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AFRICAST 235: Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, EDUC 135, EDUC 335, HRP 235, HUMBIO 26, MED 235)

The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students insights into understanding how to effectively develop, evaluate, and scale social ventures. Using TeachAIDS (an award-winning nonprofit educational technology social venture used in 78 countries) as a primary case study, students will be given an in-depth look into how the entity was founded and scaled globally. Guest speakers will include world-class experts and entrepreneurs in Philanthropy, Medicine, Communications, Education, and Technology. Open to both undergraduate and graduate students.
Terms: Spr | Units: 3-4

ANTHRO 379A: Empathy Lab II: The Potential of Anthropology for the 21st Century (TAPS 379A)

This interdisciplinary arts/anthropology lab class will study and practice methods from performing arts to expand our understandings of cultural contact and develop methods of thinking more expansively about the creative elements and possibilities for ethnographic fieldwork and critical cultural studies. Prerequisite, by instructor consent.
Terms: Win | Units: 1-5 | Repeatable 2 times (up to 10 units total)
Instructors: ; Jain, S. (PI)

ARTHIST 364A: Technology and the Visual Imagination (ARTHIST 164A, FILMSTUD 164A, FILMSTUD 364A)

An exploration of the dynamic relationship between technology and the ways we see and represent the world. The course examines technologies from the Renaissance through the present day, from telescopes and microscopes to digital detectors, that have changed and enhanced our visual capabilities as well as shaped how we imagine the world. We also consider how these technologies influenced and inspired the work of artists. Special attention is paid to how different technologies such as linear perspective, photography, cinema, and computer screens translate the visual experience into a representation; the automation of vision; and the intersection of technology with conceptions of time and space.
Terms: Win | Units: 4
Instructors: ; Kessler, E. (PI)

BIO 208: Spanish in Science/Science in Spanish (EARTHSYS 207, LATINAM 207)

For graduate and undergraduate students interested in the natural sciences and the Spanish language. Students will acquire the ability to communicate in Spanish using scientific language and will enhance their ability to read scientific literature written in Spanish. Emphasis on the development of science in Spanish-speaking countries or regions. Course is conducted in Spanish and intended for students pursuing degrees in the sciences, particularly disciplines such as ecology, environmental science, sustainability, resource management, anthropology, and archeology.
Terms: Spr | Units: 2
Instructors: ; Dirzo, R. (PI)

BIO 290: Teaching of Biology

Open to upper-division undergraduates and graduate students. Practical experience in teaching lab biology or serving as an assistant in a lecture course. May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum | Units: 1-5 | Repeatable for credit

BIO 291: Development and Teaching of Core Experimental Laboratories

Preparation for teaching the core experimental courses (44X and 44Y). Emphasis is on lab, speaking, and writing skills. Focus is on updating the lab to meet the changing technical needs of the students. Taken prior to teaching either of the above courses. May be repeated for credit. Prerequisite: selection by instructor.
Terms: Aut, Win | Units: 1-2 | Repeatable for credit
Instructors: ; Malladi, S. (PI)

BIO 459: Frontiers in Interdisciplinary Biosciences (BIOC 459, BIOE 459, CHEM 459, CHEMENG 459, PSYCH 459)

Students register through their affiliated department; otherwise register for CHEMENG 459. For specialists and non-specialists. Sponsored by the Stanford BioX Program. Three seminars per quarter address scientific and technical themes related to interdisciplinary approaches in bioengineering, medicine, and the chemical, physical, and biological sciences. Leading investigators from Stanford and the world present breakthroughs and endeavors that cut across core disciplines. Pre-seminars introduce basic concepts and background for non-experts. Registered students attend all pre-seminars; others welcome. See http://biox.stanford.edu/courses/459.html. Recommended: basic mathematics, biology, chemistry, and physics.
Terms: Aut, Win, Spr | Units: 1 | Repeatable for credit
Instructors: ; Robertson, C. (PI)

BIOC 459: Frontiers in Interdisciplinary Biosciences (BIO 459, BIOE 459, CHEM 459, CHEMENG 459, PSYCH 459)

Students register through their affiliated department; otherwise register for CHEMENG 459. For specialists and non-specialists. Sponsored by the Stanford BioX Program. Three seminars per quarter address scientific and technical themes related to interdisciplinary approaches in bioengineering, medicine, and the chemical, physical, and biological sciences. Leading investigators from Stanford and the world present breakthroughs and endeavors that cut across core disciplines. Pre-seminars introduce basic concepts and background for non-experts. Registered students attend all pre-seminars; others welcome. See http://biox.stanford.edu/courses/459.html. Recommended: basic mathematics, biology, chemistry, and physics.
Terms: Aut, Win, Spr | Units: 1 | Repeatable for credit
Instructors: ; Robertson, C. (PI)

BIOE 273: BIODESIGN FOR MOBILE HEALTH (MED 273)

This seminar examines the emerging mobile health industry. Mobile health is the provision of health services and information via mobile technologies such as mobile phones and wearable sensors. Faculty from Stanford University and other academic institutions and guest lecturers from the mobile health industry discuss the driving needs, opportunities and challenges that characterize the emerging mobile health innovation landscape, and present an overview of the technologies, initiatives and companies that are transforming the way we access health care today.
Terms: Aut | Units: 1-3

BIOE 376: Startup Garage: Design

A hands-on, project-based course, in which teams identify and work with users, domain experts, and industry participants to identify an unmet customer need, design new products or services that meet that need, and develop business models to support the creation and launch of startup products or services. This course integrates methods from human-centered design, lean startup, and business model planning. Each team will conceive, design, build, and field-test critical aspects of both the product or service and the business model.
Terms: Aut | Units: 4

BIOE 377: Startup Garage: Testing and Launch

STRAMGT 356/BIOE 376 teams that concluded at the end of fall quarter that their preliminary product or service and business model suggest a path to viability, may continue with STRAMGT 366/BIOE 377 in winter quarter. Teams develop more elaborate versions of their product/service and business model, perform a series of experiments to test key hypotheses about their product and business model, and prepare and present an investor pitch for a seed round of financing to a panel of seasoned investors and entrepreneurs.
Terms: Win | Units: 4

BIOE 459: Frontiers in Interdisciplinary Biosciences (BIO 459, BIOC 459, CHEM 459, CHEMENG 459, PSYCH 459)

Students register through their affiliated department; otherwise register for CHEMENG 459. For specialists and non-specialists. Sponsored by the Stanford BioX Program. Three seminars per quarter address scientific and technical themes related to interdisciplinary approaches in bioengineering, medicine, and the chemical, physical, and biological sciences. Leading investigators from Stanford and the world present breakthroughs and endeavors that cut across core disciplines. Pre-seminars introduce basic concepts and background for non-experts. Registered students attend all pre-seminars; others welcome. See http://biox.stanford.edu/courses/459.html. Recommended: basic mathematics, biology, chemistry, and physics.
Terms: Aut, Win, Spr | Units: 1 | Repeatable for credit
Instructors: ; Robertson, C. (PI)

BIOHOPK 290H: Teaching of Biological Science

Open to upper-division undergraduates and graduate students. Practical experience in teaching lab biology or serving as an assistant in a lecture course. Prerequisite: consent of instructor.nn (Staff)
Terms: Win, Spr, Sum | Units: 1-15 | Repeatable for credit

BIOS 242: Writing Compelling Fellowships and Career Development Awards

An overview of principles and fundamentals for writing competitive fellowships (e.g. NIH F31, F32) and career development awards (e.g. NIH K Awards). Topics include: developing specific aims and career development plans; using the review criteria to inform writing; timelines and resources. Participants develop proposals through guided exercises with an emphasis on in-class peer review and focused faculty feedback.
Terms: Aut | Units: 2

BIOS 243: Grant Writing Academy Mini Course: Specific Aims

Concise overview of the fundamentals for writing competitive NIH Kirschtein NRSA fellowships (F31, F32) and K Awards. Topics include developing specific aims; outlining research and career development plans; and using the review criteria to inform writing. Participants develop their one-page NIH-Specific Aims document with an emphasis on in-class peer review and protected daily proposal writing. Students enroll for units in one small-group section, and also attend two mandatory lectures as noted in class schedule.
Terms: Win, Sum | Units: 1

CEE 200A: Teaching of Civil and Environmental Engineering

Required of CEE Ph.D. students. Strategies for effective teaching and introduction to engineering pedagogy. Topics: problem solving techniques and learning styles, individual and group instruction, the role of TAs, balancing other demands, grading. Teaching exercises. Register for quarter of teaching assistantship.nn 200A. Aut, 200B. Win, 200C. Spr
Terms: Aut | Units: 1 | Repeatable for credit

CEE 200B: Teaching of Civil and Environmental Engineering

Required of CEE Ph.D. students. Strategies for effective teaching and introduction to engineering pedagogy. Topics: problem solving techniques and learning styles, individual and group instruction, the role of TAs, balancing other demands, grading. Teaching exercises. Register for quarter of teaching assistantship. May be repeated for credit. 200A. Aut, 200B. Win, 200C. Spr
Terms: Win | Units: 1 | Repeatable for credit

CEE 200C: Teaching of Civil and Environmental Engineering

Required of CEE Ph.D. students. Strategies for effective teaching and introduction to engineering pedagogy. Topics: problem solving techniques and learning styles, individual and group instruction, the role of TAs, balancing other demands, grading. Teaching exercises. Register for quarter of teaching assistantship. May be repeated for credit. 200A. Aut, 200B. Win, 200C. Spr
Terms: Spr | Units: 1 | Repeatable for credit

CEE 227: Global Project Finance

Public and private sources of finance for large, complex, capital-intensive projects in developed and developing countries. Benefits and disadvantages, major participants, risk sharing, and challenges of project finance in emerging markets. Financial, economic, political, cultural, and technological elements that affect project structures, processes, and outcomes. Case studies. Limited enrollment.
Terms: Win | Units: 3-5
Instructors: ; Bennon, M. (PI)

CEE 246: Entrepreneurship in Civil & Environmental Engineering

CEE 246 is a team project-based course geared toward developing entrepreneurial businesses related to civil and environmental engineering. With support of industry mentors, students are guided through the process of identifying opportunities, developing business plans, and determining funding sources. The class culminates with presentations to industry experts and venture capitalists (VC) to mimic typical investor pitches. The goal is to provide students with the knowledge and network to realize their business idea.
Terms: Spr | Units: 3-4

CEE 251: Negotiation (CEE 151, EARTH 251)

Students learn to prepare for and conduct negotiations in a variety of arenas including getting a job, managing workplace conflict, negotiating transactions, and managing personal relationships. Interactive class. The internationally travelled instructor who has mediated cases in over 75 countries will require students to negotiate real life case studies and discuss their results in class. Application required before first day of class; students should enroll on Axess and complete the application on Coursework before March 18.
Terms: Spr | Units: 3

CEE 275A: California Coast: Science, Policy, and Law (CEE 175A, EARTHSYS 175, EARTHSYS 275, PUBLPOL 175, PUBLPOL 275)

This interdisciplinary course integrates the legal, scientific, and policy dimensions of how we characterize and manage resource use and allocation along the California coast. We will use this geographic setting as the vehicle for exploring more generally how agencies, legislatures, and courts resolve resource-use conflicts and the role that scientific information and uncertainty play in the process. Our focus will be on the land-sea interface as we explore contemporary coastal land-use and marine resource decision-making, including coastal pollution, public health, ecosystem management; public access; private development; local community and state infrastructure; natural systems and significant threats; resource extraction; and conservation, mitigation and restoration. Students will learn the fundamental physics, chemistry, and biology of the coastal zone, tools for exploring data collected in the coastal ocean, and the institutional framework that shapes public and private decisions affecting coastal resources. There will be 3 to 4 written assignments addressing policy and science issues during the quarter, as well as a take-home final assignment. Special Instructions: In-class work and discussion is often done in interdisciplinary teams of students from the School of Law, the School of Engineering, the School of Humanities and Sciences, and the School of Earth, Energy, and Environmental Sciences. Students are expected to participate in class discussion and field trips. Elements used in grading: Participation, including class session and field trip attendance, writing and quantitative assignments. Cross-listed with Civil & Environmental Engineering (CEE 175A/275A), Earth Systems (EARTHSYS 175/275), Law (LAW514), and Public Policy (PUBLPOL 175/275). Open to graduate students and to advanced undergraduates with instructor consent.
Terms: Spr | Units: 3-4

