in which some schools cover conduct (for example, off campus conduct) that DeVos excluded from the purview of Title IX under the ambit of "supplemental" conduct policies and procedures setting up policy confusion and inequalities for students of different schools. This course focuses on the legal, policy, and political issues surrounding sexual assault and harassment on college campuses. Each week we will read, dissect, compare and critique a set of readings that include social science, history, literature, legal, policy, journalism, and narrative explorations of the topic of campus sexual assault. We will explore the history of gender-based violence and the efforts to implement legal protections for survivors in the educational context. We will also study the basic legal frameworks governing campus assault, focusing on the relevant federal laws such as Title IX and the Clery Act. We will critically explore the ways that responses to this violence have varied by the race, class, gender identity, sexual orientation, and other characteristics of parties and institutions. We will hear from guest speakers who are actively involved in shaping policy and advocating in this area, including lawyers, activists, journalists, and policymakers. This year we will also host special guest speaker Chanel Miller, author of the bestselling memoir Know My Name. The subject matter of this course is sensitive, and students are expected to treat the material with maturity. Much of the reading and subject matter may be upsetting and/or triggering for students who identify as survivors. There is no therapeutic component for this course, although supportive campus resources and Title IX staff are available for those who need them. Elements used in grading: Grades will be based on class attendance, class participation, and either several short reflection papers and a class presentation (section 01) or an independent research paper or project and class presentation (section 02). After the term begins, students accepted into the course can transfer from section 01 into section 02, which meets the R requirement, with consent of the instructor. Enrollment is by INSTRUCTOR PERMISSION. Access the consent form here https://law.stanford.edu/wp-content/uploads/2021/10/21-22-Win-One-in-Five-LAW-7065-FEMGEN-143-SOC-188-SOC-288-Michele-Landis-Dauber-Emma-Tsurkov-Consent-Form.docx or email etsurkov@stanford.edu to request a form via email. Applications will be reviewed on a rolling basis until the class is full. Demand for the class is high and participation is capped at 18. The class usually fills quickly, so make sure to apply early. Cross-listed with the School of Law (LAW 7065), Feminist, Gender and Sexuality Studies ( FEMGEN 143), and Sociology ( SOC 188/288). This course is being taught remotely over Zoom.
Terms: Win
| Units: 3-5
SOC 289:
Race and Immigration (AFRICAAM 190, CSRE 189, SOC 189)
In the contemporary United States, supposedly race-neutral immigration laws have racially-unequal consequences. Immigrants from Mexico, Central America, and the Middle East are central to ongoing debates about who's includable, and who's excludable, from American society. These present-day dynamics mirror the historical forms of exclusion imposed on immigrants from places as diverse as China, Eastern Europe, Ireland, Italy, Japan, and much of Africa. These groups' varied experiences of exclusion underscore the long-time encoding of race into U.S. immigration policy and practice. Readings and discussions center on how immigration law has become racialized in its construction and in its enforcement over the last 150 years.
Terms: Win
| Units: 4-5
SOC 290:
Coterminal MA individual study
Prior arrangement required
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
20 times
(up to 20 units total)
Instructors: ;
Antonio, A. (PI);
Asad, A. (PI);
Christin, A. (PI);
Clair, M. (PI);
Dauber, M. (PI);
Fields, C. (PI);
Freese, J. (PI);
Granovetter, M. (PI);
Grusky, D. (PI);
Hahn, M. (PI);
Hoffman, M. (PI);
Hwang, J. (PI);
Jackson, M. (PI);
Jimenez, T. (PI);
Johnson, A. (PI);
Jones, M. (PI);
Kiviat, B. (PI);
McAdam, D. (PI);
McDermott, M. (PI);
Olzak, S. (PI);
Rosenfeld, M. (PI);
Samson, F. (PI);
Saperstein, A. (PI);
Snipp, C. (PI);
Strober, M. (PI);
Stuart, F. (PI);
Torche, F. (PI);
Willer, R. (PI);
reardon, s. (PI)
SOC 291:
Coterminal MA directed research
Work on a project of student's choice under supervision of a faculty member. Prior arrangement required
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
20 times
(up to 20 units total)
Instructors: ;
Antonio, A. (PI);
Asad, A. (PI);
Clair, M. (PI);
Dauber, M. (PI);
Fields, C. (PI);
Freese, J. (PI);
Granovetter, M. (PI);
Grusky, D. (PI);
Hoffman, M. (PI);
Hwang, J. (PI);
Jackson, M. (PI);
Jimenez, T. (PI);
Jones, M. (PI);
Kiviat, B. (PI);
McAdam, D. (PI);
McDermott, M. (PI);
Meyersson Milgrom, E. (PI);
Olzak, S. (PI);
Pedulla, D. (PI);
Rosenfeld, M. (PI);
Samson, F. (PI);
Saperstein, A. (PI);
Strober, M. (PI);
Stuart, F. (PI);
Torche, F. (PI);
Willer, R. (PI);
reardon, s. (PI)
SOC 292:
Coterminal MA research apprenticeship
Work in an apprentice-like relationship with faculty on an on-going research project. Prior arrangement required
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
20 times
(up to 20 units total)
Instructors: ;
Antonio, A. (PI);
Asad, A. (PI);
Clair, M. (PI);
Correll, S. (PI);
Dauber, M. (PI);
Fields, C. (PI);
Freese, J. (PI);
Granovetter, M. (PI);
Grusky, D. (PI);
Hoffman, M. (PI);
Hwang, J. (PI);
Jackson, M. (PI);
Jimenez, T. (PI);
Jones, M. (PI);
Kiviat, B. (PI);
McAdam, D. (PI);
McDermott, M. (PI);
Olzak, S. (PI);
Pedulla, D. (PI);
Powell, W. (PI);
Rosenfeld, M. (PI);
Samson, F. (PI);
Saperstein, A. (PI);
Strober, M. (PI);
Stuart, F. (PI);
Torche, F. (PI);
Willer, R. (PI);
reardon, s. (PI)
SOC 297:
Globalization and Higher Education (EDUC 349)
This course examines the expansion, impact, and organization of higher education across the world. This course engages students with sociological theory and comparative research on global and national sources of influence on higher education developments, e.g. admissions criteria, curricular content, governance structure.. At the end of the course students should be able to compare and contrast developments across countries.
Terms: Win
| Units: 3-4
SOC 298:
The Social Psychology of Contemporary American Politics (PSYCH 270, SOC 398)
Where do individuals' political attitudes and behaviors come from, and how can they be changed? In this class we will read and discuss cutting-edge research from social psychology, sociology, and political science on topics such as polarization, persuasion, elitism, social activism, and racial resentment. A central idea of the class is that social and psychological factors powerfully influence political views, and research in this area can help to understand our often confusing political landscape. Additionally, understanding the causal architecture of political attitudes and behavior is essential for taking effective political action, especially in this time of deep and growing political divides. Enrollment for SOC 298 is permission by instructor only. Please complete the following application: https://sshs.qualtrics.com/jfe/form/SV_6lKEHvF817e7GND
Terms: Win
| Units: 4
SOC 300:
Workshop: The Art and Joy of Teaching
Note: for first-year Sociology Doctoral Students only. This class will prepare you to teach Stanford students in your role as a TA or instructor. It rests on the idea that teaching is both an art to learn and cultivate, and a source of great joy and personal meaning during your graduate career and beyond. The course's main goal is to help you become an effective instructor in your day-to-day teaching, covering skills such as how to deliver a powerful lecture, lead an engaging discussion section, build an inclusive classroom, describe your personal pedagogy to others, juggle teaching logistics and competing demands, and make the best use of technology and campus resources. You will also discover that teaching is, above all, a deeply personal process that should take into account the different backgrounds, stories, and learning styles of both students and instructors to enable students to flourish academically and personally. Throughout this class, we will explore different philosophies and ways of teaching so that you can cultivate and employ your own, personalized pedagogy. It is my hope that you will use this course as a springboard to embark on your own teaching journey. With a growth mindset and the right tools in our hands, we can begin to both transform and be transformed by our students: this is the art and joy of teaching.
Terms: Spr
| Units: 2
SOC 302A:
Introduction to Education Data Science: Data Processing (EDUC 423A)
Quantitative data require considerable work before they are ready to be analyzed: they are often messy, incomplete and potentially biased. This course is designed to help you thoughtfully collect, manage, clean and represent data so it can offer substantive information researchers can act upon. In our weekly sessions you will take a critical and reflective approach to these tasks and learn the technical skills needed to get your data into shape. Education and social science datasets will be our focus.
Terms: Aut
| Units: 1-4
SOC 302B:
Introduction to Education Data Science: Data Analysis (EDUC 423B)
This course centers on the question of how you can use various data science techniques to understand social phenomena. Applied to education and social science topics, the course will introduce you to supervised and unsupervised machine learning algorithms, new data, and provide you the skills to thoughtfully evaluate and assess machine learning performance and implications.
Terms: Win
| Units: 1-4
SOC 305:
Graduate Proseminar
For first-year Sociology doctoral students only, Introduction and orientation to the field of Sociology. May be repeat for credit
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
SOC 310:
Political Sociology
Theory and research on the relationship between social structure and politics. Social foundations of political order, the generation and transformation of ideologies and political identities, social origins of revolutionary movements, and social consequences of political revolution. Prerequisite: doctoral student.
Terms: Win
| Units: 4-5
SOC 311A:
Workshop: Comparative Sociology (EDUC 387)
Analysis of quantitative and longitudinal data on national educational systems and political structures. May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
SOC 314:
Economic Sociology
Classical and contemporary literature covering the sociological approach to markets and the economy, and comparing it to other disciplines. Topics: consumption, labor, professions, industrial organization, and the varieties of capitalism; historical and comparative perspectives on market and non-market provision of goods and services, and on transitions among economic systems. The relative impact of culture, institutions, norms, social networks, technology, and material conditions. Prerequisite: doctoral student status or consent of instructor. Please note: Lecture and discussion section are both required
Terms: Aut
| Units: 4-5
SOC 315W:
Workshop: Economic Sociology and Organizations
Theory, methods, and research in the sociology of the economy and of formal organizations, through presentations of ongoing work by students, faculty, and guest speakers, and discussion of recent literature and controversies. May be repeated for credit. Restricted to Sociology doctoral students; others by consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
15 times
(up to 30 units total)
SOC 317B:
Chinese Politics and Society (HISTORY 293F, HISTORY 393F, SOC 217B)
(Doctoral students register for 317B.) This seminar examines scholarship on major political developments in the People's Republic of China during its first four decades. The topics to be explored in depth this year include the incorporation of Tibet and Xinjiang into the new Chinese nation-state during the 1950s, political violence during the Cultural Revolution in the late 1960s, and the nationwide political upheavals of 1989.
Terms: Win
| Units: 3-5
SOC 317W:
Computational Sociology (EDUC 317)
Yearlong workshop where doctoral students are encouraged to collaborate with peers and faculty who share an interest in employing computational techniques in the pursuit of researching social network dynamics, text analysis, histories, and theories of action that help explain social phenomena. Students present their own research and provide helpful feedback on others' work. Presentations may concern dissertation proposals, grants, article submissions, book proposals, datasets, methodologies and other texts. Repeatable for credit.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
for credit
SOC 319:
Ethnographic Methods (COMM 314)
This course offers an introduction to the practice and politics of ethnographic fieldwork. It provides a "how to" of ethnographic research, in which students will conduct an ethnographic project of their own, complemented by weekly readings and discussions. In the process, we will discuss the theory and epistemology of fieldwork, along with the practicalities and politics of fieldwork in different domains. We will examine different stages of ethnographic research (entering the field, conducting and recording fieldwork, exiting the field and writing it up), different methods (observations, interviews, "going along"), as well as distinct styles of ethnographic work (virtual ethnography, organizational ethnography, narrative ethnography, etc.). The course will serve as a participative workshop for students to exchange field notes, share practical advice, and consolidate their research interests. Email instructor for permission to enroll.
Terms: Win
| Units: 1-5
SOC 321:
Nonprofits, Philanthropy & Society (EDUC 321, PUBLPOL 321)
Over the past several decades nonprofit organizations have become increasingly central entities in society, and with this growing status and importance their roles are increasingly complex.We consider the social, political and economic dynamics of philanthropy and the nonprofit sector, focusing mainly (but not exclusively) on the US. The class is best suited for graduate students looking for an advanced analytic understanding of the sector and those wishing to conduct research in the field; it is not intended to provide training in nonprofit management.
Terms: Win
| Units: 3-4
SOC 323:
Sociology of the Family
Sociological research on changing family forms. Topics include courtship, marriage, fertility, divorce, conflict, relationship skills and satisfaction, gender patterns, power relations within the family, and class and race differences in patterns. Enrollment limited to graduate students.
Terms: Spr
| Units: 4-5
SOC 325W:
Workshop: Graduate Family
PhD students will present their own work weekly, and read and critique the research-in-progress of their peers on issues of family, household structure, interpersonal relationships, marriage, demography, survey data, demographic methods, statistical methods, and related fields. May be repeat for credit starting 8/1/2016.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
for credit
SOC 330:
Sociology of Science (EDUC 120, EDUC 320, STS 200Q)
This course explores the social construction of scientific knowledge from various perspectives. The course begins by taking stock of core philosophical theories on scientific knowledge and then it proceeds to ask how various authors have described and characterized this knowledge as socially embedded and constructed. Through this course we will ask what sort of knowledge is considered scientific or not? And then from there, a variety of social, institutional and historical factors will enter and influence not only how scientific knowledge is discovered and developed, but also how we evaluate it. This course is suitable to advanced undergraduates and doctoral students.
Terms: Aut
| Units: 3-4
SOC 332:
Sociology of Education (EDUC 310)
Seminar. Key sociological theories and empirical studies of of the relationship between education and other major social institutions, focusing on drivers of educational change, the organizational infrastructures of education, and the implication of education in processes of social stratification. Targeted to doctoral students.
Terms: Spr
| Units: 3-5
SOC 340:
Social Stratification
Classical and contemporary approaches to the unequal distribution of goods, status, and power. Modern analytic models of the effects of social contact, cultural capital, family background, and luck in producing inequality. The role of education in stratification. The causes and consequences of inequality by race and gender. The structure of social classes, status groupings, and prestige hierarchies in various societies. Labor markets and their role in inequality. The implications of inequality for individual lifestyles. The rise of the new class, the underclass, and other emerging forms of stratification. Prerequisite: Ph.D. student or consent of instructor.
Terms: Win
| Units: 4-5
SOC 341W:
Workshop: Inequality
Causes, consequences, and structure of inequality; how inequality results from and shapes social classes, occupations, professions, and other aspects of the economy. Research presentations by students, faculty, and guest speakers. Discussion of controversies, theories, and recent writings. May be repeated for credit. Restricted to Sociology doctoral students; others by consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
for credit
SOC 343W:
Gender and Gender Inequality Workshop
This workshop is intended for PhD students whose graduate research is centered on gender and/or gender inequalities. Students will take turns presenting their research and get feedback from other students and faculty
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
SOC 348:
Advanced Topics in the Sociology of Gender
Seminar for graduate students who have research projects in progress that focus on questions about gender and society. Research projects can be at any stage from the initial development to the final writing up of results. Focus is on questions posed by the research projects of the seminar participants. Readings include relevant background to each other's questions and present their own work in progress. A final paper reports the progress on the seminar member's research project. May be repeat for credit. This class is by permission only and is intended for PhD students in sociology or related disciplines who have previously taken SOC 339 or an equivalent PhD level gender class.
Terms: Win
| Units: 2-5
| Repeatable
for credit
SOC 349:
Race, Space, and Stratification
Racial and ethnic stratification has been a defining yet shifting feature of U.S. society, and such inequalities shape and are shaped by the ecological structure of places. This course is a survey course for doctoral students covering sociological scholarship at the intersection of racial stratification and urban sociology. The class will include foundational readings and discussions on urban sociological theories, urban decline and suburbanization, segregation, poverty, neighborhood effects, crime and disorder, gentrification, and immigration. The course will also include discussion of new and innovative data sources and methods for research in this area throughout the quarter. Students will develop or continue a research project designed to contribute to scholarship on racial stratification and urban sociology.
Terms: Win
| Units: 3-5
SOC 350W:
Workshop: Migration, Ethnicity, Race and Nation
Weekly research workshop with a focus on ongoing research by faculty and graduate student participants, new theory and research, and recent publications. Workshop participants will present their own work, and read and critique the research-in-progress of their peers. May be repeated for credit. Prerequisite: Sociology doctoral student or consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
20 times
(up to 60 units total)
SOC 351:
Counterfactuals and Causal Inference in the Social Sciences
Questions about causal effects and processes are critical in the social sciences, and range from macro-level concerns such as Does capitalism cause democracy? to micro-level ones such as Does educational attainment increase individual earnings / health /civic participation?. This course trains students in quantitative approaches designed to address causal questions with observational and quasi-experimental data, including propensity score methods, fixed and random effects, instrumental variables, and regression discontinuity, among others. The underlying intuition, statistical formulation, and implementation of each approach will be discussed. The course will also examine topics relevant for researches addressing causal questions such as sensitivity analysis, mediation analysis, and integration of quantitative and qualitative approaches. Prerequisites: Soc 381 and Soc 382 or equivalent. Undergraduate students should request instructor's permission
Terms: Win
| Units: 3-5
SOC 356:
Strategy and Organizations
Why are some organizations more competitive than others? This is one of the defining questions of the interdisciplinary research field known as strategic management. In this seminar, we will survey the field of strategic management as seen through the lens of organization theory, touching on the four main theoretical approaches that have developed there.nnMost work in strategic management pays little attention to particular theoretical perspectives, and is organized more by the topic - the phenomenon being studied - such as market exit, growth, performance, mergers and acquisitions, innovation, and the like. I have catalogued the research in strategic management both according to theoretical perspective and topic, and that structure is developed in this course. Our goal is to help you to identify theoretical perspectives as you try to understand the strategy field.
Terms: Win
| Units: 3
SOC 361W:
Workshop: Networks and Organizations (EDUC 361)
For students doing advanced research. Group comments and criticism on dissertation projects at any phase of completion, including data problems, empirical and theoretical challenges, presentation refinement, and job market presentations. Collaboration, debate, and shaping research ideas. Prerequisite: courses in organizational theory or social network analysis.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
SOC 368W:
Workshop: China Social Science (POLISCI 448R)
For Ph.D. students in the social sciences and history. Research on contemporary society and politics in the People's Republic of China. May be repeated for credit. Prerequisite: consent of instructor.
Terms: Win, Spr
| Units: 1
| Repeatable
for credit
SOC 369:
Social Network Methods (EDUC 316)
Introduction to social network theory, methods, and research applications in sociology. Network concepts of interactionist (balance, cohesion, centrality) and structuralist (structural equivalence, roles, duality) traditions are defined and applied to topics in small groups, social movements, organizations, communities. Students apply these techniques to data on schools and classrooms.
Terms: Spr
| Units: 3-5
SOC 370A:
SOCIOLOGICAL THEORY
Restricted to Sociology doctoral students with preference to first year students.The traditions of structural analysis derived from the work of Marx, Weber, and related thinkers. Antecedent ideas in foundational works are traced through contemporary theory and research on political conflict, social stratification, formal organization, and the economy.
Terms: Aut
| Units: 5
SOC 372:
Theoretical Analysis and Research Design
Restricted to Sociology Doctoral students only and required for Ph.D. in Sociology. This seminar is designed to deepen students' understanding of the epistemological foundations of social science, the construction and analysis of theories, and the design of empirical research.
Terms: Aut
| Units: 3-5
SOC 374:
Philanthropy and Civil Society (EDUC 374, POLISCI 334)
Cross-listed with Law (LAW 7071), Political Science (POLISCI 334) and Sociology (SOC 374). Associated with the Center for Philanthropy and Civil Society (PACS). Year-long workshop for doctoral students and advanced undergraduates writing senior theses on the nature of civil society or philanthropy. Focus is on pursuit of progressive research and writing contributing to the current scholarly knowledge of the nonprofit sector and philanthropy. Accomplished in a large part through peer review. Readings include recent scholarship in aforementioned fields. May be repeated for credit for a maximum of 3 units.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
(up to 297 units total)
SOC 375W:
Workshop: Politics, Morality, and Hierarchy
Advanced research workshop with a focus on new theory and research, recent publications, and current research by faculty and graduate student participants. Topics of relevant research include, but are not restricted to, morality, cooperation, solidarity, politics, status, and power. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
for credit
SOC 376:
Ethnographic and Fieldwork Methods
This is a quarter-long graduate level seminar and practicum in ethnographic fieldwork methods, providing students with hands-on training in the epistemology, theory, methods, and politics of ethnography. Through weekly readings, assignments, and exercises applied to a field site of their choosing, students will learn the dynamics of gaining access, building rapport, writing field notes, coding, crafting analytic memos, and writing up findings. Class sessions will be spent discussing readings, debriefing research experiences, and analyzing fellow students' field notes. Students should plan to spend at least five hours per week in their chosen field site. Enrollment priority will be given to graduate students.
Terms: Spr
| Units: 3-5
SOC 379:
Methods for Network Analysis
In this course, we learn how to collect and analyze social network data. We begin by learning the fundamentals of graph theory and replicating well-known network studies. In the process, we cover classic network methods from centrality to block-modeling. We then move to the frontiers of network analysis. Topics include visualization, modeling and simulation, dynamic network analysis, network experiments, semantic network analysis, and analyzing social networks at scale. Sources and ways of collecting network data will be discussed and students will apply methods they learn to data of their own.
Terms: Aut
| Units: 4-5
SOC 380W:
Workshop: Qualitative and Fieldwork Methods
Presentations and discussion of ongoing ethnographic, interview-based, and other fieldwork research by faculty and students . May be repeated for credit. Prerequisite: Sociology doctoral student or consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
SOC 381:
Sociological Methodology I: Introduction
Enrollment limited to first-year Sociology doctoral students. Other students by instructor permission only. n This course provides a conceptual and applied introduction to quantitative social sciences methodology, including measurement, sampling and descriptive statistics, statistical inference, ANOVA, factor analysis, and ordinary least squares regression. Students will be introduced to both the methodological logic and techniques of statistical data analysis. The course will present the purpose, goals, and mathematical assumptions behind techniques of statistical analysis and will discuss applications to analyzing data and interpreting results. In addition to the lecture time, SOC381 includes a weekly lab section to learn statistical software and conduct applied research.n*Students enrolling in Soc381 are strongly encouraged to take a 1-week Math/Statistics refresher course from September 16 to September 20. Please contact the instructor at torche@stanford.edu for details
Terms: Aut
| Units: 5
SOC 382:
Sociological Methodology II: Principles of Regression Analysis
Preference to Sociology doctoral students. Other students by instructor permission only. Required for Ph.D. in Sociology. Enrollment limited to first-year Sociology doctoral students. Rigorous treatment of linear regression models, model assumptions, and various remedies for when these assumptions are violated. Introduction to panel data analysis. Enrollment limited to 15. Prerequisites: 381.
Terms: Win
| Units: 4-5
SOC 383:
Sociological Methodology III: Models for Discrete Outcomes
Required for Ph.D. in Sociology; other students by instructor permission only. enrollment limited to first-year Sociology doctoral students. The rationale for and interpretation of static and dynamic models for the analysis of discrete variables. Prerequisites: 381 and 382, or equivalents.
Terms: Spr
| Units: 5
SOC 385A:
Research Practicum 1
Workshop on research methods and writing research papers for second year Sociology doctoral students. Ongoing student research, methodological problems, writing challenges, and possible solutions. Required for second year paper.
Terms: Aut
| Units: 2
SOC 385B:
Research Practicum II
Workshop on research methods and writing research papers for second year Sociology doctoral students. Ongoing student research, methodological problems, writing challenges, and possible solutions. Required for second year paper.
Terms: Win
| Units: 2
SOC 385C:
Journal Article Writing Seminar
The purpose of this course is to pass along tips and tricks for publishing your work in peer-reviewed academic journals, to ensure you get constructive feedback on your writing (rather than the research), and to practice giving constructive writing feedback to others. It will help you make time to: revise a piece of scholarship for publication, and think about what you are writing, for whom, and why. Enrollment is by permission only. Prerequisite: Sociology graduate student with an unpublished draft of original research, such as a completed qualifying paper. Priority given to PhD students in their 3rd and 4th years.
Terms: Spr
| Units: 1-2
SOC 390:
Graduate Individual Study
May be repeated for credit. Appropriate for in-person instruction.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Asad, A. (PI);
Barr, D. (PI);
Berger, J. (PI);
Clair, M. (PI);
Cohen, B. (PI);
Cook, K. (PI);
Correll, S. (PI);
Dauber, M. (PI);
Diamond, L. (PI);
Dornbusch, S. (PI);
England, P. (PI);
Freese, J. (PI);
Granovetter, M. (PI);
Grusky, D. (PI);
Hannan, M. (PI);
Hillmann, H. (PI);
Hoffman, M. (PI);
Hwang, J. (PI);
Jackson, M. (PI);
Jimenez, T. (PI);
Kiviat, B. (PI);
McAdam, D. (PI);
McDermott, M. (PI);
McFarland, D. (PI);
Meyer, J. (PI);
Meyersson Milgrom, E. (PI);
Olzak, S. (PI);
Parigi, P. (PI);
Powell, W. (PI);
Ramirez, F. (PI);
Ridgeway, C. (PI);
Rosenfeld, M. (PI);
Saperstein, A. (PI);
Scott, W. (PI);
Shin, G. (PI);
Snipp, C. (PI);
Stuart, F. (PI);
Thornton, P. (PI);
Torche, F. (PI);
Tsutsui, K. (PI);
Tuma, N. (PI);
Walder, A. (PI);
Willer, R. (PI);
Young, C. (PI);
Zhou, X. (PI);
reardon, s. (PI)
SOC 391:
Graduate Directed Research
May be repeated for credit. Appropriate for in-person instruction.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Asad, A. (PI);
Barr, D. (PI);
Berger, J. (PI);
Clair, M. (PI);
Cohen, B. (PI);
Cook, K. (PI);
Correll, S. (PI);
Dauber, M. (PI);
Diamond, L. (PI);
Dornbusch, S. (PI);
Drori, G. (PI);
England, P. (PI);
Fields, C. (PI);
Freese, J. (PI);
Granovetter, M. (PI);
Grusky, D. (PI);
Hannan, M. (PI);
Hillmann, H. (PI);
Hoffman, M. (PI);
Hwang, J. (PI);
Jackson, M. (PI);
Jimenez, T. (PI);
Kiviat, B. (PI);
McAdam, D. (PI);
McFarland, D. (PI);
Meyer, J. (PI);
Olzak, S. (PI);
Powell, W. (PI);
Ramirez, F. (PI);
Ridgeway, C. (PI);
Rosenfeld, M. (PI);
Saperstein, A. (PI);
Scott, W. (PI);
Shin, G. (PI);
Snipp, C. (PI);
Stuart, F. (PI);
Thornton, P. (PI);
Torche, F. (PI);
Tsutsui, K. (PI);
Tuma, N. (PI);
Walder, A. (PI);
Willer, R. (PI);
Young, C. (PI);
Zelditch, M. (PI);
Zhou, X. (PI);
reardon, s. (PI)
SOC 392:
Curricular Practical Training
CPT course required for international students completing degree requirements. Appropriate for in-person instruction.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Asad, A. (PI);
Barr, D. (PI);
Berger, J. (PI);
Clair, M. (PI);
Cohen, B. (PI);
Cook, K. (PI);
Correll, S. (PI);
Dauber, M. (PI);
Diamond, L. (PI);
Dornbusch, S. (PI);
England, P. (PI);
Freese, J. (PI);
Granovetter, M. (PI);
Grusky, D. (PI);
Hannan, M. (PI);
Hillmann, H. (PI);
Hoffman, M. (PI);
Jackson, M. (PI);
Jimenez, T. (PI);
Kiviat, B. (PI);
McAdam, D. (PI);
McDermott, M. (PI);
McFarland, D. (PI);
Meyer, J. (PI);
Olzak, S. (PI);
Parigi, P. (PI);
Powell, W. (PI);
Ramirez, F. (PI);
Ridgeway, C. (PI);
Rosenfeld, M. (PI);
Sandefur, R. (PI);
Scott, W. (PI);
Shin, G. (PI);
Snipp, C. (PI);
Stuart, F. (PI);
Thornton, P. (PI);
Tuma, N. (PI);
Walder, A. (PI);
Willer, R. (PI);
Zelditch, M. (PI);
Zhou, X. (PI)
SOC 393:
Teaching Apprenticeship
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
SOC 396:
Sociology Colloquium
The Sociology Colloquium is a semimonthly seminar held throughout the academic year, in which distinguished scholars present their cutting-edge research findings. Enrollment for credit, and regular attendance, is required for all first and second year Sociology doctoral students.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
SOC 398:
The Social Psychology of Contemporary American Politics (PSYCH 270, SOC 298)
Where do individuals' political attitudes and behaviors come from, and how can they be changed? In this class we will read and discuss cutting-edge research from social psychology, sociology, and political science on topics such as polarization, persuasion, elitism, social activism, and racial resentment. A central idea of the class is that social and psychological factors powerfully influence political views, and research in this area can help to understand our often confusing political landscape. Additionally, understanding the causal architecture of political attitudes and behavior is essential for taking effective political action, especially in this time of deep and growing political divides. Enrollment for SOC 298 is permission by instructor only. Please complete the following application: https://sshs.qualtrics.com/jfe/form/SV_6lKEHvF817e7GND
Terms: Win
| Units: 4
SOC 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Asad, A. (PI);
Barr, D. (PI);
Berger, J. (PI);
Clair, M. (PI);
Cohen, B. (PI);
Cook, K. (PI);
Correll, S. (PI);
Dauber, M. (PI);
Diamond, L. (PI);
Dornbusch, S. (PI);
Drori, G. (PI);
England, P. (PI);
Freese, J. (PI);
Granovetter, M. (PI);
Grusky, D. (PI);
Hannan, M. (PI);
Hillmann, H. (PI);
Hoffman, M. (PI);
Hwang, J. (PI);
Jackson, M. (PI);
Jimenez, T. (PI);
Kiviat, B. (PI);
McAdam, D. (PI);
McDermott, M. (PI);
McFarland, D. (PI);
Meyer, J. (PI);
Olzak, S. (PI);
Parigi, P. (PI);
Powell, W. (PI);
Ramirez, F. (PI);
Ridgeway, C. (PI);
Rosenfeld, M. (PI);
Saperstein, A. (PI);
Scott, W. (PI);
Shin, G. (PI);
Snipp, C. (PI);
Stuart, F. (PI);
Thornton, P. (PI);
Torche, F. (PI);
Tsutsui, K. (PI);
Tuma, N. (PI);
Walder, A. (PI);
Willer, R. (PI);
Young, C. (PI);
Zhou, X. (PI)
SOMGEN 130:
Sexual Diversity and Function Across Medical Disciplines
Focus is on the development of personal and professional skills to address medical and health issues related to human sexuality across a broad and diverse range of ages, gender, sexual orientation, sexual practices, and sexual function. Guest lectures will cover sexual issues from multiple medical disciplines and health perspectives of children (pediatric), adolescents, and young, middle-aged and older (geriatric) adults (geriatric). Consideration of sociocultural (predominantly U.S) norms is explored, including religious values and taboos, and sexual practices ranging from ¿stereotypically normal¿ to asexuality, celibacy, polyamory, and kink, etc. Emphasis is given to medical issues, e.g. the impact of specific medications, hormonal therapies, medical procedures, disabilities such as spinal cord injury, and treatments on sexual function and other issues that one might encounter in a general or specialty medical setting. Each week will include an 80-minute (Tuesday) class with a pair of related lectures, lecture, or video followed by class discussion, or student presentations, and a 50-minute ¿Queer Medicine¿ (Thursday) class organized by a Stanford Medical student, with overall direction by Marcia Stefanick, Professor of Medicine (SCRP, Ob/Gyn) Director of the Stanford Women¿s Health and Sex Differences in Medicine (WSDM, ¿wisdom¿) Center.
Terms: Win
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
SOMGEN 150Q:
Challenging Sex and Gender Dichotomies in Biology and Medicine
This course explores and challenges the physiological basis for distinguishing human "males" and "females", expands the concepts of "intersex" beyond reproductive anatomy/physiology (i.e. beyond the genitalia), and discusses some known consequences of "gender biases" in medical diagnoses and treatments. The influence of gender (sociocultural) "norms", i.e. gendered behaviors and relations, on human biology is juxtaposed with the role of biological traits on the construction of gender identity, roles and relationships, thereby focusing on the interactions of sex and gender on health and medical outcomes. Problems that may arise by labeling conditions that vary in incidence, prevalence and/or severity across the "male-female" spectrum as "men's" or "women's" health issues will be discussed. In addition, the importance of recognizing the spectrum of sex and gender, as well as sexual orientation, in clinical practice from pediatric to geriatric populations, will be highlighted, with consideration of varying perspectives within different race/ethnic, religious, political, and other groups.
Terms: Spr
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
SOMGEN 203:
Literature and Writing for Military Affiliated Students
Who gets to tell a war story? Everyone who is affected by war. So everyone. This class will explore short readings of poetry, fiction, and non-fiction written by veterans or influenced by conflict. We will discuss the importance of war writing as a medium of expression for veterans, a means of understanding and reconciliation for civilians, and the ways it has impacted culture as a whole. The work will include short reading assignments, in-class writing prompts and guest speaker(s), such as General Jim Mattis, veteran writer Hugh Martin and others. There will be a final 1,500-word project.No writing experience required or expected.
Terms: Aut
| Units: 1
| Repeatable
8 times
(up to 8 units total)
SOMGEN 206:
Global Medical Issues Affecting Women (FEMGEN 206)
This course probes the principal issues affecting women and girls medically around the world. Through interactive discussions, guest lectures, case studies, and academic readings, students become acquainted with the most critical challenges to women's health globally, and use selected analytical tools to assess how these may be addressed efficiently, cost-effectively, and sustainably. Topics include women's cancer, birth control, infertility, female genital mutilation, midwifery, obstetric fistula, breastfeeding, violence against women, and women's representation in biomedical research. The aim is to cultivate in students a nuanced appreciation of women's unique needs, roles, and challenges in the contemporary global health landscape. nnFor second unit, students do a midterm project and final project on a topic of their choosing which has been approved by the instructor, as well as meet with the instructor in small groups 2-3 additional times (days/times TBD depending on schedules) throughout the quarter to discuss progress.nnStudents registering for two units must take for Letter grade and students registering for one unit must select S/NC or +/-.
Terms: Win, Spr
| Units: 1
SOMGEN 207:
Theories of Change in Global Health (INTLPOL 291, PUBLPOL 291)
Organizations dedicated to improving global health deploy various approaches ranging from efforts to improve economic conditions, health systems, and technology to policy change and advocacy. This course critically evaluates 15 common theories of change that underlay global health interventions. Students will review and discuss examples of both success and failure of each theory of change drawn from journal articles from various disciplines. This seminar is appropriate for graduate students of any discipline who are interested in considering the range of approaches and their likely utility when considering a specific global health problem in a particular location. Upper-class undergraduates who have completed rigorous related coursework and who are willing to commit the preparatory time are welcome. Our discussions benefit greatly from diverse perspectives. Sign up for 3 unit credits to participate in the seminar or 4 units to participate in the seminar and complete a project that provides an opportunity to apply these ideas to a global health problem of your interest.
Terms: Spr
| Units: 3-4
SOMGEN 213:
The Art of Observation: Enhancing Clinical Skills Through Visual Analysis
Offers medical students the opportunity to enhance their observational and descriptive abilities by analyzing works of art in the Stanford museums. Working with the Cantor Arts Center staff and Stanford Art History PhD candidates, students spend time in each session actively looking at and describing works in the gallery. Discussion with medical school faculty follows, providing a clinical correlate to the gallery session. Classes interrogate a different theme of medical observation and clinical practice and includes opportunities for an applied clinical session in the hospital with course-affiliated physicians.
Terms: Win
| Units: 1
SOMGEN 214:
Intro to Specialty Career Selection: Exploring Residency Specialty Selection with Career Advisors
Are you intimidated by the number of specialty choices out there? Do you want to feel more confident when answering the dreaded question, ¿What kind of doctor do you want to be?¿ The School of Medicine, Center for Specialty Career Advising is offering a 2-quarter seminar series, highlighting the different specialty career choices offered for your post graduate training. We recognize that pre-clinical medical students may have a general idea of what field of medicine they might be interested in pursuing, but often aren¿t exposed to the vast number of choices until later in their clinical years. This series will feature 20 different and popular specialties. Each week, we will highlight a different specialty through a seminar led by the Specialty Career Advisor (SCA) in that field of medicine. Each SCA is carefully selected as an expert and mentor in that field and will provide you with an overview of what to expect should you choose that specialty. Each overview will also provide a next steps framework to learn more about the field with ample time for Q&A. There is no better time to start exploring than now! This series is a Pass-Fail attendance only course.
Terms: Aut, Win
| Units: 1
SOMGEN 215:
Biosocial Medicine: The Social, Psychological, and Biological Determinants of Behavior and Wellbeing (EDUC 205, HUMBIO 65)
Explores how social forces, psychological influences, and biological systems combine to affect human behavior in early childhood, in the educational experience, and throughout the life course. Examines how behaviors are linked to well-being. Uses a flipped classroom model, in which a series of lectures are available for students to view on-line before class. In-class time then focuses on case studies from published research. Students must enroll in HUMBIO 65 for a letter grade to be eligible for Ways credit.
Terms: Spr
| Units: 3
SOMGEN 219A:
Introduction to Medical Education
Will teaching be an important part of your professional career? What knowledge and skills are necessary to become an outstanding medical educator? This seminar will use interactive and small group instruction to review core principles of medical education. Students will explore learning theory, bedside and clinical teaching techniques, feedback, curriculum design, assessment, education research methods, technology and career paths in medical education.
Terms: Win
| Units: 1-2
| Repeatable
for credit
(up to 99 units total)
SOMGEN 219B:
Advances in Medical Education
This seminar is intended for students who are interested in a career in health professions education. Completion of 'Introduction to Medical Education' (SOMGEN219, Winter Q) is recommended but not required. We will use didactic and small group instruction to examine several advanced topics in medical education: individualized learning, competency-based assessment, coaching in medical education, applied learning theory, disseminating educational scholarship, and the creation of digital learning resources. We hope that this course will inspire students to enter academic careers that include teaching as a central tenet of their life's work.
Terms: Spr
| Units: 1-2
| Repeatable
6 times
(up to 12 units total)
SOMGEN 227A:
Career Exploration Opportunities (CEO) Internship Program Practicum
Restricted to graduate students (year 3 and onward) and postdocs in the Stanford Biosciences program who have completed SOMGEN 227. Focus is on internship progress and future career goals. Topics include update on progress of internship goals, planning for future career goals and return to academic research, internship activities, culture and mentorship.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
2 times
(up to 2 units total)
SOMGEN 237:
Health Impact of Sexual Assault and Relationship Abuse across the Lifecourse (AFRICAAM 28, FEMGEN 237, HUMBIO 28)
(Human Biology students must enroll in HUMBIO 28 or AFRICAAM 28. Med/Grad students should enroll in SOMGEN 237 for 1-3 units.) An overview of the acute and chronic physical and psychological health impact of sexual abuse through the perspective of survivors of childhood, adolescent, young and middle adult, and elder abuse, including special populations such as pregnant women, military and veterans, prison inmates, individuals with mental or physical impairments. Also addresses: race/ethnicity, gender identity, sexual orientation, and other demographic and societal factors, including issues specific to college culture. Professionals with expertise in sexual assault present behavioral and prevention efforts such as bystander intervention training, medical screening, counseling and other interventions to manage the emotional trauma of abuse. Undergraduates must enroll for 3 units.To receive a letter grade in any listing, students must enroll for 3 units. This course must be taken for a letter grade and a minimum of 3 units to be eligible for Ways credit. Enrollment limited to students with sophomore academic standing or above.
Terms: Aut
| Units: 1-3
SOMGEN 275:
Leading Value Improvement in Health Care Delivery
Successful leaders on the journey to better care delivery methods with lower total spending inevitably face challenges. What confluence of attitudes, values, strategy, and events allows them to prevail? Contexts will include public policy, entrepreneurship and early stage investing, care delivery innovations, and health care system management to improve the value of care. Course faculty and guests will consist of nationally recognized leaders, innovators, and change agents. The course is open to any member of the Stanford community aspiring to lead value improvement in health care delivery including medical, MBA, law, and graduate students, as well as undergraduates, postdoctoral candidates, and medical center trainees. May be repeated for credit.
Terms: Aut
| Units: 1
| Repeatable
4 times
(up to 4 units total)
SOMGEN 282:
The Startup Garage: Design (CHEMENG 482)
(Same as STRAMGT 356) The Startup Garage is an experiential lab course that focuses on the design, testing and launch of a new venture. Multidisciplinary student teams work through an iterative process of understanding user needs, creating a point of view statement, ideating and prototyping new product and services and their business models, and communicating the user need, product, service and business models to end-users, partners, and investors. In the autumn quarter, teams will: identify and validate a compelling user need and develop very preliminary prototypes for a new product or service and business models. Students form teams, conduct field work and iterate on the combination of business model -- product -- market. Teams will present their first prototypes (business model - product - market) at the end of the quarter to a panel of entrepreneurs, venture capitalists, angel investors and faculty.
Terms: Aut
| Units: 4
SOMGEN 284:
The Startup Garage: Testing and Launch (CHEMENG 484)
This is the second quarter of the two-quarter series. In this quarter, student teams expand the field work they started in the fall quarter. They get out of the building to talk to potential customers, partners, distributors, and investors to test and refine their business model, product/service and market. This quarter the teams will be expected to develop and test a minimally viable product, iterate, and focus on validated lessons on: the market opportunity, user need and behavior, user interactions with the product or service, business unit economics, sale and distribution models, partnerships, value proposition, and funding strategies. Teams will interact with customers, partners, distributors, investors and mentors with the end goal of developing and delivering a funding pitch to a panel of entrepreneurs, venture capitalists, angel investors and faculty.
Terms: Win
| Units: 4
SOMGEN 299:
SPRC Education Program Internship
Internship with Stanford Prevention Research Center Education Programs with focus on program administration and development. SPRC education programs include Women and Sex Differences in Medicine (WSDM), Health 4 All (H4A), and Community Health and Prevention Research (CHPR).
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
6 times
(up to 6 units total)
SPANLANG 1:
First-Year Spanish, First Quarter
First quarter of the three-quarter sequence. Emphasis is on developing socially and culturally appropriate proficiency in interpersonal, interpretive, and presentational spheres. Influences shaping the production of oral and written texts in the Spanish speaking world.
Terms: Aut, Win, Spr
| Units: 5
SPANLANG 1A:
Accelerated First-Year Spanish, Part 1
Completes first-year sequence in two rather than three quarters. For students with previous knowledge of Spanish, or those with a strong background in another Romance language. SPANLANG 2A fulfills the University Foreign Language Requirement. Prerequisite: Placement Test in Spanish or second-year placement in another Romance language.
Terms: Aut, Win, Spr
| Units: 5
SPANLANG 2:
First-Year Spanish, Second Quarter
Continuation of SPANLANG 1. Emphasis is on developing socially and culturally appropriate proficiency in interpersonal, interpretive, and presentational spheres. Influences shaping the production of oral and written texts in the Spanish speaking world. Prerequisite Placement Test or SPANLANG 1.
Terms: Aut, Win, Spr
| Units: 5
SPANLANG 2A:
Accelerated First-Year Spanish, Part 2
Continuation of SPANLANG 1A. Completes first-year sequence in two rather than three quarters. For students with previous knowledge of Spanish, or those with a strong background in another Romance language. Prerequisite: SPANLANG 1A. Fulfills the University language requirement.
Terms: Aut, Win, Spr
| Units: 5
| UG Reqs: Language
SPANLANG 3:
First-Year Spanish, Third Quarter
Continuation of SPANLANG 2. Emphasis is on developing socially and culturally appropriate proficiency in interpersonal, interpretive, and presentational spheres. Influences shaping the production of oral and written texts in the Spanish speaking world. Prerequisite: Placement Test or SPANLANG 2. Fulfills the University Foreign Language Requirement.
Terms: Aut, Win, Spr
| Units: 5
| UG Reqs: Language
SPANLANG 10:
Beginning Oral Communication
Additional pronunciation, vocabulary, and speaking skills. May be repeated once for credit. Prerequisite: one quarter of Spanish, demonstrated oral proficiency above the novice level; may be taken concurrently with SPANLANG 2, SPANLANG 2A, or SPANLANG 3.
Terms: Aut, Win, Spr
| Units: 2
| Repeatable
2 times
(up to 4 units total)
SPANLANG 10SC:
Spanish Immersion: The Work of the Migrant Farmworker
The objective of this course is to develop communicative, writing and listening skills in Spanish through interaction with the migrant farm-worker community in the Pescadero, California area through authentic readings, special guest presentations, films and documentaries. Through these interactions and expositions of authentic materials the student will learn how farm workers live, what their workday is like, and what aspects of their ancestral traditions and cultural heritage they put into practice when planting and harvesting the products that will later reach our tables. Students will create profiles of the farm workers so as to understand the entire process from food to table; at the conclusion of SoCo, the students will present a final project consisting of: a poster profiling the farmers, an informative video of the farming community of Pescadero and a series of journalistic photographs that will be part of a photo report for the newspaper "Peninsula 360 press" of the community of Redwood City, California.
Terms: Sum
| Units: 2
SPANLANG 11C:
Second-Year Spanish: Cultural Emphasis, First Quarter
Continuation of SPANLANG 3 or SPANLANG 2A. Sequence integrating culture and language, with emphasis on developing advanced proficiency in oral and written discourse. Targeted functional abilities include presentational and socioculturally appropriate language in formal and informal, academic, and professional contexts. `C' - track content focuses on societal and cultural components of the Spanish-speaking world. Prerequisite: Placement Test, SPANLANG 3 or SPANLANG 2A.
Terms: Aut, Win, Spr
| Units: 4
SPANLANG 11R:
Second-Year Spanish: Emphasis on International Relations, First Quarter
Continuation of SPANLANG 3 or SPANLANG 2A. Sequence integrating geopolitics and language, with emphasis on developing advanced proficiency in oral and written discourse. Targeted functional abilities include presentational and socioculturally appropriate language in formal and informal, academic, and professional contexts. `R'-track content focuses on international relations and socioeconomics of the Spanish-speaking world. Prerequisite: Placement Test, SPANLANG 2A or SPANLANG 3.
Terms: Aut
| Units: 4
SPANLANG 11SL:
Second-Year Spanish: Emphasis on Service Learning, First Quarter
Continuation of SPANLANG 3 or SPANLANG 2A. Identity and community. Sequence integrating community engaged learning, culture and language with emphasis on developing advanced proficiency in oral and written discourse. Targeted functional abilities include presentational and socioculturally appropriate language in formal and informal, community and academic contexts. SL content focuses on community projects with Spanish-speaking youth or adult organizations in the local community. May require one evening off campus per week in addition to four hours of regular class time. Projects may vary from quarter to quarter (e.g., mural art, print-making, digital storytelling, etc.) but focus on themes surrounding community and identity. Cardinal Course (certified by Haas Center). Prerequisite: Placement Test, SPANLANG 3 or SPANLANG 2A.
Terms: Aut, Win, Spr
| Units: 4
| UG Reqs: WAY-EDP
SPANLANG 12C:
Second-Year Spanish: Cultural Emphasis, Second Quarter
Continuation of SPANLANG 11C. Sequence integrating culture and language, with emphasis on developing advanced proficiency in oral and written discourse. Targeted functional abilities include presentational and socioculturally appropriate language in formal and informal, academic, and professional contexts. "C" content focuses on societal and cultural components of the Spanish-speaking world. Prerequisite: Placement Test, SPANLANG SPANLANG 11C, 11R, 11SL, or 21B.
Terms: Aut, Win, Spr
| Units: 4
SPANLANG 12R:
Second-Year Spanish: Emphasis on International Relations, Second Quarter
Continuation of SPANLANG 11R. Sequence integrating geopolitics and language, with emphasis on developing advanced proficiency in oral and written discourse. Targeted functional abilities include presentational and socioculturally appropriate language in formal and informal, academic, and professional contexts."R" content focuses on international relations and socioeconomics of the Spanish-speaking world. Prerequisite: Placement Test, SPANLANG 11C, 11R, 11SL, or 21B.
Terms: Win
| Units: 4
| UG Reqs: Language
SPANLANG 12SL:
Second-Year Spanish: Emphasis on Service Learning, Second Quarter
Continuation of SPANLANG 11. Identity and community. Sequence integrating community engaged learning, culture and language with emphasis on developing advanced proficiency in oral and written discourse. Targeted functional abilities include presentational and socioculturally appropriate language in formal and informal, community and academic contexts. SL content focuses on artistic projects with Spanish-speaking youth organizations in the local community. May require additional hours off campus immediately before and after class, in addition to regular class time. Projects may vary from quarter to quarter (e.g., drama and video production, environmental projects, poetry, etc.) but focus on themes surrounding community and youth identity. Cardinal Course (certified by Haas Center). Prerequisite: Placement Test, SPANLANG 11C, 11R, 11SL, or 21B.
Terms: Aut, Win, Spr
| Units: 4
| UG Reqs: WAY-EDP
SPANLANG 13C:
Second-Year Spanish: Cultural Emphasis, Third Quarter
Continuation of SPANLANG 12C. Sequence integrating culture and language, with emphasis on developing advanced proficiency in oral and written discourse. Targeted functional abilities include presentational and socioculturally appropriate language in formal and informal, academic, and professional contexts. "C" content focuses on societal and cultural components of the Spanish-speaking world. Prerequisite: Placement Test, SPANLANG 12C,12R or 12SL. Fulfills the IR major Language Requirement.
Terms: Aut, Win, Spr
| Units: 4
SPANLANG 13R:
Second-Year Spanish: Emphasis on International Relations, Third Quarter
Continuation of SPANLANG 12R. Sequence integrating geopolitics and language. Emphasis is on advanced proficiency in oral and written discourse including presentational language, international relations, and socioeconomics of the Spanish-speaking world. Prerequisite: SPANLANG 12C,12R,12M, 12S,22B or 21SL. Fulfills the IR major Language Requirement.
Terms: Spr
| Units: 4
| UG Reqs: Language
SPANLANG 13SL:
Second-Year Spanish: Emphasis on Service Learning, Third Quarter
Continuation of SPANLANG 12. Immigration & Citizenship. Sequence integrating community engaged learning, culture and language with emphasis on developing advanced proficiency in oral and written discourse. Targeted functional abilities include presentational and socioculturally appropriate language in formal and informal, community and professional contexts. SL content focuses on immersion in civics-based service learning in the Spanish-speaking local community. Requires one evening off campus per week in addition to three hours of regular class time. Service Learning Course (Cardinal Course certified by Haas Center). Prerequisite: Placement Test, SPANLANG 12C, 12R, 12SL,12M or 12S. Fulfills the IR major language requirement.
Terms: Aut, Win, Spr
| Units: 4
| UG Reqs: WAY-EDP
SPANLANG 15:
Intermediate Oral Communication
Emphasis is on interaction in Spanish locally and globally. Regional vocabularies and cultures at home and abroad. Interaction with local native Spanish speakers and communities.. May be repeated once for credit. Prerequisite: SPANLANG 2A, SPANLANG 3 and demonstrated oral proficiency above the low intermediate level.
Terms: Aut, Win, Spr
| Units: 3
| Repeatable
2 times
(up to 6 units total)
SPANLANG 21B:
Second-Year Spanish for Heritage Language Students, First Quarter
First quarter of the three-quarter sequence.Emphasis is on ability to communicate orally and in writing. Spelling and the written accent. Goal is to understand, interpret, and analyze oral and written texts. Written language skills include rules for editing written language. Third quarter focus is on the development of written and oral styles and registers used in more formal settings. Prerequisite: Placement Test.
Terms: Aut
| Units: 4
SPANLANG 22B:
Second-Year Spanish for Heritage Language Students, Second Quarter
Continuation of SPANLANG 21B. Emphasis is on ability to communicate orally and in writing. Spelling and the written accent. Goal is to understand, interpret, and analyze oral and written texts. Written language skills include rules for editing written language. Prerequisite: Placement Test, Placement Test or SPANLANG 21B.
Terms: Win
| Units: 4
| UG Reqs: Language
SPANLANG 23B:
Second-Year Spanish for Heritage Language Students, Third Quarter
Continuation of SPANLANG 22B. Emphasis is on ability to communicate orally and in writing. Spelling and the written accent. Goal is to understand, interpret, and analyze oral and written texts.Written language skills include rules for editing written language. Third quarter focus is on the development of written and oral styles and registers used in more formal settings. Prerequisite: Placement Test or SPANLANG 22B.
Terms: Spr
| Units: 4
| UG Reqs: Language
SPANLANG 99:
Language Specials
May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
SPANLANG 100:
Advanced Oral Communication
For students who have completed second-year Spanish or who have oral skills above the intermediate level. Interactive activities require students to persuade, analyze, support opinions, and gather and interpret others' points of view. Focus is on vocabulary enrichment and idiomatic expressions. Cultural, literary, political, and journalistic readings. May be repeated once for credit. Prerequisite: SPANLANG 13 or equivalent.
Terms: Aut, Win, Spr
| Units: 3
| Repeatable
2 times
(up to 6 units total)
SPANLANG 101:
The Structure of Spanish
Criteria and skills to analyze Spanish grammatical structure. Identification of word functions in sentences and texts, types of sentences, and terminology. Structure of nouns, adjectives, and verbs, and their relationship with meaning. The differences between Spanish grammar as a formal system and in everyday life. Prerequisite: SPANLANG 13C,13R,13SL,23B,13S or 13M
Terms: Win
| Units: 4
| UG Reqs: Language
SPANLANG 102:
Composition and Writing Workshop
Individual development of the ability to write in Spanish. Emphasis is on style and diction, and on preparing and writing essays on literary topics. Non-Spanish majors or minors may choose topics more closely related to their studies for projects. . Prerequisite: two years of college Spanish or equivalent.
Terms: Aut, Spr
| Units: 3-5
| UG Reqs: WAY-A-II
SPANLANG 108SL:
Advanced Spanish Service-Learning: Migration, Asylum & Human Rights at the Border
Students develop advanced Spanish language proficiency through examination of issues surrounding current immigration and refugee crises. There will be class discussions of Central American contexts, international treaties, human rights, and U.S. immigration law. Class will include expert commentary from legal and mental health professionals, human rights specialists, migrants, and refugees. Legal, medical, and psychological implications of migration will be examined. Students should enroll in the companion course HUMRTS 108 to receive units for volunteer hours performed throughout the quarter, concurrent with class meetings and assignments. Service-learning opportunities will entail working directly with Spanish-speaking immigrant and asylum seekers in detention in the U.S. Due to COVID-19, all service-learning hours will be performed remotely. Taught entirely in Spanish. Cardinal Course (certified by Haas Center). Prerequisite: Prerequisite: completion of SPANLANG 13, 23B, or placement test equivalent to SPANLANG 100 or higher. SPANLANG 108SL is a requirement for HUMRTS 108.