CEE 275K: The Practice of Environmental Consulting

Class consists of eight interactive two-hour seminars with discussions, and will cover the evolution of the environmental consulting business, strategic choices and alternative business models for private and public firms, a review of the key operational issues in managing firm, organizational strategies, knowledge management and innovation, and ethical issues in providing professional services. Case studies will be used to illustrate key concepts. Selected reading materials drawn from the technical and business literature on the consulting business. Student groups will prepare and present an abbreviated business plan for an environmental based business. Enrollment limited to CEE MS and PHD students.
Terms: Win | Units: 2
Instructors: ; Kavanaugh, M. (PI)

CEE 275S: Environmental Entrepreneurship and Innovation (CEE 175S)

Our current infrastructure for provision of critical services-clean water, energy, transportation, environmental protection; requires substantial upgrades. As a complement to the scientific and engineering innovations taking place in the environmental field, this course emphasizes the analysis of economic factors and value propositions that align value chain stakeholder interests.
Terms: Sum | Units: 2

CEE 377: Research Proposal Writing in Environmental Engineering and Science

For first- and second-year post-master's students preparing for thesis defense. Students develop progress reports and agency-style research proposals, and present a proposal in oral form. Prerequisite: consent of thesis adviser.
Terms: Aut, Win, Spr, Sum | Units: 1-3

CHEM 296: Creating New Ventures in Engineering and Science-based Industries (CHEM 196, CHEMENG 196, CHEMENG 296)

Open to seniors and graduate students interested in the creation of new ventures and entrepreneurship in engineering and science intensive industries such as chemical, energy, materials, bioengineering, environmental, clean-tech, pharmaceuticals, medical, and biotechnology. Exploration of the dynamics, complexity, and challenges that define creating new ventures, particularly in industries that require long development times, large investments, integration across a wide range of technical and non-technical disciplines, and the creation and protection of intellectual property. Covers business basics, opportunity viability, creating start-ups, entrepreneurial leadership, and entrepreneurship as a career. Teaching methods include lectures, case studies, guest speakers, and individual and team projects.
Terms: Aut | Units: 3

CHEM 299: Teaching of Chemistry

Required of all teaching assistants in Chemistry. Techniques of teaching chemistry by means of lectures and labs.
Terms: Aut, Win, Spr | Units: 1-3 | Repeatable for credit
Instructors: ; Brennan, M. (PI)

CHEM 459: Frontiers in Interdisciplinary Biosciences (BIO 459, BIOC 459, BIOE 459, CHEMENG 459, PSYCH 459)

Students register through their affiliated department; otherwise register for CHEMENG 459. For specialists and non-specialists. Sponsored by the Stanford BioX Program. Three seminars per quarter address scientific and technical themes related to interdisciplinary approaches in bioengineering, medicine, and the chemical, physical, and biological sciences. Leading investigators from Stanford and the world present breakthroughs and endeavors that cut across core disciplines. Pre-seminars introduce basic concepts and background for non-experts. Registered students attend all pre-seminars; others welcome. See http://biox.stanford.edu/courses/459.html. Recommended: basic mathematics, biology, chemistry, and physics.
Terms: Aut, Win, Spr | Units: 1 | Repeatable for credit
Instructors: ; Robertson, C. (PI)

CHEMENG 296: Creating New Ventures in Engineering and Science-based Industries (CHEM 196, CHEM 296, CHEMENG 196)

Open to seniors and graduate students interested in the creation of new ventures and entrepreneurship in engineering and science intensive industries such as chemical, energy, materials, bioengineering, environmental, clean-tech, pharmaceuticals, medical, and biotechnology. Exploration of the dynamics, complexity, and challenges that define creating new ventures, particularly in industries that require long development times, large investments, integration across a wide range of technical and non-technical disciplines, and the creation and protection of intellectual property. Covers business basics, opportunity viability, creating start-ups, entrepreneurial leadership, and entrepreneurship as a career. Teaching methods include lectures, case studies, guest speakers, and individual and team projects.
Terms: Aut | Units: 3

CHEMENG 410: Public Communication of Research

Develop skills for communicating complex science to the public through writing, video, and public speaking. Learn how to work with the media to explain scientific discoveries without overselling the science. Work in small groups and one-on-one with writers and guest speaker; develop a short written piece and video explaining own research; develop skills that will translate to future scientific projects. Open to graduate students in the biosciences, chemistry, and engineering. Enrollment limited to 20.
Terms: Aut | Units: 1

CHEMENG 459: Frontiers in Interdisciplinary Biosciences (BIO 459, BIOC 459, BIOE 459, CHEM 459, PSYCH 459)

Students register through their affiliated department; otherwise register for CHEMENG 459. For specialists and non-specialists. Sponsored by the Stanford BioX Program. Three seminars per quarter address scientific and technical themes related to interdisciplinary approaches in bioengineering, medicine, and the chemical, physical, and biological sciences. Leading investigators from Stanford and the world present breakthroughs and endeavors that cut across core disciplines. Pre-seminars introduce basic concepts and background for non-experts. Registered students attend all pre-seminars; others welcome. See http://biox.stanford.edu/courses/459.html. Recommended: basic mathematics, biology, chemistry, and physics.
Terms: Aut, Win, Spr | Units: 1 | Repeatable for credit
Instructors: ; Robertson, C. (PI)

CHEMENG 482: The Startup Garage: Design (SOMGEN 282)

(Same as STRAMGT 356) The Startup Garage is an experiential lab course that focuses on the design, testing and launch of a new venture. Multidisciplinary student teams work through an iterative process of understanding user needs, creating a point of view statement, ideating and prototyping new product and services and their business models, and communicating the user need, product, service and business models to end-users, partners, and investors. In the autumn quarter, teams will: identify and validate a compelling user need and develop very preliminary prototypes for a new product or service and business models. Students form teams, conduct field work and iterate on the combination of business model -- product -- market. Teams will present their first prototypes (business model - product - market) at the end of the quarter to a panel of entrepreneurs, venture capitalists, angel investors and faculty.
Terms: Aut | Units: 4

CHEMENG 484: The Startup Garage: Testing and Launch (SOMGEN 284)

This is the second quarter of the two-quarter series. In this quarter, student teams expand the field work they started in the fall quarter. They get out of the building to talk to potential customers, partners, distributors, and investors to test and refine their business model, product/service and market. This quarter the teams will be expected to develop and test a minimally viable product, iterate, and focus on validated lessons on: the market opportunity, user need and behavior, user interactions with the product or service, business unit economics, sale and distribution models, partnerships, value proposition, and funding strategies. Teams will interact with customers, partners, distributors, investors and mentors with the end goal of developing and delivering a funding pitch to a panel of entrepreneurs, venture capitalists, angel investors and faculty.
Terms: Win | Units: 4

COMM 277C: Specialized Writing and Reporting: Environmental Journalism (COMM 177C, EARTHSYS 177C, EARTHSYS 277C)

(Graduate students register for COMM / EARTHSYS 277C.) A practical, writing-intensive course for science and journalism students that begins with the assumption that you already know how to research and relay the essential facts of almost any environmental story. You will go beyond the basics, both as reporters and storytellers. Learn how to write stories that stand on fact but move like fiction, that have protagonists and antagonists, that create suspense, that reveal character through dialogue and action, and that pay off with resonant finales. Limited enrollment: preference to journalism students and students in the natural and environmental sciences. Prerequisite: COMM 104, EARTHSYS 200 or consent of instructor. Admission by application only, available from thayden@stanford.edu. Applications due Nov. 30, 2015.
Terms: Win | Units: 4-5
Instructors: ; Hawk, S. (PI)

COMM 301: Communication Research, Curriculum Development and Pedagogy

Designed to prepare students for teaching and research in the Department of Communication. Students will be trained in developing curriculum and in pedagogical practices, and will also be exposed to the research programs of various faculty members in the department. Required of all Ph.D. students.
Terms: Spr | Units: 1

CS 377E: Designing Solutions to Global Grand Challenges

In this course we creatively apply information technologies to collectively attack Global Grand Challenges (e.g., global warming, rising healthcare costs and declining access, and ensuring quality education for all). This quarter we will focus on assisting refugees. Interdisciplinary student teams will carry out need-finding within a target domain, followed by brainstorming to propose a quarter long project. Teams will spend the rest of the quarter applying user-centered design methods to rapidly iterate through design, prototyping, and testing of their solutions. This course will interweave a weekly lecture with a weekly studio session where students apply the techniques hands-on in a small-scale, supportive environment.
Terms: Spr | Units: 3-4

DESINST 366: Creative Gym: A Design Thinking Skills Studio

Build your creative confidence and sharpen your design thinking skills. Train your intuition and expand the design context from which you operate every day. This experimental studio will introduce d.school students to fast- paced experiential exercises that lay the mental and physical foundation for a potent bias toward action, and a wider knowledge of the personal skills that expert design thinkers utilize in all phases of their process. Recent research based on this course curriculum show that performing these class activities will expand your creative capacity in statistically significant ways.
Terms: Spr | Units: 1

DLCL 220: Humanities Education

Humanities Education explores issues concerning teaching and learning in the humanities, including research on student learning, innovation in pedagogy, the role of new technologies in humanities instruction, and professional issues for humanities teachers at all educational levels.
Terms: Aut, Win, Spr | Units: 1 | Repeatable for credit

DLCL 301: The Learning and Teaching of Second Languages

Prepares DLCL graduate students to teach first- and second-year foreign languages. Participants learn about second-language acquisition research and participate in the initial stages of Oral Proficiency Interview (OPI) training.
Terms: Spr | Units: 3
Instructors: ; Bernhardt-Kamil, E. (PI)

DLCL 302: The Learning and Teaching of Second-Language Literatures

Focuses on the research on advanced level reading and writing in second language contexts with a special focus on upper-level cultural texts. Discussion of second language writing and reading assessment including a writing familiarization workshop. Participants will focus on their cognizant language and literature for the completion of their assignments. Prerequisite: DLCL 301.
Terms: Aut | Units: 1-3
Instructors: ; Bernhardt-Kamil, E. (PI)

DLCL 303: Language Program Management

Administrative Internship in Language Program Management. Experiences can include, but are not limited to, the following: Shadow faculty and staff in select areas of administration and supervision within the Language Center and DLCL; Placement testing and student advisement; Technology in teaching and learning; Processes for teacher observation and feedback; Procedures in staff supervision and Human Resources; Course scheduling, budgeting, staffing, and searches; Interface with external programs (e.g. BOSP, Bechtel, CTL).
Terms: Win, Sum | Units: 1-3
Instructors: ; Bernhardt-Kamil, E. (PI)

DLCL 311: Professional Workshop

Meets regularly throughout the year to discuss issues in the professional study of literature. Topics include the academic job market and the challenges of research and teaching at different types of institutions. Supervised by the graduate affairs committee of the DLCL. May be repeated for credit.
Terms: Win, Spr | Units: 1-2 | Repeatable for credit
Instructors: ; Surwillo, L. (PI)

EARTH 202: PhD Students on the PhD

This seminar is designed for coterms and upperclassmen who are considering pursuing a PhD in earth science fields but want to know what that path really entails. Consisting of small-group discussions with current PhD students, this course will feature conversations on a range of PhD research topics and will also delve into the substance of the PhD experience itself. We will explore PhD students' programs and career paths: the milestones, processes, and issues that guide their decisions and shape their PhD experiences. Discussion themes will be determined partly in advance and partly based on the interests of participants and could include topics such as choosing a PhD program or research question, interdisciplinarity, community engagement, or work/life balance.
Terms: Win | Units: 1

EARTH 218: Communicating Science

For undergraduates and graduate students interested in teaching science in local schools. Inquiry-based science teaching methods. How to communicate scientific knowledge and improve presentations. Six weeks of supervised teaching in a local school classroom. Prerequisite: course in introductory biology, geology, chemistry, or marine sciences.
Terms: Aut | Units: 3 | Repeatable 2 times (up to 6 units total)
Instructors: ; Saltzman, J. (PI)

EARTH 219: OPINION WRITING IN THE SCIENCES

Part exposition, part reflection, part synthesis, research-driven opinion writing can be found everywhere from the op-ed pages of daily newspapers, to the commentary sections of journals such as Nature and Science, to the sort of wide-ranging reviews found in the New York Review of Books. In this course, advanced doctoral students will study the form, and work with the instructors to develop a publication-quality opinion essay on an aspect of their own field. Admission is limited and by application only. Contact thayden@stanford.edu.
Terms: Spr | Units: 1