Terms: Aut, Win, Spr
| Units: 3
| UG Reqs: WAY-ER, WAY-SI
SPANLANG 121:
Concurrent Writing Course
One-on-one coaching in Spanish-language writing. Emphasis is on style and diction, and on preparing, writing, and revising essays on related topics. Prerequisite: concurrent enrollment in ILAC 128.
Terms: Win
| Units: 1-2
SPANLANG 199:
Individual Reading
May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
SPANLANG 199SL:
Directed Service Learning
Students collaborate with native Spanish-speaking workers on a mutually agreed project of benefit to the workers. Past projects have included: digital storytelling¿creating podcasts using testimonials, advice, or remembrances that workers wish to share¿and Spanish-English language exchanges. Cardinal Course (certified by Haas Center). Prerequisite: Completion of SPANLANG 13C, SPANLANG 13R, SPANLANG 13SL, or SPANLANG 23B and concurrent enrollment in SPANLANG 101, SPANLANG 102, SPANLANG 103, or SPANLANG 108SL.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
for credit
SPANLANG 394:
Graduate Studies in Spanish Conversation
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
SPANLANG 395:
Graduate Studies in Spanish
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Brates, V. (PI);
Del Carpio, C. (PI);
Miano, A. (PI);
Nissler, P. (PI);
Ortiz Cuevas, C. (PI);
Sanchez, K. (PI);
Sierra, A. (PI);
Urruela, M. (PI);
Valdez, J. (PI);
Vivancos, A. (PI);
Winterbottom, T. (PI);
Won, H. (PI)
SPEC 201:
Graduation Quarter
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
SPEC 501:
Graduate Special Summer Course
Terms: Sum
| Units: 1
| Repeatable
for credit
SPEC 801M:
Graduation Quarter
Terms: Aut, Win, Spr, Sum
| Units: 0
SPEC 802:
Graduation Quarter
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
SPECLANG 99:
Language Specials
Prerequisite: Consent of instructor
Terms: Aut, Win, Spr
| Units: 2-4
| Repeatable
for credit
SPECLANG 100A:
First-Year Cherokee, First Quarter
First quarter of a three-quarter beginning sequence. Course emphasizes developing effective communication at a basic level, covering grammatical structures, vocabulary, and sentence patterns through speaking, reading, writing, and listening in everyday situations. Cherokee culture.
Terms: Aut
| Units: 4
SPECLANG 100B:
First-Year Cherokee, Second Quarter
Continuation of SPECLANG 100A. Distance learning combined with periodic on-site instruction, conducted primarily in Cherokee. Course emphasizes continued development of effective communication at a basic level, covering grammatical structures, vocabulary, and sentence patterns through speaking, reading, writing, and listening in everyday situations. Cherokee culture. Prerequisite: SPECLANG100A or placement test.
Terms: Win
| Units: 4
SPECLANG 100C:
First-Year Cherokee, Third Quarter
Continuation of SPECLANG 100B. Distance learning combined with periodic on-site instruction, conducted primarily in Cherokee. Course emphasizes developing effective communication at a basic level, covering grammatical structures, vocabulary, and sentence patterns through speaking, reading, writing, and listening in everyday situations. Cherokee culture. Prerequisite: SPECLANG 100B or consent of instructor. Completion of 100C fulfills the University language requirement.
Terms: Spr
| Units: 4
| UG Reqs: Language
SPECLANG 101A:
First-Year Nahuatl, First Quarter
First quarter of a three-quarter beginning sequence. Distance learning combined with periodic on-site instruction, conducted primarily in Nahuatl. Course emphasizes developing effective communication at a basic level, covering grammatical structures, vocabulary, and sentence patterns through speaking, reading, writing, and listening in everyday situations. Nahuatl culture.Some knowledge of Spanish is useful.
Terms: Aut
| Units: 4
SPECLANG 101B:
First-Year Nahuatl, Second Quarter
Continuation of SPECLANG101A. Distance learning combined with periodic on-site instruction,conducted primarily in Nahuatl. Course emphasizes continued development of effective communication at a basic level, covering grammatical structures, vocabulary, and sentence patterns through speaking, reading, writing, and listening in everyday situations. Nahuatl culture. Some knowledge of Spanish is useful. Prerequisite: SPECLANG101 A or placement test
Terms: Win
| Units: 4
SPECLANG 101C:
First-Year Nahuatl, Third Quarter
Continuation of SPECLANG 101B. Distance learning combined with periodic on-site instruction, conducted primarily in Nahuatl. Course emphasizes continued development of effective communication at a basic level, covering grammatical structures, vocabulary, and sentence patterns through speaking, reading, writing, and listening in everyday situations. Nahuatl culture. Some knowledge of Spanish is useful. Prerequisite: SPECLANG101B or placement test.Completion of 101C fulfills the University Foreign Language Requirement.
Terms: Spr
| Units: 4
| UG Reqs: Language
SPECLANG 102A:
Second-Year Nahuatl, First Quarter
Distance learning combined with periodic on-site instruction, conducted primarily in Nahuatl. Continuation of SPECLANG 101 sequence integrating language and culture, with emphasis on developing proficiency in oral and written discourse. Targeted functional abilities include socio culturally appropriate language in formal contexts. Prerequisite: Placement Test, SPECLANG101 A,B,C
Terms: Aut
| Units: 4
SPECLANG 102B:
Second -Year Nahuatl, Second Quarter
Distance learning combined with periodic on-site instruction, conducted primarily in Najuatl. Continuation of SPECLANG102A sequence integrating language and culture, with emphasis on developing proficiency in oral and written discourse. Targeted functional abilities include presentational and socio culturally appropriate language in formal and informal contexts. Prerequisite: Placement Test or SPECLANG102A
Terms: Win
| Units: 4
SPECLANG 102C:
Second Year Nahuatl, Third Quarter
Distance learning combined with periodic on-site instruction, conducted primarily in Nahuatl. Continuation of SPECLANG102B sequence integrating language and culture, with emphasis on developing proficiency in oral and written discourse. Targeted functional abilities include presentational and socio culturally appropriate language in formal and informal contexts. Prerequisite: Placement Test, SPECLANG102B
Terms: Spr
| Units: 4
SPECLANG 103C:
Third- Year Nahuatl,Third Quarter
Distance learning combined with periodic on-site instruction, conducted in Najuatl.nCourse focuses on developing advanced proficiency in oral and written Nahuatl. Emphasis on functional abilities that integrate language and culture in formal, informal, academic and professional contexts.
Terms: Aut
| Units: 4
SPECLANG 122A:
First-Year Tibetan, First Quarter
Grammar, reading, and composition. Tibetan culture and the Tibetan view of reality.
Terms: Aut
| Units: 4
SPECLANG 122B:
First Year Tibetan, Second Quarter
Continuation of 122A
Terms: Win
| Units: 4
SPECLANG 122C:
First Year Tibetan, Third Quarter
Continuation of 2. Fulfills the University Foreign Language Requirement.
Terms: Spr
| Units: 4
| UG Reqs: Language
SPECLANG 125A:
First- Year Khmer, First Quarter
The course is the first in a three-quarter sequence of first year language courses. No previous knowledge of Khmer is required. It focuses on introducing Khmer in the context of formal and informal communication. The course content is centers on topics of daily life activities and emphasizes descriptions of self and community, short narratives, expression of feelings and simple questions and answers. Khmer culture is an essential part of the course.
Terms: Aut
| Units: 4
SPECLANG 125B:
First-Year Khmer, Second Quarter
This is the second course in a three-quarter sequence of first year language courses. It focuses on further introducing Khmer in the context of formal and informal communication. The course content centers on topics of daily life activities and emphasizes descriptions of self and community, short narratives, expression of feelings and simple questions and answers. Khmer culture is an essential part of the course. Prerequisite: SPECLANG 125A or a placement test.
Terms: Win
| Units: 4
SPECLANG 125C:
First-Year Khmer,Third Quarter
This is the third course in a three-quarter sequence of first year language courses. It focuses on further introducing Khmer in the context of formal and informal communication. The course content centers on topics of daily life activities and emphasizes descriptions of self and community, short narratives, expression of feelings and simple questions and answers. Khmer culture is an essential part of the course.nPrerequisite: SPECLANG 125B or a placement test.nThe completion of this course fulfills the University language requirement
Terms: Spr
| Units: 4
| UG Reqs: Language
SPECLANG 129A:
First-Year Ukrainian, First Quarter
This is the first year first quarter course in a three quarter sequence. Grammatical structures, vocabulary, and sentence patterns through speaking, reading, writing, and listening. Ukrainian culture.
Terms: Aut
| Units: 4
SPECLANG 129B:
First-Year Ukrainian, Second Quarter
This is the first year second quarter course in a three quarter sequence. Expansion on Grammatical structures, vocabulary, and sentence patterns through speaking, reading, writing, and listening. Ukrainian culture. Prerequisite SPECLANG129A or placement test.
Terms: Win
| Units: 4
SPECLANG 129C:
First-Year Ukrainian, Third Quarter
Continuation of SPECLANG 129B. Prerequisite: SPECLANG 129B. Completion of this course fulfills the language requiremet.
Terms: Spr
| Units: 4
| UG Reqs: Language
SPECLANG 133A:
Third-Year Dutch, First Quarter
Terms: Aut
| Units: 4
SPECLANG 133B:
Third-Year Dutch, Second Quarter
Terms: Win
| Units: 4
SPECLANG 133C:
Third-Year Dutch, Third Quarter
Terms: Spr
| Units: 4
SPECLANG 134A:
First-Year Haitian Creole, First Quarter
Course emphasizes developing effective communication at a basic level, with topics on personal information and activities necessary for basic survival. Grammatical structures, vocabulary, and sentence patterns through speaking, reading, writing, and listening. Haitian Creole culture.
Terms: Win
| Units: 4
SPECLANG 134B:
First Year Haitian Creole, Second Quarter
Course emphasizes developing effective communication at a basic level, with topics on personal information and activities necessary for basic survival. Grammatical structures, vocabulary, and sentence patterns through speaking, reading, writing, and listening. Haitian Creole culture. Prerequisite: 135A or placement test
Terms: Spr
| Units: 4
SPECLANG 138A:
First-Year Navajo, First Quarter
First quarter of a three-quarter beginning sequence. Distance learning combined with periodic on-site instruction, conducted primarily in Navajo. Course emphasizes developing effective communication at a basic level, covering grammatical structures, vocabulary, and sentence patterns through speaking, reading, writing, and listening in everyday situations.nNavajo culture.
Terms: Aut
| Units: 4
SPECLANG 138B:
First-Year Navajo, Second Quarter
Continuation of SPECLANG 138A. Distance learning combined with periodic on-site instruction, conducted primarily in Navajo. Course emphasizes developing effective communication at a basic level, covering grammatical structures, vocabulary, and sentence patterns through speaking, reading, writing, and listening in everyday situations.nNavajo culture. Prerequisite: SPECLANG138A or consent of instructor.
Terms: Win
| Units: 4
SPECLANG 138C:
First-Year Navajo, Third Quarter
Continuation of SPECLANG 138B Distance learning combined with periodic on-site instruction, conducted primarily in Navajo. Course emphasizes further developing effective communication at a basic level, covering grammatical structures, vocabulary, and sentence patterns through speaking, reading, writing, and listening in everyday situations. Navajo culture. Prerequisite: SPECLANG138B or consent of instructor. Completion of Speclang 138 fulfills the University Foreign Language Requirement.
Terms: Spr
| Units: 4
| UG Reqs: Language
SPECLANG 140A:
First-Year Hittite, First Quarter
This is a full class on the Hittite language of ancient Anatolia. After first learning the basics of Hittite grammar, vocabulary, and the cuneiform script, the class will then start reading various real texts. Since Hittite is an Indo-European language it is thus related to Sanskrit, Greek, Latin and English. Besides the language itself the class will also cover aspects of Hittite history, religion, mythology, literature, and law.
Terms: Aut
| Units: 4
SPECLANG 140B:
First-Year Hittite, Second Quarter
This is a full class on the Hittite language of ancient Anatolia. After first learning the basics of Hittite grammar, vocabulary, and the cuneiform script, the class will then start reading various real texts. Since Hittite is an Indo-European language it is thus related to Sanskrit, Greek, Latin and English. Besides the language itself the class will also cover aspects of Hittite history, religion, mythology, literature, and law. Continuation of 140A
Terms: Win
| Units: 4
SPECLANG 140C:
First-Year Hittite, Third Quarter
This is a full class on the Hittite language of ancient Anatolia. After first learning the basics of Hittite grammar, vocabulary, and the cuneiform script, the class will then start reading various real texts. Since Hittite is an Indo-European language it is thus related to Sanskrit, Greek, Latin and English. Besides the language itself the class will also cover aspects of Hittite history, religion, mythology, literature, and law.
Terms: Spr
| Units: 4
| UG Reqs: Language
SPECLANG 143A:
First-Year Gujarati, First Quarter
Course emphasizes further development of basic level communication skills using daily life topics. Grammatical structures and vocabulary are introduced through interpersonal, interpretive and presentational modes of communication. Placement test required
Terms: Aut
| Units: 4
SPECLANG 143B:
First-Year Gujarati, 2nd Quarter
Course emphasizes further development of basic level communication skills using daily life topics. Grammatical structures and vocabulary are introduced through interpersonal, interpretive and presentational modes of communication.
Terms: Win
| Units: 4
SPECLANG 143C:
First-Year Gujarati, 3rd Quarter
Terms: Spr
| Units: 4
SPECLANG 144A:
First-Year Filipino, First Quarter
First quarter of First year in a three-quarter beginning sequence. Course emphasizes developing effective communication at a basic level, covering grammatical structures, vocabulary, and sentence patterns through speaking, reading, writing, and listening in everyday situations. Filipino culture
Terms: Aut
| Units: 4
SPECLANG 144B:
First-Year Filipino, Second Quarter
Continuation of SPECLANG 144A. Second Quarter of First year in a three quarter sequence. Course emphasizes further developing effective communication at a basic level, covering grammatical structures, vocabulary, and sentence patterns through speaking, reading, writing, and listening in everyday situations. Filipino culture.nPrerequisite: SPECLANG 144A or Placement Test
Terms: Win
| Units: 4
SPECLANG 144C:
First-Year Filipino, Third Quarter
Continuation of SPECLANG 144B. Third Quarter of First year in a three quarter sequence. Course emphasizes further developing effective communication at a basic level, covering grammatical structures, vocabulary, and sentence patterns through speaking, reading, writing, and listening in everyday situations. Filipino culture.nPrerequisite: SPECLANG 144B or Placement Test. Fulfills the University Foreign Language Requirement.
Terms: Spr
| Units: 4
| UG Reqs: Language
SPECLANG 145A:
Second-Year Filipino, First Quarter
Continuation of SPECLANG 144C. Second Year Filipino, First Quarter n a three quarter sequence. The course integrates language and culture with an emphasis on developing proficiency in oral and written discourse. Targeted functional abilities include presentational and socio-culturally appropriate language in formal and informal contexts.n Prerequisite: SPECLANG 144C or a placement test
Terms: Aut
| Units: 4
| UG Reqs: Language
SPECLANG 145B:
Second-Year Filipino, Second Quarter
Continuation of SPECLANG 145A. Second Year Second Quarter Filipino is the second course in a three quarter sequence. The course integrates language and culture with an emphasis on further developing proficiency in oral and written discourse. Targeted functional abilities include presentational and socio-culturally appropriate language in formal and informal contexts.nPrerequisite: SPECLANG 145A or placement test.
Terms: Win
| Units: 4
SPECLANG 145C:
Second-Year Filipino, Third Quarter
Continuation of SPECLANGT 145B.Second Year third Quarter Filipino is the third course in a three quarter sequence. The course integrates language and culture with an emphasis on further developing proficiency in oral and written discourse. Targeted functional abilities include presentational and socio-culturally appropriate language in formal and informal contexts. nPrerequisite: SPECLANG 145B or placement test.
Terms: Spr
| Units: 4
SPECLANG 150A:
First-Year Vietnamese, First Quarter
First Year first quarter Vietnamese is the first course in a three quarter sequence. Course emphasizes developing basic level communication skills using daily life topics. Grammatical structures and vocabulary are introduced through interpersonal, interpretive and presentational modes of communication. Vietnamese culture.
Terms: Aut
| Units: 5
SPECLANG 150B:
First-Year Vietnamese, Second Quarter
Continuation of SPECLANG 150A. First Year second quarter Vietnamese is the second course in a three quarter sequence. Course emphasizes further development of basic level communication skills using daily life topics. Grammatical structures and vocabulary are introduced through interpersonal, interpretive and presentational modes of communication. Vietnamese culture.nPrerequisite: SPECLANG 150A or a placement test.
Terms: Win
| Units: 5
SPECLANG 150C:
First-Year Vietnamese, Third Quarter
Continuation of SPECLANG 150B. First Year third quarter Vietnamese is the third course in a three quarter sequence. Course emphasizes further development of basic level communication skills using daily life topics. Grammatical structures and vocabulary are introduced through interpersonal, interpretive and presentational modes of communication. Vietnamese culture.nPrerequisite: SPECLANG 150B or placement test. Fulfills the University Foreign Language Requirement.
Terms: Spr
| Units: 5
| UG Reqs: Language
SPECLANG 151A:
Second-Year Vietnamese, First Quarter
Continuation of SPECLANG150C.Second Year first quarter Vietnamese is the first course in a three quarter sequence. The course integrates language and culture with an emphasis on developing proficiency in oral and written discourse. Targeted functional abilities include presentational and socio-culturally appropriate language in formal and informal contexts. Prerequisite: Speclang 150C or placement test.
Terms: Aut
| Units: 4
| UG Reqs: Language
SPECLANG 151B:
Second-Year Vietnamese, Second quarter
Continuation of SPECLANG 151A. Second Year second quarter Vietnamese is the second course in a three quarter sequence. The course integrates language and culture with an emphasis on expanding development of proficiency in oral and written discourse. Targeted functional abilities include presentational and socio-culturally appropriate language in formal and informal contexts. Prerequisite: SPECLANG151A or placement test.
Terms: Win
| Units: 4
SPECLANG 151C:
Second-Year Vietnamese, Third Quarter
Continuation of SPECLANG 151B. Second Year third quarter Vietnamese is the third course in a three quarter sequence. The course integrates language and culture with an emphasis on further expanding development of proficiency in oral and written discourse. Targeted functional abilities include presentational and socio-culturally appropriate language in formal and informal contexts.n Prerequisite SPECLANG 151B. Fulfills the University Foreign Language Requirement.
Terms: Spr
| Units: 4
SPECLANG 152A:
First-Year Hindi, First Quarter
First Year first quarter Hindi is the first course in a three quarter sequence. Course emphasizes developing basic level communication skills using daily life topics. Grammatical structures and vocabulary are introduced through interpersonal, interpretive and presentational modes of communication. Hindi culture.
Terms: Aut
| Units: 5
SPECLANG 152B:
First-Year Hindi, Second Quarter
Continuation of SPECLANG 152A. First Year second quarter Hindi is the second course in a three quarter sequence. Course emphasizes further development of basic level communication skills using daily life topics. Grammatical structures and vocabulary are introduced through interpersonal, interpretive and presentational modes of communication. Hindi culture.nPrerequisite: SPECLANG 152A or placement test.
Terms: Win
| Units: 5
SPECLANG 152C:
First-Year Hindi, Third Quarter
Continuation of SPECLANG 152B. First Year Third quarter Hindi is the third course in a three quarter sequence. Course emphasizes further development of basic level communication skills using daily life topics. Grammatical structures and vocabulary are introduced through interpersonal, interpretive and presentational modes of communication. Hindi culture.nPrerequisite: SPECLANG 152B. Fulfills the University language requirement.
Terms: Spr
| Units: 5
| UG Reqs: Language
SPECLANG 153A:
Second-Year Hindi, First Quarter
Continuation of SPECLANG 152C. Second Year Hindi, First Quarter in a three quarter sequence. The course integrates language and culture with an emphasis on developing proficiency in oral and written discourse. Targeted functional abilities include presentational and socio-culturally appropriate language in formal and informal contexts. Prerequisite SPECLANG152C or placement test.
Terms: Aut
| Units: 4
| UG Reqs: Language
SPECLANG 153B:
Second-Year Hindi, Second Quarter
Continuation of SPECLANG 153A. Second Year Hindi, Second Quarter in a three quarter sequence. The course integrates language and culture with an emphasis on further developing proficiency in oral and written discourse. Targeted functional abilities include presentational and socio-culturally appropriate language in formal and informal contexts. Prerequisite SPECLANG 153A or placement test.
Terms: Win
| Units: 4
SPECLANG 153C:
Second-Year Hindi, Third Quarter
Continuation of SPECLANG 153B. Prerequisite: SPECLANG 153B.
Terms: Spr
| Units: 4
SPECLANG 154A:
Third-Year Hindi, First Quarter
Focus of the course is on developing communication and presentation skills in Hindi using a variety of topics and different contexts. Authentic audio visual material and use of level appropriate pedagogy tools enhance functional linguistic abilities. Culture is an essential part nof the course.nPlacement Test, Second-Year Hindi or equivalent.
Terms: Aut
| Units: 4
SPECLANG 154B:
Third-Year Hindi, Second Quarter
Continuation of SPECLANG 154A. nFocus of the course is on developing communication and presentation skills in Hindi using a variety of topics and different contexts. Authentic audio visual material and use of level appropriate pedagogy tools to further functional linguistic abilities. Culture is an essential part of the course. Prerequisite:SPECLANG 154A or Placement Test,
Terms: Win
| Units: 4
SPECLANG 160A:
Second-Punjabi, First Quarter
This is a the second quarter of a second year course in Punjabi taught as a sequence, in three quarters. It uses an eclectic pedagogical approach to help students master and expand vocabulary necessary for their conversational activities and for developing all four language skills: reading, writing, speaking, and listening. The textbook is supplemented by audiovisual materials and authentic readingsnnContinuation of 159C. Fulfills the University language requirement.
Terms: Aut
| Units: 4
| UG Reqs: Language
SPECLANG 160B:
Second-Year Punjabi, Second Quarter
This is a the second quarter of a second year course in Punjabi taught as a sequence, in three quarters. It uses an eclectic pedagogical approach to help students master and expand vocabulary necessary for their conversational activities and for developing all four language skills: reading, writing, speaking, and listening. The textbook is supplemented by audiovisual materials and authentic readings. Continuation of Speclang 160A
Terms: Win
| Units: 4
SPECLANG 160C:
Second-Year Punjabi, Third Quarter
This is a the second quarter of a second year course in Punjabi taught as a sequence, in three quarters. It uses an eclectic pedagogical approach to help students master and expand vocabulary necessary for their conversational activities and for developing all four language skills: reading, writing, speaking, and listening. The textbook is supplemented by audiovisual materials and authentic readings. Continuation of Speclang 160B
Terms: Spr
| Units: 4
SPECLANG 164A:
First-Year Czech, First Quarter
First Year first quarter Czech is the first course in a three quarter sequence. Course emphasizes developing basic level communication skills using daily life topics. Grammatical structures and vocabulary are introduced through interpersonal, interpretive and presentational modes of communication. Czech culture.
Terms: Aut
| Units: 4
SPECLANG 164B:
First-Year Czech, Second Quarter
Continuation of SPECLANG 164A. First Year Second quarter Czech is the second course in a three quarter sequence. Course emphasizes further development of basic level communication skills using daily life topics. Grammatical structures and vocabulary are introduced through interpersonal, interpretive and presentational modes of communication. Czech culture.nPrerequisite: SPECLANG 164A or placement test
Terms: Win
| Units: 4
SPECLANG 164C:
First-Year Czech, Third Quarter
Continuation of SPECLANG 164B. Prerequisite; SPECLANG 164B.
Terms: Spr
| Units: 4
| UG Reqs: Language
SPECLANG 167A:
First-Year Polish, First Quarter
First Year First quarter Polish is the first course in a three quarter sequence. Course emphasizes developing basic level communication skills using daily life topics. Grammatical structures and vocabulary are introduced through interpersonal, interpretive and presentational modes of communication. Polish culture.
Terms: Aut
| Units: 4
SPECLANG 167B:
First-Year Polish, Second Quarter
Continuation of SPECLANG 167A. First Year Second quarter Polish is the second course in a three quarter sequence. Course emphasizes further development of basic level communication skills using daily life topics. Grammatical structures and vocabulary are introduced through interpersonal, interpretive and presentational modes of communication. Polish culture.Prerequisite: SPECLANG 167A or placement test
Terms: Win
| Units: 4
SPECLANG 167C:
First-Year Polish, Third Quarter
Continuation of SPECLANG 167B. First Year Third Quarter Polish is the third course in a three quarter sequence. Course emphasizes further development of basic level communication skills using daily life topics. Grammatical structures and vocabulary are introduced through interpersonal, interpretive and presentational modes of communication. Polish culture.Prerequisite: SPECLANG 167B or placement test. Completion of 167C fulfills the University Language Requirement.
Terms: Spr
| Units: 4
| UG Reqs: Language
SPECLANG 168A:
Second-Year Polish, First Quarter
Continuation of SPECLANG 167C. Second Year Polish, First Quarter in a three quarter sequence. The course integrates language and culture with an emphasis on developing proficiency in oral and written discourse. Targeted functional abilities include presentational and socio-culturally appropriate language in formal and informal contexts. nn Prerequisite: SPECLANG 167C or placement test
Terms: Aut
| Units: 4
| UG Reqs: Language
SPECLANG 168B:
Second-Year Polish, Second Quarter
Continuation of SPECLANG 168A. Second Year Polish,Second Quarter in a three quarter sequence. The course integrates language and culture with annemphasis on developing proficiency in oral and written discourse. Targeted functional abilities include presentational and socio-culturally appropriate language in formal and informal contexts. Prerequisite SPECLANG168A or placement test
Terms: Win
| Units: 4
| UG Reqs: Language
SPECLANG 171A:
Second-Year Modern Greek, First Quarter
Continuation of SPECLANG 170C. Second Year Modern Greek, First Quarter in a three quarter sequence. The course integrates language and culture with an emphasis on developing proficiency in oral and written discourse. Targeted functional abilities include presentational and socio-culturally appropriate language in formal and informal contexts.nPrerequisite SPECLANG170C or placement test.
Terms: Aut
| Units: 4
| UG Reqs: Language
SPECLANG 171B:
Second-Year Modern Greek, Second Quarter
Continuation of SPECLANG 171A. Second Year Modern Greek, Second Quarter in a three quarter sequence. The course integrates language and culture with an emphasis on further developing proficiency in oral and written discourse. Targeted functional abilities include presentational and socio-culturally appropriate language in formal and informal contexts. Prerequisite SPECLANG171A or placement test
Terms: Win
| Units: 4
| UG Reqs: Language
SPECLANG 171C:
Second-Year Modern Greek, Third Quarter
Continuation of SPECLANG 171B. Second Year Modern Greek, Third Quarter in a three quarter sequence. The course integrates language and culture with an emphasis on further developing proficiency in oral and written discourse. Targeted functional abilities include presentational and socio-culturally appropriate language in formal and informal contexts. Prerequisite SPECLANG171B or placement test.
Terms: Spr
| Units: 4
| UG Reqs: Language
SPECLANG 174A:
First-Year Quechua, First Quarter
First Year First Quarter Quechua is the first course in a three quarter sequence. Course emphasizes development of basic level communication skills using daily life topics. Grammatical structures and vocabulary are introduced through interpersonal, interpretive and presentational modes of communication. Quechua culture.
Terms: Aut
| Units: 4
SPECLANG 174B:
First-Year Quechua, Second Quarter
Continuation of SPECLANG 174A. First Year Second Quarter Quechua is the second course in a three quarter sequence. Course emphasizes further development of basic level communication skills using daily life topics. Grammatical structures and vocabulary are introduced through interpersonal, interpretive and presentational modes of communication. Quechua culture.Prerequisite: SPECLANG 174A or placement test.
Terms: Win
| Units: 4
SPECLANG 174C:
First-Year Quechua, Third Quarter
Continuation of SPECLANG 174B. First Year Third Quarter Quechua is the third course in a three quarter sequence. Course emphasizes further development of basic level communication skills using daily life topics. Grammatical structures and vocabulary are introduced through interpersonal, interpretive and presentational modes of communication. Quechua culture.Prerequisite: SPECLANG 174B or placement test. Completion of of 174C fulfills the University Language Requirement.nnnn Prerequisite: SPECLANG 174B.
Terms: Spr
| Units: 4
| UG Reqs: Language
SPECLANG 175A:
Second-Year Quechua, First Quarter
Continuation of SPECLANG 174C. Second Year Quechua, First Quarter in a three quarter sequence. The course integrates language and culture with an emphasis on developing proficiency in oral and written discourse. Targeted functional abilities include presentational and socio-culturally appropriate language in formal and informal contexts. Prerequisite SPECLANG174C or placement test
Terms: Aut
| Units: 4
| UG Reqs: Language
SPECLANG 178A:
First-Year Sign Language, First Quarter
First Year First Quarter American Sign Language is the first course in a three quarter sequence. Course emphasizes development of comprehension and production skills using daily life topics.Focus on cultural awareness necessary for communication. Limited enrollment.
Terms: Aut
| Units: 5
SPECLANG 178B:
First-Year Sign Language, Second Quarter
Continuation of SPECLANG 178A. First Year Second Quarter American Sign Language is the second course in a three quarter sequence. Course emphasizes further development of comprehension and production skills using daily life topics.Focus on cultural awareness necessary for communication. Prerequisite:SPECLANG 178A or placement test. Limited enrollment.
Terms: Win
| Units: 5
SPECLANG 178C:
First-Year Sign Language, Third Quarter
Continuation of SPECLANG 178B. First Year Third Quarter American Sign Language is the third course in a three quarter sequence. Course emphasizes further development of comprehension and production skills using daily life topics.Focus on cultural awareness necessary for communication. Prerequisite:SPECLANG 178B or placement test Limited enrollment
Terms: Spr
| Units: 5
| UG Reqs: Language
SPECLANG 179A:
Second-Year Sign Language, First Quarter
Continuation of SPECLANG 178C. Second Year ASL, First Quarter in a three quarter sequence. The course integrates language and culture with an emphasis on developing proficiency on functional structures, lexical items and history of ASL Socio-culturally appropriate language in formal and informal contexts. Prerequisite SPECLANG178C
Terms: Aut
| Units: 4
| UG Reqs: Language
SPECLANG 179B:
Second-Year Sign Language, Second Quarter
Continuation of SPECLANG 179A. Second Year ASL, Second Quarter in a three quarter sequence. The course integrates language and culture with an emphasis on further developing proficiency on functional structures, lexical items and history of ASL Socio-culturally appropriate language informal and informal contexts. Prerequisite SPECLANG179A or placement test. Limited enrollment
Terms: Win
| Units: 4
| UG Reqs: Language
SPECLANG 179C:
Second-Year Sign Language, Third Quarter
Continuation of SPECLANG 179B. Second Year ASL, Third Quarter in a three quarter sequence. The course integrates language and culture with an emphasis on further developing proficiency on functional structures, lexical items and history of ASL Socio-culturally appropriate language informal and informal contexts. Prerequisite SPECLANG179B or placement test
Terms: Spr
| Units: 4
| UG Reqs: Language
SPECLANG 183A:
First-Year Sanskrit, First Quarter
Full class in the script, grammar, and vocabulary of the Sanskrit language of ancient India. Also included will be some readings from the Bhagavad Gita. No previous knowledge of Sanskrit required.
Terms: Aut
| Units: 4
SPECLANG 183B:
First-Year Sanskrit, Second Quarter
Continuation of SPECLANG 183A. Prerequisite: SPECLANG 183A.
Terms: Win
| Units: 4
SPECLANG 183C:
First-Year Sanskrit, Third Quarter
Continuation of SPECLANG 183B. Prerequisite; SPECLANG 183B. The completion of this course fulfills the University Language Requirement
Terms: Spr
| Units: 4
| UG Reqs: Language
SPECLANG 189A:
First-Year Hawaiian, First Quarter
First Year first quarter Hawaiian is the first course in a three quarter sequence. Focus on speaking writing and listening while developing students communicative skills in Hawaiian. Interactive approach emphasizing the ability to express concepts related to daily activities within traditional Hawaiian cultural contexts.
Terms: Aut
| Units: 4
SPECLANG 189B:
First-Year Beginning Hawaiian, Second Quarter
Continuation of SPECLANG 189A.First Year Second Quarter Hawaiian is the second course in a three quarter sequence. Focus on speaking writing and listening while further developing students communicative skills in Hawaiian. Interactive approach emphasizing the ability to express concepts related to daily activities within traditional Hawaiian cultural contexts. Prerequisite SPECLANG 189A or placement test.
Terms: Win
| Units: 4
SPECLANG 189C:
First-Year Hawaiian, Third Quarter
Continuation of SPECLANG 189B. First Year Third Quarter Hawaiian is the third course in a three quarter sequence. Focus on speaking writing and listening while further developing students communicative skills in Hawaiian. Interactive approach emphasizing the ability to express concepts related to daily activities within traditional Hawaiian cultural contexts.Prerequisite SPECLANG 189B or placement testn Fulfills the University Foreign Language Requirement.
Terms: Spr
| Units: 4
| UG Reqs: Language
SPECLANG 218A:
First-Year Urdu, First Quarter
First Year Urdu will introduce students to the Urdu alphabet (Nastaliq script); to pronunciation and intonation; to basic conversation patterns; and to the elements of spelling, reading, and writing in Urdu. It will cover basic grammar of modern standard Urdu. As part of this course, students will learn popular Urdu songs, watch films and video clips, and become familiar with culture of Urdu speaking people. They will also have exciting opportunities to make their own audio and video recordings to improve their pronunciation, work with Web-based and multi-media materials, and to go on one or more field trips. By the end of year, students will have acquired a basic vocabulary of 800-1000 words, and will be able to generate and interpret several types of simple sentences in simple conversation as well as write in a variety of communication contexts
Terms: Aut
| Units: 4
SPECLANG 218B:
First-Year Urdu, Second Quarter
Grammatical structures, vocabulary, and sentence patterns through speaking, reading, writing, and listening. Urdu culture.
Terms: Win
| Units: 4
SPECLANG 218C:
First-Year Urdu, Third Quarter
Grammatical structures, vocabulary, and sentence patterns through speaking, reading, writing, and listening. Urdu culture.
Terms: Spr
| Units: 4
| UG Reqs: Language
SPECLANG 247A:
First-Year Lakota, First Quarter
First Year Lakota First Quarter is the first course in a three quarter sequence. Focus on speaking writing and listening while developing communicative skills in Lakota.Interactive approach emphasizing the ability to express concepts related to daily activities within traditional Lakota cultural contexts.
Terms: Aut
| Units: 4
SPECLANG 247B:
First-Year Lakota, Second Quarter
Continuation of SPECLANG 247A. First Year Lakota Second Quarter is the second course in a three quarter sequence. Focus on speaking writing and listening while further developing communicative skills in Lakota Interactive approach emphasizing the ability to express concepts related to daily activities within traditional. Prerequisite SPECLANG247A or placement test.
Terms: Win
| Units: 4
SPECLANG 247C:
First-Year Lakota, Third Quarter
Continuation of SPECLANG 247B. First Year Lakota Third Quarter is the third course in a three quarter sequence.Focus on speaking writing and listening while further developing communicative skills in Lakota Interactive approach emphasizing the ability to express concepts related to daily activities within traditional. Prerequisite: SPECLANG 247B or placement test.nFulfills the University Foreign Language Requirement.
Terms: Spr
| Units: 4
| UG Reqs: Language
SPECLANG 250A:
First-Year Romanian, First Quarter
First Year Romanian First Quarter is the first course in a three quarter sequence. Focus on introducing Romanian in the context of formal and informal communication. Emphasis on topics of daily life activities and descriptions of self and community, short narratives, expression of feelings and simple questions and answers. Romanian culture is an essential part of the course.
Terms: Aut
| Units: 4
SPECLANG 250B:
First-Year Romanian, Second Quarter
Continuation of SPECLANG 250A. First Year Romanian Second Quarter is the second course in a three quarter sequence Focus on further introducing Romanian in the context of formal and informal communication. Emphasis on topics of daily life activities and descriptions of self and community, short narratives, expression of feelings and simple questions and answers. Romanian culture is an essential part of the course.Prerequisite: SPECLANG 250A or placement test
Terms: Win
| Units: 4
SPECLANG 250C:
First-Year Romanian, Third Quarter
Continuation of SPECLANG 250B. First Year Romanian Third Quarter is the third course in a three quarter sequence. Focus on further introducing Romanian in the context of formal and informal communication. Emphasis on topics of daily life activities and descriptions of self and community, short narratives,expression of feelings and simple questions and answers. Romanian culture is an essential part of the course.Prerequisite SPECLANG 250B or placement test. Completion of this course fulfills the University Language Requirement.
Terms: Spr
| Units: 4
| UG Reqs: Language
SPECLANG 251A:
Second-Year Romanian, First Quarter
Continuation of SPECLANG 250C. Prerequisite: SPECLANG 250C or consent of instructor. Fulfills the University Foreign Language Requirement.
Terms: Aut
| Units: 3
| UG Reqs: Language
SPECLANG 251B:
Second-Year Romanian, Second Quarter
Continuation of SPECLANG 251A. Prerequisite: SPECLANG 251A or consent of instructor.
Terms: Win
| Units: 3
SPECLANG 251C:
Second-Year Romanian, Third Quarter
Continuation of SPECLANTG 251B. Prerequisite: SPECLANG 251B or consent of instructor.
Terms: Spr
| Units: 3
SPECLANG 265A:
Third-Year Hungarian, First Quarter
The Third Year Hungarian is a three-quarter sequence. The course integrates language and culture, emphasizing further developing proficiency in interpersonal, interpretive, and presentational communications. Targeted functional abilities include presentational and socio-culturally appropriate language in formal and informal contexts. Prerequisite: SPECLANG182C or placement test.
Terms: Aut
| Units: 4
SPECLANG 265B:
Third-Year Hungarian, Second Quarter
The Third Year Hungarian is a three-quarter sequence. The course integrates language and culture, emphasizing further developing proficiency in interpersonal, interpretive, and presentational communications. Targeted functional abilities include presentational and socio-culturally appropriate language in formal and informal contexts. Prerequisite: SPECLANG 265A or placement test.
Terms: Win
| Units: 4
SPECLANG 265C:
Third-Year Hungarian, Third Quarter
The Third Year Hungarian is a three-quarter sequence. The course integrates language and culture, emphasizing further developing proficiency in interpersonal, interpretive, and presentational communications. Targeted functional abilities include presentational and socio-culturally appropriate language in formal and informal contexts. Prerequisite: SPECLANG 265C or placement test.
Terms: Spr
| Units: 4
SPECLANG 275A:
Third-Year Quechua, First Quarter
This is a third year first quarter course in Quechua language and culture, offered as a three quarter sequence. The course focuses on developing fluency and accuracy as students immerse in the use of the language in a range of situations. The course uses a thematic approach. Topics integrate elements of Quechua culture, review of relevant grammar concepts, and opportunities to use the language in real-world cultural contexts.
Terms: Aut
| Units: 4
SPECLANG 297:
Directed Reading
Prerequisite: consent of instructor.- For Grad students only
Terms: Aut, Win
| Units: 1-5
| Repeatable
for credit
SPECLANG 395:
Graduate Studies in Special Language
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Aban, C. (PI);
Armenakis, D. (PI);
Bruce, G. (PI);
Desai, R. (PI);
Dusatko, J. (PI);
Ergul, S. (PI);
Jarboe, L. (PI);
Kroupa, J. (PI);
Necochea, M. (PI);
Negip-Schatt, S. (PI);
Porta, F. (PI);
Rakicevic, B. (PI);
Sharma, S. (PI);
Singh, K. (PI);
Szoke, E. (PI);
Szudelski, G. (PI);
Tran, B. (PI);
van der Hoeven, I. (PI)
STATS 32:
Introduction to R for Undergraduates
This short course runs for weeks one through five of the quarter. It is recommended for undergraduate students who want to use R in the humanities or social sciences and for students who want to learn the basics of R programming. The goal of the short course is to familiarize students with R's tools for data analysis. Lectures will be interactive with a focus on learning by example, and assignments will be application-driven. No prior programming experience is needed. Topics covered include basic data structures, File I/O, data transformation and visualization, simple statistical tests, etc, and some useful packages in R. Prerequisite: undergraduate student. Priority given to non-engineering students. Laptops necessary for use in class.
Terms: Aut, Spr
| Units: 1
STATS 60:
Introduction to Statistical Methods: Precalculus (PSYCH 10, STATS 160)
Techniques for organizing data, computing, and interpreting measures of central tendency, variability, and association. Estimation, confidence intervals, tests of hypotheses, t-tests, correlation, and regression. Possible topics: analysis of variance and chi-square tests, computer statistical packages.
Terms: Aut, Win, Spr, Sum
| Units: 5
| UG Reqs: GER:DB-Math, WAY-AQR, WAY-FR
Instructors: ;
Erdmann-Pham, D. (PI);
Ghandwani, D. (PI);
Jain, V. (PI);
Poldrack, R. (PI);
Ghosh, S. (TA);
Howes, M. (TA);
Jin, Y. (TA);
Kanekar, R. (TA);
Liu, S. (TA);
Pan, Z. (TA);
Paul, D. (TA);
Samyak, R. (TA);
Tanoh, I. (TA);
Wu, Y. (TA)
STATS 100:
Mathematics of Sports
This course will teach you how statistics and probability can be applied in sports, in order to evaluate team and individual performance, build optimal in-game strategies and ensure fairness between participants. Topics will include examples drawn from multiple sports such as basketball, baseball, soccer, football and tennis. The course is intended to focus on data-based applications, and will involve computations in R with real data sets via tutorial sessions and homework assignments. Prereqs: No statistical or programming background is assumed, but introductory courses, e.g, Stats 60,101 or 116, are recommended. A prior knowledge of Linear Algebra (e.g., Math 51) and basic probability is strongly recommended.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Math, WAY-AQR
STATS 101:
Data Science 101
This course will provide a hands-on introduction to statistics and data science. Students will engage with the fundamental ideas in inferential and computational thinking. Each week, we will explore a core topic comprising three lectures and two labs (a module), in which students will manipulate real-world data and learn about statistical and computational tools. Students will engage in statistical computing and visualization with current data analytic software (Jupyter, R). The objectives of this course are to have students (1) be able to connect data to underlying phenomena and to think critically about conclusions drawn from data analysis, and (2) be knowledgeable about programming abstractions so that they can later design their own computational inferential procedures. No programming or statistical background is assumed. Freshmen and sophomores interested in data science, computing and statistics are encouraged to attend. Also open to graduates.
Terms: Spr, Sum
| Units: 5
| UG Reqs: GER: DB-NatSci, WAY-AQR
Instructors: ;
Gablenz, P. (PI);
Sklar, M. (PI);
Gablenz, P. (TA);
Gao, S. (TA);
Jing, A. (TA);
Lu, S. (TA);
Paul, D. (TA);
Xie, R. (TA);
Xu, H. (TA);
Zhou, K. (TA)
STATS 110:
Statistical Methods in Engineering and the Physical Sciences
Introduction to statistics for engineers and physical scientists. Topics: descriptive statistics, probability, interval estimation, tests of hypotheses, nonparametric methods, linear regression, analysis of variance, elementary experimental design. Prerequisite: one year of calculus. Please note that students must enroll in one section in addition to the main lecture.
Terms: Aut, Spr
| Units: 4
| UG Reqs: GER:DB-Math, WAY-AQR, WAY-FR
STATS 116:
Theory of Probability
Probability spaces as models for phenomena with statistical regularity. Discrete spaces (binomial, hypergeometric, Poisson). Continuous spaces (normal, exponential) and densities. Random variables, expectation, independence, conditional probability. Introduction to the laws of large numbers and central limit theorem. Prerequisites: MATH 52 and familiarity with infinite series, or equivalent. Undergraduate students enroll for 5 units, graduate students enroll for 4 units. Undergraduate students must enroll in one section in addition to the main lecture. Sections are optional for graduate students.
Terms: Aut, Spr, Sum
| Units: 4-5
| UG Reqs: GER:DB-Math, WAY-AQR, WAY-FR
STATS 141:
Biostatistics (BIO 141)
Introductory statistical methods for biological data: describing data (numerical and graphical summaries); introduction to probability; and statistical inference (hypothesis tests and confidence intervals). Intermediate statistical methods: comparing groups (analysis of variance); analyzing associations (linear and logistic regression); and methods for categorical data (contingency tables and odds ratio). Course content integrated with statistical computing in R.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-Math, WAY-AQR
STATS 155:
Modern Statistics for Modern Biology (BIOS 221, STATS 256, STATS 366)
Application based course in nonparametric statistics. Modern toolbox of visualization and statistical methods for the analysis of data, examples drawn from immunology, microbiology, cancer research and ecology. Methods covered include multivariate methods (PCA and extensions), sparse representations (trees, networks, contingency tables) as well as nonparametric testing (Bootstrap, permutation and Monte Carlo methods). Hands on, use R and cover many Bioconductor packages. Prerequisite: Working knowledge of R and two core Biology courses. Note that the 155 offering is a writing intensive course for undergraduates only and requires instructor consent. (WIM). See https://web.stanford.edu/class/bios221/index.html
Terms: Aut
| Units: 3
STATS 160:
Introduction to Statistical Methods: Precalculus (PSYCH 10, STATS 60)
Techniques for organizing data, computing, and interpreting measures of central tendency, variability, and association. Estimation, confidence intervals, tests of hypotheses, t-tests, correlation, and regression. Possible topics: analysis of variance and chi-square tests, computer statistical packages.
Terms: Aut, Win, Spr, Sum
| Units: 5
Instructors: ;
Erdmann-Pham, D. (PI);
Ghandwani, D. (PI);
Jain, V. (PI);
Poldrack, R. (PI);
Ghosh, S. (TA);
Howes, M. (TA);
Jin, Y. (TA);
Kanekar, R. (TA);
Liu, S. (TA);
Pan, Z. (TA);
Paul, D. (TA);
Samyak, R. (TA);
Tanoh, I. (TA);
Wu, Y. (TA)
STATS 191:
Introduction to Applied Statistics
Statistical tools for modern data analysis. Topics include regression and prediction, elements of the analysis of variance, bootstrap, and cross-validation. Emphasis is on conceptual rather than theoretical understanding. Applications to social/biological sciences. Student assignments/projects require use of the software package R. Prerequisite: introductory statistical methods course. Recommended: 60, 110, or 141.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Math, WAY-AQR
STATS 195:
Introduction to R
This short course runs for weeks one through four of the quarter. It is recommended for students who want to use R in statistics, science or engineering courses, and for students who want to learn the basics of data science with R. The goal of the short course is to familiarize students with some of the most important R tools for data analysis. Lectures will focus on learning by example and assignments will be application-driven. No prior programming experience is assumed.
Terms: Win
| Units: 1
STATS 196A:
Multilevel Modeling Using R (EDUC 401D)
See http://rogosateaching.com/stat196/ . Multilevel data analysis examples using R. Topics include: two-level nested data, growth curve modeling, generalized linear models for counts and categorical data, nonlinear models, three-level analyses.
Terms: Spr
| Units: 1
STATS 199:
Independent Study
For undergraduates.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Baiocchi, M. (PI);
Duchi, J. (PI);
Lai, T. (PI);
Rogosa, D. (PI);
Sabatti, C. (PI);
Schramm, T. (PI);
Taylor, J. (PI);
Tibshirani, R. (PI);
Wager, S. (PI);
Walther, G. (PI)
STATS 200:
Introduction to Statistical Inference
Modern statistical concepts and procedures derived from a mathematical framework. Statistical inference, decision theory; point and interval estimation, tests of hypotheses; Neyman-Pearson theory. Bayesian analysis; maximum likelihood, large sample theory. Prerequisite: STATS 116. Please note that all students (undergraduate and graduate) must enroll in one section in addition to the main lecture.
Terms: Aut, Win
| Units: 4
Instructors: ;
Johnstone, I. (PI);
Romano, J. (PI);
Bhattacharya, S. (TA);
Dey, A. (TA);
Ghosh, S. (TA);
Gibbs, I. (TA);
Han, K. (TA);
Li, H. (TA);
Li, S. (TA);
Pavlyshyn, D. (TA);
Spector, A. (TA);
Tirlea, M. (TA);
Xu, H. (TA)
STATS 202:
Data Mining and Analysis
Data mining is used to discover patterns and relationships in data. Emphasis is on large complex data sets such as those in very large databases or through web mining. Topics: decision trees, association rules, clustering, case based methods, and data visualization. Prereqs: Introductory courses in statistics or probability (e.g., Stats 60), linear algebra (e.g., Math 51), and computer programming (e.g., CS 105).
Terms: Aut, Sum
| Units: 3
Instructors: ;
Erdmann-Pham, D. (PI);
Tran, L. (PI);
Chen, Z. (TA);
GAO, Z. (TA);
Gablenz, P. (TA);
Hartog, W. (TA);
Hu, A. (TA);
Jin, Y. (TA);
MacKay, M. (TA);
Paul, D. (TA);
Xie, R. (TA)
STATS 203:
Introduction to Regression Models and Analysis of Variance
Modeling and interpretation of observational and experimental data using linear and nonlinear regression methods. Model building and selection methods. Multivariable analysis. Fixed and random effects models. Experimental design. Prerequisites: A post-calculus introductory probability course, e.g. STATS 116, basic computer programming knowledge, some familiarity with matrix algebra, and a pre- or co-requisite post-calculus mathematical statistics course, e.g. STATS 200.
Terms: Spr
| Units: 3
STATS 203V:
Introduction to Regression Models and Analysis of Variance
Modeling and interpretation of observational and experimental data using linear and nonlinear regression methods. Model building and selection methods. Multivariable analysis. Fixed and random effects models. Experimental design. This course is offered remotely only via video segments (MOOC style). TAs will host remote weekly office hours using an online platform such as Zoom. Prerequisites: A post-calculus introductory probability course, e.g. STATS 116, basic computer programming knowledge, some familiarity with matrix algebra, and a pre- or co-requisite post-calculus mathematical statistics course, e.g. STATS 200.
Terms: Sum
| Units: 3
STATS 205:
Introduction to Nonparametric Statistics
Nonparametric regression and nonparametric density estimation, modern nonparametric techniques, nonparametric confidence interval estimates, nearest neighbor algorithms (with non-linear features), wavelet, bootstrap. Nonparametric analogs of the one- and two-sample t-tests and analysis of variance
Terms: Spr
| Units: 3
STATS 206:
Applied Multivariate Analysis
Introduction to the statistical analysis of several quantitative measurements on each observational unit. Emphasis is on concepts, computer-intensive methods. Examples from economics, education, geology, psychology. Topics: multiple regression, multivariate analysis of variance, principal components, factor analysis, canonical correlations, multidimensional scaling, clustering. Pre- or corequisite: 200.
Terms: Spr
| Units: 3
STATS 207:
Introduction to Time Series Analysis (STATS 307)
Time series models used in economics and engineering. Trend fitting, autoregressive and moving average models and spectral analysis, Kalman filtering, and state-space models. Seasonality, transformations, and introduction to financial time series. Prerequisite: basic course in Statistics at the level of 200.
Terms: Aut
| Units: 3
STATS 209:
Introduction to Causal Inference
This course introduces the fundamental ideas and methods in causal inference, with examples drawn from education, economics, medicine, and digital marketing. Topics include potential outcomes, randomization, observational studies, matching, covariate adjustment, AIPW, heterogeneous treatment effects, instrumental variables, regression discontinuity, and synthetic controls. Prerequisites: basic probability and statistics, familiarity with R.
Terms: Aut
| Units: 3
STATS 209B:
Applications of Causal Inference Methods (EDUC 260A, EPI 239)
See http://rogosateaching.com/stat209/. Application of potential outcomes formulation for causal inference to research settings including: mediation, compliance adjustments, time-1 time-2 designs, encouragement designs, heterogeneous treatment effects, aggregated data, instrumental variables, analysis of covariance regression adjustments, and implementations of matching methods. Prerequisite: an introduction to causal inference methods such as STATS209.
Terms: Win
| Units: 2
STATS 211:
Meta-research: Appraising Research Findings, Bias, and Meta-analysis (CHPR 206, EPI 206, MED 206)
Open to graduate, medical, and undergraduate students. Appraisal of the quality and credibility of research findings; evaluation of sources of bias. Meta-analysis as a quantitative (statistical) method for combining results of independent studies. Examples from medicine, epidemiology, genomics, ecology, social/behavioral sciences, education. Collaborative analyses. Project involving generation of a meta-research project or reworking and evaluation of an existing published meta-analysis. Prerequisite: knowledge of basic statistics.
Terms: Win
| Units: 3
STATS 214:
Machine Learning Theory (CS 229M)
How do we use mathematical thinking to design better machine learning methods? This course focuses on developing mathematical tools for answering these questions. This course will cover fundamental concepts and principled algorithms in machine learning, particularly those that are related to modern large-scale non-linear models. The topics include concentration inequalities, generalization bounds via uniform convergence, non-convex optimization, implicit regularization effect in deep learning, and unsupervised learning and domain adaptations. nnPrerequisites: linear algebra ( MATH 51 or CS 205), probability theory (STATS 116, MATH 151 or CS 109), and machine learning ( CS 229, STATS 229, or STATS 315A).
Terms: Aut
| Units: 3
STATS 216:
Introduction to Statistical Learning
Overview of supervised learning, with a focus on regression and classification methods. Syllabus includes: linear and polynomial regression, logistic regression and linear discriminant analysis;cross-validation and the bootstrap, model selection and regularization methods (ridge and lasso); nonlinear models, splines and generalized additive models; tree-based methods, random forests and boosting; support-vector machines; Some unsupervised learning: principal components and clustering (k-means and hierarchical). Computing is done in R, through tutorial sessions and homework assignments. This math-light course is offered via video segments (MOOC style), and in-class problem solving sessions. Prereqs: Introductory courses in statistics or probability (e.g., Stats 60 or Stats 101), linear algebra (e.g., Math 51), and computer programming (e.g., CS 105).
Terms: Win
| Units: 3
STATS 216V:
Introduction to Statistical Learning
Overview of supervised learning, with a focus on regression and classification methods. Syllabus includes: linear and polynomial regression, logistic regression and linear discriminant analysis; cross-validation and the bootstrap, model selection and regularization methods (ridge and lasso); nonlinear models, splines and generalized additive models; tree-based methods, random forests and boosting; support-vector machines; Some unsupervised learning: principal components and clustering (k-means and hierarchical). Computing is done in R, through tutorial sessions and homework assignments. This math-light course is offered remotely only via video segments (MOOC style). TAs will host remote weekly office hours using an online platform such as Zoom. There are four homework assignments, a midterm, and a final exam, all of which are administered remotely. Prereqs: Introductory courses in statistics or probability (e.g., Stats 60 or Stats 101), linear algebra (e.g., Math 51), and computer programming (e.g., CS 105). May not be taken for credit by students with credit in STATS 202 or STATS 216.
Terms: Sum
| Units: 3
STATS 217:
Introduction to Stochastic Processes I
Discrete and continuous time Markov chains, poisson processes, random walks, branching processes, first passage times, recurrence and transience, stationary distributions. Non-Statistics masters students may want to consider taking STATS 215 instead. Prerequisite: a post-calculus introductory probability course e.g. STATS 116
Terms: Win, Sum
| Units: 3
STATS 218:
Introduction to Stochastic Processes II
Renewal theory, Brownian motion, Gaussian processes, second order processes, martingales.
Terms: Spr
| Units: 3
STATS 219:
Stochastic Processes (MATH 136)
Introduction to measure theory, Lp spaces and Hilbert spaces. Random variables, expectation, conditional expectation, conditional distribution. Uniform integrability, almost sure and Lp convergence. Stochastic processes: definition, stationarity, sample path continuity. Examples: random walk, Markov chains, Gaussian processes, Poisson processes, Martingales. Construction and basic properties of Brownian motion. Prerequisite: STATS 116 or MATH 151 or equivalent. Recommended: MATH 115 or equivalent. http://statweb.stanford.edu/~adembo/math-136/
Terms: Win
| Units: 3
STATS 221:
Random Processes on Graphs and Lattices
Covering modern topics in the study of random processes on graphs and lattices. Specifically, a subset of: Random walks, electrical networks and flows. Uniform spanning trees. Percolation and self-avoiding walks. Contact process, voter model and the exclusion process. Ising, Potts, and Random-Cluster model. Random graphs. Prerequisites: MATH 115 (or equivalent), STAT 217 (or equivalent).
Terms: Win
| Units: 3
STATS 223:
Sequential Analysis (STATS 323)
This course will survey the history of sequential analysis from its origin in the 1940s via its continuing role in clinical trials to current activity in machine learning. Subject to the limitations of time, the following topics will be discussed: parametric and semi-parametric hypothesis testing from Wald to sequential clinical trials; fixed precision estimation; change-point detection and estimation; iterative stochastic algorithms and machine learning; anytime-valid inference; optimal stopping, dynamic programming, and stochastic control; multi-armed bandits; applications. Prerequisites: for 223, Stats 200 or equivalent; for 323, Stats 300A and 310A.
Terms: Win
| Units: 3
STATS 229:
Machine Learning (CS 229)
Topics: statistical pattern recognition, linear and non-linear regression, non-parametric methods, exponential family, GLMs, support vector machines, kernel methods, deep learning, model/feature selection, learning theory, ML advice, clustering, density estimation, EM, dimensionality reduction, ICA, PCA, reinforcement learning and adaptive control, Markov decision processes, approximate dynamic programming, and policy search. Prerequisites: knowledge of basic computer science principles and skills at a level sufficient to write a reasonably non-trivial computer program in Python/NumPy to the equivalency of CS106A, CS106B, or CS106X, familiarity with probability theory to the equivalency of CS 109, MATH151, or STATS 116, and familiarity with multivariable calculus and linear algebra to the equivalency of MATH51 or CS205.
Terms: Aut, Spr, Sum
| Units: 3-4
Instructors: ;
Avati, A. (PI);
Charikar, M. (PI);
Guestrin, C. (PI);
Ma, T. (PI);
Ng, A. (PI);
Re, C. (PI);
Ali, K. (TA);
Balogun, E. (TA);
Bhaskhar, N. (TA);
Chen, Y. (TA);
Cheong, R. (TA);
Chou, K. (TA);
Dong, K. (TA);
Epstein, E. (TA);
Hua, X. (TA);
Itkina, M. (TA);
Jain, S. (TA);
Jung, S. (TA);
Kim, K. (TA);
Knowles, T. (TA);
Kumar, A. (TA);
Li, K. (TA);
Lim, D. (TA);
Liu, Z. (TA);
Medepalli, P. (TA);
Nicholls, A. (TA);
Sachidananda, V. (TA);
Sridhar, A. (TA);
Srikanth, M. (TA);
Tanwar, S. (TA);
Thomas, G. (TA);
Waites, C. (TA);
Wolff, C. (TA);
Xie, M. (TA);
Yan, X. (TA);
Young, G. (TA);
Yuan, H. (TA)
STATS 240:
Statistical Methods in Finance
(SCPD students register for 240P.) Regression analysis and applications to investment models. Principal components and multivariate analysis. Likelihood inference and Bayesian methods. Financial time series. Estimation and modeling of volatilities. Statistical methods for portfolio management. Prerequisite: STATS 200 or equivalent.
Terms: Aut
| Units: 3
STATS 242:
NeuroTech Training Seminar (NSUR 239)
This is a required course for students in the NeuroTech training program, and is also open to other graduate students interested in learning the skills necessary for neurotechnology careers in academia or industry. Over the academic year, topics will include: emerging research in neurotechnology, communication skills, team science, leadership and management, intellectual property, entrepreneurship and more.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
9 times
(up to 9 units total)
STATS 243:
Risk Analytics and Management in Finance and Insurance (CME 243)
Market risk and credit risk, credit markets. Back testing, stress testing and Monte Carlo methods. Logistic regression, generalized linear models and generalized mixed models. Loan prepayment and default as competing risks. Survival and hazard functions, correlated default intensities, frailty and contagion. Risk surveillance, early warning and adaptive control methodologies. Banking and bank regulation, asset and liability management. Prerequisite: STATS 240 or equivalent.
Terms: Win
| Units: 3
STATS 248B:
Causal Inference in Clinical Trials and Observational Study (II) (BIODS 248B, BIODS 248BP, BIOMEDIN 248B)
This course offers an overview of statistical foundations for causal inference. This course introduces new analytic methods for causal inference in observational study including propensity score, doubly robust estimation, instrumental variables, marginal structure modeling for time-varying confounding, precision medicine, and sensitivity analysis for unmeasured confounding. This course also offers study design issues such as estimand. The course is designed to be a continuation of the clinical trial course (BIODS 248) and focuses on making causal inferences via observational study including real world data. However, BIODS 248 is not required for this course, which is self-contained. Prerequisites: Working knowledge of statistical inference, probability theory, and R.
Terms: Spr
| Units: 3
| Repeatable
2 times
(up to 6 units total)
STATS 250:
Mathematical Finance (MATH 238)
Stochastic models of financial markets. Risk neutral pricing for derivatives, hedging strategies and management of risk. Multidimensional portfolio theory and introduction to statistical arbitrage. Prerequisite: Math 136 or equivalent. NOTE: Undergraduates require instructor permission to enroll. Undergraduates interested in taking the course should contact the instructor for permission, providing information about relevant background such as other courses taken.
Terms: Win
| Units: 3
STATS 256:
Modern Statistics for Modern Biology (BIOS 221, STATS 155, STATS 366)
Application based course in nonparametric statistics. Modern toolbox of visualization and statistical methods for the analysis of data, examples drawn from immunology, microbiology, cancer research and ecology. Methods covered include multivariate methods (PCA and extensions), sparse representations (trees, networks, contingency tables) as well as nonparametric testing (Bootstrap, permutation and Monte Carlo methods). Hands on, use R and cover many Bioconductor packages. Prerequisite: Working knowledge of R and two core Biology courses. Note that the 155 offering is a writing intensive course for undergraduates only and requires instructor consent. (WIM). See https://web.stanford.edu/class/bios221/index.html
Terms: Aut
| Units: 3
STATS 260A:
Workshop in Biostatistics (BIODS 260A)
Applications of data science techniques to current problems in biology, medicine and healthcare. To receive credit for one or two units, a student must attend every workshop. To receive two units, in addition to attending every workshop, the student is required to write a two page critical summary of one of the workshops, with the choice made by the student.
Terms: Aut
| Units: 1-2
| Repeatable
for credit
STATS 260B:
Workshop in Biostatistics (BIODS 260B)
Applications of data science techniques to current problems in biology, medicine and healthcare. To receive credit for one or two units, a student must attend every workshop. To receive two units, in addition to attending every workshop, the student is required to write a two page critical summary of one of the workshops, with the choice made by the student
Terms: Win
| Units: 1-2
| Repeatable
for credit
STATS 260C:
Workshop in Biostatistics (BIODS 260C)
Applications of data science techniques to current problems in biology, medicine and healthcare. To receive credit for one or two units, a student must attend every workshop. To receive two units, in addition to attending every workshop, the student is required to write a two page critical summary of one of the workshops, with the choice made by the student
Terms: Spr
| Units: 1-2
| Repeatable
for credit
STATS 261:
Intermediate Biostatistics: Analysis of Discrete Data (BIOMEDIN 233, EPI 261)
(Formerly HRP 261) Methods for analyzing data from case-control and cross-sectional studies: the 2x2 table, chi-square test, Fisher's exact test, odds ratios, Mantel-Haenzel methods, stratification, tests for matched data, logistic regression, conditional logistic regression. Emphasis is on data analysis in SAS or R. Special topics: cross-fold validation and bootstrap inference.
Terms: Win
| Units: 3
STATS 262:
Intermediate Biostatistics: Regression, Prediction, Survival Analysis (EPI 262)
(Formerly HRP 262) Methods for analyzing longitudinal data. Topics include Kaplan-Meier methods, Cox regression, hazard ratios, time-dependent variables, longitudinal data structures, profile plots, missing data, modeling change, MANOVA, repeated-measures ANOVA, GEE, and mixed models. Emphasis is on practical applications. Prerequisites: basic ANOVA and linear regression.
Terms: Spr
| Units: 3
STATS 263:
Design of Experiments (STATS 363)
Experiments vs observation. Confounding. Randomization. ANOVA.Blocking. Latin squares. Factorials and fractional factorials. Split plot. Response surfaces. Mixture designs. Optimal design. Central composite. Box-Behnken. Taguchi methods. Computer experiments and space filling designs. Prerequisites: probability at STATS 116 level or higher, and at least one course in linear models.
Terms: Aut
| Units: 3
STATS 264:
Foundations of Statistical and Scientific Inference (EPI 264)
(Formerly HRP 264) The course will consist of readings and discussion of foundational papers and book sections in the domains of statistical and scientific inference. Topics to be covered include philosophy of science, interpretations of probability, Bayesian and frequentist approaches to statistical inference and current controversies about the proper use of p-values and research reproducibility. Recommended preparation: At least 2 quarters of biostatistics and one of epidemiology. Intended for second year Masters students or PhD students with at least 1 year of preceding graduate training.
Terms: Aut
| Units: 1
STATS 270:
Bayesian Statistics (STATS 370)
This course will treat Bayesian statistics at a relatively advanced level. Assuming familiarity with standard probability and multivariate distribution theory, we will provide a discussion of the mathematical and theoretical foundation for Bayesian inferential procedures. In particular, we will examine the construction of priors and the asymptotic properties of likelihoods and posterior distributions. The discussion will include but will not be limited to the case of finite dimensional parameter space. There will also be some discussions on the computational algorithms useful for Bayesian inference. Prerequisites: Stats 116 or equivalent probability course, plus basic programming knowledge; basic calculus, analysis and linear algebra strongly recommended; Stats 200 or equivalent statistical theory course desirable.
Terms: Spr
| Units: 3
STATS 281:
Statistical Analysis of Fine Art
This course presents the application of rigorous statistical analysis, machine learning, and data analysis to problems in the history and interpretation of fine art paintings, drawings, and other two-dimensional artworks. The course focuses on the aspects of these problems that are unlike those addressed widely elsewhere in statistical image analysis, such as applied to photographs, videos, and medical images. These novel problems include statistical analysis of brushstrokes and marks, medium, inferring artists' working methods, compositional principles, stylometry (quantification of style), the tracing of artistic influence, and art attribution and authentication. The course revisits classic problems, such as image-based object recognition and scene description, but in the environment of highly non-realistic, stylized artworks. Prerequisites: a course in machine learning, pattern recognition, or introductory data science; expertise in a high-level programming language of your choice (Matlab, Mathematica, R, Python, C/C++, ...); implementation knowledge of deep neural networks in a framework of your choice (PyTorch, TensorFlow, Keras, ...). Recommended: a course in Art and Art History; a course in image processing.
Terms: Aut
| Units: 3
STATS 298:
Industrial Research for Statisticians
Masters-level research as in 299, but with the approval and supervision of a faculty adviser, it must be conducted for an off-campus employer. Students must submit a written final report upon completion of the internship in order to receive credit. Repeatable for credit. Prerequisite: enrollment in Statistics M.S. program.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
3 times
(up to 3 units total)
STATS 299:
Independent Study
For Statistics M.S. students only. Reading or research program under the supervision of a Statistics faculty member. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Baiocchi, M. (PI);
Candes, E. (PI);
Chatterjee, S. (PI);
Duchi, J. (PI);
Lai, T. (PI);
Liang, P. (PI);
Linderman, S. (PI);
Narasimhan, B. (PI);
Rogosa, D. (PI);
Romano, J. (PI);
Sabatti, C. (PI);
Taylor, J. (PI);
Tian, L. (PI);
Tibshirani, R. (PI);
Wager, S. (PI);
Walther, G. (PI);
Wong, W. (PI)
STATS 300A:
Theory of Statistics I
Finite sample optimality of statistical procedures; Decision theory: loss, risk, admissibility; Principles of data reduction: sufficiency, ancillarity, completeness; Statistical models: exponential families, group families, nonparametric families; Point estimation: optimal unbiased and equivariant estimation, Bayes estimation, minimax estimation; Hypothesis testing and confidence intervals: uniformly most powerful tests, uniformly most accurate confidence intervals, optimal unbiased and invariant tests. Prerequisites: Real analysis, introductory probability (at the level of STATS 116), and introductory statistics.
Terms: Aut
| Units: 3
STATS 300B:
Theory of Statistics II
Elementary decision theory; loss and risk functions, Bayes estimation; UMVU estimator, minimax estimators, shrinkage estimators. Hypothesis testing and confidence intervals: Neyman-Pearson theory; UMP tests and uniformly most accurate confidence intervals; use of unbiasedness and invariance to eliminate nuisance parameters. Large sample theory: basic convergence concepts; robustness; efficiency; contiguity, locally asymptotically normal experiments; convolution theorem; asymptotically UMP and maximin tests. Asymptotic theory of likelihood ratio and score tests. Rank permutation and randomization tests; jackknife, bootstrap, subsampling and other resampling methods. Further topics: sequential analysis, optimal experimental design, empirical processes with applications to statistics, Edgeworth expansions, density estimation, time series.
Terms: Win
| Units: 3
STATS 300C:
Theory of Statistics III
Decision theory formulation of statistical problems. Minimax, admissible procedures. Complete class theorems ("all" minimax or admissible procedures are "Bayes"), Bayes procedures, conjugate priors, hierarchical models. Bayesian non parametrics: diaichlet, tail free, polya trees, bayesian sieves. Inconsistency of bayes rules.
Terms: Spr
| Units: 3
STATS 302:
Qualifying Exams Workshop
Prepares Statistics Ph.D. students for the qualifying exams by reviewing relevant course topics and problem solving strategies.
Terms: Sum
| Units: 5-10
STATS 303:
Statistics Faculty Research Presentations
For Statistics first and second year PhD students only. Discussion of statistics topics and research areas; consultation with PhD advisors.
Terms: Aut
| Units: 1
| Repeatable
2 times
(up to 2 units total)
STATS 305A:
Applied Statistics I
Statistics of real valued responses. Review of multivariate normal distribution theory. Univariate regression. Multiple regression. Constructing features from predictors. Geometry and algebra of least squares: subspaces, projections, normal equations, orthogonality, rank deficiency, Gauss-Markov. Gram-Schmidt, the QR decomposition and the SVD. Interpreting coefficients. Collinearity. Dependence and heteroscedasticity. Fits and the hat matrix. Model diagnostics. Model selection, Cp/AIC and crossvalidation, stepwise, lasso. Multiple comparisons. ANOVA, fixed and random effects. Use of bootstrap and permutations. Emphasis on problem sets involving substantive computations with data sets. Prerequisites: consent of instructor, 116, 200, applied statistics course, CS 106A, MATH 114.
Terms: Aut
| Units: 3
STATS 305B:
Applied Statistics II
This course uses exponential family structure to motivate generalized linear models and other useful applied techniques including survival analysis methods and Bayes and empirical Bayes analyses. The lectures are based on a forthcoming book whose notes will be distributed. Prerequisites: 305A or consent of the instructor.
Terms: Win
| Units: 3
STATS 305C:
Applied Statistics III
Methods for multivariate responses. Theory, computation, and practice for multivariate statistical tools. Topics may include multivariate Gaussian models, probabilistic graphical models, MCMC and variational Bayesian inference, dimensionality reduction, principal components, factor analysis, independent components analysis, canonical correlations, linear discriminant analysis, hierarchical clustering, bi-clustering, multidimensional scaling and variants (e.g., Isomap, spectral clustering, t-SNE), matrix completion, topic modeling, and state space models. Extensive work with data involving programming, ideally in Python and/or R. Prerequisites: Stats 305A and Stats 305B or consent of the instructor.
Terms: Spr
| Units: 3
STATS 307:
Introduction to Time Series Analysis (STATS 207)
Time series models used in economics and engineering. Trend fitting, autoregressive and moving average models and spectral analysis, Kalman filtering, and state-space models. Seasonality, transformations, and introduction to financial time series. Prerequisite: basic course in Statistics at the level of 200.
Terms: Aut
| Units: 3
STATS 310A:
Theory of Probability I (MATH 230A)
Mathematical tools: sigma algebras, measure theory, connections between coin tossing and Lebesgue measure, basic convergence theorems. Probability: independence, Borel-Cantelli lemmas, almost sure and Lp convergence, weak and strong laws of large numbers. Large deviations. Weak convergence; central limit theorems; Poisson convergence; Stein's method. Prerequisites: STATS 116, MATH 171.
Terms: Aut
| Units: 3
STATS 310B:
Theory of Probability II (MATH 230B)
Conditional expectations, discrete time martingales, stopping times, uniform integrability, applications to 0-1 laws, Radon-Nikodym Theorem, ruin problems, etc. Other topics as time allows selected from (i) local limit theorems, (ii) renewal theory, (iii) discrete time Markov chains, (iv) random walk theory,n(v) ergodic theory. http://statweb.stanford.edu/~adembo/stat-310b. Prerequisite: 310A or MATH 230A.
Terms: Win
| Units: 3
STATS 310C:
Theory of Probability III (MATH 230C)
Continuous time stochastic processes: martingales, Brownian motion, stationary independent increments, Markov jump processes and Gaussian processes. Invariance principle, random walks, LIL and functional CLT. Markov and strong Markov property. Infinitely divisible laws. Some ergodic theory. Prerequisite: 310B or MATH 230B. http://statweb.stanford.edu/~adembo/stat-310c/
Terms: Spr
| Units: 3
STATS 311:
Information Theory and Statistics (EE 377)
Information theoretic techniques in probability and statistics. Fano, Assouad,nand Le Cam methods for optimality guarantees in estimation. Large deviationsnand concentration inequalities (Sanov's theorem, hypothesis testing, thenentropy method, concentration of measure). Approximation of (Bayes) optimalnprocedures, surrogate risks, f-divergences. Penalized estimators and minimumndescription length. Online game playing, gambling, no-regret learning. Prerequisites: EE 276 (or equivalent) or STATS 300A.
Terms: Aut
| Units: 3
STATS 314A:
Advanced Statistical Theory
This course will introduce the sum-of-squares algorithmic paradigm, focusing on its applications in statistics. It will touch on a wide range of topics including clustering, robust mean estimation, robust regression, mean-field approximations of Ising models, tensor decompositions for learning latent variable models, and information-computation gaps.
Terms: Spr
| Units: 3
| Repeatable
for credit
STATS 315A:
Modern Applied Statistics: Learning
Overview of supervised learning. Linear regression and related methods. Model selection, least angle regression and the lasso, stepwise methods. Classification. Linear discriminant analysis, logistic regression, and support vector machines (SVMs). Basis expansions, splines and regularization. Kernel methods. Generalized additive models. Kernel smoothing. Gaussian mixtures and the EM algorithm. Model assessment and selection: crossvalidation and the bootstrap. Pathwise coordinate descent. Sparse graphical models. Prerequisites: STATS 305A, 305B, 305C or consent of instructor.
Terms: Win
| Units: 3
STATS 315B:
Modern Applied Statistics: Learning II
Two-part sequence. New techniques for predictive and descriptive learning using ideas that bridge gaps among statistics, computer science, and artificial intelligence. Emphasis is on statistical aspects of their application and integration with more standard statistical methodology. Predictive learning refers to estimating models from data with the goal of predicting future outcomes, in particular, regression and classification models. Descriptive learning is used to discover general patterns and relationships in data without a predictive goal, viewed from a statistical perspective as computer automated exploratory analysis of large complex data sets.
Terms: Spr
| Units: 3
STATS 319:
Literature of Statistics
Literature study of topics in statistics and probability culminating in oral and written reports. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
STATS 323:
Sequential Analysis (STATS 223)
This course will survey the history of sequential analysis from its origin in the 1940s via its continuing role in clinical trials to current activity in machine learning. Subject to the limitations of time, the following topics will be discussed: parametric and semi-parametric hypothesis testing from Wald to sequential clinical trials; fixed precision estimation; change-point detection and estimation; iterative stochastic algorithms and machine learning; anytime-valid inference; optimal stopping, dynamic programming, and stochastic control; multi-armed bandits; applications. Prerequisites: for 223, Stats 200 or equivalent; for 323, Stats 300A and 310A.
Terms: Win
| Units: 3
STATS 324:
Stein's Method
This course will teach the basics of Stein's method. The specific topics that will be covered are normal approximation, Poisson approximation, and concentration inequalities using Stein's method. If time permits, more advanced topics will be covered.
Terms: Spr
| Units: 3
STATS 325:
Multivariate Analysis and Random Matrices in Statistics
Topics on Multivariate Analysis and Random Matrices in Statistics. Random matrices arise frequently in modern statistical theory, and tools reflecting their properties are the basis of many statistical tests and estimation procedures. Random Matrix theory is both an appealing branch of pure mathematics and an important engine for understanding many phenomena that appear in dealing with modern high-dimensional data. We will emphasize (a) phenomena - the strange things that can happen in high dimensions; (b) sightings - places where these phenomena appear and help explain puzzles in modern machine learning and statistics; (c) monuments - the central objects in the mathematical theory, their names and properties; (d) applications - ways that RMT helps statisticians and applied mathematicians in modern research.
Terms: Win
| Units: 3
STATS 352:
Topics in Computing for Data Science (BIODS 352)
A seminar-style course jointly supported by the Statistics department and Stanford Data Science, and suitable for doctoral students engaged in either research on data science techniques (statistical or computational, for example) or research in scientific fields relying on advanced data science to achieve its goals. Seminars will usually consist of a student presentation of a relevant technical topic followed by discussion of the topic by all. Topics will be assigned to individuals to combine relevance for the course and suitability to the individual student's background and research interests. Prerequisites: Competence in the basic data science needed for the student's research goals plus preparation for presenting a suitable topic. Before enrolling, participants should have a topic approved as prescribed on the website https://stat352.stanford.edu.
Terms: Spr
| Units: 1
STATS 361:
Causal Inference
This course covers statistical underpinnings of causal inference, with a focus on experimental design and data-driven decision making. Topics include randomization, potential outcomes, observational studies, propensity score methods, matching, double robustness, semiparametric efficiency, treatment heterogeneity, structural models, instrumental variables, principal stratification, mediation, regression discontinuities, synthetic controls, interference, sensitivity analysis, policy learning, dynamic treatment rules, invariant prediction, graphical models, and structure learning. We will also discuss the relevance of optimization and machine learning tools to causal inference. Prerequisite: STATS 300A, or equivalent graduate-level coursework on the theory of statistics.
Terms: Spr
| Units: 3
STATS 363:
Design of Experiments (STATS 263)
Experiments vs observation. Confounding. Randomization. ANOVA.Blocking. Latin squares. Factorials and fractional factorials. Split plot. Response surfaces. Mixture designs. Optimal design. Central composite. Box-Behnken. Taguchi methods. Computer experiments and space filling designs. Prerequisites: probability at STATS 116 level or higher, and at least one course in linear models.
Terms: Aut
| Units: 3
STATS 366:
Modern Statistics for Modern Biology (BIOS 221, STATS 155, STATS 256)
Application based course in nonparametric statistics. Modern toolbox of visualization and statistical methods for the analysis of data, examples drawn from immunology, microbiology, cancer research and ecology. Methods covered include multivariate methods (PCA and extensions), sparse representations (trees, networks, contingency tables) as well as nonparametric testing (Bootstrap, permutation and Monte Carlo methods). Hands on, use R and cover many Bioconductor packages. Prerequisite: Working knowledge of R and two core Biology courses. Note that the 155 offering is a writing intensive course for undergraduates only and requires instructor consent. (WIM). See https://web.stanford.edu/class/bios221/index.html
Terms: Aut
| Units: 3
STATS 369:
Methods from Statistical Physics
Mathematical techniques from statistical physics have been applied with increasing success on problems form combinatorics, computer science, machine learning. These methods are non-rigorous, but in several cases they were proved to yield correct predictions. This course provides a working knowledge of these methods for non-physicists. Specific topics: the Sherrington-Kirkpatrick model; sparse regression with random designs;
Terms: Aut
| Units: 3
STATS 370:
Bayesian Statistics (STATS 270)
This course will treat Bayesian statistics at a relatively advanced level. Assuming familiarity with standard probability and multivariate distribution theory, we will provide a discussion of the mathematical and theoretical foundation for Bayesian inferential procedures. In particular, we will examine the construction of priors and the asymptotic properties of likelihoods and posterior distributions. The discussion will include but will not be limited to the case of finite dimensional parameter space. There will also be some discussions on the computational algorithms useful for Bayesian inference. Prerequisites: Stats 116 or equivalent probability course, plus basic programming knowledge; basic calculus, analysis and linear algebra strongly recommended; Stats 200 or equivalent statistical theory course desirable.
Terms: Spr
| Units: 3
STATS 376A:
Information Theory (EE 276)
(Formerly EE 376A.) Project-based course about how to measure, represent, and communicate information effectively. Why bits have become the universal currency for information exchange. How information theory bears on the design and operation of modern-day systems such as smartphones and the Internet. The role of entropy and mutual information in data compression, communication, and inference. Practical compressors and error correcting codes. The information theoretic way of thinking. Relations and applications to probability, statistics, machine learning, biological and artificial neural networks, genomics, quantum information, and blockchains. Prerequisite: a first undergraduate course in probability.
Terms: Win
| Units: 3
STATS 390:
Consulting Workshop
Skills required of practicing statistical consultants, including exposure to statistical applications. Students participate as consultants in the department's drop-in consulting service, analyze client data, and prepare formal written reports. Seminar provides supervised experience in short term consulting. May be repeated for credit. Prerequisites: course work in applied statistics or data analysis, and consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
STATS 398:
Industrial Research for Statisticians
Doctoral research as in 399, but must be conducted for an off-campus employer. A final report acceptable to the advisor outlining work activity, problems investigated, key results, and any follow-up projects they expect to perform is required. The report is due at the end of the quarter in which the course is taken. May be repeated for credit. Prerequisite: Statistics Ph.D. candidate.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
Instructors: ;
Candes, E. (PI);
Dembo, A. (PI);
Diaconis, P. (PI);
Donoho, D. (PI);
Duchi, J. (PI);
Hastie, T. (PI);
Holmes, S. (PI);
Johnstone, I. (PI);
Lai, T. (PI);
Montanari, A. (PI);
Owen, A. (PI);
Romano, J. (PI);
Siegmund, D. (PI);
Switzer, P. (PI);
Taylor, J. (PI);
Tibshirani, R. (PI);
Ugander, J. (PI);
Wager, S. (PI);
Walther, G. (PI);
Wong, W. (PI)
STATS 399:
Research
Research work as distinguished from independent study of nonresearch character listed in 199. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Baiocchi, M. (PI);
Candes, E. (PI);
Chatterjee, S. (PI);
Dembo, A. (PI);
Diaconis, P. (PI);
Donoho, D. (PI);
Duchi, J. (PI);
Fox, E. (PI);
Hastie, T. (PI);
Holmes, S. (PI);
Johnstone, I. (PI);
Lai, T. (PI);
Liang, P. (PI);
Linderman, S. (PI);
Montanari, A. (PI);
Narasimhan, B. (PI);
Owen, A. (PI);
Palacios, J. (PI);
Rogosa, D. (PI);
Romano, J. (PI);
Rothenhaeusler, D. (PI);
Sabatti, C. (PI);
Schramm, T. (PI);
Siegmund, D. (PI);
Switzer, P. (PI);
Taylor, J. (PI);
Tibshirani, R. (PI);
Wager, S. (PI);
Walther, G. (PI);
Wong, W. (PI)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Baiocchi, M. (PI);
Candes, E. (PI);
Chatterjee, S. (PI);
Dembo, A. (PI);
Diaconis, P. (PI);
Donoho, D. (PI);
Duchi, J. (PI);
Efron, B. (PI);
Friedman, J. (PI);
Hastie, T. (PI);
Holmes, S. (PI);
Johnstone, I. (PI);
Lai, T. (PI);
Linderman, S. (PI);
Montanari, A. (PI);
Owen, A. (PI);
Palacios, J. (PI);
Rogosa, D. (PI);
Romano, J. (PI);
Rothenhaeusler, D. (PI);
Sabatti, C. (PI);
Schramm, T. (PI);
Siegmund, D. (PI);
Switzer, P. (PI);
Taylor, J. (PI);
Tibshirani, R. (PI);
Wager, S. (PI);
Walther, G. (PI);
Wong, W. (PI)
STATS 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Baiocchi, M. (PI);
Candes, E. (PI);
Chatterjee, S. (PI);
Dembo, A. (PI);
Diaconis, P. (PI);
Donoho, D. (PI);
Duchi, J. (PI);
Duffie, D. (PI);
Efron, B. (PI);
Friedman, J. (PI);
Hastie, T. (PI);
Holmes, S. (PI);
Johnstone, I. (PI);
Lai, T. (PI);
Liang, P. (PI);
Linderman, S. (PI);
Montanari, A. (PI);
Owen, A. (PI);
Palacios, J. (PI);
Rogosa, D. (PI);
Romano, J. (PI);
Rothenhaeusler, D. (PI);
Sabatti, C. (PI);
Schramm, T. (PI);
Siegmund, D. (PI);
Switzer, P. (PI);
Taylor, J. (PI);
Tian, L. (PI);
Tibshirani, R. (PI);
Wager, S. (PI);
Walther, G. (PI);
Wong, W. (PI)
STEMREM 199:
Undergraduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Beachy, P. (PI);
Bertozzi, C. (PI);
Brunet, A. (PI);
Chang, H. (PI);
Clarke, M. (PI);
Crabtree, G. (PI);
Diehn, M. (PI);
Engleman, E. (PI);
Fuller, M. (PI);
Gurtner, G. (PI);
Heilshorn, S. (PI);
Heller, S. (PI);
Khavari, P. (PI);
Loh, K. (PI);
Longaker, M. (PI);
Majeti, R. (PI);
Monje-Deisseroth, M. (PI);
Nakauchi, H. (PI);
Newman, A. (PI);
Nusse, R. (PI);
Palmer, T. (PI);
Pasca, S. (PI);
Porteus, M. (PI);
Qi, S. (PI);
Rando, T. (PI);
Reijo Pera, R. (PI);
Roncarolo, M. (PI);
Sebastiano, V. (PI);
Snyder, M. (PI);
Weissman, I. (PI);
Wernig, G. (PI);
Wernig, M. (PI);
Wu, J. (PI);
Wu, S. (PI);
Wysocka, J. (PI);
Wyss-Coray, T. (PI);
Yang, F. (PI);
Jones, D. (GP)
STEMREM 200:
Stem Cell Intensive
Open to first year Stem Cell Biology and Regenerative Medicine graduate students or consent of Instructor. Introductory lectures given by faculty in the Stem Cell Biology and Regenerative Medicine interdisciplinary graduate program are intended to provide students with insight into potential rotation labs. Includes some hands-on laboratory exercises covering basic methods of tissue culture, mouse embryo fibroblast (MEF) preparation, embryonic stem and induced pluripotent stem (ES/iPS) cell culture, differentiation, DNA isolation, polymerase chain reaction (PCR), sequencing, flow cytometry, and basic microscopy.
Terms: Aut
| Units: 1
STEMREM 201A:
Stem Cells and Human Development: From Embryo to Cell Lineage Determination
For graduate, medical, and advanced undergraduate students. Prepares students for the future of regenerative medicine by exploring central concepts in stem cell biology and the actual experiments that led to these concepts. Provides educational foundation for future physician-scientists to understand mechanisms underlying regenerative therapies. The latest advances in stem cell research will be discussed, including tissue regeneration; how stem cells are discovered by lineage tracing or transplantation; how stem cells differentiate and form organized tissues; stem cell niches; signaling centers and extracellular signals; chromatin and cellular reprogramming; organoids; and cancer stem cells, with emphasis on unresolved issues in the field.
Terms: Aut
| Units: 1-3
STEMREM 201B:
Stem Cells and Human Development Laboratory
Targeted enrollment to first year graduate students or any other student who wishes to improve their ability to design, perform, analyze, and communicate results from laboratory-based experiments. Content early in the quarter is focused on how to design an experimental aim and approach. Practical examples are drawn from the participating students¿ fall-quarter research rotations (or current research projects). In mid-quarter, the focus shifts from how to design the experiment to how to update the PI on this week¿s experimental progress and the weekly meeting emulates a typical lab meeting with brief presentations of experimental progress from each student. Focus shifts at the end of the quarter to strategies for concise presentation of data and conclusions drawn from experimental results. Provides hands-on skills to maximize both the student¿s experience during a research rotation and to improve communication skills between student and mentor (skills that are valuable to any student at any stage of their research career). SCBRM students must take concurrently with STEMREM 201A.
Terms: Aut
| Units: 1
STEMREM 202:
Stem Cells and Translational Medicine
For graduate, undergraduate and medical students. Focus is on the fundamentals of stem cell biology and stem cell applications in basic research and translational medicine. Topics include exploration of the well-studied system of hematopoiesis, molecular pathways of pluripotency and tissue-specific stem cells and ends with coverage of aging as related to stem cell dynamics. Lectures are topically paired to cover the basic science of each topic, followed by clinical applications within each field of study. Students will use lecture and literature content to construct a research proposal based on biological or clinical concepts learned during the quarter.
Terms: Win
| Units: 1-3
| Repeatable
2 times
(up to 6 units total)
STEMREM 203:
Stem Cells Immersion: Applications in Medicine, Business and Law
For graduate and medical students enrolled in the SCBRM PhD program or other students by permission from the Instructor. Career-development immersions are custom designed by the student and advisor to provide clinical, pharmaceutical, biotechnology or business insights into the world of stem cell biology and regenerative medicine from multiple vantage points. The Immersion sets the stage for students to explore research and translation beyond the academic sphere and gain the necessary knowledge to move their career forward when completing the PhD.
Terms: Aut, Win, Spr, Sum
| Units: 3
STEMREM 205:
Bioinformatics for Stem Cell and Cancer Biology (BIODS 205)
For graduate and medical students. High-throughput technologies and data science are essential tools in modern stem cell biology and cancer research. Students will gain practical exposure to bioinformatics concepts and techniques required to address biological questions within these research areas. The beginning of the quarter is focused on foundational principles underlying bioinformatics and genomics. Focus for the remainder of the quarter is on direct, hands-on experience with applications to common research problems. Topics include analysis of bulk and single-cell sequencing data, single gene to whole-genome analysis, machine learning, and data visualization. Intended for biology students without a background in computer science, or for students in a quantitative discipline interested in gaining exposure to key challenges in stem cell and cancer genomics. Basic programming experience is recommended but not required.
Terms: Win
| Units: 3
| Repeatable
2 times
(up to 4 units total)
STEMREM 223:
Biology and Disease of Hematopoiesis (IMMUNOL 223)
Hematopoiesis is the formation, development, and differentiation of blood cells. Lecture and journal club. Topics will include definitive and adult hematopoiesis, myeloid and lymphoid development, hematopoietic diseases, stem cell niche, bone marrow transplant, and methods and models used to study hematopoiesis. For upper level undergraduates or graduate students. Pre-requisite for undergraduates: Biology or Human Biology core, or consent of instructor.
Terms: Win
| Units: 3
STEMREM 250:
Regenerative Medicine Seminar Series
For graduate, medical and undergraduate students. A forum for Stanford researchers to meet, hear about what is going on in Stem Cell Biology and Regenerative Medicine at Stanford, and spark collaborations. Topics include all areas of regenerative medicine, broadly defined, ranging from fundamental biological principles and basic science advances to novel applications in biotechnology, stem cell biology, and human disease.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
6 times
(up to 6 units total)
STEMREM 280:
Stem Cell Biology and Regenerative Medicine Journal Club
For graduate, medical and undergraduate students. Review of current literature in both basic and translational medicine as it relates to stem cell biology and/or regenerative medicine in a seminar format consisting of both faculty and student presentations. Includes discussions led by faculty experts in the area covered for that particular session. Topics may range widely, depending on the available literature and students' interests. Students are expected to review the chosen article before class presentations and participate in discussion. Discussion includes methodology and statistical analysis of each study and its relevance to stem cell biology and/or regenerative medicine.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
6 times
(up to 12 units total)
STEMREM 299:
Directed Reading in Stem Cell Biology and Regenerative Medicine
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Beachy, P. (PI);
Bertozzi, C. (PI);
Brunet, A. (PI);
Chang, H. (PI);
Clarke, M. (PI);
Crabtree, G. (PI);
Diehn, M. (PI);
Engleman, E. (PI);
Fuller, M. (PI);
Gurtner, G. (PI);
Heilshorn, S. (PI);
Heller, S. (PI);
Khavari, P. (PI);
Longaker, M. (PI);
Majeti, R. (PI);
Monje-Deisseroth, M. (PI);
Nakauchi, H. (PI);
Nusse, R. (PI);
Palmer, T. (PI);
Pasca, S. (PI);
Porteus, M. (PI);
Qi, S. (PI);
Rando, T. (PI);
Robinson, B. (PI);
Roncarolo, M. (PI);
Sawe, N. (PI);
Sebastiano, V. (PI);
Snyder, M. (PI);
Weissman, I. (PI);
Wernig, M. (PI);
Wu, J. (PI);
Wu, S. (PI);
Wysocka, J. (PI);
Wyss-Coray, T. (PI);
Yang, F. (PI);
Jones, D. (GP)
STEMREM 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Beachy, P. (PI);
Bertozzi, C. (PI);
Brunet, A. (PI);
Chang, H. (PI);
Clarke, M. (PI);
Crabtree, G. (PI);
Czechowicz, A. (PI);
Diehn, M. (PI);
Engleman, E. (PI);
Fuller, M. (PI);
Gurtner, G. (PI);
Heilshorn, S. (PI);
Heller, S. (PI);
Khavari, P. (PI);
Longaker, M. (PI);
Majeti, R. (PI);
Monje-Deisseroth, M. (PI);
Nakauchi, H. (PI);
Nusse, R. (PI);
Palmer, T. (PI);
Pasca, S. (PI);
Porteus, M. (PI);
Qi, S. (PI);
Rando, T. (PI);
Roncarolo, M. (PI);
Sebastiano, V. (PI);
Snyder, M. (PI);
Weissman, I. (PI);
Wernig, M. (PI);
Wu, J. (PI);
Wu, S. (PI);
Wysocka, J. (PI);
Wyss-Coray, T. (PI);
Yang, F. (PI);
Jones, D. (GP)
STEMREM 399:
Graduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Bacchetta, R. (PI);
Beachy, P. (PI);
Bertozzi, C. (PI);
Brunet, A. (PI);
Chan, C. (PI);
Chang, H. (PI);
Cheshier, S. (PI);
Clarke, M. (PI);
Crabtree, G. (PI);
Czechowicz, A. (PI);
Desai, T. (PI);
Diehn, M. (PI);
Engleman, E. (PI);
Fuller, M. (PI);
Gifford, C. (PI);
Gomez-Ospina, N. (PI);
Gurtner, G. (PI);
Heilshorn, S. (PI);
Heller, S. (PI);
Jackson, P. (PI);
Kaltschmidt, J. (PI);
Khavari, P. (PI);
Kuo, C. (PI);
Loh, K. (PI);
Longaker, M. (PI);
Majeti, R. (PI);
Monje-Deisseroth, M. (PI);
Nakauchi, H. (PI);
Newman, A. (PI);
Nolan, G. (PI);
Nusse, R. (PI);
Oro, A. (PI);
Palmer, T. (PI);
Pasca, S. (PI);
Plant, G. (PI);
Porteus, M. (PI);
Qi, S. (PI);
Rando, T. (PI);
Red-Horse, K. (PI);
Reijo Pera, R. (PI);
Robinson, B. (PI);
Roncarolo, M. (PI);
Sebastiano, V. (PI);
Shizuru, J. (PI);
Snyder, M. (PI);
Weissman, I. (PI);
Wernig, G. (PI);
Wernig, M. (PI);
Wu, J. (PI);
Wu, S. (PI);
Wysocka, J. (PI);
Wyss-Coray, T. (PI);
Yang, F. (PI);
Zuchero, B. (PI);
Choudhry, S. (GP);
Jones, D. (GP)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Beachy, P. (PI);
Bertozzi, C. (PI);
Brunet, A. (PI);
Chang, H. (PI);
Clarke, M. (PI);
Crabtree, G. (PI);
Diehn, M. (PI);
Engleman, E. (PI);
Fuller, M. (PI);
Gurtner, G. (PI);
Heilshorn, S. (PI);
Heller, S. (PI);
Khavari, P. (PI);
Longaker, M. (PI);
Majeti, R. (PI);
Monje-Deisseroth, M. (PI);
Nakauchi, H. (PI);
Nusse, R. (PI);
Palmer, T. (PI);
Pasca, S. (PI);
Porteus, M. (PI);
Qi, S. (PI);
Rando, T. (PI);
Roncarolo, M. (PI);
Sebastiano, V. (PI);
Snyder, M. (PI);
Weissman, I. (PI);
Wernig, M. (PI);
Wu, J. (PI);
Wu, S. (PI);
Wysocka, J. (PI);
Wyss-Coray, T. (PI);
Yang, F. (PI);
Jones, D. (GP)
STEMREM 802:
TGR Dissertation
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Bacchetta, R. (PI);
Beachy, P. (PI);
Bertozzi, C. (PI);
Brunet, A. (PI);
Chan, C. (PI);
Chang, H. (PI);
Clarke, M. (PI);
Crabtree, G. (PI);
Czechowicz, A. (PI);
Desai, T. (PI);
Diehn, M. (PI);
Engleman, E. (PI);
Fuller, M. (PI);
Gomez-Ospina, N. (PI);
Gurtner, G. (PI);
Heilshorn, S. (PI);
Heller, S. (PI);
Jackson, P. (PI);
Khavari, P. (PI);
Loh, K. (PI);
Longaker, M. (PI);
Majeti, R. (PI);
Monje-Deisseroth, M. (PI);
Nakauchi, H. (PI);
Nolan, G. (PI);
Nusse, R. (PI);
Oro, A. (PI);
Palmer, T. (PI);
Pasca, S. (PI);
Porteus, M. (PI);
Qi, S. (PI);
Rando, T. (PI);
Red-Horse, K. (PI);
Roncarolo, M. (PI);
Sebastiano, V. (PI);
Snyder, M. (PI);
Weissman, I. (PI);
Wernig, M. (PI);
Wu, J. (PI);
Wu, S. (PI);
Wysocka, J. (PI);
Wyss-Coray, T. (PI);
Yang, F. (PI);
Zuchero, B. (PI);
Choudhry, S. (GP);
Jones, D. (GP)
STRAMGT 110Q:
Making Sense of Strategy
Get the strategy right, and the chance for success is great. Nowhere is this more evident than in today's world of major challenges. Strategy is at the heart of problem solving and achieving objectives, yet few people can define strategy, much less understand how to conceptualize, design, and execute effective strategies that yield the best outcomes.This course focuses on interesting and engaging case studies, each of which illustrates a key ingredient of strategy. Some are well-known historical events, while others are less obvious, but all have a strategic lesson to share. They are quite diverse, from the planning of a high-risk rescue in the Colorado Rockies, to a product crisis in a Fortune 50 company, to a little-known failed military mission of WWII, to a commercial airline disaster. The ability to think through challenging and varied scenarios is both instructive and mind-stretching. There will be some pre-reading on each case study and there may be a field trip for students to put their lessons into practice. The course is designed to be highly interactive; all to enable students to unravel the mystery and power of strategic thinking. Students will also have the opportunity to select and analyze a case reflecting interests of their own. This course can help students not only prepare for a career in a range of fields, but also as they meet the challenges of their current coursework. Problem-solving skills are central in every walk of life; this seminar can help students build a stronger foundation for sound decision-making.
Terms: Aut, Win
| Units: 3
STRAMGT 202:
Strategic Leadership: Crafting and Leading Strategy
This course is about the process of crafting, assessing and implementing strategies to win in the market. It is designed to help you understand, shape, and lead your organization's strategy by providing you with a framework for thinking about the issues that shape your organization's economic prosperity. In addition to an analytical framework, the course will provide you with insight into the process of formulating and assessing strategy for roles with cross-functional responsibility at all levels. The emphasis will be on how to articulate what the organization's strategy is, how to create alignment between the strategy, organizational design, and market environment, and the process of growing, managing and transforming organizations. The course is particularly well suited for students who have limited exposure to strategic analysis and/or who anticipate pursuing roles with primary responsibility for the success of products and services in both new and established organizations.
Terms: Spr
| Units: 2
STRAMGT 210:
Managerial Skills
In the Managerial Skills Labs we examine several common managerial challenges faced by executives. Together with Faculty, students explore these topics using five case examples, each asking students to evaluate a series of situations, develop alternatives for their resolution, and ultimately recommend and implement a course of action from the point of view of the company's owner/manager. We have selected small to midsized businesses as the context for these discussions in order to highlight the impact that key decisions and their implementation can have on the broader organization. Class preparation should include not only analysis and conclusions, but also specific recommendations on implementation. Students should come to class prepared to role play important conversations between management and other key individuals.
Terms: Aut
| Units: 1
STRAMGT 308:
Entrepreneurship from Diverse Perspectives
This seminar showcases the diversity of entrepreneurs and the range of entrepreneurial paths they pursue. Thirty-five entrepreneurs and venture capitalists, primarily from historically underestimated groups (HUGs), will share their personal and professional journeys, and how each embodies the entrepreneurial mindset. Candid class discussions and an experiential project, complemented by case studies, readings, and videos, will immerse you in the entrepreneurial process. This includes finding an idea and forming and building a team, being an inclusive leader, raising money, assembling a board, and overcoming setbacks and challenges. The individual project is to profile a founder or venture capitalist from a HUG and how they embody the entrepreneurial mindset. For the group project, teams will have the option of working on an idea for a company, or assessing a company using the venture investment framework taught during the class.
Terms: Aut
| Units: 3
STRAMGT 309:
Strategies of Effective Product Management
This is a course about exploring the methods and processes for product management, largely in technology companies, and a look at what can lead to the most effective ways to coordinate customer needs, ensure accurate product development, and how to develop and use the appropriate tools needed to successfully sell products and services to customers from the perspective of the Product Manager. The course covers ways to think about product management depending on the type of product being delivered (new product introduction vs. reinvigorating an existing product) and also the skills and tools used by product managers for effective product management.This course is an extended version of STRAMGT 509.
Terms: Win
| Units: 3
STRAMGT 322:
Create a New Venture: From Idea to Launch II
S321/S322 is an integrated lab course in Entrepreneurship designed to teach students the process of creating a new viable venture - from Idea to Launch. It is a dynamic and interactive course organized around projects undertaken by teams of 3 to 4 registered students from the MSx and MBA programs, together with other graduate students from within Stanford who bring expertise of particular relevance to the idea being pursued, e.g. engineering, CS or medicine. This course is designed not only for students with immediate entrepreneurial aspirations but also for any student considering starting an entrepreneurial venture at some point in his or her career. The course is a two-quarter class, with admission to the class by team and idea. In the winter quarter, teams will research, craft, test and morph their idea into a viable business concept. In the spring quarter, they will further test, refine their concept and develop a strategy and plan to attract financial, human and other resources. At the end of the spring quarter, teams will present their plan to a panel of experts and potential investors to simulate the funding process. The course builds on important research, successes, and findings as they relate to the process of new venture creation. The teaching method is through a structured process of relevant mini-lectures, exercises and active in-depth team learning by doing (LBD). Extensive field research and prototype product development are integral to the course. Learning is further enhanced through meetings with the instructor, coaching by their assigned experienced mentors, experts, and review by peers. Informal student meetings/mixers will be held in the autumn quarter to further facilitate the formation of teams and assist in idea generation. The application process for S321/322, 'Create A New Venture: from Idea to Launch' is described on the course website.
Terms: Aut
| Units: 3
STRAMGT 325:
Impact: From Idea to Enterprise
This class is for students who want to start, invest in, or take a senior position in a social impact venture. For the purposes of this class, a social impact venture is an organization (both for profits and non-profits) whose primary mission is to provide a sustainable solution to a social problem. The class covers venture creation and development, resource acquisition, and managing growth in the context of impact ventures. The class deals with situations from the perspectives of both the entrepreneur and investor. Students will have a chance to assess opportunity and action in the context of current impact ventures. The course is integrative and will allow students to apply many facets of their business school education. We will have a mix of case discussions, lectures, student-led in-class exercises, and guest speakers. The final project involves engagement with an emerging impact venture and its management. The instructors, Laura Hattendorf and Russell Siegelman, are active, early stage impact investors.
Terms: Win
| Units: 3
STRAMGT 329:
Marketplaces for Goods and Services
This class combines and expands two compact marketplaces courses: STRAMGT 529 and STRAMGT 542. In this class we will analyze the economics and strategy of marketplaces and platforms for goods and services. We will consider the forces that have led to the proliferation of these marketplaces, as well as the economics behind which ones are likely to succeed and become profitable. We will also study the microeconomics of managing these marketplaces: how should matching work, how can marketplace design solve problems of congestion or market thinness, and how a platform should trade off the welfare of the different sides of the market as it enters and grows. We will also discuss the challenges these marketplaces face in developing trust and delivering high-quality service. We will discuss marketplace design ideas that can improve trust and create a safe environment, and analyze the economics of rating systems. Finally, we will discuss regulatory challenges of these marketplaces, specially with regard to labor income and minimum wage. Applications include ride-sharing and transportation; room-sharing and vacation rentals; on-demand labor and services such as babysitting, massage, manual labor, and dog-sitting; dating; passion economy, and organized labor markets.
Terms: Aut
| Units: 3
STRAMGT 330:
Entrepreneurship and Venture Capital: Partnership for Growth
This 3 unit course is designed for students interested in entrepreneurship, early-stage investing, and/or venture capital. The course content and projects are designed to be complementary to the dozens of great GSB courses about entrepreneurship such as Start-up Garage, Entrepreneurial Finance, Formation of New Ventures and Lean Launchpad. The COVID-19 pandemic has affected the entrepreneurial ecosystem just as significantly as it has affected other business ecosystems. Our goal is to give you the most current tactical information as to how investors and entrepreneurs have adapted their strategies for a post COVID-19 world. Our course, S330 -- Entrepreneurship & Venture Capital; Partnership for Growth, is one of a select few GSB courses that delivers the investors' and entrepreneurs¿ viewpoint in a very candid format. The course takes the student on a journey divided into 3 different segments (investor strategies, current issues that affect your start-up, and best practices as you build your company). We have carefully selected 5 relevant topics for each segment. In the first segment of the course, we invite 5 different investors to illustrate the range of investor strategies as well as their differences in how they select their next big investment opportunity. Our case studies describe the strategy of Funds who are leaders in each of their specialties, such as Floodgate, Founder¿s Fund and the venture debt firm, WTI. The second segment of the course highlights 5 current issues that affect entrepreneurs as they launch their idea in this rapidly changing investor environment. These topics range from how to build an effective and accountable board to why there are not more women in VC to the consequences of `too much money¿ in the VC ecosystem. The third segment of the course covers 5 tactical steps that are important to entrepreneurs as they build their company. We begin with how co-founders split their founder equity and then hear Mike Maples reflect on how to build a breakthrough company. We conclude with trade-offs in negotiating that first term sheet. Please see the syllabus for more specifics about course content and the business idea project. The majority of the classes are case-based, where the guest speakers (who are often the case protagonists) discuss how the issues in each case are relevant to today¿s start-up. Discussion of these topics may give you an edge as an entrepreneur or an investor. We encourage challenging and meaningful class discussion to take the guests off-script and focus on sharing the street smarts of the entrepreneur and investor community.The course attracts students from diverse backgrounds ¿ those who are experienced entrepreneurs to those students who are experimenting with the idea of entrepreneurship for the first time. We also see students with significant investment experience share their start-up experience as they add to the class dynamic.
Terms: Win
| Units: 3
STRAMGT 345:
Impact: Taking Social Innovation to Scale
How do you get the best new social innovations to reach the hundreds of millions of people who need it the most? And how do ensure that they are developed, deployed and scaled in a way that is relevant, appropriate and sustainable? Innovators tackling the world's most difficult problems often ignore, misunderstand, and under-invest in the critical business challenges involved in crossing 'the middle of the value chain.' This is innovation's valley of death: product and system adaption and evaluation; evidence generation and design validation; business and partnership planning; formal or informal regulatory approval and registration. How do you design, introduce, and optimize the intervention's uptake before it can be taken to scale by markets, governments or other systems? The class is taught be Steve Davis, Senior Advisor & Interim China Director, Bill & Melinda Gates Foundation, and Distinguished Fellow, World Economic Forum. We take an interdisciplinary approach to look at the factors that pull innovation forward, push it from behind, and (often to the world's detriment) block its successful implementation and scaling. First grounding the discussion in research on innovation and social change, we then apply business principles, real world experiences and several important case studies in global health to examine the way good ideas get stuck, and how good ideas can turn into innovation that matters. We focus on root causes for failure, success factors, and business practices and tools to enable millions of lives to be impacted by social innovation. The seminar combines lectures, case studies, visiting practitioners and team projects focused on the business case for scaling specific social innovations. The goal is to help the next generation of social innovation leaders think more about some of the mistakes of the past, lessons for the future, and new ways of approaching old problems, all from a practitioner's point of view.