EARTH 251: Negotiation (CEE 151, CEE 251)

Students learn to prepare for and conduct negotiations in a variety of arenas including getting a job, managing workplace conflict, negotiating transactions, and managing personal relationships. Interactive class. The internationally travelled instructor who has mediated cases in over 75 countries will require students to negotiate real life case studies and discuss their results in class. Application required before first day of class; students should enroll on Axess and complete the application on Coursework before March 18.
Terms: Spr | Units: 3

EARTHSYS 177C: Specialized Writing and Reporting: Environmental Journalism (COMM 177C, COMM 277C, EARTHSYS 277C)

(Graduate students register for COMM / EARTHSYS 277C.) A practical, writing-intensive course for science and journalism students that begins with the assumption that you already know how to research and relay the essential facts of almost any environmental story. You will go beyond the basics, both as reporters and storytellers. Learn how to write stories that stand on fact but move like fiction, that have protagonists and antagonists, that create suspense, that reveal character through dialogue and action, and that pay off with resonant finales. Limited enrollment: preference to journalism students and students in the natural and environmental sciences. Prerequisite: COMM 104, EARTHSYS 200 or consent of instructor. Admission by application only, available from thayden@stanford.edu. Applications due Nov. 30, 2015.
Terms: Win | Units: 4-5
Instructors: ; Hawk, S. (PI)

EARTHSYS 207: Spanish in Science/Science in Spanish (BIO 208, LATINAM 207)

For graduate and undergraduate students interested in the natural sciences and the Spanish language. Students will acquire the ability to communicate in Spanish using scientific language and will enhance their ability to read scientific literature written in Spanish. Emphasis on the development of science in Spanish-speaking countries or regions. Course is conducted in Spanish and intended for students pursuing degrees in the sciences, particularly disciplines such as ecology, environmental science, sustainability, resource management, anthropology, and archeology.
Terms: Spr | Units: 2
Instructors: ; Dirzo, R. (PI)

EARTHSYS 235: Podcasting the Anthropocene (EARTHSYS 135)

Identification and interview of Stanford researchers to be featured in an audio podcast. Exploration of interviewing techniques, audio storytelling, audio editing, and podcasting as a newly emerging media platform. Individual and group projects. Group workshops focused on preparation, review, and critiques of podcasts.
Terms: Aut | Units: 3 | Repeatable 3 times (up to 6 units total)

EARTHSYS 275: California Coast: Science, Policy, and Law (CEE 175A, CEE 275A, EARTHSYS 175, PUBLPOL 175, PUBLPOL 275)

This interdisciplinary course integrates the legal, scientific, and policy dimensions of how we characterize and manage resource use and allocation along the California coast. We will use this geographic setting as the vehicle for exploring more generally how agencies, legislatures, and courts resolve resource-use conflicts and the role that scientific information and uncertainty play in the process. Our focus will be on the land-sea interface as we explore contemporary coastal land-use and marine resource decision-making, including coastal pollution, public health, ecosystem management; public access; private development; local community and state infrastructure; natural systems and significant threats; resource extraction; and conservation, mitigation and restoration. Students will learn the fundamental physics, chemistry, and biology of the coastal zone, tools for exploring data collected in the coastal ocean, and the institutional framework that shapes public and private decisions affecting coastal resources. There will be 3 to 4 written assignments addressing policy and science issues during the quarter, as well as a take-home final assignment. Special Instructions: In-class work and discussion is often done in interdisciplinary teams of students from the School of Law, the School of Engineering, the School of Humanities and Sciences, and the School of Earth, Energy, and Environmental Sciences. Students are expected to participate in class discussion and field trips. Elements used in grading: Participation, including class session and field trip attendance, writing and quantitative assignments. Cross-listed with Civil & Environmental Engineering (CEE 175A/275A), Earth Systems (EARTHSYS 175/275), Law (LAW514), and Public Policy (PUBLPOL 175/275). Open to graduate students and to advanced undergraduates with instructor consent.
Terms: Spr | Units: 3-4

EARTHSYS 277C: Specialized Writing and Reporting: Environmental Journalism (COMM 177C, COMM 277C, EARTHSYS 177C)

(Graduate students register for COMM / EARTHSYS 277C.) A practical, writing-intensive course for science and journalism students that begins with the assumption that you already know how to research and relay the essential facts of almost any environmental story. You will go beyond the basics, both as reporters and storytellers. Learn how to write stories that stand on fact but move like fiction, that have protagonists and antagonists, that create suspense, that reveal character through dialogue and action, and that pay off with resonant finales. Limited enrollment: preference to journalism students and students in the natural and environmental sciences. Prerequisite: COMM 104, EARTHSYS 200 or consent of instructor. Admission by application only, available from thayden@stanford.edu. Applications due Nov. 30, 2015.
Terms: Win | Units: 4-5
Instructors: ; Hawk, S. (PI)

EARTHSYS 291: Introduction to Environmental Communication (EARTHSYS 191)

Introduction to the history, development, and current state of communication of environmental science and policy to non-specialist audiences. Includes fundamental principles, core competencies, and major challenges of effective environmental communication in the public and policy realms and an overview of the current range and scope of research and practice in environmental communication. Intended for senior undergraduates and above with a background in environmental science and policy. Prerequisite: Earth Systems core (EarthSys 111 and EarthSys 112) or equivalent.
Terms: Aut | Units: 3

EARTHSYS 292: Multimedia Environmental Communication

Theory and practice of effective, accurate and engaging use of photography and web video production in environmental communication. Emphasis on group project work and peer critiquing in each modality, including some out-of-class work time. Limited class size, preference to Earth Systems Master's students.
Terms: Aut | Units: 3
Instructors: ; Hayden, T. (PI)

EDUC 202I: International Education Policy Workshop

This is a project-based workshop. Practical introduction to issues in educational policy making, education reform, educational planning, implementation of policy interventions, and monitoring and evaluation in developing country contexts. Preference to students enrolled in ICE/IEAPA, but open to other students interested in international development or comparative public policy with instructor's consent. Attendance at first class required for enrollment.
Terms: Win | Units: 4
Instructors: ; Kijima, R. (PI)

EDUC 208B: Curriculum Construction

The theories and methods of curriculum development and improvement. Topics: curriculum ideologies, perspectives on design, strategies for diverse learners, and the politics of curriculum construction and implementation. Students develop curriculum plans for use in real settings. Service Learning Course (certified by Haas Center).
Terms: Win | Units: 3-4
Instructors: ; Pope, D. (PI)

EDUC 213: Introduction to Teaching

Key concepts in teaching and learning; teacher content knowledge and pedagogical content knowledge; student prior knowledge and preconceptions; cognition and metacognition; classroom culture, motivation, and management; teaching diverse populations; comparison of teaching models; analysis of teaching; standards, accountability, and assessment of learning; assessing teaching quality; online learning and teaching.
Terms: Aut | Units: 3-4

EDUC 239: Educating Young STEM Thinkers (EDUC 139, ME 139, ME 231)

The course introduces students to the design thinking process, the national conversations about the future of STEM careers, and opportunities to work with middle school students and K-12 teachers in STEM-based after-school activities and intercession camps. The course is both theory and practice focused. The purpose is twofold; to provide reflection and mentoring opportunities for students to learn about pathways to STEM careers and to introduce mentoring opportunities with young STEM thinkers.
Terms: Win, Spr | Units: 3-5 | Repeatable 4 times (up to 20 units total)

EDUC 265: History of Higher Education in the U.S. (AMSTUD 165, EDUC 165, HISTORY 158C)

Major periods of evolution, particularly since the mid-19th century. Premise: insights into contemporary higher education can be obtained through its antecedents, particularly regarding issues of governance, mission, access, curriculum, and the changing organization of colleges and universities.
Terms: Win | Units: 3-5
Instructors: ; Labaree, D. (PI)

EDUC 280: Learning & Teaching of Science (PHYSICS 295)

This course will provide students with a basic knowledge of the relevant research in cognitive psychology and science education and the ability to apply that knowledge to enhance their ability to learn and teach science, particularly at the undergraduate level. Course will involve readings, discussion, and application of the ideas through creation of learning activities. It is suitable for advanced undergraduates and graduate students with some science background.
Terms: Spr | Units: 3
Instructors: ; Wieman, C. (PI)

EDUC 290: Instructional Leadership: Building Capacity for Excellent Teaching

This course focuses on the role of leaders in designing, supporting and sustaining excellent teaching. How do leaders create the organizational conditions to focus attention on the technical core of instruction, curriculum and assessment. Course goals: 1) explore a variety of educational leadership approaches, 2) investigate the theory of action underlying these approaches to leadership and consider the implications for instructional practice and 3) develop understanding of the relationship between the leadership approach and the learning environment.
Terms: Spr | Units: 3-4
Instructors: ; Brazer, S. (PI)

EDUC 292: Academic Writing for Clarity and Grace

Students will acquire helpful writing strategies, habits, and critical faculties; increase their sense of writing as revision; and leave them with resources that will support them in their own lifelong pursuit of good writing. Students will work on revising their own papers and editing papers of other students. Class will focus on exercises in a variety of critical writing skills: framing, concision, clarity, emphasis, rhythm, action, actors, argument, data, quotations, and usage. Course enrollment limited to graduate students.
Terms: Spr | Units: 2-4
Instructors: ; Labaree, D. (PI); Ris, E. (GP)

EDUC 297: Teaching and Learning in Higher Education (VPTL 297)

(Same as LAW 303) This course is co-taught by Tom Ehrlich, GSE, and Mariatte Denman, Office of the Vice Provost for Teaching & Learning. It provides doctoral and masters students with an opportunity to focus on teaching and learning along with graduate students from many disciplines throughout the university. Students watch and interview master teachers at Stanford, prepare a syllabus module for a workshop or class they might teach, and learn a range of effective pedagogical methods. The course is open not only to masters students and doctoral students from all schools who expect to work in higher education, but also to students interested in K-12 education, and they may develop a teaching module for use in those schools.
Terms: Win | Units: 1-4

EDUC 334A: Youth and Education Law Project: Clinical Practice

(Same as LAW 660A). The Youth and Education Law Project offers students the opportunity to participate in a wide variety of educational rights and reform work, including direct representation of youth and families in special education and school discipline matters, community outreach and education, school reform litigation, and/or policy research and advocacy. All students have an opportunity to represent elementary and high school students with disabilities in special education proceedings, to represent students in school discipline proceedings, or to work with community groups in advocating for the provision of better and more equitable educational opportunities to their children. In addition, the clinic may pursue a specific policy research and advocacy project that will result in a written policy brief and policy proposal. Students working on special education matters have the opportunity to handle all aspects of their clients' cases. Students working in this area interview and counsel clients, investigate and develop facts, work with medical and mental health professionals and experts, conduct legal and educational research, create case plans, and represent clients at individual education program (IEP) team meetings, mediation or special education due process hearings. This work offers students a chance to study the relationship between individual special education advocacy and system-wide reform efforts such as impact litigation. Students working on school discipline matters interview and counsel clients, investigate and develop facts, interview witnesses, conduct legal and educational research, create case plan, and represent clients at school discipline hearings such as expulsion hearings. Such hearings provide the opportunity to present oral and written argument, examine witnesses, and present evidence before a hearing officer. If appropriate and necessary, such proceedings also present the opportunity to represent students on appeal before the school district board of trustees or the county board of education. The education clinic includes two or three mandatory training sessions to be held at the beginning of the term, a weekly seminar that focuses on legal skills and issues in law and education policy, regular case review, and a one hour weekly meeting with the clinic instructor. Admission is by consent of instructor. Beginning with the 2009-2010 academic year, each of the Law School's clinical courses is being offered on a full-time basis for 12 credits.
Terms: Win, Spr | Units: 4
Instructors: ; Koski, W. (PI)

EDUC 335: Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, AFRICAST 235, EDUC 135, HRP 235, HUMBIO 26, MED 235)

The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students insights into understanding how to effectively develop, evaluate, and scale social ventures. Using TeachAIDS (an award-winning nonprofit educational technology social venture used in 78 countries) as a primary case study, students will be given an in-depth look into how the entity was founded and scaled globally. Guest speakers will include world-class experts and entrepreneurs in Philanthropy, Medicine, Communications, Education, and Technology. Open to both undergraduate and graduate students.
Terms: Spr | Units: 3-4