Terms: Spr
| Units: 3
STRAMGT 351:
Building and Managing Professional Sales Organizations
The focus of this class is on the challenges and key issues associated with the creation and management of a professional sales organization. Our emphasis is developing and managing the selling effort of business-to-business and business-to-consumer capital goods and services. There will be relatively little emphasis on sales technique (i.e., students should not expect a course on "How to be a Better Salesperson"). The course is organized to follow the development of the sales function from strategic inception through to execution and implementation: choosing a go-to-market model (e.g., direct sales, no/low touch, VARs, OEMs, hybrid models); building and structuring the sales organization (e.g., sales learning curve, organizational structure, allocating territories and quotas); and managing the sales force (e.g., hiring/firing, compensation, forecasting, culture). We will address these topics in the context of both early stage ventures and later stage enterprises.
Terms: Spr
| Units: 4
STRAMGT 353:
Entrepreneurship: Formation of New Ventures
This course is offered for students who at some time may want to undertake an entrepreneurial career by pursuing opportunities leading to partial or full ownership and control of a business. The course deals with case situations from the point of view of the entrepreneur/manager rather than the passive investor. Many cases involve visitors, since the premise is that opportunity and action have large idiosyncratic components. Students must assess opportunity and action in light of the perceived capabilities of the individuals and the nature of the environments they face. The course is integrative and will allow students to apply many facets of their business school education. Each section will have a specific focus, please select the instructor(s) with your interests: Ellis, Saloner - Diverse types of ventures; Foster, Brady - Diverse types of ventures; Reiss, Chess - Very early stage ventures.
Terms: Aut, Win, Spr
| Units: 3
STRAMGT 354:
Entrepreneurship and Venture Capital
Many of America's most successful entrepreneurial companies have been substantially influenced by professionally managed venture capital. This relationship is examined from both the entrepreneur's and the venture capitalist's perspective. From the point of view of the entrepreneur, the course considers how significant business opportunities are identified, planned, and built into real companies; how resources are matched with opportunity; and how, within this framework, entrepreneurs seek capital and other assistance from venture capitalists or other sources. From the point of view of the venture capitalist, the course considers how potential entrepreneurial investments are evaluated, valued, structured, and enhanced; how different venture capital strategies are deployed; and how venture capitalists raise and manage their own funds. The course includes a term-long project where students work in teams (4-5 students per team) to write a business plan (or a business model canvas) for a venture of the team's choosing.
Terms: Win
| Units: 3
STRAMGT 355:
Managing Growing Enterprises
This course is offered for students who, in the near term, aspire to the management and full or partial ownership of a new or newly-acquired business. The seminar, which is limited to 45 students, has a strong implementation focus, and deals in some depth with certain selected, generic entrepreneurial issues, viewed from the perspective of the owner/manager. Broad utilization is made of case materials, background readings, visiting experts, and role playing. Throughout the course, emphasis is placed on the application of analytical tools to administrative practice.
Terms: Aut, Win, Spr
| Units: 3
STRAMGT 356:
The Startup Garage: Design
Startup Garage is an intensive hands-on, project-based course, in which students will apply the concepts of design thinking, engineering, finance, business and organizational skills to design and test new business concepts that address real world needs . Our aspiration is to help teams identify an unmet customer need, design new products or services that meet that need, and develop business models to support the creation and launch of startup products or services. Even those teams that do not successfully launch a venture, or individuals who decide not to move forward, will learn critical, cutting-edge techniques about starting and launching a venture. Collaborative, multi-disciplinary teams will identify and work with users, domain experts, and industry participants to identify and deeply understand customer needs, then proceed to design products or services and a business model to address those needs. Each team will conceive, design, build, and field-test critical aspects of both the product or service and the business model. This course is offered by the Graduate School of Business. It integrates methods from human-centered design, lean startup, and business model planning. The course focuses on developing entrepreneurial skills (using short lectures and in-class exercises) and then applying these skills to specific problems faced by those users identified by the teams. Teams will get out of the building and interact directly with users and advisers to develop a deep understanding of the challenges they face and to field test their proposed services, products, and business models.
Terms: Aut
| Units: 4
Instructors: ;
Glickman, M. (PI);
Lisbonne, B. (PI);
Nakache, P. (PI);
Deshpande, S. (SI);
Galen, D. (SI);
Glickman, M. (SI);
Laws, M. (SI);
Lisbonne, B. (SI);
Rosenthal, A. (SI);
Singh, H. (SI);
Stern, I. (SI);
Wood, D. (SI);
Alvarez, G. (GP);
Rivera, S. (GP)
STRAMGT 364:
Health Information Technology and Strategy
Health Information technology was intended to help reduce cost and improve the quality of health care services. To date, this is little evidence that this goal has been achieved. This course is designed to explore economic frameworks that can help us to understand how health IT can achieve it's intended goals. These frameworks build from general business and economic models used successfully in other industries. The course will utilize both business cases and lecture to prepare students to propose potential novel applications of health information technology solutions. Each student will have a team-based final project.
Terms: Aut
| Units: 3
STRAMGT 366:
The Startup Garage: Testing and Launch
In this course, teams will develop prototypes of their product/service and business model (continuing from preparation work needed before the course begins), perform a series of experiments to test the key hypotheses about their product and business model, and prepare and present an investor pitch for a seed round of financing to a panel of seasoned investors and entrepreneurs. The key premise for the course is that a robust venture creation process involves development and validation of a series of hypotheses about a new product or service, its value proposition, and how the business will acquire customers, make money, scale up to achieve profitability, and raise funds to achieve the key milestones to profitability. In Startup Garage: Testing and Launch, teams will learn how to precisely formulate these hypotheses and early stage milestones, and how to test them using one or more of the following low-cost approaches: a) online experiments with minimally viable products; b) interviews with partners, advisors, investors, and business experts; c) analogies from existing businesses that were successful in proving hypotheses that are analogous to what the new startup wants to prove. The course focuses on further developing entrepreneurial skills using the same pedagogical approach used in S356: short lectures, extensive in-class exercises focused on each team's specific projects, and 'get out of the building' assignments. Teams will have the opportunity to: 1) Get out of the building and interact with users, advisors, investors and partners to develop a deep understanding of the challenges they face, to field test their proposed services, products, and business models, and to gather data. 2) Interpret the data and make important startup decisions in the context of their own project: pivot, persevere, or perish3) Develop creative go-to-market strategies and test their effectiveness4) Develop and deliver in front of real investors an investor pitch, elevator pitch and executive summary5) Negotiate term sheets with venture investors6) Develop a hiring plan for their first year of operation and consider equity and other compensation plan
Terms: Win
| Units: 4
Instructors: ;
Glickman, M. (PI);
Zenios, S. (PI);
Deshpande, S. (SI);
Grais, L. (SI);
Hornik, D. (SI);
Lisbonne, B. (SI);
Nakache, P. (SI);
Prakash, A. (SI);
Shakir, D. (SI);
Singh, H. (SI);
Waldorf, G. (SI);
Wallace, C. (SI);
Alvarez, G. (GP)
STRAMGT 368:
Impact: Strategic Leadership of Nonprofit Organizations and Social Ventures
Our primary objective in this course is to prepare and equip you to play a high-impact leadership role in the social sector, as a founder, executive, board member, and/or donor/philanthropist. This course seeks to provide a survey of the strategic, governance, and management issues facing a wide range of social sector organizations and their executive and board leaders, in the era of venture philanthropy and social entrepreneurship. The students will also be introduced to core managerial issues uniquely defined by this sector such as development/fundraising, investment management, performance management and nonprofit finance. The course also provides an overview of the sector, including its history and economics. Cases involve a range of nonprofits, from smaller, social entrepreneurial to larger, more traditional organizations, including education, social service, environment, health care, religion, international NGO's and performing arts. In exploring these issues, this course reinforces the frameworks and concepts of strategic management introduced in the core first year courses. In addition to case discussions, the course employs role plays, study group exercises and many extraordinary guest speakers who are luminaries in the social sector.
Terms: Aut
| Units: 3
STRAMGT 502:
Systems Leadership
This course explores the details of how leaders at the world's biggest companies are driving frame-breaking transformational change inside of organizations that have grown up with an industrial foundation, or who are moving into the industrial sector as a new entrant. The course will delve into the need for systems thinking at multiple levels - of products, organizations, cultures and individuals. We will draw upon both academic theories of transformational organizational change and also the real-world implementation challenges that confront leaders who are moving simultaneously with both unprecedented scale and speed. The sessions will examine a variety of firms and industries being affected by the blend of digital and physical in order to lay out the unique operational and organizational challenges in a global context. How specifically should operating rhythms be changed and adjusted during this radical transformation? How does management both train a workforce with new skillsets and also hire new employees with different talents? What are the unique internal challenges for industrial firms as they add digital products and services? What are the likely forces of resistance to these changes, and how should leaders effectively move companies whose histories have spanned over 100+ years? How should management ensure that existing revenue streams do not atrophy prematurely and how should these challenges be communicated to public markets?In addition, from the perspective of new entrants, we will study how companies can quickly grow and scale when leadership has the benefit of being unencumbered by legacy systems, but also face unexpected challenges when they do not have the deep industry and domain knowledge or institutional culture that can provide insights into the demands of customers, channels and governments.
Terms: Spr
| Units: 2
STRAMGT 503:
Spontaneous Management
In this class, you will learn techniques for improving your spontaneity, creativity, presence, and collaboration skills, all of which contribute to your becoming a more effective and inspirational leader. This class combines research on social psychology and techniques from improvisational theater to help you develop your leadership skills. The interactive exercises are based on the techniques that improv actors use on stage when they make up scenes, songs, or even entire plays on the spot. Improv teaches you to do many things at once: be completely present, think on your feet, quickly get in sync with others, read the room, and be agile at using what the situation presents you. As a leader in business, you will benefit from this same skill set. Whether you are presenting to your board, brainstorming & designing with colleagues, or mentoring new talent - learning some building blocks of improv will give you valuable new tools for interacting effectively with others. The course will cover topics such as spontaneity, risk taking, authenticity, nonverbal behavior, storytelling, effective brainstorming, understanding and using status, and creative collaboration.
Terms: Aut, Win
| Units: 2
STRAMGT 510:
Conversations in Management
This case-based course is offered for students who want to refine their ability to manage challenging professional conversations. The class will focus on the preparation for and execution of role-played dialogue as well as on postmortem analysis. Most of the respondent roles will be external to one¿s company, and some will be front line or mid-level people with limited educational credentials. Broad utilization will be made of background readings and an occasional visiting expert.
Terms: Aut, Win, Spr
| Units: 2
STRAMGT 512:
The Yin and Yang of Family Business Transitions
This seminar provides students with practical solutions to some of the challenges faced in family business transitions.Family businesses are by far the dominant form of commerce world-wide, albeit the majority are small "mom and pop shops." Some research shows that large businesses, whatever the form of ownership, have an average lifespan of around forty years, while small businesses (at least in Japan and Europe) average around twelve years. So, if businesses in general do not survive, then it is a wonder that any family business can survive from one generation to another, let alone two, three, four or more.There are three essential requirements to succeed in a family business transition. First, it may seem obvious that the business must succeed, but it is less obvious what advantages a family business has over its non-family-owned counterparts. Second, the ownership structure must effectively maintain family cohesion and support the business. Finally, family members need to organize in thoughtful ways to work effectively with one another.The beauty of a family business is that it can be more profitable than companies with non-family ownership. Two fundamentals, at least, provide this advantage - a strong value system and a long-term economic perspective. The operative word above, however, is "can"; it is by no means a foregone conclusion that a family business will be more successful. Families must thoughtfully develop their advantages, while at the same time avoiding the pitfalls that are inherent in any family business.Accordingly, this course is offered for students whose families own a family business or who are interested in the special challenges faced by family businesses. International students are encouraged to register as different cultural perspectives to family business will enrich the experience for everyone. Particular focus will be given to the transitions from one generation to another and the lessons learned that can be applied during the entire life of the business.
Terms: Aut
| Units: 2
STRAMGT 514:
Product/Market Fit
The premise of this course is the success of a startup (and even a large company launching a new product) is most dependent on finding a market that is desperate for its product. Focusing on product/market fit conflicts with the conventional view that a startup¿s limited resources should be applied to perfecting the execution of day to day activities. Interestingly almost every successful product driven technology company followed a similar path to find its product/market fit, but it was usually by accident. In this course we attempt to define the consistent process each successful company pursued, which in most cases is highly counterintuitive, and how to apply it to different situations. Our class highlights the potential conflict between pursuing a conventional approach and optimizing product/market fit. In order to really bring out this conflict, we employ a seminar format with only 25 students so every issue can be evaluated in detail. Our lessons are limited to information technology-based companies, but we have been told they may be more broadly applicable. That being said, this course has been designed for someone who is truly interested in technology-based entrepreneurship. Students who choose to take this course must be committed to read all the assigned articles and books to have the proper foundation to address the frequent counterintuitive learnings. In some cases that might require an entire (although relatively short) book be read for an individual class. A written assignment addressing at least one of the learnings from each reading will be required to be submitted at least four hours prior to each class. Failure to submit even one of the written assignments will result in a U. In addition to the daily written assignments, there will be a large individual project required at the end of the course. In other words, this course requires far more commitment than a typical GSB course, especially for one that offers only two credits. However I promise this course will be invaluable should you choose an operating or investment career in the technology business.
Terms: Spr
| Units: 2
STRAMGT 516:
Fundamentals of Effective Selling
The primary objective of this course is to introduce students to the fundamentals of how to sell. The course is appropriate for anyone who wants to understand and show proficiency with the skills required in different selling situations, both traditional (i.e., direct sales of products and services) and non-traditional (e.g., selling oneself in an interview, raising money for a new venture, convincing a job candidate to join your company, etc.). The course looks at the entire selling process of prospecting, qualification, discovery, understanding value, customizing presentations, objection handling, and closing. This is not a typical GSB case-study-based course. Students who have taken previous versions of this class describe it as a practical, hands-on, skills-based class. Students will work by themselves outside of class to prepare for group exercises and role-plays that will take place in class. These exercises are designed to give students practice with selling fundamentals in each stage of the selling process, and to give them the opportunity to observe and provide feedback to others. Our goal is to provide students the time in class to focus on doing stuff (e.g., practice using curiosity) rather than just thinking about and talking about stuff. After taking this course, you should understand what is involved in all of the following steps of the selling process:- Preparing a value-based prospecting script.- Using an advanced questioning methodology and note-taking strategy for discovering a customer's most important business priorities and motivations.- Developing a curiosity-based approach to handling objections in all stages of the selling process.-Creating and delivering effective customized presentations.- Understanding the most effective ways to create engagement and interaction when selling.- Developing a strategy and building the confidence to ask the hard questions when closing a deal.- Using a value-based mutual plan to control the sales cycle and move a deal forward.- Identifying the most valuable categories for qualifying an opportunity.- Accelerating the process of relationship building.¿ Understanding a customer's entire decision making process (DMP).- Discovering limiting beliefs and seeing how they impact your ability to accomplish your objectives.-Applying these fundamentals of effective selling to your personal selling situations with confidence.
Terms: Aut
| Units: 2
STRAMGT 519:
Equity By Design: Building Diverse and Inclusive Organizations
This course equips you to create, build and lead equitable organizations. We will learn the power of iD&I - that is, how we can be change agents by involving key stakeholders, casting the right vision, and constructing the right interactions to unlock the true potential of diversity in teams and organizations. We will discuss the power of inclusion as itrelates to the employee and customer experience. We will study effective strategies for designing diverse and inclusive companies, and will address the barriers and myths related to meritocracy. We'll look at approaches to organizational design that limit unconscious bias and produce more objective decisions across the employee experience - from engaging and hiring candidates to retaining employees and helping them thrive. We'll dive into how to create inclusive cultures and a sense of belonging. Finally, we will learn tools and techniques to empower change for ourselves and others. Experts in diversity and inclusion, and executives at companies that have successfully incorporated inclusion programs, will join us for the class discussions.
Terms: Win, Spr
| Units: 2
STRAMGT 520:
The Industrialist's Dilemma
This course explores how digital disruptions are having tectonic shifts on large, successful and established companies, whether they have a digital foundation or not. Both new and existing high technology firms such as Google, Amazon, Stripe, Airbnb and others are reshaping industries as disparate as life sciences and transportation. The management principles, competitive strategies, partnerships, and core competencies of the 20th century are being challenged in a world of bits and the global network in which all companies are forced to compete. In this course we will explore some of the fundamental technological changes impacting these industries, such as scaling assets without owning them, partnerships with digital leaders and new distribution strategies for goods and services. We will hear from executives of both leading Fortune 500 companies and new disruptors about what it takes to survive and thrive in this new digital economy.
Terms: Win
| Units: 2
STRAMGT 524:
Longevity: Business Implications and Opportunities
People age 50 and over account for over 50% of consumer spending in the US and 83% of household wealth, with both number expected to increase significantly due to a combination of increased longevity and the aging of the baby boomer generation. It is the largest and one of the fastest growing business opportunities US and worldwide. Many business managers and entrepreneurs, however, do not consider the over 50 demographic in their plans, and those that do often do not understand how best to design products and services for this group. It is a huge missed opportunity. This class will explore how managers and entrepreneurs should consider the older population in their strategies, in product and service design, in managing their work force, and in their own careers. Class topics will include:¿The over age 50 opportunity and how it will grow over the coming years¿The map of life and segmenting the older population¿Considerations for developing products and services that are multi-generational and appealing to older consumers¿New business opportunities created by the growth in the over 50 population, social trends, and technology ¿Managing older workers ¿Career considerations in a world where individuals live longer and healthier livesThe course would be two units offered Winter quarter, and would be taught using a mix of new cases developed for the class, guest speakers from established companies and entrepreneurs, and lectures.
Terms: Spr
| Units: 2
STRAMGT 532:
Intellectual Property: Financial and Strategic Management
In today's competitive marketplace, companies -- from Fortune 500 firms to early stage start-ups -- rely on intellectual property (IP) to keep them one step ahead of the game. Yet, critical IP decisions are usually made by lawyers with very little input from management. The purpose of this class is to provide business leaders with the tools, models and institutional knowledge to actively participate in managing and growing their company's IP assets as strategic business assets (with a focus on patents). This class will explore the value of corporate IP assets by thinking strategically on how to effectively leverage the knowledge, trade secrets, patents, technologies, trademarks, structures and processes that are critical across industries. We will focus on the elements of a successful IP strategy, and how that strategy is shaped by economic, technology, legal, regulatory, and market factors. Through a combination of case studies (including a group strategy project), analysis of current events, class discussion and guest speakers, we will cover a variety of issues shaping a successful IP strategy in today's global business environment. Some of the topics covered include: * Building and managing an IP portfolio that is aligned with business objectives;* Understanding the forces shaping the IP marketplace in the US and in foreign markets;* The innovation cycle and technology transfer mechanisms;* Using big data analytics in making IP decisions;* IP portfolio monetization strategies (e.g., licensing, sale, enforcement);* IP considerations in Mergers & Acquisitions;* IP valuation and current trends in patent transactions;* Managing corporate IP litigation risk (patent trolls, incumbent litigation);* IP strategies for start-ups & entrepreneurs.Ms. Efrat Kasznik is an IP valuation and strategy expert with more than twenty years of experience advising companies of all sizes, from startups to Fortune 100s, on extracting value from their IP. She is the founder and President of Foresight Valuation Group, an IP consulting and startup advisory firm providing valuation and strategy services for a range of purposes, including M&A, financial reporting, technology commercialization decisions, tax compliance, transfer pricing, and litigation damages. Ms. Kasznik has been a co-founder, CFO and advisor to several startups and incubators in the US and Europe. She is listed on the IAM 300 list of World Leading IP Strategists, and is on the Board of the Licensing Executives Society, USA-Canada.
Terms: Win
| Units: 2
STRAMGT 537:
Leading Change in Public Education
Public education in America is at a crossroads. Does our education system have what it takes to produce graduates who are prepared for college, career, and citizenship in our increasingly digital and pluralistic world? Will income and ethnic achievement gaps continue to be pervasive and persistent in our nation¿s largest urban cities? Will family zip code determine educational destiny for the next generation of students? Which strategies and reforms are truly demonstrating results and which are merely passing fads? As in all large-scale enterprises undergoing rapid, transformative change, leadership matters greatly. Fortunately, over the last decade, the reform of American public education has been led by a number of innovative and results-oriented leaders at the state, district and charter levels. These leaders are bringing additional urgency, strategies, and ideas designed to prepare America¿s schools and students for the century ahead. Some ideas are proving to be critical levers for change, others are facing significant political challenges, and others have not delivered on expected results. Many of them hold lessons for how future educational leaders can contribute to transforming public education for the next generation of K-12 students. This course will focus on school system leadership for education reform. The course will provide an overview of the critical issues facing K-12 public education in America today, and what is going on across the U.S. during this transformative period of change. Once this context is set, students will study education leaders and systems change strategies from the last 10-15 years at the state, district and charter levels. We will focus on leaders across five domains: Leadership in crisis situations, strategic leadership, ¿china-breaking¿ leadership, sustaining leadership, and next generation leadership. We will also look at leadership examples from outside K-12 education to broaden our thinking about what leadership styles and strategies could be successfully applied to education. Students will debate the strategies and efficacy of how different leaders approached systems-level change and will form their own working hypotheses of what is needed to help transform the American education system. Case studies in school system leadership will form the primary basis for classroom assignments and discussion. We will examine what went right and what went wrong in each case, focusing particularly on the decisions that school system leaders faced and the implications of their decisions. Most cases will be supplemented with research publications, technical notes, news clips, and/or videos to deepen students¿ understanding of the context or issues discussed in the cases. Dan Katzir worked for Bain & Company, Teach for America, Sylvan Learning Systems and the Eli and Edythe Broad Foundation before joining Alliance College-Ready Public Schools as its CEO in 2015. He is an experienced case study teacher and the editor of The Redesign of Urban School Systems: Case Studies in District Governance.
Terms: Spr
| Units: 2
STRAMGT 541:
Insight to Outcome
Getting from "strategic insight" to "desired outcome" (achieving the right result) continues to be a core challenge for many organizations and leaders. In this course, we develop a framework and approach for the "insight to outcome" sequence, study some of the key levers available to managers, and learn from some common pitfalls. The bulk of the course will be devoted to the practical application of the approach to a number of important business processes, such as merger integration, corporate and business unit transformation, and strategy development. Some class sessions will involve class visits by topical experts in these applications. This course will appeal to students interested in an exploratory course - more of a "how to think about it" course than a "toolkit" course. Grades will be based on class participation and a group project. Class size is limited to 40. Course previously offered as OB 536.
Terms: Win
| Units: 2
STRAMGT 543:
Entrepreneurial Acquisition
For aspiring entrepreneurs who don't have a burning idea or desire to start a company from scratch, acquiring a small business can provide a direct route to running and growing a business. This class will explore entrepreneurial acquisition (EA). As the course covers topics such as what makes a good industry, raising capital, how to source deals, dealing with investors, due diligence, and negotiation, the course is also applicable to those interested in private equity, venture capital, start-ups, and general management. The class relies heavily on the case method, and each class includes guests (often the case protagonists) who bring practical and current experience to the classroom. The two group projects are intended to be highly practical, simulating real-world situations.
Terms: Aut, Win, Spr
| Units: 2
STRAMGT 547:
Riding The Next Wave in Developing Economies
Today, innovative ventures in developing economies are providing compelling new products and services to a growing middle-class as well as to the lower part of the economic pyramid. These offerings provide consumers ways to better their lives and companies to grow their businesses. As older industries around the world are being disrupted, and entrepreneurial ecosystems in developing economies are evolving, entrepreneurs and investors now have reference points and "basecamps" to explore unique opportunities. These newly formed networks that include universities, incubators, accelerator programs, angel investor organizations and small venture capital firms are still lacking in breadth and depth, despite their attempts to follow the lead of Silicon Valley. Consequently, investors and founders face distinct and more numerous challenges that they would not encounter in Silicon Valley, such as small local markets, lack of scale-up funding, uncertain exit opportunities, inadequate talent pools and complex legal and political environments.Yet these developing economies are growing and becoming more connected. We are witnessing new technology-based products in these locations allowing problems to be solved at a scale never seen before. AI and machine learning, blockchain, smart sensors, IoT devices, natural language interfaces and AR and VR are just a few of the technologies not only being developed in Silicon Valley, but all over the world. Of course, smartphones, with their multi-faceted sensors, are now becoming ubiquitous. These trends present opportunities such as: replicating business models proven elsewhere; leapfrogging legacy technologies; targeting the base of the pyramid; and starting venture capital firms. Despite this fertile ground for new endeavors, success not only requires an exceptional product/market fit but great execution to start and scale a venture in problematic and sometimes adverse environments.This case-driven course is designed to help students identify new opportunities in developing economies around the world and across industries and to expose them to the challenges they will face. It is targeted at students who are thinking about creating, joining or investing in new ventures in developing economies.The cases and guests will reveal entrepreneurial challenges through the eyes of founders and investors who have seized these opportunities at different stages of the venture: ideation, launch and scaling. This course is designed to showcase innovative companies in high growth industries such as consumer internet, financial services, health care and education. It will feature the latest trends and opportunities in Asia, Eastern Europe, Middle East, Africa and Latin America. By taking this course, you will be better equipped to observe, explain and participate in developing economy ecosystems and the opportunities and challenges they present.
Terms: Aut
| Units: 2
STRAMGT 549:
Search Fund Garage
Search Fund Garage is an intensive hands-on, project-based course for students planning to pursue a search fund directly after or within a few years of graduation. Students will learn from the instructors, course peers, and class visitors, particularly top current search entrepreneurs, CEOs, attorneys and investors. This course is designed to assist students who are seriously pursuing a search fund, although some enrolled students will likely end up deciding not to pursue one. Those who have taken Entrepreneurial Acquisition (S543) or researched search funds extensively and engaged in meaningful conversation with the teaching team will benefit the most from this more advanced, experiential course. By the end of the course, students will be prepared to or will already have raised search capital and launched their search, if they choose to do so. Pursuing custom self-developed work plans that target the aspect of the search fund path most relevant to them at the time of the course, students will evaluate and attract investors, structure their search entity, set up their process and outreach materials, identify attractive industries and companies, begin to reach out to business owners, and develop wisdom about what makes a deal attractive or unattractive, among other things. Students will work with business owners, mentors and industry experts to deeply understand the search fund model. Each student, or team, will contact real business owners and receive feedback on how they can be a more effective search fund entrepreneur. This course is offered by the Graduate School of Business. The class will combine the processes taught in Entrepreneurial Acquisition (S543) and detailed in the Primer on Search Funds (2016) with elements from the discovery process taught in Startup Garage (in particular, running preliminary experiments to test proposed methodologies). The course provides a supportive yet challenging environment that will help students step outside of their comfort zone and accelerate learning. By the end of the course each will be better prepared to launch a search than many of the searchers who have come before.
Terms: Spr
| Units: 2
STRAMGT 571:
Strategic Management of Technology and Innovation (A)
This first part of the course focuses on technology-based entrepreneurial start-up and mid-sized firms. We will study the development stages of such firms and examine how top and senior leaders integrate knowledge about the key issues relating to the firm's technology with corporate strategy. In particular, we will discuss the importance of defining the "Minimum Winning Game" (MWG) at each stage of development of the venture. We will also examine the interplays between technology development, product development and business strategy development in relation to the evolving MWG throughout the venture's development stages. The main purpose of this part of the course is to provide students - independent of their background (technical or non-technical) - with deep insight into what general managers need to know about technological innovation strategy to successfully run a high-technology firm.
Terms: Aut
| Units: 2
STRAMGT 572:
Strategic Management of Technology and Innovation (B)
Building on the first part of the course, this second part focuses on entrepreneurship in large established companies: ¿corporate entrepreneurship¿ aka ¿intrapreneurship.¿ It examines the role of corporate entrepreneurs and how to manage project champions/venture managers, and what some of the organizational design issues are related to corporate entrepreneurship. In particular, we will study the strategic challenges that extremely successful companies face in trying to break out of co-evolutionary lock-in with their mainstream product-market environment, the strategic tensions arising between efforts to develop new businesses based on external acquisition versus internal development of new technologies, the strategic leadership challenges associated with trying to develop new growth opportunities that require significant cultural change, and the strategic leadership challenges associated with linking new business opportunities to corporate strategy. The main purpose of this second part of the course is to highlight the key innovation challenges faced by established firms: exploiting existing opportunities, exploiting new opportunities, and balancing the exploitation of existing and new opportunities throughout the firm¿s evolution. In particular, we will focus here on the conflicts inherent in having to manage these various challenges simultaneously. STRAMGT 571 is a pre-requisite for this course.
Terms: Aut
| Units: 2
STRAMGT 573:
Moore's Law and the Convergence of Computing and Communications; Strategic Thinking in Action
This six-session (2-unit) Bass seminar focuses on strategic leadership and builds on core strategic leadership coursework in the MBA and MSx programs. The course uses the seminar format with expectations of extensive contributions from all students to the discussion in each session. Through seminar discussions, we aim to deepen our understanding of strategic dynamics and transformational change at the industry and organizational levels of analysis in dynamic environments. The seminar's aim is to improve participants' ability to develop strategically informed action plans that are imaginative, inspiring and workable. The seminar's conceptual frameworks include traditional tools of strategic and competitive analysis from the core course on strategic leadership, conceptual frameworks developed by the instructors that help understand the role of strategy-making in the evolution and transformation of organizations and industries, and theoretical frameworks that help understand the interplays between technology strategy and corporate strategy. Three of the six session will feature discussions with senior executives from key industry players. The seminar's pedagogy involves informed debate including with the guest executives to evaluate and hone well-researched views by the participants as well as the writing and presentation of position papers by small groups of seminar participants concerning the seminar's analytical topics. In this fall's seminar we will examine the evolution of the global semiconductor industry in light of the ongoing impact of Moore's Law and the convergence of computing and wireless communications industries, and how it has been and will be affected by strategic actions of entrepreneurial startups, incumbent corporations, and governments in multiple geographies. Several interrelated topics will be discussed as they impact three key industry segments of the global semiconductor industry that are the focus of the seminar.
Terms: Aut
| Units: 2
STRAMGT 574:
Strategic Thinking in Action - In Business and Beyond II (Automotive Industry Disruption)
This six-session Bass seminar is about strategic leadership driving the transformation of the advanced automotive industry. It will build on what students have learned in their MBA core strategic leadership course but will also provide additional conceptual frameworks developed by the instructors to help examine the major seminar topics.The seminar¿s pedagogy involves informed debate to evaluate and hone well-researched views by the participants. Consequently, there will be an expectation of extensive contributions from all students to the discussion in all of the sessions. Small groups of seminar participants will also be expected to write and present position papers concerning the seminar¿s analytical topics.The industry scope of the seminar is twofold: First, it is about autonomous, electric, and shared vehicles. And second, it is about the manufacturer and supplier incumbents as well as the tech industry and startup new-entrants. In the course of the seminar discussions, we aim to deepen our understanding of strategic dynamics and transformational change at the societal, industry and organizational levels of our analysis.
Terms: Aut
| Units: 2
STRAMGT 577:
Creativity in the Business Ecosystem
This course teaches core strategy fundamentals such as Industry Analysis, Organization of the Firm, and Innovation in a Multi-Business Firm by focusing on the question of where creativity occurs in the business ecosystem. A cross-disciplinary perspective on creativity is presented and applied throughout different industries and functions within them, such as Product Development/Management and Advertising Creativity. The class examines industry applications, which may include the production and/or bundling of content, direct to consumer brands and products, and hardware and/or software technology. Classes include a mix of lectures, cases, simulations, and interactive creativity exercises. Assessment is based on a group project, participation, and a final exam.
Terms: Spr
| Units: 2
STRAMGT 579:
The Political Economy of China
The evolving organization of the Chinese economy, with special emphasis on the following topics: the integration of the Communist Party organization with government entities and enterprises; the evolution of ownership; corporate restructuring and corporate governance; banking and finance; taxation and government revenue; the strengths and weaknesses of the national development model and the current domestic and international challenges to China's economic rise.
Terms: Win
| Units: 2
STRAMGT 581:
Leading Strategic Change in the Health Care Industry
In this seminar we will study the structure and dynamics of the U.S. health care industry, especially in the face of ongoing regulatory change, and ways it intersects with the global health care industry. The seminar's aim is to develop participants' ability to create strategically informed action plans that are imaginative, inspiring and workable in this highly dynamic environment. The seminar's pedagogy involves informed debate to evaluate and hone well-researched views by the participants and instructors, as well as the writing and presentation of position papers by small groups of seminar participants on the key dynamics of the industry.In the course of the seminar discussions, we aim to deepen our understanding of strategic dynamics and transformational change at the societal, industry and organizational levels of analysis. After developing a complete picture of the structure of the health care industry and the strategic relationships among the key players ("the strategic landscape"), the seminar will focus on how health care reform and other external forces will affect the strategic opportunities and challenges of four types of players in the strategic landscape: (1) incumbents; (2) entrepreneurial startups; (3) cross-boundary disruptors; and (4) international health care providers. World-class leaders in health care will be brought in to supplement our understanding of each one of these players. Student teams will be formed to focus on one of the four types of players. Each team will prepare a research paper focused on determining how their type of player can take advantage of the regulatory, technological, social, cultural and demographic changes, and who will be the likely winners and why. This is a 2-unit version of STRAMGT 381.
Terms: Aut
| Units: 2
STRAMGT 584:
Impact: Assessing High Impact Business Models in Emerging Markets
In recent years, we've seen an explosion of innovative business models blazing new trails in emerging markets. Many of these models are achieving commercial success while transforming the lives of low-income populations. Using nine cases of both early-stage, entrepreneur-led ventures and later-stage, public or large-cap firms, this course will examine best practices for scaling new enterprises in emerging markets. It will do so primarily through the lens of a potential investor. It will also explore what is required to spark, nurture and scale entire sectors that serve rapidly growing, often low-income markets. What does it mean to work in markets with limited infrastructure? What common mistakes are made - whether in business model design, in supply chains, or in dealing with government - and how can we avoid them? Which are the best business models to serve markets that corporations have traditionally ignored, and in which government has failed to deliver? Who might be threatened by the success of these new businesses? The seminar is a good match for Stanford students interested in working or investing in emerging markets. It will be taught by Matt Bannick, who led Omidyar Network (a $1 billion impact investing fund) and is the former President of eBay International and of PayPal.
Terms: Win
| Units: 2
STS 1:
Introduction to Science, Technology & Society (CSRE 1T)
The course introduces students to critical perspectives on the history, social context, epistemology, and ethics of science, technology, and medicine. The goal of the course is to learn about major concepts and methods from science & technology studies, introduced in the context of real-world issues. STS 1 is the required gateway course for the major in Science, Technology & Society, but is open to students from all departments and disciplines. A final paper will be required. There will be no final exam.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-A-II, WAY-SI
STS 51D:
Ethical STEM: Race, Justice, and Embodied Practice (CSRE 151C, SYMSYS 151D, TAPS 151D)
What role do science and technology play in the creation of a just society? How do we confront and redress the impact of racism and bias within the history, theory, and practice of these disciplines? This course invites students to grapple with the complex intersections between race, inequality, justice, and the STEM fields. We orient to these questions from an artistically-informed position, asking how we can rally the embodied practices of artists to address how we think, make, and respond to each other. Combining readings from the history of science, technology, and medicine, ethics and pedagogy, as well as the fine and performing arts, we will embark together on understanding how our STEM practices have emerged, how we participate today, and what we can imagine for them in the future. The course will involve workshops, field trips (as possible), and invited guests. All students, from any discipline, field, interest, and background, are welcome! This course does build upon the STS 51 series from 2020-21, though it is not a prerequisite for this course. Please contact the professor if you have any questions!
Terms: Win
| Units: 4
STS 177:
The Cultural Politics of Food and Eating: Technology, History, and Justice
This course will examine our everyday food practices as a site of politics where culture, technology, history, and issues of ethics and justice intersect. Through a survey of academic, journalistic, and artistic works on food and eating, the course will explore a set of key analytical frameworks and conceptual tools in STS, such as the politics of technology, classification and identity, the reproduction of inequality, and nature/culture boundaries. The topics covered include: the industrialization of agriculture; globalization and local foodways; food justice and ethics; new technologies in food practices (e.g., biotechnology, delivery apps); health and diet trends; and food and global challenges (e.g., climate change, COVID-19). Through food as a window, the course intends to achieve two broad intellectual goals. First, students will explore various theoretical and methodological approaches in STS and related fields (e.g., anthropology, history, sociology). Second, student will develop a set of basic skills and tools for their own critical thinking and empirical research, and design and conduct independent research on a topic related to food.
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-SI
STS 190:
Environment and Society
Humans have long shaped and reshaped the natural world with science and technology. Once a menacing presence to conquer or an infinite reserve for resources, nature is now understood to require constant protection from damage and loss. Global challenges such as climate change have been further forcing us to reconsider our fundamental ideas not only about nature, but also about ethics and justice. This course will examine humanity's varied relationships with the environment, with a focus on the role of science and technology. Topics include: industrialization and modernism, diversity in environmentalism, environmental justice and inequalities, climate politics, global-local tensions, nuclear technology, the Anthropocene debate, and COVID-19 and the environment. Students will explore theoretical and methodological approaches in STS and related fields in social sciences, and conduct original research that engages with environmental issues of their choice. Enrollment limited to juniors and seniors, or with consent of instructor.
Terms: Spr
| Units: 4-5
| UG Reqs: WAY-SI
STS 191W:
Doing STS: Introduction to Research
This seminar introduces key analytical approaches and methodologies in STS, as well as basic tools for designing and conducting original research in STS. Students survey a series of influential studies in STS; identify productive questions of their own interest; and explore how to pursue them through strong research design. By completing smaller writing assignments throughout the quarter, you will produce a fully developed research proposal as final assignment. This final proposal can serve as an honors prospectus for students who seek to participate in the STS honors program. First week attendance mandatory.
Terms: Win
| Units: 4
STS 198:
Independent Research
Independent research. Student develops own project with supervision by an STS faculty affiliate. Students must email Prof. Edwards with brief project description and name of faculty supervisor. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
STS 199:
Independent Study
Every unit of credit is understood to represent three hours of work per week per term and is to be agreed upon between the student and the faculty member. Instructor consent required. Please contact the department for a permission number.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
STS 199A:
Curricular Practical Training
Students obtain internship in a relevant research or industrial activity to enhance their professional experience consistent with their degree program and area of concentration. Prior to enrolling students must get internship approved by the STS Program Director. At the end of the quarter, a one-page final report must be supplied documenting work done and relevance to degree program. Meets the requirements for Curricular Practical Training for students on F-1 visas. Student is responsible for arranging own internship. Limited to declared STS majors only. Course may be repeated twice. Instructor consent required. Please contact the department for a permission number.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
2 times
(up to 2 units total)
STS 199J:
Editing a Science Technology and Society Journal
The Science Technology and Society (STS) Program has a student journal, Intersect, that has been publishing STS student papers for a number of years. This course involves learning about how to serve as an editor of a peer-reviewed journal, while serving as one of the listed editors of Intersect. Entirely operated online, the journal uses a work-flow management to help with the submission process, peer-review, editing, and publication. Student editors learn by being involved in the publishing process, from soliciting manuscripts to publishing the journal's annual issue, while working in consultation with the instructor. Students will also learn about current practices and institutional frameworks around open access and digital publishing.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
2 times
(up to 4 units total)
STS 200N:
Funkentelechy: Technologies, Social Justice and Black Vernacular Cultures (AFRICAAM 200N, EDUC 314)
From texts to techne, from artifacts to discourses on science and technology, this course is an examination of how Black people in this society have engaged with the mutually consitutive relationships that endure between humans and technologies. We will focus on these engagements in vernacular cultural spaces, from storytelling traditions to music and move to ways academic and aesthetic movements have imagined these relationships. Finally, we will consider the implications for work with technologies in both school and community contexts for work in the pursuit of social and racial justice.
Terms: Win
| Units: 4-5
STS 200Q:
Sociology of Science (EDUC 120, EDUC 320, SOC 330)
This course explores the social construction of scientific knowledge from various perspectives. The course begins by taking stock of core philosophical theories on scientific knowledge and then it proceeds to ask how various authors have described and characterized this knowledge as socially embedded and constructed. Through this course we will ask what sort of knowledge is considered scientific or not? And then from there, a variety of social, institutional and historical factors will enter and influence not only how scientific knowledge is discovered and developed, but also how we evaluate it. This course is suitable to advanced undergraduates and doctoral students.
Terms: Aut
| Units: 3-4
STS 298:
STS Honors Meeting
This is a required monthly meeting for STS Honors students.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
STS 299:
Advanced Individual Work
For students in the STS Honors program. Every unit of credit is understood to represent three hours of work per week per term and is to be agreed upon between the student and the faculty member. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Abrams, W. (PI);
Bailenson, J. (PI);
Banks, A. (PI);
Bennett, E. (PI);
Carnoy, M. (PI);
Chafe, C. (PI);
Chen, J. (PI);
Christin, A. (PI);
Diver, S. (PI);
Edwards, P. (PI);
Frank, M. (PI);
Fullwiley, D. (PI);
Garcia, A. (PI);
Granovetter, M. (PI);
Hoyos, H. (PI);
Jain, S. (PI);
Kieschnick, J. (PI);
Kohn, M. (PI);
Lee, S. (PI);
Luhrmann, T. (PI);
McGinn, R. (PI);
Mullaney, T. (PI);
Palmer, M. (PI);
Pande, V. (PI);
Powell, W. (PI);
Proctor, R. (PI);
Satia, P. (PI);
Sato, K. (PI);
Schiebinger, L. (PI);
Shanks, M. (PI);
Shrager, J. (PI);
Simard, C. (PI);
Skokowski, P. (PI);
Tarr, K. (PI);
Turner, F. (PI);
Willinsky, J. (PI)
SURG 52Q:
Becoming whatever you want to be: lessons learned from a stem cell
Stem cells are extreme: they are the most powerful cells in our body and yet they are unimaginably scarce; they exist in nearly every tissue but actually locating them is enormously challenging. We believe that stem cells have the potential to transform the way we practice medicine, while at the same time their potential application to human disease continues to spark political debates around the world. My laboratory at Stanford works on this remarkable cell, and we believe that they hold answers to some of the pressing questions about the potential for tissue healing and regeneration in our bodies. Come join us in this conversation about stem cells, and both the hype and hope that surrounds their application to medical practice.While we will be focusing on the human body, we encourage participation from those students whose fields of interest fall well outside HumBio. Engineers, artists, historians, writers, economists--all will find intersections between the course subject matter, and their own interests. In this virtual class, we¿ll be taking advantage of a number of online tools including Zoom, Canvas, and Slack. Group work will figure prominently into this course, and we¿ll discuss and agree upon team charters to facilitate those collaborations. Finally, I recognize the challenge of bringing this class into a virtual world. There are plenty of obstacles to ¿distance learning¿: You might struggle to understand an assignment. You might find it is easy to be distracted. You might have an unreliable internet. I¿m here to tell you: we¿re in this together. We¿re navigating uncharted territory here! That means we¿re going to think creatively, we¿re going to speak up when we have questions or ideas or complaints or objections. We¿re going to learn and problem-solve and create like we¿ve never learned or problem-solved or created before. And when we fail, we¿ll try again. Come join us!
Terms: Win
| Units: 4
| UG Reqs: Writing 2
SURG 70Q:
Surgical Anatomy of the Hand: From Rodin to Reconstruction
The surgical anatomy of the hand is extremely complex in terms of structure and function. Exploration of the anatomy of the hand in different contexts: its representation in art forms, the historical development of the study of hand anatomy, current operative techniques for reconstruction, advances in tissue engineering, and the future of hand transplantation.
Terms: Win
| Units: 2
SURG 100A:
Virtual and Real: Human Anatomy and Sports Injuries of the Limbs and Torso
This undergraduate course is designed to teach human anatomy through cadaver specimens, radiographs, CT scans and MRIs with the emphasis on the understanding of common sports injuries of the torso and limbs. To aid students in developing their image interpretive skills, additional resources such as the 3D anatomy table and interactive digital applications will be utilized. This course divides the anatomy of the body into five areas; each area will be presented in a two-week block. Students will develop an understanding of human anatomy through the identification of relevant structures on prosecutions (cadaver material) and apps, and utilizing this knowledge, in the interpretation of radiographs, CT scans and MRIs. The anatomy will be taught in relation to common sports injuries with group projects and presentations focusing on the understanding of the anatomy and treatment of these conditions and injuries. The class is limited to 20 students.
Terms: Aut
| Units: 3
SURG 100B:
Virtual And Real: Human Anatomy And Sports Injuries Of The Head And Neck
This undergraduate course is designed to teach human anatomy through cadaver specimens, radiographs, CT scans and MRIs with the emphasis on the understanding of common sports injuries of the head and neck. To aid students in developing their image interpretive skills, additional resources such as the 3D anatomy table and interactive digital applications will be utilized. This course divides the anatomy of the head and neck into five areas; each area will be presented in a two-week block. Students will develop an understanding of human anatomy through the identification of relevant structures on prosecutions (cadaver material) and apps, and utilizing this knowledge, in the interpretation of radiographs, CT scans and MRIs. The anatomy will be taught in relation to common sports injuries with group projects and presentations focusing on the understanding of the anatomy and treatment of these conditions and injuries. The class is limited to 20 students.
Terms: Win
| Units: 3
SURG 100C:
Virtual and Real: Human Anatomy and Sports Injuries: Grand Rounds
This undergraduate course is designed to give students who have completed SURG 100a and /or SURG 1OOb, the opportunity to expand their knowledge of specific sports injuries through research and through the creation and deliverance of a grand rounds (45-60 minute) presentation. Students, with guidance by faculty, will work in groups and will each choose a specific sports injury to study. Students will be encouraged to use resources such as cadaver specimens, radiographs, CT scans, MRls, the 3D anatomy table and interactive digital applications, along with consulting experts in the field of sports medicine. Each grand round presentation will focus on a clinical case, and cover the patient's symptoms, medical history, clinical examination, lab tests, prescribed images, differential diagnosis, definitive diagnosis, treatment and treatment outcomes. The course will be given over an eight-week period. In the first week, students will be divided into groups, research potential sports injuries and decide on a specific sports injury to study. The second class will focus on each group developing a presentation outline and receive approval by faculty. In sessions three through six, students, under faculty supervision, will research and prepare their presentation, which will be presented to the entire class during weeks seven and eight. Sufficient time will be allotted for thorough discussion after each presentation. The class is limited to 16 students.
Terms: Spr
| Units: 2
SURG 101:
Regional Study of Human Structure
Enrollment limited to seniors and graduate students. Comprises two parts, lecture and lab, both of which are required and both of which are taught in-person this year. Lectures and labs will include a regional approach to the study of human anatomy of the trunk and limbs. Lab sessions will include working in teams to complete dissection of an embalmed cadaver. Excludes the head & neck.
Terms: Win
| Units: 5
SURG 101A:
Head and Neck Anatomy
Enrollment limited to seniors and graduate students. Comprises two parts, lecture and lab, both of which are required and both of which are taught in-person this year. Lectures and labs will emphasize typical anatomy in healthy individuals but will include clinical cases and anatomical variation to enhance learning. Lab sessions will include working in teams to complete dissection of an embalmed cadaver. Prerequisites: Surgery 101 or equivalent.
Terms: Spr
| Units: 3
SURG 143:
Anatomy for Artists (ARTSTUDI 243)
Lectures highlight the intersections and influences between human anatomy and art. Studio sessions provide an opportunity for students to immerse in anatomically inspired studio projects. Drawing, mixed media, and some painting mediums will be used during the studio sessions. Plastic models, dry bones, cadaveric specimens, and live models will be used for the studio sessions. Class time includes art instruction, creation and feedback. May be repeated for credit. Honing individual style is encouraged; both beginning and advanced students are welcome.
Terms: Spr
| Units: 3
| UG Reqs: WAY-CE
SURG 144:
Athletes in Medicine at Stanford (AIMS)
AIMS has been created as a supplemental resource for student-athletes who have an interest in pursuing a career in medicine. The goal of the class is to foster an intimate community of current and former Stanford student-athletes in nmedicine providing resources and guidance to allow individuals a chance to thrive in this challenging and rewarding field. This will be a credit/no credit seminar with a focus on exploring topics such as medical school applications, nplacement tests, research, and careers in medicine.
Terms: Win, Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
SURG 172:
Anatomy and Design Innovations
This seminar is for undergraduates who want to expand their understanding of the influence of human anatomy on the design of commercial products and prosthesis, and the performance of core strengthening exercises, such as: automobile interior design, headphones and ear buds design, exoskeletons, and yoga/Pilates. Students will learn how societal advancements have evolved to increasingly accommodate human form and function. Guest speakers are experts in their fields of audiology, design, prosthetics and exercise. The laboratory component exposes students to human anatomy via cadaver material, 3D digital images, the 3D anatomy table, apps and models. By the end of this course, students will be able to: describe the concepts of anatomically correct automotive interior design; explain how properly designed headphones and ear buds aid in sound detection; explain how thoughtfully choreographed yoga and Pilates movements incorporate proper joint and muscle movement; explain how properly designed joint prosthesis aids in joint movement and muscle function; and deliver group presentations using proper communication skills. The class is limited to 16 students.
Terms: Spr
| Units: 3
SURG 199:
Undergraduate Research
Investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Adams, G. (PI);
Albanese, C. (PI);
Auerbach, P. (PI);
Azagury, D. (PI);
Barrett, B. (PI);
Bertelsen, C. (PI);
Bonham, C. (PI);
Bresler, M. (PI);
Browder, T. (PI);
Bruzoni, M. (PI);
Buncke, G. (PI);
Buntic, R. (PI);
Busque, S. (PI);
Chang, J. (PI);
Chao, S. (PI);
Chase, R. (PI);
Concepcion, W. (PI);
Curtin, C. (PI);
D'Souza, P. (PI);
Dalman, R. (PI);
Dannenberg, B. (PI);
Desai, T. (PI);
Dirbas, F. (PI);
Dulong, M. (PI);
Duriseti, R. (PI);
Dutta, S. (PI);
Eisenberg, D. (PI);
Esquivel, C. (PI);
Fox, P. (PI);
Fuchs, J. (PI);
Fukaya, E. (PI);
Gallo, A. (PI);
Garcia Toca, M. (PI);
Gilbert, G. (PI);
Girod, S. (PI);
Gosling, J. (PI);
Greco, R. (PI);
Gregg, D. (PI);
Gurtner, G. (PI);
Harris, E. (PI);
Harter, P. (PI);
Hartman, G. (PI);
Hawn, M. (PI);
Helms, J. (PI);
Hentz, R. (PI);
Hernandez-Boussard, T. (PI);
Hill, B. (PI);
Jeffrey, S. (PI);
Johannet, P. (PI);
Kahn, D. (PI);
Karanas, Y. (PI);
Khosla, R. (PI);
Kin, C. (PI);
Klein, M. (PI);
Klofas, E. (PI);
Krams, S. (PI);
Krummel, T. (PI);
Lau, J. (PI);
Lee, G. (PI);
Lee, J. (PI);
Leeper, N. (PI);
Longaker, M. (PI);
Lorenz, H. (PI);
Lund, D. (PI);
Maggio, P. (PI);
Mahadevan, S. (PI);
Martinez, O. (PI);
Melcher, M. (PI);
Mell, M. (PI);
Menard, R. (PI);
Milliken, R. (PI);
Morton, J. (PI);
Mueller, C. (PI);
Muguti, G. (PI);
Murphy, K. (PI);
Nazerali, R. (PI);
Newberry, J. (PI);
Norris, R. (PI);
Norton, J. (PI);
Oberhelman, H. (PI);
Pearl, R. (PI);
Poultsides, G. (PI);
Powell, D. (PI);
Quinn, J. (PI);
Raphael, E. (PI);
Rhoads, K. (PI);
Rivas, H. (PI);
Ross, E. (PI);
Ryan, J. (PI);
Salvatierra, O. (PI);
Schendel, S. (PI);
Schreiber, D. (PI);
Shelton, A. (PI);
Sherck, J. (PI);
Smith-Coggins, R. (PI);
So, S. (PI);
Sorial, E. (PI);
Spain, D. (PI);
Srivastava, S. (PI);
Staudenmayer, K. (PI);
Sternbach, G. (PI);
Sylvester, K. (PI);
Taleghani, N. (PI);
Trounce, M. (PI);
Visser, B. (PI);
Wall, J. (PI);
Wan, D. (PI);
Wang, N. (PI);
Wapnir, I. (PI);
Weiser, T. (PI);
Weiss, E. (PI);
Welton, M. (PI);
Whitmore, I. (PI);
Williams, S. (PI);
Wren, S. (PI);
Yang, G. (PI);
Yang, S. (PI);
Zanchi, M. (PI);
Zarins, C. (PI);
Zhou, W. (PI)
SURG 201:
Embryology
The course focuses on the structural development of the human body from embryo to fetus to early post-natal life. Topics include formation of the cardiovascular, respiratory, musculoskeletal, gastrointestinal, reproductive, and renal systems, as well as common clinical conditions which arise from abnormalities of development. Course open to MD, MSPA, and genetic counseling students only.
Terms: Aut
| Units: 1
SURG 203:
Clinical Anatomy
Introduction to human structure and function presented from a clinical perspective. Includes clinical scenarios, medical imaging techniques, and interventional procedures to illustrate the underlying anatomy. Course consists of lectures and dissection of the human body in the anatomy laboratory. Surgery 203 presents structures of the thorax, abdomen, pelvis, back, upper and lower limbs, and head & neck. Course opened to MD, MSM, and MSPA students only.
Terms: Aut
| Units: 11
SURG 204:
Introduction to Surgery
This lunch seminar is designed to give preclinical medical students a broad overview of surgical specialties and life as a surgeon. Interactive talks by leading surgeons from the General Surgery, Plastic Surgery, Neurosurgery, Orthopedic Surgery, Head and Neck Surgery, Transplantation Surgery, and Cardiac Surgery departments will highlight the array of operation types performed and diseases and conditions encountered in their disciplines. In addition, each lecturer will provide students with a road map as to how to successfully enter each specialty field of surgery. Lunch will be provided.
Terms: Aut
| Units: 1
SURG 205:
Technical Training and Preparation for the Surgical Environment
This course is designed for preclinical students in the School of Medicine interested in acquiring the technical skills and clinical orientation necessary to learn and participate in the surgical environment. Students will begin with scrub training to learn sterile technique prior to participation in the operating room followed by basic surgical techniques (including knot tying, suturing, hand-sewn bowel anastomoses, and laparoscopic skills) to enhance their operating room experiences. In addition, the course will expose students to life as a surgeon. The class requires one to two mandatory operative shadowing experiences with an attending surgeon outside of normal class hours. Opportunities for one-on-one surgical faculty membership will be provided. This course will be held in person. nnEntry into the course: Second year students (MD, MS2) will get priority, especially those who could not enroll in the course last year and those that plan on declaring a Surgery Scholarly Concentration. 12 students can be accommodated each quarter. nIndicate your interest in the course here: https://forms.gle/2CAz4YyC6hwmdUgY9. If selected for the course, you will be emailed a code that will allow you to register for the course on https://explorecourses.stanford.edu. All questions may be directed to Dr. LaDonna Kearse (Education Fellow) at lkearse@stanford.edu or Rachel Jen (Education Fellow) at r2jensen@stanford.edu. Confirmation of enrollment: If selected, students will be sent an enrollment code a week before classes start. Input the enrollment code when prompted on AXESS.
Terms: Aut, Win, Spr
| Units: 1
SURG 208:
Plastic Surgery Tutorial
Diagnosis, theory, and practice of plastic and reconstructive surgery. Limited to two students per faculty member.
Terms: Aut, Win, Spr, Sum
| Units: 2
SURG 216:
Introduction to Plastic and Reconstructive Surgery: From Head to Toe
This course provides a broad overview of plastic and reconstructive surgery. Plastic surgery comes from the Greek word plastikos, which means that which can be shaped or molded. Indeed, plastic surgeons often perform procedures that shape and mold the human body. Although the popular media has portrayed plastic surgery as being only cosmetic surgery, the fact is that plastic surgery covers a broad range of procedures that span the entire human body from head to toe. The areas that will be covered during the course span the gamut of what plastic and reconstructive surgery really is, and this includes: Craniofacial surgery, Facial trauma, Skin Cancer, Oncoplastic surgery, breast reconstruction, hand surgery, lower extremity trauma and sarcomas, pelvic and genital reconstruction, abdominal wall reconstruction, chest wall reconstruction, burns, and multi-disciplinary reconstruction (ie., working with orthopedics, oncology, trauma, cardiothoracic, gynecology, neurosurgery, dermatology, etc). The format of this course is lectures (Zoom) and student participation in discussions is encouraged. There are readings associated with each lecture that students will have the option to read since it is a lunchtime / brown-bag lecture with no additional requirements.
Terms: Spr
| Units: 1-3
SURG 234:
Service Through Surgery: Surgeons with an Impact
Surgeons with an Impact is a weekly lunch seminar course with guest lectures and facilitated workshops with the following objectives: 1) Participants will be able to understand the role of surgeons in addressing health inequities, social justice, and poverty, 2) Participants will be exposed to the potential of expert surgeons through lectures from diverse professionals, 3) Participants will reflect on how addressing inequities can align with their career goals in surgery. Health justice topics covered will include: surgery and global health, advocacy and trauma surgery, transplant justice, inequities in pediatric surgery, serving veterans through surgery, accessing surgical obstetrics and gynecology care, women in surgery, LGBTQ advocacy and surgery, and race and surgery; as well as diversity among surgeons themselves. Course open to MD and PA students only.
Terms: Win
| Units: 1
| Repeatable
2 times
(up to 2 units total)
SURG 236:
Seminar in Global Surgery and Anesthesia
Providing safe, mutually beneficial, and sustainable surgical services in low-resource settings presents a unique set of considerations. This seminar, formatted as five two-hour sessions, will explore the background rationale for the evolving field of Global Surgery and discuss the unique implications surrounding implementation of global surgical programs. Course format will blend didactic presentation, discussion-based journal clubs, and case-based study. Topics covered will include the burden of surgical disease, human and infrastructure capacity building, outcomes, ethics/equity, economics, innovation/technology, volunteerism, training, safety, and research agenda. Instructors will provide mentorship to participants, helping them to formulate feasible research or potential MedScholar project.
Terms: Win
| Units: 1-2
| Repeatable
2 times
(up to 4 units total)
SURG 238:
Practical Introduction to Surgical Research
This course is designed to accelerate students¿ readiness to conduct independent clinical research. We will provide pearls for every key research step, from idea generation to efficient manuscript writing. Topics ranging from data analysis pitfalls to writing effective cover letters will elevate students¿ academic productivity potential regardless of prior research background. Students will leave every lecture with practical skills to apply. For 2 units, students will draft and receive 1:1 feedback on a Med Scholars grant throughout the quarter, culminating in a grant proposal ready for submission to the Med Scholars committee.
Terms: Win
| Units: 1-2
SURG 239:
Practical Introduction to Surgical Management
This is the second part of a 2-course Surgery Scholarly Concentration sequence. We will provide continued interaction with surgeon mentors. This will include a thorough understanding of the work of the surgeon scientist. This will be accomplished through interaction with surgeons in scheduled research meetings as well as interaction in the operating room. Students will participate in operating room (OR) experiences through shadowing and learn practical patient pearls including how to effectively and efficiently write clinical notes pertaining to the peri-operative management of surgical patients. SURG238 is a prerequisite for this course. Indicate your interest in the course here: https://forms.gle/PRkk6WD7wHtMpcxW9. If selected for the course, you will be emailed a code that will allow you to register for the course on https://explorecourses.stanford.edu. All questions may be directed to misskay@stanford.edu (Karen Cockerill, Coordinator). Confirmation of enrollment: If selected, students will be sent an enrollment code a week before classes start. Input the enrollment code when prompted on access.
Terms: Spr
| Units: 1
SURG 241:
Portraiture and Facial Anatomy for Artists (ARTSTUDI 139)
Focus is on the art of portraiture and underlying structures of the face, fundamental anatomical elements such as the skull and muscles of facial expressions, and the intersections between human anatomy and art. Studio sessions incorporate plastic models, dry bones, cadaveric specimens, and live models. Encourages use of proper anatomical terminology for describing structures and their relationships.
Terms: Win
| Units: 4
SURG 242:
Art and Anatomy Studio
Lectures highlight the intersections and influences between human anatomy and art. Studio sessions provide an opportunity for students to immerse in anatomically inspired studio projects. Drawing, mixed media, and some painting mediums will be used during the studio sessions. Plastic models, dry bones, cadaveric specimens, and live models will be used for the studio sessions. Class time includes art instruction, creation and feedback. May be repeated for credit. Honing individual style is encouraged; both beginning and advanced students are welcome. Previous coursework in anatomy is recommended, but not required.
Terms: Spr
| Units: 1
| Repeatable
for credit
SURG 244:
The Doctor is In (the Kitchen): Teaching Kitchen Elective for Medical & PA Students
This 8-week elective course exposes medical & PA students to fundamental cooking skills in the context of learning healthy behaviors in order to counsel patients effectively on nutrition and diet as future clinicians and also for bettering one's own health. The emphasis of this course is on the basic preparation of healthy and delicious whole foods and the applications of these basic culinary skills. This engaging course will be taught both by dually trained chef/MDs and by MD and nutrition science (PhD) faculty who have a passion for cooking without any formal training. No cooking experience required. Instructor approval required for registration. Course is open to MD & PA students only.nn(NOTE: this course was previously listed as FAMMED242)
Terms: Win, Spr
| Units: 2
SURG 245:
Introduction to Vascular Surgery
Introduction to Vascular Surgery is a weekly seminar series featuring trainees and faculty in the Division of Vascular Surgery aimed at preclinical MD and MSPA students. Students will learn about the pathophysiology/manifestations and treatment of vascular disease, as well as diverse career paths within the field. Topics covered will include peripheral arterial disease, aortic aneurysms, carotid disease, fistulas/dialysis access, venous disease, vascular trauma, and visceral atherosclerosis/abdominal oncologic resection.
Terms: Win
| Units: 1
SURG 256A:
(CASES) Clinical Anatomy and Surgical Education Series - Torso and Limbs
This Fall quarter elective course focuses on clinical conditions and surgical procedures of the upper and lower limbs. The course is created for medical and physician assistant students who want to expand their knowledge of human anatomy through the understanding of common conditions and their associated surgical treatments. Students will learn the clinical tests involved in confirming the diagnosis of common surgical conditions, the benefits and risks of the procedures to treat these conditions and the anatomy affected by the conditions and procedures. Through case discussion and explanation of their respective surgical procedures, students will improve their diagnostic and surgical skills. The course is scheduled for eight sessions. Each session includes a short case scenario on a common surgical condition presented by a guest expert surgeon, followed by student discussion and review of the surgical treatment to be performed. The expert faculty will then guide students in performing the surgery on unembalmed cadaver specimens. During the surgical procedures, students will be required to discuss the surgical technique and associated anatomy.The class is limited to nine students. To register, students are required to complete the following form by noon on Monday, September 19. During that week, students will be advised of their acceptance. Enrollment Survey Link: https://stanforduniversity.qualtrics.com/jfe/form/SV_4TQXCsAqHl9j8sC¿
Terms: Aut
| Units: 1
SURG 256B:
Clinical Anatomy and Surgical Education Series (CASES) - Torso
This Winter quarter elective course focuses on clinical conditions and surgical procedures of the thorax and abdomen. The course is created for medical and physician assistant students who want to expand their knowledge of human anatomy through the understanding of common conditions and their associated surgical treatments. Students will learn the clinical tests involved in confirming the diagnosis of common surgical conditions, the benefits and risks of the procedures to treat these conditions and the anatomy affected by the conditions and procedures. Through case discussion and explanation of their respective surgical procedures, students will improve their diagnostic and surgical skills. The course is scheduled for eight sessions. Each session includes a short case scenario on a common surgical condition presented by a guest expert surgeon, followed by student discussion and review of the surgical treatment to be performed. The expert faculty will then guide students in performing the surgery on unembalmed cadaver specimens. During the surgical procedures, students will be required to discuss the surgical technique and associated anatomy.
Terms: Win
| Units: 1
SURG 256C:
(CASES) Clinical Anatomy and Surgical Education Series - Head and Neck and Torso
This Spring quarter elective course focuses on clinical conditions and surgical procedures of the head and neck and torso. The course is created for medical and physician assistant students who want to expand their knowledge of human anatomy through the understanding of common conditions and their associated surgical treatments. Students will learn the clinical tests involvednin confirming the diagnosis of common surgical conditions, the benefits and risks of the procedures to treat these conditions and the anatomy affected by the conditions and procedures. Through case discussion and explanation of respective surgical procedures, students will improve their diagnostic and surgical skills. The course is scheduled for eight sessions. Each session includes a short case scenario on a common surgical condition presented by a guest expert surgeon, followed by a review of the surgical treatment to be performed. The expert faculty will then guide studentsnin performing the surgery on unembalmed cadaver specimens. During the surgical procedures, students will be required to discuss the surgical technique and associated anatomy. The class is limited to nine students.nnTo register, students are required to complete a form by noon on Monday, March 28. During that week, students will be advised of their acceptance. SURG256C Enrollment Survey Link: https://stanfordmedicine.qualtrics.com/jfe/form/SV_eRKeRRYAMd2P8Wi
Terms: Spr
| Units: 1
SURG 280:
Early Clinical Experience in Surgery
Provides students an opportunity to see patients, and correlate clinical findings with preclinical coursework. Students spend a half day, twice monthly, in a general surgery clinic. Students participate in conferences, shadow peers, and accompany attending physicians. Open to 1st year MD candidates only. 2 quarter commitment required. Prerequisites: Co-enrollment in INDE 290.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
3 times
(up to 3 units total)
SURG 296:
Individual Work: Human Anatomy
Carried out under the supervision of one or more members of the staff. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
SURG 299:
Directed Reading in Surgery
Consists of studies in progress, including cardiovascular and circulatory problems; gastric physiology; hemostatic disorders; homotransplantation; liver disorders; orthopedic pathology; bone growth; radiation injury; immunology, bacteriology, pathology, and physiology of the eye; physiological optics; comparative ophthalmology; neurophysiology of hearing; spatial orientation and disorientation; nasal function; and psychophysics of sensation. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Adams, G. (PI);
Albanese, C. (PI);
Auerbach, P. (PI);
Azagury, D. (PI);
Barrett, B. (PI);
Bertelsen, C. (PI);
Bonham, C. (PI);
Bresler, M. (PI);
Browder, T. (PI);
Bruzoni, M. (PI);
Buncke, G. (PI);
Buntic, R. (PI);
Busque, S. (PI);
Chang, J. (PI);
Chao, S. (PI);
Chase, R. (PI);
Concepcion, W. (PI);
Curtin, C. (PI);
D'Souza, P. (PI);
Dalman, R. (PI);
Dannenberg, B. (PI);
Desai, T. (PI);
Dirbas, F. (PI);
Dulong, M. (PI);
Duriseti, R. (PI);
Dutta, S. (PI);
Eisenberg, D. (PI);
Esquivel, C. (PI);
Fox, P. (PI);
Fuchs, J. (PI);
Gallo, A. (PI);
Garcia Toca, M. (PI);
Gilbert, G. (PI);
Girod, S. (PI);
Gosling, J. (PI);
Greco, R. (PI);
Gregg, D. (PI);
Gurtner, G. (PI);
Harris, E. (PI);
Harter, P. (PI);
Hartman, G. (PI);
Hawn, M. (PI);
Helms, J. (PI);
Hentz, R. (PI);
Hernandez-Boussard, T. (PI);
Hill, B. (PI);
Jeffrey, S. (PI);
Johannet, P. (PI);
Kahn, D. (PI);
Karanas, Y. (PI);
Khosla, R. (PI);
Kin, C. (PI);
Klein, M. (PI);
Klofas, E. (PI);
Krams, S. (PI);
Krummel, T. (PI);
Lau, J. (PI);
Lee, G. (PI);
Lee, J. (PI);
Leeper, N. (PI);
Longaker, M. (PI);
Lorenz, H. (PI);
Lund, D. (PI);
Maggio, P. (PI);
Mahadevan, S. (PI);
Martinez, O. (PI);
Melcher, M. (PI);
Mell, M. (PI);
Menard, R. (PI);
Milliken, R. (PI);
Morton, J. (PI);
Mueller, C. (PI);
Muguti, G. (PI);
Murphy, K. (PI);
Norris, R. (PI);
Norton, J. (PI);
Oberhelman, H. (PI);
Pearl, R. (PI);
Poultsides, G. (PI);
Powell, D. (PI);
Quinn, J. (PI);
Raphael, E. (PI);
Rhoads, K. (PI);
Rivas, H. (PI);
Ryan, J. (PI);
Salvatierra, O. (PI);
Schendel, S. (PI);
Schreiber, D. (PI);
Shelton, A. (PI);
Sherck, J. (PI);
Smith-Coggins, R. (PI);
So, S. (PI);
Sorial, E. (PI);
Spain, D. (PI);
Srivastava, S. (PI);
Staudenmayer, K. (PI);
Sternbach, G. (PI);
Sylvester, K. (PI);
Taleghani, N. (PI);
Trounce, M. (PI);
Visser, B. (PI);
Wall, J. (PI);
Wan, D. (PI);
Wang, N. (PI);
Wapnir, I. (PI);
Weiser, T. (PI);
Weiss, E. (PI);
Welton, M. (PI);
Whitmore, I. (PI);
Williams, S. (PI);
Wren, S. (PI);
Yang, G. (PI);
Zanchi, M. (PI);
Zarins, C. (PI);
Zhou, W. (PI)
SURG 300A:
Surgery Core Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Required. DESCRIPTION: Provides students with clinical experience in the evaluation and treatment of a wide variety of surgical diseases. Emphasis is placed on teaching students to recognize and manage basic clinical problems. Students function as active members of the surgical team, and follow patients throughout their in-patient course. Outpatient clinics provide the student with the ability to participate in the initial work-up and care plan of peri-operative patients. Basic surgical skills are taught in the operating room, in the emergency department setting, and in the Goodman Surgical Education Center. The clerkship offers an opportunity for students to integrate their knowledge of anatomy, physiology and physical diagnosis into a treatment plan for patients with surgical diseases. A blended learning curriculum is in place for all students at all sites. It combines case discussions with video pre-session material and related skills sessions. This curriculum covers the diagnosis and treatment of various diseases and principles of surgical management. A required textbook will be provided. Each student spends one 4 week rotation on a General Surgery rotation at Stanford, the VA, Kaiser, or SCVMC. The remaining 4 weeks will be spent rotating on a Surgical Subspecialty; Breast Service, Endocrine, ENT, Orthopaedic, Pediatric, Plastic Surgery, Thoracic Transplant, Trauma, Urology, or Vascular. A half day orientation is held at the beginning of the 8 week period. The NBME Subject Exam is a required component of the clerkship. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full-time for 8 weeks, 18 students per period. CLERKSHIP DIRECTOR: Khoa Thomas Pham, M.D., 650-498-5689 and Cara A. Liebert, M.D., carap@stanford.edu. CLERKSHIP COORDINATOR: Karen Cockerill, 650-498-6052, Department of Surgery, 300 Pasteur Drive, H3658. REPORTING INSTRUCTIONS: Where: Students will be sent information by e-mail; Time: TBA. CALL CODE: 1. OTHER FACULTY: Staff. LOCATION: SUMC, PAVAMC, SCVMC, KPMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
| Repeatable
2 times
(up to 12 units total)
SURG 301A:
Dental Medicine and Surgery Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Stanford Plastic Surgery's Dental Section offers a 4-week clerkship for 3rd and 4th year medical and dental students interested in learning more about dental medicine and surgery, Residents (typically ED, ENT, Anesthesia, ID, Path). The rotation offers a broad exposure to the many different clinical facets of dental medicine and surgery from dentoalveolar trauma to clearance of oral infection prior to cancer treatment, transplants, or cardiac devices. Students will also have the opportunity to work in a variety of practice settings. The rotation consists of two week rotations that take place in Stanford Hospital and the Dental Medicine and Surgery/Oral and Maxillofacial Surgery Clinic. Clerkship includes time in Clinic on Welch Road and at RWC campus, as well as in OR & ED, along with in hospital consults. Students will meet and work with faculty from these sites. The students will work as members of the clinical teams and participate in the clinical care of dental surgery patients. Four week schedule will be distributed prior to first day of clerkship. Please note: Visiting students must obtain approval from Lillian L.C. Lee prior to applying for this clerkship. Please email requests to lilclee@stanford.edu. PREREQUISITES: Dental or medical school student in 3rd or 4th year. PERIODS AVAILABLE: 1-12, full-time for 2 weeks or 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Gary Roberts, DDS, groberts@stanford.edu, 650-723-5824. CLERKSHIP COORDINATOR: Lillian L.C. Lee, lilclee@stanford.edu, 650-724-5985. REPORTING INSTRUCTIONS: Where: Meet with Dr. Roberts or designated dental faculty to touch base at 1st floor of Blake Wilbur; Time: 7:00 AM. CALL CODE: 2- Rotating Residents and Fellows will likely share some call depending on the set call schedule. Rotating Students will have the option to share call, but will not be primary. OTHER FACULTY: Staff. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
SURG 310E:
Hand and Microsurgery Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The Buncke Clinic at California Pacific Medical Center (CPMC), Davies Campus in San Francisco, is an internationally recognized leader in the field of hand and microsurgery. Our clerkship emphasizes a multidisciplinary approach to complex reconstructive problems such as facial reanimation, functional muscle transplantation, and replantation, which often require staged microsurgical solutions. The student will play an integral role in acute admissions, new admissions and daily patient rounds. Considerable emphasis is placed on teaching and strategy sessions. All students are required to participate in weekly journal clubs, patient conferences, and resident teaching presentations. Combined Buncke/UCSF Plastic and Hand Surgery Conferences are held on the first and third Tuesdays of each month. Students also have the opportunity to participate in the microsurgery laboratory to improve microsurgical skills or participate in multiple ongoing research projects. PREREQUISITES: Surgery 300A. PERIODS AVAILABLE: 1-12, full-time for 2 weeks or 4 weeks, 1-2 students per period. CLERKSHIP DIRECTOR: Greg Buncke, M.D. CLERKSHIP COORDINATOR: Collen Fuller, 415-565-6136. REPORTING INSTRUCTIONS: Where: Contact coordinator for reporting instructions; Time: TBA. CALL CODE: 0. OTHER FACULTY: R. Buntic, W. Lin, B. Safa, A. Watt. LOCATION: Buncke Clinic.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
SURG 311C:
Clerkship at the Burn Center
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: Provides integrated patient care, from intensive care to outpatient care. Acute, rehabilitative, and reconstructive phases are seen and treated. Students work directly with a PGY-3 plastic surgery resident and the ICU nursing staff. This rotation is designed for the student with career goals in general or plastic surgery, emergency medicine, or intensive care work (e.g., anesthesiology). However, students interested in primary care or pediatrics will benefit greatly from this experience. Direct surgical experience in the operating room is guaranteed. Please note: Visiting students must obtain preapproval to apply from Dr. Yvonne Karanas prior to applying for this clerkship. Please email requests to Desiree Fuentez at Desiree.Fuentez@hhs.sccgov.org. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period (will consider 2). CLERKSHIP DIRECTOR: Yvonne Karanas, M.D. CLERKSHIP COORDINATOR: Desiree Fuentez, 408-885-5315, SCVMC, 751 S. Bascom Avenue, Building Q, Suite 4Q265, San Jose, CA 95128. REPORTING INSTRUCTIONS: Where: SCVMC, Plastic Surgery Office [Visitors must sign-in on the first day of rotation @ VSC Registration Desk 410]; Time: 8:00 am. CALL CODE: 2 - Taking call and weekend rounding will enhance the student's learning experience dramatically. It is left up to each student to decide if and how often they will take call. OTHER FACULTY: Y. Karanas. LOCATION: SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
SURG 314A:
Vascular Surgery Elective Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: The vascular surgery elective rotation will be offered to third year medical students who have an interest in expanding their knowledge in the field of vascular surgery. The focus of the elective is to allow an opportunity for the medical students to expand their exposure to different surgical specialties and the creative and unique field of vascular surgery. PREREQUISITES: None. PERIODS AVAILABLE: 7-12, full-time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Michael Sgroi, M.D., msgroi@stanford.edu, 650-468-6163. CLERKSHIP COORDINATOR: Karen Cockerill, 650-498-6052, Department of Surgery, 300 Pasteur Drive, H3658. REPORTING INSTRUCTIONS: Where: Students will be sent information by e-mail; Time: TBA. CALL CODE: 1. OTHER FACULTY: Staff. LOCATION: SHC, PAVAMC, SCVMC.
Terms: Win, Spr
| Units: 6
SURG 316A:
Pediatric Surgery Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: Designed to familiarize the student with the general scope of pediatric surgery ranging from neonatal surgery for congenital malformations, pediatric emergency and ambulatory surgery, and identification and management of common pediatric conditions (hernias, hydroceles, pyloric stenosis, appendicitis) management of the pediatric trauma patient, management of pediatric solid tumors and pediatric laparoscopic and thoracoscopic surgery. The student will be expected to assume supervised responsibility for inpatients, to evaluate consultations in the emergency department, and to participate in outpatient clinics, weekly conferences , daily surgeries and teaching rounds. PREREQUISITES: Pediatrics 300A or Surgery 300A. PERIODS AVAILABLE: 1-6, full time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Julie Fuchs, M.D., 650-384-9463. CLERKSHIP COORDINATOR: Samrawit Gebregziabher samrawit@stanford.edu. REPORTING INSTRUCTIONS: Where: Please email Samrawit Gebregziabher at samrawit@stanford.edu 2 weeks before start date for reporting instructions. Pediatric Surgery office, 300 Pasteur Drive, Alway M116. Report to Alyssa Maningas on Mondays at 8:30 am for orientation packets; Time: 8:30 am. CALL CODE: 1. OTHER FACULTY: M. Bruzoni, S. Chao, B. Chiu, J. Dunn, J. Fuchs, G. Hartman, C. Mueller, S. Shew, K. Sylvester, J. Wall. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 6
SURG 317A:
Pediatric Surgical Specialties Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Two one-week rotations selected from: general pediatric surgery, otolaryngology, orthopedics, urology, plastics/craniofacial, ophthalmology, neurosurgery. Exposes students to common as well as unique developmental and congenital pediatric surgical diseases. Includes daily rounds, clinics, operating room, as well as one day per week with pediatric anesthesia to understand immediate pre- and post-operative care of surgical pediatric patients. Broad exposure to each of the specialties familiarizes students with the spectrum of practice and the specialized physical diagnosis in these areas. PREREQUISITES: Surg 300A (or by permission). PERIODS AVAILABLE: 1-12, full time for 2 weeks or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Julie Fuchs, M.D., 650-384-9463. CLERKSHIP COORDINATOR: Samrawit Gebregziabher at samrawit@stanford.edu. REPORTING INSTRUCTIONS: Where: Please email Samrawit Gebregziabher at samrawit@stanford.edu 2 weeks before start date for reporting instructions. Students will be notified by email in advance of clerkship start; Time: TBA. CALL CODE: 0. OTHER FACULTY: K. Chang, D. Fredrick, R. Guzman, W. Kennedy, C. Kuan, P. Lorenz, L. Rinsky. LOCATION: LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
| Repeatable
2 times
(up to 12 units total)
SURG 319A:
Introduction to Plastic and Reconstructive Surgery Clerkship
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This clerkship is meant for those students who did not have the opportunity to rotate on the hand/plastic surgery service during their core surgery clerkship. This clerkship will introduce students to plastic and reconstructive surgery. Plastic Surgery encompasses a broad field and has been described as operating on the "skin and its contents." Students will be part of the team in managing patients both in the inpatient as well as outpatient setting. Students will participate in daily rounds and have direct patient care responsibilities. Students will assist in the Operating Room and learn fundamental suturing skills. Students will work in the clinic to understand the indications and contraindications to plastic surgery, and also about how to discuss surgical procedures with patients and families. PREREQUISITES: Completion of core surgical clerkship (Surg 300A). PERIODS AVAILABLE: 6-11, full-time for 2 weeks, 2 students per period. CLERKSHIP DIRECTOR: Catherine Curtin, M.D. CLERKSHIP COORDINATOR: Angela Sotelo, 650-723-5824, 770 Welch Road, 4th Floor, Palo Alto, CA 94304. REPORTING INSTRUCTIONS: Where: Contact coordinator two weeks prior; Time: TBA. CALL CODE: 0. OTHER FACULTY: K. Bruckman, J. Chang, C. Curtin, P. Fox, G. Gurtner, D. Kahn, R. Khosla, G. Lee, P. Lorenz, A. Momeni, R. Nazerali, D. Nguyen, S. Sen, D. Wan. LOCATION: SUMC, LPCH.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
SURG 333A:
Multi-Organ Transplantation Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: Will expose the student to transplantation of the liver, kidney, and pancreas. The student will become familiar with the selection criteria for accepting patients as candidates for transplantation. In addition, the principles of immunosuppression, histocompatibility, opportunistic infection and critical care of transplant recipients will be emphasized. The student will participate in multi-disciplinary evaluation of transplant candidates, daily transplant rounds, perioperative care and outpatient follow-up. The student will accompany the transplant team for deceased organ procurements. A weekly transplantation conference will review pertinent literature. Please note: Visiting students must obtain approval from Ms. Karen Cockerill prior to applying for this clerkship. Please email requests to karen.cockerill@stanford.edu. PREREQUISITES: Surgery 300A. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Khoa Thomas Pham, M.D., 650-498-5689, thomas.pham@stanford.edu. CLERKSHIP COORDINATOR: Karen Cockerill, 650-498-6052, Department of Surgery, 300 Pasteur Drive, H3658. REPORTING INSTRUCTIONS: Where: Contact Dr. Thomas Pham one week prior to the start date; Time: TBA. CALL CODE: 3. OTHER FACULTY: A. Bonham, S. Busque, C. Esquivel, A. Gallo, M. Melcher, T. Pham. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
SURG 334A:
Advanced Vascular Surgery Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: This intensive sub-internship provides a focused study of disease processes of contemporary vascular surgery. This includes problems related to lower extremity occlusive disease, arterial aneurysms, cerebrovascular problems, and venous disorders. There is a special emphasis on preoperative patient assessment both clinically and radiographically. The student will be exposed to the management of vascular patients by both traditional open techniques and cutting edge minimally-invasive endovascular routes. Extensive operative experience in the hybrid operating room and the angiography suite is provided. Procedures include diagnostic arteriography, arterial and venous reconstruction, aortic endografting, limb salvage, carotid interventions, and other advanced catheter-based interventions. The student will be an integral part of the vascular surgery service and work alongside interns, vascular surgery residents, and the vascular fellows. Weekly attendance at surgical and multidisciplinary conferences at SUMC is required. Note for visiting students: this course is principally directed at students who are seriously considering a career in vascular surgery and will be applying for integrated vascular surgery residency. If any questions, contact Michael Sgroi, M.D., Department of Surgery, Division of Vascular Surgery, 300 Pasteur Drive, Always M121S, Stanford, CA 94305-5642. Email: msgroi@stanford.edu. *Please note: Visiting students must obtain approval from Ms. Karen Cockerill prior to applying for this clerkship. Please email requests to karen.cockerill@stanford.edu. PREREQUISITES: Surgery 300A. PERIODS AVAILABLE: 1-6, full-time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Michael Sgroi, M.D. CLERKSHIP COORDINATOR: Karen Cockerill, 650-498-6052, Department of Surgery, 300 Pasteur Drive, H3658. REPORTING INSTRUCTIONS: Where: Call Karen Cockerill at 650-498-6052 two weeks prior. Students will be sent information by email; Time: TBA. CALL CODE: 1. OTHER FACULTY: V. Chandra, R.L. Dalman, E.J. Harris, Jr., J.T. Lee, E.Ross, J.Stern. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
SURG 338A:
Advanced Surgery Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: Allows a student to function as surgical interns, but with reduced patient loads. This surgical sub-internship curriculum is designed to provide senior medical students with the skills and knowledge necessary to function as an intern. The curriculum focuses on practical skills, including wound care and bedside procedures, and intern-level floor management, from writing orders to managing pages from nurses. Students are assigned to one of the general surgery teams at Stanford Hospital. The student will be fully integrated to the service and expected to participate in all teaching conferences and grand rounds. The student will have meetings with the course director. The student must have successfully completed Surgery 300A or the equivalent. Note for visiting students: this course is principally directed at students who are seriously considering a surgical career. *Please note: Visiting students must obtain approval from Ms. Karen Cockerill prior to applying for this clerkship. Please email requests to karen.cockerill@stanford.edu. PREREQUISITES: Surgery 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 4 students per period. CLERKSHIP DIRECTORS: Khoa Thomas Pham, M.D., tpham03@stanford.edu and Cara A. Liebert, M.D., cara.liebert@stanford.edu. CLERKSHIP COORDINATOR: Karen Cockerill, 650-498-6052, Department of Surgery, 300 Pasteur Drive, H3658. REPORTING INSTRUCTIONS: Where: Call Karen Cockerill at 650-498-6052 at least two weeks prior; Students will be sent information by email; Time: TBA. CALL CODE: 3. OTHER FACULTY: Staff. LOCATION: SHC.
Terms: Aut, Win, Spr, Sum
| Units: 6
SURG 339A:
Plastic Surgery Subinternship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: This is a 4-week intensive sub-internship experience. Students should have completed Core Surgery, and this rotation is specifically for students who intend to pursue a career in surgery or subspecialty. Students will have responsibility in the inpatient wards with direct patient care responsibilities and manage patients post-operatively. Students will also spend approximately 20% of time in the clinic evaluating patients preoperatively and performing appropriate work up and exam, and also evaluate patients post-operatively for long-term follow up and outcomes (continuity). Students will be an integral part of the resident team and function at the level of an intern. Students will spend significant time in the OR as an assistant, and develop competency in fundamental suturing and surgical wound closures. Students will be expected to present cases (1-2) at case conferences per week, and culminate in an Oral Presentation on a topic in plastic surgery at the end of the rotation. Students will take home call once per week to learn how to manage emergencies and patient phone calls. There is no exam. Students will work primarily with the Clerkship Director, but may also have exposure to all of the other faculty in Plastic Surgery. Involves clinical participation in plastic and reconstructive surgery. Activities include exposure to operative surgical techniques, evaluation of operative problems, trauma and emergency, facial and hand trauma, burns, soft tissue tumors, congenital malformations, and a broad range of rehabilitative problems. The sub-I requires rotating to affiliated sites as well as work at SUMC (automobile transportation essential). Please note: Visiting students must obtain approval from Ms. Angela Sotelo prior to applying for this clerkship. Please email requests to asotelo@stanford.edu. Visiting students wishing to do a Plastic Surgery clerkship in periods 1-7 usually apply to the residency program in Plastic Surgery. Please note that this rotation will be purely educational rotation and will not serve as your interview. Please see the Plastic Surgery website at http://plasticsurgery.stanford.edu for more information. PREREQUISITES: Surgery 300A. If you are a fourth year medical students interested in plastic surgery as a residency, you should do this clerkship within the six months prior to applying for residency. PERIODS AVAILABLE: 1-12, full-time for 4 weeks. 6 students per period. We encourage students who are interested in an educational clerkship and who are not applying to the residency program to take the clerkship in periods 7-12. CLERKSHIP DIRECTOR: Catherine Curtin, M.D. CLERKSHIP COORDINATOR: Angela Sotelo, 650-725-7181, 770 Welch Road, 4th Floor, Palo Alto, CA 94304. REPORTING INSTRUCTIONS: Where: To be assigned. The coordinator will contact you a week before your start date for instructions; Time: TBA. CALL CODE: 2 (1-2 nights). OTHER FACULTY: K. Bruckman, J. Chang, C. Curtin, D. Davis, P. Fox, D. Gupta, G. Gurtner, D. Kahn, Y. Karanas, R. Khosla, G. Lee, P. Lorenz, R. Menard, A. Momeni, M. Murphy, R. Nazerali, D. Nguyen, J. Orman, S. Sen, T. Theman, D. Wan. LOCATION: SUMC, SCVMC, KPMC.
Terms: Aut, Spr
| Units: 6
SURG 340A:
Surgical Intensive Care Unit Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This clerkship provides experience managing critically ill surgical patients. The caseload is drawn from the ICU patients of the general and trauma surgery services at Stanford Hospital. The student works closely with the course site director, senior surgery residents, and surgical critical care fellows to provide care for patients in the K4 Stanford 500P ICU. Daily attending rounds help the student to master the following topics: mechanical ventilators, vasoactive drugs (pressors and inotropes), fluid resuscitation, shock, oxygen transport, systemic inflammatory response syndrome, ARDS, multiple organ failure, enteral and parenteral nutrition (TPN), and weaning from the ventilator. Students are expected to function at the manager level and will be given increasing levels of autonomy throughout the clerkship period. The student also participates in the resuscitation and operative management of trauma patients. Students will have opportunities to learn procedures commonly performed for critically ill surgical patients including arterial lines, central lines, and chest tubes. The student also participates in the resuscitation and operative management of trauma patients. Students will be given the opportunity to care for their patients in the ICU in addition to participating in operating room procedures required for their assigned patients. Students will participate in bedside sedation procedures with the perioperative anesthesia service as needed for the care of their patients. Students wishing to do this clerkship must get approval from Bernadette Carvalho at berniec@stanford.edu first before registering. PREREQUISITES: Anesthesia 306A for Stanford medical students; Surgery core clerkship for visiting students. PERIODS AVAILABLE: 1-12, full-time for 4 or 8 weeks, 1 student per period. CLERKSHIP DIRECTOR: Erin Hennessey, M.D. CLERKSHIP COORDINATOR: Bernadette F. Carvalho, berniec@stanford.edu. REPORTING INSTRUCTIONS: Where: M114; Time: 7:00 am. CALL CODE: 4. OTHER FACULTY: D. Spain, P. Maggio, J. Lorenzo, J. Forrester, K. Staudenmayer, L. Knowles, and P. Mohabir. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
SURG 340B:
Medical-Surgical Intensive Care Unit Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: This clerkship provides experience managing adult patients in a critical care unit. Students learn how to optimize care for the acutely ill patient and the multidisciplinary approach to complex patients. Teaching emphasizes the review of basic organ physiology, the ability to determine the pathophysiologic mechanisms involved in critical illness, and the formulation of a physiologic based treatment plan. Students gain experience with the implementation of monitoring and therapeutic devices used in the intensive care units and begin to become adept at the evaluation, stabilization and management of the most critically ill patients expected to be encountered in today's acute care hospitals. Ward rounds, bedside evaluation and treatment, and individual interactions with attending, fellows and residents are part of the educational process. Students must attend mandatory simulator courses in order to receive passing grade for this clerkship. Students wishing to do this clerkship must get approval from Bernadette Carvalho first before registering. Students must register for Anes 340B for this clerkship. PREREQUISITES: Anesthesia 306A or Medicine and Surgery core clerkships. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Juliana Barr, M.D. (650-493-5000 x64452), Building 1, Room F315, PAVAMC (112A). CLERKSHIP COORDINATOR: Bernadette F. Carvalho (berniec@stanford.edu). REPORTING INSTRUCTIONS: Where: PAVAMC, MSICU, 3rd Floor; Time: 8:00 am. CALL CODE: 4. OTHER FACULTY: E. Bertaccini, R. Chitkara, G. Lighthall, W. Kuschner, G. Krishna, J. Olsson. LOCATION: PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
SURG 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Adams, G. (PI);
Albanese, C. (PI);
Auerbach, P. (PI);
Azagury, D. (PI);
Barrett, B. (PI);
Bertelsen, C. (PI);
Bonham, C. (PI);
Boyd, J. (PI);
Bresler, M. (PI);
Browder, T. (PI);
Bruzoni, M. (PI);
Buncke, G. (PI);
Buntic, R. (PI);
Busque, S. (PI);
Chang, J. (PI);
Chao, S. (PI);
Chase, R. (PI);
Cheng, C. (PI);
Concepcion, W. (PI);
Curtin, C. (PI);
D'Souza, P. (PI);
Dalman, R. (PI);
Dannenberg, B. (PI);
Desai, T. (PI);
Dirbas, F. (PI);
Dulong, M. (PI);
Duriseti, R. (PI);
Dutta, S. (PI);
Eisenberg, D. (PI);
Esquivel, C. (PI);
Fox, P. (PI);
Fuchs, J. (PI);
Gallo, A. (PI);
Garcia Toca, M. (PI);
Gilbert, G. (PI);
Girod, S. (PI);
Gosling, J. (PI);
Greco, R. (PI);
Gregg, D. (PI);
Gurtner, G. (PI);
Harris, E. (PI);
Harter, P. (PI);
Hartman, G. (PI);
Hawn, M. (PI);
Helms, J. (PI);
Hentz, R. (PI);
Hernandez-Boussard, T. (PI);
Hill, B. (PI);
Jeffrey, S. (PI);
Johannet, P. (PI);
Kahn, D. (PI);
Karanas, Y. (PI);
Khan, A. (PI);
Khosla, R. (PI);
Kin, C. (PI);
Klein, M. (PI);
Klofas, E. (PI);
Knowlton, L. (PI);
Krams, S. (PI);
Krummel, T. (PI);
Lau, J. (PI);
Lee, G. (PI);
Lee, J. (PI);
Leeper, N. (PI);
Liebert, C. (PI);
Lin, D. (PI);
Lobo, V. (PI);
Longaker, M. (PI);
Lorenz, H. (PI);
Lund, D. (PI);
Maggio, P. (PI);
Mahadevan, S. (PI);
Martinez, O. (PI);
Melcher, M. (PI);
Mell, M. (PI);
Menard, R. (PI);
Milliken, R. (PI);
Morris, A. (PI);
Morton, J. (PI);
Mueller, C. (PI);
Muguti, G. (PI);
Murphy, K. (PI);
Norris, R. (PI);
Norton, J. (PI);
Oberhelman, H. (PI);
Pearl, R. (PI);
Poultsides, G. (PI);
Powell, D. (PI);
Quinn, J. (PI);
Raphael, E. (PI);
Rhoads, K. (PI);
Rivas, H. (PI);
Ryan, J. (PI);
Salvatierra, O. (PI);
Schendel, S. (PI);
Schreiber, D. (PI);
Shelton, A. (PI);
Sherck, J. (PI);
Smith-Coggins, R. (PI);
So, S. (PI);
Sorial, E. (PI);
Spain, D. (PI);
Srivastava, S. (PI);
Staudenmayer, K. (PI);
Sternbach, G. (PI);
Sylvester, K. (PI);
Taleghani, N. (PI);
Thomas, R. (PI);
Trounce, M. (PI);
Visser, B. (PI);
Wall, J. (PI);
Wan, D. (PI);
Wang, N. (PI);
Wapnir, I. (PI);
Weiser, T. (PI);
Weiss, E. (PI);
Welton, M. (PI);
Whitmore, I. (PI);
Williams, S. (PI);
Wren, S. (PI);
Yang, G. (PI);
Yang, S. (PI);
Zanchi, M. (PI);
Zarins, C. (PI);
Zhou, W. (PI);
Krummel, T. (SI)
SURG 398A:
Clinical Elective in Surgery
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Provides an opportunity for a student in the clinical years to have an individualized clinical experience in one of the fields of Surgery. The quality and duration of the elective will be decided by both the student and a faculty preceptor in the Department of Surgery. Please note: Students must obtain approval from Ms. Karen Cockerill at misskay@stanford.edu prior to applying for this clerkship. Students cannot add 398A clerkships directly to their fishbowl schedules through the regular shuffles. Please contact Caroline Cheang in the Office of Medical Student Affairs at cheang@stanford.edu with the faculty preceptor's name and email address to add this clerkship. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full time for 4 weeks, 4 students per period. CLERKSHIP DIRECTOR: Khoa Thomas Pham, M.D., 650-498-5689. CLERKSHIP COORDINATOR: Karen Cockerill, misskay@stanford.edu, 650-498-6052, Department of Surgery, 300 Pasteur Drive, H3658. REPORTING INSTRUCTIONS: Where: TBA (designated faculty preceptor); Time: TBA. CALL CODE: 2. OTHER FACULTY: Staff. LOCATION: SUMC, LPCH, PAVAMC, SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
3 times
(up to 18 units total)
SURG 399:
Graduate Research
Students undertake investigations sponsored by individual faculty members.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Adams, G. (PI);
Albanese, C. (PI);
Auerbach, P. (PI);
Azagury, D. (PI);
Barrett, B. (PI);
Bertelsen, C. (PI);
Bonham, C. (PI);
Bresler, M. (PI);
Browder, T. (PI);
Bruzoni, M. (PI);
Buncke, G. (PI);
Buntic, R. (PI);
Busque, S. (PI);
Chang, J. (PI);
Chao, S. (PI);
Chase, R. (PI);
Concepcion, W. (PI);
Curtin, C. (PI);
D'Souza, P. (PI);
Dalman, R. (PI);
Dannenberg, B. (PI);
Desai, T. (PI);
Dirbas, F. (PI);
Dulong, M. (PI);
Duriseti, R. (PI);
Dutta, S. (PI);
Eisenberg, D. (PI);
Esquivel, C. (PI);
Fann, J. (PI);
Fox, P. (PI);
Fuchs, J. (PI);
Gallo, A. (PI);
Garcia Toca, M. (PI);
Gilbert, G. (PI);
Girod, S. (PI);
Gosling, J. (PI);
Greco, R. (PI);
Gregg, D. (PI);
Gurtner, G. (PI);
Harris, E. (PI);
Harter, P. (PI);
Hartman, G. (PI);
Hawn, M. (PI);
Helms, J. (PI);
Hentz, R. (PI);
Hernandez-Boussard, T. (PI);
Hill, B. (PI);
Jeffrey, S. (PI);
Johannet, P. (PI);
Kahn, D. (PI);
Karanas, Y. (PI);
Khosla, R. (PI);
Kin, C. (PI);
Klein, M. (PI);
Klofas, E. (PI);
Krams, S. (PI);
Krummel, T. (PI);
Lau, J. (PI);
Lee, G. (PI);
Lee, J. (PI);
Leeper, N. (PI);
Longaker, M. (PI);
Lorenz, H. (PI);
Lund, D. (PI);
Maggio, P. (PI);
Mahadevan, S. (PI);
Martinez, O. (PI);
Melcher, M. (PI);
Mell, M. (PI);
Menard, R. (PI);
Milliken, R. (PI);
Morris, A. (PI);
Morton, J. (PI);
Mueller, C. (PI);
Muguti, G. (PI);
Murphy, K. (PI);
Norris, R. (PI);
Norton, J. (PI);
Oberhelman, H. (PI);
Pearl, R. (PI);
Poultsides, G. (PI);
Powell, D. (PI);
Quinn, J. (PI);
Raphael, E. (PI);
Rhoads, K. (PI);
Rivas, H. (PI);
Ryan, J. (PI);
Salvatierra, O. (PI);
Schendel, S. (PI);
Schreiber, D. (PI);
Shelton, A. (PI);
Sherck, J. (PI);
Smith-Coggins, R. (PI);
So, S. (PI);
Sorial, E. (PI);
Spain, D. (PI);
Srivastava, S. (PI);
Staudenmayer, K. (PI);
Sternbach, G. (PI);
Sylvester, K. (PI);
Taleghani, N. (PI);
Trounce, M. (PI);
Visser, B. (PI);
Wall, J. (PI);
Wan, D. (PI);
Wang, N. (PI);
Wapnir, I. (PI);
Weiser, T. (PI);
Weiss, E. (PI);
Welton, M. (PI);
Whitmore, I. (PI);
Williams, S. (PI);
Wren, S. (PI);
Yang, G. (PI);
Zanchi, M. (PI);
Zarins, C. (PI);
Zhou, W. (PI)
SUST 210:
Pursuing Sustainability: Managing Complex Social Environmental Systems (ESS 230)
This course provides a systems framework for understanding and managing social-environmental systems, with the ultimate goal of inclusive, equitable, intra- and intergenerational human well-being. It explores the roles of natural, human, social, technological and knowledge resources in supporting efforts toward sustainability, and examines the trade-offs, feedbacks, non-linearities and other interactions among different parts of complex systems that must be addressed to avoid unintended negative consequences for people and environment. Finally, it provides an overview of the tools, approaches, and strategies that assist with management of assets for sustainability goals. The course draws on readings from a variety of on-line sources as well as chapters and case studies provided in the required text. Priority given to SUST students. Enrollment open to seniors and graduate students only. Please contact Elizabeth Balde (ebalde@stanford.edu) for permission code.
Terms: Aut
| Units: 3
SUST 220:
Case Studies in Leading Change for Sustainability
This course teaches essential leadership orientations and effective approaches for advancing sustainability globally. It examines case studies and examples of leading change in the private sector, and in cross-sector collaborations involving government, business and non-profit organizations. The course teaches students the Connect, Adapt and Innovate (CAN) orientations and other skills which enhance students' ability to cultivate resilience and well-being in their lives and to lead change in complex systems. Strategies and approaches studied include B Corporations, social entrepreneurship, indigenous community-business collaborations, biomimicry, circular economy, sharing economy, corporate sustainability strategy, the UN sustainable development goals, metrics of progress beyond GDP, and transformative multi-stakeholder partnerships. Through conceptual frameworks, hands-on exercises, class discussion, reflection and interactions with sustainability leaders, students practice decision-making under uncertainty, systems thinking, resilience thinking and transformative leadership. Working in teams, students will apply their learnings in collaborative class projects. To help cultivate a highly engaged course community, please send responses to the following questions to Julia Novy (julia3@stanford.edu); admitted students will receive a permission code to be used for course enrollment. 1. What is one of the most significant challenges you've faced and how did you approach it? 2. What would you like to get out of this course? 3. What will you contribute?
Terms: Win
| Units: 3
SUST 240:
Sustainability Leadership Practicum
The Sustainability Leadership Practicum provides an opportunity for students in the SUST master's program to practice, integrate and internalize core lessons from the program curriculum. Students will independently complete a 120-hour Practicum project of their own design, collaborating on a complex sustainability challenge with an outside partner and working through the types of constraints often faced by decision makers and leaders. Through the Practicum experience, students reflect on and exercise the knowledge, mindsets and practical skills developed through their SUST coursework, including the foundational program concepts of complex social-environmental systems, change leadership, and systems innovation and transformation. Ultimately, the Practicum is designed to develop each student's identity and capacity as a transformative leader through practice. While the Practicum can be carried out and the units earned at any time during the master's program, students are encouraged to start the planning process early, allowing plenty of time to forge a relationship with a partner organization and develop a thoughtful and feasible proposal (to be approved by program leadership and the student's advisor) prior to carrying out their Practicum fieldwork. Deliverables include an analytical paper and a 15-minute final presentation. This course does not convene in a classroom setting. Instead, students are expected to attend Practicum presentation events hosted throughout the year. Enrollment is limited to students in the SUST coterm master's program. (Cardinal Course certified by the Haas Center)
Terms: Aut, Win, Spr, Sum
| Units: 1-4
| Repeatable
4 times
(up to 4 units total)
SUST 261:
Art and Science of Decision Making
Common-sense rules and decision-making tools to achieve clarity of action for important decisions, from personal choices to organizational decisions about business strategies and public policies. The art of qualitative framing and structuring as well as the science of quantitative modeling and analysis. The essential focus, discipline, and passion needed to make high-quality decisions, and thereby increase the probability of desired outcomes. Effective normative techniques and efficient management processes for both analyzing complex decisions and implementing them in the face of an uncertain future world. Lecture topics include practical ways to: interact collaboratively with stakeholders, craft an inspirational vision, create viable alternatives, assess unbiased probabilistic information, clarify tangible and intangible preferences, develop appropriate risk/reward and portfolio models, evaluate strategies and policies across a realistic range of uncertain scenarios, analyze key sensitivities, appraise the value of gathering additional information, and build widespread commitment to implementation plans. Student teams present insights from their analyses of real decisions currently being made by business, nonprofit, and government organizations. Case studies about: energy economics, mine remediation, ocean resource preservation, bison brucellosis, nuclear waste storage, hurricane seeding, electric power production, environmental risk management, venture capital investments, and oil & gas options trading.
Terms: Spr
| Units: 3-4
SUST 290:
Curricular Practical Training
CPT course required for international students completing degree.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
3 times
(up to 3 units total)
SUST 291:
SUST INDIVIDUAL STUDY
Individual work in the field of Sustainability Science and Practice under supervision of a SUST faculty member on a subject of mutual interest.
Terms: Aut, Win, Spr, Sum
| Units: 1-4
SUST 297:
Introduction to Systems Transformation
This immersive course exposes students in the Sustainability Science and Practice coterminal master's program to systems thinking and innovation approaches that are needed in order to bring about large-scale system transformation. Scaled and complex challenges embodied in the U.N. Sustainable Development Goals are multi-stakeholder, multifactorial, inter-related, and systemic, and can only be addressed through innovations at the systems level. This hands-on session provides an introduction to innovation approaches and the mindsets that are needed to transform system behavior at scale in the real world. Students will identify skills that they will need to acquire in order to lead change toward a resilient and sustainable future. Enrollment limited to Sustainability Science and Practice master's students. Contact Bhe Balde (ebalde@stanford.edu) for permission code. Instructors: Banny Banerjee and Annette Zou.
Terms: Win, Spr
| Units: 1
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
SYMSYS 1:
Minds and Machines (CS 24, LINGUIST 35, PHIL 99, PSYCH 35, SYMSYS 200)
(Formerly SYMSYS 100). An overview of the interdisciplinary study of cognition, information, communication, and language, with an emphasis on foundational issues: What are minds? What is computation? What are rationality and intelligence? Can we predict human behavior? Can computers be truly intelligent? How do people and technology interact, and how might they do so in the future? Lectures focus on how the methods of philosophy, mathematics, empirical research, and computational modeling are used to study minds and machines. Students must take this course before being approved to declare Symbolic Systems as a major. All students interested in studying Symbolic Systems are urged to take this course early in their student careers. The course material and presentation will be at an introductory level, without prerequisites. If you have any questions about the course, please email symsys1staff@gmail.com.
Terms: Aut, Win, Sum
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-FR
SYMSYS 122:
Artificial Intelligence: Philosophy, Ethics, & Impact
Recent advances in computing may place us at the threshold of a unique turning point in human history. Soon we are likely to entrust management of our environment, economy, security, infrastructure, food production, healthcare, and to a large degree even our personal activities, to artificially intelligent computer systems. The prospect of "turning over the keys" to increasingly autonomous systems raises many complex and troubling questions. How will society respond as versatile robots and machine-learning systems displace an ever-expanding spectrum of blue- and white-collar workers? Will the benefits of this technological revolution be broadly distributed or accrue to a lucky few? How can we ensure that these systems respect our ethical principles when they make decisions at speeds and for rationales that exceed our ability to comprehend? What, if any, legal rights and responsibilities should we grant them? And should we regard them merely as sophisticated tools or as a newly emerging form of life? The goal of this course is to equip students with the intellectual tools, ethical foundation, and psychological framework to successfully navigate the coming age of intelligent machines.
Terms: Win
| Units: 1
SYMSYS 151D:
Ethical STEM: Race, Justice, and Embodied Practice (CSRE 151C, STS 51D, TAPS 151D)
What role do science and technology play in the creation of a just society? How do we confront and redress the impact of racism and bias within the history, theory, and practice of these disciplines? This course invites students to grapple with the complex intersections between race, inequality, justice, and the STEM fields. We orient to these questions from an artistically-informed position, asking how we can rally the embodied practices of artists to address how we think, make, and respond to each other. Combining readings from the history of science, technology, and medicine, ethics and pedagogy, as well as the fine and performing arts, we will embark together on understanding how our STEM practices have emerged, how we participate today, and what we can imagine for them in the future. The course will involve workshops, field trips (as possible), and invited guests. All students, from any discipline, field, interest, and background, are welcome! This course does build upon the STS 51 series from 2020-21, though it is not a prerequisite for this course. Please contact the professor if you have any questions!
Terms: Win
| Units: 4
SYMSYS 167D:
Philosophy of Neuroscience (PHIL 167D, PHIL 267D)
How can we explain the mind? With approaches ranging from computational models to cellular-level characterizations of neural responses to the characterization of behavior, neuroscience aims to explain how we see, think, decide, and even feel. While these approaches have been highly successful in answering some kinds of questions, they have resulted in surprisingly little progress in others. We'll look at the relationships between the neuroscientific enterprise, philosophical investigations of the nature of the mind, and our everyday experiences as creatures with minds. Prerequisite: PHIL 80.n(Not open to freshmen.)