EDUC 338: Innovations in Education

Each year students in this course explore a new design challenge related to teaching. This year we will focus on creating school models. We welcome graduate students from a wide range of disciples. Admission by application. Please see more information at http://dschool.stanford.edu.
Terms: Win | Units: 3-4

EDUC 374: Philanthropy and Civil Society (POLISCI 334, SOC 374)

Cross-listed with Law (LAW 781), Political Science (POLISCI 334) and Sociology (SOC 374). Associated with the Center for Philanthropy and Civil Society (PACS). Year-long workshop for doctoral students and advanced undergraduates writing senior theses on the nature of civil society or philanthropy. Focus is on pursuit of progressive research and writing contributing to the current scholarly knowledge of the nonprofit sector and philanthropy. Accomplished in a large part through peer review. Readings include recent scholarship in aforementioned fields. May be repeated for credit for a maximum of 9 units.
Terms: Aut, Win, Spr | Units: 1-3 | Repeatable for credit (up to 297 units total)

EDUC 377B: Strategic Management of Nonprofits

(Same as STRAMGT 368). This course seeks to provide a survey of the strategic, governance, and management issues facing a wide range of nonprofit organizations and their executive and board leaders, in the era of venture philanthropy and social entrepreneurship. The students will also be introduced to core managerial issues uniquely defined by this sector such as development/fundraising, investment management, performance management and nonprofit finance. The course also provides an overview of the sector, including its history and economics. Cases involve a range of nonprofits, from smaller, social entrepreneurial to larger, more traditional organizations, including education, social service, environment, health care, religion, NGO's and performing arts. In exploring these issues, this course reinforces the frameworks and concepts of strategic management introduced in the core first year courses. In addition to case discussions, the course employs role plays, study group exercises and many outsider speakers.
Terms: Aut | Units: 4

EDUC 377C: Strategic Philanthropy

(Also GSBGEN 381). Appropriate for any student driven to effect positive social change from either the for-profit or nonprofit sector, Strategic Philanthropy (GSBGEN 381/ EDUC 377C) will challenge students to expand their own strategic thinking about philanthropic aspiration and action. In recent decades, philanthropy has become an industry in itself - amounting to over $300 billion in the year 2012. Additionally, the last decade has seen unprecedented innovation in both philanthropy and social change. This course explores the key operational and strategic distinctions between traditional philanthropic entities, such as community foundations, private foundations, and corporate foundations; and innovative models, including funding intermediaries, open-source platforms, technology-driven philanthropies, and venture philanthropy partnerships. Course work will include readings and case discussions that encourage students to analyze both domestic and global philanthropic strategies as they relate to foundation mission, grant making, evaluation, financial management, infrastructure, knowledge management, policy change, and board governance. Guest speakers will consist of high profile philanthropists, foundation presidents, social entrepreneurs and Silicon Valley business leaders creating new philanthropic models. The course will also provide students with real-world grantmaking experience in completing nonprofit organizational assessments and making grants to organizations totaling $20,000. The course will culminate in an individual project in which students will complete a business plan for a $10 million private foundation.
Terms: Aut | Units: 3

EDUC 386: Leadership and Administration in Higher Education

Definitions of leadership and leadership roles within colleges and universities. Leadership models and organizational concepts. Case study analysis of the problems and challenges facing today's higher education administrators.
Terms: Spr | Units: 2

EDUC 391: Engineering Education and Online Learning (ENGR 391)

A project based introduction to web-based learning design. In this course we will explore the evidence and theory behind principles of learning design and game design thinking. In addition to gaining a broad understanding of the emerging field of the science and engineering of learning, students will experiment with a variety of educational technologies, pedagogical techniques, game design principles, and assessment methods. Over the course of the quarter, interdisciplinary teams will create a prototype or a functioning piece of educational technology.
Terms: Spr | Units: 3

EDUC 405: Teaching the Humanities

This course, designed for graduate students in the humanities and education, explores approaches to teaching the humanities at both the secondary and collegiate levels, with a focus on the teaching of text, and how the humanities can help students develop the ability to read and think critically. The course explores purposes and pedagogical approaches for teaching humanities through a variety of texts and perspectives. The course is designed as an opportunity for doctoral students in the Humanities both to enrich their own teaching, and to broaden their understanding of professional teaching opportunities, including community college and secondary school teaching.
Terms: Win | Units: 3
Instructors: ; Wolf, J. (PI)

EE 203: The Entrepreneurial Engineer

Seminar. For prospective entrepreneurs with an engineering background. Contributions made to the business world by engineering graduates. Speakers include Stanford and other engineering and M.B.A. graduates who have founded large and small companies in nearby communities. Contributions from EE faculty and other departments including Law, Business, and MS&E.May be repeated for credit.
Terms: Win | Units: 1 | Repeatable for credit
Instructors: ; Melen, R. (PI)

EE 204: Business Management for Electrical Engineers and Computer Scientists

For graduate students with little or no business experience. The class is designed to provide students with the opportunity to learn about the fundamental activities of businesses: Identifying new markets, developing successful products, marketing and selling, building and managing teams, and measuring results. Learning about these activities is accomplished through case studies. The cases are chosen from the technology sector including consumer electronics, semiconductor, software, consulting services, and e-commerce. Understanding the activities of business will provide engineers, scientists, and educators with a broader perspective on how to contribute to their organizations and achieve their personal career. Prerequisite: graduate standing.
Terms: Spr | Units: 3

EE 292I: Insanely Great Products: How do they get built?

Great products emerge from a sometimes conflict-laden process of collaboration between different functions within companies. This Seminar seeks to demystify this process via case-studies of successful products and companies. Engineering management and businesspeople will share their experiences in discussion with students. Previous companies profiled: Apple, Intel, Facebook, and Genentech -- to name a few. Previous guests include: Jon Rubinstein (NeXT, Apple, Palm), Diane Greene (VMware), and Ted Hoff (Intel). Pre-requisites: None
Terms: Spr | Units: 1
Instructors: ; Obershaw, D. (PI)

EE 395: Electrical Engineering Instruction: Practice Teaching

Open to advanced EE graduate students who plan to make teaching their career. Students conduct a section of an established course taught in parallel by an experienced instructor. Enrollment limited.
Terms: Aut, Win, Spr | Units: 1-15

EE 402A: Topics in International Technology Management

Theme for Autumn 2015 is ¿International Partnerships for Advanced Intelligent Systems.¿ This series features distinguished speakers from industry and government who are involved with international R&D projects in areas such as IOT (Internet of Things), autonomous vehicles and other robotics, smart medical devices and services, and next generation energy and transportation systems. The focus is on projects involving at least one Asia-based partner. Please see syllabus for specific requirements, which may differ from those of other seminars at Stanford.
Terms: Aut | Units: 1 | Repeatable for credit
Instructors: ; Dasher, R. (PI)

EE 402T: Entrepreneurship in Asian High-Tech Industries (CHINGEN 402T, JAPANGEN 402T, KORGEN 402T)

Distinctive patterns and challenges of entrepreneurship in Asia; update of business and technology issues in the creation and growth of start-up companies in major Asian economies. Distinguished speakers from industry, government, and academia. Course may be repeated for credit.
Terms: Spr | Units: 1 | Repeatable for credit
Instructors: ; Dasher, R. (PI)

EFSLANG 688: Intensive English and Academic Orientation for Foreign Graduate Students

Goal is to prepare incoming international graduate students for full-time study. Academic orientation and instruction in academic writing, listening, discussion, oral presentation, and spoken usage. Enrollment limited to 14. Course may be repeated once.
Terms: Sum | Units: 6 | Repeatable 2 times (up to 12 units total)
Instructors: ; Rylance, C. (PI)

EFSLANG 688A: Intensive Spoken English

For current graduate students. Includes work on listening, oral presentation, discussion, and conversational interaction. May fulfill any two of the following EFS requirements, subject to approval by the EFS Director: EFSLANG 690A, 690B, 691, 693B.
Terms: Sum | Units: 3
Instructors: ; Rylance, C. (PI)

EFSLANG 688B: Intensive Academic Writing

For current graduate students. Focus on academic writing, with some work in reading and vocabulary development. Engineering, science, humanities, and social science students prepare a research paper; business students write one or more case studies. Fulfills requirement for EFSLANG 697 or 698A, subject to approval by the EFSLANG Director.
Terms: Sum | Units: 3
Instructors: ; Rylance, C. (PI)

EFSLANG 689B: Building Communication Skills through Improvisation

Focus on building a range of English communication skills through improvisation activities. Participants explore theatrical techniques that teach collaboration, spontaneity, team building, storytelling, and confident public speaking with connections to academic, professional, and personal situations. Course is co-taught by an improvisation expert and an ESL instructor. No previous improvisation or theater experience necessary.
Terms: Sum | Units: 1
Instructors: ; Rylance, C. (PI)

EFSLANG 689P: Pronunciation

The sounds of English, and stress, intonation, and rhythm patterns important to natural-sounding speech. Enrollment limited to 14.
Terms: Sum | Units: 2 | Repeatable 2 times (up to 4 units total)
Instructors: ; Mawson, C. (PI)

EFSLANG 689V: Vocabulary and Idiom

Building vocabulary for academic success. Idiomatic language, and what idioms and metaphors reflect about American culture. Enrollment limited to 14.
Terms: Sum | Units: 1 | Repeatable 2 times (up to 2 units total)
Instructors: ; Hilbert, K. (PI)

EFSLANG 690A: Interacting in English

Strategies for communicating effectively in social and academic settings. Informal and formal language used in campus settings, including starting and maintaining conversations, asking questions, making complaints, and contributing ideas and opinions. Simulations and discussions, with feedback on pronunciation, grammar, and usage. Enrollment limited to 14.
Terms: Aut, Win, Spr | Units: 1-3

EFSLANG 690B: Academic Discussion

Skills for effective participation in classroom settings, seminars, and research group meetings. Pronunciation, grammar, and appropriateness for specific tasks. Feedback on language and communication style. Enrollment limited to 14. May be repeated once for credit. Prerequisite: EFSLANG 690A or consent of instructor.
Terms: Aut, Win, Spr | Units: 1-3 | Repeatable 2 times (up to 6 units total)

EFSLANG 690C: Advanced Interacting in English

Communication skills for extended discourse such as storytelling and presenting supported arguments. Development of interactive listening facility and overall intelligibility and accuracy. Goal is advanced fluency in classroom, professional and social settings. Identification of and attention to individual patterned errors. May be repeated once for credit. Prerequisite: EFSLANG 690B or consent of instructor. Enrollment limited to 14.
Terms: Aut, Win, Spr | Units: 1-3 | Repeatable 2 times (up to 6 units total)
Instructors: ; Streichler, S. (PI)

EFSLANG 691: Oral Presentation

For advanced graduate students. Practice in academic presentation skills; strategy, design, organization, and use of visual aids. Focus is on improving fluency and delivery style, with videotaping for feedback on language accuracy and usage. Enrollment limited to 14. May be repeated once for credit.
Terms: Aut, Win, Spr | Units: 1-3 | Repeatable 2 times (up to 6 units total)

EFSLANG 692: Speaking and Teaching in English

For non-native speakers who must teach in English. Focus is on developing clarity, intelligibility, and effectiveness through weekly presentations simulating actual teaching assistant responsibilities. Enrollment limited to 14. May be repeated once for credit.
Terms: Aut, Win, Spr | Units: 1-3 | Repeatable 2 times (up to 6 units total)

EFSLANG 693A: Listening Comprehension

Strategies for effective listening in an academic setting, focusing on identifying key ideas in lectures. Practice in understanding words and phrases commonly encountered in classroom settings. Computer-based exercises for comprehension of rapid, natural speech. Enrollment limited to 14.
Terms: Aut | Units: 1-3

EFSLANG 693B: Advanced Listening Comprehension, and Vocabulary Development

Listening strategies and vocabulary for understanding English in academic and non-academic contexts. Discussion and interpretation of communicative intent. Computer-based and video exercises across a range of genres; individual project. May be repeated once for credit. Prerequisite: EFSLANG 693A or consent of instructor.
Terms: Aut, Win, Spr | Units: 1-3 | Repeatable 2 times (up to 6 units total)