Terms: Win
| Units: 4
SYMSYS 168A:
A.I.-Activism-Art (ARTHIST 168A, CSRE 106A, ENGLISH 106A)
Lecture/studio course exploring arts and humanities scholarship and practice engaging with, and generated by, emerging emerging and exponential technologies. Our course will explore intersections of art and artificial intelligence with an emphasis on social impact and racial justice. Open to all undergraduates.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II
SYMSYS 190:
Senior Honors Tutorial
Under the supervision of their faculty honors adviser, students work on their senior honors project. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Algee-Hewitt, M. (PI);
Berger, J. (PI);
Bernstein, M. (PI);
Bonica, A. (PI);
Clark, E. (PI);
Davies, T. (PI);
Frank, M. (PI);
Gardner, J. (PI);
Grill-Spector, K. (PI);
Gross, J. (PI);
Gweon, H. (PI);
Honigsberg, C. (PI);
Icard, T. (PI);
Jurafsky, D. (PI);
Knutson, B. (PI);
Lassiter, D. (PI);
Lobell, D. (PI);
McClelland, J. (PI);
McClure, S. (PI);
Potts, C. (PI);
Raymond, J. (PI);
Rozelle, S. (PI);
Shiv, B. (PI);
Shrager, J. (PI);
Siu, A. (PI);
Sumner, M. (PI);
Wagner, A. (PI);
Wang, G. (PI);
Wilkins, D. (PI);
Zaki, J. (PI)
SYMSYS 191:
Senior Honors Seminar
Recommended for seniors doing an honors project. Under the leadership of the Symbolic Systems program coordinator, students discuss, and present their honors project.
Terms: Aut
| Units: 1
| Repeatable
for credit
SYMSYS 192:
Symbolic Systems in Practice
A professionalization course that fulfills the Practicum requirement of the Symbolic Systems undergraduate major Capstone. Online lectures, readings, assigned exercises, and live discussions relate the SymSys curriculum to a substantial work experience. Must be accompanied by an approved internship or service project totaling 64 hours or more of total work time, which may be completed prior to, during, or following the course. A summary of the planned or completed internship/project is due during Week 2,. Final passage in the course requires the Internship/Project summary, along with either (a) a letter certifying completed employment (for previous internships), (b) a letter of offer (for future employment during specified dates), or (c) a letter from the Haas Center for Public Service or a community organization certifying a public service project meeting the above criteria.
Terms: Spr
| Units: 3
SYMSYS 193:
Public Service and Social Impact: Pathways to Purposeful Careers (CSRE 190A, ENGLISH 180, POLISCI 74B, PUBLPOL 75B, SOC 190A, URBANST 190A)
How do I translate my interests and capacities into a career in public service and social impact? This course will introduce you to a wide range of roles that help shape public policy and civic life, including government, nonprofits, social enterprise and the arts. It can be taken for one or two units. For one unit, you participate in a weekly, interactive speaker series designed to give you a sense for what different public service careers are like. Each week, guests describe their organizations and roles, highlight key intellectual issues and policy challenges, discuss their career paths, and describe skills crucial for the job. For a second unit, you participate additionally in a more intimate weekly session designed to help you translate this knowledge into action. You will identify roles and organizations that might be a good match for you, build your network through informational interviewing, receive career coaching, and acquire the tools you need to launch your job or internship search. This course is open to all students, not only those studying political science, public policy and other social sciences, but also those in the arts, humanities, sciences, or engineering. Course content will be relevant to both students soon entering the job market and those facing choices about courses of study and internships. It is co-sponsored by the Haas Center for Public Service, the School of Humanities and Sciences, and Stanford in Government.nnStudents taking the course for one unit must enroll in the Tuesday lecture, and students taking the course for two units must enroll in both the Tuesday lecture and the Thursday section.
Terms: Win
| Units: 1-2
SYMSYS 195A:
Design for Artificial Intelligence (CS 247A)
A project-based course that builds on the introduction to design in CS147 by focusing on advanced methods and tools for research, prototyping, and user interface design. Studio based format with intensive coaching and iteration to prepare students for tackling real world design problems. This course takes place entirely in studios; you must plan on attending every studio to take this class. The focus of CS247A is design for human-centered artificial intelligence experiences. What does it mean to design for AI? What is HAI? How do you create responsible, ethical, human centered experiences? Let us explore what AI actually is and the constraints, opportunities and specialized processes necessary to create AI systems that work effectively for the humans involved. Prerequisites: CS147 or equivalent background in design thinking.
Terms: Spr
| Units: 3-4
SYMSYS 195B:
Design for Behavior Change (CS 247B)
Over the last decade, tech companies have invested in shaping user behavior, sometimes for altruistic reasons like helping people change bad habits into good ones, and sometimes for financial reasons such as increasing engagement. In this project-based hands-on course, students explore the design of systems, information and interface for human use. We will model the flow of interactions, data and context, and crafting a design that is useful, appropriate and robust. Students will design and prototype utility apps or games as a response to the challenges presented. We will also examine the ethical consequences of design decisions and explore current issues arising from unintended consequences. Prerequisite: CS147 or equivalent.
Terms: Win
| Units: 3-4
SYMSYS 195E:
Experimental Methods (PSYCH 251)
Graduate laboratory class in experimental methods for psychology, with a focus on open science methods and best practices in behavioral research. Topics include experimental design, data collection, data management, data analysis, and the ethical conduct of research. The final project of the course is a replication experiment in which students collect new data following the procedures of a published paper. The course is designed for incoming graduate students in psychology, but is open to qualified students from other programs who have some working knowledge of the R statistical programming language. Requirement: Psych 10/Stats 60 or equivalent
Terms: Aut
| Units: 3
SYMSYS 195I:
Image Systems Engineering (PSYCH 221)
This course is an introduction to digital imaging technologies. We focus on the principles of key elements of digital systems components; we show how to use simulation to predict how these components will work together in a complete image system simulation. The early lectures introduce the software environment and describe options for the course project. The following topics are covered and software tools are introduced:n- Basic principles of optics (Snell's Law, diffraction, adaptive optics).n- Image sensor and pixel designsn- Color science, metrics, and calibrationn- Human spatial resolutionn- Image processing principlesn- Display technologiesnA special theme of this course is that it explains how imaging technologies accommodate the requirements of the human visual system. The course also explains how image systems simulations can be useful in neuroscience and industrial vision applications. The course consists of lectures, software tutorials, and a course project. Tutorials and projects include extensive software simulations of the imaging pipeline. Some background in mathematics (linear algebra) and programming (Matlab) is valuable.nPre-requisite: EE 261 or equivalent. Or permission of instructor required.
Terms: Aut
| Units: 1-3
SYMSYS 195L:
Methods in Psycholinguistics (LINGUIST 245B)
Over the past ten years, linguists have become increasingly interested in testing theories with a wider range of empirical data than the traditionally accepted introspective judgments of hand-selected linguistic examples. Consequently, linguistics has seen a surge of interest in psycholinguistic methods across all subfields. This course will provide an overview of various standard psycholinguistic techniques and measures, including offline judgments (e.g., binary categorization tasks like truth-value judgments, Likert scale ratings, continuous slider ratings), response times, reading times, eye-tracking, ERPs, and corpus methods. Students will present and discuss research articles. Students will also run an experiment (either a replication or an original design, if conducive to the student's research) to gain hands-on experience with experimental design and implementation in html/javascript and Mechanical Turk; data management, analysis, and visualization in R; and open science tools like git/github.
Terms: Win
| Units: 4
SYMSYS 195M:
Measuring Learning in the Brain (EDUC 464, NEPR 464, PSYCH 279)
Everything we learn - be it a historical fact, the meaning of a new word, or a skill like reading, math, programming or playing the piano - depends on brain plasticity. The human brain's incredible capacity for learning is served by a variety of learning mechanisms that all result in changes in brain structure and function over different time scales. The goal of this course is to (a) provide an overview of different learning systems in the brain, (b) introduce methodologies and experiments that have led to new discoveries linking human brain plasticity and learning, (3) design an experiment, collect neuroimaging data, and measure the neurobiological underpinnings of learning in your own brain with MRI. The first section of the course will involve a series of lectures and discussions on the foundations of plasticity and learning with particular attention to experimental methods used in human neuroimaging studies. The second part of the course will involve workshops on designing and implementing experiments in MATLAB/Psychtoolbox or Python/PsychoPy. During this part of the course students will design, present and implement their own experiments as group projects. Finally, students will learn how to collect and analyze MRI data by being participants in their own fMRI experiments or analyzing publicly available datasets. Requirements: This class is designed for students who are interested in gaining hands-on experience with measuring the neurobiological underpinnings of learning. Student projects will involve designing experiments, collecting and analyzing data. So some experience with MATLAB/Python or an equivalent programming language is required. Some background in neuroscience (at least 1 course) is also required as we will assume basic knowledge.
Terms: Spr
| Units: 3
SYMSYS 195N:
Natural Language Processing with Deep Learning (CS 224N, LINGUIST 284)
Methods for processing human language information and the underlying computational properties of natural languages. Focus on deep learning approaches: understanding, implementing, training, debugging, visualizing, and extending neural network models for a variety of language understanding tasks. Exploration of natural language tasks ranging from simple word level and syntactic processing to coreference, question answering, and machine translation. Examination of representative papers and systems and completion of a final project applying a complex neural network model to a large-scale NLP problem. Prerequisites: calculus and linear algebra; CS124, CS221, or CS229.
Terms: Win
| Units: 3-4
Instructors: ;
Manning, C. (PI);
Ali, K. (TA);
Banerjee, G. (TA);
Chi, E. (TA);
Goldie, A. (TA);
Hong, F. (TA);
Kanodia, S. (TA);
Lam, G. (TA);
Li, V. (TA);
Mitchell, E. (TA);
Newman, B. (TA);
Rai, M. (TA);
Shen, K. (TA);
Sui, E. (TA);
Sun, A. (TA);
Wolff, C. (TA);
Yasunaga, M. (TA);
Yu, K. (TA);
Zhang, Y. (TA);
Zheng, L. (TA);
Zhou, A. (TA)
SYMSYS 195T:
Natural Language Processing & Text-Based Machine Learning in the Social Sciences (PSYCH 290, SOC 281)
Digital communications (including social media) are the largest data sets of our time, and most of it is text. Social scientists need to be able to digest small and big data sets alike, process it and extract psychological insight. This applied and project-focused course introduces students to a Python codebase developed to facilitate text analysis in the social sciences (see dlatk.wwbp.org -- knowledge of Python is helpful but not required). The goal is to practice these methods in guided tutorials and project-based work so that the students can apply them to their own research contexts and be prepared to write up the results for publication. The course will provide best practices, as well as access to and familiarity with a Linux-based server environment to process text, including the extraction of words and phrases, topics and psychological dictionaries. We will also practice the use of machine learning based on text data for psychological assessment, and the further statistical analysis of language variables in R. Familiarity with Python is helpful but not required. Basic familiarity with R is expected. The ability to wrangle data into a spreadsheet-like format is expected. A basic introduction to SQL will be given in the course. Familiarity with SSH and basic Linux is helpful but not required. Understanding of regression is expected.
Terms: Aut
| Units: 4
SYMSYS 195U:
Natural Language Understanding (CS 224U, LINGUIST 188, LINGUIST 288)
Project-oriented class focused on developing systems and algorithms for robust machine understanding of human language. Draws on theoretical concepts from linguistics, natural language processing, and machine learning. Topics include lexical semantics, distributed representations of meaning, relation extraction, semantic parsing, sentiment analysis, and dialogue agents, with special lectures on developing projects, presenting research results, and making connections with industry. Prerequisites: CS 224N or CS 224S (This is a smaller number of courses than previously.)
Terms: Spr
| Units: 3-4
SYMSYS 195V:
Data Visualization (CS 448B)
Techniques and algorithms for creating effective visualizations based on principles from graphic design, visual art, perceptual psychology, and cognitive science. Topics: graphical perception, data and image models, visual encoding, graph and tree layout, color, animation, interaction techniques, automated design. Lectures, reading, and project. Prerequisite: one of CS147, CS148, or equivalent.
Terms: Aut
| Units: 3-4
| Repeatable
for credit
SYMSYS 196:
Independent Study
Independent work under the supervision of a faculty member. Can be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Barker-Plummer, D. (PI);
Bernstein, M. (PI);
Boahen, K. (PI);
Boroditsky, L. (PI);
Crum, A. (PI);
Davies, T. (PI);
Fernald, R. (PI);
Finn, C. (PI);
Fogg, B. (PI);
Foster, G. (PI);
Frank, M. (PI);
Gerstenberg, T. (PI);
Gross, J. (PI);
Gweon, H. (PI);
Haber, N. (PI);
Hong, D. (PI);
Icard, T. (PI);
Jurafsky, D. (PI);
Karttunen, L. (PI);
Kay, M. (PI);
Knutson, B. (PI);
McClelland, J. (PI);
McClure, S. (PI);
Menon, V. (PI);
Mints, G. (PI);
Phillips, C. (PI);
Potts, C. (PI);
Sahami, M. (PI);
Shelef, O. (PI);
Shenoy, K. (PI);
Shiv, B. (PI);
Shrager, J. (PI);
Sumner, M. (PI);
Travis, K. (PI);
Tumgoren, S. (PI);
Wasow, T. (PI);
Wilkins, D. (PI);
Wodtke, C. (PI);
Zaki, J. (PI)
SYMSYS 197:
Practicum in Teaching SymSys 1
The purpose of this practicum course is to prepare students to lead discussion sections of Minds and Machines (SYMSYS 1 / CS 22 / LINGUIST 35 / PHIL 99 / PSYCH 35). The course will provide pedagogical training in the context of introductory cognitive science. Students will learn how to: implement strategies for effective discussion and engaging learning activities in section; effectively support students in 1:1 and small group learning; and consider a variety of strategies for student assessment.
Terms: Aut, Win
| Units: 3-4
SYMSYS 200:
Minds and Machines (CS 24, LINGUIST 35, PHIL 99, PSYCH 35, SYMSYS 1)
(Formerly SYMSYS 100). An overview of the interdisciplinary study of cognition, information, communication, and language, with an emphasis on foundational issues: What are minds? What is computation? What are rationality and intelligence? Can we predict human behavior? Can computers be truly intelligent? How do people and technology interact, and how might they do so in the future? Lectures focus on how the methods of philosophy, mathematics, empirical research, and computational modeling are used to study minds and machines. Students must take this course before being approved to declare Symbolic Systems as a major. All students interested in studying Symbolic Systems are urged to take this course early in their student careers. The course material and presentation will be at an introductory level, without prerequisites. If you have any questions about the course, please email symsys1staff@gmail.com.
Terms: Aut, Win
| Units: 4
SYMSYS 201:
Digital Technology, Society, and Democracy
The impact of information and communication technologies on social and political life. Interdisciplinary. Classic and contemporary readings focusing on topics such as social networks, virtual versus face-to-face communication, the public sphere, voting technology, and collaborative production. Prerequisite: Completion of a course in psychology, communication, human-computer interaction, or a related discipline, or consent of the instructor.
Terms: Aut
| Units: 3
SYMSYS 202:
Theories of Consciousness
Are fish conscious? Are fetuses? Could we build a conscious computer? Much of the philosophical work on consciousness has focused on whether consciousness is wholly physical, but that question is orthogonal to the more specific questions about consciousness that most of us really care about. To answer those questions, we need a theory of how consciousness works in our world. Philosophers and scientists have put forward a spectrum of different candidates, from very abstract, philosophical theories through theories more informed by cognitive psychology down to neural and even quantum theories. In this seminar, students will learn about the major theories of consciousness as well as conceptual issues that arise on different approaches. Particularly important will be the question of how we might gain empirical evidence for a theory of consciousness.
Terms: Win
| Units: 3
SYMSYS 205:
The Philosophy and Science of Perception
Our senses tell us about our immediate environment, but what exactly do they tell us? Our color experiences tell us that the things around us have color properties, but what in the world are color properties? Do we visually represent absolute size as well as relative size? When we see an apple, do we literally see it as an apple, or do we infer that it¿s an apple based on its color and shape? Can what we expect to see affect what we actually see? In this seminar we will bring both philosophical and empirical perspectives to bear on these and other issues related to figuring out just how our perceptual experiences represent the world as being. Prerequisite: PHIL 80 or permission of the instructor.
Terms: Spr
| Units: 3
SYMSYS 207:
Conceptual Issues in Cognitive Science
This seminar will cover a selection of foundational issues in cognitive science. Topics may include modularity, representation, connectionism, neuroscience and free will, neuroimaging, implants, sensory experience, the nature of information, and consciousness. Course is limited to 15 students. Prerequisite: Phil 80, or permission of the instructor.
Terms: Aut
| Units: 3
SYMSYS 245:
Cognition in Interaction Design
Note: Same course as 145 which is no longer active. Interactive systems from the standpoint of human cognition. Topics include skill acquisition, complex learning, reasoning, language, perception, methods in usability testing, special computational techniques such as intelligent and adaptive interfaces, and design for people with cognitive disabilities. Students conduct analyses of real world problems of their own choosing and redesign/analyze a project of an interactive system. Limited enrollment seminar taught in two sections of approximately ten students each. Admission to the course is by application to the instructor, with preference given to Symbolic Systems students of advanced standing. Recommended: a course in cognitive psychology or cognitive anthropology.
Terms: Win
| Units: 3
SYMSYS 280:
Symbolic Systems Research Seminar
A mixture of public lectures of interest to Symbolic Systems students (the Symbolic Systems Forum) and student-led meetings to discuss research in Symbolic Systems. Can be repeated for credit. Open to both undergraduates and Master's students.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
SYMSYS 290:
Master's Degree Project
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Anttila, A. (PI);
Bailenson, J. (PI);
Barker-Plummer, D. (PI);
Bernstein, M. (PI);
Bidadanure, J. (PI);
Boroditsky, L. (PI);
Cain, J. (PI);
Davies, T. (PI);
Degen, J. (PI);
Eichstaedt, J. (PI);
Fishkin, J. (PI);
Frank, M. (PI);
Goodman, N. (PI);
Gross, J. (PI);
Gweon, H. (PI);
Haber, N. (PI);
Hancock, J. (PI);
Ho, D. (PI);
Icard, T. (PI);
Jurafsky, D. (PI);
Kay, M. (PI);
Knutson, B. (PI);
Levin, B. (PI);
Manning, C. (PI);
McCandliss, B. (PI);
McClelland, J. (PI);
McClure, S. (PI);
Potts, C. (PI);
Reeves, B. (PI);
Roberts, L. (PI);
Sahami, M. (PI);
Shiv, B. (PI);
Shrager, J. (PI);
Sumner, M. (PI);
Taylor, K. (PI);
Thille, C. (PI);
Wagner, A. (PI);
Wandell, B. (PI);
Wilkins, D. (PI);
Zaki, J. (PI)
SYMSYS 291:
Master's Program Seminar
Enrollment limited to students in the Symbolic Systems M.S. degree program. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
SYMSYS 296:
Independent Study
Independent work under the supervision of a faculty member. Can be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Barker-Plummer, D. (PI);
Boroditsky, L. (PI);
Clark, E. (PI);
Davies, T. (PI);
Degen, J. (PI);
Frank, M. (PI);
Gardner, J. (PI);
Gross, J. (PI);
Hong, D. (PI);
Icard, T. (PI);
Jurafsky, D. (PI);
Kay, M. (PI);
McClelland, J. (PI);
McClure, S. (PI);
Sahami, M. (PI);
Shiv, B. (PI);
Shrager, J. (PI);
Sumner, M. (PI);
Ugander, J. (PI);
Wagner, A. (PI);
Wilkins, D. (PI);
Yamins, D. (PI);
Zaki, J. (PI);
Bailenson, J. (TA)
SYMSYS 297:
Teaching in Symbolic Systems
Leading sections, grading, and/or other duties of teaching or helping to teach a course in Symbolic Systems. Sign up with the instructor supervising the course in which you are teaching or assisting.
Terms: Aut
| Units: 1-5
| Repeatable
2 times
(up to 10 units total)
SYMSYS 298:
Peer Advising in Symbolic Systems: Practicum
Optional for students selected as Undergraduate Advising Fellows in the Symbolic Systems Program. AFs work with program administrators to assist undergraduates in the Symbolic Systems major or minor, in course selection, degree planning, and relating the curriculum to a career or life plan, through advising and events. Meeting with all AFs for an hour once per week under the direction of the Associate Director. Requires a short reflective paper at the end of the quarter on what the AF has learned about advising students in the program. Repeatable for credit. May not be taken by students who receive monetary compensation for their work as an AF.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
6 times
(up to 6 units total)
SYMSYS 299:
Curricular Practical Training
Students obtain employment in a relevant research or industrial activity to enhance their professional experience consistent with their degree programs. Meets the requirements for curricular practical training for students on F-1 visas. Students submit a concise report detailing work activities, problems worked on, and key results. May be repeated for credit. Prerequisite: qualified offer of employment and consent of advisor.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
TAPS 1:
Introduction to Theater and Performance Studies
TAPS 1 provides you with a solid foundation in Theater Studies and traces the development of the burgeoning field of Performance Studies. We will consider a range of canonical plays and emerging performance forms, and explore how performance can also function as an interpretive framework for analyzing a broad range of social behaviors, sites, and institutions. Through a series of close readings, discussions, written and practical exercises, and viewings of live performance, this course will help you achieve a richer understanding of the performances you see and the performances you may wish to make. This quarter, TAPS 1 will serve as the platform for the Theater & Performance Studies professionalization series. We will host several guest speakers (directors, actors, playwrights, and dance practitioners), who will give you some real connections in the theater world and will provide you with information and skills to help you build a career in the arts.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
TAPS 11:
Introduction to Dance Studies (DANCE 11)
This class is an introduction to dance studies and the complex meanings bodily performances carry both onstage and off. Using critical frames drawn from dance criticism, history and ethnography and performance studies, and readings from cultural studies, dance, theater and critical theory, the class explores how performing bodies make meanings. We will read theoretical and historical texts and recorded dance as a means of developing tools for viewing and analyzing dance and understanding its place in larger social, cultural, and political structures. Special attention will be given to new turns in queer and feminist dance studies. TAPS 11 has been certified to fulfill the Writing in the Major (WIM) requirement.
Terms: Win
| Units: 4
| UG Reqs: WAY-A-II, WAY-EDP
TAPS 11N:
Dramatic Tensions: Theater and the Marketplace
Preference to freshmen. The current state of the American theater and its artists. Conventional wisdom says that theater is a dying art, and a lost cause, especially in an age of multi-media entertainment. But there are more young playwrights, actors, and directors entering the field today than at any other time in American history. Focus is on the work of today's theater artists, with an emphasis on an emerging generation of playwrights. Students read a cross-section of plays from writers currently working in the US and UK, covering a spectrum of subjects and styles from serious to comic, from the musical to the straight play. Hits and misses from recent seasons of the New York and London stages and some of the differences of artistic taste across the Atlantic. Hands-on exploration of the arts and skills necessary to make a play succeed. Students develop their own areas of interest, in guided projects in design, direction or performance. Conversations with playwrights, designers ,and directors. Labs and master classes to solve problems posed in areas of creative production. Class meets literary managers and producers who are on the frontlines of underwriting new talent. Class trips include two plays at major Bay Area Stages.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II
TAPS 11Q:
Art in the Metropolis (ARTSINST 11Q, ENGLISH 11Q, MUSIC 11Q)
This seminar is offered in conjunction with the annual "Arts Immersion" trip to New York that takes place over the spring break and is organized by the Stanford Arts Institute (SAI). Participation in the trip is a requirement for taking part in the seminar (and vice versa). The trip is designed to provide a group of students with the opportunity to immerse themselves in the cultural life of New York City guided by faculty and SAI staff. Students will experience a broad range and variety of art forms (visual arts, theater, opera, dance, etc.) and will meet with prominent arts administrators and practitioners, some of whom are Stanford alumni. For further details and updates about the trip, see https://arts.stanford.edu/for-students/academics/arts-immersion/new-york/.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II
TAPS 11SC:
Learning Theater: From Audience to Critic at the Oregon Shakespeare Festival
Who doesn't love going to a play: sitting in the darkened theater, a member of the audience community waiting to be entertained, charmed, and challenged? But how many of us know enough about the details of the plays, their interpretation, their production, and acting itself, to allow us to appreciate fully the theatrical experience? In this seminar, we will spend 13 days in Ashland, Oregon, at the Oregon Shakespeare Festival (OSF), where we will attend these plays: Shakespeare's King John and The Tempest; Dominique Morisseau's Confederates; Qui Nguyen's Revenge Song; and Once on this Island: A Musical, books and lyrics by Lynn Ahrens and music by Stephen Flaherty. (To read more about these productions, go to www.osfashland.org). We will also spend time backstage, meeting with actors, designers, and artistic and administrative directors of OSF. Students read the plays before the seminar begins, attend these productions together, and have the time to study one play closely through a second viewing. In Ashland, students will produce a staged reading and design a final paper based on one or more of the productions. These reviews will be delivered to the group and turned in on Thursday, September 22.
Terms: Sum
| Units: 2
TAPS 12N:
To Die For: Antigone and Political Dissent (CLASSICS 17N)
(Formerly CLASSGEN 6N.) Preference to freshmen. Tensions inherent in the democracy of ancient Athens; how the character of Antigone emerges in later drama, film, and political thought as a figure of resistance against illegitimate authority; and her relevance to contemporary struggles for women's and workers' rights and national liberation. Readings and screenings include versions of "Antigone" by Sophocles, Anouilh, Brecht, Fugard/Kani/Ntshona, Paulin, Glowacki, Gurney, and von Trotta.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-EDP, WAY-ER
TAPS 21AR:
StoryCraft: Athlete Relationships (FEMGEN 21R)
What is intimacy like as an athlete? What are the stereotypes and the realities? In this class, athletic-identifying students will learn about relationships from the inside out: through an examination and telling of their lived experiences. We will explore various perspectives on intimacy and relationships that illuminate different aspects of our lives and then dive into our own stories to discover the many facets of intimacy. Due to the personal nature of the topic, we will emphasize safety, trust, and confidentiality throughout. The class offers the structure and guidance to 1) mine your life for stories, 2) craft the structure and shape of your stories, and 3) perform with presence, authenticity, and connection. Please fill out this short application for enrollment: bit.ly/Winter2022StoryCraft
Terms: Win
| Units: 2
| UG Reqs: WAY-CE
TAPS 21T:
StoryCraft: Sexuality, Intimacy & Relationships (FEMGEN 21T)
What are the roles of sexuality, intimacy, and relationships in my life? How do I tell a compelling story? In this class, students will learn about these topics from the inside out. We will explore various perspectives on sexuality, intimacy, and relationships and then dive into our own stories to discover the richness and vibrancy of this part of our lives. Due to the personal nature of the topic, we will emphasize safety, trust, and confidentiality throughout. The class offers the structure and guidance to 1) mine your life for stories, 2) craft the structure and shape of your stories, and 3) perform with presence, authenticity, and connection. Students will be selected from this class to tell their stories in Beyond Sex Ed during NSO 2022. Please fill out this short application for enrollment: bit.ly/Spring2022StoryCraft.
Terms: Spr
| Units: 2
| UG Reqs: WAY-CE
TAPS 24N:
Intersectionality and the Politics of Ballet
Ballet dancers drag a long and conservative history with them each time they step onstage. Yet recently some of the most radical challenges in dance are coming from ballerinas wearing prosthetic limbs, male dancers in tutus and pointe shoes and Ultra-Orthodox Jewish women performing ballet for women only audiences. This new seminar uses dance history to reposition ballet as a daring future-facing art form, one where the politics of nationality, religion, class, gender, race, and disability intersect (intersectionality). These issues are provocatively illuminated by classically trained dancers like South African artist Dada Masilo in her gender-bending Swan Lake and Giselle mashups and activist American dancer Alice Sheppard's showcasing of the art of disability partnered by her wheelchair. What can ballet bring to the pressing social issues of equity, inclusion, and diversity when for centuries it has been considered an exemplar of the static imperialist, Western art form and idealized white body? What has shifted to reveal ballet as a vital medium for registering new global identities and social justice challenges? How can an art form built on obedient bodies be politically dangerous? nnUsing live and recorded performances, interviews with practitioners reshaping the field and close readings of new scholarship, we will see how 21st century politics are being negotiated through ballet. Exposing limitations of binaries such as feminine/masculine, white/black, heterosexual/homosexual, and colonial and colonized histories, we consider how culture is complicated through the ballet repertoire and its techniques for disciplining and gendering bodies.
Terms: Win
| Units: 3
| UG Reqs: WAY-A-II, WAY-EDP
TAPS 29:
Theater Performance: Acting
Students cast in department productions receive credit for their participation as actors; 1-2 units for graduate directing workshop projects and 1-3 units for major productions (units determined by instructor). May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
TAPS 30:
Introduction to Theatrical Design
Introduction to Theatrical Design is aimed at students interested in exploring the fundamentals of design for the stage. Students are introduced to the practical and theoretical basics of design and are challenged to answer the question: What makes good design? Students should expect to try their hand at communicating their ideas visually through research, drawing, sketching and model making. Readings, field trips, guest lecturers and class discussion will complement these projects. This course is intended as a gateway to more specialized courses in set, costume and lighting design and is also an excellent primer for actors, directors and scholars who wish to know more about design. Collaboration will be emphasized. No prior experience in these areas is necessary.
Terms: Spr
| Units: 4
| UG Reqs: WAY-CE
TAPS 34:
Stage Management Techniques
TAPS 34 examines the role and responsibilities of the Stage Manager within a live performance production organization. This includes exploring and creating methods for documenting, recording and 'calling' a production. The purpose of TAPS 34 is to provide an understanding of the complex and collaborative process involved in mounting a live production, the relationship of the stage manager to this process, and the basic skills and techniques of a stage manager.
Terms: Win
| Units: 3
TAPS 36:
Dangerous Ideas (ARTHIST 36, COMPLIT 36A, EALC 36, ENGLISH 71, ETHICSOC 36X, FRENCH 36, HISTORY 3D, MUSIC 36H, PHIL 36, POLISCI 70, RELIGST 36X, SLAVIC 36)
Ideas matter. Concepts such as equality, tradition, and Hell have inspired social movements, shaped political systems, and dramatically influenced the lives of individuals. Others, like race, gender, and technology play an important role in contemporary debates in the United States. All of these ideas are contested, and they have a real power to change lives, for better and for worse. In this one-unit class we will examine these "dangerous" ideas. Each week, a faculty member from a different department in the humanities and arts will explore a concept that has shaped human experience across time and space.
Terms: Spr
| Units: 1
TAPS 39:
Theater Crew
Class for students working on TAPS department productions in the following role: backstage/run crew, scenic technician, or costume technician. Night and weekend time possible. Pre-approval from Jane Casamajor (janecasa@stanford.edu) is required for enrollment. Read the information below to determine enrollment section. TAPS has a variety of roles available. No experience is necessary; this is a class and we will train you to fill any assigned position. Section 01 - BACKSTAGE/RUN CREW: will need light board operators, sound board operators, camera operators, deck crew and dressers. Section 02 - SCENE SHOP: Students will be immersed in the utilization of tools and equipment to construct scenery and install theatrical audio/visual systems. Sections 03 & 04 - COSTUME SHOP: Students will learn hands-on costuming techniques including hand sewing, machine sewing, safety standards, costume construction and costuming crafts. (Section 03 meets on Weds. Section 04 meets on Thurs.) Note: Scenic- and costume-shop appropriate clothing and closed-toed shoes are required for this class. Securely fasten long hair/loose clothing/jewelry to protect catching it in machine parts/when using machines. Project specific clothing may be suggested occasionally for work with paints, dyes or when in storage spaces. Aprons, masks, gloves, goggles and other PPE will be provided and available.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
4 times
(up to 15 units total)
TAPS 42:
Costume Construction
Course will cover the basics of costume and garment construction. Includes hand and machine skills as well as basic patterning ideas that may be applied to more advanced projects. Lecture/Lab
Terms: Win
| Units: 2
| UG Reqs: WAY-CE
TAPS 60:
How We Sing: The Voice, How It Functions, and the Singer's Mind (MUSIC 60)
A weekly lecture course for singers, pianists, directors, conductors, and anyone who is interested in the art and craft of the voice. The voice is an instrument whose sounds are determined by its structure and the choices the singer makes. Students will learn how the voice works: the physiology of the instrument, breathing, resonance, and adjustments the singer makes to the instrument to produce sounds appropriate for various styles of vocal music. This course is intended for singers, pianists, conductors, musical directors and directors of groups that include singers, regardless of style or size of ensemble, with the goal of promoting excellent and healthy vocal performance. Ability to sing and/or read music is not required; this is not a voice class.
Terms: Spr
| Units: 1
| UG Reqs: WAY-CE
TAPS 100C:
History of World Cinema III: Queer Cinema around the World (ARTHIST 164, ARTHIST 364, CSRE 102C, CSRE 302C, FEMGEN 100C, FILMEDIA 100C, FILMEDIA 300C, GLOBAL 193, GLOBAL 390, TAPS 300C)
Provides an overview of cinema from around the world since 1960, highlighting the cultural, political, and economic forces that have shaped various film movements over the last six decades. We study key film movements and national cinemas towards developing a formal, historical, theoretical appreciation of a variety of commercial and art film traditions. Specific topics may vary by term/year/instructor. This term's topic, Queer Cinema around the World, studies the relationship of gender, sexuality, and cinematic representation trans-regionally and transnationally. Moving beyond the Euro-American focus of gender and sexuality studies and queer cinema courses, this course will foster an examination of queerness, sexual minorities, same-sex desire, LGBTQI+ rights, censorship, precarity, and hopefulness in relation to race, nationalism, religion, and region. Through film and video from Kenya, Hong Kong, India, The Dominican Republic, South Korea, Spain, Palestine, Argentina, the US (Black, indigenous cinemas, for instance), South Africa, Colombia etc., this course will engage with a range of queer cinematic forms and queer spectatorial practices in different parts of the world.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II
| Repeatable
2 times
(up to 10 units total)
TAPS 101P:
Theater and Performance Making (TAPS 371P)
A creative workshop offering a range of generative exercises and techniques in order to devise, compose and perform original works. Students will explore a variety of texts (plays, poems, short stories, paintings) and work with the body, object and site. nnStudents will be encouraged to think critically about various compositional themes and ideas including: the relationship between form and content, aesthetics, space, proximity, and audience. Students will work independently and collaboratively creating original performances.
Terms: Aut
| Units: 4
| UG Reqs: WAY-CE
TAPS 101T:
Introduction to the Arts: Think, Make, Create (ARTSINST 101)
What is art? How does literature, poetry, and painting intersect? What legacies of practice are shared between cinema, dance, and theatre? This course takes as its focus the practice and theory of art-making across mediums and forms. We will explore a range of performing and fine arts, examining core questions of these disciplines. Theoretical texts, from historical periods and global perspectives, will be put in conversation with primary sources including but not limited to poetry, painting, textile work, performance, dance, music, and cinema. The course will include practice workshops, museum visits, special collections work, and other arts-based activities. Students will build a project from theoretical consideration to artistic output. This course, as a required course for the Interdisciplinary Arts Minor, will provide foundational readings and perspectives. All students interested in Honors in the Arts and/or IDA should consider enrolling!
Terms: Win
| Units: 4
TAPS 102L:
Yoga Psychology for Resilience and Creativity (LIFE 120, PSYC 120)
In this integrative class, learn about the practice, psychology, and philosophy of yoga as a conceptual model for well-being. Supported by findings in modern neuroscience and psychological research, yoga is an ancient, holistic modality that integrates body, mind, and community through ethical awareness, movement, breathing, and meditation. This integration lends itself to embodied, creative expression as wellas other healing modalities you will explore, such as theater and performance, dance, qigong, and laughter yoga. Yoga philosophy and postures are drawn from Dr. Christiane Brem¿s protocol developed as a therapeutic yoga class. The weekly performance exercises we will practice were developed by theater makers such as Augusto Boal and the UK-based performance duo Curious.
Terms: Spr
| Units: 2
TAPS 103:
Beginning Improvising
The improvisational theater techniques that teach spontaneity, cooperation, team building, and rapid problem solving, emphasizing common sense, attention to reality, and helping your partner. Based on TheatreSports by Keith Johnstone. Readings, papers, and attendance at performances of improvisational theater. Limited enrollment. Improv, Improvisation, creativity and creative expression. Limited enrollment. 20 students enrolled on first come, first served basis. Remaining available filled by students on the waitlist, with priority given to TAPS majors/minors and those who have been unable to take the class previously due to limited capacity. In order to claim your spot off the waitlist, please attend the first day of class.
Terms: Aut, Win, Spr, Sum
| Units: 3
| UG Reqs: WAY-CE
TAPS 104:
Intermediate Improvisation
This class is the continued study of improvisational theater with a focus on stage skills, short and long form performance formats, and offstage applications of collaborative creativity. It is open to any students who have taken TAPS 103 or have previous onstage improv experience AND consent of the instructor. May be repeat for credit.
Terms: Aut, Spr
| Units: 3
| Repeatable
2 times
(up to 6 units total)
TAPS 108:
Introduction to Feminist, Gender, and Sexuality Studies (AMSTUD 107, CSRE 108, FEMGEN 101)
Introduction to interdisciplinary approaches to gender, sexuality, queer, trans and feminist studies. Topics include the emergence of sexuality studies in the academy, social justice and new subjects, science and technology, art and activism, history, film and memory, the documentation and performance of difference, and relevant socio-economic and political formations such as work and the family. Students learn to think critically about race, gender, and sexuality from local and global perspectives.
Terms: Spr
| Units: 4-5
| UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-EDP, WAY-SI
TAPS 119M:
Special Topics: Building the Digital Body: Decoding Live Video in Performance
TAPS 119M Special Topics courses feature the annual Mohr Visiting Artist. The Mohr Visiting Artist program brings acclaimed and emerging artists to campus for a one-term period to teach a credited course and provide a presentation, exhibition or performance for the Stanford community and the public. The 21-22 Mohr Visiting Artist is Mikeah Jennings.nn"Real Time Film" is a conceptual model conflating performance, television, and movies. It's a live movie that examines the use of the image in entertainment, how we experience the image versus its manufacture, the split between surface and interior, and the different layers of truth. (Caden Manson, Big Art Group)nnThis Special Topics course is a collaborative workshop, introducing the digital performance style known as Real Time Film. Students will learn fundamental techniques to build upon their performance knowledge while engaging with live-feed cameras, and projections, on stage in real time. This workshop will focus particular attention on the actor in performance, ensemble building, company engagement, and an investigation of the dramaturgy and production techniques of contemporary performance companies utilizing live camera feeds and video projection onstage. Students will explore the works of contemporary companies like The Builders Association, The Wooster Group, Big Art Group, Jay Scheib, as well as international companies like The Gob Squad (UK), Katie Mitchell (UK) and others. The workshop interweaves principles of stage acting, on camera performance, and generative work to help the actor develop the skills that are being used more and more in virtual and mediated performances. Workshop sessions will be supplemented by readings, screenings and professional examples.
Terms: Aut
| Units: 3
| UG Reqs: WAY-CE
| Repeatable
2 times
(up to 6 units total)
TAPS 120A:
Acting I: Fundamentals of Acting
A substantive introduction to the basics of the craft of acting, this course gives all incoming students the foundation of a common vocabulary. Students will learn fundamental elements of dramatic analysis, and how to apply it in action. Topics include scene analysis, environment work, psychological and physical scoring, and development of a sound and serviceable rehearsal technique. Scene work will be chosen from accessible, contemporary, and realistic plays. Outside rehearsal time required.
Terms: Aut, Win
| Units: 4
| UG Reqs: WAY-CE
TAPS 120B:
Acting II: Advanced Acting
In this course, students will learn how to expand character work beyond what is immediately familiar. We will continue basic practices from the first part of the sequence, and look beyond the strictly contemporary. We will approach roles drawn from more challenging dramatic texts, including those with heightened language and circumstances.nnWe will begin with a focus on strengthening the actor's skill as an interpretive artist, utilizing exercises that build the capacity for physical and emotional expressiveness. We will explore how a performing artist researches and how that research can be used to enrich and deepen performance. We will practice how to act truthfully and vividly in a variety of theatrical styles. nnStudents will practice techniques developed by Michael Chekhov, Jerzee Grotowski, and Rudolf Laban, among others. Through monologue and scene work, we will explore performance styles including commedia dell'arte, the comedy of Molière, and postmodern theatre. Our scene and monologue work will culminate the last week of school in a final performance.
Terms: Win, Spr
| Units: 3
| UG Reqs: WAY-CE
| Repeatable
2 times
(up to 6 units total)
TAPS 120M:
Audition and Monologue
Auditioning is an essential part of being an actor. This class will demystify the process, so that students develop the skill and confidence to prepare an effective audition. Cold reading and making committed clear acting choices in scenes and monologues will be covered. Students will learn how to choose exciting and suitable monologues that reveal the actor's individuality and skill. In the class, students will practice addressing stage fright through preparation, warmup, and breathing to focus nerves into performance vitality and ease. Several guest speakers from the theater and film industry may be featured. Students will complete the class with at least two dynamic contrasting monologues that will serve them in auditions. This class is ideal for students auditioning for theater productions, recorded media, or for acting conservatories and graduate schools. Enrollment preference given to TAPS majors and minors. Prerequisite: Fundamentals of Acting (TAPS 120A), or approval of the instructor.
Terms: Spr
| Units: 3
| UG Reqs: WAY-CE
TAPS 121V:
Voice for the Actor
This course will focus on releasing a voice that effectively reaches the listener and is responsive to the actor's thoughts and feelings. Through work on breath awareness, alignment, resonance, and muscularity, students will learn to identify habits that help or hinder performance. Students will practice exercises to develop vocal strength, clarity, ease, and expressiveness while exploring the vocal demands of various texts and performing environments. Course will culminate in a presentation of classical and contemporary monologues. This course is a good preparation for auditions, rehearsal, and performance, and is appropriate for all levels. Priority space reserved for TAPS majors and minors.
Terms: Aut
| Units: 3
| UG Reqs: WAY-CE
TAPS 122M:
Main Stage Theater Project
The Main Stage Theater Project provides students the opportunity to receive units for participating in a TAPS Main Stage Show. In Autumn 2020, the main stage show is Beyond the Wound is a Portal. In Winter 2021, the main stage show is StageCast.
Last offered: Winter 2021
| Units: 3-5
| Repeatable
4 times
(up to 20 units total)
TAPS 122P:
Undergrad Performance Project
The Undergraduate Performance Project provides students the opportunity to study and perform in major dramatic works. Students learn to form an artistic ensemble, develop dramaturgical materials, learn professional arts protocols and practice, devise within the ensemble, and develop live performance ability. Audition required. Preference to majors/minors. Evening rehearsals are required. Full schedule will be released during casting. Maybe repeated for credit. 3 maximum completions allowed. If repeated, 15 total units allowed.
Terms: Aut, Win, Spr
| Units: 1-9
| UG Reqs: WAY-CE
| Repeatable
3 times
(up to 15 units total)
TAPS 122V:
Voice II: Shakespeare and Greeks
How does the actor authentically meet a passionate text that goes beyond everyday speech? In this course, students will practice bringing to life the language of Shakespeare and classical Greek playwrights. Students will explore passionate thought, including metaphor, argument, rhythm, imagery, and sound to realize these powerful texts fully and joyfully. The course will involve discovering the structures in the speeches and scenes which provide clues to the actor as to how to perform them. Using the voice safely with full breath support (so as to avoid injury) while releasing extended sounds like laughing, wailing, crying, and screaming will be explored. Various translations of the Greek texts will be used including those of Luis Alfaro, Declan Donnellan, Anne Carson, Timberlake Wertenbaker, Rush Rehm, Ellen McLaughlin, and others. This class is designed to be the natural next class after taking Voice for the Actor (Voice 1). Students will leave the class with at least one classical monologue suitable to use for auditions. Pre-requisite: Voice for the Actor (TAPS 121V) or approval of the instructor
Terms: Win
| Units: 3
TAPS 124D:
Acting for Non-Majors
This is a non-major studio class designed to introduce fundamental acting techniques and to provide performers with foundational exercises upon which to build an ever more sophisticated practice for performing onstage. nnCooperative group exercises and close observation of human behavior in oneself and in one's environment will form the core of this course's exploration. nnThrough psychophysical exercises, theatre games, improvisation, rehearsal, and presentation of assigned work, students will develop the actor's most valuable tools: the body as our essential instrument, point of view, imagination, relaxation, spontaneity, listening and responding truthfully, and creating with an ensemble.
Terms: Aut, Win
| Units: 1-3
| UG Reqs: WAY-CE, way_ce
TAPS 127:
Movement for the Actor
This course is an exploration of movement techniques for the actor, designed to provide a foundation for performance practice. Students will develop a more grounded sense of ease and breath onstage, learn fundamentals of physical partnership, and acquire an expanded physical vocabulary. Areas of study include Laban movement analysis, observation and embodiment, basic contact improvisation, and physical characterization. Students will also engage a personalized warmup process for rehearsal and performance. All coursework will be entirely experiential, practical, and participatory. No previous experience necessary. Some outside rehearsal/investigation time required.
Terms: Aut
| Units: 3
| UG Reqs: WAY-CE
TAPS 127P:
The Spirit of Play
This course is designed to liberate actors and other human beings through immersion in the 'state of play,' and by providing a set of tools for its cultivation. Awareness, availability, fun, and spontaneity are natural components of playing - but they often fade when actors step onto the stage (or when non-actors step into an important task). Students will develop their capacity to respond freely and to innovate with joyful freedom. In this course, we seek to dissolve the barriers between playfulness and our actions, in order to become more free, authentic, comfortable, and happy - onstage and off. In addition, students will learn creative methodologies for using 'play' to develop new material for the theatre. Developed specifically for Stanford students, this course takes perspectives from clown and physical theatre practice. Using games, improvisation, inquiry, and self-reflection, we will attend the capacity for 'play' like a muscle that can be strengthened. No previous experience is necessary; out-of-class investigation will be required weekly.
Terms: Spr
| Units: 3
| UG Reqs: WAY-CE
TAPS 127W:
Introduction to Clown
This course is an introduction to the world and play of the theatrical clown, constructed for actors to explore truth in size, vulnerability, and a personal sense of humor. Students will develop their ability to play with the audience, a greater capacity for freedom and abandon onstage, and a healthier relationship to failure and human idiocy. Areas of study include partnership and status play, comic rhythm and timing, the structure and development of comic material, and the beginnings of a personal eccentric Clown character. All coursework will be experiential and practical. Some stage experience is recommended but not required. Some outside rehearsal/investigation time required.
Terms: Win
| Units: 3
| UG Reqs: WAY-CE
TAPS 130M:
Music Listening Lab (MUSIC 103)
How do we listen differently to different musical genres? How do the technologies with which we listen shape our experience? What's the difference between attending a live concert and listening to a recording? How do we communicate our own private listening experiences with others? In this one-unit course, we will explore these questions by listening to recorded and live-streamed performances, discussing our listening experiences and aesthetic preferences, and thinking critically about how we listen across different genres and media. Assessment will be based on attendance, discussion participation, and short written reflections. No prior experience in music is expected--just bring your ears.
Terms: Spr
| Units: 1
TAPS 132S:
Shopping, Styling, and the Culture of Costume
This course will examine the practical world of costume and clothing. We will discuss the practice and techniques of shopping for TV, film and theatre, and how to use shopping as a tool for design. We will also explore the ways culture influences how we see clothes in relation to character. Practical projects will include script analysis, visual research, shopping, and exploring closets and costume stocks. We will talk to professional shoppers and stylists to understand better what it is like to work in these fields. The final project will allow students to show their ingenuity and explore design in this very practical, but very creative way!
Terms: Aut
| Units: 4
| UG Reqs: WAY-CE
TAPS 133:
Set Design
Designing space as it relates to theater productions in our contemporary world. Visual research, spatial organization, found spaces, video experimentation, sketching, and model building will be a part of this course.
Terms: Win
| Units: 3-4
| UG Reqs: WAY-CE
| Repeatable
2 times
(up to 8 units total)
TAPS 134:
Stage Management Project
For students stage managing a production in the Department of Theater and Performance Studies.
Terms: Aut, Win, Spr
| Units: 3-8
| Repeatable
for credit
TAPS 134P:
Scenic Painting
This class explores the fundamentals of scenic painting. We will focus on painting for theatrical scenery, but the techniques are applicable to a wide range of artistic disciplines. We will cover many topics from mixing color and color theory, to stretching canvases, faux finishing techniques and scenic appliqués. Assignments include creating accurate woodgrain, brick, and marble finishes, replicating design renderings, creating large scale work from a small source using a grid, and others. We will also have the opportunity to help paint the set of the current mainstage show.
Terms: Spr
| Units: 3
TAPS 135M:
Introduction to Multimedia Production
Students will learn filmmaking basics and apply them by creating a number of short multimedia projects to be shown and discussed in class. Hands-on practical instruction will cover the fundamentals of story, cinematography, sound recording, picture and sound editing, directing for camera, and producing. Critical analysis will focus on a variety of uses of prerecorded sound and video in theater productions, podcasts, web series and other digital media, as well as film and television.
Terms: Spr
| Units: 3
| UG Reqs: WAY-CE
TAPS 139:
Pacific Ocean Worlds: A Sea of Islands (HUMCORE 139)
How do we think about the modern Pacific Ocean world? Here in California, we border this vast waterscape, which is larger than all the world's remaining oceans combined and which could easily fit all of the planet's landmasses within it. What lessons can we learn from the region's diverse and dynamic island cultures, its entangled histories, and its urgent contemporary issues? How has the Pacific impacted ideas about modernity elsewhere in the world? And what unique Oceanian modernities are emerging from the region? Engaging with a rich array of literary and performance texts, films, and artworks from the 19th to the 21st centuries, we will consider different ways in which the Pacific has been imagined. We will further explore how Pacific Islander scholars, artists, and activists have drawn on their cultural traditions and knowledge systems to create new works that respond to current challenges facing the region, including colonialism, globalization, tourism, migration, climate change, militarization, and nuclearization. This course is part of the Humanities Core: https://humanitiescore.stanford.edu.
Terms: Spr
| Units: 3
TAPS 140:
Introduction to Projects in Theatrical Production
A seminar course for students performing significant production work on Theater and Performance Studies Department or other Stanford University student theater projects. Students serving as producers, directors, designers or stage managers, who wish mentorship and credit for their production work sign up for this course and contact the instructor, Laxmi Kumaran. nPrerequisite: consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-4
| Repeatable
for credit
TAPS 151:
Dramaturgy (TAPS 315)
Dramaturgy is one of the most transferable skills in performing arts. With its integration of scholarly research and creative practice, dramaturgy is in a position to augment all other areas of performance. For example, more often than not a good director or a good choreographer is also a good dramaturg: an ability to analyze, adapt, and transform an existing dramatic text or weave devised actions into a narrative is essential for the success of a performance; likewise, acting becomes greatly enriched by performers' ability to grasp internal workings of a dramatic text; finally, any kind of design (stage, costume, light, or digital) benefits from skillful plotting of the story through images and sounds. In this class, students will get acquainted with theoretical and historical sources of dramaturgy and explore procedures and techniques they can use in their work on productions.
Terms: Spr
| Units: 4
| UG Reqs: WAY-A-II, WAY-CE
TAPS 151D:
Ethical STEM: Race, Justice, and Embodied Practice (CSRE 151C, STS 51D, SYMSYS 151D)
What role do science and technology play in the creation of a just society? How do we confront and redress the impact of racism and bias within the history, theory, and practice of these disciplines? This course invites students to grapple with the complex intersections between race, inequality, justice, and the STEM fields. We orient to these questions from an artistically-informed position, asking how we can rally the embodied practices of artists to address how we think, make, and respond to each other. Combining readings from the history of science, technology, and medicine, ethics and pedagogy, as well as the fine and performing arts, we will embark together on understanding how our STEM practices have emerged, how we participate today, and what we can imagine for them in the future. The course will involve workshops, field trips (as possible), and invited guests. All students, from any discipline, field, interest, and background, are welcome! This course does build upon the STS 51 series from 2020-21, though it is not a prerequisite for this course. Please contact the professor if you have any questions!
Terms: Win
| Units: 4
TAPS 152L:
Nietzsche: Life as Performance (GERMAN 125, GERMAN 325, TAPS 325)
Nietzsche famously considered that "there is no 'being' behind the deed, its effect, and what becomes of it; the 'doer' is invented as an afterthought - the doing is everything." How should we understand this idea of a deed without a doer, how might it relate to performance, and what influence has it had on modern culture? In order to answer these questions, we will consider Nietzsche's writings alongside some of the artworks that influenced Nietzsche or were influenced by him.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-A-II
TAPS 153H:
History of Directing (TAPS 253H)
In this class, students will examine the work of directors who shaped modern theater. Some of directors we are going to explore are Konstantin Stanislavski, Jerzy Grotowski, and director-choreographer Pina Bausch. In order to engage closely with directorial styles of these and other landmark directors, we will focus on their career-defining productions. The class will include readings, screenings of recorded performances whenever possible, and workshops with professionals in the field. Capped enrollment.
Terms: Aut
| Units: 4
TAPS 154G:
Black Magic: Ethnicity, Race, and Identity in Performance Cultures (AFRICAAM 154G, AFRICAAM 254G, CSRE 154D, FEMGEN 154G, TAPS 354G)
In 2013, CaShawn Thompson devised a Twitter hashtag, #blackgirlmagic, to celebrate the beauty and intelligence of black women. Twitter users quickly adopted the slogan, using the hashtag to celebrate everyday moments of beauty, accomplishment, and magic. The slogan offered a contemporary iteration of an historical alignment: namely, the concept of "magic" with both Black people as well as "blackness." This course explores the legacy of Black magic--and black magic--through performance texts including plays, poetry, films, and novels. We will investigate the creation of magical worlds, the discursive alignment of magic with blackness, and the contemporary manifestation of a historical phenomenon. We will cover, through lecture and discussion, the history of black magic representation as well as the relationship between magic and religion. Our goal will be to understand the impact and history of discursive alignments: what relationship does "black magic" have to and for "black bodies"? How do we understand a history of performance practice as being caught up in complicated legacies of suspicion, celebration, self-definition? The course will give participants a grounding in black performance texts, plays, and theoretical writings. *This course will also satisfy the TAPS department WIM requirement.*
Terms: Spr
| Units: 3-4
| UG Reqs: WAY-A-II, WAY-EDP
TAPS 155:
Social Sculpture (ARTSTUDI 155)
This course investigates the immediacy of the body as material and sculpture in order to investigate private and social spaces. Actions are often used to understand or question the function and psychological aspects of a space and are documented for the perpetuation of these ideas. Throughout the quarter we will investigate the body as material and develop site specific performances enacted for: Private/Domestic and Public Space; Constructed Space & Physical Space; ecological systems; and generate both Individual & Collaborative based Actions, Interventions, & Events."
Terms: Win
| Units: 4
| UG Reqs: WAY-CE
TAPS 160C:
Palestinian Theater, Film, and Performance (TAPS 360C)
Traditionally, courses on Palestinians focus on political histories and narratives of two nationalisms vying for uncontested statehood in the Levant. Humanists, artists, and social scientists have explored the political, military, sociological, and religious roots of the modern Middle East from many worthy perspectives that can be found in landmark texts by prolific scholars. However, most of these scholars and the majority of university level courses on the subject of the Palestinians have not paid significant attention to their contributions in the arena of cultural production, particularly in theatre and film. This seminar explores cultural artifacts produced by, for, and on behalf of Palestinians. Throughout the quarter, students will be exposed to foundational texts in the area as well as a number of key films and theatrical plays. The selected works sometimes correspond to historical events, but not always. On occasion, the works function as witness accounts by presenting multiple viewpoints and rich artistically created contexts. The class offers students the opportunity to engage with Palestinians while simultaneously considering foundational relevant concepts in the areas of nationalism, race studies, and postcolonialism. We will aspire to ask useful questions that may help us better understand how and why Palestinians produce performance cultures.
Terms: Win
| Units: 4
TAPS 165:
Introduction to Comparative Studies in Race and Ethnicity (CSRE 196C, ENGLISH 172D, PSYCH 155, SOC 146)
How different disciplines approach topics and issues central to the study of ethnic and race relations in the U.S. and elsewhere. Lectures by senior faculty affiliated with CSRE. Discussions led by CSRE teaching fellows. Includes an optional Haas Center for Public Service certified Community Engaged Learning section, this year we will be working with members from the Muwekma Ohlone Tribe in Berkeley, CA - If interested, sign up for discussion section number 4.
Terms: Win, Spr
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
TAPS 167:
Introduction to Greek Tragedy: Gods, Heroes, Fate, and Justice (CLASSICS 112)
Gods and heroes, fate and free choice, gender conflict, the justice or injustice of the universe: these are just some of the fundamental human issues that we will explore in about ten of the tragedies of Aeschylus, Sophocles, and Euripides.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
TAPS 169R:
Reality TV and American Society
Class will explore the ways reality tv over the past 25 years has affected the way Americans see and relate to one another, then consider what comes next. Students will analyze and discuss seminal reality tv shows and print criticism thereof, and in groups will conceive and develop reality show ideas to effect social change.
Terms: Spr
| Units: 4
| UG Reqs: WAY-A-II, WAY-EDP
TAPS 170A:
The Director's Craft (TAPS 370A)
Are you interested in directing as a career, or would like to more about directing in order to direct a show on campus? This workshop class leads students into becoming directors of theater, musicals, and even film/media project. The course will cover a wide range of topics from investigating the big ideas of a story, to working with actors and designers, and include many opportunities to direct short scenes, as well as a final culminating directing project. Particular emphasis will be on building up the world of the story through design, character work and visual composition. Over the quarter we will look at casting actors, working with designers and creating safe, efficient and fun rehearsals as well as pathways to the industry. No previous directing experience in necessary.
Terms: Spr
| Units: 4
| UG Reqs: WAY-CE
TAPS 170B:
Directing Workshop: The Actor-Director Dialogue (TAPS 372)
This course focuses on the actor-director dialogue. We will work with actors and directors developing approaches to collaboration that make the actor-director dialogue in theater. TAPS Ph.D. students are required to enroll in TAPS 372 for 4 units. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways-AII credit.
Terms: Win
| Units: 2-4
| UG Reqs: WAY-A-II, WAY-CE
| Repeatable
for credit
TAPS 173:
Making Your Solo Show (TAPS 273)
Are you tired of the classics? Were you frustrated by casting choices in the past? Sometimes, you have to step away from the canon and create your own work. Do you have something to say about race, class, gender, ethnicity, nationalism, sexuality, yourself, or any other issues? Did you ever want to create and perform your own show but didn't know how to start? This is your chance. In this course, you will learn techniques for creating your own solo show. nnThe contemporary solo performer is descended from a long line that includes the griots of Africa, the troubadours of medieval Europe, and the solo performance artists of the twentieth century. In this course, we will view examples of historical and contemporary live solo performance and uncover principles and practices that will help us develop our own solo shows.nnThrough exercises in acting, writing, and embodied contemplation, students will learn to discover the stories within and around them, and to give voice(s) to their burning issues in a theatrical form that is intimate, idiosyncratic, and deeply personal. The course will culminate in a workshop performance of solo pieces developed by the students.
Terms: Spr
| Units: 3
| UG Reqs: WAY-CE
TAPS 177:
Dramatic Writing: The Fundamentals (TAPS 277)
Course introduces students to the basic elements of playwriting and creative experimentation for the stage. Topics include: character development, conflict and plot construction, staging and setting, and play structure. Script analysis of works by contemporary playwrights may include: Marsha Norman, Patrick Shanley, August Wilson, Suzan-Lori Parks, Paula Vogel, Octavio Solis and others. Table readings of one-act length work required by quarter's end.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-CE
TAPS 178C:
Playwriting Workshop (TAPS 278C)
Instructor Young Jean Lee is the first Asian-American woman to have had a play produced in Broadway. This workshop will guide you through the process of of creating a script for a full-length play, musical, or film, and will focus on helping you to make significant progress on and/or complete a draft. You will be required to write every week and give feedback on each others' work. You can be anywhere in your process, from having no idea what you want to do to being close to a final draft. This class is open to a wide range of approaches and styles, including adaptations and devised work. All students who are sophomore level and above are welcome to enroll.
Terms: Spr
| Units: 1-4
| UG Reqs: WAY-CE
| Repeatable
for credit
TAPS 180Q:
Noam Chomsky: The Drama of Resistance
Preference to sophomores. Chomsky's ideas and work which challenge the political and economic paradigms governing the U.S. Topics include his model for linguistics; cold war U.S. involvements in S.E. Asia, the Middle East, Central and S. America, the Caribbean, and Indonesia and E. Timor; the media, terrorism, ideology, and culture; student and popular movements; and the role of resistance.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-ER, WAY-SI
TAPS 183E:
Singing for Musicals (MUSIC 183E)
Do you love singing in musicals? Do you know how to sing in musicals? This course provides training in vocal technique and acting for students interested in performing musical theater. Students will learn about the physical process of singing, including posture, breath support, and vocal exercises. They will incorporate vocal technique with the study of phrasing in different styles of Broadway repertoire, and apply both to the art of acting the song. Through understanding vocal technique, students will become more confident and joyful performers. Admission to the course is by audition or permission of the instructor. Due to the COVID-19 situation, Singing for Musicals classes will be taught online during Spring 2021. As this can pose a problem with students in various time zones and internet arrangements, the instructor will contact all waitlisted students with more detailed information regarding video auditions and a questionnaire prior to the first class.
Last offered: Spring 2021
| Units: 2
| UG Reqs: WAY-CE
| Repeatable
4 times
(up to 8 units total)
TAPS 184C:
Dramatic Vocal Arts: Songs and Scenes Onstage (MUSIC 184C)
Studies in stagecraft, acting and performance for singers, culminating in a public performance. Repertoire to be drawn from the art song, opera, American Songbook and musical theater genres. Enrollment by audition only. May be repeated for credit a total of 4 times. Zero unit enrollment option available with instructor permission. See website: (http://music.stanford.edu) for policy and procedure. By enrolling in this course you are giving consent for the video and audio recording and distribution of your image and performance for use by any entity at Stanford University.
Terms: Spr
| Units: 1-2
| UG Reqs: WAY-CE
| Repeatable
4 times
(up to 8 units total)
TAPS 186F:
Broadway Songbook (MUSIC 186F)
Close study of about two dozen of the songs from across the history of the Broadway musical: from the Tin Pan Alley era (Jerome Kern, the Gershwins, Cole Porter, Harold Arlen) through the so-called "Golden Age" (Rodgers & Hammerstein, Lerner & Lowe, Kander and Ebb) to Stephen Sondheim, Andrew Lloyd Webber, Stephen Schwartz, Lin-Manuel Miranda, Pasek and Paul. Analysis of lyrics, melody, harmony, instrumental/vocal arrangements, classic and contemporary performances. Workshop development of 2-3 songs per student including arrangement, performance, and discussion.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II
TAPS 190:
Special Research
Individual project on the work of a playwright, period, or genre. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
TAPS 190C:
TAPS Undergraduate Curricular Practical Training
TAPS Undergraduate Curricular Practical Training. Prerequisite: consent of instructor.
Terms: Sum
| Units: 1-3
| Repeatable
3 times
(up to 9 units total)
TAPS 192:
Nitery Board Practicum
Credit given for undergraduate student board members of the Experimental Nitery Studio.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
6 times
(up to 6 units total)
TAPS 195D:
Queer Caribbean Performance (DANCE 195D, TAPS 395D)
With its' lush and fantastic landscape, fabulous carnivalesque aesthetics, and rich African Diaspora Religious traditions, the Caribbean has long been a setting which New World black artists have staged competing visions of racial and sexual utopia and dystopia. However, these foreigner-authored fantasies have often overshadowed the lived experience and life storytelling of Caribbean subjects. This course explores the intersecting performance cultures, politics, and sensual/sexual practices that have constituted queer life in the Caribbean region and its diaspora. Placing Caribbean queer of color critique alongside key moments in twentieth and twenty-first century performance history at home and abroad, we will ask how have histories of the plantation, discourses of race and nation, migration, and revolution led to the formation of regionally specific queer identifications. What about the idea of the 'tropics' has made it such as fertile ground for queer performance making, and how have artists from the region identified or dis-identified with these aesthetic formations? This class will begin with an exploration of theories of queer diaspora and queer of color critique's roots in black feminisms. We will cover themes of exile, religious rites, and organizing as sights of queer political formation and creative community in the Caribbean.
Terms: Win
| Units: 4
| UG Reqs: WAY-A-II, WAY-EDP
TAPS 200:
Senior Project
All TAPS Majors must complete a Senior Project that represents significant work in any area of theater and/or performance. The project must be an original contribution and can consist of any of the following: devising a performance, choreographing a dance, stage managing a production, designing a large theater work, performing a major role, writing a play, directing a show, or researching and writing a senior essay. Work for this project normally begins in Spring Quarter of the junior year and must be completed by the end of the senior year. Students receive credit for senior projects through TAPS 200. A minimum of 4 units is required, but additional units are available for larger projects. Students pursuing senior projects must submit a two-page proposal to a faculty advisor of their choice, which must be approved by the Undergraduate Advisor and the department faculty no later than the end of Spring Quarter of the junior year.
Terms: Aut, Win, Spr
| Units: 1-4
| Repeatable
2 times
(up to 4 units total)
TAPS 202:
Honors Thesis
An advanced written project to fulfill the requirements for the Honors degree in TAPS. There are two ways to undertake an honors thesis. The first is to write a 40-50 page essay, which presents research on an important issue or subject of the student's choice. The second option is a 30-page essay that takes the student's capstone project as a case study and critically analyzes the creative work. Students are expected to work consistently throughout the year with their advisor, whom they identify at the time of application. Advisors can be selected from Academic Council faculty or artists-in-residence. Students should enroll in TAPS 202 each quarter during the senior year (1 unit in Autumn; 1 unit in Winter; 2 units in Spring).
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
for credit
TAPS 231:
Advanced Stage Lighting Design
Individually structured class in lighting mechanics and design through experimentation, discussions, and written reports. Prerequisite: 131 or consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-4
| Repeatable
55 times
TAPS 232:
Advanced Costume Design
Individually structured tutorial for costume designers. May be repeated for credit. Prerequisite: 132 or consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
TAPS 233:
Advanced Scene Design
Individually structured workshop. May be repeated for credit. Prerequisite: 133 or consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-4
| Repeatable
for credit
TAPS 234:
Advanced Stage Management Project
For students stage managing a Department of Theater and Performance Studies production. May be repeat for credit. Prerequisite: 134.
Terms: Aut, Win, Spr
| Units: 2-4
| Repeatable
for credit
TAPS 235:
Advanced Dramaturgy Project
Independent Study for Graduate Students completing dramaturgy projects.
Terms: Aut, Win, Spr
| Units: 1-5
TAPS 253H:
History of Directing (TAPS 153H)
In this class, students will examine the work of directors who shaped modern theater. Some of directors we are going to explore are Konstantin Stanislavski, Jerzy Grotowski, and director-choreographer Pina Bausch. In order to engage closely with directorial styles of these and other landmark directors, we will focus on their career-defining productions. The class will include readings, screenings of recorded performances whenever possible, and workshops with professionals in the field. Capped enrollment.
Terms: Aut
| Units: 4
TAPS 264S:
Race, Gender, Justice (COMPLIT 264T, CSRE 264S)
The question of justice animates some of the most influential classics and contemporary plays in the dramatic canon. We will examine the relationship between state laws and kinship obligations in Sophocles's Antigone. We will trace the transnational circulation of this text and its adaptations in Gambaro's Argentinian Antigona Furiosa, and Fugard and Kani's South African The Island. We will read Shakespeare's Othello and consider questions of racism, misogyny, and intimate partner violence, investigate the reverberations of these themes in the OJ Simpson trial, and explore its afterlife in Toni Morrison's Desdemona. We will take up questions of sexual violence via John Patrick Shanley's Doubt and Ariel Dorfman's Chilean classic, Death and the Maiden. We will examine themes of police brutality and racial vulnerability in Anna Deavere Smith's Twilight and Aleshea Harris's What to Send Up When it Goes Down. Through close readings of plays, we will explore the inter-articulation of intimacy and violence, intimidation and transgression, vengeance and forgiveness within the context of larger struggles for gender and racial justice. We will read plays in light of contemporary reckonings with the US criminal justice system: the #MeToo movement and the Black Lives Matter movement. While the former appeals to the criminal justice system to restore victims¿ rights, the latter urges a thorough dismantling of the carceral state. How do we understand these divergent responses to augment or abolish punitive structures? Meets WM requirement for TAPS.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II, WAY-EDP
TAPS 277:
Dramatic Writing: The Fundamentals (TAPS 177)
Course introduces students to the basic elements of playwriting and creative experimentation for the stage. Topics include: character development, conflict and plot construction, staging and setting, and play structure. Script analysis of works by contemporary playwrights may include: Marsha Norman, Patrick Shanley, August Wilson, Suzan-Lori Parks, Paula Vogel, Octavio Solis and others. Table readings of one-act length work required by quarter's end.
Terms: Win
| Units: 4
TAPS 278C:
Playwriting Workshop (TAPS 178C)
Instructor Young Jean Lee is the first Asian-American woman to have had a play produced in Broadway. This workshop will guide you through the process of of creating a script for a full-length play, musical, or film, and will focus on helping you to make significant progress on and/or complete a draft. You will be required to write every week and give feedback on each others' work. You can be anywhere in your process, from having no idea what you want to do to being close to a final draft. This class is open to a wide range of approaches and styles, including adaptations and devised work. All students who are sophomore level and above are welcome to enroll.
Terms: Spr
| Units: 1-4
| Repeatable
for credit
TAPS 290:
Special Research
Individual project on the work of a playwright, period, or genre.
Terms: Aut, Win, Spr
| Units: 1-4
| Repeatable
for credit
TAPS 300C:
History of World Cinema III: Queer Cinema around the World (ARTHIST 164, ARTHIST 364, CSRE 102C, CSRE 302C, FEMGEN 100C, FILMEDIA 100C, FILMEDIA 300C, GLOBAL 193, GLOBAL 390, TAPS 100C)
Provides an overview of cinema from around the world since 1960, highlighting the cultural, political, and economic forces that have shaped various film movements over the last six decades. We study key film movements and national cinemas towards developing a formal, historical, theoretical appreciation of a variety of commercial and art film traditions. Specific topics may vary by term/year/instructor. This term's topic, Queer Cinema around the World, studies the relationship of gender, sexuality, and cinematic representation trans-regionally and transnationally. Moving beyond the Euro-American focus of gender and sexuality studies and queer cinema courses, this course will foster an examination of queerness, sexual minorities, same-sex desire, LGBTQI+ rights, censorship, precarity, and hopefulness in relation to race, nationalism, religion, and region. Through film and video from Kenya, Hong Kong, India, The Dominican Republic, South Korea, Spain, Palestine, Argentina, the US (Black, indigenous cinemas, for instance), South Africa, Colombia etc., this course will engage with a range of queer cinematic forms and queer spectatorial practices in different parts of the world.
Terms: Spr
| Units: 3-5
| Repeatable
2 times
(up to 10 units total)
TAPS 301:
World Theater History
This seminar offers a global survey of theater and performance from antiquity to 1945. Students will read plays and historical texts to broaden and enrich their knowledge of theater history and research. The course takes place during the Fall and Winter quarters, with students attending class every other week. This extended course structure is designed to allow more time for students to work through the course material. The final two sessions in each quarter will be reserved for students to present material of their own interest.nnPlease note: TAPS 301 is a required course for TAPS first-year PhD students. It is designed to prepare them for the comprehensive exam, which takes place at the end of the Winter quarter. Other students are welcome to take the course as a regular theater history seminar. Regardless, students should treat the course as one integrated sequence and enroll in both quarters (not just one or the other). nnnThe course will be graded Pass/Fail for first-year TAPS PhD students taking the exam; any other students may take the course as Pass/Fail or for a letter grade at the discretion of the instructor.
Terms: Aut, Win
| Units: 2
| Repeatable
2 times
(up to 4 units total)
TAPS 311:
Performance and Historiography
This graduate seminar focuses on questions of historiography and the archive as they relate to studies of theater, dance, and performance. It blends rigorous discussion and theoretical exploration with practical experience in libraries, museums, and other local archival repositories. Throughout the course, we will explore representation, memory, repertoire, and narrative through examples in theatre and performance history. We will examine how events have been historicized, how absence has been represented, and how individuals are remembered and refigured. Important principles and practices of documentation will also be addressed throughout our discussions and activities. Our discussions and field trips will examine the status of data and various forms of evidence in constructing critical performance history (including prompt scripts, set designs, costumes, publicity material and other ephemera, actorly life-writing, video and digital documents, artifacts, visual material, and embodied traces). TAPS 311 also functions as a gateway course for TAPS PhD students in your first quarter of study at Stanford, familiarizing you with resources at the university and in the broader Bay Area. Note: This class will begin at 9:30am on Wednesdays.
Terms: Aut
| Units: 4
TAPS 313:
Performance and Performativity (ENGLISH 313, FEMGEN 313)
Performance theory through topics including: affect/trauma, embodiment, empathy, theatricality/performativity, specularity/visibility, liveness/disappearance, belonging/abjection, and utopias and dystopias. Readings from Schechner, Phelan, Austin, Butler, Conquergood, Roach, Schneider, Silverman, Caruth, Fanon, Moten, Anzaldúa, Agamben, Freud, and Lacan. May be repeated for credit.
Terms: Win
| Units: 3-5
| Repeatable
for credit
TAPS 314:
Performing Identities (FEMGEN 314)
This course examines claims and counter-claims of identity, a heated political and cultural concept over the past few decades. We will consider the ways in which theories of performance have offered generative discursive frameworks for the study of identities, variously shaped by vectors of race, gender, sexuality, religion, class, nation, ethnicity, among others. How is identity as a social category different from identity as a unique and personal attribute of selfhood? Throughout the course we will focus on the inter-locking ways in which certain dimensions of identity become salient at particular historical conjunctures. In addition, we will consider the complex discourses of identity within transnational and historical frameworks. Readings include Robin Bernstein, Ann Pellegrini, Tavia Nyong'o, Jose Munoz, Michael Taussig, Wendy Brown, Talal Asad, Jasbir Puar, among others. Note: This course satisfies the Concepts of Modernity II requirement in the interdisciplinary graduate program in Modern Thought and Literature.
Terms: Spr
| Units: 4
TAPS 315:
Dramaturgy (TAPS 151)
Dramaturgy is one of the most transferable skills in performing arts. With its integration of scholarly research and creative practice, dramaturgy is in a position to augment all other areas of performance. For example, more often than not a good director or a good choreographer is also a good dramaturg: an ability to analyze, adapt, and transform an existing dramatic text or weave devised actions into a narrative is essential for the success of a performance; likewise, acting becomes greatly enriched by performers' ability to grasp internal workings of a dramatic text; finally, any kind of design (stage, costume, light, or digital) benefits from skillful plotting of the story through images and sounds. In this class, students will get acquainted with theoretical and historical sources of dramaturgy and explore procedures and techniques they can use in their work on productions.
Terms: Spr
| Units: 4
TAPS 321:
Proseminar
Prepares PhD students for the academic profession by honing skills in presenting and publishing research, navigating the job market, and managing a career.
Terms: Aut
| Units: 3
TAPS 325:
Nietzsche: Life as Performance (GERMAN 125, GERMAN 325, TAPS 152L)
Nietzsche famously considered that "there is no 'being' behind the deed, its effect, and what becomes of it; the 'doer' is invented as an afterthought - the doing is everything." How should we understand this idea of a deed without a doer, how might it relate to performance, and what influence has it had on modern culture? In order to answer these questions, we will consider Nietzsche's writings alongside some of the artworks that influenced Nietzsche or were influenced by him.
Terms: Win
| Units: 3-5
TAPS 332:
Performance and Ethnography
This graduate seminar covers theories and methods of ethnographic research that will be of use to emerging scholars in theatre and performance studies and related disciplines. We will focus on two main approaches to the relationship between performance and ethnography: ethnography of performance, a field of ethnographic research that takes cultural performance as its object of investigation; and performance ethnography or performed ethnography, which privileges embodied enactment as a mode of cultural inquiry and employs techniques of theatrical presentation to represent research findings. Alongside weekly readings, in-class presentations, and online and in-person discussions and workshops, students will pursue a mini ethnographic research project that will culminate in a written essay with the option of a performance presentation.
Terms: Win, Spr
| Units: 3-4
TAPS 335:
Introduction to Graduate Production
This course introduces first-year TAPS PhD student to the TAPS production process and resources. Meetings will be scheduled ad hoc.
Terms: Spr, Sum
| Units: 1
TAPS 341:
Ars Theoretica: On Scholar-Artists
Interdisciplinarity is one of the hallmarks of performance studies, and integration of scholarly research and creative practice is at the core of our educational mission in TAPS. In this seminar, we will investigate the promise of mutual enrichment between these two areas. In exploring the work of scholar-artists who are working in theater and performance, we will ask what are some of the principles, methods, and procedures artists are using in their studios that can be productively employed in scholarly work, and vice versa: how scholarly research can support and engage the process of artistic creation. Interdisciplinarity thrives on collaboration, so accordingly, we will make efforts to explore the modes of collaborative scholarly work. In doing that we will try to perform, rather than just study and observe, the intersection between theory and practice in our discipline.
Terms: Aut
| Units: 4
TAPS 342:
Counter-Institution: Performance and Institutional Critique (ARTHIST 444)
Out of 100 members of the current US Senate, only one has a college degree in arts. In the House of Representatives, the situation is even bleaker: while some ten representatives, out of 435, have experience in some kind of artistic practice (music, writing, or video design), again only one holds an art-related degree. On state level, the situation is better, but not much. Is this severe under-representation of artists among elected officials the result of their lack of interest in institutional position of the arts? How would arts policies in the US look if more elected officials had background in the arts and actual stakes in this sector? 'Counter-Institution' brings together artistic practice and policy. On the one hand, we will explore the 'institutional critique' of artists such as Andrea Fraser, Hito Steyerl, and Fred Wilson, and on the other, we will investigate government initiatives that affected the arts, from the New Deal in the 1930s to the severe defunding of the National Endowment for the Arts in the 1990s, to increasing privatization of art institutions in the first decades of the new millennium.
Terms: Spr
| Units: 3
TAPS 354G:
Black Magic: Ethnicity, Race, and Identity in Performance Cultures (AFRICAAM 154G, AFRICAAM 254G, CSRE 154D, FEMGEN 154G, TAPS 154G)
In 2013, CaShawn Thompson devised a Twitter hashtag, #blackgirlmagic, to celebrate the beauty and intelligence of black women. Twitter users quickly adopted the slogan, using the hashtag to celebrate everyday moments of beauty, accomplishment, and magic. The slogan offered a contemporary iteration of an historical alignment: namely, the concept of "magic" with both Black people as well as "blackness." This course explores the legacy of Black magic--and black magic--through performance texts including plays, poetry, films, and novels. We will investigate the creation of magical worlds, the discursive alignment of magic with blackness, and the contemporary manifestation of a historical phenomenon. We will cover, through lecture and discussion, the history of black magic representation as well as the relationship between magic and religion. Our goal will be to understand the impact and history of discursive alignments: what relationship does "black magic" have to and for "black bodies"? How do we understand a history of performance practice as being caught up in complicated legacies of suspicion, celebration, self-definition? The course will give participants a grounding in black performance texts, plays, and theoretical writings. *This course will also satisfy the TAPS department WIM requirement.*
Terms: Spr
| Units: 3-4
TAPS 360C:
Palestinian Theater, Film, and Performance (TAPS 160C)
Traditionally, courses on Palestinians focus on political histories and narratives of two nationalisms vying for uncontested statehood in the Levant. Humanists, artists, and social scientists have explored the political, military, sociological, and religious roots of the modern Middle East from many worthy perspectives that can be found in landmark texts by prolific scholars. However, most of these scholars and the majority of university level courses on the subject of the Palestinians have not paid significant attention to their contributions in the arena of cultural production, particularly in theatre and film. This seminar explores cultural artifacts produced by, for, and on behalf of Palestinians. Throughout the quarter, students will be exposed to foundational texts in the area as well as a number of key films and theatrical plays. The selected works sometimes correspond to historical events, but not always. On occasion, the works function as witness accounts by presenting multiple viewpoints and rich artistically created contexts. The class offers students the opportunity to engage with Palestinians while simultaneously considering foundational relevant concepts in the areas of nationalism, race studies, and postcolonialism. We will aspire to ask useful questions that may help us better understand how and why Palestinians produce performance cultures.
Terms: Win
| Units: 4
TAPS 370A:
The Director's Craft (TAPS 170A)
Are you interested in directing as a career, or would like to more about directing in order to direct a show on campus? This workshop class leads students into becoming directors of theater, musicals, and even film/media project. The course will cover a wide range of topics from investigating the big ideas of a story, to working with actors and designers, and include many opportunities to direct short scenes, as well as a final culminating directing project. Particular emphasis will be on building up the world of the story through design, character work and visual composition. Over the quarter we will look at casting actors, working with designers and creating safe, efficient and fun rehearsals as well as pathways to the industry. No previous directing experience in necessary.
Terms: Spr
| Units: 4
TAPS 371P:
Theater and Performance Making (TAPS 101P)
A creative workshop offering a range of generative exercises and techniques in order to devise, compose and perform original works. Students will explore a variety of texts (plays, poems, short stories, paintings) and work with the body, object and site. nnStudents will be encouraged to think critically about various compositional themes and ideas including: the relationship between form and content, aesthetics, space, proximity, and audience. Students will work independently and collaboratively creating original performances.
Terms: Aut
| Units: 4
TAPS 372:
Directing Workshop: The Actor-Director Dialogue (TAPS 170B)
This course focuses on the actor-director dialogue. We will work with actors and directors developing approaches to collaboration that make the actor-director dialogue in theater. TAPS Ph.D. students are required to enroll in TAPS 372 for 4 units. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways-AII credit.
Terms: Win
| Units: 2-4
| Repeatable
for credit
TAPS 376:
Projects in Performance
Creative projects to be determined in consultation with Drama graduate faculty and production advisor
Terms: Win
| Units: 4
| Repeatable
2 times
(up to 10 units total)
TAPS 390:
Directed Reading
Students may take directing reading only with the permission of their dissertation advisor. Might be repeatable for credit twice for 6 units total.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
4 times
(up to 12 units total)
TAPS 391:
Summer Research
Independent study course for TAPS PhD students conducting research as part of their preparation to complete upcoming milestone requirements during the summer quarter. Enrollment only permitted for TAPS PhD students in their first, second, or third summer who have not applied for TGR.
Terms: Sum
| Units: 1
| Repeatable
5 times
(up to 5 units total)
Instructors: ;
Al-Saber, S. (PI);
Brody, J. (PI);
Jakovljevic, B. (PI);
Lee, Y. (PI);
Looser, D. (PI);
Menon, J. (PI);
Phelan, P. (PI);
Rau, M. (PI);
Rehm, R. (PI);
Robinson, A. (PI);
Smith, M. (PI)
TAPS 395D:
Queer Caribbean Performance (DANCE 195D, TAPS 195D)
With its' lush and fantastic landscape, fabulous carnivalesque aesthetics, and rich African Diaspora Religious traditions, the Caribbean has long been a setting which New World black artists have staged competing visions of racial and sexual utopia and dystopia. However, these foreigner-authored fantasies have often overshadowed the lived experience and life storytelling of Caribbean subjects. This course explores the intersecting performance cultures, politics, and sensual/sexual practices that have constituted queer life in the Caribbean region and its diaspora. Placing Caribbean queer of color critique alongside key moments in twentieth and twenty-first century performance history at home and abroad, we will ask how have histories of the plantation, discourses of race and nation, migration, and revolution led to the formation of regionally specific queer identifications. What about the idea of the 'tropics' has made it such as fertile ground for queer performance making, and how have artists from the region identified or dis-identified with these aesthetic formations? This class will begin with an exploration of theories of queer diaspora and queer of color critique's roots in black feminisms. We will cover themes of exile, religious rites, and organizing as sights of queer political formation and creative community in the Caribbean.
Terms: Win
| Units: 4
TAPS 802:
TGR Dissertation
(Staff)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Al-Saber, S. (PI);
Brody, J. (PI);
Jakovljevic, B. (PI);
Looser, D. (PI);
Menon, J. (PI);
Phelan, P. (PI);
Rehm, R. (PI);
Robinson, A. (PI);
Ross, J. (PI);
Smith, M. (PI)
THINK 19:
Rules of War
When, if ever, is war justified? How are ethical norms translated into rules that govern armed conflict? Are these rules still relevant in light of the changing nature of warfare? We will examine seminal readings on just war theory, investigate the legal rules that govern the resort to and conduct of war, and study whether these rules affect the conduct of states and individuals. We will examine alternative ethical frameworks, competing disciplinary approaches to war, and tensions between the outcomes suggested by ethical norms, on the one hand, and legal rules, on the other. Students will engage actively with these questions by participating in an interactive role-playing simulation, in which they will be assigned roles as government officials, advisors, or other actors. The class will confront various ethical, legal, and strategic problems as they make decisions about military intervention and policies regarding the threat and use of force in an international crisis.
Terms: Spr
| Units: 4
| UG Reqs: College, THINK, WAY-ER, WAY-SI
THINK 23:
The Cancer Problem: Causes, Treatments, and Prevention
How has our approach to cancer been affected by clinical observations, scientific discoveries, social norms, politics, and economic interests? Approximately one in three Americans will develop invasive cancer during their lifetime; one in five Americans will die as a result of this disease. This course will expose you to multiple ways of approaching the cancer problem, including laboratory research, clinical trials, population studies, public health interventions, and health care economics. We will start with the 18th century discovery of the relationship between coal tar and cancer, and trace the role of scientific research in revealing the genetic basis of cancer. We will then discuss the development of new treatments for cancer as well as measures to screen for and prevent cancer, including the ongoing debate over tobacco control. Using cancer as a case study, you will learn important aspects of the scientific method including experimental design, data analysis, and the difference between correlation and causation. You will learn how science can be used and misused with regard to the public good. You will also learn about ways in which social, political, and economic forces shape our knowledge about and response to disease.
Terms: Spr
| Units: 4
| UG Reqs: College, THINK, WAY-AQR, WAY-SMA
THINK 48:
Reading the Body: How Medicine and Culture Define the Self
How have our perceptions of what is considered normal/abnormal; beautiful/ugly; infected/uninfected changed over time? How do these changing medical and cultural representations of the body reflect larger societal shifts? How does illness change our perceptions of our bodies and our identities? Viewed through the lens of medicine, the body is a text that offers clues to health and illness, yet clinical readings are never entirely objective. Culture informs and distorts how we discern, accept, reject, and analyze our bodies. Looking at literary, medical, ethical, and anthropological texts, we ask how representations of the body affects the way we experience illness, embody gender and racial identities, and understand our rights (or lack of rights) to control our own bodies. We will critically examine our perceptions about the body and debate some of the most complex and sensitive issues surrounding the body, from the ethics of medical research trials to end of life decisions.
Terms: Spr
| Units: 4
| UG Reqs: College, THINK, WAY-EDP
THINK 49:
Stories Everywhere
Do we perceive the world through stories? Are we made of stories? Can we make sense of the world without narrative? The telling of stories is not just a form of entertainment but an essential human activity that moves and persuades us, compelling us to action and reflection. In this course, we will probe how moral, cognitive and historical forces give stories their power. You will be introduced to the basic theory and art of storytelling, enabling you to understand and master the fundamentals of narrative structure, plot, and character. This will allow you to practice producing your own stories through both interpretative and creative writing assignments. The class will also give students the chance to participate in various story-making activities and work with the Stanford Storytelling Project, San Francisco StoryCorps, School of the Arts and the Stanford Innocence Project to create assignments that would be useful to both private and nonprofit organizations.
Terms: Aut
| Units: 4
| UG Reqs: College, THINK, WAY-A-II, WAY-CE
THINK 51:
The Spirit of Democracy
This course provides an overview of the challenges and aspirations facing ideals of democracy. It deals both with competing visions of what democracy might be, and their actual realization not only in the US but around the world. It will begin with the debate over the American founding and move eventually to the "third wave" of democratization around the world in the late 20th century as well as its more recent retrenchment. The problems of democratic reform are continuing and recurrent around the world. Democratic institutions are subject to a living dialogue and we intend to engage the students in these debates, at the level of democratic theory and at the level of specific institutional designs.
Terms: Aut
| Units: 4
| UG Reqs: College, THINK, WAY-SI
THINK 55:
Understanding China through Film
How did China move from an imperial and colonized country to an independent modern nation? How did the Chinese people transform its tradition, create new ways of life and values, and move toward modernity? What can the films tell us about the most significant events in modern Chinese culture and history?nWe will learn about major social and cultural transformations in modern Chinese through film. We will analyze films as a window on the ongoing narrative of a people making history and responding to a changing circumstances of revolution, reform, political movements, and modernization. Students will study film images as an art that is intertwined with ordinary people, their lived experiences, cultural habit, moral values, and political consciousness. The course will highlight four major periods: the May Fourth New Culture (1919-1930), the socialist era, the Cultural Revolution, and the reform era of globalization since the 1980s. We will learn to be sensitive to film as a visual and dramatic medium that brings to life Chinese history and culture.
Terms: Aut
| Units: 4
| UG Reqs: College, THINK, WAY-A-II
THINK 56:
Health Care, Ethics, and Justice
Is there a right to a basic level of health care? Are there limits to how much should be spent on health care? How should resources, like human organs, be allocated?nWhat obligations does the U.S. have regarding health care in resource-poor environments, such as underdeveloped nations?nWe live in a world of constrained resources. Nowhere are these constraints more controversial and significant than in health care where lives literally hang in the balance of the decisions we make. This course will provide students with the tools to address these questions through the theoretical framework of justice and ethics. We will address the question of allocation at the level of health policy and health economics before applying the concepts to the institutional and bedside level. Using real world examples, you will be asked to actively engage in debating controversial topics such as organ transplants and how to assign scarce ICU beds. Using both empirical data and the framework of ethics, you will be asked to consider how a health care committee, or a hospital, or an individual doctor might make decisions.
Terms: Win
| Units: 4
| UG Reqs: College, THINK, WAY-ER
THINK 61:
Living with Viruses
By examining this interplay of viruses and culture, this course challenges students to think beyond conventional disciplinary distinctions through questions about the impact of biology on human behavior as well as the potential of humans to shape biology through genetic engineering. The specific goals of this course are to engage students to examine the microbial world and how they interact with it. We will examine three overreaching questions: How do viruses effect our lives? How have they shaped our culture? How will they shape our future? Topics covered will include the question of whether a virus is alive, the importance of immunity, and the role of viruses in not only human culture but what makes us distinctly human.
Terms: Win
| Units: 4
| UG Reqs: College, THINK, WAY-SMA
THINK 65:
Preventing Human Extinction
Is human extinction inevitable? Is it necessarily bad for the planet? What might we do to avert human extinction? n99.9% of all species that have inhabited the planet are extinct, suggesting our extinction is also a distinct probability. Yet, the subject of human extinction is one that poses deeply disturbing implications for the thinkers themselves, namely us humans. This course will explore a series of plausible scenarios that could produce human extinction within the next 100 years and simultaneously consider the psychological, social, and epistemological barriers that keep us from seriously considering (and potentially averting) these risks. Students will . . .
Terms: Spr
| Units: 4
| UG Reqs: College, THINK, WAY-SI, WAY-SMA
THINK 66:
Design that Understands Us
We find ourselves in an age of rapidly evolving technology, where the world we inhabit, increasingly, is the world we make. At Stanford, you will find many courses that ask you to make things¿everything from algorithms, products, policies, to artworks. What is rarer is to be given the space to stop and really think about why¿for what and for whom¿we design these things, and whether we should continue to design in ways demanded by commercial and political actors. This critical thinking course examines the nature, purpose, and meaning of design in human life, and asks the fundamental questions of ¿what is design?¿, ¿why do we do it?¿, and ¿how do design, technology, and society shape one another?¿. We will explore design as a series of choices and the ways in which we make these choices. This course will consider different models of design in our world today: from need-based design (as we are often taught) to the fashioning of tools that help us flourish as human beings. You will learn about various aesthetic and ethical frameworks and a fundamental language of design, so that you can begin to critically analyze everyday examples of media, tools, toys, and games¿and apply such lenses to designing conscientiously. You will learn to think about the design of social networks, artificial intelligence, musical instruments, games, virtual reality, and other examples¿in terms of needs and values, ethics and aesthetics. In short, through this course, you will learn to more clearly and critically view our technology-drenched human world¿and to exercise your ethical and artful imagination to reimagine better worlds.
Terms: Win
| Units: 4
| UG Reqs: College, THINK, WAY-A-II, WAY-CE
THINK 68:
Our Genome
Genomes reveal a wealth of information with implications far beyond the linear sequence of the DNA. We will consider two questions related to the genome, coupled with examples from real-life consequences. Firstly, what does the genome say about our past: where we came from and how we might fit into the tapestry of the human race? We will look at examples from history and anonymized patients to highlight the consequences of these question for people. Next we will consider what the genome tells us about the future: how might it foretell our individual future and how might this be translated into patient treatment? We will examine the promises, pitfalls, and implications for the advances in medicine and healthcare promised by genomic research.
Terms: Aut
| Units: 4
| UG Reqs: College, THINK, WAY-SMA
THINK 69:
Emotion
In this course, we address basic issues about emotions and their place in human life from the perspectives of philosophy and psychology. We ask four fundamental questions: What is emotion? What is the appropriate place for emotions in our lives? How should we manage our emotions? Do emotions threaten the integrity of the agent? For instance, in asking how we manage our emotions, students will consider the Stoic view that emotions must be extirpated alongside psychological perspectives on the theoretical and empirical frameworks on emotion regulation.
Terms: Spr
| Units: 4
| UG Reqs: College, THINK, WAY-A-II, WAY-SI
UAR 12:
ASSU Transitions Class
The ASSU Transitions course is designed with three priorities in mind:<br><br>To equip elected student leaders with the tools to transform ideas into robust recommendations influencing University policy, practice, and procedure<br>To build upon a network of administrative partners across campus who facilitate alignment between the ASSU's priorities and the University's priorities<br>To synthesize the confluence of values and priorities in a one-page written document that outlines the following year's ASSU Action Plan
Terms: Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
UAR 13:
BEAM Career Education Virtual Internship Course
The BEAM Virtual Internship Course provides students with the tools and guidance to understand and articulate how their internship experience aligns with and informs their academic and professional interests. Students must arrange the internship and provide a confirmation letter from the hosting institution. To supplement the internship, students will participate in class, complete weekly assignments, and deliver a final project. The classes and assignments provide the infrastructure that embeds the National Association of Colleges and Employers (NACE) Career Readiness Competencies (CRC) into the students Summer 2021 internship and future career planning. The course also adds the unique feature of a built in 360-degree assessment based on the NACE Career Readiness Competencies (https://www.naceweb.org/career-readiness/competencies/career-readiness-defined/). First designed in 2015 and updated in 2021, the NACE CRC's focus on those transferable skills that empower university students as they prepare for a range of job markets. Evaluations from the student and the supervisor, submission of weekly assignments, and completion of the final project are required to obtain credit. This class is open to all undergraduate students, with priority given to those who have not yet declared their major.
Terms: Sum
| Units: 2
UAR 20:
Third Book Seminar
The third of the frosh Three Books program is Between the World and Me, by Ta-Nehisi Coates. This weekly discussion seminar will read and discuss Coates in depth, connecting it to other short writings on topics including the history of race in the United States, the Black Lives Matter protests, how race shapes education, reparations, the role of HBCUs, raising children in the midst of racial tensions. Open enrollment but preference to frosh.
Terms: Aut
| Units: 1
UAR 42A:
LSP First Year Seminar
For freshmen who participated in the Leland Scholars Program and other students who identify as First Generation and/or Low Income (FLI). This seminar supports students in the first year in the areas of institutional engagement, academic empowerment, their sense of belonging to Stanford, and builds their cohort identity.
Terms: Aut
| Units: 1
UAR 42B:
LSP First Year Seminar B
For freshmen who participated in the Leland Scholars Program and other students who identify as First Generation and/or Low Income (FLI). This seminar supports students in the first year in the areas of institutional engagement, academic empowerment, their sense of belonging to Stanford, and builds their cohort identity.
Terms: Win
| Units: 1
UAR 43:
Leland Scholars Program
This course is offered in August prior to start of fall quarter for participants of the Leland Scholars Program. This course focuses on supporting participants transition to Stanford by providing workshops and opportunities to help students enhance academic skills, develop insight into self, connect to Stanford's resources, and build relationship with their peers.
Terms: Aut, Sum
| Units: 1
UAR 44:
Preparation for Success in University-Level Mathematics
In this course, we will explore fundamental mathematical concepts necessary for success in Calculus and higher level mathematics courses at Stanford University, with a focus on how such concepts are used in particular problem-solving contexts in Calculus and beyond. We will engage deeply with the mathematical concepts that form the foundation for problem-solving tools and techniques, so that students fully understand the how and why behind the methods, and are empowered to solve a broad range of problems in mathematics. Note: course offered in August prior to start of fall quarter, and only Leland Scholar Program participants will register.
Terms: Aut
| Units: 1
UAR 56:
Building a Successful Academic Career
For frosh in expanded advising programs. Techniques for honing academic skills for college, and applying those skills to better define intellectual identity in academic pursuits. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
5 times
(up to 10 units total)
UAR 71:
Returning from Study Abroad
In this course, students will find the space to define their study abroad experience as well as articulate the ways in which their worldview perspectives may have shifted. Therefore, students will engage in deep mutual exchanges and personal introspection about their experiences abroad. Throughout the course, we will define their experience abroad while continually making-meaning as their new perspectives are supported and challenge amongst members of the Stanford community. Students will end the course by crafting action steps for moving forward with the ability to tell their study abroad story in compelling ways that can be applied to personal, social, academic, and professional realms of their lives.
Terms: Aut, Win, Spr
| Units: 1
UAR 81:
OXC: Casa Zapata Pre-Assignee Seminar
This residence-based seminar is focused on skills building, practical workshops, and theme presentations promoting the breadth of diversity of our Zapata community. Through the seminar, the pre-assignee group will connect to the Zapata community, develop as resources for the community, and engage in topics that are meaningful to them and their community. This is an OpenXChange offering.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
UAR 91:
OXC: Ujamaa House Pre-Assignee Seminar
This one-unit seminar will expose students to various topics about the AfricannDiaspora. Upperclassmen Pre-Assignees will work closely with Ethnic ThemenAssociates/Resident Fellow to add breadth and depth to their presentations. To receive credit you must attend 7 Theme Programs (not including your own) and fill out Pre-Assignee Evaluations provided by Ethnic Theme Associates. Through the seminar, the pre-assignee group will connect to the Zapata community, develop as resources for the community, and engage in topics that are meaningful to them and their community. This is an OpenXChange offering.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
UAR 101A:
Frosh 101: Cedro (Neighborhood S)
Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in this new environment. Upperclass students will lead you through activities and discussions that will serve to build the foundation for a strong community that is inclusive of diversity and promotes emotional and social wellbeing. This course will also create space for you to reflect on your values and goals as you make important decisions about how you will navigate all that Stanford has to offer.
Terms: Aut
| Units: 2
UAR 101B:
Frosh 101: Junipero (Neighborhood S)
Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in this new environment. Upperclass students will lead you through activities and discussions that will serve to build the foundation for a strong community that is inclusive of diversity and promotes emotional and social wellbeing. This course will also create space for you to reflect on your values and goals as you make important decisions about how you will navigate all that Stanford has to offer.
Terms: Aut
| Units: 2
UAR 101C:
Frosh 101: Okada (Neighborhood S)
Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in this new environment. Upperclass students will lead you through activities and discussions that will serve to build the foundation for a strong community that is inclusive of diversity and promotes emotional and social wellbeing. This course will also create space for you to reflect on your values and goals as you make important decisions about how you will navigate all that Stanford has to offer.
Terms: Aut
| Units: 2
UAR 101D:
Frosh 101: Rinconada (Neighborhood T)
Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in this new environment. Upperclass students will lead you through activities and discussions that will serve to build the foundation for a strong community that is inclusive of diversity and promotes emotional and social wellbeing. This course will also create space for you to reflect on your values and goals as you make important decisions about how you will navigate all that Stanford has to offer.
Terms: Aut
| Units: 2
UAR 101E:
Frosh 101: Soto (Neighborhood T)
Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in this new environment. Upperclass students will lead you through activities and discussions that will serve to build the foundation for a strong community that is inclusive of diversity and promotes emotional and social wellbeing. This course will also create space for you to reflect on your values and goals as you make important decisions about how you will navigate all that Stanford has to offer.
Terms: Aut
| Units: 2
UAR 101F:
Frosh 101: Otero (Neighborhood T)
Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in this new environment. Upperclass students will lead you through activities and discussions that will serve to build the foundation for a strong community that is inclusive of diversity and promotes emotional and social wellbeing. This course will also create space for you to reflect on your values and goals as you make important decisions about how you will navigate all that Stanford has to offer.
Terms: Aut
| Units: 2
UAR 101G:
Frosh 101: Donner (Neighborhood A)
Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in this new environment. Upperclass students will lead you through activities and discussions that will serve to build the foundation for a strong community that is inclusive of diversity and promotes emotional and social wellbeing. This course will also create space for you to reflect on your values and goals as you make important decisions about how you will navigate all that Stanford has to offer.
Terms: Aut
| Units: 2
UAR 101H:
Frosh 101: Larkin (Neighborhood A)
Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in this new environment. Upperclass students will lead you through activities and discussions that will serve to build the foundation for a strong community that is inclusive of diversity and promotes emotional and social wellbeing. This course will also create space for you to reflect on your values and goals as you make important decisions about how you will navigate all that Stanford has to offer.
Terms: Aut
| Units: 2
UAR 101I:
Frosh 101: Burbank (Neighborhood A)
Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in this new environment. Upperclass students will lead you through activities and discussions that will serve to build the foundation for a strong community that is inclusive of diversity and promotes emotional and social wellbeing. This course will also create space for you to reflect on your values and goals as you make important decisions about how you will navigate all that Stanford has to offer.
Terms: Aut
| Units: 2
UAR 101J:
Frosh 101: Casa Zapata (Neighborhood A)
Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in this new environment. Upperclass students will lead you through activities and discussions that will serve to build the foundation for a strong community that is inclusive of diversity and promotes emotional and social wellbeing. This course will also create space for you to reflect on your values and goals as you make important decisions about how you will navigate all that Stanford has to offer.
Terms: Aut
| Units: 2
UAR 101K:
Frosh 101: Crothers (Neighborhood N)
Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in this new environment. Upperclass students will lead you through activities and discussions that will serve to build the foundation for a strong community that is inclusive of diversity and promotes emotional and social wellbeing. This course will also create space for you to reflect on your values and goals as you make important decisions about how you will navigate all that Stanford has to offer.
Terms: Aut
| Units: 2
UAR 101L:
Frosh 101: Branner (Neighborhood F)
Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in this new environment. Upperclass students will lead you through activities and discussions that will serve to build the foundation for a strong community that is inclusive of diversity and promotes emotional and social wellbeing. This course will also create space for you to reflect on your values and goals as you make important decisions about how you will navigate all that Stanford has to offer.
Terms: Aut
| Units: 2
UAR 101M:
Frosh 101: Castano (Neighborhood F)
Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in this new environment. Upperclass students will lead you through activities and discussions that will serve to build the foundation for a strong community that is inclusive of diversity and promotes emotional and social wellbeing. This course will also create space for you to reflect on your values and goals as you make important decisions about how you will navigate all that Stanford has to offer.
Terms: Aut
| Units: 2
UAR 101N:
Frosh 101: East Florence Moore - Alondra, Cardenal (Neighborhood O)
Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in this new environment. Upperclass students will lead you through activities and discussions that will serve to build the foundation for a strong community that is inclusive of diversity and promotes emotional and social wellbeing. This course will also create space for you to reflect on your values and goals as you make important decisions about how you will navigate all that Stanford has to offer.
Terms: Aut
| Units: 2
UAR 101O:
Frosh 101: West Florence Moore - Loro, Mirlo (Neighborhood O)
Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in this new environment. Upperclass students will lead you through activities and discussions that will serve to build the foundation for a strong community that is inclusive of diversity and promotes emotional and social wellbeing. This course will also create space for you to reflect on your values and goals as you make important decisions about how you will navigate all that Stanford has to offer.
Terms: Aut
| Units: 2
UAR 101P:
Frosh 101: Muwekma-tah-ruk (Neighborhood O)
Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in this new environment. Upperclass students will lead you through activities and discussions that will serve to build the foundation for a strong community that is inclusive of diversity and promotes emotional and social wellbeing. This course will also create space for you to reflect on your values and goals as you make important decisions about how you will navigate all that Stanford has to offer.
Terms: Aut
| Units: 2
UAR 101Q:
Frosh 101: West Lagunita - Adelfa, Eucalipto, Granada (Neighborhood R)
Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in this new environment. Upperclass students will lead you through activities and discussions that will serve to build the foundation for a strong community that is inclusive of diversity and promotes emotional and social wellbeing. This course will also create space for you to reflect on your values and goals as you make important decisions about how you will navigate all that Stanford has to offer.
Terms: Aut
| Units: 2
UAR 101R:
Frosh 101: Ujamaa (Neighborhood R)
Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in this new environment. Upperclass students will lead you through activities and discussions that will serve to build the foundation for a strong community that is inclusive of diversity and promotes emotional and social wellbeing. This course will also create space for you to reflect on your values and goals as you make important decisions about how you will navigate all that Stanford has to offer.
Terms: Aut
| Units: 2
UAR 101S:
Frosh 101: Adams (Neighborhood D)
Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in this new environment. Upperclass students will lead you through activities and discussions that will serve to build the foundation for a strong community that is inclusive of diversity and promotes emotional and social wellbeing. This course will also create space for you to reflect on your values and goals as you make important decisions about how you will navigate all that Stanford has to offer.
Terms: Aut
| Units: 2
UAR 101T:
Frosh 101: Potter (Neighborhood D)
Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in this new environment. Upperclass students will lead you through activities and discussions that will serve to build the foundation for a strong community that is inclusive of diversity and promotes emotional and social wellbeing. This course will also create space for you to reflect on your values and goals as you make important decisions about how you will navigate all that Stanford has to offer.
Terms: Aut
| Units: 2
UAR 101U:
Frosh 101: Robinson (Neighborhood D)
Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in this new environment. Upperclass students will lead you through activities and discussions that will serve to build the foundation for a strong community that is inclusive of diversity and promotes emotional and social wellbeing. This course will also create space for you to reflect on your values and goals as you make important decisions about how you will navigate all that Stanford has to offer.
Terms: Aut
| Units: 2
UAR 101V:
Frosh 101: Schiff (Neighborhood D)
Frosh 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Frosh 101, approximately 10 frosh will come together each week to learn more about your peers, yourself, and who you will be in this new environment. Upperclass students will lead you through activities and discussions that will serve to build the foundation for a strong community that is inclusive of diversity and promotes emotional and social wellbeing. This course will also create space for you to reflect on your values and goals as you make important decisions about how you will navigate all that Stanford has to offer.
Terms: Aut
| Units: 2
UAR 194A:
Frosh 101: Leader Training
This course will prepare students to lead Frosh 101, a discussion style course designed to help first-year students with their transition to Stanford's dynamic campus. This course will expose students to inclusive teaching practices and research on the impact mental health, diversity and inclusion and sense of belonging have on the experiences of undergraduates. This course is the first of two courses that Frosh 101 leaders will take. Prerequisite: only students who have applied and accepted to be Frosh 101 section leaders can enroll.
Terms: Spr
| Units: 2
UAR 194B:
Frosh 101: Curriculum Leader Training
This course will provide Frosh 101 leaders with the content and facilitator training needed to lead a discussion style course designed to support first-year students in their transition to Stanford's dynamic campus. This course is the second of two courses that Frosh 101 leaders will take. Prerequisite: UAR 194A.
Terms: Aut
| Units: 2
UAR 200D:
Sophomore 101: Neighborhood N
Sophomore 101 is a course designed for this particular sophomore class of 2024, a class whose frosh experience was not what they'd anticipated. Transitioning to college is an exciting and challenging time for all, but transitioning to college post-pandemic will be a different sort of experience. In Sophomore 101, students will focus on adjusting to campus in all sorts of ways, but the emphasis will be the uniqueness of sophomore year, a time when students are declaring majors and focusing on academics differently. We'll start with considering how to adjust to dorms, friends, roommates, and social situations on a full campus, and we'll move toward balancing those personal experiences with academic shifts and major expectations.n nWhether you haven't been to campus at all, or if you've lived here part of this year, this course will provide space to: reflect on being on campus with all four classes; talk about living with peers and building community; discover ways to achieve sophomore year goals; explore a variety of campus resources; and reflect on ways to thrive in a diverse community.n nThe course will meet weekly and will be led by juniors and seniors who have spent time on campus and who have led our Frosh 101 course. The course will have neighborhood sections, so sophomores will have the opportunity to meet others who live near them.
Terms: Aut
| Units: 1
UAR 201:
Transfer 101
Transfer 101 is a discussion style course designed to help first-year students transition to Stanford's dynamic campus. In Transfer 101, transfer students will come together each week to learn more about your peers, yourself, and who you will be in this new environment. Upperclass students will lead you through activities and discussions that will serve to build the foundation for a strong community that is inclusive of diversity and promotes emotional and social wellbeing. This course will also create space for you to reflect on your values and goals as you make important decisions about how you will navigate all that Stanford has to offer.
Terms: Aut
| Units: 2
UAR 301:
Reflecting on Your Education: Making Sense of Your Time at Stanford
In this seminar, designed for seniors graduating in the spring, you will reflect on your Stanford education. By delving deeply into Stanford's academic mission, the liberal arts model, and your own transcript, we will address a variety of questions through a personal and intellectual lens. Every transcript tells a story, both by what's there and what isn't - what story does yours tell? How do you take control of that narrative and articulate to others what your education has done for you? What are you getting from completing your Ways and 180+ units, and how did those academic experiences shape who you have become today? What do you share with other Stanford graduates and alumni? We'll tackle these questions, and together, we'll take a look at the bigger picture - what does it mean to get 'A Stanford Education'?