EFSLANG 694: English for Business, Industry and Professional Life

For advanced graduate students. Task-based practice of language appropriate for professional settings in industry and related teamwork. Simulation of the roles of manager, applicant, subordinate, and coworker. Prerequisite: EFSLANG 693A, or consent of instructor. Enrollment limited to 14.
Terms: Aut, Win | Units: 1-3
Instructors: ; Rylance, C. (PI)

EFSLANG 697: Writing Fundamentals

Focus is on improving grammatical accuracy and vocabulary, building fluency, and learning the structure and conventions of English correspondence, reports, and short academic papers. Enrollment limited to 14.
Terms: Aut, Win, Spr | Units: 1-3
Instructors: ; Geda, K. (PI); Wang, D. (PI)

EFSLANG 698A: Writing Academic English

Strategies and conventions for graduate writing. Emphasis is on fluency, organization, documentation, and appropriateness for writing tasks required in course work. Enrollment limited to 14. May be repeated once for credit.
Terms: Aut, Win, Spr | Units: 1-3 | Repeatable 2 times (up to 6 units total)

EFSLANG 698B: Advanced Graduate Writing

Focus on clarity, accuracy, and appropriate style. For graduate students experienced in English writing and currently required to write for courses and research. Class meetings and individual conferences. Prerequisite: EFSLANG 698A. Enrollment limited to 14. May be repeated once for credit.
Terms: Aut, Win, Spr | Units: 1-3 | Repeatable 2 times (up to 6 units total)

EFSLANG 698C: Writing and Presenting Research

For advanced graduate students completing major research projects. Revising and editing strategies for preparing papers, conference abstracts, and poster presentations. Adapting content and style to different audiences. Students present their research with participant feedback. Enrollment limited to 14. May be repeated once for credit. Prerequisite: EFSLANG 698B and EFSLANG 691 or consent of instructor.
Terms: Aut, Win | Units: 1-3 | Repeatable 2 times (up to 6 units total)
Instructors: ; Hubbard, P. (PI)

ENERGY 359: Teaching Experience in Energy Resources Engineering

For TAs in Energy Resources Engineering. Course and lecture design and preparation; lecturing practice in small groups. Classroom teaching practice in an Energy Resources Engineering course for which the participant is the TA (may be in a later quarter). Taught in collaboration with the Center for Teaching and Learning.
Terms: Aut, Win, Spr | Units: 1 | Repeatable for credit
Instructors: ; Gerritsen, M. (PI)

ENGLISH 396L: Pedagogy Seminar I

Required for first-year Ph.D students in English, Modern Thought and Literature, and Comparative Literature. Preparation for surviving as teaching assistants in undergraduate literature courses. Focus is on leading discussions and grading papers.
Terms: Aut | Units: 2
Instructors: ; Ngai, S. (PI)

ENGR 103: Public Speaking

Priority to Engineering students. Introduction to speaking activities, from impromptu talks to carefully rehearsed formal professional presentations. How to organize and write speeches, analyze audiences, create and use visual aids, combat nervousness, and deliver informative and persuasive speeches effectively. Weekly class practice, rehearsals in one-on-one tutorials, videotaped feedback. Limited enrollment.
Terms: Aut, Win, Spr | Units: 3
Instructors: ; Vassar, M. (PI)

ENGR 202S: Writing: Special Projects

Writing tutorial for students working on non-course projects such as theses, journal articles, and conference papers. Weekly individual conferences.
Terms: Aut, Win, Spr | Units: 1 | Repeatable for credit
Instructors: ; McDevitt, M. (PI)

ENGR 202W: Technical Writing

How to write clear, concise, and well-ordered technical prose. Principles of editing for structure and style. Applications to a variety of genres in engineering and science.
Terms: Aut, Win, Spr | Units: 3

ENGR 245: The Lean LaunchPad: Getting Your Lean Startup Off the Ground

Apply the "Lean Startup" principles; "business model canvas," "customer development" and "Agile Engineering" to prototype, test, and iterate your idea while discovering if you have a profitable business model. This is the class adopted by the NSF and NIH as the Innovation Corps. Apply and work in teams. Info sessions held in November and December. Team applications required in December. Proposals can be software, hardware, or service of any kind. Projects are experiential and require incrementally building the product while talking to customers/partners each week. Prerequisite: interest and passion in exploring whether a technology idea can become a real company. Limited enrollment.
Terms: Win | Units: 3-4

ENGR 280: From Play to Innovation

Focus is on enhancing the innovation process with playfulness. The class will be project-based and team-centered. We will investigate the human "state of play" to reach an understanding of its principal attributes and how important it is to creative thinking. We will explore play behavior, its development, and its biological basis. We will then apply those principles through design thinking to promote innovation in the corporate world. Students will work with real-world partners on design projects with widespread application. This course requires an application. You can find the application here: dschool.stanford.edu/classes
Terms: Spr | Units: 2-4

ENGR 281: d.media 4.0 - Designing Media that Matters

The combination of always-on smartphones, instant access to information and global social sharing is changing behavior and shifting cultural norms. How can we design digital experiences that make this change positive? Join the d.media team and find out! This course is project-based and hands-on. Three projects will explore visual design, interaction design and behavioral design all in the context of today's technology landscape and in service of a socially positive user experience. See http://dmedia.stanford.edu, Admission by application. See dschool.stanford.edu/classes for more information.
Terms: Win | Units: 2-3

ENGR 290: Graduate Environment of Support

For course assistants (CAs) and tutors in the School of Engineering tutorial and learning program. Interactive training for effective academic assistance. Pedagogy, developing course material, tutoring, and advising. Sources include video, readings, projects, and role playing.
Terms: Aut, Win, Spr | Units: 1
Instructors: ; Lozano, N. (PI)

ENGR 311A: Women's Perspectives

Master's and Ph.D. seminar series driven by student interests. Possible topics: time management, career choices, health and family, diversity, professional development, and personal values. Guest speakers from academia and industry, student presentations with an emphasis on group discussion. Graduate students share experiences and examine scientific research in these areas. May be repeated for credit.
Terms: Win | Units: 1 | Repeatable for credit
Instructors: ; Sheppard, S. (PI)

ENGR 311B: Designing the Professional

How to Get a Life as well as a PhD or Masters: Seminar open to ALL graduate students and post-docs in all 7 schools. Learn to apply design thinking to designing your professional life following Stanford. Topics include: Intro to "design thinking", framework for vocational wayfinding; tools to investigate alternate professional paths. Complete a personal "Odyssey Plan" to innovate multiple prototypes for post-Stanford life and career. Taught in 1-day workshop and 10-week course formats. 10-week course not offered in AY16. 5-day intensive version also offered in Stanford Grad. Summer Inst., Sep 12-16 (no credit, see VPGE SGSI website for details).
Terms: Spr | Units: 1 | Repeatable 3 times (up to 3 units total)

ENGR 312: Science and Engineering Course Design (VPTL 312)

For students interested in an academic career and who anticipate designing science or engineering courses at the undergraduate or graduate level. Goal is to apply research on science and engineering learning to the design of effective course materials. Topics include syllabus design, course content and format decisions, assessment planning and grading, and strategies for teaching improvement.
Terms: Win | Units: 2-3

ENGR 313: Topics in Engineering and Science Education

This seminar series focuses on topics related to teaching science, technology, engineering, and math (STEM) courses based on education research. Each year focuses on a different topic related to STEM education. This course may be repeated for credit each year. This year we will explore how to design assessments and give feedback to facilitate student learning through a series of discussions, in-class activities and guest lectures based on current STEM education literature. Throughout the quarter, there will be several opportunities for directly practicing and applying STEM education strategies to specific teaching goals in your field.
Terms: Spr | Units: 1-2 | Repeatable for credit (up to 99 units total)
Instructors: ; Sheppard, S. (PI)

ENGR 350: Data Impact Lab

In this lab, multi-disciplinary teams of students tackle high-impact, unsolved problems for social sector partners. Teams receive mentorship and coaching from Stanford faculty, domain experts, and data science experts from industry. Sample projects include innovations for: poverty alleviation in the developing world, local government services, education, and healthcare. Limited enrollment; application required. May be repeated for credit. See http://datalab.stanford.edu for more information.
Terms: Aut, Win, Spr, Sum | Units: 1-6
Instructors: ; Behrman, W. (PI)

ENVRES 380: Collaborating with the Future: Launching Large Scale Sustainable Transformations

This project-based d.school class combines Design Thinking Processes, Behavioral Sciences, elements of Diffusion Theory, and a methodology for scaled transformation. Tools and theories introduced in class will be used to structure large-scale transformations that simultaneously create value on environmental, societal, and economic fronts. This is a project-based class involving team-based, real world challenges that are all complex and scaled. Primarily meant for Graduate Students (especially qualified/motivated Seniors will be considered). Admission to the class is through an application process which ends on March 3. Please find instructions and applications at https://dschool.stanford.edu/groups/largetransformations/.
Terms: Spr | Units: 3-4

ETHICSOC 301: Conflicts, Ethics, and the Academy

(Same as LAW 684) This course looks at conflicts of interest and ethical issues as they arise within academic work. The participants will be drawn from schools and departments across the University so that the discussion will prompt different examples of, and perspectives on, the issues we discuss. Topics will include the conflicts that arise from sponsored research, including choices of topics, shaping of conclusions, and nondisclosure agreements; issues of informed consent with respect to human subjects research, and the special issues raised by research conducted outside the United States; peer review, co-authorship, and other policies connected to scholarly publication; and the ethics of the classroom and conflicts of interest implicating professor-student relationships. Representative readings will include Marcia Angell's work, Drug Companies and Doctors: A Story of Corruption, N.Y. Rev. Books, Jan. 15, 2009, and Is Academic Medicine for Sale? 342 N. Engl. J. Med. 1516 (2000) (and responses); William R. Freudenburg, Seeding Science, Courting Conclusions: Reexamining the Intersection of Science, Corporate Cash, and the Law, 20 Sociological Forum 3 (2005); Max Weber, Science as a Vocation; legal cases; and conflict-of-interest policies adopted by various universities and professional organizations. The course will include an informal dinner at the end of each session. The goal of the course is to have students across disciplines think about the ethical issues they will confront in an academic or research career. Non-law students should enroll in ETHICSOC 301.
Terms: Spr | Units: 1-3

FILMSTUD 364A: Technology and the Visual Imagination (ARTHIST 164A, ARTHIST 364A, FILMSTUD 164A)

An exploration of the dynamic relationship between technology and the ways we see and represent the world. The course examines technologies from the Renaissance through the present day, from telescopes and microscopes to digital detectors, that have changed and enhanced our visual capabilities as well as shaped how we imagine the world. We also consider how these technologies influenced and inspired the work of artists. Special attention is paid to how different technologies such as linear perspective, photography, cinema, and computer screens translate the visual experience into a representation; the automation of vision; and the intersection of technology with conceptions of time and space.
Terms: Win | Units: 4
Instructors: ; Kessler, E. (PI)

GEOPHYS 205: Effective Scientific Presentation and Public Speaking

The ability to present your work in a compelling, concise, and engaging manner will enhance your professional career. This course breaks down presentations into their key elements: the opening, body of the talk, closing, slide and poster graphics, Q&A, pacing, pauses, and voice modulation. We use clips from archived talks, slide sets and posters to illustrate the good, the bad, and the ugly. Each participant will use their upcoming conference talk or poster (e.g., AGU, SEG), or upcoming job talk or funding pitch, as their class project. The course will be 40% group meetings and 60% individual coaching. Everyone will come away a more skilled and confident speaker than they were before. Instructor: Ross S. Stein (USGS) nThe course syllabus is the third publication in http://profile.usgs.gov/rstein
Terms: Aut | Units: 2
Instructors: ; Stein, R. (PI)

HISTORY 305: Graduate Pedagogy Workshop

Required of first-year History Ph.D. students. Perspectives on pedagogy for historians: course design, lecturing, leading discussion, evaluation of student learning, use of technology in teaching lectures and seminars. Addressing today's classroom: sexual harassment issues, integrating diversity, designing syllabi to include students with disabilities.
Terms: Spr | Units: 1
Instructors: ; Stokes, L. (PI)

HISTORY 306K: World History Pedagogy Workshop

Students draft a syllabus and create a curriculum module for use in a world history lecture course. Corequisite: HISTORY 306D, recommended.
Terms: Aut | Units: 1
Instructors: ; Lewis, M. (PI); Wigen, K. (PI)

HRP 213: Writing in the Sciences

Primarily for medical students in the Clinical Research Scholarly concentration; open to graduate students except Epidemiology graduate students. Development of research questions and plans for statistical analysis. Study design, sample size and power calculations, and statistical analysis of study data. Analytic methods to carry out statistical power and sample size calculations. Prerequisites: 225, and 258 or 259, or consent of instructor.
Terms: Aut | Units: 2-3

HRP 214: Scientific Writing

Step-by-step through the process of writing and publishing a scientific manuscript. How to write effectively, concisely, and clearly. Preparation of an actual scientific manuscript. Students are encouraged to bring a manuscript on which they are currently working to develop and polish throughout the course.
Terms: Win | Units: 2-3
Instructors: ; Sainani, K. (PI)

HRP 235: Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, AFRICAST 235, EDUC 135, EDUC 335, HUMBIO 26, MED 235)

The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students insights into understanding how to effectively develop, evaluate, and scale social ventures. Using TeachAIDS (an award-winning nonprofit educational technology social venture used in 78 countries) as a primary case study, students will be given an in-depth look into how the entity was founded and scaled globally. Guest speakers will include world-class experts and entrepreneurs in Philanthropy, Medicine, Communications, Education, and Technology. Open to both undergraduate and graduate students.
Terms: Spr | Units: 3-4

HUMSCI 201: Graduate Environment of Support

Psychosocial, financial, and career issues in adapting graduate students to Stanford; how these issues relate to diversity, resources, policies, and procedures. Discussions among faculty, advanced graduate students, campus resource people, and the dean's office. (Thomas)
Terms: Aut | Units: 1
Instructors: ; Thomas, A. (PI)

INDE 212: Medical Humanities and the Arts

The interdisciplinary field of medical humanities: the use of the arts and humanities to examine medicine in personal, social, and cultural contexts. Topics include the doctor/patient relationship, the patient perspective, the meaning of doctoring, and the meaning of illness. Sources include visual and performing arts, film, and literary genres such as poetry, fiction, and scholarly writing. Designed for medical students in the Biomedical Ethics and Medical Humanities Scholarly Concentration, but all students are welcome.
Terms: Spr | Units: 2
Instructors: ; Shafer, A. (PI)

INDE 228: Career Transition Planning: Taking Action Today for a Successful Tomorrow

Open to School of Medicine MD and graduate students; post-docs and clinical fellows may audit by consent of instructor. How to prioritize career goals and develop an effective job search campaign. Topics: translating scientific and clinical training into a variety of workplace environmennts, professional network development, professional interest assessment, recruiters' perspectives, credentials development, and creating a marketing plan. Guest speakers from myriad career fields. May be repeated for credit.
Terms: Spr | Units: 1 | Repeatable for credit

INDE 230: Topics in Scientific Management

Designed for postdocs and advanced graduate students. Reviews management skills necessary for successfully assuming leadership roles in scientific research. Addresses some of the most difficult aspects of developing, directing, and managing people and projects and running a research group, especially issues that new faculty have traditionally learned by trial and error over a number of years. Topics include: the faculty job search process and strategies, key elements in starting a lab, basic principles regarding legal dimensions of scientific activity (intellectual property, royalties, links with industry), team science, research ethics, communication and negotiation skills, and writing and securing grants.
Terms: Win | Units: 1

INDE 234: Introduction to Writing Research Proposals

Practical instruction in research proposal writing. Suitable for advanced graduate students. Substantial writing component. Enrollment by instructor approval only.
Terms: Win | Units: 3

IPS 207A: Problem Solving and Decision Making for Public Policy and Social Change (PUBLPOL 305A)

This course introduces skills and bodies of knowledge useful for careers in law, public policy, and achieving social change at scale. These include framing problems; designing, implementing, and evaluating strategies; system design; cost-benefit analysis; decision making under uncertainty; heuristics and biases that affect empirical judgments and decision making; methods for influencing people's behavior ranging from incentives and penalties to "nudges;" and human-centered design. The course will be taught through problems, cases, and a field project to solve real-world problems on or near the Stanford campus, with the goal of integrating strategic thinking and behavioral insights with human-centered design and systems design. The course may be of interest to students in Law and Policy Lab practicums who wish to broaden their policy analysis skills. Enrollment: Limited to 32 students, with priority given to students in Law School, the MPP program, and the IPS program in that order. Students other than law students must seek the consent of the instructor. Elements used in grading: Class participation, midterm assignment, and final assignment. Cross-listed with International Policy Studies (IPS 207A) & the Law School (LAW 333).
Terms: Win | Units: 4-5
Instructors: ; Bade, J. (PI); Brest, P. (PI)

LATINAM 207: Spanish in Science/Science in Spanish (BIO 208, EARTHSYS 207)

For graduate and undergraduate students interested in the natural sciences and the Spanish language. Students will acquire the ability to communicate in Spanish using scientific language and will enhance their ability to read scientific literature written in Spanish. Emphasis on the development of science in Spanish-speaking countries or regions. Course is conducted in Spanish and intended for students pursuing degrees in the sciences, particularly disciplines such as ecology, environmental science, sustainability, resource management, anthropology, and archeology.
Terms: Aut, Spr | Units: 2
Instructors: ; Dirzo, R. (PI)

LAW 684: Conflicts, Ethics, and the Academy

This course looks at conflicts of interest and ethical issues as they arise within academic work. The participants will be drawn from schools and departments across the University so that the discussion will prompt different examples of, and perspectives on, the issues we discuss. Topics will include the conflicts that arise from sponsored research, including choices of topics, shaping of conclusions, and nondisclosure agreements; issues of informed consent with respect to human subjects research, and the special issues raised by research conducted outside the United States; peer review, co-authorship, and other policies connected to scholarly publication; and the ethics of the classroom and conflicts of interest implicating professor-student relationships. Representative readings will include Marcia Angell's work, Drug Companies and Doctors: A Story of Corruption, N.Y. Rev. Books, Jan. 15, 2009, and Is Academic Medicine for Sale? 342 N. Engl. J. Med. 1516 (2000) (and responses); William R. Freudenburg, Seeding Science, Courting Conclusions: Reexamining the Intersection of Science, Corporate Cash, and the Law, 20 Sociological Forum 3 (2005); Max Weber, Science as a Vocation; legal cases; and conflict-of-interest policies adopted by various universities and professional organizations. The course will include an informal dinner at the end of each session. The goal of the course is to have students across disciplines think about the ethical issues they will confront in an academic or research career. Elements used in grading: attendance, participation, and two short reflection papers. Cross-listed with Ethics in Society (ETHICSOC 301). Non-law students should enroll in ETHICSOC 301.
Terms: Spr | Units: 3

LAWGEN 115N: Human Rights Advocacy

What are the origins of the human rights movement and where is it headed? What does it mean to be a human rights activist? What are the main challenges and dilemmas facing those engaged in human rights advocacy? In the space of 60 years, human rights advocates have transformed a marginal utopian ideal into a central element of global discussion, if not practice. In this seminar we will examine the actors and organizations behind this remarkable development as well as the vast challenges faced by advocates in the recent past and today. Together, we will learn to be critical of, as well as to think, and act, like human rights advocates. This seminar will introduce you to some the main debates and dilemmas within the human rights movement. We will consider and understand the differing agendas of western international nongovernmental organizations (INGOs) and their counterparts in the frequently non-western) developing world, as well as tensions between and among rights advocates along other important dimensions (civil and political vs. economic, social and cultural rights; rights promotion through engagement of powerful actors vs. challenging structures of power, etc.). The seminar seeks to develop your ability: 1) to understand human rights and social justice issues as contested political, legal and cultural phenomena; 2) to review advocacy texts, videos and other interventions critically; 3) to appreciate the political dimensions of efforts to promote human rights; 4) to understand how recent history constrains and structures options and possibilities for social intervention to promote rights and justice. During the course of the quarter you will be required to submit several short reflection papers and develop a human rights advocacy campaign.
Terms: Win | Units: 3
Instructors: ; Cavallaro, J. (PI)

LINGUIST 291: Linguistics and the Teaching of English as a Second/Foreign Language (LINGUIST 191)

Methodology and techniques for teaching languages, using concepts from linguistics and second language acquisition theory and research. Focus is on teaching English, but most principles and techniques applicable to any language. Optional 1-unit seminar in computer-assisted language learning.
Terms: Win | Units: 4-5

LINGUIST 394: TA Training Workshop

For second-year graduate students in Linguistics
Terms: Aut | Units: 1

MATH 355: Graduate Teaching Seminar

Required of and limited to first-year Mathematics graduate students.
Terms: Spr | Units: 1

ME 206A: Entrepreneurial Design for Extreme Affordability

Project course jointly offered by School of Engineering and Graduate School of Business. Students apply engineering and business skills to design product prototypes, distribution systems, and business plans for entrepreneurial ventures in developing countries for a specified challenge faced by the world's poor. Topics include user empathy, appropriate technology design, rapid prototype engineering and testing, social technology entrepreneurship, business modeling, and project management. Weekly design reviews; final course presentation. Industry and adviser interaction. Limited enrollment via application; see extreme.stanford.edu
Terms: Win | Units: 4

ME 206B: Entrepreneurial Design for Extreme Affordability

Part two of two-quarter project course jointly offered by School of Engineering and Graduate School of Business. Second quarter emphasizes prototyping and implementation of specific projects identified in first quarter. Students work in cross-disciplinary project teams. Industry and adviser interaction, weekly design reviews; final course presentation. Prerequisite: 206A.n(Jointly offered as GSB OIT333B) Design Institute class; see http://dschool.stanford.edu.
Terms: Spr | Units: 4

ME 231: Educating Young STEM Thinkers (EDUC 139, EDUC 239, ME 139)

The course introduces students to the design thinking process, the national conversations about the future of STEM careers, and opportunities to work with middle school students and K-12 teachers in STEM-based after-school activities and intercession camps. The course is both theory and practice focused. The purpose is twofold; to provide reflection and mentoring opportunities for students to learn about pathways to STEM careers and to introduce mentoring opportunities with young STEM thinkers.
Terms: Win, Spr | Units: 3-5 | Repeatable 4 times (up to 20 units total)

ME 236: Tales to Design Cars By

Students learn to tell personal narratives using the automobile. Identify a variety of "drive along¿ experiences to connect historic with new car conversations. Examine car/driver interactions: use archive and media inspired approaches to show how memorable moments are amplified during semi-autonomous driving in polarized areas. Imagine riding in the back seat of an Uber ride with a friend, heading to SF after class, going home from a SOMA start-up job, or heading to a location between meetings. What if you are driving in an autonomous assisted vehicle on a sunny vs. snowy day, in an urban setting or a pastoral setting? A unique component of the class is that the participant driver will be positioned in the car with an individual that she always hoped to have a conversation with. Methods drawn from socio-cognitive psychology, design thinking and fine art help students examine car experiences; conduct planned and spontaneous user interviews; video tape; to gather findings from the emerging stories. Course culminates in final storytelling presentation and showcase. Class Size limited to 18.
Terms: Spr | Units: 1-3 | Repeatable 2 times (up to 6 units total)
Instructors: ; Karanian, B. (PI)

ME 301: LaunchPad:Design and Launch your Product or Service

This is an intense course in product design and development offered to graduate students only (no exceptions). In just ten weeks, we will apply principles of design thinking to the real-life challenge of imagining, prototyping, testing and iterating, building, pricing, marketing, distributing and selling your product or service. You will work hard on both sides of your brain. You will experience the joy of success and the (passing) pain of failure along the way. This course is an excellent chance to practice design thinking in a demanding, fast-paced, results-oriented group with support from faculty and industry leaders. This course may change your life. We will treat each team and idea as a real start-up, so the work will be intense. If you do not have a passionate and overwhelming urge to start a business or launch a product or service, this class will not be a fit. Teams must visit office hours in winter quarter (Wednesday's 3p-4:30p) in order to be considered for the course.
Terms: Spr | Units: 4

ME 315: The Designer in Society

This class focuses on individuals and their psychological well being. The class delves into how students perceive themselves and their work, and how they might use design thinking to lead a more creative and committed life. As a participant you read parts of a different book each week and then engage in exercises designed to unlock learnings. In addition, there is a self-selected term project dealing with either eliminating a problem from your life or doing something you have never done before. Apply the first day during class. Attendance at first session is mandatory; otherwise, at most one absence is acceptable. Admission by application. See dschool.stanford.edu/classes for more information.
Terms: Win | Units: 3
Instructors: ; Roth, B. (PI)