Terms: Win, Spr
| Units: 2
URBANST 27Q:
The Detective and the City
This seminar will analyze the social reality of three historic cities (London in the 1890s, San Francisco and Los Angeles in the 1920s and 30s, and Shanghai in the 1990s) through the prism of popular crime fiction featuring four great literary detectives (Arthur Conan Doyle's Sherlock Holmes, Dashiell Hammett's Sam Spade, Roman Polanski's Jake Gittes, and Qiu Xiaolong's Chief Inspector Chen). nnAs a student in this course, you will explore why crime fiction is so popular, why the fear of crime - or perhaps just a fascination with crime -- is so much a part of modern urban culture, and why the police detective and the private investigator have become iconic code heroes of pulp fiction, movies, TV shows, and even video games. If you take this class, you will have the opportunity to write a paper and present your research on one of the classic literary detectives, another literary detective of your own choosing, or on one of today's related manifestations of the same impulse in popular visual culture featuring superheroes, vampires, and the zombie apocalypse.
Terms: Aut, Sum
| Units: 3
| UG Reqs: WAY-A-II
URBANST 65SI:
Transportation and the Future City (CEE 65SI)
What should a 'city of the future' look like? This weekly speaker series will provide a broad overview to the fields of transportation engineering and city planning and how they intersect with the overarching issues of sustainability, energy, technology, equity, and climate change. Guest speakers from the transportation industry will introduce the week's topic, dive into relevant applications and case studies, and discuss their professional backgrounds and/or organizations.
Terms: Spr
| Units: 1
URBANST 83N:
City, Space, Literature (ENGLISH 83N)
This course presents a literary tour of various cities as a way of thinking about space, representation, and the urban. Using literature and film, the course will explore these from a variety of perspectives. The focus will be thematic rather than chronological, but an attempt will also be made to trace the different ways in which cities have been represented from the late nineteenth century to recent times. Ideas of space, cosmopolitanism, and the urban will be explored through films such as The Bourne Identity and The Lunchbox, as well as in the writings of Arthur Conan Doyle, Walter Mosley, Virginia Woolf, James Joyce, Fiston Mwanza Mujila, Karen Tei Yamashita, and Mohsin Hamid, among others.
Terms: Win
| Units: 3
| UG Reqs: WAY-A-II
URBANST 108H:
Housing Affordability Crisis in California: Causes, Impacts, and Solutions (PUBLPOL 108H)
This course will divided into three sections that when combined provide 1) the overall narrative of the precedents and adverse impacts of the worldwide, US west coast and California housing crises and the frameworks for California to create a balanced housing market without causing extreme displacement; 2) an overview of the planning, regulatory and development environments in California along with an opportunities/threats analysis to illuminate current opportunities to achieve a balanced housing market; and 3) an overview of the federal, state, regional and local housing policy environments and areas of policy work addressing and responding to the California housing crisis.
Terms: Win
| Units: 4
| UG Reqs: WAY-SI
URBANST 110:
Introduction to Urban Studies (HISTORY 107)
Today, for the first time in history, a majority of people live in cities. By 2050, cities will hold two-thirds of the world's population. This transformation touches everyone, and raises critical questions. What draws people to live in cities? How will urban growth affect the world's environment? Why are cities so divided by race and by class, and what can be done about it? How do cities change who we are, and how can we change cities? In this class, you will learn to see cities in new ways, from the smallest everyday interactions on a city sidewalk to the largest patterns of global migration and trade. We will use specific examples from cities around the world to illustrate the concepts that we learn in class. The course is intended primarily for freshmen and sophomores.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
URBANST 112:
The Urban Underclass (CSRE 149A, SOC 149, SOC 249)
(Graduate students register for 249.) Recent research and theory on the urban underclass, including evidence on the concentration of African Americans in urban ghettos, and the debate surrounding the causes of poverty in urban settings. Ethnic/racial conflict, residential segregation, and changes in the family structure of the urban poor.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
URBANST 113:
Introduction to Urban Design: Contemporary Urban Design in Theory and Practice
Comparative studies in neighborhood conservation, inner city regeneration, and growth policies for metropolitan regions. Lect-disc and research focusing on case studies from North America and abroad, team urban design projects. Two Saturday class workshops in San Francisco: 2nd and 4th Saturdays of the quarter. Terms: Win | Units: 5 | UG Reqs: GER:DBSocSci | Grading: Letter (ABCD/NP)
Terms: Win
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-CE, WAY-SI
URBANST 114:
Urban Culture in Global Perspective (ANTHRO 126)
Core course for Urban Studies majors. A majority of the world's population now live in urban areas and most of the rapid urbanization has taken place in mega-cities outside the Western world. This course explores urban cultures, identities, spatial practices and forms of urban power and imagination in Asia, Africa and Latin America.nParticipants will be introduced to a global history of urban development that demonstrates how the legacies of colonialism, modernization theory and global race thinking have shaped urban designs and urban life in most of the world. Students will also be introduced to interpretative and qualitative approaches to urban life that affords an understanding of important, if unquantifiable, vectors of urban life: stereotypes, fear, identity formations, utopia, social segregation and aspirations.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-SocSci, WAY-EDP, WAY-SI
URBANST 122Z:
Ethics and Politics in Public Service (CSRE 133P, POLISCI 133Z, PUBLPOL 103Z)
This course examines ethical and political questions that arise in doing public service work, whether volunteering, service learning, humanitarian endeavors overseas, or public service professions such as medicine and teaching. What motives do people have to engage in public service work? Are self-interested motives troublesome? What is the connection between service work and justice? Should the government or schools require citizens or students to perform service work? Is mandatory service an oxymoron?
Terms: Sum
| Units: 4
| UG Reqs: WAY-ER
URBANST 123:
Designing Research for Social Justice: Writing a Community-Based Research Proposal (CSRE 146A)
This course will support students in designing and writing a community-engaged research proposal. In contrast to "traditional" forms of research, community-engaged research uses a social justice lens in seeking to apply research to benefit communities most impacted. Community-engaged researchers also aim to challenge the power relationship between "researchers" and "researched" by working side by side with community partners in the design, conceptualization, and actualization of the research process. In this course, students will learn how to write a community-engaged research proposal. This involves forming a successful community partnership, generating meaningful research questions, and selecting means of collecting and analyzing data that best answer your research questions and support community partners. The course will also support students in developing a grounding in the theory and practice of community-engaged research, and to consider the ethical questions and challenges involved. By the end of the course, students should have a complete research proposal that can be used to apply for a number of summer funding opportunities including the Chappell Lougee Scholarship, the Community-Based Research Fellowship, Cardinal Quarter fellowships, and Major Grants. Please note that completion of the course does not guarantee funding-- rather, the course supports you in learning how to write a strong community-engaged research proposal that you can use to apply to any number of fellowships). This course is also useful for students in any academic year who are interested in pursuing community-engaged theses or capstone projects.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-SI
URBANST 123B:
Approaching Research in the Community: Design and Methods (CSRE 146B, CSRE 346B)
This course focuses on issues of research design and how to select specific methodological strategies to assure ethical and effective partnership-based research. In this course, students will plan for their own participation in a CBRF project. Topical themes will include best practice strategies for (a) defining and selecting community problems or issues to be addressed, (b) generating relevant and useful research questions, (c) choosing specific means and methods for data collection [e.g., surveys, interviews, focus groups, etc.], (d) storing, organizing and analyzing data, (e) reflecting on and critiquing research findings, and (f) carrying out dissemination in ways that can be expected to enhance community power and advance community development. Students will be provided with opportunities to workshop their respective projects-in-development, (e.g., developing and sharing research questions, data collection instruments, strategies for engaging community constituents as co-researchers, etc.). This is a required course for students participating in the Haas Center for Public Service Community-based Research Fellows Program, but enrollment is open to all Stanford students.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SI
URBANST 125:
Shades of Green: Exploring and Expanding Environmental Justice in Practice (CSRE 125E, EARTHSYS 125, EARTHSYS 225)
Historically, discussions of race, ethnicity, culture, and equity in the environment have been shaped by a limited view of the environmental justice movement, often centered on urban environmental threats and separated from other types of environmental and climate advocacy. This course will seek to expand on these discussions by exploring topics such as access to outdoor spaces, definitions of wilderness, inclusion in environmental organizations, gender and the outdoors, the influence of colonialism on ways of knowing, food justice and ethics, and the future of climate change policy. The course will also involve a community partnership project. In small groups students will work with an environmental organization to problem-solve around issues of equity, representation, and access. We value a diversity of experiences and epistemologies and welcome undergraduates from all disciplines. Since this is a practical course, there will be a strong emphasis on participation and commitment to community partnerships. This course requires instructor approval, please submit an application by March 16th at midnight. Application available at https://forms.gle/owqmLqLjLP1rDYEZA
Terms: Spr
| Units: 3-4
| UG Reqs: WAY-EDP
URBANST 126A:
Ethics and Leadership in Public Service (CSRE 126C, EDUC 126A, ETHICSOC 79)
This course explores ethical questions that arise in public service work, as well as leadership theory and skills relevant to public service work. Through readings, discussions, in-class activities, assignments, and guest lectures, students will develop a foundation and vision for a future of ethical and effective service leadership. This course serves as a gateway for interested students to participate in the Haas Center's Public Service Leadership Program.
Terms: Win
| Units: 3-4
| UG Reqs: WAY-ER
URBANST 127:
Community Organizing: People, Power & Change
Fulfilling the democratic promise of equity, accountability, and effectiveness requires the participation of an 'organized' citizenry able to formulate, articulate, and assert its shared interests. Organizing, in turn, requires leadership: accepting responsibility for enabling others to achieve shared purpose in the face of uncertainty. The goal of this intensive practicum is to introduce you to an organizer's perspective on leadership. Students will attend a 2.5 day practicum course from January 21 to January 23 which will form the majority of the teaching component of this class. Attendance is mandatory for the entire duration. Pre-workshop readings and reflection paper, and post-workshop paper, are required. Enrollment by consent of instructor.
Terms: Win
| Units: 1
URBANST 131:
VIP: Very Impactful People - Social Innovation & the Social Entrepreneur
Engage with founders of leading social enterprises, a TIME "100 Most Influential People in the World" awardee, a MacArthur "Genius" Fellow, a Massachusetts Institute of Technology (MIT) "35 Inventors under 35" winner, including Sal Khan of Khan Academy, Becca Heller of the International Refugee Assistance Project and Leah Ellis of Sublime Systems. The weekly line-up of accomplished founders also includes Rick Aubrey of HomeRise and Austen Allred of BloomTech (formerly Lambda School). Students will be exposed to the perspectives and endeavors of global high-impact entrepreneurs who address social and environmental needs in the U.S. and internationally through for-profit, nonprofit and hybrid models. Each week students will have the opportunity to converse with guest social entrepreneurs. This class will expose students to pioneering thought leaders, diverse impact career paths, networking and potential internship and job opportunities.
Terms: Aut, Spr
| Units: 1
| Repeatable
12 times
(up to 12 units total)
URBANST 132:
Concepts and Analytic Skills for the Social Sector (EARTHSYS 137)
How to develop and grow innovative not-for-profit organizations and for-profit enterprises which have the primary goal of solving social and environmental problems. Topics include organizational mission, strategy, market/user analysis, communications, funding, recruitment and impact evaluation. Perspectives from the field of social entrepreneurship, design thinking and social change organizing. Opportunities and limits of using methods from the for-profit sector to meet social goals. Focus is on integrating theory with practical applications, including several case exercises and simulations.One-day practicum where students advise an actual social impact organization. Enrollment limited to 20. Prerequisite:consent of instructor. For permission to enroll, please fill out this very brief Google form at https://forms.gle/morY9QsUhNuDds7x8.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-SI
URBANST 133:
Social Enterprise Workshop (EARTHSYS 133)
Social Enterprise Workshop: A team based class to design solutions to social issues. In the class students will identify issues they are interested in, such as housing, food, the environment, or college access. They will join teams of like-minded students. Working under the guidance of an experienced social entrepreneur, together they will develop a solution to one part of their issue and write a business plan for that solution. The class will also feature guests who are leaders in the field of social entrepreneurship who will share their stories and help with the business plans. The business plan exercise can be used for both nonprofits and for-profits. Previous students have started successful organizations and raised significant funds based on the business plans developed in this class. There are no prerequisites, and students do not need to have an idea for a social enterprise to join the class. Enrollment limited to 20. May be repeated for credit.
Terms: Win
| Units: 4
| UG Reqs: WAY-SI
| Repeatable
for credit
URBANST 135:
Challenging the Status Quo: Social Entrepreneurs Advancing Democracy, Development and Justice (AFRICAST 142, AFRICAST 242, CSRE 142C, INTNLREL 142)
This community-engaged learning class is part of a broader Program on Social Entrepreneurship at the Haas Center for Public Service. It will use practice to better inform theory about how innovation can help address societies biggest challenges. Working with the instructor and three visiting nonprofit social entrepreneurs in residence, students will use case studies of successful and failed social change strategies to explore relationships between social entrepreneurship, race, democracy and justice. This course interrogates approaches like design theory, measuring impact, fundraising, leadership, storytelling and policy advocacy and explores how they can address issues like ending homelessness, fighting the COVID-19 pandemic and achieving racial justice, with a particular focus on California. This is a community-engaged learning class in which students will learn by working on projects that support the social entrepreneurs' efforts to promote social change. Students should register for either 3 OR 5 units only. Students enrolled in the full 5 units will have a service-learning component along with the course. Students enrolled for 3 units will not complete the service-learning component. Limited enrollment. Attendance at the first class is mandatory in order to participate in service learning.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-SI
URBANST 141:
Gentrification (AFRICAAM 241A, CSRE 141)
Neighborhoods in the Bay Area and around the world are undergoing a transformation known as gentrification. Middle- and upper-income people are moving into what were once low-income areas, and housing costs are on the rise. Tensions between newcomers and old timers, who are often separated by race, ethnicity, or sexual orientation, can erupt; high rents may force long-time residents to leave. In this class we will move beyond simplistic media depictions to explore the complex history, nature, causes and consequences of this process. Students will learn through readings, films, class discussions, and engagement with a local community organization. (Cardinal Course certified by the Haas Center)
Terms: Spr
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
URBANST 155A:
Environmental Justice Colloquium (EARTHSYS 194A, HUMRTS 194A)
This colloquium brings the voices and vision of leading Environmental Justice (EJ) advocates to the Stanford community, in order to educate, inspire, and transform our understanding of environmental science. Environmental Justice advances a positive vision for policies and actions that fight environmental racism. EJ approaches involve centering the voices and leadership of marginalized communities in 1) ensuring equitable access to environmental benefits, and 2) preventing or mitigating the disproportionate impacts of environmental harms for all communities, regardless of gender, class, race, ethnicity, or other social positions. This colloquium highlights the work of leading EJ thinkers and practitioners, speaking from frontline organizations on a wide range of topics. These topics include acting on toxic exposures and health disparities for community resilience, climate justice and youth action, Indigenous land and water rights, green cities and Afrofuturism, food justice and intersecting social movements, queer ecologies, and more. The colloquium will host a weekly speaker, and final symposium at the end of the quarter. nnStudents registering for the colloquium will join us virtually by ZOOM.nnCourse meetings will be held every Wednesday, beginning on October 6 and ending on November 17, 11:00-12:50pm. The final November 17 meeting is the Annual Environmental Justice Symposium, 11:00am-2:00pm (for those who can stay the extended hour).
Terms: Aut
| Units: 1
| Repeatable
3 times
(up to 3 units total)
URBANST 163:
Land Use: Planning for Sustainable Cities (AMSTUD 163, EARTHSYS 168, PUBLPOL 163)
Through case studies with a focus on the San Francisco Bay Area, guest speakers, selective readings and interactive assignments, this survey course seeks to demystify the concept of land use for the non-city planner. This introductory course will review the history and trends of land use policies, as well as address a number of current themes to demonstrate the power and importance of land use. Students will explore how urban areas function, how stakeholders influence land use choices, and how land use decisions contribute to positive and negative outcomes. By exploring the contemporary history of land use in the United States, students will learn how land use has been used as a tool for discriminatory practices and NIMBYism. Students will also learn about current land use planning efforts that seek to make cities more sustainable, resilient and equitable to address issues like gentrification, affordable housing, and sea level rise.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-SI
URBANST 164:
Sustainable Cities (EARTHSYS 160)
Community-engaged learning course that exposes students to sustainability concepts and urban planning as a tool for determining sustainable outcomes in the Bay Area. The focus will be on land use and transportation planning to housing and employment patterns, mobility, public health, and social equity. Topics will include government initiatives to counteract urban sprawl and promote smart growth and livability, political realities of organizing and building coalitions around sustainability goals, and increasing opportunities for low-income and communities of color to achieve sustainability outcomes. Students will participate in remote team-based projects in collaboration with Bay Area community partners. Prerequisites: Consent of the instructor. (Cardinal Course certified by the Haas Center.) Apply here: https://docs.google.com/forms/d/e/1FAIpQLSeV9L56uZC65mydDJ5ULgdIw63nRLUp8B_BQY-_mbcblWxP_Q/viewform
Terms: Spr
| Units: 4-5
| UG Reqs: WAY-EDP, WAY-SI
URBANST 165:
Sustainable Urban and Regional Transportation Planning
Environmental, economic, and equity aspects of urban transportation in 21st-century U.S. Expanded choices in urban and regional mobility that do not diminish resources for future generations. Implications for the global environment and the livability of communities.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-SI
URBANST 168:
RACE, NATURE, AND THE CITY (AFRICAAM 168, CSRE 168, EARTHSYS 169, SOC 168A)
This course provides an introduction to the study of race and place within urban political ecology (UPE). Geographer Natasha Cornea defines UPE as a 'conceptual approach that understands urbanization to be a political, economic, social, and ecological process, one that often results in highly uneven and inequitable landscapes' in and beyond cities. The primary focus will be cities in the Americas, but we will draw on insights from scholars studying the mutually constitutive nature of race and place in other regions. In line with critical theories that frame intersectional experiences of race, the course readings also take into account class, gender, sexuality, and nation.
Terms: Spr
| Units: 4
| UG Reqs: WAY-EDP, WAY-SI
URBANST 169:
Race and Ethnicity in Urban California (AFRICAAM 169A, AMSTUD 169, CSRE 260)
The course is part of an ongoing research project that examines the consequences of longterm social, economic, and political changes in ethnic and race relations in in urban California. The required readings, discussions, and service learning component all provide a platform for students to explore important issues, past and present, affecting California municipalities undergoing rapid demographic transformation.
Terms: Aut
| Units: 4-5
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
URBANST 171:
Urban Design Studio (CEE 131D)
The practical application of urban design theory. Projects focus on designing neighborhood and downtown regions to balance livability, revitalization, population growth, and historic preservation.
Terms: Spr
| Units: 5
| UG Reqs: WAY-CE
URBANST 173:
The Urban Economy (PUBLPOL 174)
Applies the principles of economic analysis to historical and contemporary urban and regional development issues and policies. Explores themes of urban economic geography, location decision-making by firms and individuals, urban land and housing markets, and local government finance. Critically evaluates historical and contemporary government policies regulating urban land use, housing, employment development, and transportation.
Terms: Aut
| Units: 4
| UG Reqs: WAY-SI
URBANST 181:
Urban Agroecology (EARTHSYS 181, EARTHSYS 281, ESS 181, ESS 281)
Urban agriculture takes many forms in cities around the world and provides significant amounts of food and other resources and benefits for urban communities. This Earth Systems practicum explores the application of agroecological principles to the design and stewardship of urban farms and gardens. Students will explore social and ecological dimensions of urban agriculture including issues of environmental justice while gaining land stewardship and small-scale food production skills at the Stanford Educational Farm and in the community.Course full for spring 2022, will be offered again Winter 2023.
Terms: Spr
| Units: 3
URBANST 190A:
Public Service and Social Impact: Pathways to Purposeful Careers (CSRE 190A, ENGLISH 180, POLISCI 74B, PUBLPOL 75B, SOC 190A, SYMSYS 193)
How do I translate my interests and capacities into a career in public service and social impact? This course will introduce you to a wide range of roles that help shape public policy and civic life, including government, nonprofits, social enterprise and the arts. It can be taken for one or two units. For one unit, you participate in a weekly, interactive speaker series designed to give you a sense for what different public service careers are like. Each week, guests describe their organizations and roles, highlight key intellectual issues and policy challenges, discuss their career paths, and describe skills crucial for the job. For a second unit, you participate additionally in a more intimate weekly session designed to help you translate this knowledge into action. You will identify roles and organizations that might be a good match for you, build your network through informational interviewing, receive career coaching, and acquire the tools you need to launch your job or internship search. This course is open to all students, not only those studying political science, public policy and other social sciences, but also those in the arts, humanities, sciences, or engineering. Course content will be relevant to both students soon entering the job market and those facing choices about courses of study and internships. It is co-sponsored by the Haas Center for Public Service, the School of Humanities and Sciences, and Stanford in Government.nnStudents taking the course for one unit must enroll in the Tuesday lecture, and students taking the course for two units must enroll in both the Tuesday lecture and the Thursday section.
Terms: Win
| Units: 1-2
URBANST 194:
Internship in Urban Studies
For Urban Studies majors only. Students organize an internship in an office of a government agency, a community organization, or a private firm directly relevant to the major. Reading supplements internship. Paper summarizes internship experience and related readings.
Terms: Aut, Win, Spr
| Units: 2-4
| Repeatable
for credit
URBANST 195:
Special Projects in Urban Studies
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
URBANST 196:
Senior Research in Public Service (EDUC 196)
Limited to seniors approved by their departments for honors thesis and admitted to the year-round Public Service Scholars Program sponsored by the Haas Center for Public Service. What standards in addition to those expected by the academy apply to research conducted as a form of public service? How can communities benefit from research? Theory and practice of research as a form of public service readings, thesis workshops, and public presentation of completed research. May be repeated for credit. Corequisite: 199.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
for credit
URBANST 197:
Directed Reading
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Boudet, H. (PI);
Brown, C. (PI);
Chan, D. (PI);
Edwards, M. (PI);
Frank, Z. (PI);
Gast, G. (PI);
Glanz, D. (PI);
Hsu, K. (PI);
Hurd, C. (PI);
Jackson, D. (PI);
Kahan, M. (PI);
Karlin-Neumann, P. (PI);
Litvak, L. (PI);
McAdam, D. (PI);
McDermott, M. (PI);
Powell, W. (PI);
Raya, M. (PI);
Ross, J. (PI);
Scher, L. (PI);
Segura, G. (PI);
Stout, F. (PI);
Thielke, C. (PI);
Visconti, V. (PI)
URBANST 199:
Senior Honors Thesis
Terms: Aut, Win, Spr, Sum
| Units: 1-10
| Repeatable
for credit
Instructors: ;
Aggarwala, R. (PI);
Ball, A. (PI);
Barr, D. (PI);
Bendavid, E. (PI);
Bettinger, E. (PI);
Bukatman, S. (PI);
Camarillo, A. (PI);
Carter, P. (PI);
Chang, G. (PI);
Chang, J. (PI);
Chiu, S. (PI);
Cook, K. (PI);
Dirzo, R. (PI);
Ebron, P. (PI);
Edwards, M. (PI);
Findlen, P. (PI);
Fischer, M. (PI);
Fishkin, J. (PI);
Fishkin, S. (PI);
Fonrobert, C. (PI);
Ford, R. (PI);
Frank, Z. (PI);
Gast, G. (PI);
Goldman, S. (PI);
Gordon, L. (PI);
Grusky, D. (PI);
Hansen, T. (PI);
Hobbs, A. (PI);
Hodder, I. (PI);
Hwang, J. (PI);
Inoue, M. (PI);
Jackson, D. (PI);
Jain, S. (PI);
Jimenez, T. (PI);
Kahan, M. (PI);
Labaree, D. (PI);
Levitt, R. (PI);
Lougee, C. (PI);
Luhrmann, T. (PI);
McAdam, D. (PI);
McDermott, M. (PI);
McDermott, R. (PI);
McFarland, D. (PI);
McLaughlin, M. (PI);
McLennan, S. (PI);
Morris, I. (PI);
Ober, J. (PI);
Olzak, S. (PI);
Ortolano, L. (PI);
Powell, W. (PI);
Reich, R. (PI);
Robertson, I. (PI);
Rosenfeld, M. (PI);
Ross, J. (PI);
Sandefur, R. (PI);
Scheidel, W. (PI);
Segura, G. (PI);
Shanks, M. (PI);
Shin, G. (PI);
Stout, F. (PI);
Stuart, F. (PI);
Thielke, C. (PI);
Trimble, J. (PI);
Tuma, N. (PI);
Turner, P. (PI);
Valdes, G. (PI);
Voss, B. (PI);
Wigen, K. (PI);
reardon, s. (PI)
URBANST 201A:
Capstone Internship in Urban Studies
Restricted to Urban Studies majors. Students work at least 80 hours with a supervisor, establish learning goals, and create products demonstrating progress. Reflection on service and integration of internship with senior research plans. Must be completed by start of Winter Quarter senior year. May continue for additional quarter as 194. Service Learning Course (certified by Haas Center). Corequisite: URBANST 201 or consent of instructor.
Terms: Aut, Win, Spr
| Units: 3
URBANST 202A:
Junior Seminar: Preparation for Research
Required of all juniors in Urban Studies planning on writing an honors thesis . Students write a research prospectus and grant proposal, which may be submitted for funding. Research proposal in final assignment may be carried out in Spring or Summer Quarter; consent required for Autumn Quarter research.
Terms: Win
| Units: 5
URBANST 203:
Senior Seminar
Conclusion of capstone sequence. Students write a substantial paper based on the research project developed in 202. Students in the honors program may incorporate paper into their thesis. Guest scholar chosen by students.
Terms: Aut
| Units: 5
UROL 199:
Undergraduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Abidari, J. (PI);
Brooks, J. (PI);
Chung, B. (PI);
Comiter, C. (PI);
Diaz, E. (PI);
Eisenberg, M. (PI);
Enemchukwu, E. (PI);
Fan, R. (PI);
Gill, H. (PI);
Gonzalgo, M. (PI);
Hsieh, M. (PI);
Hsu, T. (PI);
Kennedy, W. (PI);
Kessler, R. (PI);
Lavelle, J. (PI);
Leppert, J. (PI);
Liao, J. (PI);
Payne, C. (PI);
Peehl, D. (PI);
Presti, J. (PI);
Reese, J. (PI);
Shortliffe, L. (PI);
Skinner, E. (PI);
Sonn, G. (PI);
Sun, Z. (PI);
Wu, H. (PI)
UROL 200:
Introduction to Urology
Lunch seminars series designated to give preclinical students exposure to the field of Urology. This course will build on medical student's foundation knowledge. Clinical vignettes will be presented with an emphasis on disease presentations pathophysiology, work up, diagnosis, and medical and surgical treatment. Seminars are taught by faculty experts in the Department of Urology. Topics include: general urology, uro-oncology, pediatric urology, endourology, female urology, neurourology, trauma and reconstruction, and male reproductive medicine and surgery. Lunch will be provided.
Terms: Win
| Units: 1
UROL 280:
Early Clinical Experience in Urology
Provides an observational experience as determined by the instructor and student. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
for credit
Instructors: ;
Abidari, J. (PI);
Brooks, J. (PI);
Chung, B. (PI);
Comiter, C. (PI);
Diaz, E. (PI);
Eisenberg, M. (PI);
Enemchukwu, E. (PI);
Gill, H. (PI);
Gonzalgo, M. (PI);
Hsieh, M. (PI);
Hsu, T. (PI);
Kennedy, W. (PI);
Kessler, R. (PI);
Lavelle, J. (PI);
Leppert, J. (PI);
Liao, J. (PI);
Payne, C. (PI);
Peehl, D. (PI);
Presti, J. (PI);
Reese, J. (PI);
Shortliffe, L. (PI);
Skinner, E. (PI);
Sonn, G. (PI);
Sun, Z. (PI);
Wu, H. (PI)
UROL 299:
Directed Reading in Urology
Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Abidari, J. (PI);
Brooks, J. (PI);
Chung, B. (PI);
Comiter, C. (PI);
Diaz, E. (PI);
Eisenberg, M. (PI);
Enemchukwu, E. (PI);
Fan, R. (PI);
Gill, H. (PI);
Gonzalgo, M. (PI);
Hsieh, M. (PI);
Hsu, T. (PI);
Kennedy, W. (PI);
Kessler, R. (PI);
Lavelle, J. (PI);
Leppert, J. (PI);
Liao, J. (PI);
Payne, C. (PI);
Peehl, D. (PI);
Presti, J. (PI);
Reese, J. (PI);
Shortliffe, L. (PI);
Skinner, E. (PI);
Sonn, G. (PI);
Sun, Z. (PI);
Wu, H. (PI)
UROL 308A:
Urology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Consists of a 4-week period during which students are involved in an overview of urology and its subspecialties through daily clinics, ward work, and the operating room. This clerkship exposes a student to general and specialty based urology (oncology, female neurourology, pediatric urology, endourology, and minimally invasive surgery, make sexual dysfunction). During the clerkship, students learn broad concepts regarding the evaluation, diagnosis, and management of the common diseases of the genitourinary tract. Students in this clerkship are an integral part of the service. Every effort is made to provide students with as much personal contact with faculty and residents as is possible and appropriate for positive patient care. The daily clinics of the various faculty expose students to ambulatory urological care and provide them with an opportunity to take urologic histories and physicals. Students are expected to take part in patient ward care and to attend at surgery on those patients observed on the ward. Students are expected to attend weekly patient care conferences, research conferences, Journal Club, and Grand Rounds and read suggested literature. Students will be required to complete a final exam during this rotation. Please note: This is not a Sub-I clerkship. No approval needed for adjustments in dates if period is not full. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Craig Comiter, M.D., 650-497-8753. CLERKSHIP COORDINATOR: Taranjit Bains, bainstj@stanford.edu; Farina S. Ali, fsali@stanford.edu. REPORTING INSTRUCTIONS: Where: Please contact Taranjit Bains for contact information for the chief resident who will provide detailed reporting instructions; Time: TBA. CALL CODE: 1. OTHER FACULTY: T. Chang, B. Chung, C. Comiter, S. Conti, M. Eisenberg, E. Enemchukwu, H. Gill, K, Kan, W. Kennedy, K. Prado, J. Shah, K. Sheth, G. Sonn, E. Skinner. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
UROL 308B:
Urology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Provides an excellent and unique opportunity for a student to become independent and proficient at clinical skills. The student will be actively involved with responsibilities in the operating room, the outpatient clinic and the inpatient ward. The clerkship emphasizes common benign and malignant diseases of the genitourinary tract in adults. In addition to broad exposure to the field of urology, special emphasis is placed on causes and treatment of urinary tract obstruction in the adult, urinary stone disease, genitourinary oncology, and management of neurogenic bladder and its complications in the spinal cord injured patient. General aspects of preoperative evaluation, operative and postoperative care of the surgical patient are also emphasized, and as such, this is an excellent first surgical rotation. In addition to the clinical experiences, there are weekly conferences in GU Radiology, GU Pathology, GU Oncology, as well as didactic sessions on selected topics in urology throughout the course. Students will be required to complete a final exam during this rotation. Please note: This is not a Sub-I clerkship. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: John Leppert, M.D., jleppert@stanford.edu. CLERKSHIP COORDINATOR: Taranjit Bains, bainstj@stanford.edu; Farina S. Ali, fsali@stanford.edu. REPORTING INSTRUCTIONS: Where: PAVAMC, contact Chief Resident in Urology. Please contact Taranjit Bains at bainstj@stanford.edu to get the contact information for the chief resident; Time: TBD by chief resident. CALL CODE: 0. OTHER FACULTY: T. Chang, J. Lavelle, J. Leppert, J. Liao, A. Thong. LOCATION: PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
UROL 308C:
Urology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 1. DESCRIPTION: Similar to Urology 308A, except that the student assumes greater responsibility and hands on patient care. The urology service at the county hospital is very busy, and students follow their own patients from the outpatient/office setting through surgical procedures or hospitalization to follow-up care. There is a close relationship with the junior and senior resident in urology, allowing extensive clinic, ward and operating room teaching experience. Fundamental concepts of urology are covered in clinics and on rounds, but most valuable is the expected ancillary reading related to individual patient diseases and problems. This provides immediate feedback and motivation for conceptual understanding of the pathogenesis and treatment of urologic disease. Common and exotic problems come through the county hospital; exposure to all age groups and both sexes is the norm. There are many opportunities to study healthcare disparities in underserved patients who have limited access to care and present in the later stages of various urologic diseases. Students will be required to complete a final exam during this rotation. Please note: This is not a Sub-I clerkship. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full-time for 2 weeks or 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Christopher Elliott M.D. CLERKSHIP COORDINATOR: Taranjit Bains, bainstj@stanford.edu; Farina S. Ali, fsali@stanford.edu. REPORTING INSTRUCTIONS: Where: SCVMC, Division of Urology, Valley Specialty Center, 751 Bascom Avenue, 4th Floor, San Jose, CA 95128. Call Jewel Rey at 408-885-7822 three weeks prior; Time: TBA. (Please contact the Chief Resident. Please contact Taranjit Bains at bainstj@stanford.edu to get the contact information for the chief resident). CALL CODE: 0. OTHER FACULTY: C. Elliott, P. Elliott, C. Harris, W. Thien. LOCATION: SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 3-6
UROL 310B:
Advanced Surgery/Urology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: This Sub-internship clerkship provides a unique and excellent opportunity for students interested in surgery and urology to improve their clinical and technical skills in these areas. The student will work in the capacity of a subintern with the Chief Resident in Urology at the Palo Alto VA Medical Center. The responsibilities will include the workup and evaluation of urologic patients both in the outpatient clinics and on the inpatient wards. In addition, the student will play an active role in the postoperative care of all GU surgical patients. Students will participate in the operating room on both endoscopic, laparoscopic and open urologic cases. As the skills of each dictate, the students will be allowed to perform minor surgical procedures under the supervision of a staff member. The clerkship emphasizes benign and malignant conditions of the genitourinary tract in adults. There is special emphasis on causes and treatment of urinary obstruction, urinary stone disease, genitourinary oncology and management of problems associated with neurogenic bladder dysfunction in the spinal cord injured patient. In addition to the clinical experiences, there are weekly conferences in GU Radiology, GU Pathology, GU Oncology, as well as didactic sessions on selected topics in urology throughout the course. Spending a portion of the rotation at Stanford can be arranged for visiting students upon request. Please note: Visiting students must obtain approval from Taranjit Bains prior to applying for this clerkship. Please email requests to bainstj@stanford.edu for pre-approval. PREREQUISITES: Surgery 300A or Urology 308B. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: John Leppert, M.D., jleppert@stanford.edu. CLERKSHIP COORDINATOR: Taranjit Bains, bainstj@stanford.edu; Farina S. Ali, fsali@stanford.edu. REPORTING INSTRUCTIONS: Where: PAVAMC, contact Chief Resident in Urology; Time: TBD by chief resident. Please contact Taranjit Bains at bainstj@stanford.edu to get the contact information for the chief resident. CALL CODE: 0. OTHER FACULTY: T. Chang, J. Lavelle, J. Leppert, J. Liao, A. Thong. LOCATION: PAVAMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
UROL 338A:
Advanced Urology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: The goals are the same as basic urology rotation in UROL 308A. However, the student will function as a subintern will be given more responsibility both in the clinic and in the OR. They will be expected to take night call one night per week with the urology resident. They will be taught various urologic techniques and will be required to give one talk on a urologic subject of their own choosing during the rotation. Please note: Visiting students must obtain approval from Taranjit Bains prior to applying for this clerkship. Please email requests to bainstj@stanford.edu for pre-approval. PREREQUISITES: UROL 308A, UROL 308B, UROL 308C or SURG 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 2 students per period. CLERKSHIP DIRECTOR: Craig Comiter, M.D., 650-497-8753. CLERKSHIP COORDINATOR: Taranjit Bains, bainstj@stanford.edu; Farina S. Ali, fsali@stanford.edu. REPORTING INSTRUCTIONS: Where: Stanford Hospital, 300 Pasteur Dr, Grant S291; Time: 7:15 am. CALL CODE: 5. OTHER FACULTY: J. Brooks, B. Chung, C. Comiter, S. Conti, M. Eisenberg, E. Enemchukwu, H. Gill, K. Kan, W. Kennedy, J. Shah, K. Sheth, E. Skinner, G. Sonn. LOCATION: SUMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
UROL 338C:
Advanced Urology Clerkship
VISITING: Open to visitors. TYPE OF CLERKSHIP: Selective 2. DESCRIPTION: The goals are the same as basic urology rotation in UROL 308A. However, the student will function as a subintern will be given more responsibility both in the clinic and in the OR. They will be expected to take night call one night per week with the urology resident. They will be taught various urologic techniques and will be required to give one talk on a urologic subject of their own choosing during the rotation. Please note: Visiting students must obtain approval from Taranjit Bains prior to applying for this clerkship. Please email requests to bainstj@stanford.edu for pre-approval. PREREQUISITES: UROL 308A, UROL 308B, UROL 308C or SURG 300A. PERIODS AVAILABLE: 1-12, full-time for 4 weeks, 1 student per period. CLERKSHIP DIRECTOR: Christopher Elliott, M.D. CLERKSHIP COORDINATOR: Taranjit Bains, bainstj@stanford.edu; Farina S. Ali, fsali@stanford.edu. REPORTING INSTRUCTIONS: Where: SCVMC, Division of Urology, Valley Specialty Center, 751 Bascom Ave, 4/F, San Jose, CA 95128. Call Jewel Rey at 408-885-7822 three weeks prior; Time: TBA (Please contact the Chief Resident). CALL CODE: 5. OTHER FACULTY: C. Elliott, P. Elliott, C. Harris, W. Thien. LOCATION: SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 6
UROL 370:
Medical Scholars Research
Provides an opportunity for student and faculty interaction, as well as academic credit and financial support, to medical students who undertake original research. Enrollment is limited to students with approved projects.
Terms: Aut, Win, Spr, Sum
| Units: 4-18
| Repeatable
for credit
Instructors: ;
Abidari, J. (PI);
Brooks, J. (PI);
Chung, B. (PI);
Comiter, C. (PI);
Diaz, E. (PI);
Dobberfuhl, A. (PI);
Eisenberg, M. (PI);
Enemchukwu, E. (PI);
Gill, H. (PI);
Gonzalgo, M. (PI);
Hsieh, M. (PI);
Hsu, T. (PI);
Kan, K. (PI);
Kennedy, W. (PI);
Kessler, R. (PI);
Lavelle, J. (PI);
Leppert, J. (PI);
Liao, J. (PI);
Payne, C. (PI);
Peehl, D. (PI);
Presti, J. (PI);
Reese, J. (PI);
Shortliffe, L. (PI);
Skinner, E. (PI);
Sonn, G. (PI);
Sun, Z. (PI);
Wu, H. (PI)
UROL 398A:
Clinical Elective in Urology
VISITING: Closed to visitors. TYPE OF CLERKSHIP: Elective. DESCRIPTION: Provides an opportunity for a student in the clinical years to have a clinical experience in Urology, of a quality and duration to be decided upon by the student and a faculty preceptor in the Department of Urology. Please note: Students cannot add 398A clerkships directly to their fishbowl schedules through the regular shuffles. Please contact Caroline Cheang in the Office of Medical Student Affairs at cheang@stanford.edu or 650-498-7619 with the faculty preceptor's name and email address to add this clerkship. PREREQUISITES: None. PERIODS AVAILABLE: 1-12, full time for 4 weeks. CLERKSHIP DIRECTOR: Craig Comiter, M.D., 650-723-4537. CLERKSHIP COORDINATOR: Taranjit Bains, bainstj@stanford.edu; Farina S. Ali, fsali@stanford.edu. REPORTING INSTRUCTIONS: Where: TBA (designated faculty preceptor); Time: TBA. CALL CODE: 2 (varies according to preceptor). OTHER FACULTY: Urology Staff. LOCATION: SUMC, PAVAMC, SCVMC.
Terms: Aut, Win, Spr, Sum
| Units: 1-6
| Repeatable
3 times
(up to 18 units total)
UROL 399:
Graduate Research
Students undertake investigations sponsored by individual faculty members. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-18
| Repeatable
for credit
Instructors: ;
Abidari, J. (PI);
Brooks, J. (PI);
Chung, B. (PI);
Comiter, C. (PI);
Diaz, E. (PI);
Eisenberg, M. (PI);
Enemchukwu, E. (PI);
Fan, R. (PI);
Gill, H. (PI);
Gonzalgo, M. (PI);
Hsieh, M. (PI);
Hsu, T. (PI);
Kennedy, W. (PI);
Kessler, R. (PI);
Lavelle, J. (PI);
Leppert, J. (PI);
Liao, J. (PI);
Payne, C. (PI);
Peehl, D. (PI);
Presti, J. (PI);
Reese, J. (PI);
Shortliffe, L. (PI);
Skinner, E. (PI);
Sonn, G. (PI);
Sun, Z. (PI);
Wu, H. (PI)
WELLNESS 102:
Nutrition for Lifelong Physical Activity (PE 102)
Understanding the bodies' nutritional needs in all capacities of human movement and daily physical activity is fundamental in achieving health and overall well-being. Learn how to nourish their body to build and maintain their health and well-being throughout their lives. Utilize class discussions, class assignments, and student participation to: identify basic principles of healthy eating to prevent disease and promote optimal health and performance; recognize the role of food and contexts in which food choices are made; and make confident and intelligent eating decisions that will contribute to building and maintaining a well-nourished body, meeting its changing needs.
Terms: Win
| Units: 1
WELLNESS 103:
Foundations of Health and Performance Psychology (PE 103)
Drawing upon research and models of sport and exercise psychology, this course examines the personal and social psychology of health and performance, in what ways they are interdependent, and how we can utilize mental skills techniques to boost performance in various areas of our lives.
Terms: Win
| Units: 1
WELLNESS 105:
Meeting the Moment: Inner Resources for Hard Times (LIFE 105)
In the face of social, economic, environmental, and public health upheavals, many of us are experiencing an unprecedented degree of uncertainty, isolation, and stress affecting academic and day-to-day life. Challenging times ask us, in a voice louder than usual, to identify sources of strength and develop practices that sustain and even liberate. In this experiential, project-oriented class: Explore practices to find true ground and enact positive change for self and community; Cultivate natural capacities of presence, courage, and compassion; Develop resources to share with one another and the entire Stanford community.
Terms: Aut, Win, Spr
| Units: 1-2
| UG Reqs: WAY-CE
| Repeatable
3 times
(up to 3 units total)
WELLNESS 106:
Spiritual Wellbeing and Religious Encounter (LEAD 106)
In this experiential class, students will engage in meaningful, spiritual dialogue and religious encounter with one another. This class introduces students to models of spiritual wellness from different religious traditions, fosters dialogue across differences and helps students explore ways to nurture meaning and purpose in their daily lives. Students will gain religious literacy, skills, and knowledge to enable them to wrestle with life's ultimate religious and spiritual questions through readings, facilitated discussions, and breakout sessions. Questions such as: When does spiritual wellness and religious practice converge or diverge? How do I dialogue with people who belong to religious (and non-religious) traditions different from my own? What is pluralism and how do we protect it from prejudice?nnIt is not expected that participants will be adherants of or have expertise in religious practices and traditions or background in religious scholarship. Dr. Amina Darwish will be joined by Rabbi Hahn Tapper and Dean Steinwert as well as other faith leaders.
Terms: Win, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
WELLNESS 107:
Behavior Design: Tiny Habits for Health and Happiness (EDUC 302)
Enrich your life with more humor and happiness, guided by BJ Fogg, Director of Stanford's Behavior Design Lab. This course covers how human behavior really works, the Tiny Habits method, the myths of motivation, and a systematic way to design your life for good. Hands-on projects and empirical research come together to illuminate the principles of Behavior Design. Apply material to your own behavior change journey and learn how to coach others.
Terms: Spr
| Units: 2-3
WELLNESS 117:
Changing For Good: Behavior Change Science & Practice
Change behaviors using evidence-based techniques. Addresses the roles of habit cycles, procrastination mitigation, productivity enhancement, motivational factors, self-compassion, and addiction and addictive processes (both substances and non-substance related) in changing behaviors from maladaptive to adaptive patterns. Drawing from current findings in the neuroscience and psychology of behavior change and habit formation, utilize motivational interviewing, cognitive reframing, peer coaching, and mindfulness meditation models and intervention strategies.
Terms: Aut, Win
| Units: 1-2
WELLNESS 118:
Sexual and Emotional Intimacy Skills
Learn to cultivate and sustain emotional, physical, and sexual intimacy in relationships. Course takes a sex-positive approach. In addition to scholarly readings on science-based perspectives, the course includes individual, paired, and group exercises in and out of class. Didactic components address the art and science of intimacy through a sociological lens, addressing embodiment, the nuances of consent, needs and boundaries, empathy, safer sex and safer heart conversations, flirting, attunement, escalation and de-escalation, fantasies, pornography, pleasure, selecting partners, repairing relationships, and breaking up.
Terms: Aut
| Units: 1-2
WELLNESS 123:
Living on Purpose (LEAD 103)
Explore the art and science of purpose-finding as it relates to living a more flourishing life at Stanford and beyond. Investigate the contemplative, psychological, social, and communal factors that deepen meaning-making, support authenticity, and encourage living more purposefully. Drawing from disciplines as diverse as art, storytelling, design, and positive psychology, create and utilize tools that promote wellbeing. Highly interactive course employs creative expression, group and individual activities, discussions, lectures, and mini-field trips to reflect on fundamental human questions in pragmatic ways.
Terms: Aut, Win, Spr, Sum
| Units: 1-2
WELLNESS 125:
Live Better Longer: Enhancing Healthspan for Longer Lifespan
Explore ideas and practices that extend healthspan, the number of years we live free of disease or disability. Translate scientific research around current healthspan theories and understand social behaviors and available technologies that support rather than degrade human health. Apply course material to enhance one's own ability to adapt and self-manage in the face of adversity for improved performance and health.
Terms: Win
| Units: 1-2
WELLNESS 127:
Driving Your Metabolism
Examine the main factors impacting metabolic rate including stress, sleep, movement, and nutrition. Review the science behind the continual need for nourishment from these factors and how they work together synergistically down to the level of gene expression. Practically apply principles of metabolism to one's unique physiology and lifestyle for optimal wellbeing
Terms: Aut
| Units: 1
WELLNESS 130:
Meditation
Introduces diverse forms of meditation practice in both theory (contemplative neuroscience, phenomenological traditions) and practice. Practices in guided imagery, compassion, loving kindness, positive emotion, mindfulness and mantra meditation will be offered to enhance stress management and well-being. While meditation practices emerge from religious traditions, all practice and instruction will be secular.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
2 times
(up to 2 units total)
WELLNESS 131:
Compassion Meditation
Compassion meditation is an ancient, much studied practice of cultivating care for all beings, including ourselves. This course introduces the various dimensions of compassion and mindfulness meditation, emphasizing experiential learning of practices to increase awareness, shift negative thought patterns, increase self-compassion, relate more skillfully with difficult others, and connect to common humanity. Students will explore the rigorous current research on compassion and discuss how compassion translates to action.
Terms: Spr
| Units: 1
WELLNESS 132:
Breathwork for Wellbeing
Discover the power of the breath as a gateway to reach a meditative state of mind. Combine meditative practice with activities that inspire connection and purpose through community building and mindful leadership. Learn through breathwork, meditation, lecture, class discussion, experiential learning, and yoga. Cornerstone of the course is evidence-based SKY Meditation technique that utilizes the breath to quiet the mind, supporting a deep experience of meditation and a practical approach to happiness. Course requirements include attendance at a mini-retreat (see "notes" section). Also note: Wellness 132 was previously offered as MED 130.
Terms: Win
| Units: 1
WELLNESS 133:
Meditation Retreat: Weekend Campus Intensive
Introduces diverse forms of meditation practice in both theory (contemplative neuroscience, phenomenological traditions) and practice. Selected practices in focused attention, mindfulness, guided imagery, compassion, loving kindness, positive emotion, and/or mantra meditation will be offered to enhance focused attention, insight, stress management, and well-being. Takes place in a weekend immersion format (on campus), which allows more immersive exploration of the topic space. While meditation practices emerge from religious traditions, all practice and instruction will be secular.
Terms: Win, Spr
| Units: 1
WELLNESS 140:
Wellness Through Queerness
Explore the intersection of queerness, sexuality and wellbeing. Learn skills and practices to associate queerness with thriving and flourishing. This course integrates empirical psychological and neuroscientific research, community history, and health psychoeducation to provide frameworks for exploration. An interactive structure supports the reflection and development of your relationship with self, community, and queerness.
Terms: Aut, Spr
| Units: 1
WELLNESS 141:
Flourishing While BIPOC: Reclaiming our Ways of Wellness
This class will offer important life skills centering the needs, experiences and challenges of BIPOC students. Skills/topics covered may include communication and relationship skills, interviewing for jobs, self- and community-care, and cooking/meal planning. These topics will all be addressed through the lens of the particular needs and experiences of BIPOC students. Impact of systemic racism & historical trauma will be integrated into the curriculum as well as connection with ancestors/community, cultural pride, and skills for resilience. In connection with this class, students will be offered opportunities and guidance/financial support to design their own projects to enhance the long-term flourishing of BIPOC students on campus.
Terms: Spr
| Units: 1-2
WELLNESS 150:
Introduction to Nutrition
Optimize nutrition for health and performance based on established and emerging research. Discern between popular trends and scientific understandings of healthy nutrition and nutritional habits. Topics include evidence-based analysis of macronutrients, fad diets, sugar addiction, low-calorie sweeteners, caloric restriction, disease prevention, and general nutrition with an emphasis on translating research into implementable, day-to-day dietary practices.
Terms: Win
| Units: 1
WELLNESS 160:
Radically Human Technology: Enhancing Connection and Wellbeing
Explore the present and future relationships between technology, humanity, and the search for happiness & flourishing. Investigate and develop the core questions, concerns, ethical considerations, and broad implications of technologies that shape human culture and consciousness. Course draws from science and technology studies, contemplative science, neurophenomenology, positive psychology, biomedical engineering, central nervous system stimulation, and neurofeedback. Evaluate the latest tech, interact with luminaries in the field, and rapid-design your own consumer tech concept.
Terms: Aut
| Units: 1
WELLNESS 162:
Digital Wellbeing by Design: Creating Healthy Relationships with Technology (LIFE 162)
We live in a brave new world where technology is integrated into almost every aspect of daily living, which has benefits and drawbacks. A creative approach to designing a mindful, healthy integration of technology with lifestyle can influence flourishing and well-being, as well as provide an avenue for creative self-expression, reflection, community sharing and collaboration. Explore how technology provides opportunities to optimize health, performance, relationships, and purpose. Review current research exploring how to effectively integrate social media, digital media, augmented and virtual reality, messaging, privacy, and personal/professional identity and branding in a way that supports overall life design and values. Design, experiment with, and implement a personalized plan for optimizing your day-to-day technology use with an intention for increasing connection, joy, and flourishing.
Terms: Win
| Units: 1
| Repeatable
4 times
(up to 4 units total)
WELLNESS 171:
Laugh to Relax
Learn about and practice laughter yoga, a unique and playful modality that integrates laughter exercises with yogic breathing (this practice is distinct from traditional movement-based yoga). Explore the growing field of research on laughter yoga and its positive effects on wellbeing and other health outcomes. Examine the various dimensions of laughter yoga as a form of fitness, mindfulness, and play. Use a variety of meditation exercises to leverage the power of performative, healing laughter and to cultivate embodied awareness, creativity, resilience, and joy.
Terms: Win
| Units: 1
| Repeatable
2 times
(up to 2 units total)
WELLNESS 183:
Financial Wellness for a Healthy, Long Life
This course will ground you in the knowledge, skills, and habits you need to identify and achieve your financial goals. We will infuse behavior science and psychology into our exploration of personal finance concepts (e.g., credit, debt, saving, and investing) to build your financial capability in the areas of managing money, planning ahead, making choices, and getting help. By the end of the quarter, you will have a personalized toolkit to create and refine actionable plans for increasing your financial well-being now and throughout your healthy, long life.
Terms: Aut, Spr
| Units: 1
WELLNESS 191:
Peer Education on Comprehensive Sexual Health
Presented by the Sexual Health Peer Resource Center (SHPRC) and the Weiland Health Initiative, this class is open to all interested in sex and sexual health and required of students planning to become counselors at the SHPRC. Course addresses sexual and reproductive anatomy, sexually transmitted infections, contraceptive methods, menstruation, pregnancy, abortion, gender identity, sexual orientation, sexual assault and abuse, consent and communication, societal stigmas and pressure, kink, toys, and pleasure. Students are equipped to make responsible decisions about their own sexual interactions and to advise others appropriately. Course includes lecture series feupdateaturing guest experts, in-person instruction, and discussion. Discussion, role-play, and peer-education outreach project support application of knowledge and development of counseling skills.
Terms: Aut, Win, Spr
| Units: 1-2
WELLNESS 192:
Peer Support: Creating Spaces for Healing and Growth (LEAD 121)
Social support is an integral part of the human experience and a core pillar of human well-being. Explore ways you can be an effective source of support for your peers, using models, skills, and practices rooted in positive psychology, leadership studies and peer coaching. Conceived as a two part process, going inward and engaging outward, you will examine your well-being so you can offer support to others. Through coaching your peers you will help them discover their values, develop meaningful goals, and take steps towards building the life they want. Develop the skills, knowledge, and mindsets needed to be present with your peers when they struggle, feel stuck, and need your support. Cultivate the confidence and abilities needed to be a community leader, well-being champion, and role model for balanced, whole-hearted living at Stanford and beyond. Highly interactive course employs creative expression, group, pair, and individual work, discussions, lectures, and self-guided reflections to support your own well-being and build your capacity to help others enhance theirs.
Terms: Spr
| Units: 2
WELLNESS 198:
Directed Reading and Individual Studies - Wellness
Translate theoretical knowledge and acquired skills into actionable wellness projects that enhance an aspect of wellness within the Stanford community. Students work in collaborative groups or individually under the mentorship of the course instructor(s) to design, deliver, and evaluate a wellness initiative at Stanford.
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
3 times
(up to 6 units total)
WELLNESS 199:
Selected Topics: Wellness
Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular quarter. May be repeated with change of content. For more information regarding specific course titles and topics, please refer to the notes of each course section.
Terms: Aut, Win, Spr, Sum
| Units: 1-2
| Repeatable
3 times
(up to 6 units total)