ME 368: d.Leadership: Design Leadership in Context (MS&E 489)

d.Leadership is a course that teaches the coaching and leadership skills needed to drive good design process in groups. d.leaders will work on real projects driving design projects within organizations and gain real world skills as they experiment with their leadership style. Take this course if you are inspired by past design classes and want skills to lead design projects beyond Stanford. Preference given to students who have taken other Design Group or d.school classes. Admission by application. See dschool.stanford.edu/classes for more information
Terms: Win | Units: 1-3

ME 375A: StoryViz: COMMUNICATION REDESIGNED

StoryViz is about creating authentic & compelling communication in many media: this year's topics include sketching, video, visual design & performance. Fantastic guests and a bevy of assignments will prepare students to communicate their work and ideas genuinely, concisely, and with a keen sense of wit. Limited enrollment; application required; see http://dschool.stanford.edu/classes. Please see notes.
Terms: Win | Units: 2-3

ME 377: Design Thinking Studio: Experiences in Innovation and Design

Design Thinking Studio is an immersive introduction to design thinking. You will engage in the real world, with your eyes, with your mind, with your hands, and with classmates to learn, practice, and use the tools and attitudes of design. The fundamental goal of the class is to cultivate the creative, synthetic, and divergent thinking of students. This is a project-based class, asking students to take on new behaviors of work: collaboration, experimentation, empathizing, visualization, craft and inference. Field work and collaboration with teammates are required and critical for student success. Winter 2016: This quarter, we will work on exercising your design muscles, the things designers do everyday (outside of projects or process) that shape their practice. In addition to teamwork, we will practice different core design capacities to stimulate creativity, and make you a better communicator and collaborator. Admission by application. See dschool.stanford.edu/classesnfor more information.
Terms: Aut, Win | Units: 3-4

ME 378: Tell, Make, Engage: Action Stories for Entrepreneuring

Individual storytelling action and reflective observations gives the course an evolving framework of evaluative methods, formed and reformed by collaborative development within the class. Stories attached to an idea or a discovery, are considered through iterative narrative work and small group research projects. This course will use qualitative and quantitative methods for story engagement, assessment, and class determined research projects with practice exercises, artifacts, short papers and presentations.
Terms: Aut, Win, Spr | Units: 1-3 | Repeatable for credit
Instructors: ; Karanian, B. (PI)

ME 492: Mechanical Engineering Teaching Assistance Training

Terms: Aut, Win, Spr | Units: 1

MED 235: Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, AFRICAST 235, EDUC 135, EDUC 335, HRP 235, HUMBIO 26)

The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students insights into understanding how to effectively develop, evaluate, and scale social ventures. Using TeachAIDS (an award-winning nonprofit educational technology social venture used in 78 countries) as a primary case study, students will be given an in-depth look into how the entity was founded and scaled globally. Guest speakers will include world-class experts and entrepreneurs in Philanthropy, Medicine, Communications, Education, and Technology. Open to both undergraduate and graduate students.
Terms: Spr | Units: 3-4

MS&E 245G: Finance for Non-MBAs (ECON 135)

For graduate students and advanced undergraduates. The foundations of finance; applications in corporate finance and investment management. Financial decisions made by corporate managers and investors with focus on process valuation. Topics include criteria for investment decisions, valuation of financial assets and liabilities, relationships between risk and return, market efficiency, and the valuation of derivative securities. Corporate financial instruments including debt, equity, and convertible securities. Equivalent to core MBA finance course, FINANCE 220. Prerequisites:ECON 50, ECON 102A, or equivalents; ability to use spreadsheets, and basic probability and statistics concepts including random variables, expected value, variance, covariance, and simple estimation and regression.
Terms: Spr | Units: 3
Instructors: ; Asriyan, V. (PI)

MS&E 254: The Ethical Analyst

The ethical responsibility for consequences of professional analysts who use technical knowledge in support of any individual, organization, or government. The means to form ethical judgments; questioning the desirability of physical coercion and deception as a means to reach any end. Human action and relations in society in the light of previous thought, and research on the desired form of social interactions. Attitudes toward ethical dilemmas through an explicit personal code.
Terms: Spr | Units: 1-3

MS&E 271: Global Entrepreneurial Marketing

Skills needed to market new technology-based products to customers around the world. Case method discussions. Cases include startups and global high tech firms. Course themes: marketing toolkit, targeting markets and customers, product marketing and management, partners and distribution, sales and negotiation, and outbound marketing. Team-based take-home final exam. Limited enrollment.
Terms: Win, Spr | Units: 3-4

MS&E 273: Technology Venture Formation

Open to graduate students interested in technology driven start-ups. Provides the experience of an early-stage entrepreneur seeking initial investment, including: team building, opportunity assessment, customer development, go-to-market strategy, and IP. Teaching team includes serial entrepreneurs and venture capitalists. Student teams validate the business model using R&D plans and financial projections, and define milestones for raising and using venture capital. Final exam is an investment pitch delivered to a panel of top tier VC partners. In addition to lectures, teams interact with mentors and teaching team weekly. Enrollment by application: http://www.stanford.edu/class/msande273. Recommended: 270, 271, or equivalent.
Terms: Aut | Units: 3-4

MS&E 274: Dynamic Entrepreneurial Strategy

Primarily for graduate students. How entrepreneurial strategy focuses on creating structural change or responding to change induced externally. Grabber-holder dynamics as an analytical framework for developing entrepreneurial strategy to increase success in creating and shaping the diffusion of new technology or product innovation dynamics. Topics: First mover versus follower advantage in an emerging market; latecomer advantage and strategy in a mature market; strategy to break through stagnation; and strategy to turn danger into opportunity. Modeling, case studies, and term project.
Terms: Win | Units: 3

MS&E 275: Foundations for Large-Scale Entrepreneurship

Explore the foundational and strategic elements needed for startups to be designed for "venture scale" at inception. Themes include controversial and disruptive insights, competitive analysis, network effects, organizational design, and capital deployment. Case studies, expert guests, and experiential learning projects will be used. Primarily for graduate students. Limited enrollment. Recommended: basic accounting.
Terms: Spr | Units: 3

MS&E 277: Creativity and Innovation

Experiential course explores factors that promote and inhibit creativity and innovation in individuals, teams, and organizations. Teaches creativity tools using workshops, case studies, field trips, expert guests, and team design challenges. Enrollment limited to 40. Admission by application. See http://dschool.stanford.edu/classes.
Terms: Aut, Spr | Units: 3-4

MS&E 279A: Entrepreneurial Leadership

This seminar explores a wide range of topics related to entrepreneurial leadership through class discussions, case studies, field trips, and guest speakers. It is part of the DFJ Entrepreneurial Leaders Fellowship, which requires an application during Fall quarter. Details can be found at: http://stvp.stanford.edu/dfj/.
Terms: Win | Units: 1

MS&E 279B: Entrepreneurial Leadership

This seminar explores a wide range of topics related to entrepreneurial leadership through class discussions, case studies, field trips, and guest speakers. It is part of the DFJ Entrepreneurial Leaders Fellowship, which requires an application during Fall quarter. Details can be found at: http://stvp.stanford.edu/dfj/.
Terms: Spr | Units: 1

MS&E 282: Transformational Leadership

The personal, team-based and organizational skills needed to become a transformative leader. Case method discussions and lectures. Themes include: personal transformation; the inside-out effect, group transformation; cross-functional teams; re-engineering; rapid - non-profit and for profit - organizational transformation; and social transformation. Course includes a group project that is defined and approved during the first two weeks of class. Limited enrollment. Graduate students only. Admission by application. Prerequisite: 180 or 280.
Terms: Spr | Units: 3
Instructors: ; Tabrizi, B. (PI)

MS&E 299: Voluntary Social Systems

Ethical theory, feasibility, and desirability of a social order in which coercion by individuals and government is minimized and people pursue ends on a voluntary basis. Topics: efficacy and ethics; use rights for property; contracts and torts; spontaneous order and free markets; crime and punishment based on restitution; guardian-ward theory for dealing with incompetents; the effects of state action-hypothesis of reverse results; applications to help the needy, armed intervention, victimless crimes, and environmental protection; transition strategies to a voluntary society.
Terms: Win | Units: 1-3

MS&E 450: Lessons in Decision Making

Entrepreneurs, senior management consultants, and executives from Fortune 500 companies share real-world stories and insights from their experience in decision making.
Terms: Spr | Units: 1 | Repeatable for credit

MS&E 452: Decision Analysis Projects: Helping Real Leaders Make Real Decisions

A virtual consulting firm directed by professional decision analysts who offer advice and guidance as student teams help local organizations make a current business strategy or public policy decision. Projects for businesses, governments, or other institutions typically include start-up venture funding, R&D portfolio planning, new product or market entry, acquisition or partnering, cost reduction, program design, or regulatory policy decisions. Emphasis is on developing clarity of action and delivering insights to clients. Satisfies MS&E project course requirement. Prerequiste: 252. Recommended: 352.
Terms: Spr | Units: 3
Instructors: ; Robinson, B. (PI)

MS&E 472: Entrepreneurial Thought Leaders' Seminar

Entrepreneurial leaders share lessons from real-world experiences across entrepreneurial settings. ETL speakers include entrepreneurs, leaders from global technology companies, venture capitalists, and best-selling authors. Half-hour talks followed by half hour of class interaction. Required web discussion. May be repeated for credit.
Terms: Aut, Win, Spr | Units: 1 | Repeatable for credit

MS&E 476: Entrepreneurship Through the Lens of Venture Capital: Venture Capital From Past to Present

Explores changes in the venture capital industry: rise of SiliconnValley and Sand Hill Road, investing in the dot-com bubble, incubatorsnand accelerators, equity crowd funding platform, and different modelsnof venture capital. Explores how companies are funded, grown, andnscale by meeting with individuals who have been at the forefront ofnthis change. See www.lensofvc.com.
Terms: Spr | Units: 2
Instructors: ; Fu, E. (PI); Weyant, J. (PI)

MS&E 489: d.Leadership: Design Leadership in Context (ME 368)

d.Leadership is a course that teaches the coaching and leadership skills needed to drive good design process in groups. d.leaders will work on real projects driving design projects within organizations and gain real world skills as they experiment with their leadership style. Take this course if you are inspired by past design classes and want skills to lead design projects beyond Stanford. Preference given to students who have taken other Design Group or d.school classes. Admission by application. See dschool.stanford.edu/classes for more information
Terms: Win | Units: 1-3

MUSIC 280: TA Training Course

Required for doctoral students serving as teaching assistants. Orientation to resources at Stanford, guest presentations on the principles of common teaching activities, supervised teaching experience. Students who entered in the Autumn should take 280 in the Spring prior to the Autumn they begin teaching.
Terms: Spr | Units: 1

ORALCOMM 215: Voice Workshop (ORALCOMM 115)

Focus is on breath, voice production, expansion of vocal range and stamina, and clarity of articulation. Geared toward public speaking including presentations, lectures, and job talks. May be taken in conjunction with ORALCOMM 117. ORALCOMM 115/215 was previously listed as CTL 115/215.
Terms: Aut, Spr | Units: 1-2
Instructors: ; Freeland, T. (PI)

ORALCOMM 217: The Art of Effective Speaking (ORALCOMM 117)

The principles and practice of effective oral communication. Through formal and informal speaking activities, students develop skills framing and articulating ideas through speech. Strategies for speaking extemporaneously, preparing and delivering multimedia presentations, formulating persuasive arguments, refining critical clarity of thought, and enhancing general facility and confidence in oral self-expression. ORALCOMM 117/217 was previously listed as CTL 117/217.
Terms: Aut | Units: 3
Instructors: ; Freeland, T. (PI)

ORALCOMM 219: Oral Communication for Graduate Students

(Formerly CTL 219.) Graduate student speaking activities such as teaching (delivering lectures, guiding discussion, and facilitating small groups), professional presentations and conference papers, and preparing for oral exams and defenses. In-class projects, discussion, and individual evaluation assist students in developing effective techniques for improving oral communication skills.
Terms: Sum | Units: 1-2
Instructors: ; Freeland, T. (PI)

PEDS 206: Exploring Happiness and Health (PEDS 106)

Evidence-based research findings, theoretical concepts and applied experiences related to emotional well-being, and physical and mental health. Topics include basic cognitive neuroscience and psychological research in pro-social emotions, such as gratitude, compassion, forgiveness and mindfulness practice. Course offers lecture, readings, and applied practices that enhance mental health, resiliency and well-being. Emphasis on issues relevant to high-achieving young adults.
Terms: Win, Spr | Units: 3

PHIL 239: Teaching Methods in Philosophy

For Ph.D. students in their first or second year who are or are about to be teaching assistants for the department. May be repeated for credit.
Terms: Aut, Spr | Units: 1-4 | Repeatable for credit
Instructors: ; Duffy, H. (PI)

PHIL 275A: Ethics and Politics of Public Service (CSRE 178, ETHICSOC 133, HUMBIO 178, PHIL 175A, POLISCI 133, PUBLPOL 103D, URBANST 122)

Ethical and political questions in public service work, including volunteering, service learning, humanitarian assistance, and public service professions such as medicine and teaching. Motives and outcomes in service work. Connections between service work and justice. Is mandatory service an oxymoron? History of public service in the U.S. Issues in crosscultural service work. Integration with the Haas Center for Public Service to connect service activities and public service aspirations with academic experiences at Stanford.
Terms: Spr | Units: 5

PHYSICS 294: Teaching of Physics Seminar

Required of all Teaching Assistants prior to the first teaching assignment. Weekly seminar/discussions on interactive techniques for teaching physics. Practicum which includes class observations, grading and student teaching in current courses.
Terms: Aut, Win | Units: 1

PHYSICS 295: Learning & Teaching of Science (EDUC 280)

This course will provide students with a basic knowledge of the relevant research in cognitive psychology and science education and the ability to apply that knowledge to enhance their ability to learn and teach science, particularly at the undergraduate level. Course will involve readings, discussion, and application of the ideas through creation of learning activities. It is suitable for advanced undergraduates and graduate students with some science background.
Terms: Spr | Units: 3
Instructors: ; Wieman, C. (PI)

PSYCH 459: Frontiers in Interdisciplinary Biosciences (BIO 459, BIOC 459, BIOE 459, CHEM 459, CHEMENG 459)

Students register through their affiliated department; otherwise register for CHEMENG 459. For specialists and non-specialists. Sponsored by the Stanford BioX Program. Three seminars per quarter address scientific and technical themes related to interdisciplinary approaches in bioengineering, medicine, and the chemical, physical, and biological sciences. Leading investigators from Stanford and the world present breakthroughs and endeavors that cut across core disciplines. Pre-seminars introduce basic concepts and background for non-experts. Registered students attend all pre-seminars; others welcome. See http://biox.stanford.edu/courses/459.html. Recommended: basic mathematics, biology, chemistry, and physics.
Terms: Aut, Win, Spr | Units: 1 | Repeatable for credit
Instructors: ; Robertson, C. (PI)

PUBLPOL 305A: Problem Solving and Decision Making for Public Policy and Social Change (IPS 207A)

This course introduces skills and bodies of knowledge useful for careers in law, public policy, and achieving social change at scale. These include framing problems; designing, implementing, and evaluating strategies; system design; cost-benefit analysis; decision making under uncertainty; heuristics and biases that affect empirical judgments and decision making; methods for influencing people's behavior ranging from incentives and penalties to "nudges;" and human-centered design. The course will be taught through problems, cases, and a field project to solve real-world problems on or near the Stanford campus, with the goal of integrating strategic thinking and behavioral insights with human-centered design and systems design. The course may be of interest to students in Law and Policy Lab practicums who wish to broaden their policy analysis skills. Enrollment: Limited to 32 students, with priority given to students in Law School, the MPP program, and the IPS program in that order. Students other than law students must seek the consent of the instructor. Elements used in grading: Class participation, midterm assignment, and final assignment. Cross-listed with International Policy Studies (IPS 207A) & the Law School (LAW 333).
Terms: Win | Units: 4-5
Instructors: ; Bade, J. (PI); Brest, P. (PI)

PUBLPOL 306: Writing and Rhetoric for Policy Audiences

This course offers hands-on learning of effective writing and presentation techniques for audiences that include policy makers, decision stakeholders, interest groups, the media, and the public. Class time will be spent learning lessons in rhetoric, analyzing multiple written genres (memo, op-ed, report, media communications), participating in peer review, and practicing presentation strategies (elevator pitch, press conference, media interview, board meeting, formal presentation). Course texts include sample memos, op-eds, and white papers, as well as rhetoric handouts and videos. Students will draft, revise, and submit writing for policy audiences in the compilation of a final portfolio. Students will also produce oral and multimedia arguments, individually and in teams. Students will be responsible for timely peer review and short presentations on course materials. Enrollment limited. Prerequisite: consent of instructor.
Terms: Spr | Units: 4

RELIGST 391: Teaching Religious Studies

Workshop/seminar for doctoral students in Religious Studies and adjacent fields designed to cultivate methods for teaching Religious Studies in an academic setting.
Terms: Win | Units: 3
Instructors: ; Vevaina, Y. (PI)

SOC 300: Workshop: Teaching Development

For first-year Sociology doctoral students only. The principles for becoming an effective instructor, adviser, and mentor to undergraduates. Topics: ethics, course organization and syllabus development, test construction and grading, conflict resolution, common classroom problems, and University policies related to matters such as sexual harassment. Technologies and other topics related to making effective presentations, and campus resources to improve classroom performance. Roundtable discussions with faculty and advanced graduate students known for teaching excellence. Students may be asked to give a demonstration lecture.
Terms: Spr | Units: 2

SOMGEN 239: Preparation and Practice: Biotechnology Business and Finance

Combines guest lectures with case study and hands-on projects to examine the necessary skills and and practical steps to create a business from biotechnology invention. Students interface with current CEOs, expert practitioners, and investment professionals to gain practical insight ito the mechanics and practices of the biotechnology industry and the variety of roles and responsibilities available to them.
Terms: Win | Units: 2 | Repeatable 5 times (up to 10 units total)
Instructors: ; Eberle, S. (PI)

SOMGEN 275: Leading Value Improvement in Health Care Delivery

Successful leaders on the journey to better care delivery methods with lower total spending inevitably face pivotal crises. What confluence of attitude, strategy, and events allows them to prevail? Contexts will include entrepreneurship and early stage investing, spread of higher value care delivery innovations, health care delivery system management, and private and public policy making to reward value. Guest faculty will include nationally recognized leaders and change agents, who will invite students to recommend alternative approaches to managing pivotal challenges. The course is open to any member of the Stanford community aspiring to lead higher value in health care delivery including graduate students, undergraduates, and postdoctoral candidates, as well as medical center residents and clinical fellows. May be repeated for credit
Terms: Aut | Units: 1-2 | Repeatable 4 times (up to 8 units total)

SOMGEN 282: The Startup Garage: Design (CHEMENG 482)

(Same as STRAMGT 356) The Startup Garage is an experiential lab course that focuses on the design, testing and launch of a new venture. Multidisciplinary student teams work through an iterative process of understanding user needs, creating a point of view statement, ideating and prototyping new product and services and their business models, and communicating the user need, product, service and business models to end-users, partners, and investors. In the autumn quarter, teams will: identify and validate a compelling user need and develop very preliminary prototypes for a new product or service and business models. Students form teams, conduct field work and iterate on the combination of business model -- product -- market. Teams will present their first prototypes (business model - product - market) at the end of the quarter to a panel of entrepreneurs, venture capitalists, angel investors and faculty.
Terms: Aut | Units: 4

SOMGEN 284: The Startup Garage: Testing and Launch (CHEMENG 484)

This is the second quarter of the two-quarter series. In this quarter, student teams expand the field work they started in the fall quarter. They get out of the building to talk to potential customers, partners, distributors, and investors to test and refine their business model, product/service and market. This quarter the teams will be expected to develop and test a minimally viable product, iterate, and focus on validated lessons on: the market opportunity, user need and behavior, user interactions with the product or service, business unit economics, sale and distribution models, partnerships, value proposition, and funding strategies. Teams will interact with customers, partners, distributors, investors and mentors with the end goal of developing and delivering a funding pitch to a panel of entrepreneurs, venture capitalists, angel investors and faculty.
Terms: Win | Units: 4

STRAMGT 356: The Startup Garage: Design

Startup Garage is an intensive hands-on, project-based course, in which students will apply the concepts of design thinking, engineering, finance, business and organizational skills to design and test new business concepts that address real world needs . Our aspiration is to help teams identify an unmet customer need, design new products or services that meet that need, and develop business models to support the creation and launch of startup products or services. Even those teams that do not successfully launch a venture, or individuals who decide not to move forward, will learn critical, cutting-edge techniques about starting and launching a venture. Collaborative, multi-disciplinary teams will identify and work with users, domain experts, and industry participants to identify and deeply understand customer needs, then proceed to design products or services and a business model to address those needs. Each team will conceive, design, build, and field-test critical aspects of both the product or service and the business model. This course is offered by the Graduate School of Business. It integrates methods from human-centered design, lean startup, and business model planning. The course focuses on developing entrepreneurial skills (using short lectures and in-class exercises) and then applying these skills to specific problems faced by those users identified by the teams. Teams will get out of the building and interact directly with users and advisers to develop a deep understanding of the challenges they face and to field test their proposed services, products, and business models.
Terms: Aut | Units: 4

TAPS 277: Writing for Performance: The Fundamentals (CSRE 177, FEMGEN 177, TAPS 177)

Course introduces students to the basic elements of playwriting and creative experimentation for the stage. Topics include: character development, conflict and plot construction, staging and setting, and play structure. Script analysis of works by contemporary playwrights may include: Marsha Norman, Patrick Shanley, August Wilson, Suzan-Lori Parks, Paula Vogel, Octavio Solis and others. Table readings of one-act length work required by quarter's end.
Terms: Aut, Spr | Units: 4

VPTL 165: Identity and Academic Achievement (AFRICAAM 165, CSRE 165)

How do social identities affect how people experience academic interactions? How can learning environments be better structured to support the success of all students? In this class, we will explore how a variety of identities such as race, gender, social class, and athletic participation can affect academic achievement, with the goal of identifying concrete strategies to make learning environments at Stanford and similar universities more inclusive. Readings will draw from psychology, sociology, education, and popular press. This class is a seminar format.
Terms: Spr | Units: 3
Instructors: ; Crosby, J. (PI)

VPTL 221: Practicum for fellows in the Stanford-SJSU Preparing Future Professors Program

Nine weekly one-hour sessions consisting of discussions of: (1) the previous week's SJSU shadowing experiences and (2) readings related to session themes.
Terms: Win | Units: 1
Instructors: ; Reis, R. (PI)

VPTL 231: Preparing for Faculty Careers

For graduate students and postdoctoral fellows from all disciplines who are considering a faculty career of any type and at any of a broad range of institutions. Numbers are limited and so whether formally registered (grad students) or attending as auditors (grad students or postdocs), all participants must commit to attending the entire course. Begins with a methodology to help determine if a faculty career is a good fit for the values, interests and abilities of each participant. Progresses to an exploration of different types of faculty roles and different institutional contexts (e.g., tenure-track vs. non-tenure-track; research-intensive vs. teaching-intensive; large vs. small; etc.). Discusses how to identify and land a faculty position. Ends with concrete tips on how to thrive in such a role. May be repeated for credit.
Terms: Spr | Units: 1 | Repeatable for credit

VPTL 297: Teaching and Learning in Higher Education (EDUC 297)

(Same as LAW 303) This course is co-taught by Tom Ehrlich, GSE, and Mariatte Denman, Office of the Vice Provost for Teaching & Learning. It provides doctoral and masters students with an opportunity to focus on teaching and learning along with graduate students from many disciplines throughout the university. Students watch and interview master teachers at Stanford, prepare a syllabus module for a workshop or class they might teach, and learn a range of effective pedagogical methods. The course is open not only to masters students and doctoral students from all schools who expect to work in higher education, but also to students interested in K-12 education, and they may develop a teaching module for use in those schools.
Terms: Win | Units: 1-4

VPTL 312: Science and Engineering Course Design (ENGR 312)

For students interested in an academic career and who anticipate designing science or engineering courses at the undergraduate or graduate level. Goal is to apply research on science and engineering learning to the design of effective course materials. Topics include syllabus design, course content and format decisions, assessment planning and grading, and strategies for teaching improvement.
Terms: Win | Units: 2-3
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